ethanporcaro/eric-fulltext-meta huggingface dataset:
SY 08-09 Annual State of Public Education Report
Author: Guam Public School System
Date: 2009-08-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Student Characteristics,Enrollment,Academic Achievement,Graduation Rate,Dropout Rate,Institutional Characteristics,Budgets,Salaries,Educational Innovation,School Personnel,Certification,Expenditures,Attendance,Special Education,Disabilities,Alternative Assessment,School Demography,Federal Legislation

The report addresses the reporting requirements of Public Law 26-26 and the provisions of  No Child Left Behind (NCLB) as described in the Guam Department of Education Board adopted District Action Plan (DAP). Public Law 26-26, Section 3106 (a) states that &quot;No later than thirty (30) days following the end of each fiscal year, the Superintendent shall issue a School Performance Report card on the state of the public schools and progress toward achieving their goals and mission.&quot; The law specifically requires Guam Department of Education (GDOE) to include the following information in the Annual State of Public Education Report: (1) Demographic information on public school children in the community; (2) Information pertaining to student achievement, including Guam district-wide assessment data, graduation rates and dropout rates, including progress toward achieving the education benchmarks established by the Board; (3) Information pertaining to special program offerings; (4) Information pertaining to the characteristics of the schools and schools' staff, including certification and assignment of teachers, and experience of the staff; (5) Budget information, including source and disposition of school operating funds and salary data; and (6) Examples of exemplary programs, proven practices, programs designed to reduce costs or other innovations in education being developed by the schools that show improved student leaning. Given these specifications, the purpose of the Annual School Progress Report is twofold: (1) to share information about the progress of the Guam Department of Education towards meeting education goals, which are embodied in the District Action Plan (DAP) and (2) to inform educators and the community at large about programs and activities that affect the quality of educational services and student achievement. (Contains 82 tables and 66 figures.)
High Schools in the United States. Quick Stats Fact Sheet
Author: National High School Center
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: High Schools,High School Students,Statistics,Demography,Disabilities,Academic Achievement,Computation,Financial Support,Graduation Rate,Graduation Requirements,College Bound Students,Reference Materials

This fact sheet highlights the statistics of the current status of high schools in the United States. It provides information on the following variables: (1) demography of high school students; (2) students with disabilities; (3) high school student achievement; (4) the schools; (5) school funding; (6) high school graduation rate; (7) high school graduation requirements; and (8) students entering college. (Contains 2 tables and 24 resources.)
The Education Innovator. December 3, 2009. Volume VII, No. 9
Author: Herbert, Doug, Ed.
Date: 2009-12-03
Type: Collected Works - Serial
Subjects: Public Agencies,Federal Government,Education,Newsletters,Electronic Publishing,Educational Innovation,Politics of Education,Information Dissemination

The purpose of the U.S. Department of Education's online newsletter "The Education Innovator" is to promote innovative practices in education; to offer features on promising programs and practices; to provide information on innovative research, schools, policies, and trends; and to keep readers informed of key Department priorities and activities. While this issue does not have a feature article, both the "What's New" and "Innovations in the News" sections are chock full of important announcements and insightful reports, policy and program developments both at the Department and in the field, and news articles. [For "The Education Innovator. Volume VII, No. 8," see ED506967.]
Forum Guide to Metadata: The Meaning behind Education Data. NFES 2009-805
Author: National Forum on Education Statistics (ED)
Date: 2009-07-00
Type: Guides - Non-Classroom
Subjects: Metadata,Information Utilization,Empowerment,Word Lists,Audiences,Exhibits,School Districts,Database Management Systems,Needs Assessment,Coding

The purpose of this guide is to empower people to more effectively use data as information. To accomplish this, the publication explains what metadata are; why metadata are critical to the development of sound education data systems; what components comprise a metadata system; what value metadata bring to data management and use; and how to implement and use a metadata system in an education organization. The primary audiences for this guide include technology, program, policymaking, administrative, and data staff in state and local education agencies. However, it may also be useful to other education stakeholders, including anyone engaged in operations or decision making that depend on accurate, reliable, and timely information. Appended are: (1) Common Word Lists for Naming Metadata Elements; (2) The Tale of the &quot;No Pass-No Play&quot; Business Rule; (3) Metadata Standards and Registries; (4) Example of a Metadata Training Program; and (5) Additional Resources. (Individual chapters contain exhibits and notes.)
Update on the Common Core State Standards Initiative
Author: Ritter, Bill, Jr.
Date: 2009-12-08
Type: Opinion Papers
Subjects: State Government,State Standards,Academic Standards,Educational Quality,Language Arts,Mathematics,Elementary Secondary Education,Federal State Relationship,Educational Innovation,Educational Change

