ethanporcaro/eric-fulltext-meta huggingface dataset:
Program for the International Assessment of Adult Competencies (PIAAC): County-Level Estimation for Age and Education Groups Methodology Report. NCES 2023-004
Author: Erciulescu, Andreea
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: Adults,International Assessment,Competence,Basic Skills,Age Groups,Adult Literacy,Educational Attainment,Counties,Models,Statistical Analysis,Computation,Numeracy

The Program for the International Assessment of Adult Competencies (PIAAC) is a multicycle survey of adult skills and competencies sponsored by the Organization for Economic Cooperation and Development (OECD). The survey examines a range of basic skills in the information age and assesses these adult skills consistently across participating countries. PIAAC is the sixth of a series of adult skills surveys, sponsored by the National Center for Education Statistics (NCES), that have been implemented in the United States. This third report describes the methodology used to produce the county-level estimates by age and education groups. [For the second report, &quot;Program for the International Assessment of Adult Competencies (PIAAC): State-Level Estimation for Age and Education Groups Methodology Report. NCES 2022-050,&quot; see ED622835.]
Promising Practices: Smart State Strategies for Building Intensive Tutoring Systems
Author: Education Trust
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Tutoring,State Programs,Program Effectiveness,Equal Education,Emergency Programs,Federal Aid,Pandemics,COVID-19,Educational Finance,Educational Strategies,Educational Legislation

In May 2021, Education Trust, Education Reform Now, and FutureEd published &quot;State Guidance for High-Impact Tutoring&quot; (ED614259) to help states implement successful tutoring programs. This follow-up publication outlines the features of effective and equitable state tutoring initiatives and provides examples of states that show promise in implementing them, to further support the work of state and district education leaders. [This report was co-produced by Georgetown University, FutureEd.]
Shut Out: Why Black and Latino Students Are Under-Enrolled in AP STEM Courses
Author: Patrick, Kayla
Date: 2022-04-00
Type: Reports - Research
Subjects: African American Students,Hispanic American Students,Disproportionate Representation,Advanced Placement Programs,Enrollment,STEM Education,Educational Environment,School Policy,Barriers,Equal Education,Access to Education,Academic Aspiration,Low Income Students,Student Characteristics,Student Interests,Educational Equity (Finance),Racism,Information Dissemination,Student School Relationship,Culturally Relevant Education

For this report, The Education Trust teamed up with Equal Opportunity Schools to look at students' access to Advanced Placement (AP) courses in science, technology, engineering, and math (STEM). The authors found that although many Black and Latino students aspire to go to college and are interested in STEM subjects, very few are actually enrolled in AP STEM courses that would prepare them for college and a STEM career. This new research, based on survey data from approximately 200,000 students from various backgrounds across 184 schools, also indicates that a positive and inviting school climate plays an important role in getting more Black and Latino students into advanced courses. There are many policies and practices that school, district, and state leaders can implement to remove the systemic barriers and conditions that shut Black and Latino students out of advanced STEM courses. This report includes recommendations on how to advance equity in access to and success in advanced coursework, including creating positive school climates where students of color feel safe, have a sense of belonging, and see themselves reflected in the curriculum.
Factors Affecting MAPEH Students&apos; Performance in Integrated Art Education
Author: Gula, Louie P.
Date: 2022-06-00
Type: Journal Articles
Subjects: Academic Achievement,Integrated Curriculum,Art Education,College Students,Foreign Countries,Teacher Education,Music Education,Physical Education,Health Education

This study aims to find out the factors that hinder the students in learning Integrated Art Education. A descriptive research design was utilized in the conduct of the study. The researcher prepared a questionnaire with 15 closed-ended- questions that could be answered objectively. The study discovered that the students would learn more when they feel that they belong to a certain group. Interests in a subject also matter, that the more you are interested in a particular subject, the more you will learn the material. Parent support marks an impact on the student's interest in learning Arts. Therefore, personal interest in a subject must be given attention and managed properly. Parent's support also plays a vital role in reinforcing the students on what to pursue in order to maintain their motivation.
BC Student Outcomes: The 2020 Highlights
Author: BC Student Outcomes (Canada)
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Outcomes of Education,Postsecondary Education,Student Satisfaction,Associate Degrees,Bachelors Degrees,Certification,Apprenticeships,Vocational Education,College Graduates,Employment Level,Unemployment,Job Skills,Educational Attainment,Intellectual Disciplines,Educational Finance,Paying for College,Debt (Financial),Workplace Learning,Wages,Program Effectiveness,Student Loan Programs

