ethanporcaro/eric-fulltext-meta huggingface dataset:
Workforce Innovation and Opportunity Act: Information on Planned Changes to State Performance Reporting and Related Challenges. Report to Congressional Committees. GAO-16-287
Author: US Government Accountability Office
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Legislators,Accountability,Job Training,Federal Programs,Compliance (Legal),Program Implementation,Statewide Planning,State Action,Barriers,Information Security,Database Management Systems,Databases,Data Collection,Information Policy,Employment Programs,Federal Regulation

Enacted in 2014, the Workforce Innovation and Opportunity Act (WIOA) brought numerous changes to existing federal employment and training programs, including requiring the Department of Labor (DOL) and the Department of Education (Education) to implement a common performance accountability system across the six WIOA-designated core programs. WIOA includes a provision for the Government Accountability Office (GAO) to issue an interim and final report on issues related to job training databases and data exchange agreements. This final report addresses: (1) changes selected states plan to make in how they collect and report performance information for core programs; (2) challenges these states face related to performance reporting and how they might be addressed; and (3) whether these states have reported breaches to core program data systems and what practices they have to safeguard personal information. GAO reviewed relevant federal laws, regulations, and policy guidance; and obtained information on the efforts under way in three states (Illinois, New Hampshire, and Texas) selected in part based on variation in level of experience with sharing data across programs. The views of these officials provide in-depth examples but are not generalizable to all states. GAO also interviewed DOL and Education officials, including selected DOL regional officials and Education state liaisons and area coordinators to obtain perspectives on more states. GAO makes no recommendations in this report. In its comments on a draft of this report, DOL highlighted its efforts with Education to promote a unified vision of performance accountability. Appended are: (1) Comments from the U.S. Department of Labor; and (2) GAO Contact and Staff Acknowledgments.
K-12 Education: Education's Experiences with Flexibility Waivers Could Inform Efforts to Assist States with New Requirements. Report to Congressional Requesters. GAO-16-650
Author: US Government Accountability Office
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Federal Programs,Federal State Relationship,Compliance (Legal),State Action,Program Effectiveness,Program Implementation,Interviews,Position Papers,Content Analysis,Educational Assessment,Educational Indicators,Barriers,Accountability,Change Strategies,Eligibility

Beginning in 2011, the Department of Education (Education) used its statutory authority to invite states to apply for waivers from certain provisions in the Elementary and Secondary Education Act (ESEA) through its Flexibility initiative. To receive Flexibility waivers, states had to agree to meet other requirements related to college- and career-ready expectations, school accountability and support, and effective instruction. Education approved Flexibility waivers for 43 states. In December 2015, Congress reauthorized the ESEA, which modified Education's waiver authority. The Government Accountability Office (GAO) was asked to review Education's Flexibility initiative. GAO examined the extent to which Education assessed states' ability to fully implement their Flexibility waivers and the process it used to oversee the waivers. GAO reviewed relevant federal laws, guidance, and key documents related to the Flexibility initiative, such as monitoring reports; and interviewed Education officials. GAO reviewed Education's documents and identified states facing multiple challenges in implementing their waivers. GAO also interviewed officials in five states, selected to reflect a range of challenges states faced in implementing the waivers. GAO recommends that Education evaluate its Flexibility initiative oversight process to identify lessons learned and incorporate any applicable lessons into its plans for overseeing state implementation of the new law. Education generally agreed and outlined steps to address the recommendation. Appended are: (1) Key Benefits and Challenges of Flexibility Waivers, According to Officials in Selected States; (2) No Child Left Behind Act of 2001 (NCLBA) Provisions Waived Through the Flexibility Initiative; (3) Comments from the Department of Education; and (4) GAO Contact and Staff Acknowledgments.
Change in School Librarian Staffing Linked with Change in CSAP Reading Performance, 2005 to 2011. A Closer Look
Author: Lance, Keith Curry
Date: 2012-02-00
Type: Reports - Research
Subjects: School Libraries,Librarians,Common Core State Standards,Reading Achievement,Standardized Tests,Reading Tests,Grade 4,National Competency Tests,Reading Skills,Scores,Poverty,Public Schools,Correlation

