ethanporcaro/eric-fulltext-meta huggingface dataset:
The Postsecondary Progress and Success of High School Graduates: Developmental Education Needs. 2019 Legislative Report
Author: Colorado Department of Higher Education
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: High School Graduates,Postsecondary Education,Developmental Studies Programs,Educational Needs,Student Needs,Equal Education,Achievement Gap,Enrollment Trends,Enrollment Rate,Out of State Students,In State Students,Outcomes of Education,Academic Persistence,Credentials,Racial Differences,Lunch Programs,Educational Objectives,Educational Attainment,Public Colleges,Gender Differences,Income,Remedial Programs,College English,College Freshmen,Educational Indicators,English Instruction,Remedial Reading,Remedial Mathematics

This supplemental report explores the developmental needs of Colorado's recent high school graduates, examines the postsecondary success of students who need developmental education and explores equity gaps as they relate to developmental education. It builds upon the report titled &quot;The Postsecondary Progress and Success of High School Graduates&quot; released by the Colorado Department of Higher Education (CDHE) in February 2019. Findings in this first report show the following: (1) Among the class of 2017, 56.3 percent of high school graduates went on to enroll in a postsecondary institution. These rates have declined since data was first reported in 2009; (2) Of high school graduates who attend college, 24 percent enroll out of state. This is an increase of 4.5 percentage points since 2009; (3) Outcomes are improving for those who enroll in Colorado postsecondary institutions. Each class since 2009 has experienced a greater percentage of students completing within two, four and six years; (4) Equity gaps begin early in the postsecondary pipeline for Colorado students; only 38 percent of Native American or Alaska Native students, 43 percent of Hawaiian/Pacific Islander students, 46 percent of Hispanic students and 54 percent of African American or black students enroll in college compared to 81 percent of Asian students and 78 percent of white students; and (5) Far fewer students who qualify for free and reduced lunch (FRL) are enrolling in postsecondary education than those who do not qualify. The Colorado Commission on Higher Education's (CCHE) master plan reaffirms the statewide goal of reaching 66 percent educational attainment by 2025 and outlines four key strategic goals: increase credential completion, erase equity gaps, improve student success and invest in affordability and innovation. These goals are essential to reaching the state's workforce needs, since more than three-quarters of all jobs are expected to require a postsecondary credential by 2020. [For the companion report, &quot;The Postsecondary Progress and Success of High School Graduates. 2019 Legislative Report,&quot; see ED597822.]
Work Related WhatsApp Groups as Knowledge Sharing Platforms among Librarians in Selected Federal Universities in Nigeria
Author: Adomi, Esharenana E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Librarians,Academic Libraries,Synchronous Communication,Computer Mediated Communication,Sharing Behavior,Knowledge Management,Handheld Devices,Telecommunications,Universities

The purpose of the study was to explore work related WhatsApp groups as knowledge sharing platforms among librarians in selected federal universities in Nigerian. The study adopted the descriptive survey design. A total of 58 librarians who received and filled questionnaire in five federal universities constituted the sample of the study. Data were collected through questionnaire while frequency counts and percentages were used to analyse the data obtained. Findings revealed that a majority of the librarians were members professional association WhatsApp group, followed by group that serves the entire library, staff union group and group created by colleagues; ICT ranked highest as area the librarians shared work related knowledge followed by job opening/vacancies and publication/research; ease of use, immediate feedback, sharing knowledge with wide audience and available always were key reasons for sharing work related knowledge via WhatsApp groups; videos, audios and texts were the major formats of sharing knowledge through work related WhatsApp groups while non-adherence to group guidelines was a major drawback to knowledge sharing via the WhatsApp groups. Adhering to guidelines by members, frequent visits to WhatsApp group platforms to keep track of shared knowledge as well as increasing WhatsApp group contact limit from the current 256 members are recommended in the light of the results of the study.
Building a System for Postsecondary Success: The Pivotal Role of School Counselors
Author: Strear, Molly
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: School Counselors,Counselor Role,College Readiness,Career Readiness,Counselor Evaluation,Evaluation Criteria,State Policy,Elementary Secondary Education

How can school counselors support large-scale postsecondary and career-readiness initiatives? While schools and districts want to use personalized learning or individualized learning plans as a way to align students' school experiences to their postsecondary and career goals, schools may lack the human capital to support and guide this endeavor. With their advanced training to address students' postsecondary, career, social-emotional, and school safety goals, school counselors are well-positioned to provide the expertise and leadership necessary for these postsecondary readiness efforts. Unfortunately, school counselors' roles are often misunderstood and an untapped resource in postsecondary readiness efforts. School counselor evaluation models, however, offer valuable insight into state-level expectations of school counselors, resulting in a deeper understanding of school counseling at the state and local levels. This brief summarizes school counselor evaluation requirements in all 50 states and the District of Columbia and highlights three exemplary state evaluation models. The paper also offers suggestions for state and local education agencies to leverage well-defined expectations for school counselors to foster postsecondary and career-readiness.
Silent Pauses in the Speech of Yemeni EFL Learners
Author: Al-Ghazali, Abeer
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Language Fluency,Communicative Competence (Languages),Oral Language,College Students,Intervals,Sentences,Form Classes (Languages)

