ethanporcaro/eric-fulltext-meta huggingface dataset:
Keeping Pace With K-12 Online Learning: A Snapshot of State-Level Policy and Practice
Author: Watson, John F.
Date: 2004-05-00
Type: Reports - Research
Subjects: Electronic Learning,Elementary Secondary Education,Educational Policy,State Legislation,Profiles,State Programs,Financial Support,Curriculum,Access to Education,Equal Education,Accountability,Teacher Qualifications,Teacher Evaluation,Student Characteristics,State Departments of Education

Online learning holds promise for providing new educational opportunities to a wide range of students across the country. The rapid expansion of K-12 online learning, however, threatens to outpace the development of appropriate state-level policies that serve to fulfill the promise. As the National Association of State Boards of Education warned more than two years ago, &quot;In the absence of firm policy guidance, the nation is rushing pell-mell toward an ad hoc system of education that exacerbates existing disparities and cannot assure a high standard of education across new models of instruction.&quot; This study was undertaken to ascertain what states are doing to address the need for policy guidance. The report provides information on specific topics of K-12 online learning policy and practice as well as analysis and discussion of the issues. References also provide listings of Legislation and web sites. Appended are: (1) Glossary of Online Learning Terms 94; (2) California Assembly Bill 294: Online Classroom Pilot Program 98; (3) Florida 2003 Statute: Florida Virtual School 1002.37 102; (4) Florida K-8 Virtual School Pilot 107; (5) Minnesota Legislation 124D.095: On-line Learning Option 108; and (6) Ohio eCommunity School and eCourse Legislative Recommendations. [Funding for &quot;Keeping Pace With K-12 Online Learning: A Snapshot of State-Level Policy and Practice&quot; was also provided by Illinois Virtual High School, and Wisconsin Virtual School.]
What You Need to Know about Starting a Student Drug-Testing Program
Author: Office of National Drug Control Policy
Date: 2004-10-00
Type: Guides - Non-Classroom
Subjects: Testing Programs,Needs Assessment,Drug Use Testing,Drug Abuse,Guides,Program Implementation,Legal Responsibility,School Community Relationship,School Policy,Financial Support,Program Effectiveness,Intervention

"What You Need to Know About Starting a Student Drug-Testing Program"  is meant to   Complement, and build on information provided in an earlier publication, "What You Need to Know about Drug Testing in Schools." This booklet assumes that you as a school, administrator, staff member, or parent involved in the decision have considered all the issues, weighed the pros and cons, collected data, and are now ready to put together a plan for starting a drug testing program in your school. It reviews the steps you need to take before implementing a testing program, such as conducting a needs assessment, consulting legal counsel, enlisting the support of both the school and the local community, developing a written policy, and providing access to student assistance. It offers guidance on how to find funding for your program, and it also includes a discussion of how some schools select students for testing and what types of tests they use. A list of resources includes Web sites, and contact information for agencies and other organizations that can answer any further questions you may have about student drug testing.
Literature on Early Literacy Instruction in Four Languages (Chinese, Korean, Navajo, Russian).
Author: Thurlow, Martha
Date: 2003-10-21
Type: Information Analyses
Subjects: Navajo,Chinese,Korean,Native Speakers,Elementary Secondary Education,Second Language Learning,Emergent Literacy,Russian,Reading Instruction,English (Second Language),Limited English Speaking,Search Strategies,Cultural Context,Metalinguistics,Teaching Methods,Reading Research,Parents as Teachers,Family Environment,Bilingual Education,Immersion Programs,Minority Groups,Foreign Countries,Navajo (Nation),Transfer of Training

This report, sponsored by the Office of English Language Acquisition (OELA), is a summary of evidence-based research on teaching reading to Chinese, Korean, Navajo, and Russian children. It complements a recent summary of the literature on teaching reading to Spanish speaking students. There is a significant need for evidence-based research on children who learn to read in languages other than English. The research reviewed in this report represents the linguistic background of several of the largest subgroups found in the K-12 limited English proficient (LEP; sometimes also referred to as English language learners or ELLs) student population nationwide. From this research, teachers and policymakers can gain a better understanding of the variations in definitions of literacy across cultures and how the language of a country or people affects the ways in which reading is taught. This understanding can be applied to decisions about the teaching of reading in English to second language learners.  Appended are search terms, Websites searched, journals searched, information requests, methods, annotations, and literature summaries.
Changing Systems To Personalize Learning: Teaching to Each Student
Author: Worsley, Dale
Date: 2003-00-00
Type: Books
Subjects: Individualized Instruction,Workshops,Teacher Attitudes,Guides,Teacher Education,Teaching Methods,Experiential Learning,Learning Activities,Cognitive Style,Differences,Interdisciplinary Approach,Units of Study,Student Centered Curriculum,Secondary Education

