ethanporcaro/eric-fulltext-meta huggingface dataset:
Counseling Services and Student Success. Research Brief
Author: Francis, Perry C.
Date: 2016-02-00
Type: Reports - Research
Subjects: Counseling Services,Mental Health,College Students,Academic Achievement,School Counseling,Student Surveys,National Surveys,Incidence,Anxiety Disorders,Depression (Psychology),Suicide,Violence,Prevention,Innovation,Outcomes of Treatment,Correlation,Counseling Effectiveness,Intervention

The purpose of this research brief is to provide an overview of mental health issues and counseling services on college campuses. The findings from several national surveys are reviewed to estimate the prevalence of anxiety and depression, suicide and suicidal ideation, and violence among college students. Common prevention and treatment programs are then described with particular attention to innovative campus-wide programs. Student outcomes research is examined to determine whether receiving counseling services is associated with academic performance and the likelihood of graduation. The brief concludes with a set of recommended practices to improve the effectiveness of counseling services on campus.
Summary of State Policy on Online Learning. White Paper. Version 1.0
Author: Kim, Kellie
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: State Policy,Electronic Learning,Position Papers,Definitions,Educational Opportunities,Enrollment Projections,Eligibility,Agencies,Graduation Requirements,High School Graduates,Special Education,Related Services (Special Education),Accessibility (for Disabled),Accountability,Individualized Education Programs

This white paper provides a snapshot of available policies and guidance related to online learning and students with disabilities from a small group of states that require online experience as part of high school graduation or report a higher number of online course enrollments. The Appendix allows for a quick scan of the following 12 elements that would be of interest to stakeholders and policymakers: terms, definitions, online learning options, enrollment estimates, approved providers of online learning, eligibility for participation/enrollment, high school graduation requirement, data collection or reporting requirements, eligibility to participate, online learning as high school graduation requirement, provision of special education and related services/implementation of IEP or 504 plan, and data collection or reporting requirements specific to students with disabilities. The following is appended: Selected State Policy on Online Learning and Students with Disabilities.
Financial Accounting for Local and State School Systems: 2014 Edition. NCES 2015-347
Author: Allison, Gregory S.
Date: 2015-03-00
Type: Guides - Non-Classroom
Subjects: Educational Finance,Guides,Accounting,School Districts,State Departments of Education,Elementary Secondary Education,Reports,Disclosure,Information Utilization,Budgeting,Budgets,Operating Expenses,Grants,Planning,School Construction,Government (Administrative Body),Income,Expenditures,Classification,Computer Software,Costs

The 2014 edition of &quot;Financial Accounting for Local and State School Systems&quot; updates the 2009 (see ED505993) and 2003 editions of the handbook. The 2003 edition was the work of the NCES National Forum on Education Statistics, Core Finance Data Task Force. That task force systematically rewrote nearly the entire text, incorporating new chapters and reviewing and revising the account code structure and account code definitions. The 2009 edition of the handbook incorporated changes resulting from the issuance of GASB Statements 40 through 47. This edition incorporates changes resulting from the issuance of GASB Statements 48 through 70. Appended are: (1) Summary of Account Code Changes Since 2009; (2) Other Resources; (3) Glossary of Acronyms; (4) Illustrative Financial Statements for an Independent School District; and (5) Criteria for Distinguishing Equipment From Supply Items.
Education Longitudinal Study of 2002 (ELS:2002/12) Third Follow-up Field Test Report. Working Paper Series. NCES 2012-03
Author: Ingels, Steven J.
Date: 2012-05-00
Type: Reports - Research
Subjects: Longitudinal Studies,Field Tests,Followup Studies,Surveys,Test Construction,Data Collection,Questionnaires,Data Processing,High School Students,National Surveys

This report describes the methodologies and results of the third follow-up Education Longitudinal Study of 2002 (ELS:2002/12) field test which was conducted in the summer of 2011. The field test report is divided into six chapters: (1) Introduction; (2) Field Test Survey Design and Preparation; (3) Data Collection Procedures and Results; (4) Field Test Questionnaire Timing and Data Quality; (5) Survey Control Systems and Data Processing; and (6) Summary of Recommendations for the Full-scale Study. The following are appended: (1) Technical Review Panel Summary; (2) ELS:2002 Data Collection Materials; (3) Third Follow-up Field Test Questionnaire; (4) ELS:2002 Cognitive Testing Reports, 2010 and 2011; (5) ELS:2002 Scale Reliability Analyses; and (6) ELS:2002 Third Follow-up Field Test Codebooks.
Teacher Demographics in Florida's Public Schools, Fall 2012. Education Information &amp; Accountability Services. Data Report. Series 2013-21D
Author: Florida Department of Education
Date: 2013-05-00
Type: Numerical/Quantitative Data
Subjects: Teacher Characteristics,Public School Teachers,Minority Group Teachers,Minority Group Students,Teacher Distribution,Public Schools,School Districts,School District Size,Ethnic Groups,Ethnicity,Counties,Race,Hispanic Americans,African American Teachers,Whites,Asians,American Indians,Alaska Natives,Hawaiians,Pacific Islanders,Teacher Student Ratio,Elementary School Teachers,Secondary School Teachers

