ethanporcaro/eric-fulltext-meta huggingface dataset:
National Civics Teacher Survey: Information Literacy in High School Civics. Fact Sheet
Author: Kawashima-Ginsberg, Kei
Date: 2014-01-00
Type: Reports - Research
Subjects: Civics,National Surveys,Teacher Surveys,Information Literacy,Secondary School Teachers,High Schools,Citizenship Education,Mass Media Use,News Media,Self Esteem,Advanced Placement Programs,Honors Curriculum,Secondary School Curriculum

Teaching students to use news and information media (&quot;information literacy&quot;) is an important aspect of civic education, especially now that news sources are rapidly changing and fragmenting along ideological lines. Information literacy is required in several state standards, and it is also frequently defined as an important &quot;21st century skill.&quot; Civics and government courses are among the places where information literacy can be taught. Using the data from the National Civics Teacher Survey, this study explores the extent to which information literacy is taught in high school civics classes and how its teaching varies. Overall findings include: (1) Civics teachers believe that information literacy is critical, and that students must to be able to identify, gather, and produce credible information; (2) Less than half of teachers are very confident about teaching information literacy, and a majority are interested in receiving more training and resources; (3) Teachers commonly use news articles as sources, and 80% discuss election-related issues at least weekly; (4) AP and honors courses are more likely to incorporate information literacy than courses that are required for graduation; and (5) Teachers who perceive more support are more likely to teach information literacy. Researchers used a survey that asked teachers to answer questions about the courses they taught in the fall of 2012; most teachers reported on more than one class. The semester was unusual in that teachers reported spending much more time than usual on politics because of the upcoming presidential election in 45% of courses offered that fall.
Seniors' Postsecondary Plans and Scholarships School Year 2013-14. Research &amp; Evaluation Report
Author: Griffin, Ashley
Date: 2014-10-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,Postsecondary Education,Academic Aspiration,Intention,Scholarships,Student Financial Aid,College Bound Students,College Attendance,Two Year Colleges,Military Service,Employment,Grants,Gender Differences,Racial Differences,Ethnic Groups,Vocational Education,Technical Education,Graduation Rate,Community Colleges,Public Schools

The Department of Defense Education Activity (DoDEA) collects information on seniors' academic and career plans after graduation in the form of a postsecondary plan. The information collected consists of several categories, including attending a four-year college/university, attending a two-year/ community college, attending a vocational/technical school, seeking employment or an apprenticeship/ on-the-job training, enlisting in the military, or joining Job Corps. At the end of their senior year, students are also asked to report the scholarships, financial aid, and grant monies they have been offered as well as what monies they have accepted or are planning to accept. This report summarizes the postsecondary intentions and scholarship monies reported by students who graduated from a DoDEA high school in school year (SY) 2013-14. All analyses in this report are based on those seniors (N = 3,105) who were enrolled in a DoDEA high school as of April 15, 2014. Therefore, findings do not include seniors who may have withdrawn prior to or entered a DoDEA high school after this date. It should also be noted that the information contained in this report is self-reported by students and does not represent the absolute postsecondary status of DoDEA graduates or the totality of scholarship monies offered and accepted by students. In interpreting the data contained in this report, readers are encouraged to rely on the results of statistical tests measuring differences between groups rather than on the apparent magnitude of these differences. Some differences may appear to be large; however, they are not statistically different.
Seniors' Postsecondary Plans and Scholarships School Year 2012-2013. Research &amp; Evaluation Report
Author: Griffin, Ashley
Date: 2014-01-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,Public Schools,Scholarships,Graduation Rate,Student Financial Aid,Colleges,Two Year Colleges,College Attendance,Vocational Education,Employment,Armed Forces,Intention,Racial Differences,Gender Differences,Geographic Regions,Regional Characteristics,Differences,Foreign Countries