Speaking fluently is characterized not only by the speed of oral delivery but also by the absence of non-fluent pauses. This paper aims at investigating the pausing phenomena in the speech of the Yemeni learners of English. It investigated three aspects of silent pauses, the frequency, the placement and the length. The data were collected from 20 level four students enrolled in the Department English Language, Faculty of Education, Taiz University. The participants were recorded narrating the events of a short silent video immediately after watching it. Data were analyzed quantitatively utilizing the waveform spectrogram software called PRAAT. The findings showed that the Yemeni EFL learners overused non-fluent silent pauses. Additionally, they paused in the middle of the clauses rather than at the clause boundaries. With respect to the mean length of silent pauses, the speech of the EFL learners at Taiz University was full of long silent pauses which took one-third of the total speaking time. Therefore, it is highly suggested that the teachers of English should draw the learners' attention to the notion of pausing and its effect on speaking fluency in order to lessen or avoid it. Teachers should also vary their activities to help the learners speak fluently without much pausing.
Past and Projected Trends in Teacher Demand and Supply in Michigan. REL 2019-009
Author: Wan, Yinmei
Date: 2019-08-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Teacher Shortage,Trend Analysis,Teacher Certification,Enrollment,Public Schools,School Districts,Geographic Regions,Special Education,Full Time Equivalency,Public School Teachers,Teacher Education Programs,English Language Learners,Substitute Teachers,Enrollment Trends,Teacher Salaries,Low Income Students,Urban Schools,Suburban Schools,Rural Schools

State and school district leaders in Michigan are concerned about the challenges some districts are facing in filling certain classroom teacher vacancies and about the harmful impact of teacher shortages on students, schools, and communities. They have asked for better and more comprehensive information on the existence and extent of teacher shortages in the state. Using data from the 2013/14-2017/18 school years, this study examined trends in teacher demand, supply, and shortages in Michigan and projects shortages and surpluses for 2018/19-2022/23. The study found that total enrollment in Michigan public schools declined by 3 percent between 2013/14 and 2017/18, while enrollment of English learner students increased by 27 percent. Over the same period the size of the teacher workforce, measured in full time equivalent teachers, declined by 2 percent, and the number of newly certified active teachers declined by 23 percent. Some subject areas (particularly business education and career and technical education) and regions of the state (Upper Peninsula and Northwest) are projected to see teacher shortages between 2018/19 and 2022/23. However, the total active teacher supply in Michigan public schools is projected to meet demand during this period. [For the appendixes, see ED597853; for the brief, see ED597854; and for the snapshot, see ED597855.]
A Cross-Cultural Study of the Speech Act of Compliments in American English and Yemeni Arabic
Author: Al-Mansoob, Najeeb Taher
Date: 2019-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Speech Acts,Contrastive Linguistics,Pragmatics,Native Speakers,English,Semitic Languages,Semantics,Foreign Countries

Based on a cross-cultural perspective, the current study aims to compare the realization of the speech act of compliments among Yemeni Arabic native speakers (YANSs) and American English native speakers (AENSs). Samples of 30 participants of Americans and 30 other participants of Yemenis were involved in the study. The data were collected through a Discourse Completion Test (DCT) consisting of six hypothetical compliment scenarios. The corpus collected for analysis was 380 Arabic compliment semantic formulas and 338 English compliment semantic formulas. Data were analyzed in terms of frequency counts of 20 strategies and order of semantic formulas in the speakers' response utterances. The findings showed that there are some pragmatic similarities and differences between the two native groups. Some strategies seemed to be universal across the two cultures like Admiration whereas strategies of Exaggeration, Gratitude to God and Metaphor are culturally specific to Arabic. The findings also revealed that most of the speakers' utterances were in the two-fold order of semantic formulas. Moreover, the findings showed that American compliments were steady and formulaic in nature while Arabic Compliments were various in formulas and long.
A Study on the Impact of Electronic Media in Relation to Social Awareness among High School Students in Coimbatore District
Author: Sangeetha, N.
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Social Media,Internet,Media Literacy,Social Cognition,Interpersonal Competence,World Problems,Social Problems,Age Differences,Gender Differences,Geographic Location,School Location,Institutional Characteristics,Language of Instruction,Telecommunications,Handheld Devices

