ethanporcaro/eric-fulltext-meta huggingface dataset:
At-Risk Funding in Kansas: Free Lunch Status and At-Risk Status. Research Reports
Author: Kansas Association of School Boards (KASB)
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: Public Schools,Low Income Groups,Poverty,School Districts,At Risk Students,Financial Support,Socioeconomic Status,Eligibility,Lunch Programs,Trend Analysis,Certification,Geographic Location,Population Trends,Correlation,Private Schools,Hispanic American Students,Racial Differences,Ethnic Groups,Family Income,Weighted Scores

The percentage of public school students qualifying for free or reduced price meals has increased from about 33 percent to nearly 50 percent over the past 15 years. Kansas uses the number of students eligible for free (but not reduced-price) lunch to determine the amount of funding school districts receive to provide for services to at-risk students. Because the value of this weighting factor has increased from 10 percent of base state aid per pupil to over 45 percent of base aid, questions have been raised about whether the number of students receiving free meals is due to actual changes in student and family economic need, or whether the increased weighting factor has caused districts to &quot;recruit&quot; families who may not actually qualify. This document presents data and comparisons that address those questions.
Long-Term Growth in Instructional and Student Support Employees. Research Reports
Author: Kansas Association of School Boards (KASB)
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: School Districts,School Personnel,Employees,Educational Finance,Administrators,Teachers,Paraprofessional School Personnel,Transportation,Food Service,Maintenance,At Risk Students,Poverty,Minority Group Students,Special Education,School Safety,Reading Skills,Reading Achievement,Mathematics Achievement,College Readiness,Graduation Rate,National Competency Tests

Nearly all of the positions added by Kansas districts since 1998 involved direct instruction of students (teaching) or supporting teachers and students. Districts have added over 9,600 employee positions since 1998, an increase of more than 16 percent. Over this same period, general administration positions were reduced by almost 17 percent. Statewide school enrollment increased by 3.5 percent between 1998 and 2015. Employees in other school district function areas increased at about the same rate as student increases, with the exception of transportation, which increased about 21 percent. The number of school employees increased between 1998 and 2002, declined in 2003 and 2004 when school funding was limited by economic recession; rose from 2005 to 2009 with significantly increased funding following the Montoy school finance decision; dropped in 2010 and 2011 after school funding was reduced during the Great Recession; and has partially recovered to pre-recession levels. These changes presented in this report are reported in an analysis of staff and students from 1998 to 2015 statewide and for each district using data from Kansas State Department of Education. Student Full Time Equivalent enrollments (FTEs) were taken from KSDE's Comparative Performance and Fiscal System (CPFS), and Staff FTEs were taken from KSDE's Certified and Noncertified Personnel Reports. Student FTEs in CPFS are only available back to the 1997-98 school year, which is why this starting point was selected.
Kansas School Expenditures 1998-99 through 2014-15: Trends and Details. Research Reports
Author: Kansas Association of School Boards (KASB)
Date: 2016-05-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Expenditures,Educational Finance,Expenditure per Student,Instruction,Educational Administration,Transportation,Educational Facilities,Debt (Financial),Trend Analysis,Elementary Secondary Education

This report examines the Kansas school district expenditure data provided by the Kansas State Department of Education on (KSDE) through its Comparative Performance &amp; Fiscal System (CPFS--http:// cpfs.ksde.org/), which includes all school district expenditures reported by Fund, Object, and Sub Object from the 1998-99 school year through the 2014-15 school year. Amounts related to funds transferred were excluded, as they do not represent actual expenditures. Also note this report only discusses expenditures and does not include information on budgeted amounts, allocations, or funds awarded. The report includes analysis by total amounts and by per pupil amounts. These per pupil amounts were calculated using the unaudited student FTEs also from KSDE's CPFS online.
The Impact of Poverty and School Size on the 2015-16 Kansas State Assessment Results
Author: Carter, Ted
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Poverty,School Size,Standardized Tests,Academic Achievement,Achievement Tests,Achievement Gap,Special Education,Low Income Groups,English Language Learners,College Readiness,Career Readiness,Socioeconomic Status,Enrollment,Statistical Analysis

