ethanporcaro/eric-fulltext-meta huggingface dataset:
Positive Behavior Support in Delaware Schools: Developing Perspectives on Implementation and Outcomes. Technical Report No. T2010.3
Author: Ackerman, Cheryl M.
Date: 2010-00-00
Type: Reports - Research
Subjects: Behavior Problems,Technical Assistance,Research and Development,Behavior Modification,Positive Reinforcement,Student Behavior,Educational Environment,Barriers,Program Implementation,Interviews,College School Cooperation,Focus Groups,Decision Making,Databases,Professional Development,Rewards,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Suspension

In Spring 2010, the Delaware Education Research and Development Center conducted an evaluation of Delaware's PBS project, an initiative focused on developing a school-wide system of strategies to reduce behavior problems and foster a positive school climate. The study focused on facilitators and barriers to PBS implementation, and also included analyses to examine the relationship between PBS and school suspensions. This report first provides background on the principles of the original Positive Behavior Support program and the history of its implementation in Delaware, and then presents the evaluation questions, briefly outlines the methods used, and describes the results. The report closes with a postscript reflection on the findings from a PBS expert and member of the DE-PBS leadership team. Appended are: (1) Detailed Description of Methods for Question 1--Contributors and Barriers; (2) Questions Used in Administrator, Coach, PBS Team, Teacher, and Student Interviews; (3) Delaware Assessment of Strengths and Needs for Positive Behavior Supports; (4) PBS Technical Assistance Survey; (5) Illustrative Quotes for Contributors and Barriers Theme and Sub-Themes; and (6) Details of Analyses for Question 2--Disciplinary Infractions. (Contains 7 figures, 15 tables, and 4 footnotes.) [For &quot;Positive Behavior Support in Delaware Schools: Developing Perspectives on Implementation and Outcomes. Executive Summary&quot;, see ED535260. This study was funded by Delaware State Legislature.]
An Analysis of Student Reading as Measured on the Diagnostic Assessment of Reading (DAR)
Author: Baca, Jo-Ann M.
Date: 2006-06-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Professional Development,Reading Achievement,Reading Tests,Grants,State Aid,Reading Difficulties,Teacher Attitudes,Teacher Surveys,Context Effect,Measures (Individuals),Case Studies

As part of the reporting of Delaware's State Improvement Grant (DelaSIG), the Delaware Education Research and Development Center (R&amp;D Center) completed a study on the Diagnostic Assessment of Reading (DAR) scores of students whose teachers attended a professional development program designed to help focus teacher instruction of struggling  readers in Grades 4 through 12. IMPACT, the acronym for Implementing Multiple Practices for Activating Comprehension in Teaching, is a 30 hour training component of the professional development program provided by the Delaware Department of Education (DDOE). This paper reports the findings of the fall and spring assessments of the DAR and discusses their results and implications. Program developers may find the perceptions of the IMPACT survey respondents informative; their perceptions regarding the influence of the IMPACT training on their classroom instruction and on their students' reading provide insight into the context of the findings. Appended are: (1) Individual student results on the DAR; and (2) DAR-IMPACT Survey Protocol and Results. (Contains 8 figures, 5 tables, and 4 footnotes.) [This report was written with assistance from Debra Coffey and Ximena Uribe-Zarain.]
Delaware Middle Schools Beating the Odds. Technical Report Number T2010.4
Author: Grusenmeyer, Linda
Date: 2010-07-00
Type: Reports - Research
Subjects: Academic Support Services,Student Attitudes,Teacher Role,Middle Schools,Public Schools,Charter Schools,Academic Achievement,Comparative Analysis,Surveys,Institutional Characteristics,Educational Practices,Interviews,Teacher Attitudes,Teacher Expectations of Students,Data Analysis,Teacher Collaboration,School Districts,Educational Environment,Leadership Responsibility,Partnerships in Education,Socioeconomic Status,Principals,Special Needs Students,Limited English Speaking,Low Income Groups,Attendance Patterns,Teaching Experience,Teacher Qualifications