In this update the National Governors Association presents the testimony of Honorable Bill Ritter, Jr., as submitted to the U.S. House Education and Labor Committee. Ritter speaks about the Common Core State Standards Initiative, a joint project by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) to develop common core standards in English language arts and mathematics by February 2010. He believes that this initiative has a high probability for success. He further notes how governors recognize that the adoption of a strong set of academic standards is just an initial step toward upgrading state education systems. States have both the authority and the responsibility to provide students with a high-quality education, and many states are already deeply engaged in efforts to raise standards, advance teaching quality, and improve low-performing schools. State adoption standards, state leadership for education improvement, and federal government support are also discussed. Ritter concludes on the topic of federal government support, that moving forward, the reauthorization of the Elementary and Secondary Education Act will be a critical opportunity to rethink and evolve the new federal-state partnership and capitalize on the power of state-led innovations to improve education. Much work remains, and governors stand ready to work with the committee on this important reauthorization.
Increasing College Success: A Road Map for Governors. Issue Brief
Author: National Governors Association, Center for Best Practices
Date: 2009-12-09
Type: Reports - Descriptive
Subjects: Educational Attainment,Barriers,Educational Needs,Educational Planning,College Preparation,Change Strategies,College Attendance,Graduation Rate,Educational Demand,Success,Student Improvement,Improvement Programs,State Action,Best Practices

In the modern economy, a college degree has become the gateway to the middle class. Nearly 75 percent of future jobs will require a postsecondary degree or certificate, and many of these job openings will be in middle-skill professions that require more than a high school degree but less than a four-year college degree. Although the demand for greater knowledge and skills is high, U.S. college completion rates are flat. Twenty years ago, the United States was first in the world in postsecondary attainment for adults ages 25 to 34; the nation now ranks 12th. The countries that have eclipsed the United States have done so by emphasizing student attainment of degrees from two-year colleges. In 2008, Rhode Island Governor Don Carcieri and Virginia Governor Tim Kaine held a forum in Richmond, Virginia, on college and career success. Forum participants suggested four broad actions states can take to raise college attainment rates. First, states need to improve students' readiness for college and careers. Second, students need supports both to get into college and to persist in earning a degree. Third, states must remove barriers that make it hard for students to transfer from two-year to four-year programs. Finally, states need to experiment with performance-based funding. (Contains 2 figures and 55 notes.)
Invisible Wounds: Serving Service Members and Veterans with PTSD and TBI
Author: National Council on Disability
Date: 2009-03-04
Type: Reports - Evaluative
Subjects: Substance Abuse,Freedom,Posttraumatic Stress Disorder,Military Personnel,Mental Disorders,Injuries,Testing,Exhibits,National Organizations,Foreign Countries,Head Injuries,Barriers,Intervention,At Risk Persons,Adults

More than 1.6 million American service members have deployed to Iraq and Afghanistan in Operation Iraqi Freedom (OIF) and Operation Enduring Freedom (OEF). As of December 2008, more than 4,000 troops have been killed and over 30,000 have returned from a combat zone with visible wounds and a range of permanent disabilities. In addition, an estimated 25-40 percent have less visible wounds--psychological and neurological injuries associated with post traumatic stress disorder (PTSD) or traumatic brain injury (TBI), which have been dubbed &quot;signature injuries&quot; of the Iraq War. National Council on Disability (NCD) concurs with the recommendations of previous Commissions, Task Forces and national organizations that: (1) A comprehensive continuum of care for mental disorders, including PTSD, and for TBI should be readily accessible by all service members and veterans. This requires adequate staffing and adequate funding of Veterans Administration (VA) and Department of Defense (DoD) health systems; (2) Mechanisms for screening service members for PTSD and TBI should be continuously improved to include baseline testing for all Service Members pre-deployment and follow up testing for individuals that are placed in situations where head trauma may occur; and (3) The current array of mental health and substance abuse services covered by TRICARE should be expanded and brought in line with other similar health plans. As this report indicates, the medical and scientific knowledge needed to comprehensively address PTSD and TBI is incomplete. However, many evidence-based practices do exist. Unfortunately, service members and veterans face a number of barriers in accessing these practices including stigma; inadequate information; insufficient services to support families; limited access to available services, and a shortage of services in some areas. Many studies and commissions have presented detailed recommendations to address these needs. There is an urgent need to implement these recommendations. (Contains 4 exhibits.)
What's Wrong with a Career in Hospitality? An Examination of Student Choice. Occasional Paper
Author: Hamm, Simon
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Hospitality Occupations,Career Choice,Labor Supply,Supply and Demand,Alignment (Education),Researchers,Vocational Education,Employment Opportunities,Career Guidance,Stakeholders

