ethanporcaro/eric-fulltext-meta huggingface dataset:
Invitation to a Roundtable: A Discussion of Return-on-Investment in Adult Education
Author: Parker, James
Date: 2014-03-17
Type: Reports - Evaluative
Subjects: Adult Education,Outcomes of Education,Data Collection,English (Second Language),Immigrants,Correctional Education,Low Income Groups,Family Literacy,Statewide Planning,International Assessment,Foreign Countries

In September 2013, based on a national survey of state Adult Basic Education (ABE) directors or designates, Council for Advancement of Adult Literacy (CAAL) published &quot;Stepping Up to ROI on Adult Education: A Survey of State Activity.&quot; This paper reported on the states' activity, from the perspective of the respondents, in collecting and using return-on-investment data in their workforce adult education programs. It examined six states in detail (AR, CT, KY, NJ, OR, and VA), and proposed several next-step actions for government, research, business, and philanthropy in building future state capacity to meet the ROI challenge. As states engage in more comprehensive planning, form local and state coalitions to bring more groups and interests to the planning table, and organize to provide a wider array of effective workforce and college readiness services, state ABE directors are in the midst of a seismic shift in Adult Education, as they are increasingly called upon to provide an array of new services. More and more, they are one of many teams of interest engaged in statewide planning for Adult Education. To tap into a wider range of interests, CAAL decided to build on its survey by bringing together an invitational Roundtable of other kinds of national and state leaders, which was done on November 8, 2013 in New York City. The goal was to provide a richer range of insights and strategies to help states build ROI capacity in Adult Education. This paper reports on the CAAL Roundtable. The report is derived from the transcribed conversation that invites readers to the table. It should be read as a companion paper to &quot;Stepping Up to ROI in Adult Education&quot; by James Parker, and Gail Spangenberg. The main body of the paper presents elements of the various discussion strands, often paraphrasing what the participants said, and it synthesizes the next-step suggestions and ideas (beginning on p. 19) generated by the discussion. Appendix I provides a brief biography of the authors. Appendix II lists the Roundtable participants. Appendix III provides a few resources to supplement the comprehensive resource listing provided in the &quot;Stepping Up&quot; report. Appendix IV contains informational handouts developed for the ROI Roundtable regarding the Programme for the International Assessment of Adult Competencies (PIAAC), and the Arkansas Workforce Alliance for Growth in the Economy (WAGE) program.
Education Issues Raised by S.744: The Border Security, Economic Opportunity, and Immigration Modernization Act
Author: Murphy, Garrett
Date: 2014-06-13
Type: Reports - Evaluative
Subjects: Economic Opportunities,National Security,Undocumented Immigrants,Immigration,Federal Legislation,Adult Education,United States Government (Course)

This brief report summarizes the requirements for undocumented immigrants set forth by the Border Security, Economic Opportunity, and Immigration Modernization Act (S.744). Assuming that S.744 will move forward in Congress, the report also examines issues having to do with certain language, civics and government, and education/training provisions as they relate to Adult Education that should be of particular interest to legislators and planners.
Toward Creation of a National Table for Aboriginal Literacy and Essential Skills (NTALES). Report on Meeting of May 27, 2014
Author: Canadian Literacy and Learning Network
Date: 2014-06-20
Type: Speeches/Meeting Papers
Subjects: Literacy,Canada Natives,American Indians,Eskimos,Partnerships in Education,Networks,Meetings,Advisory Committees,Foreign Countries,Literacy Education,Culturally Relevant Education,Program Administration,Financial Support

The Canadian Literacy and Learning Network (CLLN), in partnership with Aboriginal community leaders and literacy experts, is leading an initiative to create a National Table for Aboriginal Literacy and Essential Skills (NTALES). A potential role of the National Table will be to represent First Nation, Metis and Inuit literacy and essential skills (LES) needs and priorities in Canada. The partnership would seek to build on existing competencies, knowledge, and networks within the Aboriginal community. The resulting NTALES structure will help eliminate duplication of services and resources, facilitate cross-regional sharing, and assist in creating a highly representative field of practice within Aboriginal LES. A half-day meeting to gauge interest in creating a NTALES was held on May 27, 2014 in Ottawa. Expected immediate outcomes of the meeting were: (1) Agreement from consultation participants to move forward with a NTALES; (2) Establishment of an interim advisory group to participate in initial discussions of the purpose and structure of the NTALES; and (3) A list of resources required to get started, with ideas on how to access them. This meeting report describes the facilitated discussion that took place and four broad themes that emerged from the discussion itself. Appended are: (1) Original NTALES Overview; (2) Agenda; (3) Participant List; (4) Participant Biographies; and (5) Why Do You Think NTALES Is Important? [Ted Norris facilitated this meeting. Jodi Bruhn took notes and drafted the meeting report.]
2014-16 Systemwide Operating and Financial Aid Budget Amendment Recommendations for Public Higher Education in Virginia
Author: State Council of Higher Education for Virginia
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Educational Finance,Operating Expenses,Budgets,Public Colleges,Higher Education,Financial Support,Student Financial Aid,Equipment,Tuition,Teacher Salaries,Planning