The investigation identified Delaware public and charter middle schools across the state which outperformed other Delaware middle schools with similar student demographic profiles. Teachers and administrators at six of these &quot;Beating the Odds&quot; schools and at six comparison middle schools were surveyed regarding their schools characteristics and practices. In a second phase of the study, principals, teachers and students from the six &quot;Beating the Odds&quot; schools were interviewed to determine what they believe accounts for their school's success. The study found that significantly more educators from &quot;Beating the Odds&quot; schools agreed that 18 specific practices and beliefs were typical of their schools when compared to educators from comparison schools. Fourteen of these related to three domains: high expectations, data use, and collaboration. Also, the two samples of schools differed in the intensity of their responses. That is, &quot;Beating the Odds&quot; school respondents &quot;strongly agreed&quot; significantly more often than comparison school respondents to over 80% of the survey items. Twenty-six of these items fell under the domains of teacher role, leadership, district influence, and instructional support. Finally, while participants in on-site interviews described essential local differences, most of the middle schools that are &quot;Beating the Odds&quot; shared an organizational climate shaped by leadership that identified compelling educational approaches and brought educators, students and parents together around those approaches. Appended are: (1) Characteristics and policies of effective middle schools; (2) Description of survey instrument analysis; (3) Survey response organized by domain; (4) School-level response rates; (5) Chi square values of item significance by domain; and (6) Teacher, administrator and student interview protocols. (Contains 9 figures, 6 tables, and 7 footnotes.) [This study was funded by the Delaware State Board of Education.]
Distributed Leadership in Delaware
Author: Buttram, Joan L.
Date: 2009-08-00
Type: Reports - Research
Subjects: Academic Achievement,Power Structure,Participative Decision Making,Program Effectiveness,Interviews,Surveys,Comparative Analysis,Teacher Collaboration,Teacher Administrator Relationship,Interprofessional Relationship,Measures (Individuals),Factor Analysis,Statistical Analysis,Military Schools,High Schools,Middle School Teachers,Secondary School Teachers,Job Development

The Delaware Education Research and Development Center (DERDC) conducted a two-part study to determine the impacts of this program on participating schools in the state. In the first part, DERDC interviewed a sample of administrators and teachers from 6 of the 15 participating schools. Their responses helped design a survey that was administered in the second part of the study administered to 13 of the 15 schools involved in the DL effort and 3 comparison schools not involved in the effort. The work undertaken by DL teams, and other members of the schools, more often involved collaboration between teachers and, sometimes, between teachers and administrators. Interview responses suggested that teachers and principals were generally positive about the initiative, feeling that DL provided an opportunity to &quot;open up so many doors,&quot; reduce &quot;the isolation&quot; that many felt, and &quot;let...everyone have a voice in the school.&quot; Appended are: (1) Instrumentation; and (2) Comparison of DL Membership Items. (Contains 1 figure, 13 tables, and 1 footnote.)
Deploying Community Colleges to Strengthen State Economic Development: A National Study. Executive Summary
Author: Cleary, Jennifer
Date: 2005-10-00
Type: Reports - Research
Subjects: Community Colleges,Economic Development,Labor Force Development,State Government,Educational Needs,School Business Relationship,Contract Training,Demand Occupations,Educational Cooperation,Financial Support,State Aid,Profiles

State governments across the nation are engaging community colleges as cornerstones of their comprehensive economic development strategies. This executive summary summarizes the efforts of 10 states, recommended by national experts, to deploy community colleges in support of state economic development priorities. The 10 states are: Florida, Mississippi, Georgia, North Carolina, Illinois, Pennsylvania, Iowa, South Carolina, Michigan and Washington. The states profiled in this study use a variety of programs to deploy community colleges to provide substantial contributions to state economic development goals. State governments have created programs involving community colleges that raise the skill levels of all workers, provide training and other benefits to particular firms, and offer broad-based support to important sectors of the economy. While these programs take different forms, all share similar elements. The need for strong leadership, coordination, and partnerships among stakeholders, as well as access to ongoing funding was a consistent theme in interviews with state and local officials. In addition, all states profiled have focused their efforts on key industry clusters. [For the full report, &quot;Deploying Community Colleges to Strengthen State Economic Development: A National Study,&quot; see ED535267.]
Deploying Community Colleges to Strengthen State Economic Development: A National Study
Author: Cleary, Jennifer
Date: 2005-10-00
Type: Reports - Research
Subjects: Community Colleges,Economic Development,Labor Force Development,State Government,Educational Needs,School Business Relationship,Contract Training,Demand Occupations,Educational Cooperation,Financial Support,State Aid,Profiles

State governments across the nation are engaging community colleges as cornerstones of their comprehensive economic development strategies. This report summarizes the efforts of 10 states, recommended by national experts, to deploy community colleges in support of state economic development priorities. The 10 states are: Florida, Mississippi, Georgia, North Carolina, Illinois, Pennsylvania, Iowa, South Carolina, Michigan, and Washington. The states profiled in this study use a variety of programs to deploy community colleges to provide substantial contributions to state economic development goals. State governments have created programs involving community colleges that raise the skill levels of all workers, provide training and other benefits to particular firms, and offer broad-based support to important sectors of the economy. While these programs take different forms, all share similar elements. The need for strong leadership, coordination, and partnerships among stakeholders, as well as access to ongoing funding was a consistent theme in interviews with state and local officials. In addition, all states profiled have focused their efforts on key industry clusters. Individual State Profiles are appended. [For &quot;Deploying Community Colleges to Strengthen State Economic Development: A National Study. Executive Summary,&quot; see ED535266.]
Unlocking the Treasure Chest of Labor Market Information: Crucial Information for Job Seekers, Educators, and Employers in a Tough Economy. Research Brief
Author: Fichtner, Aaron
Date: 2009-02-00
Type: Reports - Research
Subjects: Labor Market,Information Sources,Data,Occupational Information,Labor Supply,Supply and Demand,Labor Force Development,Employment Services,Information Needs