The preference of students to choose a career in events management over hospitality despite low demand for skills is the focus of this paper. The need for greater involvement of external stakeholders is identified as important in ensuring that students make an informed decision when choosing a career path. A model representing the ideal situation for student decision-making on career choice is proposed. The research was funded through the Building Researcher Capacity initiative of the National Centre for Vocational Education Research (NCVER) and was undertaken by a novice researcher in the Community of Practice scholarship program. A list of interview questions is appended. (Contains 4 figures.)
Work-Life Issues and Participation in Education and Training: Support Document
Author: Skinner, Natalie
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Participation,Education Work Relationship,Family Life,Gender Differences,Low Income Groups,Age Differences,Employed Parents,Barriers,Foreign Countries,National Surveys,Vocational Education,Higher Education,Educational Attitudes,Tables (Data),Multivariate Analysis,Futures (of Society),Educational Trends

This document serves as a support paper to the "Work-Life Issues and Participation in Education and Training" report. This support document contains tables that show: (1) participation in education and training; (2) participation in education and training and work-life interaction; (3) future participation in education or training; (4) perceptions of education and training; (5) concerns and supports for future education and training; and (6) predicting likelihood of future participation--a multivariate analysis. (Contains 84 tables.) [For the full report of this document, "Work-Life Issues and Participation in Education and Training", see ED507753.]
Work-Life Issues and Participation in Education and Training. A National Vocational Education and Training Research and Evaluation Program Report
Author: Skinner, Natalie
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Participation,Education Work Relationship,Family Life,Gender Differences,Low Income Groups,Age Differences,Employed Parents,Barriers,Foreign Countries,National Surveys,Vocational Education,Higher Education

Using data from the 2009 Australian Work and Life Index, this report examines how work-life pressures influence the capacity and motivation of individuals, particularly low-paid workers, to engage in education and training. This report is part of a larger project, &quot;Low-paid workers and VET: Increasing VET participation amongst lower-paid workers over the life cycle&quot;. Key findings of &quot;Work-life issues and participation in education and training&quot; report include: (1) Undertaking some form of training outside the workplace does result in a significantly higher work-life conflict for employees in low-paid occupations; (2) Women in higher-paid occupations were particularly likely to experience a work-life penalty for their participation in education and training, relative to their male counterparts; (3) Men in low-paid occupations are those most likely to be disengaged from current and future participation in education and training; (4) Only a minority of employees anticipate undertaking a university-level qualification, with the majority expecting to do a VET course or other type of qualification; and (5) The most common reasons cited for not participating in education or training remain time and cost, despite most employees indicating that their employer would provide some support and that the outcomes would have employment benefits. (Contains 15 tables.) [Additional information relating to this research is available in &quot;Work-life issues and participation in education and training: Support document&quot;, see ED507752.]
Examining the Effectiveness and Validity of Glossary and Read-Aloud Accommodations for English Language Learners in a Math Assessment. CRESST Report 766
Author: Wolf, Mikyung Kim
Date: 2009-11-00
Type: Numerical/Quantitative Data
Subjects: Validity,Program Effectiveness,Mathematics Tests,Testing Accommodations,Reading Aloud to Others,Glossaries,Limited English Speaking,Protocol Analysis,Scores,Secondary School Students,Student Attitudes

Glossary and reading aloud test items are often listed as allowed in many states' accommodation policies for ELL students, when taking states' large-scale mathematics assessments. However, little empirical research has been conducted on the effects of these two accommodations on ELL students' test performance. Furthermore, no research is available to examine how students use the provided accommodations. The present study employed a randomized experimental design and a think-aloud procedure to delve into the effects of the two accommodations. A total of 605 ELL and non-ELL students from two states participated in the experimental component and a subset of 68 ELL students participated in the think-aloud component of the study. Results showed no significant effect of glossary, and mixed effects of read aloud on ELL students' performance. Read aloud was found to have a significant effect for the ELL sample in one state, but not the other. Significant interaction effects between students' prior content knowledge and accommodations were found, suggesting the given accommodation was effective for the students who had acquired content knowledge. During the think-aloud analysis, students did not actively utilize the provided glossary, indicating lack of familiarity with the accommodation. Implications for the effective use of accommodations and future research agendas are discussed. Three appendices are included: (1) Example of Read-Aloud Script; (2) Glossary Terms Used in Math Test; and (3) The Five Think-Aloud Items. (Contains 23 tables, 3 figures and 4 footnotes.)
Connecting Policy to Practice: Accommodations in States' Large-Scale Math Assessments for English Language Learners. CRESST Report 765
Author: Wolf, Mikyung Kim
Date: 2009-11-00
Type: Numerical/Quantitative Data
Subjects: Testing Accommodations,Mathematics Tests,English (Second Language),Second Language Learning,Grade 8,Educational Policy,Differences,Teacher Attitudes,Teacher Surveys,Measures (Individuals),Test Results,Validity