Fluctuations in state funding present a tremendous challenge to the well being of Virginia public higher education institutions and the state's students and families. On a per-student basis, general fund appropriations declined by 49.6% ($5,909) on average at the four year-institutions and by 46.6% ($2,550) at the Virginia Community College System (VCCS) between 2001 and 2016, based on the adjusted budget for FY16. Since Virginia's students and their families are shouldering an increasingly high proportion of college costs, it is imperative that the Council's highest priority budget amendment recommendation focus on financial support for students. Student financial need has risen in the past years due to an increased number of students (both new and returning) demonstrating financial need, reduction in financial resources, higher tuition charges and other cost increases. With these cost increases and the slow recovery of the economy, the number of students demonstrating financial need increased by 78% from 71,043 students to 126,700 students between FY2011 and FY2014. The State Council of Higher Education made 2014-16 budget amendment recommendations presented in this report. The following recommendations are presented in priority order, with the assumption that limited additional general fund would be available in FY2016 given the weak economy and state budget situation: (1) Student Financial Aid; (2) Higher Education Equipment Trust Fund; (3) Funding budget items through tuition capacity; and (4) Develop a long-term financial plan. The following attachments are included: (1) FY2016 Virginia Student Financial Assistance Program Funding Proposal; (2) Higher Education Equipment Trust Fund (HEETF) Research and Workforce Development Equipment* (2015-2016); (3) Annual Average Virginia Teaching and Research Faculty Salary to Reach the 60th Percentile of Peers over Five-Years; and (4) Estimated Required Tuition Increases for Faculty Salary and O&amp;M in FY2016.
The Internal Coherence Assessment Protocol &amp; Developmental Framework: Building the Organizational Capacity for Instructional Improvement in Schools. Research Paper
Author: Elmore, Richard F.
Date: 2014-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: Capacity Building,Instructional Improvement,Evaluation Methods,Professional Development,Instructional Leadership,Administrative Organization,Teamwork,Self Efficacy

Purpose: In this paper we describe the Internal Coherence (IC) model of assessment and professional development, a set of clinical tools and practices designed to help practitioners foster the organizational conditions required for whole-school instructional improvement. Proposed Conceptual Argument: We argue that the data captured by the IC assessment protocol (ICAP) and the attendant supports for schools and systems help bridge the gap between performance indicators provided by external accountability systems and guidance on concrete steps for improving teaching and learning in individual schools. The IC framework interweaves previously disparate lines of research, including leadership, organizational learning, and social cognitive theory, into a developmental framework for understanding how schools improve. Implications: We posit that bringing these conceptual foundations together allows us to construct a pathway for school and district leaders that can guide them in the creation of structures and conditions for continuous adult learning and build educators' collective confidence in their pursuit of improvements to the instructional core. Internal Coherence Survey Domains and Factors is appended.
Oakland and San Francisco Create Course Pathways through Common Core Mathematics. White Paper
Author: Daro, Phil
Date: 2014-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: Common Core State Standards,Mathematics,Grade 6,Grade 7,Grade 8,School Districts,Urban Schools,Educational Policy,Algebra,College Readiness,Curriculum Implementation,Acceleration (Education)

The Common Core State Standards for Mathematics (CCSS-M) set rigorous standards for each of grades 6, 7 and 8. Strategic Education Research Partnership (SERP) has been working with two school districts, Oakland Unified School District and San Francisco Unified School District, to evaluate extant policies and practices and formulate new policies based on the CCSS-M shifts that promise to work better for students. This work has culminated in school board adoptions of new policies in both districts. This report focuses on the problems, solutions and designs that that have been found in the CCSS-M and can be of immediate use to other districts and states.
A Proposal for Integrating Research and Teacher Professional Preparation: Innovation and Induction Corridors. White Paper
Author: Donovan, M. Suzanne
Date: 2015-11-00
Type: Reports - Research-practitioner Partnerships
Subjects: Research and Development,Elementary Secondary Education,School Districts,Classroom Research,Beginning Teacher Induction,Beginning Teachers,Common Core State Standards,Educational Policy,Educational Improvement,Educational Innovation

