ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Business in Promoting Educational Attainment: A National Imperative
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2015-02-00
Type: Reports - Research
Subjects: Educational Attainment,School Business Relationship,Employees,Skill Development,Job Skills,Employers,Barriers,Geographic Location,Higher Education,Partnerships in Education,Economic Climate,Business,Industry,Postsecondary Education,Community Colleges,Colleges,Labor Market,Labor Force Development

Fewer than 40 percent of Americans have a college degree. As the economy grows ever more dependent on a highly skilled workforce, this statistic speaks volumes about the future prosperity of the nation and its least-advantaged members. It also raises a critical question: What is being done to improve the educational attainment of the workforce? The Committee for Economic Development of The Conference Board (CED) addressed this question and examined how employers in four metropolitan regions are supporting the education of their employees. Data collected from business leaders in Detroit, Memphis, New York City, and Miami addressed the following questions: (1) What specific practices do companies use to support the education and skill development of their employees?; (2) What barriers or challenges do employers face in doing more?; (3) Why are companies investing resources in educational benefits and programs?; (4) How are employers working with institutions of higher education and other partners, and what makes these partnerships work?; and (5) What role does place-city or metropolitan region-play in making efforts more effective on a larger scale? Focus groups were held with business representatives between January and April 2014 in the four cities, followed by a series of additional interviews to gain a more in-depth understanding of the cities' economic climates and opportunities. Attendees came from companies ranging from small, family-owned firms to global Fortune 500 companies and represented an array of industries, including finance, manufacturing, healthcare, entertainment, and logistics. This report will discuss the importance of postsecondary educational attainment both for individuals and for companies, present the results of the focus group and interview research, and conclude with a set of recommendations for employers, employees, higher education leaders and policymakers. [For the executive summary of this report &quot;The Role of Business in Promoting Educational Attainment: A National Imperative. Executive Summary,&quot; see ED593271.]
The Role of Business in Promoting Educational Attainment: A National Imperative. Executive Summary
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Educational Attainment,School Business Relationship,Employees,Skill Development,Job Skills,Employers,Barriers,Geographic Location,Higher Education,Partnerships in Education,Economic Climate,Business,Industry,Postsecondary Education,Community Colleges,Colleges,Labor Market,Labor Force Development

Fewer than 40 percent of Americans have a college degree. As the economy grows ever more dependent on a highly skilled workforce, this statistic speaks volumes about the future prosperity of the nation and its least-advantaged members. It also raises a critical question: What is being done to improve the educational attainment of the workforce? The Committee for Economic Development of The Conference Board (CED) addressed this question and examined how employers in four metropolitan regions are supporting the education of their employees. Data was collected from business leaders in Detroit, Memphis, New York City, and Miami. This executive summary presents an overview of the study, the findings, and key recommendations. [For the full report, &quot;The Role of Business in Promoting Educational Attainment: A National Imperative,&quot; see ED593270.]
Children&apos;s Pre-K Outcomes and Classroom Quality in Georgia&apos;s Pre-K Program: Findings from the 2013-2014 Evaluation Study
Author: Peisner-Feinberg, Ellen S.
Date: 2015-09-00
Type: Reports - Research
Subjects: Preschool Education,Program Effectiveness,Outcomes of Education,Predictor Variables,Educational Quality,Preschool Children,Student Characteristics,Family Characteristics,Teacher Characteristics,Academic Achievement,Achievement Gains,English,Language Proficiency,Numeracy,Literacy,Parent Background,Educational Attainment,Ethnicity,Racial Differences,Class Size,Limited English Speaking,Interpersonal Competence,Teacher Certification,Emotional Development,Classroom Environment,Student Behavior

The purpose of the 2013-2014 Georgia's Pre-K Program Evaluation was to examine the learning outcomes for children and the quality of their classrooms during Pre-K, as the baseline year of the Pre-K through third-grade longitudinal study. The primary evaluation questions addressed included: (1) What are the learning outcomes for children attending Georgia's Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children's experiences in Georgia's Pre-K classrooms? To address these questions, the evaluation study included a random sample of 199 Georgia's Pre-K classrooms and a sample of 1,169 children attending these classrooms. Researchers conducted individual child assessments near the beginning and end of the Pre-K year to examine growth in children's skills. The assessment measures covered multiple domains of learning, including language, literacy, math, and general knowledge, and teacher ratings of behavior skills. For 139 Spanish-speaking dual language learners (DLLs) in the sample, parallel assessments were conducted in both English and Spanish. Researchers also conducted observations of classroom practices, including measures of global quality, language and literacy practices, and teacher-child instructional interactions. In addition, information about characteristics of the classrooms, teachers, and children was gathered from teacher and parent surveys and from existing statewide program data. Classroom/teacher characteristics were examined as predictors of the quality of classroom practices, while classroom quality as well as child/family and classroom/teacher characteristics were examined as moderators of children's growth in skills. [For the executive summary, see ED593276.]
Children&apos;s Pre-K Outcomes and Classroom Quality in Georgia&apos;s Pre-K Program: Findings from the 2013-2014 Evaluation Study. Executive Summary
Author: Peisner-Feinberg, Ellen S.
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Preschool Education,Program Effectiveness,Outcomes of Education,Predictor Variables,Educational Quality,Preschool Children,Student Characteristics,Family Characteristics,Teacher Characteristics,Academic Achievement,Achievement Gains,English,Language Proficiency,Numeracy,Literacy,Class Size,Limited English Speaking,Interpersonal Competence,Teacher Certification,Emotional Development,Classroom Environment,Student Behavior

