ethanporcaro/eric-fulltext-meta huggingface dataset:
Race to the Top. Ohio Report. Year 3: School Year 2012-2013. [State-Specific Summary Report]
Author: Department of Education (ED)
Date: 2014-03-19
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gap,Administrator Effectiveness,Alignment (Education),Budgets,Career Readiness,Charter Schools,College Readiness,Core Curriculum,Data,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,Federal Legislation,Federal Aid,Educational Legislation,Federal Programs,Formative Evaluation,Grants,Higher Education,Language Arts,Leadership Effectiveness,Literacy,Low Achievement,Mathematics Achievement,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Poverty,Principals,Professional Development,Program Effectiveness,Program Implementation,School Districts,School Effectiveness,School Turnaround,State Government,State Standards,STEM Education,Teacher Effectiveness,Teacher Evaluation,National Competency Tests,Student Characteristics

This State-specific summary report serves as an assessment of Ohio's annual Race to the Top implementation. The Year 3 report for Phase 1 and 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2012 through September 2013. The Ohio Department of Education (ODE) used its internal stocktake meetings to review implementation, address potential barriers, and share information across all stakeholders. The State also identified regional staff to serve as content experts for each education reform area. In addition, ODE enhanced its communication efforts in Year 3, broadening the audience for its reform efforts from those participating in Race to the Top to all local educational agencies (LEAs) statewide. Further, ODE experimented with innovative communication strategies to provide information and updates to educators, using social media to drive interest for and engagement in Race to the Top initiatives. ODE also held stocktake meetings with each of its participating LEAs to discuss local implementation successes and challenges as well as gather feedback on State supports. As a result, the State reported more effective and efficient channels for sharing information with and gathering feedback from LEAs. Legislative changes throughout Year 3, including changes to the Third Grade Reading Guarantee and modifications to State requirements for the student growth component of educator evaluation ratings, posed significant communication and implementation challenges for the State. A glossary is included. [For &quot;Race to the Top. Ohio Report. Year 2: School Year 2011-2012. [State-Specific Summary Report],&quot; see ED539242.]
Race to the Top. Ohio Report. Year 4: School Year 2013-2014. [State-Specific Summary Report]
Author: Department of Education (ED)
Date: 2015-04-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gap,Administrator Effectiveness,Alignment (Education),Budgets,Career Readiness,Charter Schools,College Readiness,Core Curriculum,Data,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,Federal Legislation,Federal Aid,Educational Legislation,Federal Programs,Formative Evaluation,Grants,Higher Education,Language Arts,Leadership Effectiveness,Literacy,Low Achievement,Mathematics Achievement,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Poverty,Principals,Professional Development,Program Effectiveness,Program Implementation,School Districts,School Effectiveness,School Turnaround,State Government,State Standards,STEM Education,Teacher Effectiveness,Teacher Evaluation,National Competency Tests,Student Characteristics

This State-specific summary report serves as an assessment of Ohio's annual Race to the Top implementation. The Year 4 report for Phase 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2013 through September 2014. Given that Delaware and Tennessee's initial four-year grant periods ended in June and July 2014, respectively, for Phase 1 grantees, the Year 4 report includes the beginning of the no-cost extension year (Year 5). In Year 4, or school year (SY) 2013-2014, the State made improvements in its collection and analysis of data. The Ohio Department of Education (ODE) utilized various data collection methods, including the Year 4 Implementation Survey, to assess the quality of each local educational agencies' (LEAs') implementation of the grant and provide targeted supports based on this data. ODE also leveraged its regional support structure to support grant implementation in the field and developed a revised regional support model to provide differentiated supports based on LEA-specific needs. The State continued to experience uncertainty during the year as a result of changes in leadership, including the Race to the Top Director and three education reform area leads. In addition, legislative changes throughout Year 4 caused ODE to make midcourse corrections to its implementation and posed significant communication challenges for the State. A glossary is included. [For &quot;Race to the Top. Ohio Report. Year 3: School Year 2012-2013. [State-Specific Summary Report],&quot; see ED580310.]
Office of English Language Learners: 2013 Demographic Report
Author: New York City Department of Education
Date: 2013-00-00
Type: Reports - Research
Subjects: English Language Learners,Bilingual Education,Student Surveys,Public Schools,Language Usage,Gender Differences,Immigrants,Place of Residence,Instructional Program Divisions,Programs,Models,Direct Instruction,Language of Instruction,Disabilities,Student Needs

