ethanporcaro/eric-fulltext-meta huggingface dataset:
NEPC Review: &quot;Why Indiana Parents Choose: A Cross-Sector Survey of Parents&apos; Views in a Robust School Choice Environment&quot; (EdChoice, September 2017)
Author: Powers, Jeanne M.
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: School Choice,Advocacy,Parent Attitudes,Parent Surveys,Elementary Secondary Education,Public Schools,Private Schools,Decision Making,Preferences,Educational Quality,School Safety,Satisfaction,Student Educational Objectives,Educational Vouchers,School Districts,Charter Schools,Tax Credits,Scholarships,Statistical Analysis,Statistical Significance

In this report, a school choice advocacy group presents results from its survey of K-12 parents within and across the public and private sectors. They report that parents are highly satisfied with voucher and tax credit scholarship programs and suggest that the findings support the expansion of school choice programs. However, these and other findings are consistent with research showing general parental satisfaction with their children's schools. One underemphasized finding is that substantial proportions of public school families--the largest constituency of K-12 parents in Indiana--did not participate in private school choice programs because they are happy with their current schools and want to support public schools. The survey and analysis fall short in four ways. First, three incompatible data collection methods were used to collect small samples of non-representative groups of Indiana parents. Second, the statistical analyses are too weak to draw clear conclusions. Third, while organized like a conventional research study, the report appears to be designed to advance an agenda rather than provide substantive answers to important policy questions. Finally, the report provides little new information about parents' experiences with their children's schools. Thus, the report does not add to our knowledge about school choice in Indiana or provide much useful information about public support for school choice programs. A list of notes and references is provided. [For &quot;Why Indiana Parents Choose: A Cross-Sector Survey of Parents' Views in a Robust School Choice Environment,&quot; see ED579213.]
Braiding, Blending, and Layering Funding Sources to Increase Access to Quality Preschool. State Technical Assistance Report
Author: Fonseca, Manuela
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Access to Education,Educational Finance,Administrator Attitudes,Educational Quality,Relevance (Education),Costs,Funding Formulas,Finance Reform,Barriers,Program Effectiveness,Profiles,State Programs,Structured Interviews

This brief examines braiding, blending, and layering funding streams as possible strategies for supporting and sustaining high quality preschool programs. Interviews across three states with school district administrators, a Head Start director, and the director of a child care program illustrate how some leaders at the local level combine available funds to offer families the programming they need for their children. Sustaining quality inclusive early childhood programs for children from families with lower incomes is a concern for all state and local administrators, including the administrators of the Preschool Development Grant (PDG). The strategies of braiding, blending and layering federal, state and local funding streams to provide more comprehensive, inclusive early learning programs for young children and their families are not new. The goal of this brief is to increase awareness of these strategies, add some new funding streams (i.e., PDG funds) to the mix for consideration, and profile how local administrators are making it work in their contexts.
Identifying Young Dual Language Learners: State Policies, Home Language Surveys, and Language Proficiency Assessments. State Technical Assistance Report
Author: Fonseca, Manuela
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: State Policy,Bilingual Students,Educational Practices,Needs Assessment,Talent Identification,Outcome Measures,Language Proficiency,Family Environment,Preschool Education,Kindergarten,Surveys,Language Tests,Second Language Learning,English (Second Language)

The United States is becoming a more culturally and linguistically diverse nation. This is especially true when we look at the youngest generation of learners. This growing diversity increases the need to accurately identify young children as dual language learners (DLLs) prior to kindergarten. Ensuring educators have a strong understanding of their students' skills helps guarantee their early learning programs are able to build on students' strengths and address their needs. This timely brief addresses the questions: How are states identifying and assessing young DLLs? What policies and practices are in place? What assessment measures are appropriate and effective? It examines state policies requiring the identification of DLLs in Pre-K reviews current practices in home language surveys and language proficiency assessments.
Smoothing out the Bumps of Transitioning to Kindergarten. State Technical Assistance Report
Author: Fonseca, Manuela
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Kindergarten,Transitional Programs,School Readiness,Educational Policy,Educational Practices,Program Implementation,Models,State Policy,State Action,State Programs,Change Strategies