Accommodations have been widely utilized as a way of increasing the validity of content assessments for ELL students. However, concerns have also arisen regarding the validity of accommodation use, as well as accessibility and fairness. While many states have developed ELL-specific accommodation policies and guidelines, little research has been available on how the accommodation policies are carried out in practice. The present study investigated two states' accommodation policies, specifically for the states' respective large-scale Grade 8 math assessments, and conducted a case study to examine teachers' understanding of the policies and uses of accommodations in their respective schools. Results indicated a wide variation in applying the policies in practice, which raises a validity concern for providing accommodations and interpreting accommodated test results. Based on the findings, implications and recommendations for an appropriate use of accommodations are offered. Summary tables for teacher survey responses are appended. (Contains 36 tables, 4 figures and 3 footnotes.)
Using Classroom Artifacts to Measure the Efficacy of a Professional Development. CRESST Report 761
Author: Silk, Yael
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Adolescents,Literacy,Academic Achievement,Integrated Curriculum,History Instruction,Secondary School Teachers,Professional Development,Educational Practices,Teacher Evaluation,Feedback (Response),Measures (Individuals),Reading Instruction,Teacher Student Relationship

This report describes a classroom artifact measure and presents early findings from an efficacy study of WestEd's Reading Apprenticeship (RA) professional development program. The professional development is designed to teach high school teachers how to integrate subject-specific literacy instruction into their regular curricula. The current RA study is notable in that it is the first to include random assignment in its design. The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) designed a teacher assignment instrument to address the question of whether treatment teachers demonstrate greater integration of literacy into their instructional practice than control teachers. Early findings based on preliminary data from participating history teachers indicate that treatment teachers outperformed control teachers on 6 out of 11 rubric dimensions. These dimensions address opportunities for reading in the assignment, the strategies in place to support successful reading, teacher support for reading engagement, and student feedback. Data collection will conclude at end of the 2008-2009 school year, followed by a final report. Teacher Assignment Coversheets are appended. (Contains 1 figure and 3 tables.)
The Effects of POWERSOURCE[C] Intervention on Student Understanding of Basic Mathematical Principles. CRESST Report 763
Author: Phelan, Julia
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: Mathematical Concepts,Middle School Students,Grade 6,Educational Strategies,Program Effectiveness,Educational Improvement,Student Evaluation,Formative Evaluation,Educational Testing,Pretests Posttests,Measures (Individuals),Test Construction,Control Groups,Item Analysis,Scores,Professional Development,Teacher Evaluation

This report describes results from field-testing of POWERSOURCE[C] formative assessment alongside professional development and instructional resources. The researchers at the National Center for Research, on Evaluation, Standards, &amp; Student Testing (CRESST) employed a randomized, controlled design to address the following question: Does the use of POWERSOURCE[C] strategies improve 6th-grade student performance on assessments of the key mathematical ideas relative to the performance of a comparison group? Sixth-grade teachers were recruited from 7 districts and 25 middle schools. A total of 49 POWERSOURCE[C] and 36 comparison group teachers and their students (2,338 POWERSOURCE[C], 1,753 comparison group students) were included in the study analyses. All students took a pretest of prerequisite knowledge and a transfer measure of tasks drawn from international tests at the end of the study year. Students in the POWERSOURCE[C] group used sets of formative assessment tasks. POWERSOURCE[C] teachers had exposure to professional development and instructional resources. Results indicated that students with higher pretest scores tended to benefit more from the treatment as compared to students with lower pretest scores. In addition, students in the POWERSOURCE[C] group significantly outperformed control group students on distributive property items and the effect was larger as pretest scores increased. Results, limitations and future directions are discussed. Four appendices are included: (1) Item Analysis Results of POWERSOURCE[C] pretest; (2) POWERSOURCE[C] Pretest questionnaire; (3) POWERSOURCE[C] Pretest questionnaire; and (4) Descriptive Statistics of Posttest scores by District and Treatment, School, Teacher in Between-School Design and Teacher in within-School (W-S) Design. (Contains 12 figures and 29 tables.)