ethanporcaro/eric-fulltext-meta huggingface dataset:
Secretaries of State Make Impact, Lasting Impression in Civics
Author: Delander, Brady
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Citizenship Education,Citizenship Responsibility,Citizen Participation,High School Students,College Students

While United States citizens are not compelled to cast a ballot in any given election, the act of voting is often referred to as a civic duty. By actively taking part in local, regional, and national elections, the voter is fulfilling one aspect of what it means to be an active, engaged citizen. Among the responsibilities of individual secretaries of state in this country, the oversight of elections within their respective states plays a large role. These chief election officers actively work to maximize registration of eligible voters and help educate the public in regard to general voter information. This report reviews efforts by secretaries of state to foster civic learning and engagement--efforts that are designed to continue even after they leave office. [This is the fifth in a series of reports examining state initiatives related to civic education. For the other reports: &quot;Florida and Tennessee: Accountability in Civic Education,&quot; see ED561922; &quot;States Address Civics with Mandated Task Forces,&quot; see ED561924; &quot;Florida and Illinois: Civics Initiatives, No Law Required,&quot; see ED561917; &quot;Advancing Civic Learning with Administrative Authority,&quot; see ED561911; and &quot;Different Paths to a Common Goal: Preparing Students for Civic Life,&quot; see ED561954.]
ECS and National Experts Examine: State-Level English Language Learner Policies
Author: Wixom, Micah Ann
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Learning,English Language Learners,State Policy,Educational Finance,Financial Support,Preschool Education,Parent Participation,Family Involvement,Teacher Effectiveness,Identification,Classification

Most state policy and education leaders are keenly aware that the number of English language learners (ELLs) enrolled in the United States' public schools has increased significantly over the past several years and will likely continue to increase. States with historically large populations of English language learners--like California and New Mexico--continue serving significant numbers of ELLs. Other states--like Hawaii, Kansas and Nevada--have seen substantial increases in the percentage of ELLs in their schools. There is increasing national and state attention to this issue and state policy leaders are committed to creating education systems that meet ELL needs and provide them with solid academic foundations. December 4-5, 2014 in Las Vegas, Nevada, the Education Commission of the States (ECS) convened a group of experts to reflect on available research, practice and state policy around this topic and to make recommendations in areas where potential impact at the state level is greatest. At this meeting, experts discussed five key policy elements: (1) Finance; (2) Identification and reclassification; (3) Educator quality; (4) Pre-kindergarten services; and (5) Parent and family engagement. The policy recommendations they suggested during the meeting are summarized in this report. An appendix contains: Experts Attending the ECS ELL Thinkers' Meeting.
State Funding for Students with Disabilities. ECS 50-State Review
Author: Millard, Maria
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Disabilities,State Aid,Public Schools,Special Education,Federal Legislation,Educational Legislation,Equal Education,Expenditure per Student,Resource Allocation,School Districts,Funding Formulas,Financial Support

About 13 percent of all public school students receive special educational services and state spending for these students is rising. In Michigan, for example, spending rose 60 percent from 2000 to 2010. While service costs have been increasing, the share of the costs covered by federal funding has been decreasing. Six years ago, the Individuals with Disabilities Education Act (IDEA) covered 33 percent of the cost of educating students with disabilities. In 2014, that number dropped to 16 percent. As a result, states and districts are scrambling to pick up a greater share of the tab leading them to rethink their state's funding mechanisms. While all states provide some funding for students with disabilities, the way funds are distributed to districts varies greatly from state to state. This 50-state review focuses on states' primary funding mechanisms for students with disabilities. It clarifies strengths and weaknesses of these mechanisms and provides other funding considerations. Tables at the end of the brief offer a 50-state comparison.
Governors' Top Education Issues: 2015 State of the State Addresses. ECS Education Trends
Author: Aragon, Stephanie
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: State Government,State Officials,State Policy,Educational Policy,Speeches,Statewide Planning,Early Childhood Education,Educational Finance,Funding Formulas,School Choice,Teacher Effectiveness,Labor Force Development,Career Education,Technical Education,Access to Education,Paying for College,Educational Improvement