This workshop guidebook introduces teaching methods that allow students with different skills, aspirations, and interests to succeed in meeting the same standards. It is designed to facilitate workshops by the Secondary School Redesign team of The Education Alliance at Brown University but can be used easily by any educator or group of educators who want to support the growth and renewal of personalized instruction in their schools. Through experiential activities, study, and action planning, participants learn to reorient classroom teaching to allow students with different skills, aspirations, and interests to succeed in meeting uniform standards. The guidebook contains topical discussion materials, instructions, graphic organizers, exercises, protocols, and facilitator's guidelines. The workshop guidebook includes a CD-ROM with printable worksheets. (Contains a bibliography.) [This publication was written with Elizabeth Fox, Joan Landzberg, and Ann Papagiotas.]
States' Procedures for Ensuring Out-of-Level Test Instrument Quality. Out-of-Level Testing Report 14
Author: Minnema, Jane E.
Date: 2004-09-00
Type: Numerical/Quantitative Data
Subjects: Instructional Program Divisions,Testing Accommodations,Student Evaluation,State Government,Measurement,Data Collection,Data Analysis,Psychometrics,Reliability,Alignment (Education),Program Effectiveness,Access to Information,Testing,Grade Equivalent Scores,Statewide Planning,Educational Policy,Academic Standards

The present study was initiated to gather information about states' out-of-level testing practices. Specifically, we wanted to see whether states attempted to align out-of-level tests with grade of enrollment content standards, what processes are used to complete this task, and what psychometric information states offer as evidence of that alignment. We collected narrative data in this study from two sources: technical information about states' large-scale statewide assessment and information gleaned from interviews with state assessment directors or other individuals knowledgeable about the state's large-scale assessment. We used the technical information gathered prior to the interviews to provide context and support for our interview data analysis process. We then compiled the results thematically. Five critical issues were highlighted in the results: (1) There was an increasing need for states to provide easily accessible technical information that includes out-of-level testing information; (2) States' arguments supporting their decision to not equate out-of-level test scores with onlevel test scores were stronger than arguments supporting this practice; (3) States provided incomplete and inconclusive information about the psychometric properties of out-of-level test scores;  (4) States were not consistent in their opinions about the use of out-of-level tests; and (5) States made questionable assumptions about out-of-level testing. Overall, the wide variability of out-of-level testing practices among the states raises many concerns about the practice of out-of-level testing. The interview protocol is appended. (Contains 5 tables.)
Promoting Caring and Supportive Relationships between Adults and High School Age Youth. Promising Practices in Citywide Afterschool Initiatives
Author: Wellesley College, National Institute on Out-of-School Time
Date: 2004-06-00
Type: Reports - Descriptive
Subjects: After School Programs,Nonprofit Organizations,Public Schools,Youth,Adults,Interpersonal Relationship,Caring,Social Support Groups,Child Safety,Health Promotion,Urban Areas,After School Education,Latchkey Children,Secondary Education

The After School Program in Lincoln Square at the MLK Jr. High School Campus is one of several high school afterschool programs funded by The After-School Corporation (TASC), a nonprofit organization dedicated to enhancing the quality and availability of in school afterschool programs in New York City and New York state. TASC presently funds afterschool programs in 143 public schools in New York City and 75 schools in 51 other New York State school districts. The goals of The After School Program in Lincoln Square are to improve the social, academic, and vocational competencies of school-aged youth; prevent out of wedlock pregnancies; reduce negative behaviors; and provide parents with a safe space for their children after school. The Lincoln Square Business Management Association, a non-profit organization, manages this program. [This Promising Practice was produced by the National Institute on Out-of-School Time for CityWorks and adapted from an original paper written by Sam Piha.]
Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-Based Assessments, 1999-2000. ELLs with Disabilities Report 1
Author: Albus, Deb
Date: 2004-06-00
Type: Reports - Research
Subjects: Second Language Learning,Disabilities,Limited English Speaking,English (Second Language),Academic Achievement,Academic Standards,State Standards,Grade 3,Grade 5,Mathematics Achievement,Reading Achievement,Student Participation