This data report shows the racial profile of Florida's public school teachers, and discusses short and long-term trends, distribution by race/ethnicity and length of service, and distribution by racial/ethnic and instructional categories. In the 2012-13 school year, Florida had 171,868 teachers. Each of Florida's six largest school districts has a higher percentage of minority students than the state as a whole, but only four of them have a higher percentage of minority teachers than the state as a whole. Combined, these six districts make up nearly half (48.41%) of the state's public school membership. Gadsden and Miami-Dade counties, which have the highest minority student representations (96.63% and 91.96%, respectively), are the only Florida districts in which there are more minority teachers (78.62% and 73.73%, respectively) than white teachers.
Modeling Change in Large-Scale Longitudinal Studies of Educational Growth: Four Decades of Contributions to the Assessment of Educational Growth. ETC R&amp;D Scientific and Policy Contributions Series. ETS SPC-12-01. Research Report No. RR-12-04
Author: Rock, Donald A.
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: History,Test Construction,Psychometrics,Measurement,Innovation,Longitudinal Studies,Criterion Referenced Tests,Scores,Item Response Theory,Children,Surveys

This paper provides a history of ETS's role in developing assessment instruments and psychometric procedures for measuring change in large-scale national assessments funded by the Longitudinal Studies branch of the National Center for Education Statistics. It documents the innovations developed during more than 30 years of working with longitudinal studies based on national samples. In addition to describing these innovations, it provides their rationale and presents some empirical results in their support.
Designing Evaluations. 2012 Revision. Applied Research and Methods. GAO-12-208G
Author: US Government Accountability Office
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Federal Programs,Evaluation Methods,Test Construction,Audits (Verification),Standards,Program Implementation,Program Effectiveness

GAO assists congressional decision makers in their deliberations by furnishing them with analytical information on issues and options. Many diverse methodologies are needed to develop sound and timely answers to the questions the Congress asks. To provide GAO evaluators with basic information about the more commonly used methodologies, GAO's policy guidance includes documents such as methodology transfer papers and technical guides. This methodology transfer paper addresses the logic of program evaluation designs. It introduces key issues in planning evaluation studies of federal programs to best meet decision makers' needs while accounting for the constraints evaluators face. It describes different types of evaluations for answering varied questions about program performance, the process of designing evaluation studies, and key issues to consider toward ensuring overall study quality. &quot;Designing Evaluations&quot; is one of a series of papers whose purpose is to provide guides to various aspects of audit and evaluation methodology and indicate where more detailed information is available. It is based on GAO studies and policy documents and program evaluation literature. To ensure the guide's competence and usefulness, drafts were reviewed by selected GAO, federal and state agency evaluators, and evaluation authors and practitioners from professional consulting firms. This paper updates a 1991 version issued by GAO's prior Program Evaluation and Methodology Division. It supersedes that earlier version and incorporates changes in federal program evaluation and performance measurement since the d the Government Performance and Results Act of 1993 (GPRA) was implemented. The following are appended: (1) Evaluation Standards; and (2) GAO Contact and Staff Acknowledgments. A list of other papers in this series is included. [Contributors to this report include Nancy Kingsbury, Stephanie Shipman, Thomas Clarke, Timothy Guinane, Penny Pickett, and Elaine Vaurio.]
Base-Year to Fourth Follow-up Data File User's Manual. National Education Longitudinal Study of 1988. NCES 2002-323
Author: Curtin, Thomas R.
Date: 2002-06-00
Type: Reports - Research
Subjects: Longitudinal Studies,National Surveys,Guides,Grade 8,Questionnaires,Student Surveys,Academic Aspiration,Occupational Aspiration,Coding,Data Collection,Intellectual Disciplines,Sample Size,Scheduling,Followup Studies

