ethanporcaro/eric-fulltext-meta huggingface dataset:
The MILE Guide: Milestones for Improving Learning & Education
Author: Partnership for 21st Century Skills
Date: 2009-00-00
Type: Guides - General
Subjects: Curriculum Development,Guides,Educational Improvement,School Districts,Self Evaluation (Groups),Knowledge Level,Skill Development,Student Evaluation,Instructional Leadership,Policy Formation,Educational Policy,Partnerships in Education,Cooperative Planning,Academic Standards,Teaching Methods,Educational Environment,Professional Development,Global Approach,Thinking Skills

Every district will benefit from understanding where it sits on the continuum of 21st century skills integration. The Milestones for Improving Learning & Education (MILE) Guide Self-Assessment tool helps districts accomplish this essential first step, covering the primary responsibilities and activities within a district. Subjects covered include: (1) Student Knowledge and Skills; (2) Education Support Systems (e.g., curriculum, assessment, etc.); (3) Education Leadership; (4) Policymaking; (5) Partnering; and (6) Continuous Improvement. Once a district has completed its self-assessment, education leaders may use the Implementation Recommendations to further guide 21st century skills work. The MILE Guide includes a set of brief, user-friendly recommendations for each of the P21 (Partnership for 21st Century Skills) support systems. These P21 support systems include: (1) Standards; (2) Curricula; (3) Instruction; (4) Assessments; (5) Learning Environments; and (6) Professional Development. (Contains 3 footnotes.)
Up to the Challenge: The Role of Career and Technical Education and 21st Century Skills in College and Career Readiness
Author: Partnership for 21st Century Skills
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Global Approach,Vocational Education,Readiness,Educational Demand,Skill Analysis,Skill Development,Barriers,Best Practices,Educational Practices,Change Strategies,Educational Change,Learning Experience,Outcomes of Education,Educational Needs,Partnerships in Education,Educational Strategies,Developmental Studies Programs,Education Work Relationship

This report highlights the demand for skills in the global economy and the ways in which educators can meet this demand by drawing on both career and technical education and the Partnership for 21st Century Skills' Framework for 21st Century Learning. Twenty-first century skills and career and technical education are essential in every state, district and school committed to college and career readiness for all students. [Additional funding for this paper was provided by Adobe and Cengage Learning.]
21st Century Knowledge and Skills in Educator Preparation
Author: Greenhill, Valerie
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Educational Resources,Delivery Systems,Instructional Improvement,Teaching Models,Professional Development,Student Needs,Educational Needs,Pedagogical Content Knowledge,Knowledge Base for Teaching,Teaching Skills,Teacher Education Programs,Educational Principles,Skill Analysis,Skill Development

The purpose of this paper is to create the foundation for ongoing dialogue around how 21st century knowledge and skills can be appropriately embedded in educator preparation, and to guide the development of resources and services to support educator programs. This paper aims to: (1) Develop a blueprint for building the models, tools, resource base, and capacity needed to support this work; (2) Create an infrastructure of leadership and communications that will support the contributions of educator preparation programs and other key stakeholders to this initiative; and (3) Provide faculty training and resource pilot initiatives and partnerships to develop and test 21st century instructional models among higher education institutions nationwide. Appendices include: (1) P21 Framework Definitions; (2) 21st Century Student Outcomes; and (3) 21st Century Support Systems. A bibliography is included. [Additional funding for this paper was provided by Blackboard, ETS and Intel.]
21st Century Skills, Education & Competitiveness: A Resource and Policy Guide
Date: 2008-00-00
Type: Guides - General
Subjects: Educational Policy,Economic Climate,Educational Opportunities,Competition,Administrator Guides,Barriers,Economic Development,Education Work Relationship,Skill Development,Educational Needs,Educational Objectives,Educational Philosophy,Educational Change,Change Strategies,Global Approach

Americans are deeply concerned about their present and future prospects in a time of economic uncertainty. Policymakers have a make-or-break opening--and an obligation--to chart a new path for public education that will secure the nation's economic competitiveness. This guide summarizes the challenges and opportunities that, if left unaddressed, will curtail Americans' competitiveness and diminish their standing in the world. The warning signals are blinking red. They can thrive in this century only with informed leadership and concerted action that prepares them to compete. Policymakers and leaders in the business, education and workforce development communities are urged to use this guide as a resource for shaping policies that are attuned to competitive needs.
Timing Issues with Early Childhood Education Programs: How Effect Sizes Vary by Starting Age, Program Duration and Persistence of Effects
Author: Duncan, Greg J.
Date: 2011-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Young Children,Program Effectiveness,Effect Size,Age Differences,Time Factors (Learning),Meta Analysis,Early Intervention,Comparative Analysis,Experimental Groups,Control Groups,Quasiexperimental Design,Outcomes of Education,Cognitive Development,Academic Achievement,Student Behavior,Social Development,Emotional Development,Intelligence Quotient,Time on Task