Quality labor market data and analysis is critical to developing effective market-driven workforce and economic strategies in states, regions, and localities. Such information can be complex, intimidating, and overwhelming to many users, however. This issue brief offers a framework for understanding workforce information, including a summary of the different types of consumers of information and their need for comprehensive data and analysis about the labor market. It identifies the publicly available information sources that produce the data and provides suggestions on how to identify and address the gaps between user needs and the availability of reliable and timely data and analytical capacity to enable effective and informed decision-making by data consumers. Finally, it recommends ways in which states and local areas can make workforce information more readily available to consumers who must make important decisions. (Contains 3 endnotes.)
Unfulfilled Expectations: Recent College Graduates Struggle in a Troubled Economy. Work Trends
Author: Godofsky, Jessica
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: College Graduates,Economic Climate,Employment,Education Work Relationship,Salaries,Job Satisfaction,Work Attitudes,Debt (Financial),Financial Support,Student Experience,Student Financial Aid,Career Readiness,Expectation,Graduate Surveys

This report presents the findings of a nationally representative sample of 571 U.S. residents who graduated from a four-year college between 2006 and 2010. The authors' overall goal was to better understand the articulation between their formal education and their initial positions in the workforce. They examine how students financed their college education and how much debt they carried away from it, how well college prepared them to enter and be successful in the labor market, and what they would do differently in their college education if they knew then what they know now. The authors also show the diminished expectation of financial success this generation seems to manifest. The research explores students' first jobs in some detail. Questions focused on the intersection of their areas of study in college with the skills and knowledge they need to be successful in their workplace. They note the number who took jobs that did not require a college degree, the overall satisfaction of their first job, and their overall satisfaction with salary, job responsibilities, and opportunities for advancement. They also examine how these experiences are different for those having entered the job market before the Great Recession and those entering it while unemployment raged as the economy shed eight million jobs, and what recent entrants had to give up or compromise to get started in their work life. They also examine the current job for those having had more than one job in their work history. Appended are: (1) Methodology; (2) Topline Survey Results; and (3) Unweighted Sample Sizes for First Job Median Salary Calculations. (Contains 14 figures, 6 tables, and 1 footnote.)
Chasing the American Dream: Recent College Graduates and the Great Recession. Work Trends
Author: Stone, Charley
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: College Graduates,Economic Climate,Employment,Job Satisfaction,Student Experience,Student Financial Aid,Debt (Financial),Career Readiness,Employment Level,Salaries,Education Work Relationship,Job Search Methods,Job Applicants,Work Attitudes,Majors (Students),Financial Support,Expectation,Graduate Surveys

This report describes the findings of a nationally representative sample of 444 recent college graduates from the class of 2006 through 2011. The purpose of this study is to understand how recent college graduates are faring in the workforce, specifically looking at those individuals who graduated before and during the difficult labor market caused by the Great Recession. The national recession officially began in late 2007 and ended in 2009. However, the authors classify students graduating from 2006 and 2007 as "pre-recession" graduates and students graduating in 2009, 2010, and 2011 as "recession"-era graduates because the unemployment situation was dire during this entire period, even though economic growth was positive. A previous study, "Unfulfilled Expectations: Recent College Graduates Struggle in a Troubled Economy," conducted by the John J. Heldrich Center for Workforce Development in May 2011 surveyed 571 graduates from the years 2006-2010. The 444 college graduates that comprise the sample for the April/May 2012 study include 315 respondents who were re-interviewed and 129 new respondents who graduated in 2011. The research explores a number of topics related to the experience of recent college graduates in the workforce. The first two sections of the report analyze respondents' current and past experience in the labor market through a series of questions asking about their job search, the specifications of the job they chose, and their satisfaction with the job attributes. The third section examines the college experience of these graduates, with a particular focus on college funding and debt. The fourth section looks at how well recent college graduates feel they were prepared for the job market. The final section examines how recent college graduates see their financial futures. Appended are: (1) Methodology; (2) Topline Survey Results; and (3) Voices of College Graduates. (Contains 20 figures, 6 tables, and 4 endnotes.)
Left out. Forgotten? Recent High School Graduates and the Great Recession. Work Trends
Author: Van Horn, Carl
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Economic Climate,Employment,Employment Level,Wages,Job Search Methods,Work Attitudes,Job Satisfaction,Unemployment,Career Readiness,Academic Aspiration,Expectation,Financial Support,Racial Differences,Parent Background,Educational Attainment,Graduate Surveys