Electronic media has a powerful impact on everyone's life today, particularly younger generation of students. They are addicted to electronic media especially the 'monster', Internet, mainly through mobile phones. They are totally immersed in the mobile phones being unaware of what is happening around them at that particular moment. Recently, we came across students who played deadly online games like 'The Blue Whale Challenge' and 'Momo' which ended in taking the life of students. This could have been avoided if the students had avoided the use of internet and if their parents were &quot;media literate&quot;. This was the background of this proposal. The students should spend more time on studies so that they can score good marks, improve their knowledge and understand about the society. The students should be aware of what is happening in and around the society they live in. This can be done by reading daily newspapers and most importantly electronic media like Television, Radio and internet connected mobile phones in a purposeful way. The social problems like honor killings, gender inequality, sanitation and cleanliness, pollution etc and their happenings are easily and quickly available to them. The students should use this opportunity and update themselves and analyze the good and bad effects of each. This proposal studies the impact of electronic media in relation to social awareness among high school students in Coimbatore District.
Migrant Education Program (MEP) Evaluation Report, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-11-25
Type: Reports - Research
Subjects: Migrant Education,Program Evaluation,Disadvantaged Schools,Student Characteristics,Academic Achievement,English Language Learners,Language Proficiency,Demography,School Districts,Achievement Tests,Standardized Tests,Academic Standards,Graduation Rate,Dropout Rate,Parent Attitudes,Enrollment Trends,Elementary Secondary Education

The Migrant Education Program (MEP) is authorized under Title I of the &quot;No Child Left Behind Act of 2001&quot; (NCLB). Title I states that the purpose of the MEP is to assist states in efforts to meet the special needs of migrant students. The purpose of this report was to evaluate Houston Independent School District's (HISD) Title I Migrant Education Program for the 2012-2013 school year as mandated by federal and state guidelines. Included in the report, besides demographic characteristics of migrant students served by the program in 2012-2013, is a summary of services provided by and activities of MEP staff over the past year. In addition, findings from assessments of academic achievement and English language proficiency of migrant students are included, along with a summary of responses to a survey administered to parents of migrant students. There were 554 migrant students served by the MEP in 2012--2013, a decrease of fifteen percent from the previous year. Migrant student performance was generally below that of the district on a variety of assessments (STAAR, STAAR EOC, TAKS, Stanford, Aprenda). Migrant students also failed to meet all STAAR standards included in TEA's Performance Based Monitoring Analysis System (PBMAS), but did exceed the PBMAS standards for each subject of the STAAR EOC tests. Fifty-five percent of migrant students were classified as ELL (English language learners), and overall English language proficiency for these students was slightly higher than that for ELLs as a group (35% Advanced High vs. 33% for all ELLs). Overall graduation rates for migrant students declined, while dropout rates increased. Finally, more than ninety percent of parents felt that the MEP program was helpful to them.
Migrant Education Program (MEP) Evaluation, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-12-19
Type: Reports - Research
Subjects: Migrant Education,Program Evaluation,Disadvantaged Schools,Student Characteristics,Academic Achievement,English Language Learners,Language Proficiency,Demography,School Districts,Achievement Tests,Standardized Tests,Academic Standards,Graduation Rate,Dropout Rate,Parent Attitudes,Enrollment Trends,Educational Legislation,Federal Legislation,School Readiness,Elementary School Students,Secondary School Students

The Migrant Education Program (MEP) is authorized under Title I of the &quot;No Child Left Behind Act of 2001&quot; (NCLB). Title I states that the purpose of the MEP is to assist states in efforts to meet the special needs of migrant students. The purpose of this report was to evaluate the impact of the migrant education program on students' performance on the Aprenda, Stanford, the State of Texas Assessments of Academic Readiness (STAAR), and the Texas English Language Proficiency Assessment System (TELPAS), as well as migrant students' dropout rate and graduation rate.
Migrant Education Program (MEP), 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-01-08
Type: Reports - Research
Subjects: Migrant Education,Program Evaluation,Disadvantaged Schools,Student Characteristics,Academic Achievement,English Language Learners,Language Proficiency,Demography,School Districts,Achievement Tests,Standardized Tests,Academic Standards,Graduation Rate,Dropout Rate,Parent Attitudes,Enrollment Trends,Educational Legislation,Federal Legislation,School Readiness,Elementary School Students,Secondary School Students,Elementary Secondary Education