This the executive summary of the 2013-2014 study which provided the baseline year for the longitudinal study. The study included observations of teaching practices in a random sample of 199 Georgia's Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavior skills of a sample of 1,169 children attending these classrooms, including parallel assessments in English and Spanish of 139 dual-language learners (DLLs). Classroom/teacher characteristics were examined as predictors of the quality of classroom practices, while both classroom quality as well as child/family and classroom/teacher characteristics were examined as moderators of children's growth in skills. [To view the full report, see ED593274.]
Examining the New Phenomenon of Teachers as Brand Ambassadors
Author: Saldaña, Christopher M.
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Marketing,Teacher Role,Ethics,Cost Effectiveness,Conflict of Interest,Educational Policy,State Policy,School Business Relationship

Within-school marketing has a new twist, and teachers are at the center. Corporate firms, particularly those with education technology products, have contracted with teachers to become so-called brand ambassadors. A brand ambassador is an individual who receives some form of compensation or perk in exchange for the endorsement of a product. Unlike celebrity endorsers, teachers can be thought of as &quot;micro-influencers&quot; who give firms access to their network of social influence. In this brief, the authors explore the ethical, legal and policy issues associated with the hiring of teachers as brand ambassadors. They delve into what it means to be a brand ambassador. They examine past examples of brand ambassador marketing outside of schools and reflect on the larger economic contexts--for teachers and for schools--within which the micro-influencer brand ambassador strategy has arisen. The authors situate teacher brand ambassadorships within broader marketing trends and within earlier instantiations of marketing in schools. And they consider the potential benefits that these relationships provide to teachers and their students and weigh these against the potential concerns, conflicts, and costs to teachers and students. Finally, they consider the need for potential protections of students' interests, as teacher brand ambassadorships grow as a presence in public schools.
L-COMS Guide
Author: Nelson, R.
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Program Evaluation,Early Intervention,Preschool Education,Self Evaluation (Groups),Educational Quality

The Local Child Outcomes Measurement System (L-COMS) is a framework developed by ECTA and DaSy that identifies 7 key components of a high-quality child outcomes measurement system at the local level. The following resources were developed for local Part C and Part B 619/Preschool programs to evaluate their systems and to encourage and support efforts to improve those systems. &quot;Local program,&quot; as used throughout these documents, refers to a local/regional early intervention services program or a local educational agency or school district. (1) Local Child Outcomes Measurement System (L-COMS) -- describes the framework's 7 components, 13 quality indicators and their associated elements of quality; (2) L-COMS Self-Assessment -- an Excel-based tool that provides a structure for local programs to record the current status of their child outcomes measurement system on the 13 quality indicators and associated elements, and to set priorities for improvement; and (3) L-COMS Guide -- contains general guidance for using the self-assessment tool. The L-COMS was designed to apply to all local programs regardless of their specific child outcomes measurement approach.
2019-20 Pro-Kid Policy Agenda for California
Author: Children Now
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Access to Education,Equal Education,Poverty,Early Childhood Education,Child Health,Child Welfare,Access to Health Care,Preschool Education,English Language Learners,Bilingual Education,Elementary Secondary Education,Educational Finance,Academic Standards,STEM Education,Community Schools,Teacher Education,Culturally Relevant Education,Educational Environment,Attendance,After School Programs,Summer Programs,Higher Education,Home Visits,Early Intervention,Health Insurance,Accountability,Mental Health,Well Being,Resilience (Psychology),School Health Services,Nutrition,Child Abuse,Foster Care,Housing,Juvenile Justice