This report describes the findings of a nationally representative sample of 544 recent high school graduates from the classes of 2006 through 2011. The purpose of this study is to understand how recent high school graduates who are not attending college full time are faring in the workforce, specifically looking at those individuals who graduated before and during the difficult labor market caused by the Great Recession. The national recession officially began in late 2007 and ended in 2009. However, the authors classify students graduating from 2006, 2007, and 2008 as "pre-recession" graduates and students graduating in 2009, 2010, and 2011 as "recession" era graduates because the unemployment situation was dire during this entire period, even though economic growth was positive. Little is known about the experience of high school graduates as they enter the workforce. The 2010 American Community Survey estimates that 7 in 10 high school graduates ages 18 to 24 do not have a college degree, more than 20 million people--five times more people than the four million in this age group who earned a college degree. The incidence of graduates with only a high school diploma amid the population provides evidence to the need for information regarding this group of young people. The research in this report explores a number of topics related to the experiences of recent high school graduates in the workforce. The report first examines the experiences of high school graduates in the labor market, looking at both their first and current job as well as the experiences of the unemployed. This information was gathered through a series of questions asking about their job search, the specifications of the job they chose, and their satisfaction with their job attributes. Next, the report looks at how well high school graduates feel they were prepared for the job market or attending college. Finally, the report examines how recent high school graduates feel about their financial futures. Appended are: (1) Methodology; (2) Topline Survey Results; and (3) Voices of College Graduates. (Contains 12 figures, 5 tables, and 7 endnotes.)
Field Guide to Education in Connecticut, 2012
Author: Connecticut Coalition for Achievement Now (ConnCAN)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Achievement Gap,Educational Finance,Reading Tests,Income,Graduation,Elementary Secondary Education,Graduation Rate,English Language Learners,Grants,Federal Aid,Racial Composition,Minority Group Students,African American Students,Hispanic American Students,Student Evaluation,White Students,Comparative Analysis,Educational Change,Teacher Dismissal,Instructional Leadership,Achievement Tests,Mathematics Achievement,Teacher Education,National Competency Tests

This paper presents information on Connecticut's education for 2012. Information is presented on the following: (1) Who Attends Connecticut Public Schools? (2010-2011); (2) Public School Data (2010-2011); (3) Connecticut's National Achievement Gap Rankings; (4) Changes in Connecticut K-12 Education; (5) Competitive Federal Stimulus Grants per Pupil; (6) Connecticut's Standardized Assessments; (7) Low-Income/Non-Low-Income Achievement Gap, 2011 CMT and CAPT; (8) African-American/White Achievement Gap; 2011 CMT and CAPT; (9) Hispanic &amp; Latino/White Achievement Gap, 2011 CMT and CAPT; (10) English Language Learner Achievement Gap, 2011 CMT and CAPT; (11) 2011 Success Story Schools; (12) High School Graduation Rates and Gaps, Class of 2010; (13) Connecticut Teacher Profiles; (14) Teacher Preparation in Connecticut (2010-2011); (15) Teacher Preparation in Connecticut: Foundations of Reading Test (2010-2011); (16) Connecticut Educator Dismissals (2009-2011); (17) School Finance; and  (18) State Education Leadership.
Connecticut's Charter School Law &amp; Race to the Top. A ConnCAN Issue Brief
Author: Truscheit, Tori
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Policy,State Policy,School Law,Misconceptions,Educational Legislation,State Legislation,Federal Programs,Problems,Barriers,Competition,Federal Aid,Educational Finance,Educational Change

In recent years, public charter schools in Connecticut and around the United States have proven that students living in poverty are capable of high achievement. President Obama said in a July 2009 interview, &quot;Charters, which are within the public school system, force the kind of experimentation and innovation that helps to drive excellence in every other aspect of life.&quot; Now the Obama administration has made the quality of a state's charter school law a key criterion to win the $4 billion at stake in the federal &quot;Race to the Top&quot; grant competition. The administration has also signaled that it will place a similar emphasis on spurring the growth of high-performing charter schools as part of the upcoming reauthorization of the Elementary and Secondary Education Act (formerly known as No Child Left Behind). But misconceptions still remain about what a charter school is and what components a charter school law needs to be competitive. What does a good charter law look like, both across the country and in Connecticut? Forty states currently allow public charter schools by law, and each state law is different. Connecticut is home to thousands of students who attend charter schools, many of whom are low-income. But Connecticut lags far behind other states in creating policy to support these students. To bring more great schools to Connecticut and address its most pressing social problem, the state needs to get its charter policies right. This brief explains what its charter policies look like now and what needs to change. (Contains 16 footnotes.)