ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing a Professional Learning System for Adults in Service of Student Learning
Author: Aspen Institute, Education & Society Program
Date: 2018-02-21
Type: Reports - Descriptive
Subjects: Adults,Faculty Development,Teacher Competencies,School Culture,Curriculum,Best Practices,Leadership Responsibility,Alignment (Education),Academic Achievement,Teacher Influence

For students to become powerful learners, their teachers must engage in powerful learning themselves. Yet the professional learning many teachers experience is often disconnected from the curriculum, disconnected from specific students and their learning needs, and disconnected from their daily work. What is needed is a tightly connected &quot;systems&quot; focus on continually increasing the knowledge and skills of teachers in their context, with their colleagues, as central to improving student learning. At its heart this is an equity issue, ensuring that all students in a system have equal access to rich, high-quality learning. The framework provided in this report attempts to make visible the coordinated, multiple parts of a system needed to support deep, effective professional learning for adults so that they can improve student learning outcomes. The goal is to support system leaders who embrace professional learning as key to ensuring that each student engages in rich learning experiences every day and each teacher has an opportunity to reach their potential. The framework is based on extensive research and discussion among teachers, school and districts leaders, and partner organizations. The framework is expected to keep evolving based on learning from applying the framework and exploring its implications as well as from input from the field.
The Practice Base for How We Learn: Supporting Students&apos; Social, Emotional, and Academic Development. Consensus Statements of Practice from the Council of Distinguished Educators
Author: Berman, Sheldon
Date: 2018-03-12
Type: Reports - Descriptive
Subjects: Student Development,Social Development,Emotional Development,Academic Ability,Elementary Secondary Education,Early Childhood Education,Success,Interdisciplinary Approach,Models,Teacher Role,Educational Environment,Equal Education,Role Models,Adults,Leadership Responsibility,Progress Monitoring,Teaching Methods,Direct Instruction,Family School Relationship,School Community Relationship

&quot;The Practice Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development&quot; outlines promising practices that show how students, teachers, parents, and administrators can integrate social, emotional, and academic learning in preK-12 education. The report, which represents the vision of the 34-member Council of Distinguished Educators, calls for widespread implementation of these strategies as essential to students' success in their schools, homes, workplaces, and communities. The Council of Distinguished Educators drew on its collective, firsthand experiences in schools and classrooms to develop the &quot;The Practice Base for How We Learn.&quot; Made up of teachers, school counselors, principals, system leaders, superintendents, and community partners from a diverse range of schools and educational systems across the country, Council members bring wide experience in the field of integrating social, emotional, and academic development, including a range of effective models of practice. This report examines how the role of the teacher as well as the school environment need to support the social, emotional, and academic dimensions of learning to maximize the outcomes of all students. The consensus statements of practice offer clear guidance for educators, schools, and districts across the country. [This report was written with Sydney Chaffee and Julia Sarmiento.]
The Talent Blind Spot: The Case for Increasing Community College Transfer to High Graduation Rate Institutions
Author: LaViolet, Tania
Date: 2018-06-27
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,College Transfer Students,Graduation Rate,Enrollment,Transfer Policy,Leadership,Partnerships in Education,Educational Strategies,Academic Achievement,Disproportionate Representation,Educational Benefits,Barriers,Holistic Approach

&quot;The Talent Blind Spot,&quot; which is divided into two reports, demonstrates that, each year, more than 50,000 high-achieving, low- and moderate-income community college students do not transfer to a four-year institution. Approximately 15,000 of these students have a 3.7 GPA or higher, which suggests they could succeed at even the most competitive schools. The report also demonstrates that high-graduation-rate colleges and universities--the American Talent Initiative (ATI) schools--enroll far fewer transfer students than other four-year institutions. The American Talent Initiative is a Bloomberg Philanthropies-supported collaboration between the Aspen Institute's College Excellence Program, Ithaka S+R, and a growing alliance of colleges and universities. Qualitative analysis conducted for this report--including conversations with faculty and staff at several institutions--and a literature review suggest that community college transfer initiatives positively impacted the broader academic and social experience on their campuses in several ways. The report offers a path forward based on the work of several ATI member institutions that have demonstrated that creating robust community college transfer success is possible through strong, leadership-driven partnerships, early outreach and advising, and dedicated, holistic supports. A companion to this report aims to support ATI institutions in their efforts to substantially expand community college transfer opportunity across the sector. [This report was published for the American Talent Initiative. For the companion report, &quot;The Talent Blind Spot: The Practical Guide to Increasing Community College Transfer to High Graduation Rate Institutions,&quot; see ED585516.]
Best Practices for Late Entry Learners into College Academic Upgrading Programs: Annotated Bibliography
Author: Eaton, Sarah Elaine
Date: 2009-06-00
Type: Reference Materials - Bibliographies
Subjects: Best Practices,Annotated Bibliographies,Adult Literacy,Adult Basic Education,Adult Education,Indigenous Populations,Literacy Education,English Language Learners,English (Second Language),Second Language Learning,Disabilities,Job Skills,Foreign Countries,Skill Development,Career Readiness,College Readiness,Adult Students