A nationally representative sample of eighth-graders were first surveyed in the spring of 1988. A sample of these respondents were then resurveyed through four follow-ups in 1990, 1992, 1994, and 2000. On the questionnaire, students reported on a range of topics including: school, work, and home experiences; educational resources and support; the role in education of their parents and peers; neighborhood characteristics; educational and occupational aspirations; and other student perceptions. Additional topics included self-reports on smoking, alcohol and drug use and extracurricular activities. For the three in-school waves of data collection (when most were eighth-graders, sophomores, or seniors), achievement tests in reading, social studies, mathematics and science were administered in addition to the student questionnaire. To further enrich the data, students' teachers, parents, and school administrators were also surveyed. Coursework and grades from students' high school and postsecondary transcripts are also available in the restricted use dataset - although some composite variables have been made available in the public use file. The NELS:88 data can be used for policy-relevant research about educational processes and outcomes, for example: student learning; early and late predictors of dropping out; and school effects on students' access to programs and equal opportunity to learn. This data file user's manual provides Appendixes G and H, which were added 2-27-2003. They are as follows: (1) Descriptors for Major/Field of Study, Occupation and Industry Codes NELS:88/200; and (2) NELS:88/2000 Data Collection Dates, Completion Status and Sample Sizes.
The Learning Edge: Supporting Student Success in a Competency-Based Learning Environment. CompetencyWorks Issue Brief
Author: Shubilla, Laura
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Competency Based Education,Student Needs,Individualized Instruction,Interviews,Observation,Teacher Role,Student Role,Educational Environment,Student Development,Interpersonal Relationship,Student Evaluation,Design,School Culture,Peer Teaching,Educational Practices,Intervention,Blended Learning,Educational Opportunities,School Districts

State by state, our country is revamping our education system to ensure that each and every one of our young people is college and career ready. To ensure high-quality competency education, in 2011 one hundred innovators created a working definition to guide the field. This paper delves into the fourth element of the definition: &quot;Students receive timely, differentiated support based on their individual learning needs&quot;. Through a series of interviews and site visits, an understanding of how support in a competency-based school differs from traditional approaches emerged. Learning in a competency-based environment means pushing students and adults to the edge of their comfort zone and competence--the learning edge. Common themes that were drawn from the wide variety of ways schools support students became the basis for the design principles introduced in this report. The aim of this paper is to provide ideas and guidance so that innovators in competency education can put into place powerful systems of supports for students in order to eradicate, not replicate, the inequities and variability in quality and outcomes that exist in our current system. This paper is an initial exploration into what it means to provide support for the individual learning needs of students. It is designed to generate reflection, analysis, and feedback. Contains endnotes and an about the authors section.
Selected Statistics from the Public Elementary and Secondary Education Universe: School Year 2012-13. First Look. NCES 2014-098
Author: Keaton, Patrick
Date: 2014-10-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Secondary Education,School Districts,Enrollment,Teacher Student Ratio,Geographic Location,Institutional Characteristics,Charter Schools,Magnet Schools,Suburban Schools,Urban Schools,Rural Schools,Disadvantaged Youth,Surveys

This National Center for Education Statistics (NCES) First Look report introduces new data for the universe of public elementary and secondary schools and agencies in the United States in school year (SY) 2012-13. Specifically, this report includes statistics that describe: (1) the numbers and types of public elementary and secondary schools and local education agencies (LEAs); (2) the operational status of schools and districts, including those that opened as new in SY 2012-13 or have closed since the prior school year; (3) student membership counts; and (4) teacher counts and pupil/teacher ratios. The public elementary and secondary universe data used in this report are from the nonfiscal components of the Common Core of Data (CCD). The following are appended: (1) Methodology and Technical Notes; and (2) Glossary.
Family Educational Rights and Privacy: Final Rule. Federal Register, Part V: Department of Education, 34 CFR Part 99
Author: National Archives and Records Administration
Date: 2004-04-21
Type: Legal/Legislative/Regulatory Materials
Subjects: Privacy,Educational Legislation,Parent Rights,Student Records,Guidelines,Informed Consent,Family Programs,Educational Change,Information Policy,Online Systems,Electronic Publishing,Layout (Publications)

The Secretary amends 34 CFR part 99 to implement the Department of Education's interpretation of the Family Educational Rights and Privacy Act (FERPA) identified through administrative experience as necessary for proper program operation. These final regulations provide general guidelines for accepting ''signed and dated written consent'' under FERPA in electronic format. These regulations are effective May 21, 2004.
Education Longitudinal Study of 2002 (ELS:2002): Base-Year to Second Follow-Up Data File Documentation. NCES 2008-347
Author: Ingels, Steven J.
Date: 2007-10-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,Research Methodology,High School Students,Data Collection,Questionnaires,Transcripts (Written Records),Student Records,Statistical Analysis,Coding,Flow Charts,Computation,Data Analysis,Exit Examinations,High Schools,Test Construction,Mathematics Achievement,Reading Achievement,Scores

