ethanporcaro/eric-fulltext-meta huggingface dataset:
North Dakota University System 2019 Fall Enrollment Report
Author: Weber, Jennifer
Date: 2019-10-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Enrollment Trends,Full Time Equivalency,Full Time Students,Part Time Students,Electronic Learning,Distance Education,College Freshmen,College Transfer Students,College Credits,Delivery Systems,Noncredit Courses,Dual Enrollment,High School Students,Developmental Studies Programs,Undergraduate Study,Graduate Study,Professional Education,Place of Residence,Age,Race,Student Characteristics,Research Universities,Two Year Colleges

The &quot;2019 Fall Enrollment Report&quot; contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount Enrollment; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent Enrollments of Part Time and Full Time by Level of Student Based on Total Student Credit Hours; (5) Trending Headcount, Full Time Enrolled, and Full Time Equivalencies (FTE) of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount Enrollment by Instructional Mode; (8) Degree Credit Headcount Enrollment by E-Learning Delivery Method; (9) Undergraduate Headcount Enrollment by State; (10) Graduate and Professional Headcount Enrollment by State; (11) Headcount Enrollments for North Dakota Students by County of Residence; (12) Unduplicated Headcount Enrollments for North Dakota Students by County of Residence; (13) All Enrollments for North Dakota Students by County of Residence; (14) Headcount Enrollments and Headcount by Tuition Residency Status; (15) Headcount Enrollment by Age; and (16) Headcount Enrollment by Race. Data Sources Used for Reporting and Data Definitions are included. [For the 2018 Fall Enrollment Report, see ED590844.]
Annual Report on Early Childhood Education Grants, Fiscal Year 2019
Author: Ohio Department of Education
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Grants,Annual Reports,Educational Finance,State Aid,Early Childhood Teachers,Credentials,Faculty Development,Educational Quality,Preschool Children,Student Evaluation,School Readiness,Technical Assistance

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high-quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear: children who participate in high-quality early learning programs begin school better prepared for educational success. In Fiscal Year 2019 (July 1, 2018-June 30, 2019), the number of Early Childhood Education grant-funded programs increased as a result of the $71,480,454 investment in state funding. These funds allowed for a total of 370 state-funded grantees that serve 17,870 children. Eligible grantees included public school districts, educational service centers, joint vocational schools, community schools, chartered nonpublic schools and community-based child care providers receiving 3-, 4- or 5-star ratings in Ohio's quality rating system, Step Up To Quality. This annual report meets the requirements of Section 265.20 of House Bill 166 (C), which says: &quot;The Department shall provide an annual report to the Governor, the Speaker of the House of Representatives, and the President of the Senate and post the report to the Department's web site, regarding early childhood education programs operated under this section and the early learning program standards.&quot; [For the 2018 edition of this report, see ED605038.]
Ohio&apos;s Plan to Raise Literacy Achievement. Appendices
Author: Ohio Department of Education
Date: 2020-01-00
Type: Reports - Research
Subjects: Literacy,Preschool Education,Elementary Secondary Education,Language Acquisition,Statewide Planning,Evidence Based Practice,State Programs,Achievement,Emergent Literacy,Coaching (Performance),Reading Skills,Writing (Composition),Reading,Adolescents,Professional Development,English,Language Arts

These are the appendices for the report, &quot;Ohio's Plan to Raise Literacy Achievement.&quot; They include: (1) Ohio's State Literacy Team; (2) Ohio's Theory of Action; (3) Coaching in Literacy (Ohio's Coaching Model); (4) Emergent Literacy Skills that Relate to Later Forms of Conventional Reading and Writing; (5) Nelp Literacy Variables; (6) Changing Emphasis of the Subskills of the Five Components of Reading; (7) Evidence-Based Practices for Improving Adolescent Literacy; (8) Measurements of Interim Progress; (9) Protocol for Selecting Evidence-Based Strategies; and (10) Regional Professional Learning Series in Literacy. [For the full report, see ED605042.]
Ohio&apos;s Plan to Raise Literacy Achievement
Author: Ohio Department of Education
Date: 2020-01-00
Type: Reports - Research
Subjects: Literacy,Preschool Education,Elementary Secondary Education,Language Acquisition,Statewide Planning,Alignment (Education),Progress Monitoring,Evidence Based Practice,Educational Objectives,Educational Assessment,Educational Strategies,State Programs,English Language Learners,Achievement,Students with Disabilities,Emergent Literacy