In this white paper, the author addresses the current issues faced by policy makers for improving the K-12 education system in the United States. Reliance had been on: (1) incentives; and (2) accountability standards. These two policy levers promised a quick, easily understood response for a relatively small investment. While the logic of these policies was promising, they have produced disappointing results time and again. An organizational structure of Innovation and Induction Corridors, comprised of a cluster of schools located inside a group of major school districts, is proposed. The corridors in each district would span pre-K or kindergarten through grade 12, and the schools would be officially designated as research and development sites. Except for new teachers who are being inducted into the profession, any student, teacher, or administrator could choose not to be in these schools, removing from the mix those who have reservations about engagement in research and development. The job descriptions of the teachers and administrators in the corridor would include routine participation in education R&amp;D for which they would be paid a premium. Classrooms would be open for observation at all times, and data collection, video recording, and shared work would be standard protocol. Political risks for district personnel would be reduced because the disgruntled would have the option of moving to any school outside the corridor. Consent to use data for research purposes subject to standard confidentiality protections would be a condition for enrollment or employment in corridor schools. Is the proposal realistic? The primary obstacle foreseen is funding--that is the policy decision to allocate, or reallocate, funds to make it happen. Creating organizational structures that enable the best researchers and the most skillful practitioners to work together to build and improve professional practice and the knowledge base that supports it will address the capacity challenge that has undermined one policy initiative after another. It is an investment strategy that will not only work for today, but one that will evolve to meet the challenges of tomorrow.
11th Grade Students' Conceptual Understanding about Torque Concept: A Longitudinal Study
Author: Bostan Sarioglan, Ayberk
Date: 2014-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,High School Students,Concept Teaching,Scientific Concepts,Pretests Posttests,Motion,Kinetics,Scientific Literacy,Grade 11,Knowledge Level,Science Achievement

In this study, it is aimed to reveal the effect of instruction on students' ideas about torque before instruction, after instruction and fifteen weeks after instruction. The working group consists of twenty five high school eleventh grade students. To reveal these students' ideas about the concept of torque a concept test consisting of seven open-ended questions was prepared. These questions analyzed at three themes. Instruction was carried out for the students' meaning making. Before instruction not faced with scientific answers about the concept of torque and students' scientific answers has increased at post test and delayed post test. Faced with alternative concept frequency are decreased after instruction. Meaning making instruction is effective in realization of permanent conceptual change on students' ideas about the concept of torque. Effective studies can be carried out in the realization of conceptual change in all of the students.
Examination of the Prevalence of Stimulus Overselectivity in Children with ASD
Author: Rieth, Sarah R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Incidence,Stimuli,Children,Responses,Conditioning,Discrimination Learning,Diagnostic Tests,Observation,Adjustment (to Environment),Behavior Rating Scales

Many individuals with autism spectrum disorders (ASD) display stimulus overselectivity, wherein a subset of relevant components in a compound stimulus controls responding, which impairs discrimination learning. The original experimental research on stimulus overselectivity in ASD was conducted several decades ago; however, interventions for children with ASD now typically include programming to target conditional discriminations in ways that might minimize the prevalence of stimulus overselectivity. The present study assessed 42 children who had been diagnosed or educationally identified with ASD using a discrimination learning assessment. Of these 42 children, 19% displayed overselective responding, which is a lower percentage than that seen in early research. Possible explanations for this decreased percentage, implications for intervention, and future directions for research are discussed. [This paper was published in the &quot;Journal of Applied Behavior Analysis&quot; v48 n1 p71-84 Spr 2015 (EJ1053362).]
What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use
Author: Stahmer, Aubyn C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Qualitative Research,Evidence Based Practice,Teacher Attitudes,Intervention,Focus Groups,Training,Grounded Theory,Program Effectiveness,Responses

Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use.
Reporting Florida's Annual Measurable Objectives (AMOs) in Compliance with ESEA Flexibility Requirements: Guide to Calculations for 2013-14
Author: Florida Department of Education
Date: 2014-08-00
Type: Guides - General
Subjects: Compliance (Legal),National Competency Tests,International Assessment,Foreign Countries,Mathematics Tests,Science Tests,Mathematics Achievement,Science Achievement,Elementary Secondary Education,Achievement Tests,Grade 4,Reading Achievement,Reading Tests,Scores,Competition,Comparative Analysis,Secondary School Students,Writing Achievement,Graduation Rate,Federal Legislation,Educational Legislation,State Standards,Standardized Tests,Grade 10,Student Characteristics,Racial Differences,Ethnic Groups,Economically Disadvantaged,English Language Learners,Disabilities,Algebra,Geometry