The Data File Documentation reports on the procedures and methodologies employed during the Education Longitudinal Study of 2002 base year, first, and second follow-ups, with special emphasis on the second follow-up (2006). The document is designed to provide guidance for users of the restricted-use data as released in Electronic Codebook (ECB) format (NCES 2008-346) and also contains information that will be valuable to users of the public-use Data Analysis System (DAS). Included in the documentation are the following: an overview of the study and its predecessor studies; an account of instrumentation and high school records (academic transcript) collection; documentation of the sample design, weighting, imputation, and design effects; a summary of the data collection methodology and results, including detailed response rates; a description of data preparation and processing activities including linkage to ancillary external data sets and creation of composite variables; and an overview of data file structure and contents. The following are appended: (1) Cross-Cohort Comparisons; (2) Quick Guide to Using the ELS:2002/06 Data; (3) Synopsis of the ELS:2002 Second Follow-up Field Test Report; (4) Data File Documentation Errata; (5) Flow Chart and Facsimile for the Second Follow-up Questionnaire; (6) Occupational Coding Crosswalk; (7) Transcript Standard Errors and Design Effects; (8) Propensity Models Versus Weighting Cell Approaches to Nonresponse Adjustment: A Methodological Comparison; (9) Average Weight Adjustment Factors; (10) Standard Errors and Design Effects; (11) Nonresponse Bias Tables; (12) Variable List for the ELS:2002 Electronic Codebook (ECB) and Data Analysis System (DAS); (13) Second Follow-up Composite Variables; (14) Data Imported Into ELS:2002 From External Sources; and (15) Glossary of Terms. (Individual appendices contain references.) [For &quot;Education Longitudinal Study of 2002: Base-Year to First Follow-Up Data File Documentation. NCES 2006-344,&quot; see ED489083.]
2011-12 Integrated Postsecondary Education Data System (IPEDS) Methodology Report. NCES 2012-293
Author: Knapp, Laura G.
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Data Collection,Research Methodology,Statistics,Postsecondary Education,Higher Education,Institutional Characteristics,Tuition,Fees,Academic Degrees,Certification,Enrollment,Employees,Educational Finance,Graduation Rate,Student Financial Aid,National Surveys,Geographic Location,Educational Legislation,Federal Legislation

This report describes the universe, methods, and editing procedures used in the 2011-12 Integrated Postsecondary Education Data System (IPEDS) data collection. IPEDS data consist of basic statistics on postsecondary institutions regarding tuition and fees, number and types of degrees and certificates conferred, number of students enrolled, number of employees, financial statistics, graduation rates, and student financial aid. Institutions submit these data during three reporting periods corresponding to fall 2011, winter 2011-12, and spring 2012. Information provided in this report is applicable to the full 2011-12 IPEDS collection year; response rates and specific information on data collected during a particular collection period are included in the &quot;First Look&quot; report specific to that collection period.
Understanding and Choosing Assessments and Developmental Screeners for Young Children Ages 3-5: Profiles of Selected Measures. OPRE Report #2011-23
Author: Halle, Tamara
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Preschool Education,Disadvantaged Youth,Preschool Children,Disabilities,Evaluation Methods,Test Validity,Test Reliability,Screening Tests,Child Development,Early Childhood Education,Bilingualism,English Language Learners,American Indian Students,Alaska Natives,Migrant Children,Guides,Psychometrics,Federal Legislation,Test Selection

The 2007 reauthorization of Head Start requires Head Start programs to use child assessments and developmental screeners that are developmentally, linguistically, and culturally appropriate, as well as valid and reliable in the language in which they are used. This can be a challenge, since very few child assessment tools are developed or tested with linguistically and culturally diverse samples or with samples of children with disabilities. This compendium has been created to address this need and to promote the use of reliable and valid assessment data, wherever possible, in Head Start and other early childhood programs. This document has three purposes. First, the compendium aims to help Head Start managers and other early childhood education administrators review information regarding the reliability and validity of commonly used assessment and developmental screening tools in order to help them better select appropriate tools for the populations they serve. Second, the compendium aims more generally to increase awareness about reliability and validity and how to evaluate whether an instrument is reliable and valid for the population and purpose for which it will be used. Finally, the compendium aims to highlight areas in which the early childhood field is lacking information on reliability and validity of early childhood assessments and developmental screeners. While originally developed in response to Head Start's reauthorization, the compendium is designed to be useful to managers and staff who work in different types of early childhood education programs and who are responsible for selecting and evaluating assessment or screening instruments. This compendium is meant to aid by doing the following: (1) Summarize information from the assessment and developmental screening instruments most commonly used by Head Start programs for 3-, 4-, and 5-year-olds; (2) Share reliability and validity data as it relates to key populations of children, including dual language learners and children with disabilities, as well as the children served in American Indian/Alaska Native and Migrant and Seasonal Head Start programs; and (3) Translate information on reliability and validity in a way that is quicker and easier for Head Start managers and others to understand and use. The compendium also has a broader goal: to increase understanding of reliability and validity more generally among Head Start and early childhood managers. The following are appended: (1) Glossary of Terms; and (2) Psychometric Documentation and Rationale.