Purpose: The purpose of this document is to provide an annotated bibliography on best practices for late entry learners into college academic upgrading programs. It is intended for practitioners, administrators, and researchers and others with an interest in this field. Method: This annotated bibliography synthesizes sources related to late entry learners in college academic upgrading programs, including adult literacy, adult basic education and upgrading, adult education, best practices, aboriginal literacy, literacy among learners of English as a Second or other language, literacy for persons with disabilities, and workplace and essential skills. The literature reviewed has been limited Canada, and includes insights from the United States, Australia, New Zealand and the United Kingdom, as it was felt that these regions were similar in that they were primarily English-speaking, developed countries with large immigrant populations. It addresses literacy and essential skills in the adult context. Results: 194 publications and 34 online resources were reviewed. The range of literature considered in this project extends beyond the theme of best practices for late entry learners into college academic upgrading programs. Although that was the initial focus of the research, less documentation was available than originally anticipated. It was found that related themes, such as adult literacy in general, aboriginal literacy, access to education, student retention levels, program delivery, learner motivation, English as a Second Language, workplace learning and literature on disabilities and learning were all related to the theme of best practices in an integral way. The literature on these topics has added both depth and breadth to this project. Implications: Based on the sources reviewed, recommendations for program delivery decisions to enhance academic upgrading programs and for policy development in support of academic upgrading programs offered by public colleges are made.
College Continuation of High School Graduates. Data Points. Volume 6, Issue 5
Date: 2018-03-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,High School Graduates,College Attendance,College Bound Students,College Choice

Community colleges have seen decreases in enrollment since their peak enrollment in 2010. One principle source of new students attending community colleges is high school graduates continuing on to community colleges upon graduation. Data from the National Center for Education Statistics indicate that the actual and projected number of high school graduates has increased from 2010-11 to 2016-17, with 1.7 percent more students graduating in 2016-17 than did in 2010-11. One component for this jump is the increasing percent of students completing high school. The Adjusted Cohort Graduation Rate has increased from 79.6 percent in 2010-11 to 83.2 percent in 2014-15. This increase in the percentage of students graduating is a significant contributing factor to the increase in high school graduates. Not only are more students graduating from high school, but as demonstrated in the data above, a higher percentage of them are continuing on to college (65.9 percent in 2013 compared to 69.7 percent in 2016). However, the percentage who go on to community colleges has not shown the same consistent level of increase, with the rate for 2016 high school graduates roughly equal to the rate for 2013 graduates.
The Talent Blind Spot: The Practical Guide to Increasing Community College Transfer to High Graduation Rate Institutions
Author: LaViolet, Tania
Date: 2018-06-27
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,College Transfer Students,Graduation Rate,Enrollment,Transfer Policy,Educational Strategies,Barriers,Partnerships in Education,Academic Advising,Holistic Approach,Leadership,Evidence Based Practice,Alignment (Education),Educational Objectives,Advocacy,Student Recruitment,Inclusion,Course Selection (Students),Mentors,Experiential Learning,Transfer Programs,Case Studies,Educational Benefits,Disproportionate Representation,Academic Achievement

