ethanporcaro/eric-fulltext-meta huggingface dataset:
2016 Arts Education Assessment Framework
Author: National Assessment Governing Board
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Art Education,National Competency Tests,Guidelines,National Standards,Academic Standards,Test Content,Test Format,Dance,Music,Visual Arts,Theater Arts,Grade 4,Grade 8,Grade 12

National standards for student achievement have been developed in the arts in a process that paralleled the standards discussions being held in mathematics, language arts, science, history, and other areas. The standards process, while demanding, has generated important discussion and debate about which art forms, what kind of knowledge, and what skills in the arts are important for all students. The National Assessment Governing Board--with funding from the National Endowment for the Arts, an independent federal agency, in collaboration with the Getty Center for Education in the Arts, a program of the J. Paul Getty Trust--commissioned the development of this framework for a planned national assessment of student performance in the arts in 1997. The present document, the framework, sets out for the educational community and the public the scope of what will be included and how the arts will be assessed. The process for the National Assessment of Educational Progress (NAEP) Arts Education Framework is founded on a vision of a society that believes the arts are essential to every child's complete development. Throughout their lives, they will draw from artistic experience and knowledge as a means of understanding what happens both inside and outside their own skin, just as they use mathematical, scientific, historical, and other frameworks for understanding. The expectation is that they will experience enough of the discipline, challenge, and joy of creating in different art forms to intimately understand the human significance of dance, music, theatre, and the visual arts. The framework is broken down into four chapters: (1) The Arts in U.S. Education; (2) The Content and Processes of the Arts; (3) Desired Attributes of the Assessment; and (4) Preliminary Achievement Level Descriptions. [For the &quot;2016 Abridged Arts Framework,&quot; see ED604373.]
2016 Abridged Arts Framework
Author: National Assessment Governing Board
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Art Education,National Competency Tests,Guidelines,Test Content,Test Format,Dance,Music,Visual Arts,Theater Arts,Grade 4,Grade 8,Grade 12

Having a large-scale national assessment in the arts makes an important statement about the need for all children in our country to obtain the special benefits of learning that only the arts provide. In recognition of the importance of the arts in education, the National Assessment of Educational Progress (NAEP), also known as The Nation's Report Card, began assessing music and the visual arts in the 1970s. The National Assessment Governing Board, which has overseen and set policy for NAEP since 1988, then commissioned the development of a framework for the 1997 NAEP Arts Education Assessment, and the framework has remained in place since then. The NAEP arts education assessment framework resulted from the work of many organizations and individuals involved in the arts and arts education, including K-12 teachers, postsecondary arts educators, practicing artists, researchers, and assessment specialists. For members of the education community and the general public, the &quot;2016 NAEP Arts Education Assessment Framework&quot; (see ED604372) shows the scope and methodology of this arts assessment. This report provides highlights of the 2016 Arts Education Assessment Framework.
Addressing the Learning Crisis: An Urgent Need to Better Finance Education for the Poorest Children
Author: Imchen, Achila
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Educational Equity (Finance),Poverty,Investment,Public Education,Educational Quality,Adolescents,Children,Resource Allocation,Access to Education,Disadvantaged Youth,Educational Attainment,Emergency Programs,Elementary Secondary Education,Developing Nations,Developed Nations,Educational Resources,Preschool Education,Family (Sociological Unit),Educational Policy

Although more children than ever are enrolled in school, far too many are not learning. A key factor that affects quality of education is the availability of public funding. Underinvestment in education can result in several conditions that negatively impact how and what children learn. This advocacy brief presents data and analysis on education funding from 42 countries and highlights major disparities in the distribution of public education funding. The brief notes that the lack of resources available for the poorest children is exacerbating a crippling learning crisis, as schools fail to provide quality education for their students. It calls on governments and key stakeholders to urgently address equity in education funding and presents specific actions required to achieve equitable quality education for every child.
How Federal Higher-Education Policy Can Safely Support Innovation. Solutions from beyond the Beltway
Author: Arnold, Nathan
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Public Policy,Educational Policy,Postsecondary Education,Student Financial Aid,Eligibility,Federal Aid,Nontraditional Education,Evaluation Methods,Program Evaluation,Educational Innovation,Barriers

