ethanporcaro/eric-fulltext-meta huggingface dataset:
Wisconsin&apos;s Framework for Equitable Multi-Level Systems of Supports
Author: Wisconsin Department of Public Instruction
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Equal Education,Positive Behavior Supports,Response to Intervention,Program Implementation,Fidelity,School Districts,Educational Quality,Instructional Effectiveness,Family Involvement,Community Involvement,Systems Approach,Evidence Based Practice,Best Practices

Data reveals that significant opportunity and achievement gaps persist between Wisconsin's students of color and white students, native and nonnative English-speaking students, and students with and without disabilities. In 2010, the Wisconsin Department of Public Instruction identified Response to Intervention (RtI) as a way to begin to address these disparities. RtI helps schools and districts systematically provide students with supports at increasing levels of intensity based on the students' responsiveness to instruction and intervention. The Wisconsin Department of Public Instruction, in collaboration with the CESA Statewide Network, established the Wisconsin RtI Center/Positive Behavioral Intervention and Supports (PBIS) Network to assist schools and districts as they work to implement this practice. Since its inception in 2010, the Center has had great success and more than half of the schools in Wisconsin access this valuable resource. This report, a revision to &quot;Wisconsin Response to Intervention: A Guiding Document,&quot; draws on what has been learned since 2010 - from expanding research in this field and a deepened understanding of the science surrounding successful implementation, to the feedback and success stories from Wisconsin schools as they develop an equitable multi-level system of supports based on the needs and assets within their school communities. &quot;Wisconsin's Framework for Equitable Multi-Level Systems of Supports&quot; is intended for all those providing, leading and supporting education in Wisconsin. This report provides a big picture view of equitable multi-level systems of supports. When localized and implemented with fidelity, this framework increases the likelihood Wisconsin schools and districts realize and sustain the best positive outcomes for every learner they serve. While this is not a how-to document, resources are provided in the Entry Points section to help get started with, or deepen implementation of, an equitable multi-level system of supports. [This report was developed with the Wisconsin RtI Center. For &quot;Wisconsin Response to Intervention: A Guiding Document,&quot; see ED520347.]
BC Student Outcomes: The 2019 Highlights
Author: BC Student Outcomes (Canada)
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Outcomes of Education,Student Surveys,Postsecondary Education,Student Satisfaction,Associate Degrees,Bachelors Degrees,Certification,Apprenticeships,Vocational Education,College Graduates,Employment Level,Unemployment,Job Skills,Educational Attainment,Intellectual Disciplines,Educational Finance,Paying for College,Debt (Financial),Workplace Learning,Wages

Student feedback is essential to maintain quality and relevance in the education system. Every year, British Columbia (BC) Student Outcomes collects feedback from former students who took post-secondary programs. In 2019, 92 percent of the former post-secondary students surveyed were satisfied or very satisfied with the education or training they received. In 2019, over 28,000 former students were surveyed; key results from those surveys are presented in this report. [The outcomes surveys are conducted with funding from the Ministry of Advanced Education, Skills and Training, the Industry Training Authority, and from British Columbia's public post-secondary institutions. For &quot;BC Student Outcomes: The 2018 Highlights,&quot; see ED600658.]
USAID Education: Access to Quality Education for Children and Youth with Disabilities
Author: USAID
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Access to Education,Children,Disadvantaged Youth,At Risk Students,Students with Disabilities,Inclusion,Educational Quality,Educational Development,Public Agencies,International Programs,Developing Nations,Skill Development,Assistive Technology,Elementary Secondary Education,Foreign Countries,Emergent Literacy,Visual Impairments,Hearing Impairments

US Agency for International Development (USAID) believes that education is a foundational driver of development and fundamental to achieving self-reliance. When children and youth attend school and build skills they can use in the workforce and to navigate life, they are able to build more hopeful and prosperous futures for themselves, their families, communities, and countries. USAID works in more than 50 developing countries to ensure that investments in education systems--from pre-primary to higher education--enable all children and youth to acquire the education and skills needed to be productive members of society. This factsheet highlights USAID's work in Cambodia, Malawi, and Nepal, the Philippines, Paraguay, and Mali to ensure children and youth, particularly the most marginalized and vulnerable, have access to quality education that is safe, relevant, and promotes their social well-being.
Increasing the College Completion of Underrepresented Students in STEM
Author: Rodriguez, Fernando
Date: 2016-05-11
Type: Reports - Evaluative
Subjects: STEM Education,Disproportionate Representation,Graduation,College Graduates,Minority Group Students,Racial Differences,Ethnicity,Student Needs,Educational Change,Academic Support Services,Mentors,Summer Programs,Service Learning,Internship Programs,Alignment (Education),Accountability,Leadership Responsibility,Public Policy,Grants,Educational Finance,Financial Support,Gender Differences,Student School Relationship,Access to Education

