ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card: Arts 2008--Music &amp; Visual Arts. National Assessment of Educational Progress at Grade 8. Highlights. NCES 2009-494
Author: National Center for Education Statistics (ED)
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Report Cards,Visual Arts,Music Education,Legislators,National Competency Tests,Grade 8,Art Education,Academic Achievement,Comparative Analysis,Statistical Data

The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. The 2008 NAEP Arts Assessment measured students' knowledge and skills in the arts by asking them to observe, describe, analyze, and evaluate existing works of music and visual art and to create original works of visual art. A nationally representative sample of 7,900 eighth-grade students from 260 public and private schools participated in the 2008 arts assessment. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts. This paper presents highlights of the 2008 NAEP Arts Assessment. (Contains 1 footnote.) [For the full report, &quot;The Nation's Report Card: Arts 2008--Music &amp; Visual Arts. National Assessment of Educational Progress at Grade 8. NCES 2009-488,&quot; see ED505664.]
An Overview of Procedures for the NAEP Assessment. NCES 2009-493
Author: National Center for Education Statistics (ED)
Date: 2009-05-00
Type: Guides - Non-Classroom
Subjects: Report Cards,National Competency Tests,Psychometrics,Data Collection,Grade 4,Grade 8,Grade 12,Academic Achievement,Educational Philosophy,Program Descriptions

Mandated by Congress, the National Assessment of Educational Progress (NAEP) surveys the educational accomplishments of U.S. students and monitors changes in those accomplishments. NAEP tracks the educational achievement of fourth-, eighth-, and twelfth-grade students over time in selected content areas. Since 1969, NAEP has been collecting data to provide educators and policymakers with accurate and useful information. NAEP gives a comprehensive picture of how students are doing year after year. It has become widely known as &quot;The Nation's Report Card.&quot; The goals of this publication are to provide readers with an overview of the project and to help them better understand the philosophical approach, procedures, analyses, and psychometric underpinnings of NAEP. The guide follows a question-and-answer format, presenting the most commonly asked questions and following them with succinct answers. A bibliography, a glossary and an index are included.
Student Teaching in the United States
Author: Greenberg, Julie
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Student Teaching,Teacher Education Programs,Cooperating Teachers,Elementary School Teachers,College School Cooperation,Academic Standards,Teacher Supply and Demand,Power Structure,Guidance,Feedback (Response),Selection,Criteria,Educational Quality

Nearly three years ago, in an effort to understand just how to get student teaching "right," the National Council on Teacher Quality (NCTQ) entered into a comprehensive review of the student teaching experience. For this work, the authors focused on its delivery at the undergraduate level for future elementary teachers, but they can identify no reason why their findings and recommendations would not generally extend to both undergraduate and graduate preparation of all classroom teachers. The implications of this review stretch beyond student teaching. Given the many similarities among all forms of clinical practice, the findings and recommendations of this report have important implications for improving the full range of field work opportunities, as the National Council for Accreditation of Teacher Education (NCATE) intends. This report offers an in-depth preview of the aspects of student teaching that will be included in NCTQ's national review. This review looks at 134 higher education institutions offering an undergraduate student teaching program to elementary teacher candidates, approved by their states to prepare public school teachers. In all they comprise nearly 10 percent of the nation's institutions offering traditional teacher preparation. The authors selected the institutions using a stratified random sampling that was designed to include approximately three teacher preparation programs in every state and the District of Columbia. Appended are: (1) Documents Solicited from Institutions; (2) Elementary Principal Survey Instrument; (3) Methodology: Data Collection, Analysis and Production of Ratings; (4) Research Citations; (5) Biographies of NCTQ Student Teaching Advisory Group; (6) Standard-by-Standard Rationales, Methodologies and Findings; (7) Review of Student Teacher Evaluation Instruments Used by Institutions; and (8) Comments from Institutions. (Contains 51 footnotes.) [For "Student Teaching in the United States. Executive Summary," see ED521917.]
Student Teaching in the United States. Executive Summary
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Reports - Research
Subjects: Student Teaching,Teacher Education Programs,Cooperating Teachers,Elementary School Teachers,College School Cooperation,Academic Standards,Teacher Supply and Demand,Power Structure,Guidance,Feedback (Response),Selection,Criteria,Educational Quality