Amid rising college tuition, low college-completion rates, and ever-changing employer demands for specialized skills, new forms of postsecondary education are gaining prominence. These &quot;nontraditional&quot; programs (such as coding boot camps) are typically short in duration and designed to prepare students for a particular occupation or career--ideally, at costs lower than at a traditional college. Students in many of these programs are not eligible to receive federal loans or Pell grants. While jobs vary in pay, stability, and perceived social value, any educational program receiving federal aid money should prepare students for employment that enables them to afford monthly payments on student loans. High-quality postsecondary education imparts critical skills and knowledge but ultimately must provide students value for their time and money. There are many ways to measure the value and quality of postsecondary educational programs to determine their eligibility for federal student aid. But as this report explains, the process by which eligibility is currently determined--by the U.S. Department of Education, a federally recognized accreditor, and the state or states in which the institution operates--largely limits the pool of educational programs to traditional colleges and is poorly suited for nontraditional educational programs and models. New frameworks for evaluating nontraditional educational models are needed, and they need to be focused on measuring student outcomes. This focus will ensure that students and taxpayers benefit from new models while allowing new programs to demonstrate their efficacy and become sustainable.
Geography Framework for the 2018 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Geography Instruction,Elementary Secondary Education,Grade 4,Grade 8,Grade 12,Physical Sciences,Social Sciences,Geographic Location,Environmental Influences,Social Influences,Citizenship Education,Global Approach,Ecology,Maps,Spatial Ability,Thinking Skills,Cognitive Development,Course Content

The purpose of geography education is to foster the development of citizens who will actively seek and systematically apply the knowledge and skills of geography in life situations. Geography education must be responsive to the abilities and needs of students and to the societal and workplace requirements of the community, the nation, and the world. Through rigorous instruction and an adaptable K-12 curriculum, geography education helps prepare students to cope with the complexities of contemporary life. This framework is designed to assess the outcomes of students' education in geography in grades 4, 8, and 12 as part of the National Assessment of Educational Progress (NAEP). It melds key physical science and social science aspects of geography into a cohesive and topical whole. It focuses on what geography students should know to be competent and productive 21st-century citizens, and uses three content areas for assessing those outcomes of geography education. These content areas are Space and Place, Environment and Society, and Spatial Dynamics and Connections. Space and Place, which encompasses geography's basic fundamentals, should be assessed by 40 percent of the questions at grades 4, 8, and 12. The other content areas, which are more sophisticated, should be assessed by 30 percent of the questions at each of the three grade levels.
How to Lower Student Loan Defaults: Simplify Enrollment in Income-Driven Repayment Plans
Author: Nikalexi, Katerina
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Debt (Financial),Loan Repayment,Student Loan Programs,Income,Educational Policy,Higher Education,College Students,Information Technology

U.S. student debt now exceeds $1.6 trillion, and default rates are higher than for any other type of household debt. Yet even as many students struggle to make their monthly payments, few take advantage of a federal program that would make them more affordable. A variety of income-driven repayment (IDR) plans allow borrowers to pay a fixed percentage of their income, rather than a fixed amount, which reduces monthly payments. Despite the advantages of IDR, fewer than 30% of all student borrowers were enrolled as of 2018. The program is underutilized because the paper application process is unnecessarily complex--unlike, in countries such as the U.K. and Australia, where enrollment in IDR programs is automatic. In the U.S., one simple, low-cost policy change could boost enrollment and reduce student loan defaults: replace cumbersome paperwork with a streamlined, online application. Policymakers need to ascertain whether this approach serves the overarching goal of optimal student credit arrangements: to ensure that investing in higher education pays off without strapping students as well as taxpayers with burdensome debt.
Interim Guidance for COVID-19 Prevention and Control in Schools
Author: Bender, Lisa
Date: 2020-03-00
Type: Guides - Non-Classroom
Subjects: Disease Control,Disease Incidence,Prevention,Child Safety,Educational Facilities,Educational Environment,Social Discrimination,Guidance,Foreign Countries,Advocacy,Student Role,School Safety,Public Health,Check Lists,Elementary Secondary Education,Preschool Education,Symptoms (Individual Disorders),Health Services,Health Education,Sanitation,Hygiene,Coping,Stress Variables,School Community Relationship,Parent Role,Health Promotion,COVID-19,Pandemics