The aim of this report is to provide context about the NYC Department of Education's (DOE) English Language Learners (ELLs) students. The data provided is based on the Bilingual Education Student Information Survey (BESIS). Just over 41% of the students enrolled in New York City public schools speak a language other than English at home. That means that there are 438,131 students living in households where English is not the primary language spoken. ELLs make up 14.4% of the entire Department of Education (DOE) student population, as there are 159,162 ELLs enrolled in the school system. The DOE has slightly more male than female ELLs, as 88,567 or 55.6% of our ELLs are male. Nearly half (47.5%) of the DOE's ELLs were born in another country. Data compiled evidences that the largest portion of these students moved to the United States from the Dominican Republic (30.8% of foreign-born ELLs, or 22,804 students). The remaining majority of ELLs born abroad came to the U.S. from China (16.4%, 12,137 students), Mexico (6.8%, 5,041), Bangladesh (5.0%, 3,719), Ecuador (4.7%, 3,471) and Haiti (4.7%, 3,463).
Race to the Top. Hawaii Report. Year 3: School Year 2012-2013. [State-Specific Summary Report]
Author: Department of Education (ED)
Date: 2014-03-19
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gap,Administrator Effectiveness,Alignment (Education),Budgets,Career Readiness,Charter Schools,College Readiness,Core Curriculum,Data,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,Federal Legislation,Federal Aid,Educational Legislation,Federal Programs,Formative Evaluation,Grants,Higher Education,Language Arts,Leadership Effectiveness,Literacy,Low Achievement,Mathematics Achievement,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Poverty,Principals,Professional Development,Program Effectiveness,Program Implementation,School Districts,School Effectiveness,School Turnaround,State Government,State Standards,STEM Education,Teacher Effectiveness,Teacher Evaluation,Student Characteristics,National Competency Tests

This State-specific summary report serves as an assessment of Hawaii's Year 3 Race to the Top implementation. The Year 3 report for Phase 1 and 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2012 through September 2013; the Year 2 report for Phase 3 grantees provides similar information from approximately December 2012 through December 2013. A glossary is included. [For &quot;Race to the Top. Hawaii Report. Year 2: School Year 2011-2012. [State-Specific Summary Report],&quot; see ED539237.]
Advancing Adult Education Research. Meeting Summary (Washington, DC, April 26, 2012)
Author: National Center for Education Research (ED)
Date: 2012-04-26
Type: Speeches/Meeting Papers
Subjects: Adult Education,Educational Research,Research Methodology,Barriers,Meetings,Research Needs,Faculty Development,Adult Literacy,Literacy Education,Disabilities,Adult Basic Education,Intervention,Program Effectiveness,Children,Elementary Secondary Education,Teacher Characteristics,Student Characteristics

The goal of this meeting was to discuss the challenges of adult education and mechanisms to better understand and address those challenges through research. The meeting was structured around three panel discussions representing the perspectives of State directors of adult education programs, adult education researchers, and education research methodologists and statisticians. This meeting summary captures these discussions and includes a final summary of topics and questions for exploration.
Future Directions for Writing Research at the Secondary Level. Technical Working Group Meeting. Meeting Summary (September 12, 2016)
Author: National Center for Education Research (ED)
Date: 2017-01-00
Type: Speeches/Meeting Papers
Subjects: Writing Research,Educational Research,Research Needs,Secondary Education,Middle School Students,High School Students,English Language Learners,Disabilities,Persuasive Discourse,Writing (Composition),Writing Evaluation,Feedback (Response),Writing Difficulties,Writing Instruction,Computer Assisted Testing,Content Area Writing,Learner Engagement

In September, 2016, the National Center for Special Education Research (NCSER) and the National Center for Education Research (NCER) of the Institute of Education Sciences (IES) convened a group of experts to discuss and provide input on research needs in the area of middle and high school writing for students, including English learners (ELs) and those with or at risk for disabilities. The discussion focused on four topic areas: (1) argumentative writing, (2) support for struggling writers, (3) engaging adolescents in writing, and (4) assessment and feedback. Each session consisted of a brief review of the topic and introductory questions, presenter remarks, and general discussion. The meeting concluded with each expert identifying the most critical research need from his or her viewpoint. This report summarizes the key points and themes that emerged from the presenters' remarks and discussion.
Completing College: A National View of Student Completion Rates--Fall 2011 Cohort. (Signature Report No. 14)
Author: Shapiro, Doug
Date: 2017-12-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Educational Certificates,Academic Degrees,Two Year Colleges,Higher Education,Public Colleges,Private Colleges,Proprietary Schools,Age Differences,Gender Differences,Racial Differences,Ethnicity,Institutional Characteristics,Enrollment Trends,Full Time Students,Part Time Students,Graduation Rate,Student Records

