ethanporcaro/eric-fulltext-meta huggingface dataset:
Past and Projected Trends in Teacher Demand and Supply in Michigan. Appendixes. REL 2019-009
Author: Regional Educational Laboratory Midwest (ED)
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Teacher Supply and Demand,Teacher Shortage,Trend Analysis,Teacher Certification,Enrollment,Public Schools,School Districts,Geographic Regions,Special Education,Full Time Equivalency,Public School Teachers,Teacher Education Programs,English Language Learners,Substitute Teachers,Teacher Salaries,Low Income Students,Urban Schools,Suburban Schools,Rural Schools,Teacher Student Ratio

These are the appendixes for the report &quot;Past and Projected Trends in Teacher Demand and Supply in Michigan.&quot; State and school district leaders in Michigan are concerned about the challenges some districts are facing in filling certain classroom teacher vacancies and about the harmful impact of teacher shortages on students, schools, and communities. They have asked for better and more comprehensive information on the existence and extent of teacher shortages in the state. Using data from the 2013/14-2017/18 school years, this study examined trends in teacher demand, supply, and shortages in Michigan and projects shortages and surpluses for 2018/19-2022/23. The study found that total enrollment in Michigan public schools declined by 3 percent between 2013/14 and 2017/18, while enrollment of English learner students increased by 27 percent. Over the same period the size of the teacher workforce, measured in full time equivalent teachers, declined by 2 percent, and the number of newly certified active teachers declined by 23 percent. Some subject areas (particularly business education and career and technical education) and regions of the state (Upper Peninsula and Northwest) are projected to see teacher shortages between 2018/19 and 2022/23. However, the total active teacher supply in Michigan public schools is projected to meet demand during this period. Two appendixes are included in the document. [For the report, see ED597853; for the brief, see ED597854; and for the snapshot, see ED597855.]
Past and Projected Trends in Teacher Demand and Supply in Michigan. Study Brief. REL 2019-009
Author: Regional Educational Laboratory Midwest (ED)
Date: 2019-08-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Teacher Shortage,Trend Analysis,Teacher Certification,Enrollment,Public Schools,School Districts,Geographic Regions,Special Education,Full Time Equivalency,Public School Teachers,Teacher Education Programs,English Language Learners,Enrollment Trends,Teacher Salaries,Low Income Students,Urban Schools,Suburban Schools,Rural Schools,Substitute Teachers

State and school district leaders in Michigan are concerned about the challenges some districts are facing in filling certain classroom teacher vacancies and about the harmful impact of teacher shortages on students, schools, and communities. They have asked for better and more comprehensive information on the existence and extent of teacher shortages in the state. Using data from the 2013/14-2017/18 school years, this study examined trends in teacher demand, supply, and shortages in Michigan and projects shortages and surpluses for 2018/19-2022/23. The study found that total enrollment in Michigan public schools declined by 3 percent between 2013/14 and 2017/18, while enrollment of English learner students increased by 27 percent. Over the same period the size of the teacher workforce, measured in full-time equivalent teachers, declined by 2 percent, and the number of newly certified active teachers declined by 23 percent. Some subject areas (particularly business education and career and technical education) and regions of the state (Upper Peninsula and Northwest) are projected to see teacher shortages between 2018/19 and 2022/23. However, the total active teacher supply in Michigan public schools is projected to meet demand during this period. [For the report, see ED597853; for the appendixes, see ED597853; and for the snapshot, see ED597855.]
Past and Projected Trends in Teacher Demand and Supply in Michigan. Snapshot. REL 2019-009
Author: Regional Educational Laboratory Midwest (ED)
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Shortage,Trend Analysis,Teacher Certification,Enrollment,Public Schools,School Districts,Special Education,Full Time Equivalency,Public School Teachers,English Language Learners,Low Income Students,Suburban Schools,Rural Schools,Teacher Education Programs

