ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Recruitment and Retention Strategy
Author: Department for Education (DfE) (United Kingdom)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Teacher Recruitment,Teacher Persistence,Beginning Teachers,Faculty Development,Career Development,Barriers,Educational Strategies,Teaching Conditions,Teacher Qualifications,Teacher Effectiveness,Educational Change,Best Practices,Evidence Based Practice,Incentives,Preservice Teacher Education

Teachers enter the profession motivated by the chance to change lives. This must begin with the right foundations. At the centre of this strategy is the most significant reform to teaching in a generation -- the introduction of the Early Career Framework (ECF). The framework will underpin a step change in support for early career teachers, providing a funded entitlement to a structured 2-year package of high quality development. Careers in teaching must be able to reflect the different lives and aspirations of teachers. This strategy will build on the Early Career Framework, ensuring that it provides the foundation for further professional development and clearer career pathways for teachers, including those who want to stay and excel in the classroom. The main chapters of this document identify 4 key barriers to achieving these ambitions, and outline the steps to take to begin to overcome them. The first 3 chapters focus on teacher retention -- reflecting the renewed emphasis on this challenge -- with the final chapter returning to recruitment, outlining steps designed to make it easier for great people to start and return to teaching. This strategy outlines the key areas where the focus, reform and investment will have the biggest impact on improving teacher recruitment and retention, helping to meet the shared challenge that teachers face. [Forward written by Damian Hinds.]
What about the Schools? Factors Contributing to Expanded State Investment in School Facilities -- Case Study State #1: Texas
Author: Rivera, Marialena
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Educational Finance,Educational Facilities,State Aid,Investment,Public Schools,Taxes,Court Litigation,State Legislation,Resource Allocation,Debt (Financial),Educational Equity (Finance),Elementary Secondary Education

Through case studies of five states with varying facilities policies, the study presented in &quot;What about the Schools? Factors Contributing to Expanded State Investment in School Facilities&quot; examines the factors contributing to expanded state investment in equitable public school facilities and how those factors can be leveraged to encourage states that make minimal investments to expand their support for facilities funding. The five case study states are Massachusetts, New Jersey, Ohio, Texas, and Wyoming. This report provides details from the case study of Texas. The state of Texas has experienced rapid population growth and student enrollment increases in the past couple decades. While state and local levels have both invested in educational facilities in Texas over the last 20 years, the share of facilities investment coming from state versus local sources is low. Texas' state share of total capital outlay was only 9 percent ($12.21 billion), from the 1992-93 school year to the 2012-13 school year, compared with a national average of 18 percent (Filardo, 2016). [For the full report, &quot;What about the Schools? Factors Contributing to Expanded State Investment in School Facilities,&quot; see ED591718.]
2016 West Virginia Early Learning Spotlight
Author: West Virginia Department of Education
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Reading Achievement,Achievement Gap,Grade 3,State Policy,Young Children,Emergent Literacy,Attendance,School Readiness,Extended School Day,Extended School Year,Reading Instruction,Educational Quality

West Virginia is committed to ensuring all children have the opportunity to engage in high-quality early learning experiences. As a result, a wealth of data exists to support the continuation of services. The data available to the field has resulted in the development of the West Virginia Early Learning Spotlight Report. This annual report is designed to help stakeholders gain a deeper understanding of the status of children pre-k through third grade. To assist West Virginia in closing the literacy achievement gap by the end of the third grade, recent legislation and subsequent state code and policy have resulted in development of a statewide Transformative System of Support for Early Literacy (WVBE Policy 2512). This systemic process is designed to ensure the success of all young children in West Virginia. Known as the West Virginia Leaders of Literacy: Campaign for Grade-Level Reading, this system of support for early literacy has been developed to assist all 55 West Virginia counties in closing the literacy achievement gap in West Virginia by the end of the third grade. These efforts are supported by the West Virginia Department of Education, the West Virginia Board of Education, the West Virginia Legislature, as well as Governor Tomblin's administration. The components of the West Virginia Leaders of Literacy: Campaign for grade-Level Reading are: (1) School attendance; (2) School readiness; (3) Extended-Day &amp; Extended-Year Learning; and (4) High quality Instruction.
The Power of Middle Leaders in California Community Colleges: Why Is Now the Time to Foster Middle Leadership. A Call to Action
Author: Asera, Rose
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Community Colleges,College Administration,Middle Management,Instructional Leadership,Leadership Training,Educational Administration,Professional Development,Skill Development,Leadership Role,Transformational Leadership