Education Commission of the States (ECS) strives to keep its constituency apprised of education policy trends across the states. To provide a comprehensive overview of educational priorities outlined by governors, ECS summarized the education proposals and accomplishments detailed in every 2015 State of the State address delivered to date. Each state's full summary is available on ECS's website. This report highlights the top six education priorities for governors in 2015: (1) Early Learning; (2)? School Finance; (3)? School Choice; (4)? Teaching Quality; (5)? Workforce Development/Career and Technical Education; and (6)? Postsecondary Funding, Affordability, and Access. To date, governors in 37 states have presented their 2015 state of the state addresses. Although new investments in business, technology, and infrastructure received considerable attention, improving education from preschool to college was, without a doubt, a top priority. Governors proposed an assortment of strategies to enhance education and ultimately boost the economic and social growth of their citizens.
Questions to Consider When Creating or Modifying Charter School Laws. ECS Education Policy Analysis
Author: Aragon, Stephanie
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Charter Schools,State Legislation,Comparative Analysis,Accountability,Institutional Autonomy,Educational Finance,Financial Support,Teachers,Students,Academic Achievement,Educational Facilities,School Administration

The first charter school law surfaced in Minnesota in 1991, and since then, 42 additional states, the District of Columbia, and Puerto Rico have passed laws governing charter schools. Yet still today, the details within those state laws vary significantly, and seven states do not have a law at all. Legislation permitting charter schools was recently passed in Alabama, but failed to progress in West Virginia. In the states where charter school legislation already exists, modifications to existing policy are consistently being made. Through its review of commonalities in state policies highlighted in the Education Commission of the States (ECS) charter school database, as well as recommendations on the critical components of charter school laws from the National Association of Charter School Authorizers (NACSA) and the National Alliance for Public Charter Schools, ECS has compiled key questions that are worthy of consideration during the creation of a new charter school law or the revision of existing law. National comparisons and state examples are provided if covered in the ECS charter school database. This report contains questions regarding the following categories: (1) general; (2) authorizing bodies; (3) accountability; (4) autonomy; (5) funding; (6) teachers; and (7) students. Key takeaways in this policy analysis include: (1) Thirty-three states and Puerto Rico have a statewide authorizing body in place; (2) Eleven states and the District of Columbia have established academic performance thresholds below which charters must be revoked or non-renewed; and (3) 29 states and the District of Columbia provide facilities funding or other facilities assistance to charter schools.
State Civic Education Policy Framework
Author: Baumann, Paul
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Civics,Citizenship Education,Student Participation,Elementary Secondary Education,Postsecondary Education,Preschool Education,Educational Methods,Accountability

While many Americans might agree on the importance of preparing young people for democratic life, civic education receives relatively less attention than other school subjects. Student performance on civic assessments reflects the limited focus of schools on civic learning. While many individuals and organizations have sought to address the poor condition of civic education, the problem remains acute. Recently, the Education Commission of the States convened a group of civic education leaders to design a new framework for state policy to support students' effective participation in civic life. Participants included students, educators, policymakers and other experts. At this meeting, participants helped create a model for education, prekindergarten through postsecondary (P-20), which identifies preparation for civic life as a core purpose of schools. This State Civic Education Policy Framework captures the expertise and recommendations of meeting participants and is informed by leading research on civic education. This Framework is intended to guide state policymakers as they address the complexities of preparing students for college, career and civic life. It allows for adaptation to state- and site-specific circumstances and may be adopted in whole or in piecemeal fashion, according to states' individual circumstances. In addition to the Framework, this document includes examples to demonstrate how current state efforts are leading to significant, positive change in civic education for all students, P-20. The following are appended: (1) Civics Education Defined; (2) Civic Assessment Data; (3) ECS 2013 Civic Education State Policy Scan; (4) Recommendations for State Policymakers; (5) Sample Assessments; and (6) Thinkers' Meeting Attendees.
Service-Learning May Influence Some Students' Attendance and Academic Performance
Author: Baumann, Paul
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Service Learning,Attendance,Academic Achievement,Outcomes of Education,Program Effectiveness,Program Evaluation,Reading Achievement,Mathematics Achievement,Statistical Significance,Student Surveys,STEM Education,Elementary Secondary Education

In 2010, the National Center for Learning and Civic Engagement (NCLCE) established the Schools of Success, a national network of 19 schools that use service-learning as an instructional strategy. The schools were part of a three-year project to examine how the elements of service-learning might enhance key student outcomes, such as academic performance and civic engagement. This brief reports on the relationships observed between students' participation in service-learning and academic performance and school attendance. [This report was funded by Learn and Serve America (LSA), which is a United States government program under the authority of the Corporation for National and Community Service.]
A Qualitative Analysis of the MAYSI-2: Screening for Co-Occurring Disorders in Adolescents
Author: James, William H.
Date: 2015-11-04
Type: Reports - Research
Subjects: Qualitative Research,Risk,Screening Tests,Comorbidity,Patients,Adolescents,Health Services,Therapy,Incidence,Mental Disorders,Referral,Juvenile Justice,Substance Abuse,Addictive Behavior,Clinical Diagnosis,Identification,Minority Groups,Ethnic Groups,Drug Rehabilitation,Outcomes of Treatment,Health