State and school district leaders in Michigan are concerned about the challenges some districts are facing in filling certain classroom teacher vacancies and about the harmful impact of teacher shortages on students, schools, and communities. They have asked for better and more comprehensive information on the existence and extent of teacher shortages in the state. This study provides a systematic analysis of trends in teacher demand, supply, and shortages in Michigan between 2013/14 and 2017/18 and projects shortages and surpluses for 2018/19-2022/23. State and district leaders may be able to use the findings to inform policy decisions and actions to address teacher shortages and ensure that all students have access to the teachers they need. The study used data on personnel, certification, and substitute teacher permits from the Michigan Department of Education, along with publicly available federal and state data on district characteristics and teacher preparation and certification. [For the report, see ED597853; for the appendixes, see ED597853; and for the brief, see ED597854.]
Dual Language Program Evaluation, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-09-05
Type: Reports - Research
Subjects: School Districts,English Language Learners,Bilingual Education,English (Second Language),Second Language Instruction,Program Effectiveness,Immersion Programs,Language Proficiency,Academic Achievement,Language Fluency,Enrollment,Early Childhood Education,Standardized Tests,Achievement Tests,Mathematics Achievement,Reading Achievement,Developmental Programs,Spanish Speaking,Bilingualism,Elementary School Students,Middle School Students,High School Students,Alignment (Education)

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Language Learners (ELL) who participated in Dual Language program. In addition, the report includes performance results of fluent English-speakers enrolled in the Dual Language program.
Dual Language Program Evaluation, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-12-06
Type: Reports - Research
Subjects: School Districts,English Language Learners,Bilingual Education,English (Second Language),Second Language Instruction,Program Effectiveness,Immersion Programs,Language Proficiency,Academic Achievement,Language Fluency,Enrollment,Early Childhood Education,Standardized Tests,Achievement Tests,Mathematics Achievement,Reading Achievement,Developmental Programs,Spanish Speaking,Bilingualism,Elementary School Students,Middle School Students,High School Students

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Language Learners (ELL) who participated in Dual Language program. In addition, the report includes performance results of fluent English-speakers enrolled in the Dual Language program.
Dual Language Program Evaluation Report, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-10-23
Type: Reports - Research
Subjects: School Districts,English Language Learners,Bilingual Education,English (Second Language),Second Language Instruction,Program Effectiveness,Immersion Programs,Language Proficiency,Academic Achievement,Language Fluency,Enrollment,Early Childhood Education,Standardized Tests,Achievement Tests,Mathematics Achievement,Reading Achievement,Developmental Programs,Spanish Speaking,Bilingualism,Elementary School Students,Middle School Students,High School Students,Alignment (Education)

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Learners (EL) who participated in the Dual Language program. In addition, the report includes performance results of fluent English-speakers enrolled in the Dual Language program.
Bankruptcy and Student Loans. CRS Report R45113, Version 5. Updated
Author: Lewis, Kevin M.
Date: 2019-07-18
Type: Reports - Descriptive
Subjects: Student Loan Programs,Debt (Financial),Loan Default,Federal Legislation,Courts,Loan Repayment,Legal Problems,Standards,Financial Problems,Higher Education

As overall student loan indebtedness in the United States has increased over the years, many borrowers have found themselves unable to repay their student loans. Ordinarily, declaring bankruptcy is a means by which a debtor may discharge--that is, obtain relief from--debts he is unable to repay. However, Congress, based upon its determination that allowing debtors to freely discharge student loans in bankruptcy could threaten the student loan program, has limited the circumstances in which a debtor may discharge a student loan. Under current law, a debtor may not discharge a student loan unless repaying the student loan would impose an &quot;undue hardship&quot; upon the debtor and his dependents. This report provides a comprehensive overview of the various legal issues related to whether--and under what circumstances--a debtor may discharge a student loan in bankruptcy. The report begins by providing general background on bankruptcy law and the principles governing the discharge of outstanding debt. In so doing, the report explains how and why the Bankruptcy Code generally makes student loans nondischargeable absent an &quot;undue hardship.&quot; The report then describes the various legal standards that courts have applied when determining whether a particular debtor is entitled to an undue hardship discharge. The report closes by describing various potential considerations for Congress, including ways in which Congress could alter the Bankruptcy Code's current treatment of student loans.
Dual Language Program Evaluation: Developmental Bilingual &amp; Two-Way Bilingual Immersion, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-09-11
Type: Reports - Research
Subjects: School Districts,English Language Learners,Bilingual Education,English (Second Language),Second Language Instruction,Program Effectiveness,Immersion Programs,Language Proficiency,Academic Achievement,Language Fluency,Enrollment,Early Childhood Education,Standardized Tests,Achievement Tests,Mathematics Achievement,Reading Achievement,Developmental Programs,Spanish Speaking,Bilingualism,Elementary School Students,Middle School Students,High School Students,Alignment (Education)