In an effort to understand what makes a student teaching experience strong, the National Council on Teacher Quality (NCTQ) has undertaken this comprehensive review. Over a period of two years, NCTQ researchers examined the student teaching programs of a stratified random sample of 134 higher education institutions across the United States, with at least one institution in each state. The researchers began by collecting an extensive range of documents that would inform the structure of these programs, amplified by several stages of feedback from officials in the institutions themselves, a survey of local school principals who receive student teachers from the selected programs and five case studies based on campus visits. Together, these research strategies provide a comprehensive policy and on-the-ground picture of the student teaching landscape. Overall, their analysis raises some serious concerns about whether student teaching, examined in the aggregate, is adding nearly the value that it can and should. Looking at student teaching practices across institutions, four findings stand out: (1) There are neither enough qualified cooperating teachers nor is there the need for new elementary teachers to justify the high numbers of student teachers that institutions insist on placing each year; (2) Institutions lack clear, rigorous criteria for the selection of cooperating teachers--either on paper or in practice; (3) Institutions convey a strong sense of powerlessness in their relationships with school districts; and (4) Institutions do not take advantage of important opportunities to provide guidance and feedback to student teachers. [For the full report, "Student Teaching in the United States," see ED521916.]
Six-Year Attainment, Persistence, Transfer, Retention, and Withdrawal Rates of Students Who Began Postsecondary Education in 2003-04. Web Tables. NCES 2011-152
Author: Skomsvold, Paul
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Educational Attainment,Academic Persistence,Transfer Rates (College),School Holding Power,Withdrawal (Education),College Graduates,Longitudinal Studies,Public Colleges,Two Year Colleges,Private Colleges,Proprietary Schools,Undergraduate Students,Associate Degrees,Bachelors Degrees,Enrollment,Student Characteristics

In the 2003-04 academic year, approximately 4 million undergraduates began postsecondary education for the first time, enrolling in a wide variety of institutions, including 4-year colleges and universities, public 2-year community colleges, and for-profit institutions offering career-oriented and vocational programs. These Web Tables cover the enrollment experiences of a representative national sample of these 2003-04 first-time postsecondary students over a period of 6 academic years, from 2003-04 to 2008-09, and provide information about the rates at which these students completed degrees or certificates, transferred to other institutions, and left postsecondary education without attaining any degrees or certificates. The data are based on the 2003-04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09). The tables are grouped into six sections. Section 1 presents the distribution of the first-time postsecondary students by demographic and enrollment characteristics within degree programs and within the types of institutions that they first attended. Section 2 presents 6-year attainment and persistence rates &quot;at any institution.&quot; Section 3 presents the 6-year rates of attainment and retention &quot;at the first institution attended.&quot; Section 4 presents 2003-04 first-time postsecondary students' 6-year persistence and attainment rates &quot;at any institution&quot; by the type of program (certificate, associate's degree, or bachelor's degree) in which they were enrolled during their first year (2003-04). Section 5 presents the year-by-year cumulative rates at which these students (1) withdrew from postsecondary education without a degree and (2) withdrew without a degree from the first institution attended. Section 6 presents information about the 2003-04 first-time postsecondary students who transferred, including both those who transferred without a degree as well as those who had attained a certificate or an associate's degree before transferring. A glossary is included. (Contains 228 tables and 5 endnotes.)
State Skill Standards: Heating, Ventilation, Air Conditioning, and Refrigeration
Author: Ball, Larry
Date: 2006-04-29
Type: Reports - Descriptive
Subjects: National Standards,Heat,Job Skills,Ventilation,Climate Control,Climate,State Standards,Career Planning,Occupational Information,Vocational Education,Career Development,Industry,Academic Standards,High School Students,Shop Curriculum,Safety,Machine Tools,Thermodynamics,Energy,Equipment,Alignment (Education)

The Department of Education has undertaken an ambitious effort to develop statewide career and technical education skill standards. The standards in this document are for Heating, Ventilation, Air Conditioning and Refrigeration (HVAC&amp;R) programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The writing team determined that any statewide skill standards for programs that teach HVAC&amp;R should be patterned as closely as possible to existing, national standards. The standards are also closely aligned and sequenced with postsecondary HVAC&amp;R programs. These exit-level standards are designed for students completing an advanced program. Students at the appropriate level of instruction will be expected to demonstrate competence for all performance indicators in the &quot;meets standard&quot; domains for each performance standard. The standards as follows: (1) Content Standards; (2) Performance Standards; and (3) Performance Indicators.
State Skill Standards: Housing and Interior Design
Author: Nevada Department of Education, Office of Career, Technical, and Adult Education
Date: 2008-03-07
Type: Reports - Descriptive
Subjects: Interior Design,Housing,Clothing,State Standards,Family Life Education,Career Planning,Occupational Information,Vocational Education,School Districts,Career Development,Industry,Lifelong Learning,Job Skills,Academic Standards,Secondary School Students