Literacy skills lay the foundation upon which every individual's education rests. When a learner receives the necessary tools to develop strong language and literacy skills, he or she becomes able to achieve personal autonomy and pursue aspirations. Ohio is committed to supporting an education system that prioritizes the language and literacy development of all learners in keeping with its overarching strategic plan for education, &quot;Each Child Our Future.&quot; That plan promotes the importance of early learning and expanding access to quality early learning experiences. Further, it calls for Ohio and its schools to develop literacy skills in all age groups, grades and subjects. &quot;Ohio's Plan to Raise Literacy Achievement&quot; serves as a guide to evidence-based language and literacy teaching and learning for all learners from birth through grade 12. Acquiring language and literacy skills affects learners' access to, and interest in, content materials and instruction at all grade levels and all aspects of their lives. Thus, Ohio does not treat language and literacy as a separate field of study or course, but layers them over all aspects of education. It is critical that every educator and educational activity promote language and literacy development. This plan articulates a state literacy framework aimed at promoting proficiency in reading, writing and communication for all learners. It is driven by scientific research and encourages a professional movement toward implementing data-based, differentiated and evidence-based practices in all manners of educational settings. Specifically, this plan illustrates the strong language and literacy efforts in place in Ohio and the state's vision to expand and strengthen them to support improvement. [For the appendices, see ED605041. For &quot;Each Child Our Future,&quot; see ED594758.]
The Bermuda Triad: Where Accountability Goes to Die
Author: McCann, Clare
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Accountability,Accreditation (Institutions),State Government,Federal Government,Public Agencies,Colleges,Law Schools,Agency Role,Institutional Role,Government Role

The U.S. has many of poor- and under-performing colleges, where millions of students are paying and borrowing a lot. Unfortunately, most students do not know that schools are underperforming until it is too late. The higher education industry has coasted on the reputation of the nation's most prestigious schools. Nationally, only about 42 percent of students complete a four-year degree in four years--with rates that are much lower for Black (22 percent) and Hispanic (33 percent) students--and fewer than one in three complete a certificate or associate degree within one-and-a-half times the length of time it should take them. Given these mediocre outcomes for millions of postsecondary students each year, it is reasonable to ask: Who is supposed to be protecting students and taxpayers? In such a diffuse, varied system, gatekeeping responsibilities are not simple. So Congress cobbled together a &quot;program integrity triad&quot; to share the responsibilities, pulling in existing entities--designed in a different time and for different purposes--to fill that role as it expanded federal dollars to more colleges. In general, accrediting agencies are approved by the U.S. Department of Education to bear responsibility for the academic quality of the colleges they accredit; the states are tasked with consumer protection; and the federal government, via the U.S. Department of Education, certifies institutions to be eligible for taxpayer-financed financial aid and oversees their administration of those funds. However the system of shared accountability devolves into a debate, with no one member of the triad willing to take serious action against an institution of higher education that falls short until other members of the triad have stepped up. This report examines the problems of the triad of accountability and ends with recommendations for strengthening U.S. Department of Education's oversight.
Assessing the Alignment between West Virginia&apos;s High School Career and Technical Education Programs and the Labor Market. REL 2020-019
Author: Harris, Julie C.
Date: 2020-05-00
Type: Reports - Research
Subjects: Vocational Education,High Schools,Labor Market,Education Work Relationship,Alignment (Education),Demand Occupations,Employment Qualifications,High School Students,Regional Characteristics,Career Readiness,Employment Opportunities

To help students leave high school on a path toward success in the labor market, education policymakers and practitioners often focus on improving career and technical education (CTE) opportunities in high school. Understanding the alignment between high school CTE programs and the labor market is an important step in this process. To support CTE improvement efforts, this study quantitatively assessed the alignment between West Virginia's high school CTE programs and the labor market, with a focus on alignment to regional high-demand occupations that require moderate occupational preparation. These &quot;high-demand study occupations&quot; are the 20 occupations in each region of West Virginia with the largest number of long-term projected employment openings from 2014 to 2024 that require more than a high school diploma (for example, a license or work-related experience) but less than a bachelor's degree. The study found that 70 percent of West Virginia's long-term projected employment openings typically require some occupational preparation beyond a high school diploma but less than a bachelor's degree. Further, 93 percent of the regional long-term projected employment openings in high-demand study occupations were served by at least one aligned CTE program in the same region. However, students in only 53 percent of the state's CTE programs were in a program that aligned to at least one high-demand study occupation within their region. West Virginia stakeholders can use the findings to improve their CTE system's alignment and better prepare students for a postsecondary career. This study also serves as an example for policymakers and practitioners in other states who are interested in quantifying their CTE system's alignment in order to make data-informed decisions. [For the appendixes, see ED605045; for the snapshot, see ED605046.]
Assessment of the Alignment between West Virginia&apos;s High School Career and Technical Education Programs and the Labor Market. Appendixes. REL 2020-019
Author: Regional Educational Laboratory Appalachia (ED)
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,High Schools,Labor Market,Education Work Relationship,Alignment (Education),Demand Occupations,High School Students,Career Readiness,Regional Characteristics,Educational Policy,State Policy,Educational Legislation,Federal Legislation,School Districts