Every year, BC Student Outcomes collects feedback from former students who took post-secondary programs. Student feedback is essential to maintain quality and relevance in the education system. In 2020, more than 29,000 former students were surveyed; key results from those surveys are presented here. In 2020, 92 percent of the former post-secondary students surveyed were satisfied (includes Very satisfied and Satisfied responses) with the education or training they received. [Outcomes surveys are conducted with funding from the Ministry of Advanced Education and Skills Training, the Industry Training Authority, and from British Columbia's public post-secondary institutions. For &quot;BC Student Outcomes: The 2019 Highlights,&quot; see ED609426.]
BC Student Outcomes: The 2021 Highlights
Author: BC Student Outcomes (Canada)
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Outcomes of Education,Postsecondary Education,Student Satisfaction,Associate Degrees,Bachelors Degrees,Certification,Apprenticeships,Vocational Education,College Graduates,Employment Level,Unemployment,Job Skills,Educational Attainment,Intellectual Disciplines,Educational Finance,Paying for College,Debt (Financial),Workplace Learning,Wages,Program Effectiveness,Student Loan Programs

Every year, BC Student Outcomes collects feedback from former students who took post-secondary programs. Student feedback is essential to maintain quality and relevance in the education system. In 2021, just over 29,500 former students were surveyed; key results from those surveys are presented here. In 2021, 92 percent of the former post-secondary students surveyed were satisfied or very satisfied with the education or training they received. [Outcomes surveys are conducted with funding from the Ministry of Advanced Education and Skills Training, the Industry Training Authority, and from British Columbia's public post-secondary institutions. For &quot;BC Student Outcomes: The 2020 Highlights,&quot; see ED622842.]
Evaluation of the Imagine Learning Program Used with English Language Learners. Evaluation Matters. Volume 5, Number 2
Author: Shneyderman, Aleksandr
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Program Evaluation,English Language Learners,Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Teaching Methods,Program Implementation,Barriers,Academic Achievement,Literacy Education,Computer Software,Student Records,Kindergarten,Elementary Secondary Education,Outcome Measures,School Districts

Imagine Learning is a computer-based instructional program used with English Language Learners (ELLs) in the District. It is designed to provide instruction specifically to ELLs. During the 2014-2015 school year, the Imagine Learning (IL) program was implemented across the District, mostly for students at the initial level of participation in the English for Speakers of Other Languages (ESOL) program. Students who started participating in the program no later than November of 2014 and accumulated at least 20 hours of program participation were selected for potential inclusion in the Program Sample. Not all schools started participating in it at the beginning of the school year. This fact and the almost universal implementation of the program presented a challenge in selecting acceptable samples of students participating and not participating in the program. The results of the statistical analyses indicate that program students did not outperform comparison students (in the sense of statistically significant differences) in any of the comparisons.
Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities. Research Brief
Author: Melnick, Hanna
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Preschool Teachers,Kindergarten,Preschool Education,Labor Force Development,Teacher Supply and Demand,Teacher Qualifications,Credentials

In 2021, California committed to making transitional kindergarten (TK)--a school-based preschool program initially designed for older 4-year-olds--available for all 4-year-olds by 2025-26. As TK becomes universal, California will need to greatly expand the early learning workforce. This brief provides estimates of how many TK teachers California will need; describes the potential supply pools that could meet this demand; outlines pathways into the profession; and offers recommendations to help stabilize, support, and expand the entire early childhood workforce. [For the full report, see ED622846.]
Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities
Author: Melnick, Hanna
Date: 2022-06-00
Type: Reports - Research
Subjects: Preschool Teachers,Kindergarten,Teacher Qualifications,Labor Force Development,Preschool Education,Teacher Recruitment,COVID-19,Pandemics,Teacher Shortage,Diversity (Faculty),Teacher Supply and Demand,Investment,Labor Needs,Teacher Education Programs,Teacher Selection,Credentials