The American Association of School Librarians (AASL) Standards for the 21st Century Learner do not just pay lip-service to the value of reading. They have been aligned with the Common Core standards that were derived from, and now influence, state standards-based tests, such as the Colorado Student Assessment Program (CSAP) reading tests. It is clear that school librarians consider the teaching and encouragement of reading--both for curricular reasons and as a lifelong learning skill--to be among their most basic responsibilities. Accordingly, they intentionally pursue a wide variety of activities that should be expected to have a direct impact on students' reading scores. The authors, who previously presented a national analysis of National Center for Education Statistics (NCES) state-level data on librarian staffing and fourth-grade reading scores from the National Assessment of Educational Progress (NAEP), return to the Colorado context to examine the relationships between changes in school library staffing and changes in CSAP reading scores over time. The authors found that students at schools that gained or maintained an endorsed librarian to manage the library program averaged higher CSAP reading scores and higher increases in those scores over time than students at schools whose library programs were run by either non-endorsed librarians or library assistants. An appendix presents tables that provide detailed results of the statistical analyses reported in this article.
Overall Findings: Common Practices and Procedures across Schools. High Achieving Schools Study. Synthesis Report
Author: Mohajeri-Nelson, Nazanin
Date: 2015-03-00
Type: Reports - Research
Subjects: Leadership,Principals,Classroom Techniques,Observation,Professional Development,Leaders,Interviews,Feedback (Response),Academic Achievement,Teaching Methods,High Achievement,Expectation,Teacher Effectiveness

This report summarizes the factors that were commonly noted across five high achieving elementary schools in Colorado: (1) Burlington; (2) Canyon Creek; (3) Soaring Eagles; (4) South Lakewood; and (5) Tavelli. After 10 days of onsite visits to participating schools, noteworthy commonalities surfaced across the schools. Policies, practices, and procedures of effective schools identified in prior studies and literature were also present and prevalent in the schools participating in the current study. How they established and implemented effective practices and procedures were also common across the schools. During the course of the study, the following trends were compelling across the five schools: Relationships are Valued (Culture and Climate, Leadership Standard); Time is Invested and Protected (Leadership Standard); Performance Monitoring is Purposeful, Frequent, and Effectively Used (Assessment of and for Learning Standard); Decisions are Student-Centered (Leadership, Culture and Climate Standard); Expectations are Set High, Made Explicit, Frequently Expressed, and Consistently Applied (Leadership, Culture and Climate Standard); Learning is Purposefully and Meaningfully Structured (Standards and Instructional Planning Standard); Staff intentionally Uses Common Language for Consistent Messaging (Leadership, Culture and Climate Standard); and Capitalizing on Available Resources (Leadership, Best First Instruction, Culture and Climate Standard).
Error Analysis in Mathematics. Technical Report #1012
Author: Lai, Cheng-Fei
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Error Patterns,Mathematics,Learning Problems,Barriers,Error Correction,Best Practices,Mathematics Activities

Error analysis is a method commonly used to identify the cause of student errors when they make consistent mistakes. It is a process of reviewing a student's work and then looking for patterns of misunderstanding. Errors in mathematics can be factual, procedural, or conceptual, and may occur for a number of reasons. Reasons why students make errors include lack of knowledge, poor attention and carelessness, The author provides seven steps describing the error analysis process, applied to mathematics.
Guidelines for Serving Students with Learning Disabilities and Other Special Learning Needs Enrolled in Adult Education and Family Literacy Programs in Illinois
Author: Illinois Community College Board
Date: 2014-07-00
Type: Tests/Questionnaires
Subjects: Adult Education,Adult Students,Learning Problems,Learning Disabilities,Family Literacy,Community Colleges,Student Characteristics,Equal Education,Access to Education,Check Lists,Civil Rights,Academic Accommodations (Disabilities),High School Equivalency Programs,Testing Accommodations,Accessibility (for Disabled),Confidentiality,Grievance Procedures,Compliance (Legal),Interviews,Cognitive Style,Faculty Development