During their senior year, students in the Department of Defense Education Activity (DoDEA) schools develop a postsecondary plan indicating their intentions upon graduation from high school. Postsecondary plan data were generated and consists of several categories, including attending a four-year college/university, attending a two-year/community college, attending a vocational/technical school, seeking employment or an apprenticeship/on-the-job training, enlisting in the military, or joining job corps. At the end of their senior year, students are also asked to report the scholarships, financial aid, and grant monies they have been offered, as well as what monies they have accepted or are planning to accept. This report summarizes the postsecondary intentions and scholarship monies reported by students who graduated from a DoDEA high school in school year (SY) 2012-13 All analyses in this report are based on those seniors (N = 3,134) who were enrolled in a DoDEA high school as of April 20, 2013. Therefore, findings do not include seniors who may have withdrawn prior to or entered a DoDEA high school after this date. It should also be noted that the information contained in this report is self-reported by students and does not represent the absolute postsecondary status of DoDEA graduates or the totality of scholarship monies offered and accepted by students. In interpreting the data contained in this report, readers are encouraged to rely on the results of statistical tests measuring differences between groups rather than on the apparent magnitude of these differences. Some differences may appear to be large; however, they are not statistically different.
Indiana's TIMSS 2011 Performance: Outperforming Much of the World in Math and Science, but Issues Remain for Gender Achievement and High Performers. Education Policy Brief. Volume 11, Number 1, Winter 2013
Author: Rutkowski, David
Date: 2013-00-00
Type: Reports - Research
Subjects: Mathematics Achievement,Science Achievement,International Programs,Testing Programs,Gender Differences,Comparative Analysis,High Achievement,Benchmarking,Trend Analysis,Grade 8,Foreign Countries

Are U.S. and, in particular, Hoosier students competitive and ready to succeed in an ever-changing and increasingly global economic landscape? This question is frequently considered by K-12 education stakeholders at all levels, including national, state, and local officials. One of the central ways in which education systems can compare themselves internationally is through regularly administered education assessments, such as the Trends in International Mathematics and Science Study (TIMSS) or the Programme for International Student Assessment (PISA). Both PISA and TIMSS are large-scale international assessments for students, while the National Assessment of Educational Progress (NAEP), also referred to as the &quot;Nation's Report Card,&quot; is designed to gather information that meets national and state needs. The important distinction here is that NAEP is a national assessment, and PISA and TIMSS are international assessments. Historically, the U.S. ranks consistently in the middle of the pack among national participants in most international education assessments. Given that the U.S. is a large country with diverse state and local education systems that can and do vary meaningfully, aggregating and reporting at the national level provides useful information for national policymakers, but does little for state and local policymakers. Fortunately, in 2011, Indiana participated in the latest round of 8th grade TIMSS assessments. To that end, this policy brief examines the 2011 TIMSS results for Indiana students in order to compare Hoosier 8th graders with their global peers, looking at averages for the Top 10 performing countries (averaging education systems at the country level, excluding the state of Indiana), the U.S., and the world. This brief presents the results in terms of system-level populations. Disaggregated results by gender and system-level comparisons across TIMSS benchmarks are also presented and discussed. The brief concludes with an examination of achievement trends in Indiana, and internationally, from 1999 to 2011, including a short discussion of what these results mean in the context of current education reforms in the state.
Correlations between Developmental Kindergarten Screenings and Early Reading Indicators One Year Later
Author: Coughlan-Mainard, Kelly A.
Date: 2012-04-00
Type: Speeches/Meeting Papers
Subjects: Correlation,Screening Tests,Kindergarten,Reading Skills,Disabilities,Disability Identification,Language Skills,Literacy,Grade 1,Grade Repetition,Learning Disabilities,Response to Intervention,Emergent Literacy,Elementary School Students,Reading Tests,Reading Fluency,Student Needs,Rural Schools,Public Schools,Psychomotor Skills,Statistical Analysis

School districts in the U.S. are mandated to identify young children with disabilities. Developmental screeners are typically used to screen for such skill deficits. Academic tests are used in older students. A significant challenge is identifying children with potential learning disabilities early in their school career. This study identifies a relationship between language skills on the DIAL-3 developmental screening in kindergarten and literacy skills one year later.
The Indiana Choice Scholarship Program: Legal Challenges, Program Expansion, and Participation. Informing Policy and Improving Practice. Policy Brief
Author: Cierniak, Katherine
Date: 2015-02-00
Type: Reports - Research
Subjects: School Choice,Educational Vouchers,Scholarships,Court Litigation,State Legislation,Educational Legislation,Eligibility,Student Participation,Private Schools,Parochial Schools,Elementary Secondary Education