The focus of this paper centers around timing associated with early childhood education programs and interventions using meta-analytic methods. At any given assessment age, a child's current age equals starting age, plus duration of program, plus years since program ended. Variability in assessment ages across the studies should enable everyone to identify the separate effects of all three time-related components. The project is a meta-analysis of evaluation studies of early childhood education programs conducted in the United States and its territories between 1960 and 2007. The population of interest is children enrolled in early childhood education programs between the ages of 0 and 5 and their control-group counterparts. Since the data come from a meta-analysis, the population for this study is drawn from many different studies with diverse samples. Given the preliminary nature of their analysis, the authors cannot offer conclusions at this point. (Contains 1 footnote and 1 table.)
The Impact of an Urban Universal Public Prekindergarten Program on Children's Early Numeracy, Language, Literacy, and Executive Function Outcomes
Author: Weiland, Christina
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Evidence,School Readiness,Preschool Education,Numeracy,Program Effectiveness,Intervention,Urban Education,Public Education,Quasiexperimental Design,Regression (Statistics),Language Skills,Preschool Curriculum,Emergent Literacy,Cognitive Processes,Outcomes of Education

The authors add to and extend the emerging evidence base of the effects of public preschool programs on child school readiness. Using a quasi-experimental, Regression Discontinuity (RD) design, they estimate the impacts of a universal preschool program on children's early numeracy, language, literacy, and executive function skills, both for the overall population and for several subgroups. While they find impacts similar to those reported in other public prekindergarten RD studies, they make a unique contribution to the literature, as theirs is the first causal study of a universal prekindergarten program in which a uniform curricula was in place across the district and in which they have information about the type of care experienced by control children during the treatment year. At Society for Research on Educational Effectiveness, they will also present results from robustness checks new to this literature, including sensitivity of results to differential time to join and attrit from the intervention. (Contains 4 tables and 1 figure.)
Numbers and Types of Public Elementary and Secondary Local Education Agencies from the Common Core of Data: School Year 2009-10. First Look. NCES 2011-346
Author: Keaton, Patrick
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: School Districts,State Departments of Education,Data Collection,Elementary Secondary Education,Public Education,Charter Schools,Unions,Regional Programs,Enrollment,Surveys,Grouping (Instructional Purposes)

This report presents findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and other jurisdictions in the 2009-10 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state education agencies (SEAs) to the National Center for Education Statistics through the U.S. Department of Education's ED&quot;Facts&quot; data collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 5 tables and 4 footnotes.)
The Relationship between Advanced Placement and College Graduation. 2005 AP Study Series, Report 1
Author: Dougherty, Chrys
Date: 2006-02-00
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,Graduation Rate,Student Participation,Academic Achievement,Least Squares Statistics,Outcomes of Education,Correlation,Comparative Analysis,High Schools,Demography,Predictor Variables,College Preparation,Institutional Characteristics,Minority Groups,Low Income Groups,Magnet Schools,College Bound Students,Racial Differences,African American Students,Hispanic American Students,White Students,Asian American Students,American Indians,College Graduates,Socioeconomic Influences

This study explores the relationship between college graduation rates and student participation and success in Advanced Placement (AP) courses and exams. We reviewed three approaches to examining this relationship: 1) comparing the college graduation rates of AP and non-AP students; 2) comparing the college graduation rate of AP and non-AP students after controlling for students' demographics and prior achievement and the demographics of their high schools; and 3) examining the relationship between percent of students from a given high school graduating from college, and the school's percent of students in Advanced Placement. We conclude that the percent of a school's students who take and pass AP exams is the best AP-related indicator of whether the school is preparing increasing percentages of its students to graduate from college. The importance of AP exam results indicates the need for schools and districts to pay close attention not only to the quality of teaching in Advanced Placement courses but also to improving the academic preparation of students prior to their enrollment in those courses. Appendices include: (1) Cohort Definitions and Descriptive Statistics; (2) Hierarchical Linear Modeling Analysis; (3) Ordinary Least Squares Analysis With School-Level Data; and (4) Differences in College Graduation Rates Compared with Students Not Participating in Advanced Placement. A bibliography is included. (Contains 16 tables, 6 figures and 30 footnotes.)
Identifying and Studying High-Performing Schools. NCEA Issue Brief # 1
Author: Dougherty, Chrys
Date: 2006-01-00
Type: Reports - Descriptive
Subjects: Academic Achievement,High Achievement,Institutional Characteristics,Research Methodology,Educational Research,Performance Factors,Reliability,Performance Based Assessment