The development of this policy guide was prompted by a variety of needs and issues in the field of adult education as related to adult students who have special learning needs. After many years of workshops and policy committee meetings, the resulting document reflects the growth in awareness for special needs students by both practitioners and administrators. The intent of this policy is to ensure that adult education programs throughout Illinois will offer appropriate services to all students. It is important for all Illinois Community College Board (ICCB) funded Adult Education and Family Literacy programs to have a plan in place to address serving the needs of students with learning disabilities. All ICCB Adult Education and Family Literacy programs will be held to the policy statements in these guidelines. The following are appended: (1) Learning Disabilities Glossary; (2) A Learning Disabilities Checklist; (3) Learning Styles Checklist; (4) Characteristics of Adults with Learning Disabilities; (5) A Guide to Disability Rights Law; (6) Reasonable Core Accommodations; (7) HSE [High School Equivalency] Testing Accommodations Request Forms; (8) Accessibility Checklist; (9) Sample Equal Opportunity/Disability Access Statements; (10) Sample Grievance Form; (11) Accommodations Process; (12) Release of Confidential Information Forms; (13) Student Record Log; (14) Learning Disabilities Compliance Checklist; (15) Annual Report Form; (16) Ten-Minute Interview; (17) Recommendations for Learning Styles; and (18) Additional Resources.
2015 Fact Book: Arkansas Public Higher Education
Author: Arkansas Department of Higher Education
Date: 2015-08-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Higher Education,School Statistics,Trend Analysis,Educational Finance,Expenditures,State Legislation,Budgeting,Funding Formulas,Educational History,Income,College Athletics,Profiles,Institutional Characteristics,Resource Allocation

This publication provides governmental and higher education decision-makers a statewide perspective of Arkansas public higher education finance for the 2015-17 biennium, as well as trends for the past several years. It also contains a detailed financial profile of each institution and presents a basis for comparative assessments of revenue sources and expenditure patterns. The Fact Book contains seven sections: (1) the Arkansas Higher Education Coordinating Board recommendations for appropriations for the 2015-17 biennium; (2) 2015-17 legislative appropriations; (3) funding history of Arkansas higher education; (4) history of current fund revenues and expenditures; (5) history of unrestricted educational and general and auxiliary revenues and expenditures; (6) history of athletic revenues and expenditures; and (7) miscellaneous supplemental information. The Financial Profiles section of the 2015 Fact Book relies on Series 17 information submitted by institutions of higher education for revenue and expenditure breakouts. Also, in an effort to assist the reader in analyzing specific trends, Section 5 focuses on individual institutions with profile sections that contain five years of data. Four appendices are included: (1) Institutional Abbreviations; (2) Glossary of Commonly Used Terms and Acronyms; (3) Arkansas Public Higher Education Institutions; and (4) Arkansas Higher Education Institutions by County. [For the 2005 Fact Book, see ED489074]
Economic and Workforce Development Program Annual Report, 2016
Author: California Community Colleges, Chancellor's Office
Date: 2016-03-01
Type: Reports - Research
Subjects: Economic Development,Labor Force Development,Annual Reports,Community Colleges,Two Year Colleges,College Presidents,Statistical Analysis,Qualitative Research,Grants,Two Year College Students,Economics,Labor Market