Middle leaders are emerging as a powerful resource in California's community colleges, driving change and advancing student success. The term middle leader has typically been used to describe middle managers in business and principals or district leaders in K-12 schools. In community colleges, the term has been used to designate positions below the executive level-- positions with formal titles and responsibilities such as dean or department chair. However, over the last 10 years a broader, more inclusive definition of middle leadership has emerged in community colleges. Educators--faculty, administrators, and classified professionals--across all levels of the institution have taken on leadership roles and are working to make their colleges more effective and equitable. In this paper, the author discusses why it is important to foster middle leadership in California Community Colleges at this time. She explores the work of two statewide programs--Basic Skills Initiative Leadership Institute for Curricular and Institutional Transformation (BSILI) and Leading from the Middle (LFM)--that offer insight into how to develop middle leaders and provide examples of what changes middle leaders have been able to mobilize in their institutions.
2018-19 Tuition and Fees: Tuition and Fees at Virginia State-Supported Colleges and Universities
Author: Zheng, Yan
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Tuition,Fees,Higher Education,State Colleges,Public Colleges,State Aid,Educational Finance,In State Students,Out of State Students,Graduate Students,Educational Policy,Full Time Students,Community Colleges,Graduate Study,Undergraduate Study,Budgets

The Appropriation Act directs the State Council of Higher Education for Virginia (SCHEV) to make a report annually to the governor and the chairs of the House Appropriations and Senate Finance Committees on the annual change in total charges for tuition and fees approved by the boards of visitors at Virginia public institutions of higher education (Item 4-2.01.b.4.b). This report focuses on tuition and fees for in-state undergraduates and provides a summary of the following four items: (1) tuition and fees for the 2018-19 academic year; (2) state funding and tuition and fee trends; (3) tuition and fee comparisons; and (4) pathways for increased affordability beyond tuition and fees. The appendices provide comparisons of changes in tuition and fees for student types including in-state undergraduate, out-of-state undergraduate, in-state graduate, out-of-state graduate, in-state first professional and out-of-state first professional.
Beginning with the End in Mind: State Title I, Part D Logic Model Development Guide for Youth Who Are Neglected or Delinquent
Author: Seiter, Liann
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Child Neglect,Delinquency,Juvenile Justice,Logical Thinking,Models,Youth Programs,Correctional Education,Educational Legislation,Elementary Secondary Education,Federal Legislation

The State Title I, Part D (Part D) coordinator or other administrators of Part D programs have a focus on improving outcomes for children and youth. One way of outlining these goals and the path to achieving them is through the use of a logic model. This guide describes what a logic model is, outlines why and how a logic model can be useful, and provides questions to consider when designing a logic model. This tool provides two sections: (1) logic model development for programs serving youth in juvenile justice settings and (2) logic model development for programs serving youth in neglect settings. Each section proposes five long-term outcomes or system changes and includes detailed questions that walk through logic model creation using these outcomes. A template is included that can be filled out on the basis of the questions in the guide.
Kids &amp; Family Reading Report™. 7th Edition. Finding Their Story
Author: Scholastic Inc.
Date: 2019-00-00
Type: Reports - Research
Subjects: Reading Habits,Oral Reading,Emergent Literacy,Parent Role,Reading Aloud to Others,Parent Attitudes,Childrens Literature,Young Children,Children,Adolescents,Adolescent Literature,Minority Groups,Hispanic Americans,African Americans,Reading Material Selection,Reading Attitudes,Role Models,Racial Differences,Recreational Reading,Diversity,Whites,Asian Americans,American Indians,Pacific Islanders,Hawaiians,Gender Differences,Multiracial Persons,Family Environment