&quot;The Talent Blind Spot,&quot; which is divided into two reports, demonstrates that, each year, more than 50,000 high-achieving, low- and moderate-income community college students do not transfer to a four-year institution. Approximately 15,000 of these students have a 3.7 GPA or higher, which suggests they could succeed at even the most competitive schools. The report also demonstrates that high-graduation-rate colleges and universities--the American Talent Initiative (ATI) schools--enroll far fewer transfer students than other four-year institutions. The American Talent Initiative is a Bloomberg Philanthropies-supported collaboration between the Aspen Institute's College Excellence Program, Ithaka S+R, and a growing alliance of colleges and universities. This report aims to support ATI institutions in their efforts to substantially expand community college transfer opportunity across the sector. &quot;The Practical Guide&quot; highlights stories from individual ATI institutions--both longstanding transfer destinations and relatively new adopters--and builds on the recommendations from the Aspen Institute and the Community College Research Center's &quot;Transfer Playbook.&quot; Based on a comprehensive review of the literature, interviews with practitioners and researchers, and site visits at three ATI institutions, this guide recommends principles of transfer practice and strategy, demonstrates how these practices and strategies are combined into exemplary &quot;Transfer-Friendly Ecosystems&quot; at three different institutions, and shares several other examples of practice from across the ATI sector that aim to overcome key barriers to transfer student success. [This report was published for the American Talent Initiative. For the companion report, &quot;The Talent Blind Spot: The Case for Increasing Community College Transfer to High Graduation Rate Institutions,&quot; see ED585505.]
Comparing the Mathematical Thinking Experiences of Students at Faculty of Education and Faculty of Arts and Sciences
Author: Yildiz, Cemalettin
Date: 2016-11-00
Type: Journal Articles
Subjects: Intellectual Disciplines,Science Education,Art Education,Schools of Education,Mathematics Skills,Thinking Skills,Observation,Content Analysis,Worksheets,Comparative Analysis,Elementary School Mathematics,Specialization,Generalization,Number Concepts,Mathematical Logic,Foreign Countries

The aim of this study is to compare the mathematical thinking experiences of fourth grade students at faculty of education and faculty of arts and sciences in the stages of specializing, generalizing, conjecturing, and proving. The study was conducted with 72 fourth grade students in the spring term of the academic year of 2015-2016. While 36 were from the elementary mathematics teaching programme at faculty of education; 36 of students were from the department of mathematics at faculty of arts and sciences. The data were collected via the study worksheets and unstructured observations that were performed during the application and they were analyzed via content analysis method. Findings acquired from the worksheets and observations that were performed during the application show that students at faculty of education are more successful in the stages of mathematical thinking than students at faculty of arts and sciences.
Examining the Problem Types in Middle School Mathematics Textbooks in the Context of Presentation, Content and Solution
Author: Yildiz, Cemalettin
Date: 2016-11-00
Type: Journal Articles
Subjects: Best Practices,Middle Schools,Mathematics Instruction,Textbooks,Textbook Content,Problem Solving,Difficulty Level,Secondary School Mathematics,Foreign Countries,Grade 6,Grade 7,Grade 8

Considering the update of curricula and the importance of problem solving skills in mathematics education; the need for examining the problems in mathematics textbooks in the context of presentation, content, and solution becomes a current issue. In this study, it was aimed to designate the problem types used in middle school mathematics textbooks and to determine whether the problem types used are dependent on class levels or not. The study was conducted by using the document analysis method. Data were analyzed by using content analysis method. In terms of presentation, it was observed that textbooks involved the problems rather verbal, not including quantitative data, and short. When contents of the problems were considered, it was observed that the use of the problems routine, not involving missing and irrelevant data, being curriculum dependent, and not being far from daily life is quite high. On the other hand, in terms of solution, it was observed that textbooks included the problem types which are easy, not requiring much calculation, and not involving different strategies more. Types of problems used in the textbooks can be enriched in the context of presentation, content, and solution to improve achievements and problem solving skills of students in mathematics classrooms.
Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Annual Update 2017
Author: DePaoli, Jennifer L.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Graduation Rate,High Schools,Public Schools,Low Income Groups,Racial Differences,Hispanic American Students,African American Students,Disabilities,English Language Learners,Urban Areas,Educational Legislation,Federal Legislation,Error of Measurement,School Districts,Academic Standards,Barriers,Institutional Characteristics

This year signifies two key milestones in the GradNation campaign to raise high school graduation rates. First, the release of the 2015 federal graduation rate data marks five years since states began reporting the Adjusted Cohort Graduation Rate (ACGR). The ACGR, for the first time, created a common formula for collecting graduation rate statistics across states and provides data on individual student subgroups down to the school and district levels. With five years of ACGR data, students continue to graduate at higher and lower rates and how this varies by state, and where graduation rate gaps are closing and persisting between student subgroups. Second, there are now just five years of federal graduation rate data reporting between now and the culmination of the GradNation goal to raise high school graduation rates to 90 percent by the Class of 2020. This report examines areas of concern in high school graduation rate reporting, including measurement errors, cases of schools and districts gaming the system, and issues around lowering diploma standards, as well as other areas of progress and remaining challenges on the path to 90 percent. Seventeen appendices are included. [For the 2016 report, see ED572731.]
Protecting Religious Desegregation in Public Schools
Author: Schlanger, Phoebe, Ed.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Religious Discrimination,Freedom of Speech,Teacher Role,Desegregation Methods,School Role,Change Strategies,Civil Rights,Constitutional Law,Federal Legislation,Civil Rights Legislation