Researchers and education leaders may seek to identify high-performing schools for at least three purposes. The first is to study how the practices in high-performing schools differ from those in average- or low-performing schools, in the hope that some of these practices will prove useful in improving other schools. The second is to use the higher performing schools' accomplishments to convince educators in other schools that they can do significantly better with "their kinds of kids." The third purpose is to publicly honor and reward high-performing schools to motivate others to emulate the desirable practices in those schools. Researchers may want to investigate how the practices found in high-performing schools vary systematically from those of schools that are average or low performing on the same indicators. Schools that are high performing on Indicator A but not B may also be contrasted with other schools that are high performing on both indicators. The purpose of these studies is to a) identify practices that are worthy of further study, and b) provide educators with specific information on "how high-performing schools do it" that can be helpful in their own improvement efforts. This paper presents ideas for identifying and studying high-performing schools. (Contains 14 footnotes.)
Lessons for PreK-3rd from Montgomery County Public Schools. An FCD Case Study
Author: Marietta, Geoff
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Public Schools,Advanced Placement,Reading Achievement,African American Students,Hispanic American Students,White Students,Learning Readiness,School Districts,Educational Improvement,English (Second Language),Poverty,Goal Orientation,College Preparation,Early Intervention,At Risk Students,Preschool Children,Elementary School Students,Academic Standards,Parent Participation,Cooperative Planning,Family School Relationship,Partnerships in Education,Faculty Development,Teacher Competencies,Accountability

Reading achievement in the United States has stagnated. In 2009, only 33 percent of Fourth Graders were proficient or above in reading--a mere two percentage points higher than in 1998. At the same time, double-digit achievement gaps between African American and Latino/Hispanic students and their white counterparts have changed little in nearly two decades. More troubling, there are few examples of system-wide success stories--school districts that have improved equity and overall student achievement. Montgomery County Public Schools (MCPS) in Maryland is one such example. Since 1998, the district's population of English Language Learners increased 103 percent and the number of students receiving a free or reduced lunch went up 44 percent. During the same period, MCPS improved the proportion of Third Graders reading proficiently or above to 88.9 percent, shrank its Third Grade reading achievement gap by 29 percentage points, and increased the number of students taking at least one Advanced Placement exam by 25 percentage points to 61.5 percent--almost 2.5 times that of the national average. In addition, nearly 77 percent of all graduating seniors enroll in college. So, how did MCPS accomplish this even as its demographics rapidly changed? It started early, at the beginning of the education &quot;value chain&quot; and made large and consistent investments in early learning. Today, 91 percent of MCPS Kindergartners enter First Grade ready to learn, reading at text level 4 or above according to the standards-based Assessment Program in Primary Reading. This paper presents lessons drawn from Montgomery County Public Schools. A glossary of programs, plans and initiatives is included. (Contains 6 figures and 35 endnotes.)
PreK-3rd: How Superintendents Lead Change. PreK-3rd Policy Action Brief. No. Five
Author: Marietta, Geoff
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Public Schools,Learning Readiness,Academic Persistence,High School Graduates,School Districts,Counties,Educational Change,Change Strategies,Superintendents,Administrator Role,Instructional Leadership,Academic Achievement,State Standards,Reading Skills,Professional Development