The &quot;Kids &amp; Family Reading Report&quot; is a national survey sharing the views of both kids and parents on reading books for fun and the influences that impact kids' reading frequency and attitudes toward reading. &quot;Finding Their Story&quot; is the second installment of the Scholastic &quot;Kids &amp; Family Reading Report™: 7th Edition,&quot; and explores attitudes and behaviors around reading books for fun, the latest trends in children's reading habits, what both kids and parents want in books, and the importance of book access. [For &quot;Kids &amp; Family Reading Report™. 7th Edition. The Rise of Read-Aloud&quot;, see ED594491. For the previous report, &quot;Kids &amp; Family Reading Report™. 6th Edition,&quot; see ED574005.]
Kids &amp; Family Reading Report™. 7th Edition. The Rise of Read-Aloud
Author: Scholastic Inc.
Date: 2019-00-00
Type: Reports - Research
Subjects: Reading Habits,Oral Reading,Emergent Literacy,Parent Role,Reading Aloud to Others,Parent Attitudes,Childrens Literature,Young Children,Children,Adolescents,Adolescent Literature,Minority Groups,Hispanic Americans,African Americans,Reading Material Selection,Reading Attitudes,Role Models,Racial Differences,Recreational Reading,Diversity,Whites,Asian Americans,American Indians,Pacific Islanders,Hawaiians,Gender Differences,Multiracial Persons

The &quot;Kids &amp; Family Reading Report&quot; is a national survey sharing the views of both kids and parents on reading books for fun and the influences that impact kids' reading frequency and attitudes toward reading. &quot;The Rise of Read-Aloud&quot; is one installment the Scholastic &quot;Kids &amp; Family Reading Report™: 7th Edition,&quot; and shows that more parents are reading aloud to their young children, that the family read-aloud experience is overwhelmingly positive, and that read-aloud frequency diminishes rapidly as children grow older. [For the previous report, &quot;Kids &amp; Family Reading Report™. 6th Edition,&quot; see ED574005.]
2016 West Virginia Early Learning Annual Report
Author: West Virginia Department of Education (WVDE), Office of Early Learning
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,State Policy,Young Children,Outcomes of Education,Extended School Day,Extended School Year,Access to Education,Partnerships in Education,Educational Trends,Educational Quality,Reading Programs,Program Effectiveness,Achievement Gap,Reading Readiness,Child Care Centers,Special Education,Academic Achievement,Enrollment

West Virginia's longstanding commitment to early learning efforts is evident across early learning programs. The state is one of a very small handful of states in the nation with free, full-day, five-day kindergarten for all children AND voluntary universal pre-k to all four year old children (and three year old children with special needs). West Virginia has continued to foster a progressive approach to early learning to best meet the holistic needs of all young children in the state. This document is divided into six parts: (1) Part One provides a timeline of early learning accomplishments. Beginning with the development of five-day, full-day kindergarten for all students in the mid-1990's; (2) Part Two contains an overview and intent of West Virginia Board of Policy 2525 -- West Virginia's Universal Access to a Quality Early Education System; (3) Part Three provides trend data on WV Universal Pre-K access and collaboration; (4) Part Four offers current and trend data on WV universal Pre-K Quality; (5) Part Five presents a look at early learning outcomes; and (6) Part Six presents Recent accolades and accomplishments for early learning in West Virginia.
An Independent Evaluation of the Growth Mindset Intervention. Issue Focus
Author: Zhu, Pei
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: High School Students,Learning Motivation,Intervention,Grade 9,Academic Persistence,Psychological Patterns,Resilience (Psychology),Educational Research,Data Collection,Program Evaluation