Schools with higher percentages of students in poverty have lower student assessment results on the 2015-16 Kansas Math and ELA assessments, and larger schools have lower student achievement results than smaller schools. In addition, higher poverty schools are likely to have larger gaps in performance based on special education status and possibly school lunch eligibility when it comes to performing at grade level or above, but can be expected to have smaller gaps in performance based on special education status, lunch eligibility, and ELL program participation when it comes to performing at college/career ready or above. Finally, larger schools are likely to have larger gaps in performance based on lunch eligibility, ELL program participation, and possibly special education stats when it comes to performing at grade level or above, and can be expected to have smaller gaps based on special education status but larger gaps based on lunch status when it comes to performing at college/career ready or above. This report presents the results of a statistical analysis to determine the extent to which a school's enrollment size and the percent of students eligible for free or reduced-price lunch predict student performance on the 2015-16 Kansas State Assessments. School-level assessment data was used to see how the assessment results, consisting of the percent performing &quot;at grade level or above&quot; (levels 2, 3, and 4) and performing at &quot;college or career ready&quot; (levels 3 and 4) for Math and English Language Arts (ELA) for students in the all, free and reduced lunch, self-paid lunch, ELL, Non-ELL, with disabilities, and without disabilities groups could be predicted based on a) the school's total student enrollment, and b) poverty as measured by the percent of students eligible for free or reduced-price lunch. Accountability data was used (rather than report card data), and the analysis focused on the overall school results rather than grade-level-specific results. For the 2015-16 data, there were 1,374 schools included, 118 (8.588%) of which were private schools. Not every school was included in each analysis, as some schools did not have students in one or more of the student subgroups.
Improving Mathematics Learning of Kindergarten Students through Computer-Assisted Instruction
Author: Foster, Matthew E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Education,Arithmetic,Kindergarten,Computer Assisted Instruction,Computer Software,Evaluation,Low Income Students,Mathematics Instruction,Pretests Posttests,Numeracy,Scores,Achievement Tests,Vocabulary,Hierarchical Linear Modeling,Statistical Analysis,Number Concepts,Mathematics Skills,Mathematics Activities,Likert Scales

This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds. [This paper was published in &quot;Journal for Research in Mathematics Education&quot; (EJ1100307).]
IDRA Newsletter. Volume 44, No. 1
Author: Goodman, Christie L., Ed.
Date: 2017-02-00
Type: Collected Works - Serial
Subjects: Public Education,Educational Change,Public Schools,Data Collection,Educational Policy,Educational Practices,Student Attrition,Student Needs,At Risk Students,Family Involvement,Community Schools,State Legislation,Leadership,Educational Equity (Finance),Accountability,Student Evaluation,Access to Education,Elementary Secondary Education,Higher Education,English Language Learners

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on the Promise of Public Schooling and includes: (1) America Does Not Have to Stay Stuck at Losing One in Four High Schoolers (María &quot;Cuca&quot; Robledo Montece); (2) Families Transforming Public Schools--Gathering Data, Informing Policy and Practice (Aurelio M. Montemayor); and (3) IDRA Priority Policy Issues for Texas for 2017. (Individual articles contain resources.)
IDRA Newsletter. Volume 44, No. 2
Author: Goodman, Christie L., Ed.
Date: 2017-02-00
Type: Collected Works - Serial
Subjects: Student Diversity,Grades (Scholastic),College Bound Students,Inclusion,Access to Education,At Risk Students,State Legislation,Equal Education,Educational Policy,Higher Education,College Readiness,Minority Group Students,Immigrants,Student Needs,Alignment (Education),Elementary Secondary Education,Violence,School Safety,Muslims,Social Bias,Barriers,Intervention,Student Rights,Public Schools

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on college bound students and includes: (1) Since When are Good Grades and Diversity a Bad Thing? Recommendations and the Texas Top Ten Percent Plan (David Hinojosa); (2) Strategies for Creating College Readiness for Students of Color and Immigrant Students (DeShawn Preston and Amanda E. Assalone); (3) Relational Youth Violence--Protecting Muslim Youth in School (Sofia Bahena); and (4) Immigrant Students' Rights to Attend Public Schools: Alert for Registering Students for School.
Social and Instrumental Interaction between Parents and Their Toddlers with Autism: A Qualitative Analysis
Author: Schertz, Hannah H.
Date: 2018-03-00
Type: Journal Articles
Subjects: Autism,Child Development,Coding,Data Analysis,Infants,Interaction,Interpersonal Communication,Intervention,Observation,Parent Child Relationship,Pervasive Developmental Disorders,Qualitative Research,Social Development,Toddlers,Video Technology