The Texas Education Code requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in two of the bilingual programs offered by the district during the 2012-2013 school year. These are the Developmental Bilingual Program (DBP) and a Two-Way Bilingual Immersion Program (TWBIP). Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Language Learners (ELL) who participated in these two programs. In addition, the report includes performance results of fluent English-speakers enrolled in the Two-Way Bilingual program. A total of 39,801 ELL students participated in bilingual programs in 2012-2013, with 14,468 of these in the DBP and 2,011 in the TWBIP. Results showed that current two-way students performed better than developmental students on all subjects of the State of Texas Assessments of Academic Readiness (STAAR) (English version) and Stanford 10. Current dual language students showed declines in performance on both the STAAR and Stanford 10 compared to the previous year, but they performed better than all students districtwide in mathematics, while showing some performance gaps in reading and language assessments. In contrast, students who used to be in a dual language program but who had exited ELL status did better than the district in all subjects of the STAAR, STAAR End-of-course (EOC), Texas Assessment of Knowledge and Skills (TAKS), and Stanford 10. Finally, two-way students had higher overall English proficiency, and showed more improvement, than did students in the developmental bilingual program.
Education-Related Regulatory Flexibilities, Waivers, and Federal Assistance in Response to Disasters and National Emergencies. CRS Report R42881, Version 17. Updated
Author: Granovskiy, Boris
Date: 2019-07-31
Type: Reports - Descriptive
Subjects: Natural Disasters,Federal Aid,Elementary Secondary Education,Postsecondary Education,Federal Legislation,Educational Legislation,Disabilities,Higher Education,Emergency Programs,Veterans Education,Grants,Compliance (Legal),Student Financial Aid,Vocational Rehabilitation,Federal Programs

The majority of federal assistance for disaster management is made available from the Federal Emergency Management Agency (FEMA), as authorized under the Robert T. Stafford Disaster Relief and Emergency Assistance Act (Stafford Act: P.L. 93-288). The public assistance available under the Stafford Act largely provides funds for disaster relief activities such as debris removal, emergency protective measures, and the repair, replacement, or restoration of public facilities damaged during the disaster. On several occasions, Congress has also enacted legislation to create temporary targeted assistance programs to support Department of Education (ED) administered programs at the elementary, secondary, and postsecondary education levels. Such assistance was authorized to meet the needs of students, schools, and states during specific disasters. For example, temporary programs have provided funds to restart school operations, reopen schools, and re-enroll students. In addition to the assistance authorized by the Stafford Act and temporary targeted assistance programs, a wide range of disaster aid is provided by ED under statutory authority that specifically refers to disaster assistance, as well as under general assistance provisions. The first part of this report briefly describes recent education-related developments in response to numerous disasters in 2017, 2018, and 2019. It then describes education-related federal assistance provided by FEMA in the aftermath of disasters generally. This is followed by an examination of education-related disaster recovery and issues related to elementary and secondary education, postsecondary education, and various ED-administered programs typically serving adult learners. The report also includes an appendix summarizing education-related disaster appropriations administered by ED from between 2005 and 2010. [This report draws largely on a previous report authored by Cassandria Dortch, Rebecca R. Skinner, and David P. Smole.]
Dual Language Program Evaluation, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-10-10
Type: Reports - Research
Subjects: School Districts,English Language Learners,Bilingual Education,English (Second Language),Second Language Instruction,Program Effectiveness,Language Proficiency,Academic Achievement,Language Fluency,Enrollment,Early Childhood Education,Standardized Tests,Achievement Tests,Mathematics Achievement,Reading Achievement,Developmental Programs,Spanish Speaking,Bilingualism,Elementary School Students,Middle School Students,High School Students,Immersion Programs