In 2021, California made major new investments to advance its commitment to early childhood education through universal preschool. One important investment was extending state funding for transitional kindergarten (TK), previously just for older 4-year-olds, to all 4-year-olds by 2025-26. To ensure the quality of new preschool investments, California must recruit and prepare a sufficient number of qualified teachers in TK and other early childhood programs--a challenge given the rapid expansion of the program. This challenge is even greater during the COVID-19 pandemic, when school districts and early childhood programs are facing significant staffing shortages. This report provides estimates of how many TK teachers California will need through 2025-26 and discusses potential pathways to support a diverse, well-prepared workforce, both in TK and in other early childhood programs. The authors also offer recommendations that state policymakers could follow to stabilize, support, and expand the broader early childhood workforce and to build pathways for racially, linguistically, and culturally diverse educators. [For the Research Brief, see ED622845.]
Preparing Wisconsin Teachers: Research and Recommendations for Licensure and Program Approval
Author: Wojcikiewicz, Steven K.
Date: 2022-02-00
Type: Reports - Evaluative
Subjects: Teacher Certification,Licensing Examinations (Professions),State Policy,Policy Formation,Labor Force Development,Achievement Gap,Teacher Shortage,Faculty Mobility,Teacher Education Programs,Teacher Qualifications,Diversity (Faculty),Alternative Teacher Certification,Program Evaluation,Standards,Teacher Supply and Demand,Teacher Orientation,Teacher Distribution

Advances in the science of learning and development, along with the increasing demands of life and work in the 21st century, are raising expectations for schools and educators. Policy levers that affect the teacher workforce will play a key role in meeting these expectations. This report, one of a series of state policy studies produced by the Learning Policy Institute in collaboration with the Council of Chief State School Officers, examines teacher licensure and preparation program approval systems in Wisconsin. This study was designed to assess how these systems are advancing the preparation of a stable, diverse, well-qualified, and equitably distributed teacher workforce to support all students' deeper learning and social, emotional, and academic development. This report draws upon multiple sources, including state teacher and student data, analyses of statutory and regulatory frameworks and policy activities, and interviews with educators and state agency staff. It opens with a description of the state policy context, including challenges in public education and the teacher workforce. After a description of the recent policymaking activity that has created current systems, the report lays out the workings of licensure and program approval in detail. Finally, the report draws on contemporary research and state policy examples to provide recommendations aimed at systemic improvement and intended to help policymakers move closer to Wisconsin's teacher workforce goals.
Preschool Quality and Child Development: How Are Learning Gains Related to Program Ratings?
Author: Sussman, Joshua
Date: 2022-07-00
Type: Reports - Research
Subjects: Preschool Education,Educational Quality,Child Development,Achievement Gains,Educational Assessment,Program Evaluation,Preschool Children,Bilingual Students,Students with Disabilities,Ethnic Groups,Racial Differences,Social Development,Emotional Development,Literacy,Mathematics Achievement

This study investigates the relationships between preschool quality and children's learning and development from fall to spring of 1 school year through the analysis of child- and program-level data from approximately 70,000 children, ranging in age from 4.5 to 5.5 years old, in 1,700 Quality Counts California (QCC) rated preschool programs, the majority of which were center-based California State Preschool Programs. Learning and development was assessed using children's fall and spring scores on three domains of the Desired Results Developmental Profile, a developmental assessment administered by children's classroom teachers. The authors used multiple regression models to estimate the additional months of learning and development associated with attending a higher-rated program (Tier 4 or Tier 5) above and beyond the months of learning and development projected for a child attending a program rated Tier 3. The relatively small number of programs rated Tiers 1 and 2 were excluded from the analysis. The study suggests that attending a higher-quality-rated program is associated with greater learning and development than attending a lower-quality-rated program. [This report was co-produced by the Berkeley Evaluation and Assessment Research (BEAR) Center at the University of California, Berkeley, with additional support from the California Department of Social Services.]
Educator Diversity State Profile: Louisiana
Author: Education Trust
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Teacher Characteristics,Diversity (Faculty),Experienced Teachers,Minority Group Teachers,Minority Group Students,Educational Policy,State Policy,Policy Analysis,Elementary Secondary Education,Data Use,Goal Orientation,Teacher Education,Teacher Recruitment,Educational Finance,Teacher Persistence,Pandemics,Federal Aid,COVID-19