The transition to kindergarten is an important time in the young life of a preschooler. Research has shown that the quality of children's kindergarten transition processes has implications for their future academic and social outcomes, and the level of family engagement in kindergarten. Research further indicates that children living in families with low incomes are less likely to have positive transition experiences. This brief examines policies and practices that can be implemented to increase the likelihood that all children will have positive transition experiences. It includes a sample of promising kindergarten transition practices at the state and local levels, and describes a model for creating successful transitions to kindergarten.
Curriculum Policies and Guidelines of the Preschool Development and Expansion Grant Programs. State Technical Assistance Report
Author: Fonseca, Manuela
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Curriculum Guides,Educational Policy,Guidelines,Preschool Education,Grants,Preschool Curriculum,Definitions,Educational Quality,Educational Research,Models,Program Evaluation,Correlation

This brief examines the curricular policies and guidelines of the eighteen Preschool Development or Expansion Grantees. It explores how these states are addressing the curriculum-related requirements of the Preschool Development Grant (PDG) program. This brief clarifies the PDG requirements, discusses aspects of curriculum, and presents a snapshot of the preschool curriculum policies and guidelines of the PDG states.
Comprehensive Assessment Systems in Preschool Development and Expansion Grant States. State Technical Assistance Report
Author: Mitchell, Susan
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Evaluation,State Programs,Program Implementation,Evaluation Methods,Screening Tests,Formative Evaluation,School Readiness,Teacher Student Relationship,Classroom Techniques,Grants,Educational Practices

This document compiles information from multiple sources to offer readers a snapshot of Preschool Development and Expansion Grant (PDG) states' progress towards implementing a full comprehensive assessment system, as well as the tools they are using for each of the components.
Preschool Development Grants and Head Start: Partners in Realizing the Promise. State Technical Assistance Report
Author: Fonseca, Manuela
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Curriculum,Educational Improvement,Grants,Partnerships in Education,Program Evaluation,Barriers,Program Effectiveness,Kindergarten,State Programs,Early Childhood Education,Case Studies

Preschool Development Grant (PDG) grantees and Head Start programs are funded to provide high-quality preschool education and comprehensive services to families meeting federal poverty guidelines. The overlap of program standards and services across these two programs provides unique opportunities for partnerships. This document provides examples from PDG states who have successfully bridged the PDG/Head Start partnership process. The document provides a review of the individual program components, several partnership examples and information on the strategies states can use to support successful partnerships.
Graduation and Dropout Statistics Annual Report. Report to the Legislature [2015-16]
Author: Weaver-Randall, Katie
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Dropout Rate,Elementary Secondary Education,American Indian Students,Asian American Students,Pacific Americans,African American Students,Hispanic American Students,White Students,Multiracial Persons,Special Education,Limited English Speaking,Low Income Students,Migrants,Homeless People,Foster Care,Females,Males,Dropout Characteristics

Under the guidelines of state law, RCW 28A.175.010, the Office of Superintendent of Public Instruction (OSPI) is required to report annually on the educational progress of public school students in grades 7-12. At the direction of the U.S. Department of Education, Washington uses the adjusted cohort graduation calculation to track a single cohort of students over four or five years. This report summarizes the graduation rates following the 2015-16 school year. The adjusted cohort method yields a 79.1 percent 4-year graduation rate for the Class of 2016, students who first began 9th grade in 2012-13. This is slightly higher than the Class of 2015, whose 4-year graduation rate was 78.1 percent. An additional 3.8 percent of students in the Class of 2015 graduated during their fifth-year of high school (2015-16) for a total 5-year rate of 81.9 percent. The cumulative dropout rate, after four years, for students entering 9th grade in 2012-13 was 11.7 percent. [Appendices A through I, which are not included in this report, are available as electronic files under &quot;Graduation and Dropout Statistics&quot; at http://www.k12.wa.us/DataAdmin. For the previous report, &quot;Graduation and Dropout Statistics Annual Report [2014-15], see ED583115.]
Graduation and Dropout Statistics Annual Report. Report to the Legislature [2016-17]
Author: Weaver-Randall, Katie
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Dropout Rate,Elementary Secondary Education,American Indian Students,Asian American Students,Pacific Americans,African American Students,Hispanic American Students,White Students,Multiracial Persons,Special Education,Limited English Speaking,Low Income Students,Migrants,Homeless People,Foster Care,Females,Males,Dropout Characteristics

