ethanporcaro/eric-fulltext-meta huggingface dataset:
Wyoming Community Colleges Annual Performance Report: Performance Indicators, 2019-2020
Author: Wyoming Community College Commission
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,Academic Achievement,Educational Attainment,Academic Persistence,School Holding Power,Academic Degrees,Educational Certificates,Graduation,Placement,Employment Level,Certification,Critical Literacy,Success,College Transfer Students,Outcomes of Education,Goal Orientation,Career Change,Individual Development,Job Skills,Graduation Rate,Grades (Scholastic),Course Selection (Students),Remedial Instruction

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal attainment and retention; (2) student persistence; (3) degree and certificate completion rates; (4) placement rate of graduates in the workforce; (5) licensure and certification pass rates; (6) demonstration of critical literacy skills; (7) success in subsequent, related coursework; and (8) number and rate of students who transfer. In an effort to accommodate the mandate set forth in Wyoming statute and to streamline the performance indicator reporting process, the decision was made to specifically address the required performance measures. The Wyoming Community College Commission Statewide Strategic Plan adopted by the Commission in October 2020 has identified four primary goals and related objectives. All former and current strategic plans center around the Commission's mission. Wyoming community colleges provide dynamic lifelong learning environments through higher education, workforce development, innovative partnerships, and civic and global engagement that lead to responsible citizenship and economic, social, and cultural prosperity. Planning for the Future of Wyoming's Community Colleges, the mission and purpose of the Wyoming Community College Commission is to provide coordination, advocacy, funding, and accountability. Current goals identified in the 2020-2025 strategic plan include: (1) Educational Attainment; (2) Affordability; (3) Program Alignment; and (4) Economic Development. This 2019-2020 Performance Indicator Report aligns the performance indicators required by statute with the objectives contained in the WCCC 2020-2025 Statewide Strategic Plan. Commission staff have matched the eight Wyoming statutorily required performance indicators with the new Strategic Plan's four goals. [For the 2018-2019 report, see ED609693.]
Test Scores Are Only a Symptom: The Challenge of Seeking to Close Educational Gaps While Ignoring Historical Legacies
Author: Richburg-Hayes, Lashawn
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Tests,Scores,Poverty,Socioeconomic Influences,Racial Bias,Ethnicity,Low Income Groups,African Americans,Minority Groups,United States History,Social Justice,Public Policy,Consciousness Raising,At Risk Persons,Role of Education

In the quest to address income inequality and intergenerational poverty, it is critical to seek answers to the questions &quot;What works?&quot; and &quot;For whom?&quot; Education is a prime area in which to seek solutions, as one's level of education completed is positively correlated with income later in life. This connection contributes to a specific focus on schools to reduce inequality and a reliance on test scores as both a measure of intervention effectiveness and a proximal measure of young people's future outcomes. As Richard Murnane points out in a new essay, however, some efforts to improve and expand instruction have yielded improvements in test scores, but a narrow focus on this measure alone obscures a larger picture (2021). The findings suggest what many educators and parents know: Larger contexts affect school performance. To address income inequality and intergenerational poverty, education is just one instrument--and what is needed is a tool chest. Both research and data reflect the perspectives of the researcher and the data collector, as well as the societal context. Given the widespread fallacy that research and data are objective, this recognition will require intentional effort on the part of researchers. Ignoring these facts will only perpetuate recommendations for incomplete policy actions.
High-Stakes Testing after Basic Secondary Education: How and Why Is It Done in High-Performing Education Systems? Research Report
Author: Suto, Irenka
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: High Stakes Tests,Secondary Education,Student Evaluation,Exit Examinations,Foreign Countries,Qualifications,Accountability,International Assessment,Comparative Education,Academic Achievement,High Achievement,Secondary School Students