This Signature Report examines the rate of completion of postsecondary certificates and degrees by first-time-in-college degree-seeking students who initially enrolled in two- and four-year colleges and universities (public, private nonprofit, or private for-profit) nationwide in fall 2011. It tracks their enrollment behaviors and outcomes for six years, through spring 2017. Six-year outcomes provided in this report include completions at students' starting institutions, completions at transfer institutions, and continued enrollment (for noncompleters) through the end of the study period. While the report emphasizes students' first completions, it also examines subsequent completions at four-year institutions for students whose first credential was awarded by a two-year institution. Six-year postsecondary outcomes are presented by students' age at first entry into college, gender, race and ethnicity and the level and control of the institution where they first enrolled. Results are also presented for students in three categories of enrollment intensity: (1) exclusively full-time enrollment, (2) exclusively part-time enrollment, and (3) enrollments showing both full- and part-time terms during the six years examined (mixed enrollment).The overall national six-year completion rate for the fall 2011 cohort was 56.9 percent, an increase of 2.1 percentage points from the fall 2010 cohort. This higher completion rate represents about 48,000 more graduates than the fall 2010 cohort, even with a slightly smaller cohort size. This report also explores eight-year postsecondary outcomes for students in the fall 2009 entering cohort. Highlights and a discussion of the major findings of the report, including how they compare to the outcomes for the fall 2010 cohort, are also provided.
Mixed Methods in Education Research. IES Technical Working Group Meeting. Meeting Summary (Washington, DC, May 29, 2015)
Author: National Center for Education Research (ED)
Date: 2015-05-29
Type: Reports - Descriptive
Subjects: Mixed Methods Research,Educational Research,Conference Papers,Conferences (Gatherings),Group Discussion,Research Methodology,Measurement,Educational Researchers,Educational Opportunities,Barriers,Doctoral Programs,Organizational Objectives,Public Agencies

This meeting summary is organized into two major sections. The first section captures the individual contribution of meeting participants, including both Institute of Education Sciences (IES) staff and the invited technical working group members. The second section captures themes that arose during the group discussions, which were organized according to the IES goal structure. The observations and suggestions throughout the day were often overlapping and complementary. Meeting objectives and an overview of IES research are also described.
Researching the Influence of School Leaders on Student Outcomes. IES Technical Working Group Meeting. Meeting Summary (Washington, DC, August 20, 2015)
Author: Institute of Education Sciences (ED)
Date: 2015-08-20
Type: Speeches/Meeting Papers
Subjects: Outcomes of Education,Leadership Effectiveness,Educational Research,Research Needs,Evidence,Educational Theories,Models,Leadership Role,Leadership Qualities,Standard Setting,Benchmarking,Management Development,Leadership Training,Academic Achievement,Administrator Evaluation

Research suggests that there are substantial (albeit mostly indirect) relationships between school leadership and student achievement. However, it is challenging for practitioners and policymakers to determine whether and how school leaders are making a difference in student achievement. Through its Education Research Grants Program (84.305A), the Institute of Education Sciences (IES) has tried to address this challenge by inviting research applications on school leadership, but the number of applications reviewed is low relative to other topics, and many important questions remain unanswered. IES hopes to expand its portfolio of research on the influence of school leaders on student outcomes. Therefore, during this Technical Working Group meeting, IES asked participants for their input on how to encourage research that can help: (1) Advance theory and build evidence on the relationships between leadership and student achievement; (2) Operationalize these models into leadership standards or leadership roles; (3) Assess the extent to which leaders meet these standards or fulfill these roles; (4) Develop and evaluate professional development for leaders; and (5) Determine the extent to which school leaders impact student achievement. This meeting summary covers the major points of discussion and the recommendations that were offered.
IES Rural Education: Technical Working Group Meeting. Meeting Summary (Washington, DC, December 8, 2014)
Author: National Center for Education Research (ED)
Date: 2014-12-08
Type: Speeches/Meeting Papers
Subjects: Rural Education,Research Needs,Educational Research,Performance Factors,Investment,Barriers,Needs Assessment,Synthesis,Organizational Objectives,Focus Groups,Elementary Secondary Education