These are the appendixes for the report, &quot;Assessing the Alignment between West Virginia's High School Career and Technical Education Programs and the Labor Market.&quot; The study found that 70 percent of West Virginia's long-term projected employment openings typically require some occupational preparation beyond a high school diploma but less than a bachelor's degree. Further, 93 percent of the regional long-term projected employment openings in high-demand study occupations were served by at least one aligned career and technical education (CTE) program in the same region. However, students in only 53 percent of the state's CTE programs were in a program that aligned to at least one high-demand study occupation within their region. West Virginia stakeholders can use the findings to improve their CTE system's alignment and better prepare students for a postsecondary career. This study also serves as an example for policymakers and practitioners in other states who are interested in quantifying their CTE system's alignment in order to make data-informed decisions. Three appendixes are included: (1) About the Study; (2) Methods; and (3) Supporting Analyses. [For the full report, see ED605044; For the study snapshot, see ED605046.]
Assessing the Alignment between West Virginia&apos;s High School Career and Technical Education Programs and the Labor Market. Study Snapshot. REL 2020-019
Author: Regional Educational Laboratory Appalachia (ED)
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Vocational Education,High Schools,Labor Market,Education Work Relationship,Alignment (Education),Demand Occupations,Employment Qualifications,High School Students,Regional Characteristics,Career Readiness,Employment Opportunities

To help students leave high school on a path toward success in the labor market, education policymakers and practitioners often focus on improving career and technical education (CTE) opportunities in high school. This study quantifies the system-level alignment between West Virginia's high school CTE programs and the labor market. West Virginia stakeholders can use the findings to better prepare students for a postsecondary career. This study also serves as an example for policymakers and practitioners in other states who are interested in quantifying their CTE system's alignment. The study focused on alignment between CTE program offerings in West Virginia regions and the 20 occupations in each region with the largest number of long-term projected employment openings from 2014 to 2024 and with moderate occupational preparation requirements (more than a high school diploma--for example, a license or work-related experience--but less than a bachelor's degree). Using data for the 2016/17 school year, the study team calculated the percentage of long-term employment openings for high-demand study occupations that have at least one aligned CTE program in the region (&quot;employment openings served&quot;), the percentage of regional CTE programs aligned to at least one high-demand study occupation within the region, and the percentage of regional CTE programs aligned to at least one high-demand study occupation in any West Virginia region. This study snapshot highlights the key findings of the study. [For the full report, see ED605044; for the appendixes, see ED605045.]
Oregon Statewide Report Card, 2018-2019. An Annual Report to the Legislature on Oregon Public Schools
Author: Oregon Department of Education
Date: 2019-11-26
Type: Reports - Evaluative
Subjects: Public Schools,Graduation Rate,Dropout Rate,Early Childhood Education,Attendance,Student Characteristics,Educational Finance,Charter Schools,Nontraditional Education,School Personnel,Enrollment,School Funds,Elementary Secondary Education,Federal Legislation,Educational Legislation,Accountability,Academic Achievement,National Competency Tests,Low Income Students,Special Education,Gifted Education,Graduation Requirements

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Statewide Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students and families and creates a clear, complete and factual picture of the state of education in Oregon. The 2018-2019 State Report Card includes: (1) Graduation and dropout rates; (2) Early childhood data; (3) Attendance and regular attender data; (4) Student demographics and information on specific student groups; (5) School funding and staff information; (6) Assessment results; (7) Charter school data; and (8) Information on alternative education programs. [For the 2017-2018 report, see ED594725.]
Highlights of U.S. PISA 2018 Results Web Report (NCES 2020-166 and NCES 2020-072) [Combined Report]
Author: National Center for Education Statistics (ED)
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Money Management,Knowledge Level,Consumer Education,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,Literacy,Reading Skills,Mathematics Skills,Scientific Literacy,Scores,Gender Differences,Racial Differences,Poverty,Lunch Programs,Educational Trends