Under the guidelines of state law, RCW 28A.175.010, the Office of Superintendent of Public Instruction (OSPI) is required to report annually on the educational progress of public school students in grades 7-12. At the direction of the U.S. Department of Education, Washington uses the adjusted cohort graduation calculation to track a single cohort of students over time. This report summarizes the graduation rates as of the 2016-17 school year for the four, five, six, and seven year graduation cohorts. For the Class of 2017 (students who first began 9th grade in 2013-14), the 4-year adjusted cohort graduation rate is 79.3 percent, which is 0.2 percentage points higher than the Class of 2016 graduation rate (79.1 percent). An additional 2,982 students from the Class of 2016 graduated during their fifth year of high school (2016-17) for a total 5-year rate of 82.4 percent. With an adjusted cohort rate of 83.1 percent, the Class of 2015 had an increase of 1.2 percent in their sixth year (2016-17), or 5.0 percent more students graduating after the four year time frame. The Class of 2014 had a rate of 82.9 percent graduating after seven years (2016-17), which is a total of 5.7 percent of students graduating in the extended timeframe. [Appendices A through N, which are not included in this report, are available as electronic files under &quot;Graduation and Dropout Statistics&quot; on OSPI's Data and Reports webpage. For the previous report, &quot;Graduation and Dropout Statistics Annual Report. Report to the Legislature [2015-16],&quot; see ED583135.]
Experience and Attitude of Primary School Students towards Gregorian Singing
Author: Blaškovic, Jelena
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Music,Music Education,Christianity,Churches,Religious Factors,Singing,Foreign Countries,Student Attitudes,Questionnaires,Audio Equipment,Positive Attitudes

Gregorian singing is a part of liturgical tradition of Western-European Christianity. It is a special type of singing sprung from the Church of Roman ritual for the needs of church service. The specificity of Gregorian coral's music expression is entailed in modal monody which is inseparable from the text. With its overriding the ancient music practice (Greece, Jewish music) and alongside the influence of local specificities in the West, Gregorianics gave way to later vocal forms. In primary education, Gregorian singing isn't represented in the school subject Music according to the Teaching Curriculum prescribed by the Republic of Croatia's Ministry of Science, Education and Sports. The aim of the paper is to examine the experience and attitude of students in primary education towards Gregorian singing. The research used audio questionnaire with five music examples of Gregorian singing. It was implemented in the school year 2016/2017 on 110 students of primary school Galdovo (Sisak, Croatia). The results have shown that pupils express liking (positive attitude) towards the heard examples of Gregorian singing although most of them didn't hear Gregorian singing before. The subjects expressed the desire to get to know Gregorian singing more deeply during Music lessons. More than 80% of them considered Gregorian singing to be soothing and pleasant.
Highlights from the Student Transitions Project: Longitudinal Study of Entrants to Bachelor&apos;s Degree Programs in B.C.
Author: Ministry of Advanced Education (British Columbia), Student Transitions Project
Date: 2013-12-00
Type: Reports - Research
Subjects: Foreign Countries,Bachelors Degrees,Longitudinal Studies,Enrollment,College Students,Graduation Rate,Student Mobility,Academic Persistence

The Student Transitions Project (STP) conducted a study of 12,508 students who entered bachelor's degree programs in B.C.'s public post-secondary institutions in Fall 2005. The education activities and outcomes of these students were followed over a period of 19 terms, or just over six years, ending in Fall 2011. This longitudinal research study has the potential to explore many different avenues of academic success, but this first roll out of research findings focuses on three outcomes of bachelor's degree entrants, including credential completions, student mobility and student persistence. Where appropriate, the measures of success are summarized at four different levels of aggregation: province, region, sector and program. This study focuses exclusively on those students who clearly entered a Bachelor's degree program, as provided in their student enrollment records. The STP acknowledges that a significant number of students who did not initially indicate or enroll in a Bachelor's degree program in Fall 2005, have subsequently completed one or are now seeking one. In fact, nearly half (44%) of all 2010/11 Bachelor's degree completers did not initially enter a Bachelor's degree when they first enrolled. The findings show that students who are still persisting toward their first or subsequent credential, six years after entry, are more mobile than those bachelor's entrants who completed a credential and chose not to register further. B.C.'s flexible transfer and mobility system offers numerous options for students wishing to switch to another institution or program suitable for their needs.
Review of &quot;The Effects of Test-Based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida&quot;
Author: Robinson-Cimpian, Joseph P.
Date: 2015-12-00
Type: Opinion Papers
Subjects: Achievement Tests,Standardized Tests,State Standards,Regression (Statistics),Outcomes of Education,Grade 3,Grade Repetition,Test Results,Cutting Scores,Student Promotion,Remedial Instruction,Probability,Generalizability Theory,Mathematics Achievement,Reading Achievement,Reports,Educational Policy,Intervention,Validity,Scores,Elementary School Students