The demand for expertise and professionals in the science, technology, engineering, and math (STEM) field is growing rapidly. In addition to this demand for STEM experts, the demographics of the nation are also shifting rapidly and the number of people of color is projected to continue to grow significantly over the next forty years. Although the demographics of the nation are shifting, this shift is not reflected in STEM fields, which has remained white and male dominated. The combination of the rapidly changing national demographics, the lack of diversity in STEM fields, and the increasing demand for STEM professionals, particularly in the healthcare system, has created an unavoidable predicament and requires swift, drastic, and immediate action by educators, policy makers, families, and communities if we are to correct this issue. This report recommends the following: (1) Public policy that provides shared responsibility of funding that target efforts to increase underrepresented student college completion in STEM; and (2) Support the efforts of the NorthStar STEM Alliance, a current initiative that increases the access and success of underrepresented students in STEM by providing financial support to campus sites to focus specifically on the academic achievement of students of color. The efforts of this Alliance can be supported by aligning the first two years of curriculum among all 2- and 4-year institutions that have a NorthStar STEM Alliance program to facilitate the ease of transfer.
Undergraduate Student Parents in Minnesota
Author: Minnesota Office of Higher Education
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Parents,Child Rearing,Adult Students,Marital Status,Gender Differences,Racial Differences,Ethnicity,Age Differences,Family Income,Grants,State Aid,Eligibility,Enrollment,Student Characteristics,College Credits,Academic Degrees

It is often thought that college undergraduates are young, recent high school graduates. Overall, this is the norm -- last year, roughly 70 percent of undergraduates eligible for the State Grant were dependent students, meaning they were dependent on a parent for financial support. However, nearly 30 percent of undergraduates who were eligible for a State Grant were listed as independents last year, indicating that they do not rely on a parent or guardian for financial support. This generally means that they are adult learners. Often an overlooked group, adult learners make up a sizeable portion of the undergraduate population in Minnesota. Many are -- in addition to being college students -- parents, spouses, and employees. This report presents data regarding undergraduate student parents in Minnesota.
Accelerating Change: How Education Technology Developers Can Jump-Start a New Adult Education Market
Author: DeSchryver, David A.
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Adult Education,Adult Learning,Electronic Learning,Technology Integration,Educational Policy,Educational Finance,Federal Government,State Government,Local Government,Entrepreneurship,Partnerships in Education,Federal Legislation,Private Financial Support,Labor Force Development,Labor Legislation,Adult Literacy,Barriers,Educational Needs,Telecommunications,Handheld Devices,Competency Based Education,Mentors,Individualized Instruction,Blended Learning,Acceleration (Education)

This report argues that this is a promising time for entrepreneurs and developers to enter the adult learning market. Economic and labor trends are applying unprecedented pressure on policymakers to think differently. Federal, and in turn state, policies are shifting. The adaptation of K-12 and postsecondary education technologies (ed-tech) to the unique needs of adult learners is only beginning to shape the delivery of adult learning. It is not a matter of whether technology can improve adult learning outcomes at scale, but how. Getting there will require a thoughtful conversation about both the potential and limitations of technology for adult learners. It will require careful consideration of policy-driven barriers and opportunities. We hope that this paper gives entrepreneurs and investors a window into the policy environment that shapes the adult education landscape and, in doing so, helps to inspire a thoughtful, collaborative conversation about what's possible. The Opportunity section identifies the market potential. It describes the pace at which emerging technologies have been adopted within our existing system of adult education and sizes up the opportunity. In Today's Federal Framework, we explain the policies and funding streams that shape the market today. In many ways, the adult education market is in flux. Shifting demographics and employer demands are forcing creative thinking, resulting in the emergence of policies that reflect the potential for technology to improve outcomes at unprecedented scale. This is followed by three short sections that look at emerging opportunities at the federal, state, local and philanthropic levels. The Tailoring Ed-tech Solutions shares perspectives from the field to help entrepreneurs understand the real world demands of practitioners, and think about use-cases and solutions. We provide illustrations from across the ed-tech sectors to inspire and challenge our discussions. Like all learners, the unique challenges of adult learners are not limited to the transmission and acquisition of content. Success requires wraparound services and expertise that should fuel Innovative Partnerships within the adult learning sector--including thoughtful collaboration with the public and private institutions that govern its success. [This report was written with Deirdre Dlugoleski. Foreword by Beverly E. Perdue. Digital Promise commissioned Whiteboard Advisors to prepare this this report.]
Rhode Island Model Evaluation &amp; Support System: Support Professional. Edition IV
Author: Rhode Island Department of Education (RIDE)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Public Schools,Educational Objectives,School Personnel,School Nurses,Media Specialists,Reading Teachers,Consultants,Specialists,Mathematics Teachers,Language Teachers,English (Second Language),Leaders,School Counselors,School Psychologists,Speech Language Pathology,Social Work,Caseworkers,Evaluation Methods,Personnel Evaluation,Models,Responsibility,Competence,Employment Qualifications,Delivery Systems,Cooperation,Academic Achievement,Evaluators,Conferences (Gatherings),Performance,Professional Development,Feedback (Response),Alignment (Education)