In this report on education systems in Repeatedly High Performing Jurisdictions (RHPJs) the authors present data on the assessment approaches used at the end of basic secondary education. These assessments are conducted at around the age of 16, at approximately the stage when students in England, Wales and Northern Ireland take the General Certificate of Secondary Education (GCSEs). The aim of this report is to bring some clarity and lesser-known facts to current debate. To this end, the authors present data collated in a desk-based study of all jurisdictions globally that have repeatedly performed highly in international comparisons. The authors reveal the forms of assessment that are used at the end of basic secondary education within each jurisdiction. This enables clarification of how common high-stakes testing actually is within what are arguably the world's most successful education systems. Across the jurisdictions the stated purposes of assessments at this stage of education are considered. This includes an exploration of earliest aspirations behind external examinations in England. In particular the authors examine the use of qualifications in progression, as this is of particular importance in current discussion. Since the use of assessment for accountability is perhaps its most controversial purpose, this phenomenon is explored in some renowned education systems: those of Shanghai in China, Estonia and Finland. Overall, the authors provide an evidence-based argument that when it comes to high-stakes testing at age 16, England, Wales and Northern Ireland are by no means as atypical as some would believe. The approach to assessment is, in fact, strikingly similar to the approaches of many of the countries whose educational achievements are most admired.
The State Student Privacy Report Card: Grading the States on Protecting Student Data Privacy
Author: Stickland, Rachael
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Privacy,Information Security,Student Rights,Parent Rights,Access to Information,Data Use,State Legislation,Educational Legislation,Student Records,Law Enforcement,Fees,Preschool Education,Elementary Secondary Education,Postsecondary Education

In 1974, Congress passed legislation known as the &quot;Family Educational Rights and Privacy Act&quot; or FERPA, in response to &quot;the growing evidence of the abuse of student records across the nation.&quot; The law was written to protect the confidentiality of information held in a student's records. With the introduction of technology in schools, education has changed dramatically since FERPA was enacted forty-five years ago. Digital record-keeping has replaced traditional paper files, classroom assignments and assessments are often delivered online via laptops or tablets, teachers use social media platforms, websites and &quot;free&quot; apps in class, and many operational functions historically performed by schools are now outsourced remotely to contractors. Since 2013, over 120 student privacy-related laws in at least 40 states have been passed, creating a confusing patchwork of statutes. As a result, students generate enormous amounts of sensitive electronic data about themselves every day, not all of which is clearly protected by federal law. Though some organizations have tracked this legislation, what has so far been missing is a comprehensive analysis of student privacy laws that evaluates their strength in terms of transparency, parental and student rights, data security protections, and other critical issues. The Network for Public Education and the Parent Coalition for Student Privacy created this report card to provide a snapshot of the legal progress made by the fifty states and the District of Columbia to protect students' privacy since 2013. The hope is that this report card will be used to better understand how a state's student privacy protections compare to others, and how they could be improved. [This report was produced by the Parent Coalition for Student Privacy (PCSP). Leonie Haimson contributed to the writing and editing of this report.]
Preventing Failure in Fractions: Accessing Grade-Level Fractions Content through Small-Group Intervention
Author: Schumacher, Robin
Date: 2018-00-00
Type: Reports - Research
Subjects: Academic Failure,Prevention,Intervention,Small Group Instruction,Grade 5,Difficulty Level,Fractions,Mathematical Concepts,Fundamental Concepts,Academic Standards,Evidence Based Practice,Preadolescents,Elementary School Students,Mathematics Instruction

A solid foundation in fractions is a key predictor of success in algebra and more advanced mathematics, which in turn is predictive of entry into higher education and many high-paying vocations. Yet, when fractions are introduced into the mathematics curriculum in upper elementary grades (grades 4 and 5), many students demonstrate minimal growth in fractions knowledge and some students find themselves three grade levels or more behind their peers at the start of seventh grade. Identifying the best way to meet the needs of students who struggle with fractions, coupled with validating instructional approaches that address this need, is critical. This brief paper presents research findings from an experimental study utilizing a &quot;preventative&quot; approach to fraction intervention for fifth-grade students that emphasizes &quot;proactively&quot; teaching grade-level standards in conjunction with key foundations for understanding fractions concepts and procedures. Then, six recommendations for practice and policy are presented based on findings from the research study.
Vocational Qualification Development: Lessons from Overseas
Author: Wibrow, Bridget
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Labor Needs,Industry,Employment Qualifications,Cultural Differences,Stakeholders,Institutional Role,Job Training,Time,Standards,School Business Relationship,Postsecondary Education,School Role,Consultation Programs,Program Development,Job Skills,Quality Assurance,Apprenticeships,Cooperative Planning,Government Role