The growing awareness of the importance of the first year of high school for future success has prompted schools and districts across the country to develop interventions designed for ninth-graders. &quot;Growth mindset&quot; is an intervention that aims to increase students' desire to take on challenges and to enhance their persistence in school by counteracting the assumption, through the development of specific psychological processes, that academic struggles and setbacks mean that one is &quot;not smart.&quot; These psychological processes can result in academic resilience, which in turn can lead to better academic performance of ninth-graders as they make the transition to public high schools. The Mindset Scholars Network invited MDRC to conduct a confirmatory, independent evaluation of the growth mindset intervention using the data collected by the National Study of Learning Mindsets (NSLM) research team. Specifically, MDRC will review the existing data and verify the data processing method. This report discusses the background and data collection of the research done by NSLM during the examination of the growth mindset intervention, and it discusses the work that MDRC will be doing during its evaluation of the NSLM research.
Oregon Cohort Graduation Rate: Policy and Technical Manual. 2013-14 Graduation Rates -- Based on Students First Entering High School during the 2009-10 and 2010-11 School Years
Author: Oregon Department of Education
Date: 2014-00-00
Type: Tests/Questionnaires
Subjects: Graduation Rate,High School Students,Cohort Analysis,Longitudinal Studies,High Schools,School Districts,Accountability,Outcomes of Education,Group Membership,Data Collection,Check Lists,Computation

High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time (known as the high school entry year, or cohort year) and uses longitudinal student data to determine the student's outcome after four years. An extended rate, allowing one additional year for completion, is also tracked and reported as the 5-year Cohort Graduation Rates. These reports include other outcome categories for students in the cohort, in addition to graduates, and are disaggregated by subgroups such as race/ethnicity and gender. Under Oregon's Consolidated State Application Accountability Workbook, high school graduation rate targets were set for each year of accountability. Due to the additional time needed to calculate accurate Cohort Graduation Rates, the 2013-14 rates will be used as part of the 2014-15 Accountability Year determinations. This manual provides information on: (1) Changes for the 2013-14 calculation; (2) Cohort calculation; (3) Assigning a cohort year; (4) Identifying students in the state cohort; (5) Determining the final outcome; (6) Determining the Accountable district and school; (7) Determining student group membership; and (8) Appealing cohort graduation rates. Definitions, data sources, resources, and suggested validation checklist are also included. [This document was produced by Oregon Department of Education, Instruction, Standards, Assessment &amp; Accountability Unit.]
Office of Early Learning Annual Report 2017
Author: West Virginia Department of Education (WVDE), Office of Early Learning
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Access to Education,Educational Trends,Achievement Gap,Preschool Children,Partnerships in Education,Kindergarten,State Policy,Educational Policy,Emergent Literacy,Reading Programs,Literacy Education,Reading Instruction,Extended School Day,Extended School Year,Program Effectiveness,Outcomes of Education,Reading Achievement,Young Children,Reading Readiness