The Program for International Student Assessment (PISA) is a study of 15-year-old students' performance in reading, mathematics, and science literacy conducted every 3 years. The PISA 2018 results provide a global view of U.S. students' performance compared to their peers in nearly 80 countries and education systems. By design, PISA aims to measure how well students can apply knowledge obtained both in and out of school to real-world tasks as they are nearing the end of compulsory schooling. First conducted in 2000, PISA rotates the focus of the assessment among reading, mathematics, and science literacy in each cycle, with one being the major domain and the other two being minor domains. In PISA 2018, the major domain was reading literacy, although mathematics and science literacy were also assessed. The United States, along with 20 other countries and education systems, also participated in the optional financial literacy assessment in 2018, with the results released in May 2020. This report focuses on the results of the 2018 PISA reading, mathematics, science, and financial literacy assessments from a U.S. perspective, providing average and trend scores for U.S. students by a number of demographic variables, including gender, race/ethnicity, and poverty status.
Moving beyond False Choices for Early Childhood Educators. A Compendium
Author: Goffin, Stacie G., Ed.
Date: 2020-03-00
Type: Collected Works - General
Subjects: Early Childhood Education,Early Childhood Teachers,Academic Degrees,Higher Education,College Role,Racial Bias,Social Class,Social Bias,Gender Bias,Equal Education,Teacher Participation,Educational Attainment,Public Schools,Teacher Competencies,Bachelors Degrees,Masters Degrees,Associate Degrees,Work Environment,Social Justice,Family Environment,Child Care,Values,Early Intervention,Special Education,Teacher Salaries

&quot;Moving Beyond False Choices for Early Childhood Educators--A Compendium&quot; is the culmination of an 18-month blog series that engaged diverse viewpoints about disentangling early childhood education's (ECE) long-standing thorny knot which is comprised of three of its most challenging issues: preparation and education, compensation and status, and diversity and inclusivity. The series was well received, and as it drew to a close, it became evident that the exploration of ECE's thorny knot had yet to run its course. The conversation kindled by the series clearly warranted further encouragement. As a result, the compendium's format and its new content is intended to foster continuing discussion, deepen understanding of the knot's underpinnings, lift up unexamined presumptions, and cultivate the level of consensus necessary for formulating next steps to move the field beyond false choices for early childhood educators. This compendium is organized into five themes and their defining questions: (1) Degrees and Education: Do degrees and education matter for early childhood educators? Why or why not?; (2) Higher Education: What does higher education need to do to regain its stature as a gateway to the ECE profession?; (3) Race, Class, and Gender: What is the role of race, class, and gender in resolving ECE's thorny knot?; (4) Family Child Care: Where does family child care fit in the ECE system?; and (5) Early Childhood Educators: Why Do Educators' Voices Matter in Conversations About the Field's Thorny Knot? What should be done differently to authentically engage them? [Prelude by Stacie G. Goffin. Additional funding was provided by the Richard E. and Nancy P. Marriott Foundation and the Trust for Learning.]
Discipline Outcomes for Oregon Students Differ for Like Offenses. Research Brief
Author: Oregon Department of Education
Date: 2015-12-00
Type: Reports - Research
Subjects: Discipline,Discipline Policy,Minority Group Students,Disproportionate Representation,Punishment,Students with Disabilities,English Language Learners,Elementary Secondary Education,African American Students,Student Behavior,Antisocial Behavior,Multiracial Persons,Elementary School Students,Secondary School Students

Recent research has explored both the disproportionate number of students of color disciplined in schools and the disproportionate severity of discipline for like events. National research has found that not only are African American students disciplined more than their white peers, but they face more severe penalties for like offenses. For this research, the Oregon Department of Education developed two research questions: (1) The first asked if students of color are receiving different discipline outcomes for like offenses? and (2) The second question asked if students of color are more severely disciplined for certain offenses/types of offenses than their peers? The research found that while the bulk of discipline incidents occur between 6th and 9th grade, students in 1st-5th grade were more likely to experience a more severe discipline outcome than those students in later grades, particularly among African American Special Education students.