The Migrant Education Program (MEP) is authorized under Title I of the No Child Left Behind Act of 2001 (NCLB). Title I states that the purpose of the MEP is to assist states in their efforts to meet the special needs of migrant students. This report includes demographic characteristics of migrant students served by the program in 2014-2015, a summary of services provided by and activities of MEP staff over the past year. In addition, findings from assessments of academic achievement and English language proficiency of migrant students are included.
Migrant Education Program, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-11-17
Type: Reports - Research
Subjects: Migrant Education,Program Evaluation,Disadvantaged Schools,Student Characteristics,Academic Achievement,English Language Learners,Language Proficiency,Demography,School Districts,Achievement Tests,Standardized Tests,Academic Standards,Graduation Rate,Dropout Rate,Parent Attitudes,Enrollment Trends,School Readiness,Elementary School Students,Secondary School Students,Elementary Secondary Education

The Migrant Education Program (MEP) is authorized under Title I of the Every Student Succeeds Act (ESSA) of 2015. Title I states that the purpose of the MEP is to assist states in their efforts to meet the special needs of migrant students. This report examines the impact of MEP on migrant students' performance on the Iowa, Logramos, the State of Texas Assessments of Academic Readiness (STAAR), and the Texas English Language Proficiency Assessment System (TELPAS) in 2016-2017 as well as migrant students' dropout and graduation rates in 2015-2016.
English Learners and ESL Programs in the Community College: A Review of the Literature. CCRC Working Paper No. 109
Author: Raufman, Julia
Date: 2019-05-00
Type: Information Analyses
Subjects: English Language Learners,English (Second Language),Community Colleges,Two Year College Students,Second Language Instruction,Postsecondary Education,Student Needs,Student Characteristics,Educational Policy,State Policy,Enrollment Trends,Public Policy,Student Evaluation,Student Placement,Teaching Methods

Demographic and postsecondary enrollment data suggest that the proportion of community college students who need support to access curricula in English is large and will continue to grow in the coming years. Yet there is limited research on the postsecondary experiences and outcomes of these English learners (ELs), and most of the studies that are available focus exclusively on the subset of ELs who enroll in ESL courses. Informed by relevant research literature, this paper examines factors within the community college context that affect the experiences and academic outcomes of the EL population broadly, and, given that they can be more easily identified and have been the subject of much more study, students who enroll in ESL courses in particular. We describe ELs and their academic needs and strengths, and we provide a brief discussion of the national and state policy landscape regarding EL students. We then provide perspectives from the research literature on ESL assessment and placement, instructional delivery, and student identity. We conclude with a brief discussion of the implications of these findings for policy, practice, and future research.
Board Chair Handbook: An Introduction to Serving as the Board Chair. 2019 Edition
Author: Smith, Cindra J.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Governing Boards,Trustees,Administrator Responsibility,Administrator Role,Personnel Selection,Board Administrator Relationship,Meetings,Parliamentary Procedures,Administrator Effectiveness,Ethics,Governance,Conflict Resolution

The chair of the board of trustees leads the board and facilitates board processes. He or she plays an important role in ensuring that the board effectively governs the institution and that trustees work together well. The chair is often perceived as the major spokesperson for the board. She or he is usually the primary point of contact with the chief executive of the district. Because of the importance of the position, effective boards describe what is expected from the chair, give thoughtful consideration to selecting the chair, and provide any necessary support and training to help that person perform the duties as defined. Board chairs are required to be knowledgeable about many areas, including board policy, major district issues, and programs, community and state policy trends and issues and laws related to boards and board meetings. Many trustees have served as chairs of other organizations; however, many come to the position with little formal training for the position. Hence, the League developed this handbook, designed to help chairs and potential chairs prepare for their role, and help trustees, chief executives and board staff support the chair's success. This document explores: (1) the authority, roles and responsibilities of the chair; (2) considerations in selecting the chair; (3) the relationship between the board and the chief executive officer; (4) principles of running effective meetings; (5) methods to strengthen the effectiveness of the board as a team; (6) ethical considerations of being chair; and (7) the chair's responsibilities in a variety of situations.
Enactment of Lessons from a Technology-Based Curriculum: The Role of Instructional Practices in Students&apos; Opportunity to Learn. CPRE Research Report
Author: Ebby, Caroline Brayer
Date: 2018-03-31
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Middle Schools,Mathematics Instruction,Teaching Methods,Video Technology,Cooperative Learning,Group Activities,Large Group Instruction,Teacher Role,At Risk Students,Curriculum

Digital tools and technology-based activities offer new and promising opportunities for students to actively explore mathematical concepts and ideas in ways supported by current reforms and visions of mathematics instruction. This report provides an in-depth look at the implementation of SunBay Digital Mathematics (SunBay Math) during the second year of an i3 validation project, in two large Florida districts. SunBay Math is a set of middle-school curriculum replacement units centered on the use of technology-based, dynamically linked representations to learn core mathematical concepts. We focus specifically on patterns and relationships between instructional practices and instructional quality in 26 videotaped lesson enactments that were purposefully collected to represent variation in implementation.