School choice programs can take a variety of forms, from the provision of various public school options, such as charter schools, to programs which provide funds to offset the cost of students' attendance at a private school. The provision of funds is most often accomplished in two ways: through the provision of state educational funds to be used for tuition in private schools, or through tax-credit scholarships. Vouchers typically refer to government provision of funds for parents to send their child(ren) to a private school rather than their assigned public school. While Indiana has both a tax-credit scholarship and voucher program, this brief only highlights the Indiana Choice Scholarship (ICS) voucher program. In reporting on ICS, this brief draws upon data obtained through documents on court decisions as well as information provided by the Indiana Department of Education via publicly available reports and unpublished raw data obtained through data requests. This brief provides an overview of the ICS program, and describes the Indiana Supreme Court's &quot;Meredith v. Pence&quot; 2013 decision, which upheld the constitutionality of the law. Changes to public law and eligibility requirements that impacted the implementation of ICS are detailed. This brief presents data on the ICS program's first three years of implementation, and explores the implications of the changes in ICS. [For the companion brief, &quot;Mapping the Growth of Statewide Voucher Programs in the United States. Informing Policy and Improving Practice. Policy Brief&quot; (2015), see ED558581.]
Developing Youth Systems: Creating Transformational Change for Our Nation's Young People. Research Brief Series
Author: America's Promise Alliance
Date: 2013-00-00
Type: Reports - Research
Subjects: Youth Programs,Child Development,Community Programs,Disadvantaged Youth,Program Effectiveness,Program Development,Integrated Services,Family Programs

Good schools are essential, but not sufficient for the long-term academic, economic, and civic success of our nation's young people. Rather, an integrated set of supports is needed in families, in all facets of communities, and in schools. Research, community wisdom, and common sense tell us that families, schools, and the broader community need to work together to create integrated systems of support for each child--an approach termed youth systems. Deeply influenced by the fields of developmental science, economics, and public health, a youth system encompasses key developmental supports (what America's Promise calls the Five Promises) integrated across families, schools, and all facets of the community, and aligned with the strengths and needs of each child. A community might not have the human and institutional capacity to support their young people, or the parents might not be able to overcome the extreme barriers presented by poverty in trying to support their children. To support families in under-resourced communities, comprehensive community initiatives (CCIs) have been constructed to strengthen a community's capacity for supporting children and youth. Although CCIs often fall into the trap of taking a scattershot approach to providing supports, there are examples of CCIs throughout the nation that have strengthened youth systems by coordinating services, efforts, and practices focused on improving youth outcomes in their communities. These promising efforts have had a positive impact on the lives of young people, and provide principles to guide communities throughout the country. These efforts include Purpose-Built Communities, and the Promise and Choice Neighborhoods federal initiatives, among others. This brief provides examples of the following youth systems in action that have developed strong, positive youth systems: (1) East Lake Foundation in Atlanta, Georgia; (2) Parramore Kidz Zone in Orlando, Florida; and (3) Self-Enhancement, Inc. in Portland, Oregon.
Seeking a State Workforce Strategy
Author: Fischer, David Jason
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: Labor Force Development,State Aid,Federal Aid,Economic Development,Investment,Educational Finance,Job Training,Employment Services,Adult Education,Higher Education,Employment Programs

New York's workforce system is a complicated entity that engages nearly a dozen state agencies and myriad funding streams originating at the federal and state levels, and operates on the ground in ten economic development regions, 33 designated workforce investment areas, community-based organizations, labor unions and 62 counties. This report lays out the state of New York's aggregate expenditures on employment and training services, and tracks the change in funding levels in the enacted budgets from 2009-10 to 2014-15. It also focuses on how the state needs to define, communicate, invest in, and implement a consistent strategy to increase its supply of skilled workers. This means investing in the full range of educational pathways and training mechanisms to boost the skills of all of its residents, to helping employers find the talent they need to prosper, and in instituting thoughtful policies that remove barriers to achieving a high quality, responsive workforce system. [This report was written with the assistance of Stacy Woodruff-Bolte.]
Top Tips for Senior Leaders in Schools and Colleges: How to Provide Meaningful Experience of the World of Work for Young People as Part of 16 to 19 Study Programmes
Author: National Foundation for Educational Research (NFER) (England)
Date: 2015-04-00
Type: Guides - Non-Classroom
Subjects: Work Experience,Youth Opportunities,Youth Programs,Employment Potential,Employment Qualifications,Career Readiness,Delivery Systems,Program Implementation,Leaders Guides,Best Practices,Partnerships in Education,Educational Administration,Educational Strategies,Educational Practices,College Administration,School Administration,Educational Research,Career Academies,Foreign Countries