The California Community Colleges, through the Economic and Workforce Development Program (EWD), continue to propel the California economy forward by providing students with skills to earn well-paying jobs. At the same time, EWD helps provide California companies with the talent they need to compete on a global scale. This annual report for 2014-15 highlights both groups' efforts in helping to build workforce development programs in the state and discusses California's seven macroeconomic regions through the 10 important sectors or industries targeted for investment. The data for this report is collected through both quantitative and qualitative methods. Financial data and select performance information are collected through online grant reporting systems. Qualitative data, such as success stories, are collected through the sector navigators. The data presented in this report covers the grantee term fiscal year 2014-15. The following are appended: (1) Priority Sector Summaries; (2) EWD CCCCO and Regional Consortia Resources; and (3) EWD Program Advisory Committee.
2014-15 System Accountability Report
Author: State University System of Florida, Board of Governors
Date: 2016-03-17
Type: Reports - Descriptive
Subjects: State Universities,Higher Education,Financial Support,Enrollment Trends,Military Personnel,Distance Education,Academic Degrees,Intellectual Disciplines,Graduation Rate,Scholarship,Research,Innovation,School Community Relationship,Educational Finance,Income,Expenditures,Tables (Data),Performance,Reputation,Accountability,STEM Education

The State University System (SUS) of Florida is committed to excellence in teaching, research and public service--the traditional mission of universities. This is achieved through a coordinated system of institutions, each having a distinct mission and each dedicated to meeting the needs of a diverse state and nation. This past year, the System has experienced myriad accomplishments and has identified a number of opportunities for improvement: (1) At the System level, five of the eight Performance-Based Funding (PBF) metrics, that are common to all universities, show improvement over last year's data; (2) The State University System of Florida six-year graduation rate is ranked 1st compared to the ten largest states (for public four-year universities); (3) The State University System of Florida produces more degrees in Business and Health Professions at both the bachelor's and graduate levels than any other discipline; (4) STEM (science, technology, engineering, and mathematics) degree production increased more than non-STEM degree production during the past four years for both baccalaureate degrees and graduate degrees; (5) The State University System of Florida is one of the most active public university engines for R&amp;D in the country, expending $1.88 Billion dollars in FY2013-14; (6) The State University System of Florida ranked 2nd in the Nation in the total number of students who took at least one Distance Learning course; (7) Universities terminated 16 degree programs during the 2014-15 academic year. In addition, some other new programs that were identified on the University Work Plans as being considered for implementation in AY2014-15 have not been implemented as a result of a robust and ongoing review process by the Council of Academic Vice Presidents. Following the System Dashboard, and a Section on Performance Based Funding Metrics, the table of contents presents detailed statistical information provided in a tabular format on the following subjects: (1) Enrollment; (2) Degree Productivity and Program Efficiency; (3) Scholarship, Research and Innovation; (4) Community and Business Engagement; and (5) Fiscal Summary. The five year data tables are listed in the appendix of this report, however they are provided in a separate document. [To access the five year data tables in ERIC see ED572259. For the 2013-14 report, see ED565434]
2014-15 System Accountability Report. Appendix: Data Tables
Author: State University System of Florida, Board of Governors
Date: 2016-03-17
Type: Reports - Descriptive
Subjects: State Universities,Higher Education,Financial Support,Enrollment Trends,Military Personnel,Distance Education,Academic Degrees,Intellectual Disciplines,Graduation Rate,Scholarship,Research,Innovation,School Community Relationship,Educational Finance,Income,Expenditures,Tables (Data),Performance,Reputation,Accountability,STEM Education

This system accountability report provides the Data Tables that are appended to the 2014-2015 accountability report. The data tables include detailed statistical information presented in a tabular format on the following subject matter: (1) Financial Resources; (2) Personnel; (3) Enrollment; (4) Undergraduate Education; (5) Graduate Education; and (6) Research and Economic Development. [To access the full report in ERIC see ED572258.]
The Benefits and Costs of Apprenticeships: A Business Perspective
Author: Helper, Susan
Date: 2016-11-00
Type: Reports - Research
Subjects: Apprenticeships,Educational Benefits,Costs,Investment,Corporations,Corporate Support,On the Job Training,Outcomes of Education,Interviews,Occupational Surveys,Profiles,Program Implementation,Program Descriptions,Case Studies,Program Effectiveness,Measurement Techniques,Measurement Objectives,Statistical Analysis