Rhode Island is committed to ensuring that all educators receive fair, accurate, and meaningful educator evaluations that provide information that can help all support professionals improve and refine their practice. Currently, local education agencies (LEAs) in Rhode Island may submit a district-designed model for approval that complies with the Educator Evaluation System Standards or adopt the Rhode Island Model Support Professional Evaluation and Support System (Rhode Island Model). This document describes the process and basic requirements for the Rhode Island Model Support Professional Evaluation and Support System. Through this model, the hope is to help create a culture where all support professionals have a clear understanding of what defines excellence in their work; receive prioritized, specific, and actionable feedback about their performance; and receive support to continuously improve their effectiveness, regardless of the number of years they have been working. In this guidebook aspects of the model that LEAs can customize as Flexibility Factors are clearly separated and labeled. Throughout the guidebook, corresponding resources available on the Rhode Island Department of Education (RIDE) website are indicated. These resources aim to help educators understand how to best implement various aspects of the Rhode Island Model. Resources include online training modules, sample Student Learning/Outcome Objectives, and a suite of calibration protocols designed to help school and LEA leaders facilitate ongoing calibration exercises. The Rhode Island Model Support Professional Evaluation and Support System should be used to evaluate library media specialists, school nurse teachers, reading specialists/consultants, mathematics specialists/consultants, English as a second language specialists/consultants, instructional leaders, school counselors, school psychologists, speech language pathologists, and school social workers. For individuals who spend time instructing students, the Teacher Evaluation and Support System may be a better fit. [For Edition III, see ED594936.]
Rhode Island Model Evaluation &amp; Support System: Teacher. Edition V
Author: Rhode Island Department of Education (RIDE)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Guides,Evaluation Methods,Public Schools,Educational Objectives,Alignment (Education),English Language Learners,Disabilities,Scoring,Measurement Techniques,Data Collection,Knowledge Level,Skill Development,Tests,Test Content,Decision Making,Teacher Evaluation,Teacher Responsibility,Models,Academic Support Services,Academic Achievement,Outcomes of Education,Observation,Classroom Environment

Rhode Island is committed to ensuring that all educators receive fair, accurate, and meaningful educator evaluations that provide information that can help all teachers improve and refine their practice. Currently, districts in Rhode Island may submit a district-designed model for approval that complies with the Educator Evaluation System Standards or adopt the Rhode Island Model Teacher Evaluation and Support System (Rhode Island Model). This document describes the process and basic requirements for evaluating and supporting teachers with the Rhode Island Model. Through this model, the hope is to help create a culture where all teachers have a clear understanding of what defines excellence in their work; receive prioritized, specific, and actionable feedback about their performance; and receive support to continuously improve their effectiveness, regardless of the number of years they have been teaching. In this guidebook aspects of the model that local education agencies (LEAs) can customize as Flexibility Factors are clearly separated and labeled. Throughout the guidebook, corresponding resources available on the Rhode Island Department of Education (RIDE) website are indicated. These resources aim to help educators understand how to best implement various aspects of the Rhode Island Model. Resources include online training modules, sample Student Learning/Outcome Objectives, and a suite of calibration protocols designed to help school and LEA leaders facilitate ongoing calibration exercises. Any public school employee working under a teacher certification whose primary responsibilities include instructional planning, managing a classroom environment, and student instruction should use the teacher version of the Rhode Island Model. [For Edition IV, see ED591449.]
Accelerating Change: A Guide to the Adult Learning Ed-Tech Market
Author: Laxton, Amber
Date: 2017-02-01
Type: Guides - General
Subjects: Adult Education,Educational Technology,Technology Uses in Education,Entrepreneurship,Business,Access to Education,Employers,Student Needs,Social Change,Community Colleges,Elementary Secondary Education,School Districts,Industry,School Business Relationship,Job Training,Public Libraries,Correctional Education,Consortia,Partnerships in Education,Job Skills