Leading change to create an integrated PreK-3rd education and connect early learning programs with the K-12 system is not easy. Superintendents require courage to take the first step, persistence and political skills to encourage organizational and community engagement, and a relentless focus on results to measure progress and build momentum. As a growing number of districts initiate and implement PreK-3rd efforts, how should superintendents lead the change? What are their key challenges? What is the pivotal role of the superintendent? How long does it take to show results? The disciplined leadership of three superintendents--Jerry Weast, Bette Hyde, and Mark Johnson--from three very different school districts--Montgomery County Public Schools in Maryland, Bremerton School District, in the state of Washington, and Nooksack Valley School District, also in Washington--answer these questions. Weast, Hyde, and Johnson all work with different constituents, school boards, and communities, yet their courage, persistence, and focus in building integrated and excellent PreK-Grade 12 systems are producing similarly exceptional outcomes. With over 141,000 students on the outskirts of the nation's capital, Montgomery County Public Schools boasts 90 percent of exiting Kindergartners ready to learn, 89 percent of Third Graders reading proficiently, 86 percent of high school graduates going to college, and a double-digit narrowing of achievement gaps in every grade. In the midsized Bremerton School District, located across Puget Sound from Seattle, Hyde saw the percentage of Fourth Graders meeting state reading standards rise every year up from 59 percent in 2003, to 74 percent by 2009; that same year, 66 percent of entering Kindergarteners knew their letters--an increase of 62 percentage points in eight years. Finally, in rural Nooksack Valley, Johnson's decade-long leadership resulted in 77 percent of Fourth Graders and 88 percent of Tenth Graders reading at state standard by 2009. This paper presents three key steps for PreK-3rd leadership. (Contains 8 notes and 34 online resources.)
Tribal CCDF Guide to "Financial Management, Grants Administration, and Program Accountability"
Author: Administration on Children, Youth, and Families (DHHS), Child Care Bureau
Date: 2009-08-00
Type: Guides - General
Subjects: School Readiness,Program Administration,Money Management,Guidance,Accountability,Grants,Child Care,Federal Regulation,Administrator Guides,Program Guides,American Indian Education,American Indian Studies,Tribes,Administrative Principles,Financial Support,Federal Legislation,Educational Policy

Tribal managers and staff working with Federal grants must be fully knowledgeable of all applicable Federal requirements and skilled in applying these requirements to the daily operation of their programs, whether starting a new program or striving to maintain a quality program which meets the intent of the enacting legislation. It is the responsibility of both the tribal fiscal and program managers to identify the regulations and other requirements that apply to the programs they administer. This Guide focuses on the fiscal administration and accountability issues related to the tribal Child Care and Development Fund (CCDF) program, including basic financial management and grants management principles. Footnotes in each section point to sources of additional information, including guidance documents disseminated by the Child Care Bureau and specific sections of the Federal regulations that govern the CCDF program. Tribal CCDF administrators and fiscal managers should always consult the regulations and current CCDF guidance for the most comprehensive and up-to-date information on the management of a tribal CCDF program. By adhering to applicable regulations and working towards increased operating efficiencies, Tribes have the opportunity to provide enhanced child care services that promote both school readiness for Indian children and economic self-sufficiency for Indian families. Web Sites for Documents Referenced in This Guide are appended. (Contains 37 footnotes.)
Declining Fortunes of Children in Middle-Class Families: Economic Inequality and Child Well-Being in the 21st Century. FCD Child and Youth Well-Being Index (CWI) Policy Brief 2011
Author: Hernandez, Donald J.
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Economic Climate,Trend Analysis,Role of Education,National Security,Child Development,Well Being,Children,Longitudinal Studies,Family Income,Community Involvement,Interpersonal Relationship,Health,Middle Class,Low Income Groups,Disadvantaged,Futures (of Society)

Americans are struggling through the greatest economic downturn since the Great Depression. In recent years, a significant body of research and analysis has documented the breakdown of the middle class and the impact of the current financial crisis on family income, housing, and jobs. But few reports have examined these impacts through the lens of how they affect America's children--a critical gauge of individuals' commitment to their future and the future of the nation. These concerns are the impetus for this first-ever report to address these questions: What impact are the growing income gap and the declining fortunes of the middle class and lower-income class having for the well-being of children? How can these findings help set priorities for policies in the near-term as the nation struggles to recover from the recession--and build resilience for the future? This report is based on an analysis that traces over 24 years the relationship between family income levels and positive and negative outcomes for children across key indicators of their health, education, and social relationships. New results spanning the past quarter century (1985-2008) tell what the future may hold for America's children, depending on whether past trends continue or public policies intervene. These results are based on analyses of trends in ten key indicators and four domains of child well-being included in the Foundation for Child Development (FCD) annual Child Well-Being Index (CWI), the most comprehensive measure of how well America's children are faring (Land, Lamb, and Mustillo, 2001; Land, 2010). Critical to national security are well-educated and healthy children. The findings in this report suggest that, if policymakers do not increase and use more wisely public investments in children and present trends are allowed to continue, children today will inherit a nation that is more unequal, more stratified, and less economically competitive than the nation which their parents and grandparents have experienced. This report presents findings pertaining to four specific domains: family economic well-being, community engagement, health, and social relationships. Results for these four domains are combined to form an overall index of child well-being. Viewing child well-being through the lens of children in middle-class and low-income families, compared to children in the highest income group, this report draws on results presented in a more detailed discussion of trends interpreted in the context of the full complement of 28 CWI indicators (Hernandez and Marotz, under review). (Contains 15 figures.)