A qualitative study of three parents and their toddlers with autism was conducted to investigate the communicative functions underlying parent-toddler interactions and how the instrumental or social nature of one partner's actions influenced the other's engagement. Parent-child interaction videos collected from a separate intervention study were transcribed with thick description, coded for literal and inferential meaning by independent coders, and analyzed for emergent themes following an iterative process of code categorization. Themes converged around the partner as instrument, attempted but missed social connections, and congruent social engagement. A complementary interactional sequential analysis revealed that communicative functions of initiating partners were largely mirrored in their partners' responding actions, suggesting that actively supporting parents to interact with their toddlers socially, rather than prescriptively or instrumentally, may be a potent intervention strategy to address the core social communication challenge in autism during the formative early developmental period. [This paper was published in &quot;Journal of Early Intervention&quot; (EJ1168909).]
Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools
Author: Foster, Matthew E.
Date: 2015-12-00
Type: Journal Articles
Subjects: Kindergarten,Mathematics Achievement,Outcomes of Education,Nonverbal Ability,Intelligence Quotient,Vocabulary Development,Phonological Awareness,Naming,Short Term Memory,Numeracy,Achievement Tests,Predictor Variables,Experimental Groups,Control Groups,Pretests Posttests,Cognitive Ability,Intelligence Tests,Statistical Analysis

This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numeracy and applied problems were administered in the spring of kindergarten. Fall numeracy scores accounted for substantial variation in spring outcomes (R[superscript 2] values = 0.49 and 0.32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (?R[superscript 2] = 0.05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (?R[superscript 2] = 0.14) after controlling for autoregressive effects and classroom nesting. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small.
Removing Legal Barriers around Work-Based Learning. Connecting the Classroom to Careers: The State&apos;s Role in Work-Based Learning
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Vocational Education,Workplace Learning,Barriers,Elementary Secondary Education,Educational Strategies,Educational Legislation,Partnerships in Education,Career Education,Career Development,Child Labor,Labor Legislation,School Business Relationship,Legal Responsibility,Employers,Federal Legislation,State Legislation,School Districts,Education Work Relationship,Disabilities,Equal Education,Technical Education

This report, the second installment in Advance CTE's &quot;Connecting the Classroom to Careers,&quot; series, explores an issue that is often a stumbling block for K-12 work-based learning--ensuring these experiences are safe and legal for students. This report features New Jersey, Kentucky and California and their approaches to dismantling work-based learning's legal barriers, including training teachers to understand the state and federal legal, health and safety requirements for work-based learning and mitigating work-based learning liability concerns for schools and employers. Debunking these myths is critical to scaling work-based learning. Starting with educating themselves, states can and should play an instrumental role in helping correct misconceptions about students under the age of 18 in the workplace. [For the other reports in this series, see ED581093, ED581094, and ED581095.]
Rankings &amp; Estimates: Rankings of the States 2016 and Estimates of School Statistics 2017
Author: National Education Association
Date: 2017-05-00
Type: Numerical/Quantitative Data
Subjects: Public Education,Government Role,Educational Finance,Geographic Location,Elementary Secondary Education,Enrollment Trends,Attendance Patterns,Teachers,Financial Support,Federal Aid,State Aid,Local Government,Income,Expenditures,Educational Administration,School Districts,High School Graduates,Salaries,Expenditure per Student

The data presented in this combined report provide facts about the extent to which local, state, and national governments commit resources to public education. NEA Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education policies, programs, and services. Part I of this report, &quot;Rankings 2016&quot; provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II, &quot;Estimates 2017&quot; is in its 72nd year of production and provides data tables projecting public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. Part III, National Trends 2007-17 presents summary data of national trends in student enrollment and attendance, staff salaries, sources of school funding, and levels of educational expenditures in the previous ten years. A glossary is provided. [For &quot;Rankings &amp; Estimates: Rankings of the States 2015 and Estimates of School Statistics 2016,&quot; see ED569221.]
Subsidizing Private Education at Taxpayer Expense. Policy Brief
Author: National Education Association
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Private Education,Grants,Tax Credits,Educational Benefits,Program Effectiveness,Finance Reform,Elementary Secondary Education