The World Health Organization (WHO) has made the assessment that COVID-19 (coronavirus) can be characterised as a pandemic and the virus has now spread to many countries and territories. While a lot is still unknown about the virus that causes COVID-19, we do know that it is transmitted through direct contact with respiratory droplets of an infected person (generated through coughing and sneezing) Individuals can also be infected from touching surfaces contaminated with the virus and touching their face (e.g., eyes, nose, mouth). There is currently no evidence to support transmission of COVID-19 associated with food. The COVID-19 virus may survive on surfaces for several hours, but simple disinfectants can kill it. While COVID-19 continues to spread it is important that communities take action to prevent further transmission, reduce the impacts of the outbreak and support control measures. The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination. The purpose of this document is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities. The guidance, while specific to countries that have already confirmed the transmission of COVID-19, is still relevant in all other contexts. Education can encourage students to become advocates for disease prevention and control at home, in school, and in their community by talking to others about how to prevent the spread of viruses. Maintaining safe school operations or reopening schools after a closure requires many considerations but, if done well, can promote public health. [This report was co-produced by the International Federation of Red Cross and Red Crescent Societies (IFRC).]
Fewer Children Left behind: Lessons from the Dramatic Achievement Gains of the 1990s and 2000s
Author: Petrilli, Michael J.
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Outcomes of Education,Academic Achievement,Economically Disadvantaged,Socioeconomic Background,Socioeconomic Status,Educational Change,Mathematics Achievement,Reading Achievement,Grade 4,Grade 8,Grade 12,African American Students,Hispanic American Students,White Students,National Competency Tests,Educational Trends,Trend Analysis,Minority Group Students,Poverty,Achievement Gains

Speaking in front of the Education Writers Association, Secretary Betsy DeVos said that decades of reform efforts and increased social spending, both inside and outside of schools, &quot;hasn't ultimately improved anything for any students, particularly not for the most vulnerable students.&quot; This seems to be a standard refrain from DeVos, and many other reformers as well, when making the case that past efforts have failed and it's time to try something different. In this white paper, the author digs into these claims, all in pursuit of determining whether America's schools have improved over the past quarter-century of reform. This requires looking not just at outcomes--test scores, graduation rates, college completion, and the like--but also at changing social conditions. The author finds that poor kids in America are doing much better than before, and that has served as a welcome tailwind for efforts to improve America's schools.
Understanding the Return on Investment from TVET: A Practical Guide
Author: Schueler, Jane
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,Program Effectiveness,Vocational Education,Stakeholders,Measurement Techniques,Workplace Literacy,Apprenticeships,Social Influences,Cost Effectiveness,Economic Factors,Costs

To better understand the return on investment (ROI) from technical and vocational education and training (TVET) requires an overarching view. Hence, this Guide presents an analytic framework that summarizes some of the main elements and issues that need to be considered in measuring ROI. This includes establishing the scope, context and purpose for measuring ROI, adopting guiding principles, identifying costs, benefits and factors that impact on ROI, and approaches to data collection and analysis. The Guide then introduces a framework that looks at the ROI equation from a range of perspectives -- including economic and social dimensions -- and for different stakeholders, including individuals, businesses and societies. The Guide presents relevant ROI indicators and measures drawn from the existing international research. Finally, it provides guidelines to planning and collecting ROI data, along with a set of practical pro forma resources and case studies to assist the reader. The primary aims of this Guide are: (1) to identify the main issues and key elements to measure the ROI; (2) to present a framework that encompasses different stakeholder groups and identifies key ROI indicators; and (3) to provide fundamental guidelines and tools for ROI planning and data collection.
Free Primary Education, Fertility, and Women&apos;s Access to the Labor Market: Evidence from Ethiopia. Policy Research Working Paper 9105
Author: Chicoine, Luke
Date: 2020-01-00
Type: Reports - Research
Subjects: Access to Education,Elementary Education,Females,Labor Market,Birth Rate,Fees,Foreign Countries,Correlation,Educational Change,Womens Education,Outcomes of Education,Program Effectiveness,Young Adults,Knowledge Level,Beliefs,Contraception,Language of Instruction,Native Language,Educational Quality,War,Child Abuse,Marriage

This article investigates the causal relationship between women's schooling and fertility by exploiting variation generated by the removal of school fees in Ethiopia. The increase in schooling caused by the reform is identified using both geographic variation in the intensity of its impact and temporal variation generated by the timing of the implementation. The model finds that the removal of school fees led to an increase in schooling for Ethiopian women and that each additional year of schooling led to a reduction in fertility. An investigation of the underlying mechanisms linking schooling and fertility finds that the decline in fertility is associated with an increase in labor market opportunity and a reduction in women's ideal number of children. [This paper is a product of the Knowledge and Strategy Team, Development Economics.]
VET for Secondary School Students: Post-School Employment and Further Training Destinations
Author: Misko, Josie
Date: 2020-00-00
Type: Reports - Research
Subjects: Vocational Education,Secondary Education,Secondary School Students,Job Training,Job Skills,Experiential Learning,Employment Qualifications,Outcomes of Education,Employment Level,Foreign Countries,Postsecondary Education,Relevance (Education)