Meeting the Housing and Interior Design Standards will provide students with skills for personal family life and towards becoming a professional in the interior design field. The mission of Housing and Interior Design education is to prepare students for family life, work life, and careers in the fashion industry by creating opportunities to develop the knowledge, skills attitudes and behaviors needed to: (1) Analyze career paths within the housing and interior design fields; (2) Examine skills needed to effectively manage design decisions; (3) Integrate knowledge, skills and practices to design a space for a specific need; (4) Develop knowledge of skills needed in the fields of housing and interior design; and (5) Achieve competence in workplace readiness, career development and lifelong learning. The Housing and Interior Design Skill Standards were developed with state involvement from local education agencies. Due to the differences in facilities and equipment across the state, it is encouraged that housing and interior design students have the opportunity to practice their skills in an industry setting. Adaptability and accessibility are important elements of the Nevada Housing and Interior Design Standards. The standards apply to all students, regardless of age, gender, cultural or ethnic background, disabilities, aspirations, interests or motivations. The Housing and Interior Design Standards format consists of three levels: the content standard; the performance standard; and performance indicators. The Housing and Interior Design Standards include competency-based, conceptual and process perspectives.
State Skill Standards: Metalworking
Author: Pointer, Mike
Date: 2005-03-19
Type: Reports - Descriptive
Subjects: Metallurgy,Machine Tools,Mathematics Skills,Job Skills,Welding,Metal Working,Shop Curriculum,Safety,Measurement,State Standards,Career Planning,Occupational Information,Vocational Education,Career Development,Industry,Academic Standards,High School Students

The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for metalworking programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The writing team determined that any statewide skill standards for programs that teach metalworking should be designed to teach entry-level and advanced skills related to industry standards. The standards cover the following areas: (1) Safety; (2) Measurement and Layout; (3) Metallurgy; (4) Tools and Machines; (5) Welding; (6) Sheet Metal; (7) Machine Tools; (8) Employability Skills. The standards also include the math skills students need to be successful in the industry. These exit-level standards are designed for advanced programs, for students completing at minimum a two-year metalworking program. Students at the appropriate level of instruction will be expected to demonstrate competence for all performance indicators in the &quot;meets standard&quot; domains for each performance standard. Teachers are encouraged to use them to focus curriculum objectives for entry-level programs, also. The standards are organized as follows: (1) Content Standards; (2) Performance Standards; and (3) Performance Indicators.
State Skill Standards: Furniture and Cabinetmaking
Author: Evans, Ronald
Date: 2006-04-29
Type: Reports - Descriptive
Subjects: Furniture,Woodworking,Finishing,State Standards,Career Planning,Occupational Information,Vocational Education,Career Development,Industry,Job Skills,Academic Standards,High School Students,Shop Curriculum,Safety,Mathematics Skills,Machine Tools

The Department of Education is continuing the development of statewide skill standards for all career and technical education programs. The standards in this document are for Furniture and Cabinetmaking programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The writing team determined that any statewide skill standards for programs that teach cabinetmaking should be designed to teach entry-level and advanced skills related to the industry. The standards cover the following areas: Safety; Planning, Design and Print Reading; Tool and Equipment Use; Joinery, Fasteners and Adhesives; Wood Products and Materials; Construction Techniques; Finishing; Installation. The standards also include the math skills students need to be successful in the industry and safety is incorporated throughout the standards. Lastly, the document includes performance indicators for fundamental employability skills. These exit-level standards are designed for advanced programs, for students completing the third level of a three- or four-year furniture and cabinetmaking program. Students at the appropriate level of instruction will be expected to demonstrate competence for all performance indicators in the &quot;meets standard&quot; domains for each performance standard. Teachers are encouraged to use them to focus curriculum objectives for entry-level programs, also. The standards are organized as follows: Content Standards are general statements that identify major areas of knowledge, understanding, and skills students are expected to learn in key subject and career areas by the end of the program. Following each Content Standard are a number of Performance Standards. Performance Standards identify the more specific components of each content standard and define the expected abilities of students within each content standard. Each Performance Standard is analyzed into specific Performance Indicators. Performance Indicators are very specific criteria statements for determining whether a student exceeds the standard, meets the standard, or whose performance approaches the standard.
Health Science One and Two: First Two Years of Instruction
Author: Hodge, John
Date: 2010-10-08
Type: Reports - Descriptive
Subjects: Health Occupations,Safety,STEM Education,State Standards,Career Planning,Occupational Information,Vocational Education,Career Development,Job Skills,Academic Standards,Alignment (Education),National Standards