The Texas Education Code requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Language Learners (ELL) who participated in Dual Language program. In addition, the report includes performance results of fluent English-speakers enrolled in the Dual Language program. A total of 1,748 ELL students participated in the Dual Language program in 2013-2014. Results showed that current Dual Language students performed better than other bilingual students on almost all subjects of the STAAR (English version), EOC, and Stanford 10. Current Dual Language students showed declines in reading performance on both the STAAR and Stanford 10 compared to the previous year, but they performed better than all students districtwide in mathematics on the STAAR. Dual Language students had higher overall English proficiency, and showed more improvement, than did students in other bilingual programs. Students who used to be in the Dual Language program but who had exited ELL status did better than the district in all subjects of the STAAR, STAAR EOC, and Stanford 10. Finally, English-speaking students in the Dual Language program showed evidence for full bilingualism and biliteracy.
Improving Noncollege Pathways to Skills and Successful Careers
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Career Readiness,Labor Force Development,Job Skills,Apprenticeships,Educational Attainment,Employers,Career Counseling,Competence,Personnel Selection,High School Graduates,Wages,College Graduates,Academic Degrees,Occupations,Experiential Learning,Industry,Financial Support,Educational Finance

The Committee for Economic Development (CED) believes the nation must focus on effective pathways to help students from all backgrounds and educational attainments successfully transition to careers as members of a skilled US workforce. To further that goal, this report looks at three tools to better serve those students whose initial entry into the workforce will not necessarily include a traditional college degree. First, it looks at the need for and potential benefits of information for students and trainees as they navigate the initial transition from education to work. There are substantial potential returns to individuals and employers from scalable, evidence-based models that could inform students and trainees about which skills are in demand, how those skills can be obtained, and the likely return on their investment in such learning. Second, the report proposes smart investments in apprenticeships in the US, building on a history of bipartisan support. When executed well, apprenticeship programs, which help workers affordably gain in-demand skills and help employers develop and shape a pipeline of skilled workers, are one of the most promising nondegree career pathway models and promise important public benefits. Third, given the potential underutilization of existing talent among nondegree holders, the report encourages employers to rethink how they use educational attainment in evaluating and hiring potential talent, both for their own benefit and for the benefit of the large numbers of skilled students and trainees transitioning to careers without traditional degrees. With potential changes in technology and talent assessment on the horizon, forward-looking businesses should look to exploit a potential advantage in identifying more productive workers, with or without degrees.
Federal Investment, 1962 to 2018
Author: Campbell, Sheila
Date: 2019-06-00
Type: Numerical/Quantitative Data
Subjects: Federal Government,Investment,Federal Aid,Grants,Financial Support,Research and Development,National Security,Armed Forces,Transportation,Resource Allocation,Elementary Secondary Education,Vocational Education,Higher Education,Training,Employment,Natural Resources,Community Development,Veterans,State Government,Local Government,Private Financial Support

The federal government pays for a wide range of goods and services that are expected to contribute to the economy for some years in the future. Those purchases, called investment, fall into three categories: physical capital, research and development (R&amp;D), and education and training. There are several economic rationales for federal investment. The federal government can provide public goods that the private sector and state and local governments would not provide efficiently, such as national defense and basic scientific research. Federal investment can promote long-term economic growth--as education spending does by developing a skilled workforce, as R&amp;D spending does by prompting innovation, or as infrastructure spending does by facilitating commerce. And it can support the work of the federal government by, for instance, providing the structures and equipment necessary to perform federal activities. In 2018, the federal government spent $492 billion on investment, representing 12 percent of federal spending and 2 percent of gross domestic product (GDP). This updated report focuses on investment that the federal government makes either directly or through grants. [This report was written with guidance from Joseph Kile and Chad Shirley. To view the earlier version of the report, see ED577334.]