The 2019-20 Pro-Kid Policy Agenda for California is the comprehensive roadmap at the state level to ensure that all children have the necessary supports to reach their full potential. California has an obligation to end systemic injustices that create barriers to kids of color, as well as kids living in poverty and undocumented kids, from growing up healthy and ready for college, career, and civic life. Policymakers are urged to use the Pro-Kid Agenda as a guide to ensure California's systems for children are equitable, well-funded, high-quality, and accountable to kids' success. The Agenda was compiled by Children Now, the only research, policy development, and advocacy organization covering the full-range of key children's issues, from prenatal through age 26, including early childhood development, K-12, higher education, children's health, foster care, and youth justice. Children Now coordinates The Children's Movement of California--a member-based constituency supporting kids that now includes more than 3,000 business, parent, labor, civil rights, faith, and community organizations. The organization also leads, co-leads or participates in more than 80 coalitions around the state. The Agenda reflects the top priorities of each of those coalitions and their members.
It&apos;s Time to Begin an Adult Conversation on PISA. CTF Research and Information
Author: Ellis, Myles
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Outcomes of Education,Comparative Education,Knowledge Economy,Human Capital,Politics of Education,Testing Problems,Equal Education,Educational Quality,Mathematics Achievement,Learner Engagement,Teacher Salaries

Another round of the Program for International Student Assessment (PISA) reporting has come and gone and the world is still spinning. So is the media. For the classroom teacher, generally, today is another day where they will teach and children and youth will learn. So do the PISA results impact on a day in the life of a classroom teacher? Author Myles Ellis, writes that he would suggest they do, but the degree of impact is probably related to where one lives. Still, the author believes it is time and adult conversation about PISA ought to take place. PISA Supporters would argue that: (1) There is a need to have some way of comparing education systems in a global economy within a global village; (2) Increasingly, with the exponential growth of a knowledge economy, human capital is the most important capital asset; (3) This type of assessment, using a sampling of students, is positive in the sense that it is not 'high stakes' in that it has nothing to do with an individual student's evaluation for advancement or promotion, being anonymous; and (4) There is data in these results that help to confirm what we believe or know about what is important. Information that confirms, as PISA does, that our system attracts strong teachers and prepares and in-services them well. Those who would criticize PISA would argue that: (1) There is an agenda behind PISA; (2) The narrow focus of the tests on numeracy, literacy and science does not give a valid picture of the whole school experience; (3) The ranking of countries internationally, and provinces nationally, is problematic from many perspectives; and (4) If we must compare jurisdictions, then fair comparisons, apples to apples should be used. In this analysis, Canadian Teachers' Federation (CTF) Researcher Rick Riel examines more closely the OECD data from a Canadian perspective, expanding on this commentary.
Nine Elements of Effective School Community Partnerships to Address Student Mental Health, Physical Health, and Overall Wellness
Author: Roche, Mary Kingston
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: School Community Programs,Partnerships in Education,Mental Health,School Health Services,Access to Health Care,School Psychology,Physical Health,Child Health,Wellness,Teamwork,Student Needs,Needs Assessment,Accountability,Professional Development,Sustainability,Social Development,Leadership Responsibility

Strong school-community partnerships are essential for a world-class, 21st century education, and more and more communities across the country are creating such partnerships--from Oakland, CA, to Evansville, IN, to Hartford, CT. In this document, the Coalition for Community Schools and the National Association of School Psychologists outline nine key elements necessary for creating and sustaining effective partnerships to improve student mental health, physical health, and overall wellness. These elements include: (1) A leadership team comprised of school and community stakeholders; (2) Assets and needs assessment to address student health and wellness, and a framework for results; (3) A designated person located at the school to lead the coordination of school-community partnerships; (4) Clear expectations and shared accountability for the school and community partners; (5) High-quality health and wellness services that leverage school and community resources; (6) Ongoing comprehensive professional development for all school leaders, staff, and community partners; (7) A detailed plan for long-term sustainability; (8) Regular evaluation of effectiveness through a variety of measures; and (9) Communication plan to share progress and challenges.
Tuition &amp; Fees Report: Fiscal Year 2016
Author: Iowa Department of Education, Division of Community Colleges
Date: 2015-09-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Costs,Educational Finance,Educational Trends,Federal Aid,State Aid,Enrollment,Online Courses,Tuition,Fees,Two Year College Students,In State Students,Operating Expenses,Income,Public Colleges,Out of State Students,Geographic Regions