The purpose of this study was to examine the participation and performance of English language learners with disabilities on the 1999-2000 Minnesota Comprehensive Assessments. For the rest of this report we refer to these students by the term students with limited English proficiency (LEP) who also have disabilities (SLEPD) 1. We wanted to do this as a function of language group (Hmong, Somali, and Spanish) and as a function of disability category (the 12 Minnesota categories not including 504 status) in order to better understand whether there might be specific implications of test performance for the instruction of students within these subgroups.
State Special Education Outcomes, 2003: Marching On
Author: Thompson, Sandra
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Objectives,Outcomes of Education,Disabilities,Educational Change,Accountability,Special Education,State Surveys,Educational Assessment,Educational Indicators,Accessibility (for Disabled),Administrator Attitudes,State Officials,Student Participation,Academic Achievement,Academic Accommodations (Disabilities),Alternative Assessment,Educational Practices,Performance Factors,Technical Assistance

This report summarizes the ninth survey of state directors of special education by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results include all 50 states and 9 of the 11 federally funded entities (unique states). The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states document the academic achievement of students with disabilities. Most state directors reported that more students with disabilities are accessing state/district academic content standards with increased academic expectations, and more students with disabilities are participating in statewide assessments and included in accountability systems. The majority of directors also reported improved performance by students with disabilities on state assessments. In addition, nearly all state directors reported increased participation of special educators in training on standards and assessment, and nearly three quarters reported increased networking between general and special educators. Among the major findings of the 2003 survey are the following: states identify more positive than negative  consequences of the participation of students with disabilities in standards, assessments, and accountability; most regular states are studying trends in the achievement of students with disabilities, and some states are studying the results of assessments by item; more than three-quarters of regular and unique states collect data on accommodations used on state assessments; three-quarters of the states have one alternate assessment option that addresses the needs of students with significant cognitive disabilities; and other states have several alternate assessment options to address the perceived needs of a range of students in addition to those with significant cognitive disabilities. (Contains 20 figures and 14 tables.)
Rapid Changes, Repeated Challenges: States' Out-of-Level Testing Policies for 2003-2004. Out-of-Level Testing Report 13
Author: VanGetson, Gretchen
Date: 2004-09-00
Type: Numerical/Quantitative Data
Subjects: Instructional Program Divisions,Testing Accommodations,Student Evaluation,Educational Policy,Educational Change,Testing,Measurement,Inclusion,Statewide Planning,State Government,Time Perspective,Participation,Academic Standards,Grade Equivalent Scores,Test Selection

The purpose of this research study was to illustrate the ways in which out-of-level testing policies have changed over the three years from 2000-2001 to 2003-2004. In 2000-2001, 12 states were using out-of-level tests to measure student progress toward content standard proficiency. A detailed research study conducted at the end of 2000-2001 to examine the out-of-level testing policies of these 12 states (Thurlow &amp; Minnema, 2001) revealed that policies varied considerably across states. Much has happened in the years since 2000-2001. By 2003-2004, the number of states having a version of below grade level testing (out-of-level or levels testing) as an option in their large-scale assessment programs had increased to 17 states.
Expectations for Students with Cognitive Disabilities: Is the Cup Half Empty or Half Full? Can the Cup Flow Over? Synthesis Report 55
Author: McGrew, Kevin S.
Date: 2004-12-00
Type: Information Analyses
Subjects: Mental Retardation,Cognitive Ability,Academic Achievement,Clinical Diagnosis,Labeling (of Persons),Literature Reviews,Teacher Expectations of Students,Intelligence,Effect Size,Student Characteristics,Teacher Behavior,Peer Influence,Generalization,Attribution Theory

This report addresses these questions, and includes an analysis of nationally representative cognitive and achievement data to illustrate the dangers in making blanket assumptions about appropriate achievement expectations for individuals based on their cognitive ability or diagnostic label. In addition, a review of research on the achievement patterns of students with cognitive disabilities and literature on the effects of teacher expectations is included. (Contains 1 table and 2 figures.)
State Literacy Standards, Practice, and Testing: Exploring Accessibility. Technical Report 38
Author: Thompson, Sandra J.
Date: 2004-05-00
Type: Reports - Descriptive
Subjects: Definitions,State Standards,Literacy,Reading Skills,Teaching Methods,Access to Education,Language Acquisition,Reading Fluency,Reading Improvement,Reading Materials,Intermode Differences,Aptitude Treatment Interaction,Reading Strategies,Educational Assessment,Educational Indicators,Reading Tests,Educational Practices