Streamlining the vocational qualification development process in Australia is a current priority of the skills ministers of both the Australian Government and state and territory governments. This research summary explores the development processes associated with vocational qualifications in selected countries and compares them with the current process in Australia, with the aim of identifying any areas where efficiencies can be made. The international processes examined apply to Canada, Finland, New Zealand, Singapore, South Africa, the United Kingdom and the United States. Detailed information for each of these countries can be found in the support document: &quot;International Models to Streamline VET Qualifications: Case Studies. Support Document&quot; (ED612861).
An Investigation of the Impact of the Teacher Study Group as a Means to Enhance the Quality of Reading Comprehension and Vocabulary Instruction for First Graders in Reading First Schools: Technical Report
Author: Gersten, Russell
Date: 2009-00-00
Type: Reports - Research
Subjects: Faculty Development,Elementary School Teachers,Grade 1,Program Effectiveness,Reading Comprehension,Vocabulary,Reading Instruction,Elementary School Students,Reading Achievement,Urban Schools,Teaching Methods,Teacher Effectiveness,Teacher Characteristics

Randomized field trials were used to examine the impact of the Teacher Study Group, a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and on the corollary comprehension and vocabulary achievement of their students. The multi-site study was conducted during the 2004-2005 and 2005-2006 school years in three large urban school districts from three states: California, Pennsylvania, and Virginia. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classrooms observations of teaching practice showed significant improvements in TSG schools: TSG teachers scored 0.86 standard deviations higher on the comprehension measure and 0.58 standard deviations higher on the vocabulary measure than control teachers. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction (ES = 0.73). Confirmatory analysis of student outcomes focused on passage comprehension, reading vocabulary, and oral vocabulary; of these only the latter was marginally significant (0.44). Implications for teacher practice and future research are discussed.
What VET Can Offer to COVID-19 Youth Unemployment Recovery
Author: Waugh, Joanne
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,COVID-19,Pandemics,Unemployment,Youth,Adolescents,Young Adults,Economic Impact,Job Training,Vocational Education,At Risk Persons,Employment Qualifications,Individual Characteristics,Program Effectiveness,Employment Level,Youth Programs,Secondary School Students,Apprenticeships,Work Experience Programs,Career Planning,Barriers,Educational Technology,Technology Uses in Education

Australia entered the COVID-19 pandemic with a youth (15 to 24-year-old) unemployment rate of 11.6% in December 2019, three times higher than the 25 to 64-year-old unemployment rate of 3.6%. The strategies taken by governments to minimise the spread of COVID-19 have had widespread economic impacts. By July 2020, youth unemployment had risen to 15.8%. Youth underemployment rose by 11.1% between December 2019 and May 2020. By examining responses to past economic downturns and recessions, both in Australia and internationally, this paper discusses the role of vocational education and training (VET) in mitigating the effects of economic downturns on young people and assisting them to move into employment. Vocational pathways in school, quality career guidance and work-based training are found to be critical to youth employability, especially for disadvantaged young people. VET qualifications with a work-based training component have been shown to protect youth from the scarring effects of unemployment but can be more effective when their training is linked to lasting employment, with the opportunity to progress.
Providing Reading Interventions to Struggling Readers in Grades 1-3: What Does High-Quality Intervention Research Tell Us? A Policy Brief
Author: Newman-Gonchar, Rebecca
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Reading Difficulties,Reading Instruction,Beginning Reading,Evidence Based Practice,Instructional Effectiveness,Response to Intervention,Educational Research,Elementary School Students,Grade 1,Grade 2,Grade 3

The purpose of this brief is to present an overall picture of how well early reading interventions are working for students in Grades 1-3. Using a meta-analytic approach, this paper combines findings from several studies to determine the effectiveness of early reading interventions for students who are struggling with learning to read.
Growing Divides: Historical and Emerging Inequalities in Arts Internships. SNAAP Special Report
Author: Frenette, Alexandre
Date: 2021-00-00
Type: Reports - Research
Subjects: Art Education,Program Descriptions,Internship Programs,Salaries,Career Development,Correlation,Mentors,Alumni,Creativity,Personnel Selection,Comparative Analysis,Work Experience,Feedback (Response),Social Differences,Equal Education,Undergraduate Students,Student Characteristics,First Generation College Students,Decision Making,Education Work Relationship