Part of the Center for Education Equity's &quot;Exploring Equity Issues&quot; series, this paper gives a background on religious discrimination in schools and provides strategies on what schools can do to address and resolve these problems. The First Amendment to the United States Constitution establishes the right to the free exercise of religion. Federal laws, including Title IV of the Civil Rights Acts of 1964, prohibit discrimination in educational institutions. Nonetheless, students of all ages and grade levels experience discrimination on the basis of religion. Students who experience bullying and harassment (by peers, teachers, and administrators) based on their religion may disengage from educational opportunities, have poor academic performance, and ultimately fail to reach their full potential (Wolfpert, 2010). These consequences then affect schools and communities. Without an understanding of how religion intersects with gender, ethnicity, and national origin, educators do not have the essential information to implement effective solutions to complex educational challenges. Steps that schools can take to intervene include: (1) review and revise school policies; (2) review and adapt curricula; (3) review textbooks; and (4) educate parents. [Adapted from an article written by the Anti-Defamation League of Washington, D.C., for the Center for Education Equity.]
An Ideal Opportunity: The Role of Afterschool in Social and Emotional Learning. Issue Brief No. 71
Author: Afterschool Alliance
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: After School Programs,After School Education,Social Development,Emotional Development,Skill Development,Competency Based Education,Educational Opportunities,Educational Needs,Relevance (Education),Early Experience,Barriers,Change Strategies,Elementary Secondary Education

Ensuring all children and youth thrive as they move through school and into their adult lives requires that they have the opportunity to develop the skills and competencies that will help them land their first job, navigate and overcome the challenges they will face, keep positive relationships, and make good decisions. While families are central to this, others who interact with students can play a supporting role. For instance, a bipartisan report by the American Enterprise Institute and the Brookings Institution recommended a holistic approach to education, promoting both academics and skills such as working well with others, self-management, and responsible decision-making. Social and emotional learning or SEL is the most common terminology to encompass these skills and competencies. Afterschool and summer learning programs, which have long been places for positive youth development, are helping students cultivate their social and emotional skills and competencies. This issue brief highlights a few ways afterschool programs support student social emotional development.
Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Annual Update 2018
Author: DePaoli, Jennifer L.
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,High School Graduates,College Readiness,Career Readiness,At Risk Students,Federal Legislation,Educational Legislation,Racial Differences,African American Students,Hispanic American Students,Disabilities,English Language Learners,Low Achievement,Repetition,Required Courses,Correlation,Postsecondary Education,Low Income Groups

The report takes an in-depth look at the progress that was made between 2011 and 2016 in raising high school graduation rates and the state and district sources of those improvements, and identify where challenges remain. It also links improvements in high school graduation rates to the need to ensure that all students, including those historically underserved by the education system, graduate high school prepared for postsecondary education. This year's report comes at a turning point for the nation, as the Every Student Succeeds Act (ESSA) becomes a reality and the power of accountability moves from the federal government into the hands of states. It also comes amid growing calls to revamp high school education to better equip students with the academic, social, and emotional skills they need to succeed in postsecondary education and careers, and within a larger conversation on long-standing inequities for young people of color, those growing up in poverty, and children with disabilities. It provides a baseline by which state efforts under ESSA can be examined and shows for each state, which districts have been driving progress, which subgroups of students are over-represented in each state's four-year non-graduates, and in which types of schools--traditional, alternative, or virtual--students who do not graduate on time can be found. At the same time, there remain concerns about gains in some places, with reports of individual schools ushering students through who are not ready to graduate, credit recovery programs and alternative schools that lack quality and rigor, and a number of issues of variability in calculating graduation rates that need to be addressed to continue to give us comparable measures of progress and challenge across schools, districts, and states. It concludes with a set of policy and practice recommendations that aim to help the nation reach its goal of a 90 percent high school graduation rate for all students, and provide full state-by-state data in the appendices. [For the 2017 report, see ED585520.]
Alabama Education Quick Facts, 2017-2018
Author: Alabama Department of Education
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,State Boards of Education,Educational Finance,Statistics,Taxes,Elementary Secondary Education,Vocational Education,School Personnel,Student Evaluation,Enrollment Trends,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Graduation Rate,Reading Achievement,Mathematics Achievement,Science Achievement,College Entrance Examinations,Expenditures,Breakfast Programs,Lunch Programs,Graduation Requirements,Special Education,Career Education,Technical Education,Transportation,English Language Learners,Distance Education,Educational Technology

This two-page Quick Facts document provides a snapshot of general state statistics, facts about public schools, the State Board of Education, and financial data. [For &quot;Alabama Education Quick Facts, 2016-2017,&quot; see ED578987.]