The basic components of apprenticeships are the same today as in 1937, when the National Apprenticeship Act set the foundation for apprenticeships in the United States. Apprentices enter into a structured training program of classroom and paid on-the-job training under the guidance of a mentor. As their skills increase, so do their wages. Upon completion of the program, apprentices earn an industry-recognized credential and usually are hired into a job that marks the start of a career. The payoff for workers is clear: 91 percent of apprentices find employment after completing their program, and their average starting wage is above $60,000. Because of these positive results, the U.S. Department of Labor (DOL) has invested $265 million since 2015 to expand apprenticeships. Many states are increasing funding for technical assistance, tax credits to employers, and career and technical training to prepare students for apprenticeships. The biggest investment in apprenticeship programs, however, is made by businesses themselves. Yet surprisingly little is known about the payoff to businesses from these investments. A handful of studies have estimated the benefits of apprenticeships to American workers or society as a whole, but there is very little research that estimates how these programs affect American businesses. This study seeks to understand the costs and benefits of the training programs for a diverse set of apprenticeship-sponsoring companies currently registered in DOL's ApprenticeshipUSA LEADERs (Leaders of Excellence in Apprenticeship Development, Education and Research) program. Based on interviews and site visits, this report includes 13 profiles of organizations actively involved in administering successful apprenticeship programs. The report profiles firms, consortia, an educational institution, and others. The report also included two quantitative case studies that examine the relative benefits of apprenticeships versus other staffing options. Together, the profiles and case studies led the study team to identify a series of critical decision points that bear significantly on the costs borne and benefits reaped from apprenticeships. The report also outline how companies--whether they are considering an apprenticeship program, just starting one, or with one well underway--should measure the costs and benefits of their program. This report presents findings from this study and consists of four parts: (1) Overview of apprenticeships; (2) Major decision points (for implementing apprenticeships); (3) Roadmap to measurement; and (4) Case studies. Two appendices are included: (1) Quantitative Results and (2) Literature Review.
K-12 Louisiana Student Standards for Mathematics. Louisiana Student Standards: Mathematics
Author: Louisiana Department of Education
Date: 2016-09-23
Type: Guides - Non-Classroom
Subjects: Mathematics Instruction,State Standards,Kindergarten,Elementary Secondary Education,Reading Achievement,High Schools,Algebra,Geometry,Mathematical Concepts,Mathematics Skills

The Louisiana mathematics standards were created by over one hundred Louisiana educators with input by thousands of parents and teachers from across the state. Educators envisioned what mathematically proficient students should know and be able to do to compete in society and focused their efforts on creating standards that would allow them to do so. The new standards provide appropriate content for all grades or courses, maintain high expectations, and create a logical connection of content across and within grades. The K-12 mathematics standards lay the foundation that allows students to become mathematically proficient by focusing on conceptual understanding, procedural skill and fluency, and application. This report presents the Math Standards in Louisiana for Kindergarten through Eighth Grade for Algebra I, Geometry, and Algebra II.
K-12 Student Standards for English Language Arts. Louisiana Student Standards: English Language Arts
Author: Louisiana Department of Education
Date: 2016-06-28
Type: Guides - Non-Classroom
Subjects: English Instruction,Language Arts,State Standards,Academic Standards,Elementary Secondary Education,Kindergarten,Reading Skills,Writing Skills,Listening Skills,Competence,Language Skills,History,Social Studies,Science Education,Literature,Printed Materials,Textbooks,Instructional Program Divisions

The Louisiana English language arts student standards were created by over one hundred Louisiana educators with input by thousands of parents and teachers from across the state. Educators envisioned what proficient students should know and be able to do to compete in society and focused their efforts on creating standards that would allow them to do so. The new standards provide appropriate content for all grades, maintain high expectations, and create a logical connection of content across and within grades. The goal for students in English language arts (ELA) is to: (1) Read; (2) Understand complex, grade-level texts; and (3) Express their understanding of those texts through writing and speaking. This report presents the standards for English Language Arts in Louisiana for Kindergarten through Twelfth Grade. Science/Social Studies/Technical Literacy Standards are appended.