Drawing on data from the Strategic National Arts Alumni Project (SNAAP) internship module fielded in 2015-2017, this report offers several key findings related to historical changes and emerging forms of inequality in the intern economy. In addition to illuminating these findings, this report offers an important addendum to the 2015 SNAAP report (see ED574458) about differences between paid and unpaid internships. While the 2015 report showed that paid internships are tied to positive career outcomes and unpaid internships are far less beneficial in terms of career trajectories, this report suggests two key explanations for this divide: (1) Paid interns are more likely to report higher satisfaction with mentorship and assigned duties that involved creative input or judgment than unpaid interns; and (2) Interns who were satisfied with the mentorship they received and who reported being assigned more creative duties were significantly more likely to get hired at the internship site. [This report was written with Gillian Gualtieri and Megan Robinson. It was produced in cooperation with the University of Texas at Austin's College of Fine Arts and the Curb Center for Art, Enterprise &amp; Public Policy at Vanderbilt. SNAAP is managed by the non-profit, Arts + Design Alumni Research.]
State Approaches to Addressing Student Mental Health. Policy Brief
Author: McCann, Meghan
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Mental Health,Well Being,Mental Health Programs,Social Emotional Learning,Elementary Secondary Education,Suicide,Prevention,Faculty Development,Screening Tests,School Psychologists

Students' mental health and wellness is an indicator of educational engagement and academic success. Studies have shown that school-based behavioral health interventions result in improved educational outcomes. In addition, research shows that access to school-based health centers increases student participation in mental health services and may improve overall child wellness, including health and education outcomes. In a time when approximately 7.7 million children ages 6 to 17 experience a mental health disorder each year and students consistently report high levels of stress, depression and anxiety, and youth suicide rates continue to rise, effective school-based interventions can have a positive impact on student outcomes. Despite the presence of these mental health challenges among school-age youths and the benefits of mental health services, estimates suggest that most students do not receive the treatment they need. Of the students who access treatment, the vast majority begin receiving support services, or are identified as needing additional support, at school -- underscoring the crucial role education systems can play in addressing students' mental health needs. For these reasons and more, student mental and behavioral health has been a priority of state education leaders in recent years. This Policy Brief highlights how the COVID-19 pandemic has exacerbated student mental health challenges, illustrates a common framework for student mental health services and summarizes state legislative trends in supporting students to prevent, identify, and address student mental health in schools.
A Multi-Site Randomized Controlled Trial of the Teacher Study Group Professional Development Program in Vocabulary in First Grade: A Technical Report
Author: Jayanthi, Madhavi
Date: 2015-00-00
Type: Reports - Research
Subjects: Faculty Development,Elementary School Teachers,Grade 1,Vocabulary,Program Effectiveness,Elementary School Students,Teacher Characteristics,Academic Achievement,Teaching Methods,Literacy Education

The purpose of this efficacy study was to examine the impact of the Teacher Study Group (TSG) professional development program in vocabulary, on teacher knowledge, observed teaching practice, and student vocabulary achievement, when implemented with first grade teachers in Title 1 schools. This multi-site cluster randomized trial was implemented in 61 schools from 16 districts in four states (California, Texas, Ohio, and Illinois). The analytic sample included 182 first grade teachers and 1,680 of their students. Significant impacts were found at the teacher level for teacher knowledge (g = 0.38, p &lt; 0.05), the &quot;Teacher-Directed Vocabulary Instruction&quot; scale (g = 0.93, p &lt; 0.001), and the &quot;Interactive Vocabulary Instruction&quot; scale (g = 0.47, p &lt; 0.05). No significant impacts were found at the student level on the &quot;Woodcock-Johnson Oral Vocabulary&quot; and &quot;Reading Vocabulary&quot; subtests and the &quot;GRADE Word Meaning&quot; subtest.
Accreditation Handbook. In Accordance with 34 CFR Part 602. The Secretary&apos;s Recognition of Accrediting Agencies. Revised
Author: Office of Postsecondary Education (ED)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Accreditation (Institutions),Higher Education,Institutional Characteristics,Compliance (Legal),Evaluation Criteria,Recognition (Achievement)

This document is intended to provide clarity to the public regarding existing requirements under the law or agency policies. The Secretary's Criteria for Recognition are organized by sections on the U.S. Department of Education's e-Recognition website. For each of these sections, Department staff will review the application and related materials, including the results of site visits or file reviews, and issue a recommended finding to be presented to the NACIQI (National Advisory Committee on Institutional Quality and Integrity) and the senior Department official (SDO): (1) Fully compliant; (2) Substantially compliant; and (3) Not compliant. Definitions that apply to the Department's accreditation regulations can be found at 34 CFR 600.2 and 602.3. This Handbook includes 34 CFR §602.10 (Link to Federal programs) through §602.28 (Regard for decisions of States and other accrediting agencies). [This Handbook was produced by the Office of Postsecondary Education's Accreditation Group. For use by accrediting agencies submitting petitions or reports after July 1, 2020.]