A core part of 16 to 19 study programmes is the provision of work experience for all young people. It is increasingly recognised that young people need to develop their employability skills, alongside qualifications, in preparation for the world of work and securing a job. This top tips guide offers advice to schools and colleges wishing to implement and deliver new work experience offers/opportunities. It recommends some ideas that have been tried and tested and suggests some techniques for the development of relationships between employers and education providers and ways to further develop employability skills in young people.
Impact Models: Comprehensive Community Initiatives. Research Brief Series
Author: America's Promise Alliance
Date: 2013-00-00
Type: Reports - Research
Subjects: Community Programs,Youth Programs,Program Administration,Governance,Decision Making,Leadership,Role,Responsibility,Cooperation,Financial Support,Program Development,Models,Program Effectiveness,Information Dissemination,Change,Accountability,Objectives

The East Durham Children's Initiative (EDCI), a partnership among local government, nonprofit, faith, and school organizations, is focusing on the community's most promising resource--its children--in order to restore the city to the thriving African-American middle-class community it was throughout much of the mid-20th century. Since 2008, EDCI has increased access to early childhood educational opportunities, strengthened local elementary and secondary schools, helped establish high quality enrichment activities, and worked to make sure that local children, youth, and their families are being connected to the supports and experiences that will enable them all to thrive. Hundreds of other communities throughout the country, like East Durham, have identified that they do not currently have the capacity necessary to ensure the success of their children and youth. They have launched comprehensive community initiatives (CCIs) to create structures and processes that build the human capital, institutional resources, and social capital to effectively support the needs and strengths of their young people. CCIs want to learn from each other, but they often have trouble relating to the unique circumstances present in any given community. This brief presents a conceptual framework for understanding the organizational and operational structures and processes of CCIs. Rather than promoting replication of any particular model, this framework enables CCIs to learn from each other's work. This framework--an Impact Model--includes components synthesized across CCIs in order to provide a common language for all communities. The organizational structures of the Impact Model in this brief include: (1) Governance and Decision Making; (2) Leadership; (3) Roles and Responsibilities for Collaboration Members/Partners; (4) Organizational Capacity and Staffing; and (5) Funding Structures. The organizational processes of the Impact Model in this brief include: (1) Defining the Problem and Needs; (2) Developing a Shared Vision, Goals, Outcomes, and Accountability; (3) Developing Clear and Meaningful Theories of Change; (4) Identifying and Monitoring the Programmatic Strategy; and (5) Communication Processes, Outreach, and Engagement. The structures and processes discussed in this brief can vary by community to fit the context in which the collaboration operates.
Navigating and Negotiating Pathways for Success: Capturing the Life Experiences of Urban Youth and Their Caregivers. Research Brief Series
Author: America's Promise Alliance
Date: 2013-00-00
Type: Reports - Research
Subjects: Urban Youth,Experience,Caregivers,Interviews,Community,Goal Orientation,Success

This work is part of a larger study [&quot;Navigating and Negotiating Pathways for Success: A Thematic Analysis of the Life Experiences of Urban Youth and Their Caregivers&quot;] of how communities come together to support young people, and how young people and their families navigate and negotiate those communities to succeed academically and vocationally, and engage civically. For this study, the Center for Promise conducted two rounds of in-depth interviews, approximately six months apart, with 47 pairs of caregivers and youth in four urban communities in the Northeast and Southeast United States. The questions explored the ways that youth and their families navigate and negotiate their communities to attain their goals. Contains notes and a table on participant demographics.
Young People and E-Safety: The Results of the 2015 London Grid for Learning E-Safety Survey
Author: Wespieser, Karen
Date: 2015-05-00
Type: Tests/Questionnaires
Subjects: Foreign Countries,Internet,Children,Youth,Safety,Online Surveys,Access to Computers,Parent Role,Computer Security,Risk,Social Networks,Computer Games,Bullying,Computer Mediated Communication,Privacy,Computer Uses in Education,Elementary School Students,Secondary School Students,Adolescents

This report looks at the online activities of London's young people. The report highlights that children and young people use technology to have fun, study and communicate with others. Most children and young people have positive experiences online. On the whole they are sensible online and do not put themselves &quot;at risk&quot;. However, the research also identified a number of areas where schools can support young people--and their families--in increasing their online safety. Data was collected via online survey and the sample size used in the report was 14,309. Key Findings: (1) Young people report that they spend their time online doing school work or studying; (2) Over half of young people report that they use social network sites; (3) Many children play games not suitable for their age; (4) The issue that affects the most children is bullying; and (6) Around one in six young people reported that they have found or been sent things online which made them feel uncomfortable or worried. The following are appended: (1) Instrument; (2) E-Safety Survey Safeguarding Protocol; and (3) Consent.