A recent NBER [National Bureau of Economic Research] working paper examines Florida's policy to retain many low-scoring third graders. The report concludes that third-grade retention has immediate positive effects on the following year's test results, but these effects fade over the next six years, with no effect on graduation. The regression discontinuity methods used to estimate the effects, comparing students immediately above and below the law's cut-score, are generally good for making causal claims. But there is a serious shortcoming in the design--namely, the law requires that students below the cut-score receive intensive extra services intended to raise their subsequent achievement, and this applies to those retained and those promoted. This means the researchers do not know if these positive outcomes for those below the cut-score were due to the greater likelihood of retention or to the assurance of additional services. Also, two-thirds of students who fall below the cut-off score are nonetheless promoted because they fall into exception categories. Finally, the researchers exacerbate outcome differences by using an Instrumental Variable approach, which attributes the entire above/below-threshold difference to just retained students, effectively making the outcome difference appear more than three times as large. Because the policy stipulates that promoted students below the threshold also receive extra services that promoted students above the threshold do not receive, the IV approach is inappropriate. Even setting aside these problems, the study has extremely limited generalizability, restricted to students at or very near the threshold and directly affected by the policy. These and other problems call into serious question any causal claims of the longer-term effects and any policy utility for the report. Contains a combined list of notes and references. [This is one of a series of Think Twice think tank reviews. For &quot;The Effects of Test-Based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida. NBER Working Paper No. 21509,&quot; see ED583006.]
Findings from the 2014-15 Survey on the Use of Funds under Title II, Part A. Subgrants to LEAS
Author: Department of Education (ED)
Date: 2015-07-00
Type: Reports - Research
Subjects: Educational Finance,Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Aid,Grants,School Districts,Teacher Effectiveness,Educational Quality,Educational Change,Administrator Surveys,Expenditures,Resource Allocation,Class Size,Faculty Development,School District Size,Poverty,College Readiness,Career Readiness,Teacher Evaluation,Standards,Program Implementation,Tables (Data)

The &quot;Elementary and Secondary Education Act of 1965,&quot; as amended (ESEA), provides funds to States and districts to improve the quality of their teachers and administrators in order to raise student achievement. These funds are provided through ESEA Title II, Part A (&quot;Improving Teacher Quality State Grants--Subgrants to LEAs&quot;). Under ESEA, States can use funds for a variety of teacher quality activities in any subject area. In the 2014-15 school year, Title II, Part A provided States with approximately $2.13 billion for teacher quality reforms. In order to better understand how school districts used the funds available to them in the 2014-15 school year, surveys were administered to a nationally representative sample of 800 school districts. The sample of districts was drawn from the Common Core of Data (CCD) and stratified by district size (enrollment) and level of poverty. District poverty data are from the U.S. Census Bureau. The key findings in this document summarize data from the completed surveys of 75 percent of the sampled districts. All weights were adjusted for nonresponse.
NEPC Review: Gender Identity Policies in Schools: What Congress, the Courts, and the Trump Administration Should Do
Author: Kim, Robert
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Political Issues,Sexual Identity,Government Role,Public Policy,Student Characteristics,Educational Policy,Federal Government,Federal Legislation,Equal Education,Gender Issues,Educational Legislation,Gender Discrimination,Sex Fairness,Court Litigation,Public Schools,Religion,Presidents,Legal Responsibility,Privacy,School Safety

A recent Heritage Foundation report argues that Title IX does not require schools to protect students from discrimination on the basis of gender identity. It criticizes the Obama Administration for issuing guidance and enforcing Title IX to protect transgender students, and it urges the Trump Administration and courts to keep gender identity protections out of federal laws. Oddly, transgender youth are at the center of, and yet somehow go wholly unexamined in, this report on gender identity policy. The report never acknowledges or addresses (a) legal opinions that gender identity discrimination is a form of sex discrimination; (b) the near-consensus within the medical, scientific, and educational communities concerning how transgender students should be treated; and (c) other research or literature shedding light on the appropriate care for and education of transgender youth. Additionally, the report erroneously asserts that transgender-inclusive policies will embolden men to enter women's facilities to assault or abuse them. What is entirely missing from this report--and what policymakers and educators urgently need--is guidance in an area that may be new or unfamiliar to them. Fortunately, many states and districts have adopted positive gender-identity-related laws, policies, and practices that answer questions and serve as useful guidance for other jurisdictions about how to successfully integrate transgender students in schools. This report provides a review of &quot;Gender Identity Policies in Schools: What Congress, the Courts, and the Trump Administration Should Do.&quot; (A list of notes and sources is included.) [For the Heritage Foundation report, &quot;Gender Identity Policies in Schools: What Congress, the Courts, and the Trump Administration Should Do. Backgrounder. No. 3201,&quot; see ED583005.]