The aim of the vocational education and training (VET) for Secondary School Students program, formerly referred to as VET in Schools program, is potentially to give students an advantage by providing access to training that combines classroom-based learning with experience in actual or simulated workplaces. Importantly, the program also enables them to complete their secondary school studies. The benefits of the VET for Secondary School Students program (hereinafter referred to as VfSSS) can be assessed by the extent to which it prepares students for employment and further training -- a measure favoured by industry and to some degree by government -- and the extent to which it fulfills the objectives that schools have for their students in relation to this program. These include developing awareness of career options and gaining the skills and knowledge necessary for navigating their life and work journeys. On occasions these two purposes for VfSSS conflict. The research presented in this report looks at school students who undertook a VfSSS program in 2011 and investigates whether they are in work and/or further studies four to five years later (2016), as well as exploratory analysis of data from the Longitudinal Surveys of Australian Youth (LSAY 2009 commencing cohort) to enable comparisons between VfSSS and non-VfSSS students. The authors look specifically at the employment and further training or education destinations and outcomes of students participating in these programs, including the type and level of training they undertake and the relevance of their VfSSS courses to the type of jobs they were employed in four to five years after leaving school.
Invest in Education Early, Smartly and for All. Republic of Serbia. Synthesis Report
Author: World Bank
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Elementary Secondary Education,Educational Finance,Financial Support,Preschool Education,Access to Education,Equal Education,Basic Skills,Minority Groups,Social Bias,Expenditures,Faculty Workload,Educational Quality,Educational Improvement,Vocational Education,Academic Achievement,Networks,Teacher Student Ratio,Class Size,Wages,Reading Achievement,Teacher Responsibility,Enrollment,Part Time Faculty

The demographic shift occurring in Serbia has had a profound effect on the education system. The student population has declined by 21 percent in primary schools and 13 percent in secondary schools since 2000, but the school network has changed little since then. This has resulted in many schools with few students. Furthermore, the total number of teachers working in the education system has been increasing until very recently, creating further pressures on the education sector wage bill. In recognition of such challenges in the education sector as well as other social sectors, the Government of Serbia has embarked on a program to review the organizational and functional structures of service delivery, supported by a Stand-By Arrangement (SBA) approved by the International Monetary Fund (IMF) in February 2015. The purpose of the program is to enhance productivity and performance in the delivery of public services while also reducing the wage bill in the public administration.
The Science of Adult Literacy. Social Protection &amp; Jobs. Discussion Paper No. 2001
Author: Thomas, Michael S. C.
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Adult Literacy,Literacy Education,Program Effectiveness,Skill Development,Brain,Neurosciences,Adult Learning,Student Motivation,Resilience (Psychology),Learner Engagement,Teaching Methods,Peer Influence,Educational Technology,Culturally Relevant Education,Educational Principles,Research Needs,Reading Fluency,Classroom Environment,Student Characteristics,Executive Function,Memory,Oral Language,Attention,Visual Perception,Rewards,Interpersonal Relationship

This report considers the science of adult literacy acquisition, with the goal of identifying principles that may improve the effectiveness of adult literacy programs. We define literacy as a continuum, from emerging literacy, through improving literacy, to fluent literacy and we outline the factors that influence how far along that continuum an adult learner is likely to proceed. Four nested levels are identified at which obstacles to literacy progress operate, but to which adult learners may also bring strengths. We consider the evidence base for each of these levels: (1) &quot;The Brain,&quot; where the basic neuroscience of how learning changes over the lifespan gives us clues about processes that restrict adult learning, and hints about how teaching can be optimized for the adult brain; (2) &quot;The Person,&quot; where the roles of motivation, resilience and engagement can have a profound impact on outcomes; (3) &quot;The Learning Environment,&quot; where teaching approach, course structure, fellow learners and technology can all affect progress; and (4) &quot;The Cultural Context,&quot; where integrating expectations and local needs into literacy programs can allow learners to access materials in the most acceptable and appropriate ways. Principles derived from this evidence base are integrated and contextualized in an analysis of six case studies from the field. We indicate areas where further research is required (e.g., determining the degree of practice adults require to achieve fluency); and identify metrics that future literacy programs should collect in order to build an evidence base of properties that improve effectiveness. The evidence summarized in this report suggests that there is scope to improve outcomes in adult literacy programs around the world, and to realize more of the social and economic benefits that such gains provide. [This paper was commissioned for the World Bank activity on Innovations in Adult Literacy.]