The development of skill standards for Health Science was a result of a collaborative effort involving the Nevada Department of Education and a writing team with extensive experience in both teaching and in the field. The skill standards presented in this report features a framework for students interested in pursuing careers in healthcare and support the STEM initiative in Nevada. Each program should provide students with the opportunity to explore a variety of careers and leadership opportunities through career and technical student organizations like Health Occupation Students of America (HOSA). The variety of content standards allows a program to customize the needs of their students, the community and their district to meet the needs of the heath care industry. The content and performance standards are driven by the National Health Care Foundation Standards and the Career Clusters Pathways for Health Science/Law and Public Safety. A student considered successful in the completion of all the performance indicators in Level 1 and 2 should be able to obtain a passing score on the National Health Science Assessment. The final section of this document shows the correlation of the standards to several academic standard areas. These standards do meet and exceed the requirements of the Nevada Life Science and Health Standards. Where correlation with an academic standard exists, students in a health science program perform learning activities that support, either directly or indirectly, achievement of one or more academic standards.
Hospitality and Tourism Education Skill Standards: Grade 12
Author: Underwood, Ryan
Date: 2010-08-13
Type: Reports - Descriptive
Subjects: Tourism,Academic Achievement,Academic Standards,Lifelong Learning,Program Effectiveness,Grade 12,Career Development,Hospitality Occupations,Performance Based Assessment,Course Content,Job Skills,Knowledge Level,Competence,State Standards,Correlation,Mathematics Skills,English,Language Arts,Science Education

The standards in this document are for Hospitality and Tourism programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. Minimally, the student will complete a two-year program to achieve all standards. The Hospitality and Tourism Standards Writing Team followed the nationally-recognized certification programs established by the American Hotel and Lodging Association. The standards are organized as follows: Content Standards are general statements that identify major areas of knowledge, understanding and the skills students are expected to learn in key subject and career areas by the end of the program. Following each content standard are a number of performance standards. Performance standards identify the more specific components of each content standard and define the expected abilities of students within each content standard. Each performance standard is supported by performance indicators. Performance indicators are very specific criteria statements for determining whether a student exceeds the standard, meets the standard, or whose performance approaches the standard. All performance indicators are organized into three categories according to degree of difficulty: Exceeds Standard; Meets Standard; or Approaches Standard. Any student considered successful in the completion of a particular performance standard will have successfully demonstrated all performance indicators in the &quot;Meets&quot; and &quot;Approaches&quot; sections for the performance standard. Furthermore, any knowledge and/or performance assessments should be based on the indicators in those sections. Content standard 3.0 addresses employability skills, where students must demonstrate proficiency in workplace readiness, career development, and lifelong learning. The competencies in this section are centered around the 21st Century Skills initiative and designed to be completed by the student over the course of his/her high school career. The final section of the document shows where the performance standards and performance indicators support the state academic standards for math, science, and English Language Arts (ELA). Where correlation with an academic standard exists, students in the hospitality and tourism program perform learning activities that support, either directly or indirectly, achievement of one or more academic standards.
Hewlett Leaders in Student Success: Program Overview and Key Findings
Author: Miller, Margaret
Date: 2009-11-15
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Achievement,Higher Education,Two Year Colleges,Innovation,Improvement

In 2008 and 2009, the Research and Planning Group for California Community Colleges (RP Group) worked closely with the Hewlett Foundation to focus attention on excellent work in basic skills education at California's community colleges. Hewlett Leaders in Student Success highlighted innovations by front-runners in California in order to help accelerate the efforts of all community colleges. Over the two years, the program named seven &quot;Hewlett Leaders,&quot; exemplary colleges that demonstrated measurable improvements in success rates among under-prepared students. The program also provided funding to help Hewlett Leaders disseminate their work to other schools. This document summarizes how the colleges were selected and describes some specific, noteworthy practices. [This paper was written in collaboration with Linda Umbdenstock and Kathy Booth.]