West Virginia is a nationally recognized leader for its strong commitment to high-quality early learning education programming. West Virginia is one of a very small handful of states in the nation with free, full-day, five-day kindergarten for all children AND voluntary universal pre-k to all four-year-old children (and three-year-old children with special needs). The National Institute for Early Education Research (NIEER) (2017) notes that West Virginia is one of five states in the nation to meet all current 10 quality benchmarks for its Universal Pre-K Program, and places West Virginia as sixth in the nation for access to four-year olds (seventh in the nation for access for three-year-olds). Ten new quality benchmarks were introduced in the 2016 NIEER State of Preschool. The new benchmarks were introduced to reflect current research and focus on process quality. West Virginia meets 9 of those in the first year. While the Universal Pre-K program is voluntary, the state participation rate is 76%. West Virginia has continued to foster a progressive approach to early learning to best meet the holistic needs of all young children in the state. This annual report is divided into five sections. Part One provides an introduction to early learning in the state. Part Two defines &quot;Universal&quot; in WV Pre-K, and contains an overview of West Virginia's Pre-K program. Also provided are key facts and data about universal Pre-K in the state. Part Three contains WV universal Pre-K access and collaboration trend data. Part Four contains WV Universal Pre-K quality current and trend data. Part Five discusses closing the early literacy achievement gap in West Virginia via the WV Leaders of Literacy Campaign for Grade Level Reading. The long term goals of the WV Leaders of Literacy: Campaign for Grade-Level Reading are to improve student achievement and close the 3rd Grade Literacy achievement gap, ultimately ensuring all West Virginia students graduate high school with the skills and dispositions required for college and/or career readiness. [For the 2016 Annual Report, see ED594492.]
Cohort Graduation Rate: Policy and Technical Manual. 2014-15 Graduation Rates -- Based on Students First Entering High School during the 2010-11 and 2011-12 School Years
Author: Oregon Department of Education
Date: 2015-00-00
Type: Tests/Questionnaires
Subjects: Graduation Rate,High School Students,Cohort Analysis,Longitudinal Studies,High Schools,School Districts,Accountability,Outcomes of Education,Group Membership,Data Collection,Check Lists,Computation

High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time (known as the high school entry year, or cohort year) and uses longitudinal student data to determine the student's outcome after four years. An extended rate, allowing one additional year for completion, is also tracked and reported as the 5-year Cohort Graduation Rates. These reports include other outcome categories for students in the cohort, in addition to graduates, and are disaggregated by subgroups such as race/ethnicity and gender. Under Oregon's Consolidated State Application Accountability Workbook, high school graduation rate targets were set for each year of accountability. Due to the additional time needed to calculate accurate Cohort Graduation Rates, the 2013-14 rates will be used as part of the 2014-15 Accountability Year determinations. This manual provides information on: (1) Changes for the 2014-15 calculation; (2) Cohort calculation; (3) Assigning a cohort year; (4) Identifying students in the state cohort; (5) Determining the final outcome; (6) Determining the Accountable district and school; (7) Determining student group membership; and (8) Appealing cohort graduation rates. Definitions, data sources, resources, and suggested validation checklist are also included. [This document was produced by the Oregon Department of Education Instruction, Standards, Assessment &amp; Accountability Unit.]
What about the Schools? Factors Contributing to Expanded State Investment in School Facilities -- Case Study State #2: Wyoming
Author: Rivera, Marialena
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Educational Facilities,State Aid,Investment,Facilities Management,Court Litigation,State Legislation,Public Schools,Taxes,Educational Equity (Finance),Debt (Financial),Financial Policy,State Policy,Resource Allocation,Educational Finance

Through case studies of five states with varying facilities policies, the study presented in &quot;What about the Schools? Factors Contributing to Expanded State Investment in School Facilities&quot; examines the factors contributing to expanded state investment in equitable public school facilities and how those factors can be leveraged to encourage states that make minimal investments to expand their support for facilities funding. The five case study states are Massachusetts, New Jersey, Ohio, Texas, and Wyoming. This report provides details from the case study of Wyoming. The State of Wyoming has invested equitably in educational facilities for its students. According to the State of Our Schools analysis of NCES statistics, Wyoming spent $3.8 billion in capital outlay from FY 1994-2013, or about $28,323 per student. The state's share of total capital outlay was 63 percent. Recently the responsibility for educational facilities has shifted from local school districts to the state. &quot;The State is responsible for all planning, design and construction or renovation of schools and district-owned facilities, including major maintenance and minor capital construction or component level projects (e.g., roof replacements or boiler replacements)&quot; (WLSO 2015). [For the full report, &quot;What about the Schools? Factors Contributing to Expanded State Investment in School Facilities,&quot; see ED591718.]