In December 2014, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) at the U.S. Department of Education convened a technical working group (TWG) of experts in the field of rural education to provide input on research needs in this field and how research could be more relevant and useful to rural communities. Ten rural education experts were invited to attend, including individuals working in the K-12 system, national associations, universities, and research organizations. The TWG discussion focused on four broad areas: (1) current issues in rural education research, (2) overview of prior large-scale IES investments in rural education research, (3) challenges and priorities, and (4) synthesis and next steps. This meeting summary covers all of the discussion points of the technical working group and includes both presentations and discussions among participants.
Race to the Top. New York Report. Year 4: School Year 2013-2014. [State-Specific Summary Report]
Author: Department of Education (ED)
Date: 2015-04-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gap,Administrator Effectiveness,Alignment (Education),Budgets,Career Readiness,Charter Schools,College Readiness,Core Curriculum,Data,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,Federal Legislation,Federal Aid,Educational Legislation,Federal Programs,Formative Evaluation,Grants,Higher Education,Language Arts,Leadership Effectiveness,Literacy,Low Achievement,Mathematics Achievement,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Poverty,Principals,Professional Development,Program Effectiveness,Program Implementation,School Districts,School Effectiveness,School Turnaround,State Government,State Standards,STEM Education,Teacher Effectiveness,Teacher Evaluation,Student Characteristics,National Competency Tests

This State-specific summary report serves as an assessment of New York's annual Race to the Top implementation. The Year 4 report for Phase 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2013 through September 2014. In Year 4, New York continued to make progress in all areas of its Race to the Top plan, prioritizing ongoing communications with educators and other stakeholders to gather feedback and continuously refine supports for implementation. The Performance Management Office fully implemented a quarterly reporting system for vendors and Language Experience Approachs (LEAs) that better enabled it to track implementation progress and assess impact, address gaps and areas for improvement, and begin planning for sustainability. As it fully implemented Common Core Learning Standards (CCLS) in school year (SY) 2013-2014, New York provided ongoing statewide face-to-face trainings through five Network Team Institutes and a State website containing curricular and professional development resources for Boards of Cooperative Educational Services (BOCES), LEAs, educators, and parents. With an average of 26,000 weekly visits and 22,000 unique weekly visitors, EngageNY.org continued to be a comprehensive resource to support implementation of college- and career-ready standards for stakeholders within and beyond New York. The State also gathered information about EngageNY.org users' experiences to refine the modules, videos, and other training tools available. Following the administration of spring 2014 assessments, the State accelerated the timeline for providing results to LEAs and expanded resources to better enable LEAs and educators to make adjustments to instructional practices. In spring 2014, the State also launched a public data site including data from SY 2012-2013 educator evaluation system implementation and State assessment results. A glossary is included. [For &quot;Race to the Top. New York Report. Year 3: School Year 2012-2013. [State-Specific Summary Report],&quot; see ED580331.]
Race to the Top. Tennessee Report. Year 3: School Year 2012-2013. [State-Specific Summary Report]
Author: Department of Education (ED)
Date: 2014-03-19
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gap,Administrator Effectiveness,Alignment (Education),Budgets,Career Readiness,Charter Schools,College Readiness,Core Curriculum,Data,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,Federal Legislation,Federal Aid,Educational Legislation,Federal Programs,Formative Evaluation,Grants,Higher Education,Language Arts,Leadership Effectiveness,Literacy,Low Achievement,Mathematics Achievement,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Poverty,Principals,Professional Development,Program Effectiveness,Program Implementation,School Districts,School Effectiveness,School Turnaround,State Government,State Standards,STEM Education,Teacher Effectiveness,Teacher Evaluation,Student Characteristics,National Competency Tests

This State-specific summary report serves as an assessment of Tennessee's annual Race to the Top implementation. The Year 3 report for Phase 1 and 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2012 through September 2013. In Year 3, Tennessee's State assessment results show continued growth across grades and subjects, with particularly notable progress exceeding the State's Race to the Top targets in grades 3-8 and high school mathematics. The State's National Assessment of Educational Progress (NAEP) results also evidenced significant gains. Further, the State made progress closing achievement gaps, particularly in the 167 schools identified as Focus Schools based on significant achievement gaps in school year (SY) 2011-2012. In addition, the State transitioned its regional Field Service Centers to provide content-specific supports to local educational agencies (LEAs) and schools as Centers of Regional Excellence (COREs). While most of Tennessee's initiatives progressed on track in Year 3, the State continued to experience delays with implementing improvements to its data system to provide LEAs with an Early Warning Data System (EWDS) and in making pre-kindergarten through higher education (P-20) data publicly available. Student achievement results in some STEM Platform Schools were not as positive as the State anticipated, and the State is analyzing what school features, learning approaches, or other factors may be contributing to results. A glossary is included. [For &quot;Race to the Top. Tennessee Report. Year 2: School Year 2011-2012. [State-Specific Summary Report],&quot; see ED539244.]