This Annual Measurable Objective (AMO) is designed to keep Florida moving forward toward national and international competitiveness. Florida will compare its National Assessment of Educational Progress (NAEP) scores to those of the top five states and its Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), and Program for International Student Assessment (PISA) scores to those of the ten top-performing nations.
Important Insights on College Choice and the Burden of Student-Loan Debt
Author: Baylor, Elizabeth
Date: 2014-06-24
Type: Reports - Evaluative
Subjects: College Choice,Surveys,Student Loan Programs,Debt (Financial),Loan Repayment,College Graduates,Educational Attainment,Enrollment

Completing higher education after high school continues to be the most reliable way for Americans to expand their economic opportunity. Students gain skills that not only let them achieve a secure economic future, but also allow them to experience fulfilling professional opportunities. For many students and families, this means taking on debt to pay for a degree at a college, university, or technical training center. The people most suited to provide insight into a discussion about the impact of student-loan debt are those who are working hard to pay off student loans. Therefore, as members of the Higher Ed, Not Debt campaign, the Center for American Progress (CAP) and its youth-advocacy team, Generation Progress, conducted a survey of former students with loans and asked them questions about whether they thought about debt when choosing a college. The survey asked these students how likely they would be now, after experiencing loan repayment, to consider debt important to their college choice. A total of 27,686 former students answered the four survey questions examined for this analysis. The survey sought information about how borrowers evaluated the impact of debt after leaving the postsecondary education system in order to see if it is possible to better direct the choices of incoming students so they can minimize their student-loan debt. This issue brief examines the survey results across four key topics: level of education, the amount of debt owed, the factors considered upon college enrollment, and the factors most important after leaving school and entering loan repayment. It organizes this information based on the amount of debt students had when they left school and the level of degree they attained. The brief also compares this information to the respondents' answers about their top factors for choosing a school at the time of enrollment versus their top factors now. In particular, it examines if borrowers included net price as one of their top five factors for selecting a college at either point.
Harnessing the Tax Code to Promote College Affordability: Options for Reform
Author: Valenti, Joe
Date: 2014-05-28
Type: Reports - Evaluative
Subjects: Taxes,Tax Credits,Higher Education,Paying for College,Access to Education,Family Income,Tuition,Money Management,Federal Government,Government Role,Student Financial Aid,Federal Aid

The United States tax code is full of provisions designed to encourage or reward specific behaviors, such as owning a home or saving for retirement. Tax benefits for higher education are no exception: Contributions to some college savings accounts grow tax-free, college tuition is often tax deductible, and some student-loan borrowers are able to deduct the interest paid on their student loans just as they would the interest paid on their mortgage. These higher education tax provisions have implications for access, affordability, and equity. Higher-income families benefit from tax-free savings toward future college costs through Section 529 college savings plans. The tax code, however, rewards middle-class families for savings less, because tax benefits are much smaller for those in lower tax brackets, and these families largely do not participate. This brief presents a menu of potential ideas for making each stage--before enrollment, during enrollment, and post-enrollment--more effective and equitable in terms of directing tax incentives to those who would benefit most from them.
State Disinvestment in Higher Education Has Led to an Explosion of Student-Loan Debt
Author: Baylor, Elizabeth
Date: 2014-12-03
Type: Reports - Evaluative
Subjects: Public Colleges,Debt (Financial),Student Loan Programs,Paying for College,Access to Education,Federal Aid,State Aid,Postsecondary Education,Graduation,Socioeconomic Influences,Economic Climate,Geographic Location

Earning a college degree or credential can be life changing and economically sustaining. That is why it is critically important that America's system of public colleges remain affordable for all Americans. However, Center for American Progress (CAP) analysis estimates that annual student-loan borrowing increased by $17 billion in the five years since the beginning of the Great Recession. Moreover, annual borrowing per student increased by a median of $1,285 during that same time span. An affordable, quality college education must remain a central pillar of the nation's policy agenda. CAP recommends the creation of a Public College Quality Compact--an investment from the federal government matched with state reinvestment--that would prompt a resurgence of postsecondary education degree attainment and, at the same time, ensure that this education is affordable for low- and moderate-income Americans. This issue brief examines the increased reliance on loans by students attending public institutions and presents state-by-state data on the spike in federal student-loan borrowing since the onset of the Great Recession. Further, this brief details the proposed Public College Quality Compact, which CAP believes is the best solution to address affordability and ensure that public colleges continue to be an engine for economic mobility.