Efforts to subsidize private education take a variety of forms, with the most familiar being the private school voucher provided directly to parents. But there are other less direct ways governments subsidize private schools. One such method is to provide a tax credit to parents to offset their personal education expenses (education tax credit). Another is to allow individuals and corporations to reduce their tax bills by sending what they would otherwise owe in taxes to a foundation that turns the money into private school vouchers (tax credit voucher). Like directly funded vouchers, these tax loopholes do nothing to improve public schools, while actually reducing the amount of money available for proven school improvement strategies. These programs offer no proven educational benefit. This brief concludes that tax credit vouchers and education tax credits are just the latest in a long list of schemes that have diverted attention from what children and schools really need--programs and funding to recruit, train, and retain the best teachers; smaller classes so they can devote enough attention to each child; high-quality early childhood education programs so children come to school ready to learn; tutoring to ensure that those who fall behind aren't left behind, and the active involvement of parents and the community.
Rankings &amp; Estimates: Rankings of the States 2014 and Estimates of School Statistics 2015
Author: National Education Association
Date: 2015-03-00
Type: Numerical/Quantitative Data
Subjects: Public Education,Government Role,Educational Finance,Geographic Location,Elementary Secondary Education,Enrollment Trends,Attendance Patterns,Teachers,Financial Support,Federal Aid,State Aid,Local Government,Income,Expenditures,Educational Administration,School Districts,High School Graduates,Salaries,Expenditure per Student

The data presented in this combined report provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. National Education Association (NEA) Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services. Part I of this combined report--&quot;Rankings 2014&quot;--provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II--&quot;Estimates 2015&quot;--is in its 71st year of production. This report provides projections of public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. Not surprisingly, interest in the improvement and renewal of public education continues to capture the attention of the nation. Public education in the United States is a joint enterprise between local, state, and federal governments. Yet, progress in improving public education stems primarily from the efforts of state education agencies, local districts, and individual schools. These public organizations deserve credit for recognizing that spending for education needs to be acknowledged as an investment in our nation's most valuable resource--children. Similarly, this publication represents a collective effort that goes well beyond the staff of the National Education Association. A glossary is included.
The Importance of Social Emotional Learning for All Students across All Grades. Backgrounder
Author: National Education Association
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Relevance (Education),Educational Needs,Student Development,Competency Based Education,Elementary Secondary Education

Social and Emotional Learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, establish and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions. SEL is critical to developing competencies besides academic content knowledge that are necessary to succeed in college and in careers. Effective SEL programming begins in preschool and continues through high school. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.
Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources. Executive Summary
Author: Tuck, Kathy D.
Date: 2016-00-00
Type: Reports - Research
Subjects: Public Schools,Media Specialists,Learning Resources Centers,School Libraries,Library Development,Library Personnel,Staff Utilization,Educational Resources,Trend Analysis,Poverty,Socioeconomic Status,Community Characteristics,Ethnicity,Volunteers,Qualifications,Library Automation,Library Materials,Workstations,Electronic Libraries,Online Systems,Expenditures,Use Studies,Access to Information,Educational Policy,Statistical Distributions,Elementary Secondary Education,Minority Group Students,National Surveys

This study analyzes data collected between 2000 and 2013 from the annual National Center for Education Statistics (NCES) Common Core of Data (CCD) Local Education Agency (School District) Universe Survey; the NCES Schools and Staffing Survey (SASS); and the U.S. Census Bureau Small Area Income and Poverty Estimates Survey (SAIPE). The findings presented in this study show substantial differences in student access to public school library/media centers, to librarians/media specialists, and to up-to-date library/media resources. Few gaps in library/media center resources have been reduced between schools, and gaps in the professional staffing of library/media centers are still widely apparent. While the study findings show that the poorest students have the least access to certain resources and particularly to librarians/media specialists, it is clear that ethnic minority status has an even stronger association with student access to library/media center resources than does poverty level. [For &quot;Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources. Full Report,&quot; see ED581061.]