Many previous reports demonstrate that there is a significant need to drive innovation in adult learning and that there can be advantages to entering the market. There are 36 million low-skilled adults in the U.S. who can benefit from new approaches to learning. The effects of low rates of literacy, numeracy, and basic skills are widespread. Underprepared adults often earn lower wages, face poorer health conditions, and are less likely to advance in their jobs. While the general public is aware of the high dropout rates in this country, they are generally unaware of the magnitude of the low skills problem and unfamiliar with the details of how this population might access learning opportunities to gain advancement. Entrepreneurs and investors are equally unfamiliar with the needs of this population and the systems that serve these learners and will naturally invest in opportunities with which they have experience, such as K-12 and higher education. Many entrepreneurs and investors are also hesitant to enter the space because there has been a lack of activity and few successful use cases. This becomes a self-perpetuating problem: without new investment, the lack of evidence remains. These reasons combine to make the thought of entering the adult education market daunting when, in fact, the opportunity is prime. As a follow-up to &quot;Accelerating Change: How Education Technology Developers Can Jump-Start a New Adult Education Market,&quot; this guide demystifies the adult learning landscape and addresses concerns of entrepreneurs and investors head-on. Part of the research included interviews with 14 entrepreneurs, investors, and providers who shared their insights into the struggles and successes they have encountered in this market. Their advice is provided to encourage more investment in innovation to improve the learning opportunities for millions of adults. [This report was prepared in partnership with Entangled Solutions. For &quot;Accelerating Change: How Education Technology Developers Can Jump-Start a New Adult Education Market,&quot; see ED609443.]
&quot;60x30TX&quot; 2020 Progress Report
Author: Texas Higher Education Coordinating Board
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Attainment,Academic Degrees,College Graduates,Public Colleges,Job Skills,Debt (Financial),Student Loan Programs,Loan Repayment,College Credits,Graduation Rate,Young Adults,High School Graduates,Credentials,College Attendance,Dual Enrollment,State Aid,Federal Aid,Institutional Characteristics,Student Characteristics,Racial Differences,Gender Differences,Disproportionate Representation

The &quot;60x30TX&quot; higher education plan for Texas began in 2015 with four goals to be achieved by 2030: (1) 60x30 Educated Population: At least 60% of Texans ages 25-34 will have a certificate or degree; (2) Completion: At least 550,000 students in 2030 will complete a certificate or an associate, bachelor's, or master's degree from an institution of higher education in Texas; (3) Marketable Skills: All graduates from Texas public institutions of higher education will have completed programs with identified marketable skills; (4) Student Debt: Undergraduate student loan debt will not exceed 60% of first-year wages for graduates of Texas public institutions. Each year, the Texas Higher Education Coordinating Board (THECB or Coordinating Board) provides an update on how the state is progressing toward the goals and targets of the plan. This year's report focuses primarily on the data available in the 2019 academic year. While progress has been substantial on the student debt goals and targets, improvement in the educated population and completion measures needs to accelerate to put the state on track to reach those goals by 2030. Slowing progress on the educated population (attainment) and completion goals is of particular concern, given the challenges the state is facing as a result of the COVID-19 pandemic. The data in this report were gathered before the crisis. Texans who have lost jobs or had their educations interrupted will require opportunities to re-skill or up-skill due to changes in the economy; Texas higher education must be ready to meet these needs. Providing advising, financial support, and a full range of flexible educational options for Texans to earn credentials that will be of value now and in the future will be critical for the state and its residents moving toward 2030 and beyond. [For the 2019 report, see ED600934.]
School Enrollment in the United States: 2018. Population Characteristics. Current Population Reports. P20-584
Author: Bauman, Kurt
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Enrollment Trends,COVID-19,Pandemics,Preschool Education,Elementary Secondary Education,Postsecondary Education,Dropout Rate,Racial Differences,Ethnicity,School Schedules,Public Schools,Private Schools,Geographic Regions,Language Usage,Educational History,Age Differences,Gender Differences,Foreign Students,Immigrants

According to the American Community Survey (ACS), about a quarter (26 percent) of the population of the United States over the age of three was enrolled in school in 2018. This report brings together the latest data from both the ACS and the Current Population Survey (CPS), two complementary Census Bureau surveys that provide data on school enrollment in the U.S, in order to provide a comprehensive, holistic picture of the state of school enrollment in the United States. Specifically, this report outlines the current picture of education in America and discusses how the latest numbers compare with historical levels.