This study investigated the use of the Massachusetts Youth Screening Instrument (MAYSI-2) to screen for co-occurring disorders in an adolescent outpatient treatment program and to provide a preliminary assessment of those needs. The MAYSI-2 identified youth with co-occurring disorders and the results support existing recommendations for distinct screening procedures to identify emergent risk and service need. Case conceptualizations are presented and clinical implications for the screening of youth for co-occurring disorders are discussed.
Measures of Student Learning: Teacher
Author: Rhode Island Department of Education (RIDE)
Date: 2014-06-00
Type: Guides - Non-Classroom
Subjects: Guides,Student Evaluation,Evaluation Methods,Public School Teachers,Educational Objectives,Alignment (Education),English Language Learners,Disabilities,Scoring,Teacher Evaluation,Measurement Techniques,Teacher Influence,Data Collection,Knowledge Level,Skill Development,Tests,Test Content,Quality Control,Decision Making

The purpose of this Guidebook is to describe the process and basic requirements for the student learning measures that are used as part of the teacher evaluation and support process. For aspects of the process that have room for flexibility and school/district-level discretion, the different options have been clearly separated and labeled with a &quot;Flexibility Factor.&quot; For the purposes of the Guidebook, &quot;teacher&quot; means any public school employee working under a teacher certification whose primary responsibilities include instructional planning, managing a classroom environment, and student instruction. To help educators better understand &quot;how&quot; to best implement various aspects of student learning process, additional resources are available on the Rhode Island Department of Education (RIDE) website, including online training modules, sample Student Learning/Outcome Objectives, and a suite of calibration protocols designed to help school and district leaders facilitate ongoing calibration exercises. Two appendices are included: (1) Student Learning/Outcome Objective Scoring Lookup Tables; and (2) Online Resources.
Different Paths to a Common Goal: Preparing Students for Civic Life
Author: Delander, Brady
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Civics,Citizenship Education,National Competency Tests,Statewide Planning,Accountability,State Government,Government Role,Professional Development,Educational Policy,State Legislation,Partnerships in Education,College Readiness,Career Readiness

While many Americans might agree on the importance of preparing young people for citizenship in a democracy, civic education has been in decline. Results from the National Assessment of Educational Progress show students across all grade levels have a less-than-adequate grasp of the skills and knowledge necessary to engage as citizens. In response, a number of states have taken a variety of approaches to promote and advance civics education--with and without legislation--by instituting the following: (1) mandated task forces; (2) accountability structures and mandated assessments for civics; (3) statewide initiatives; (4) administrative directives; and (5) initiatives of secretaries of state. In recent months, the National Center for Civic Learning and Engagement, part of the Education Commission of the States, has explored each of these points in short reports. This report, the sixth and final in the series, explores the similarities of these efforts around the country. Some recurring themes became clear. A collaborative approach is crucial and, while not always easy, there are ways to work within financial and political constraints. In general, successful policymaking for civic education requires broad support through a goal-oriented, non-partisan, and collaborative approach. While states' civic education efforts come in a rich variety, the goals of these civic initiatives are the same: to ensure that all students are ready for college, career and civic life. [For the other reports: &quot;Florida and Tennessee: Accountability in Civic Education,&quot; see ED561922; &quot;States Address Civics with Mandated Task Forces,&quot; see ED561924; &quot;Florida and Illinois: Civics Initiatives, No Law Required,&quot; see ED561917; &quot;Advancing Civic Learning with Administrative Authority,&quot; see ED561911; and &quot;Secretaries of State Make Impact, Lasting Impression in Civics,&quot; see ED561941.]
Measures of Student Learning: Building Administrator
Author: Rhode Island Department of Education (RIDE)
Date: 2014-06-00
Type: Guides - Non-Classroom
Subjects: Guides,Student Evaluation,Evaluation Methods,Public Schools,Educational Objectives,Alignment (Education),English Language Learners,Disabilities,Scoring,Administrator Evaluation,Measurement Techniques,Data Collection,Knowledge Level,Skill Development,Tests,Test Content,Quality Control,Decision Making