The community college tuition and fees report is prepared each fiscal year. The report includes trends in tuition and fees among Iowa's community colleges, as well as comparisons to other states and to Iowa's public universities. Median total in-state cost of enrollment for a full-time student enrolled in Iowa's community colleges will be $164.50 per semester hour in fiscal year 2016, a 3.1 percent difference from last year. Median in-state tuition for a full-time student enrolled in Iowa's community colleges will be $151.00 per semester hour in fiscal year 2016, a 3.4 percent difference from last year. Median mandatory fees will be $13.50 per semester hour in fiscal year 2016, same as last year. Provisional data from the Integrated Postsecondary Education Data System (IPEDS) suggest that average total enrollment costs per semester hour during fiscal year 2014 were higher among community colleges in Minnesota and South Dakota than corresponding costs in Iowa. Iowa ranked 44th in average total enrollment costs, placing it in the 85th percentile. By comparison, California, with the lowest average total enrollment costs, ranked first. IPEDS data suggest average total enrollment cost per semester hour at Iowa's community colleges was almost 11 percent higher than the regional average ($132.83 per semester hour) in fiscal year 2014. Although average tuition of Iowa's community college will be almost 42 percent lower than average tuition at Iowa's public universities in fiscal year 2016, tuition and fees account for approximately 53 percent of community colleges' unrestricted operating revenue. This percentage has gradually increased since 2005, which was just over 49 percent. During the same time period, state general aid has decreased from about 36 percent in 2005, to about 35 percent in 2014. [For the 2014-2015 report, see ED593460.]
Projections of Education Statistics to 2027. Forty-Sixth Edition. NCES 2019-001
Author: Hussar, William J.
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Elementary Schools,Secondary Schools,Enrollment,Elementary School Teachers,Secondary School Teachers,High School Graduates,Public Schools,Expenditures,Postsecondary Education,Academic Degrees,Private Schools,Educational Finance,College Freshmen,Institutional Characteristics,Full Time Equivalency

&quot;Projections of Education Statistics to 2027&quot; is the 46th report in a series begun in 1964. It includes statistics on elementary and secondary schools and degree-granting postsecondary institutions. This report provides revisions of projections shown in &quot;Projections of Education Statistics to 2026&quot; and projections of enrollment, graduates, teachers, and expenditures to the year 2027. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2027 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. Appendix A of this report outlines the projection methodology and describes the models and assumptions used to develop the national and state projections. The enrollment models use enrollment data and population estimates and projections from NCES, the U.S. Census Bureau, and the forecasting service IHS Global Inc. The models are based on the mathematical projection of past data patterns into the future. Some models also use projections of economic variables from IHS Global Inc. The projections presented in this report are based on assumptions for the fertility rate, internal migration, net immigration, and mortality rate from the Census Bureau. [For &quot;Projections of Education Statistics to 2026. Forty-Fifth Edition. NCES 2018-019,&quot; see ED582074.]
MyTeachingPartner™ Pre-K. What Works Clearinghouse Intervention Report
Author: Mathematica Policy Research, Inc.
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Preschool Teachers,Preschool Education,Faculty Development,Program Effectiveness,Intervention,Teacher Effectiveness

This intervention report presents findings from a systematic review of &quot;MyTeachingPartner&quot;™ Pre-K conducted using the WWC Procedures and Standards Handbook (version 3.0) and the Teacher Training, Evaluation, and Compensation review protocol (version 3.2). No studies of &quot;MyTeachingPartner&quot;™ Pre-K that fall within the scope of the Teacher Training, Evaluation, and Compensation review protocol meet What Works Clearinghouse (WWC) group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of &quot;MyTeachingPartner&quot;™ Pre-K. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention. A Glossary of terms is included.
Effective Practices: Research Briefs and Evidence Rating
Author: Donley, Jan
Date: 2019-00-00
Type: Collected Works - General
Subjects: State Departments of Education,Capacity Building,Educational Practices,Best Practices,Evidence,Instructional Leadership,Decision Making,Curriculum Development,Educational Assessment,Student Evaluation,Educational Planning,Instruction,Individualized Instruction,Electronic Learning,Blended Learning,Cognitive Ability,Competence,Metacognition,Learning Motivation,Family Involvement,Preschool Education,Emergent Literacy,Preschool Children,High School Students,Leadership,Educational Opportunities,Academic Achievement,Instructional Effectiveness,Educational Improvement,Classroom Techniques,Academic Standards,Parent Education,Evidence Based Practice,Achievement Rating

The Center on Innovations in Learning (CIL) is a national content center established to work with regional comprehensive centers and state education agencies (SEA) to build SEAs' capacity to stimulate, select, implement, and scale up innovation in learning. This report is a collection of evidence ratings and practice briefs. The categories for both the Evidence Base and Effect Size Rating for Effective Practices and the Effective Practice Briefs are: (1) School Leadership and Decision-Making; (2) Curriculum, Assessment, and Instruction Planning; (3) Classroom Instruction; (4) Personalized Learning: Digital Learning; (5) Personalized Learning: Blended Learning; (6) Personalized Learning: Cognitive Competency; (7) Personalized Learning: Metacognitive Competency; (8) Personalized Learning: Motivational Competency; (9) Personalized Learning: Social/Emotional Competency; (10) Family Engagement in a School Community; (11) Preschool Early Learning; (12) High School: Leadership and Decision-Making; (13) High School: Opportunity to Learn; and (14) District Support for School Success.