Research says that teacher diversity benefits all students, regardless of race or Ethnicity. However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color. Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in Louisiana for advocates, educators, and policymakers leading this work at the state level.
Educator Diversity State Profile: Massachusetts
Author: Education Trust
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Teacher Characteristics,Diversity (Faculty),Experienced Teachers,Minority Group Teachers,Minority Group Students,Educational Policy,State Policy,Policy Analysis,Elementary Secondary Education,Data Use,Goal Orientation,Teacher Education,Teacher Recruitment,Educational Finance,Teacher Persistence,Pandemics,Federal Aid,COVID-19

Research says that teacher diversity benefits all students, regardless of race or Ethnicity. However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color. Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in Massachusetts for advocates, educators, and policymakers leading this work at the state level.
Educator Diversity State Profile: Michigan
Author: Education Trust
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Teacher Characteristics,Diversity (Faculty),Experienced Teachers,Minority Group Teachers,Minority Group Students,Educational Policy,State Policy,Policy Analysis,Elementary Secondary Education,Data Use,Goal Orientation,Teacher Education,Teacher Recruitment,Educational Finance,Teacher Persistence,Pandemics,Federal Aid,COVID-19

Research says that teacher diversity benefits all students, regardless of race or Ethnicity. However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color. Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in Michigan for advocates, educators, and policymakers leading this work at the state level.
Educator Diversity State Profile: North Carolina
Author: Education Trust
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Teacher Characteristics,Diversity (Faculty),Experienced Teachers,Minority Group Teachers,Minority Group Students,Educational Policy,State Policy,Policy Analysis,Elementary Secondary Education,Data Use,Goal Orientation,Teacher Education,Teacher Recruitment,Educational Finance,Teacher Persistence,Pandemics,Federal Aid,COVID-19

Research says that teacher diversity benefits all students, regardless of race or Ethnicity. However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color. Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in North Carolina for advocates, educators, and policymakers leading this work at the state level.
Educator Diversity State Profile: Ohio
Author: Education Trust
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Teacher Characteristics,Diversity (Faculty),Experienced Teachers,Minority Group Teachers,Minority Group Students,Educational Policy,State Policy,Policy Analysis,Elementary Secondary Education,Data Use,Goal Orientation,Teacher Education,Teacher Recruitment,Educational Finance,Teacher Persistence,Pandemics,Federal Aid,COVID-19

Research says that teacher diversity benefits all students, regardless of race or Ethnicity. However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color. Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in Ohio for advocates, educators, and policymakers leading this work at the state level.
Educator Diversity State Profile: Pennsylvania
Author: Education Trust
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Teacher Characteristics,Diversity (Faculty),Experienced Teachers,Minority Group Teachers,Minority Group Students,Educational Policy,State Policy,Policy Analysis,Elementary Secondary Education,Data Use,Goal Orientation,Teacher Education,Teacher Recruitment,Educational Finance,Teacher Persistence,Pandemics,Federal Aid,COVID-19

Research says that teacher diversity benefits all students, regardless of race or Ethnicity. However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color. Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in Pennsylvania for advocates, educators, and policymakers leading this work at the state level.
Educator Diversity State Profile: Texas
Author: Education Trust
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Teacher Characteristics,Diversity (Faculty),Experienced Teachers,Minority Group Teachers,Minority Group Students,Educational Policy,State Policy,Policy Analysis,Elementary Secondary Education,Data Use,Goal Orientation,Teacher Education,Teacher Recruitment,Educational Finance,Teacher Persistence,Pandemics,Federal Aid,COVID-19

Research says that teacher diversity benefits all students, regardless of race or Ethnicity. However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color. Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in Texas for advocates, educators, and policymakers leading this work at the state level.