The purpose of this Guidebook is to describe the process and basic requirements for the student learning measures that are used as part of the building administrator evaluation and support process. For aspects of the process that have room for flexibility and school/district-level discretion, the different options have been clearly separated and labeled with a &quot;Flexibility Factor.&quot; For the purposes of this Guidebook &quot;building administrator&quot; means any public school employee working under a Building Level Administrator certification. To help educators better understand how to best implement various aspects of student learning process, additional resources are available on the Rhode Island Department of Education (RIDE) website, including online training modules, sample Student Learning/Outcome Objectives, and a suite of calibration protocols designed to help school and district leaders facilitate ongoing calibration exercises. Two appendices are included: (1) Student Learning Objective Scoring Lookup Tables; and (2) Online Resources.
Measures of Student Learning: Support Professional
Author: Rhode Island Department of Education (RIDE)
Date: 2014-06-00
Type: Guides - Non-Classroom
Subjects: Guides,Student Evaluation,Evaluation Methods,Public Schools,Educational Objectives,Alignment (Education),English Language Learners,Disabilities,Scoring,Measurement Techniques,Data Collection,Knowledge Level,Skill Development,Tests,Test Content,Quality Control,Decision Making,School Personnel

The purpose of this Guidebook is to describe the process and basic requirements for the student learning measures that are used as part of the support professional evaluation and support process. For aspects of the process that have room for flexibility and school/district-level discretion, the different options have been clearly separated and labeled with a &quot;Flexibility Factor.&quot; For the purposes of this Guidebook, &quot;support professional&quot; refers to the following roles: library media specialists, school nurse teachers, reading specialists, school counselors, school psychologists, speech language pathologists, and school social workers. To help educators better understand how to best implement various aspects of student learning process, additional resources are available on the Rhode Island Department of Education (RIDE) website, including online training modules, sample Student Learning/Outcome Objectives, and a suite of calibration protocols designed to help school and district leaders facilitate ongoing calibration exercises. Two appendices are included: (1) Student Learning Objective Scoring Lookup Tables; and (2) Online Resources.
The Emergence of the Javanese Sopan and Santun (Politeness) on the Refusal Strategies Used by Javanese Learners of English
Author: Wijayanto, Agus
Date: 2013-02-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pragmatics,Foreign Countries,English,Native Speakers,Language Variation,Taxonomy,Speech Acts,Transfer of Training,Language Research,Classification,Indonesian

This paper investigated refusal strategies conducted by British native speakers of English (NSE) and Javanese learners of English (JLE). The data were elicited through discourse completion tasks (DCT) from 20 NSE and 50 JLE. Refusal strategies in Javanese were elicited from 35 native speakers of Javanese (NJ) to provide a baseline for investigating the extent to which differences between JLE and NSE could be explicated by the influence of Javanese pragmatics. The refusal strategies were an analyzed based on a modified refusal taxonomy proposed by Beebe, Takahashi and Uliss-Weltz (1990). The study found that the refusal strategies of JLE and NJ were more similar than either was to those of NSE. These findings suggest that distinctive JLE usages are due to the use of the Javanese Sopan and Santun strategies.
Prior Learning Assessment Workgroup: 2013 Progress Report
Author: West, Jim
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Prior Learning,College Credits,College Students,Student Evaluation,State Legislation,Educational Legislation,Access to Education,Community Colleges,Technical Institutes,Public Colleges,Private Colleges,Guides,Veterans Education,Transfer Programs,Apprenticeships,School Business Relationship

Legislation passed in 2011 required the Washington Student Achievement Council to convene the Prior Learning Assessment Workgroup to coordinate and implement seven goals described in statute for promoting the award of college credit for prior learning. This report summarizes progress made in 2013 and also outlines a work plan of activities to be conducted in 2014. Some of the workgroup's significant accomplishments this year include: (1) Gathering and reporting initial data from community and technical colleges, public, and private baccalaureate institutions; and (2) Updating and expanding the &quot;Handbook for Faculty and Staff&quot; that includes sample policies and practices for use by institutions as templates for development of their own policies. The workgroup has identified a number of priority actions that will be the focus of its work in 2014, key among them being development of processes to serve returning Veterans. In addition, the workgroup will continue a number of activities designed to raise awareness among faculty, administrators, and students about various options for assessing and awarding credit for competencies developed through a variety of learning experiences. The report concludes that progress made by the Prior Learning Assessment Workgroup over the past two years has brought a new awareness of the value students with prior learning bring to campuses. The report contains the appendix: A Prior Learning Assessment Workgroup. [For the 2014 report, see ED561962.]