ethanporcaro/eric-fulltext-meta huggingface dataset:
End-of-Year 2010-11 Progress Report to the Legislature: Implementation and Impact of the Workforce Investment Act, Title II Adult Education and Family Literacy Act
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Outcome Measures,Program Effectiveness,Adult Basic Education,Adult Learning,Adult Students,Family Literacy,Program Implementation,Labor Force Development,Annual Reports,English (Second Language),Second Language Programs,Transitional Programs,Performance Based Assessment,Competency Based Education,Behavioral Objectives,Educational Needs,Enrollment Trends,Geographic Location,Organization Size (Groups),Grants,Funding Formulas,Educational Finance,State Legislation,Skill Analysis

The Federal Workforce Investment Act (WIA), Title II: Adult Education and Family Literacy Act (AEFLA) provides funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act language for fiscal year 2010-11 (Item 6110-156-0890, Provision 3) requires the California Department of Education (CDE) to report on the implementation of the WIA, Title II. Fiscal year 2010-11 represents the twelfth year of WIA, Title II implementation. Two major implementation goals are to: (1) increase performance outcomes and (2) increase student success in transitions to postsecondary education and to the workforce. The WIA, Title II multiyear grants are funded on a pay-for-performance basis. California's federal funding allocation plan is based on documented student performance and goal attainment in educational programs. Each year California uses the student performance data to negotiate performance goals with the U.S. Department of Education (ED), Office of Vocational and Adult Education (OVAE) for 11 literacy levels within the program areas of ABE, ASE, and ESL, and the four core follow-up outcome measures of: (1) entered employment; (2) retained employment; (3) entered postsecondary education or training; and (4) attained a GED certificate or high school diploma. The literacy level performance goals are based on the percentage of all enrollees who complete a literacy level within the program year. The core follow-up outcome measures are based on the percentage of adult learners who identify specific goals for their enrollment and achieve their goals after exiting the program. Appended are: (1) Progress Measures; (2) WIA Title II Enrollments and Performance; (3) CASAS Skill Level Descriptors for ABE and ASE; and (4) CASAS Skill Level Descriptors for ESL. (Contains 1 footnote.) [For the 2010 edition of this report, see ED540985.]
Factors Affecting the Level of Test Anxiety among EFL Learners at Elementary Schools
Author: Aydin, Selami
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,Factor Analysis,Measures (Individuals),Elementary Schools,English (Second Language),Second Language Learning,Test Anxiety,Elementary School Students,Predictor Variables,Age Differences,Gender Differences,Economic Status,Instructional Program Divisions,Questionnaires,Correlation

Many studies on test anxiety among adult language learners have been performed, while only a few studies have dealt with overall test anxiety. In addition, these studies do not specifically address test anxiety in foreign language learning among elementary school language learners. Thus, this study aims to investigate the level of test anxiety among young learners of English as a foreign language (EFL) and the relationship between test anxiety and factors such as gender, age, grade, achievement level, and economic background. The sample group for the study consisted of 477 EFL learners from five elementary schools. A background questionnaire and the Test Anxiety Scale (TAS) were used to collect data. The collected data were used to provide a descriptive and correlational analysis to address the research questions. The results show that young language learners   have a low level of test anxiety and that the variables are significantly correlated with some items in the scale. Appendixes present: (1) Numbers, means and standard deviations of the TAS items; and (2) Factor analysis of the scale. An extended study summary written in Turkish is included. (Contains 5 tables.) [Support for this study was provided through Balikesir University's project, &quot;Test Anxiety among Primary School EFL Learners&quot; (2008/43).]
Knocking at the College Door: Projections of High School Graduates. Ohio
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Ohio related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Michigan
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Michigan related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Wisconsin
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Wisconsin related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Iowa
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Iowa related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Illinois
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Illinois related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Minnesota
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Minnesota related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Indiana
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Indiana related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Boston Public Schools: Family Guide to the Pilot, Horace Mann, and Innovation Schools, 2011-2012
Author: Center for Collaborative Education
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Urban Schools,Charter Schools,School Based Management,Early Childhood Education,Elementary Schools,Middle Schools,High Schools,Institutional Characteristics,Admission (School),Institutional Mission

A Pilot School is a public school in the Boston Public School district with teachers who are members of the Boston Teachers Union. A Horace Mann Charter School is a public school under a Massachusetts state charter that operates within a regular school district and serves the students and families enrolled in that district. An Innovation School, a new development in Massachusetts education reform, is also an in-district public school that has been given increased autonomy and flexibility in up to six areas (depending on the school's design proposal): (1) curriculum; (2) budget; (3) schedule and calendar; (4) staffing; (5) professional development; and (6) district policies. This paper provides a description of a Pilot School, a Horace Mann Charter School, and an Innovation School. There are currently 21 Pilot Schools in Boston, all included in this guide. There are currently four Horace Mann Charter Schools in Boston which include Boston Day and Evening Academy, Edward M. Kennedy Academy for Health Careers, UP Academy and Boston Green Academy. Boston Public Schools is proposing additional Horace Mann Charter Schools (also referred to as &quot;in-district charters&quot;) to open in future school years. Currently, Roger Clap (Elementary) Innovation School is the only Innovation School open in Boston.
Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools
Author: Tung, Rosann
Date: 2011-11-00
Type: Reports - Research
Subjects: Effective Schools Research,Longitudinal Studies,Followup Studies,Public Schools,Urban Schools,Second Language Learning,Limited English Speaking,English Language Learners,Best Practices,Identification,Enrollment Trends,Outcomes of Education,Educational Assessment