Literacy is a term that has been defined many ways, with definitions ranging from those that are very narrow to those that are very broad. Among the more wide sweeping was that of the 1991 National Literacy Act, which defined literacy as a wide range of language tasks associated with everyday life, including those &quot;necessary to function on the job and in society, to achieve one's goals, and to develop one's knowledge and potential.&quot; Most often, however, literacy definitions have focused on the skill of decoding print and on specific reading skills. Definitions that emphasize only visual interaction with print or on specific reading skills has serious implications for students who have challenged ability to access print, creating barriers to their learning and educational growth despite the fact that there now exists a range of other ways to access the printed word. The purpose of this paper is to explore these topics by first determining how broad or limiting states' reading standards are in coverage and whether they limit options for students to use multiple methods of interaction with print. Part I reports on this study of state standards in reading. Part II addresses alternative modes of interaction with print. Part III analyzes the correspondence between the reading standard requirements and the modes of interaction with print. Part IV identifies implications for instruction, assessment, and related issues. (Contains 15 tables.)
Understanding Your Child's End-of-Grade Test Scores. Grades 6, 7, and 8
Author: North Carolina State Board of Education, Department of Public Instruction
Date: 2004-05-00
Type: Reference Materials - General
Subjects: Scores,Academic Achievement,Mathematics Achievement,Reading Achievement,Parent Education,Achievement Rating,Norm Referenced Tests,Test Interpretation

Test scores are among the many ways to find out how well a child is doing in school. Test scores allow parents to compare their child's performance with that of other students in the same grade at the school and with other students across North Carolina. However, test scores should always be considered along with all other available information provided about their child. During the final three weeks of the school year, students took the state-required multiple-choice North Carolina End-of-Grade Tests in Reading and Mathematics. This document is designed to assist parents in understanding the End-of-Grade Testing Parent/Teacher Report.
Colorado Community College System Financial Aid Services: Cost Analyses and Cost Efficiency Study
Author: Beckmann, Dale
Date: 2004-02-00
Type: Numerical/Quantitative Data
Subjects: Delivery Systems,Community Colleges,Cost Effectiveness,Costs,Student Financial Aid,Comparative Analysis,Surveys,Operating Expenses,Travel,Compensation (Remuneration)

This study was conducted in two phases. One, the Cost Analysis, reports on inventory and analysis of actual estimated costs for delivering financial aid services to students and potential students in thirteen Colorado Community College System (CCCS) community colleges in Fiscal Year 2003. Additionally, an assessment of services and functions is included to estimate cost per service and to enable a cost effectiveness comparison. The second phase of the study, Cost Effectiveness, compares the costs and services presently provided by each college in concert with the CCCS-IT and Educational Services departments, with an alternative delivery system provided by the Colorado State Loan Program (CSLP). Surveys and data definitions are attached. Appended are: (1) Financial Aid Survey--FY 2003 Year End Totals; (2) Financial Aid Functions--Survey of Services; (3) Indirect Cost Rate Survey; and (4) Data Definitions. (Contains 15 tables.)
Montana School Student/Teacher Ratios, 2003-04 School Year
Author: McCulloch, Linda
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: School Statistics,Public Education,Teacher Student Ratio,Enrollment Rate,Teacher Distribution,Private Schools,Statistical Analysis,Statistical Data,Statistical Distributions,Statistical Surveys

Student/Teacher Ratios are calculated by dividing the fall enrollment count by the number of full-time equivalent teachers. Full-time equivalency (FTE) is the amount of time required to perform an assignment stated as a proportion of a full-time position, and computed by dividing the amount of time employed by the time normally required for a full-time position. The following report provides student/teacher ratios for all public and accredited (by the Montana Board of Public Education) nonpublic schools.
College Guide, 2004/2005: Helping Students Make the Right Choices. A Consumer Guide to Colorado's Public Higher Education Institutions
Author: Colorado Commission on Higher Education
Date: 2004-00-00
Type: Guides - Classroom - Learner
Subjects: Paying for College,College Choice,College Bound Students,Eligibility,Guides,College Preparation,Admission Criteria,Transfer Policy,School Demography,School Activities,Online Courses,Institutional Characteristics,Student Financial Aid,Career Choice,Career Information Systems,Educational Counseling

College is an investment in a student's future. Students who graduate from college earn, over the course of their working lives, on average a million dollars more than their peers who don't hold a college degree. A college education also provides students with an education that prepares them for civic participation in our democratic Republic. Because other Coloradoans believe college is important to a student's future, taxpayers provide resident undergraduate students with a stipend to help offset the cost of college. Through the College Opportunity Fund, students get state assistance to help finance their college education. Combined with other financial aid, scholarships, work study and loans, college can be affordable for every Colorado student. This guide presents a snapshot of important information to guide students in choosing a college or university that is right for them. It helps students compare important information on all the schools, including the types of academic programs offered, application criteria and deadlines, and how to pay for college. Choosing to go to college is one of the best decisions students will ever make. Consider the facts: jobs requiring just a high school diploma are expected to grow by just 12 percent in the next few years while jobs requiring a college degree will grow by more than 22 percent.