This study is part of a collaborative project entitled &quot;Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools&quot;. The companion to this report, entitled &quot;Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools&quot;, provides a comprehensive analysis of student-, program-, and school-level data from SY2006 to SY2009 to describe the trends in enrollment and educational outcomes for Boston's ELL students in those years. This study follows up and extends the research published in 2009, which analyzed the enrollment and performance of BPS ELL students from SY2003 to SY2006 (Tung et al., 2009) and found (1) a decline in the identification of students as LEP and in their ELL program participation; (2) an increase in LEP student enrollment in special education programs; (3) substantial increases in dropout rates; and (4) large gaps in MCAS pass rates between LEP students and English proficient students. In the present study, the same enrollment and educational outcome indicators are examined, but new analyses are also presented. Appended are: (1) Detailed Methods; (2) ELL Practices Framework Based on Literature Review; and (3) List of Acronyms. (Contains 3 figures, 23 tables and 50 footnotes.) [This paper was written with Eileen de los Reyes and Antonieta Bolomey. For &quot;Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools. Executive Summary,&quot; see ED540998.]
Ready for the Future: The Role of Performance Assessments in Shaping Graduates' Academic, Professional, and Personal Lives
Author: Gagnon, Laurie
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Performance Based Assessment,Learning Processes,Educational Change,High School Graduates,Academic Achievement,Educational Assessment,Semi Structured Interviews,Educational Indicators,Learner Engagement,Pilot Projects,Public Schools,Career Readiness,College Readiness,Cognitive Style,Critical Thinking,Communication Skills,Demography,Educational Environment,Institutional Characteristics

The perspectives of graduates offer a valuable source of understanding for educators and policy-makers on how to ensure high quality educational pathways that prepare all students for work and college. Based on in-depth interviews with graduates from three Boston Public Schools with well-established performance-based assessment systems, the study analyzes graduates' preparation for future academic, professional, and personal endeavors. First, graduates describe the process of learning from performance assessment, defined as assignments that measure how a student uses knowledge and complex skills to create or refine an original product using multiple steps over time. Next, they reflect on the ways their learning prepared them for future schooling or work and the areas in which they faced challenges. Overall, despite a few challenge areas, graduates who were interviewed say the study schools' performance assessment systems contributed to their success in college and in the world of work. Performance assessments helped students who participated in the study to discover their own learning styles, to learn academic content and skills, and to develop critical thinking, communication, and real world skills. Appended are: (1) Methods; (2) Interview Protocol; (3) School Characteristics and Sample Demographics; and (4) About the Study Schools and the Center for Collaborative Education. (Contains 4 tables, 7 charts, 1 diagram, 4 boxes and 24 footnotes.)
California Annual Performance Report: Federally Funded Workforce Investment Act Title II Programs. Program Year 2009, July 1, 2008-June 30, 2009
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Program Effectiveness,Adult Education,Literacy Education,Family Literacy,Leadership,Cooperation,State Programs,Labor Force Development,Program Improvement,Educational Indicators,Citizenship Education,English (Second Language),Academic Persistence,High School Equivalency Programs

This report is California's response to the four questions that the United States Department of Education (USDE), Division of Adult Education and Literacy, requires of all states and territories receiving federal funding through the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions addressed the following: (1) State Leadership Projects--Activities, Programs, and Projects Supported with State Leadership Funds; (2) Core Indicators of Performance--Significant Findings at the State Level; (3) Collaboration: Integration of WIA Title I and Title II Activities; and (4) English Literacy and Civics Education (EL Civics) Grants. In 2008-09 the CDE served 866,571 learners in the WIA, Title II programs. Of those learners 618,767 (71.4%) qualified for National Reporting System (NRS). In 2008-09 the California Statewide data showed improved persistence (learners who continued in program). Statewide performance on completing an Educational Functioning Level (EFL) improved for all levels. A higher percentage of learners advanced one or more levels. Almost 40 percent of the learners who enrolled with a goal to attain a high school diploma or General Education Development (GED) were successful in achieving their goal. Appended are: (1) Data Tables for Workforce Investment Act Title II Funded Agencies; (2) Summary of California Core Performance Results; (3) Federal Tables; (4) California Collaboration References; (5) Collaboration Data for Workforce Investment Act Title II Funded Agencies; and (6) English Literacy Civics Education Data Tables. (Contains 11 tables and 1 footnote.) [For the 2008 edition of this report, see ED505261.]