ethanporcaro/eric-fulltext-meta huggingface dataset:
Enrollments in Languages Other than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report
Author: Looney, Dennis
Date: 2019-06-00
Type: Reports - Research
Subjects: Language Enrollment,Second Language Learning,Second Language Instruction,Undergraduate Students,Graduate Students,Declining Enrollment,College Second Language Programs,American Indian Languages,Uncommonly Taught Languages,Modern Languages,Budgets,Language Teachers,Teacher Selection,College Faculty,College Administration,Case Studies,School Surveys,French,Teacher Education Programs,Instructional Innovation,Student Interests,Latin,Institutional Characteristics,Enrollment Trends,German,Cultural Awareness,Interdisciplinary Approach,Program Descriptions,American Sign Language,Advanced Courses,Introductory Courses,Italian,Russian,Slavic Languages,Spanish,Japanese,Semitic Languages,Chinese,Korean,Summer Programs,Indo European Languages,Tagalog,Online Courses,Shared Resources and Services,Academic Degrees,Languages for Special Purposes,Classical Languages

Total enrollments (undergraduate and graduate) in languages other than English dropped by 9.2% between fall 2013 and fall 2016, as reported in the Modern Language Association's twenty-fifth language enrollment census. Despite the overall drop, there were gains in nearly half of all language programs (45.5%) that mitigate somewhat the downward trend. The total number of language programs offered in fall 2016 was down by 651, or 5.3%, since 2013, whereas between 2009 and 2013 the number of offered programs declined by one. This figure includes commonly taught languages such as French (which fell by 129 programs), Spanish (118), German (86), and Italian (56), as well as less commonly taught languages such as Hindi (which declined by 8), Yiddish (5), and Thai (3). Twenty-three Indigenous American languages that reported enrollments in 2009 or 2013 were not taught in fall 2016. Staffing for less commonly taught languages tends to depend on non-tenure-track hiring, which makes those languages especially vulnerable to budget changes. Despite challenges at the local and national levels, many language programs remain strong. This report highlights examples of programs whose robust enrollments demonstrate the value of innovative curricular thinking as well as dedicated faculty members who have the support of their administration. Clearly, investments are needed in language education, and this report includes case studies of successful programs on which change can be modeled. This report is the second of two that analyzes the findings of the Modern Language Association's 2016 language enrollment censuses. [For &quot;Enrollments in Languages Other than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Preliminary Report,&quot; see ED590075.]
Recommendations for Providing Levels of Services for Gifted and Advanced Students. Revised
Author: Nobbe, Christine
Date: 2019-07-10
Type: Reports - Descriptive
Subjects: Academically Gifted,Public Schools,School Districts,Gifted Education,State Programs,Best Practices,Response to Intervention,Individual Needs,Communities of Practice,Student Interests,Individualized Instruction,Grouping (Instructional Purposes),Standards,Children,Elementary Secondary Education

This document provides guidance for establishing a levels of services (LoS) model for gifted and advanced learners. The Advisory Council on the Education of Gifted and Talented Students recommends that all Missouri public school districts, regardless of size, provide varied and multiple services to meet the needs of gifted and talented learners. These services should be in addition to and complement a state approved gifted education program. In the absence of such vital programs, multiple elements of the LoS model should still be utilized. To best meet the needs of all gifted and talented students, the National Association for Gifted Children's (NAGC) Gifted Programming Standards recommend that a continuum of services must exist for gifted learners at every level. These levels of services provide administrators, teachers, parents, and students with a menu of educational options that are respectful of individual student differences and mindful of classroom and community resources while allowing for gifted and talented children to thrive in the least restrictive environment for their abilities. [This report was originally prepared by the Advisory Council on the Education of Gifted and Talented Students December 13, 2018.]
2019-2020 Louisiana High School Planning Guidebook: A Path to Prosperity for Every Student
Author: Louisiana Department of Education
Date: 2019-09-00
Type: Guides - Classroom - Teacher
Subjects: High School Students,College Readiness,Career Readiness,Educational Policy,State Policy,Positive Behavior Supports,Student Organizations,Career Planning,Graduation,Supplementary Education,Credits,Student Development,Job Skills,Student Placement,Advanced Placement Programs,Student Financial Aid,Vocational Education,Dual Enrollment,Students with Disabilities,Alternative Assessment,Accountability,Graduation Requirements

More Louisiana students than ever before are graduating with the academic courses, career credentials, and financial support they need to be successful after high school. In fact, the Class of 2018 was the highest achieving in state history. Louisiana's comprehensive plan to prepare students for college and career success includes a system of related policies and programs to provide all students with pathways to future prosperity. This guidebook is designed to consolidate those policies and programs and provide educators with the resources they need to ensure all students are successful--from the time they arrive on the high school campus until the day they graduate.
School Health Advisory Council Guidebook: An Interactive Guidebook for Improving Academic Achievement through School Health
Author: Louisiana Department of Education
Date: 2019-05-00
Type: Guides - Non-Classroom
Subjects: Academic Achievement,School Culture,Educational Environment,Student Welfare,School Districts,Holistic Approach,Alignment (Education),Children,Adolescents,Community Involvement,Elementary Secondary Education,Federal Legislation,Educational Legislation,State Legislation,Physical Activity Level,Nutrition,School Policy,Advisory Committees,Social Development,Emotional Development,Physical Education,Teamwork,Health Education,Change Strategies

The purpose of this guide is to assist Local Education Agencies (referred to as &quot;districts&quot;) and schools with creating an effective and efficient school health team--representing all ten components of the Whole School, Whole Community, Whole Child (WSCC) model, that focuses on the improvement and sustainment of a healthy school culture. This guide is aimed at ensuring districts and schools are aligning their team's efforts to the WSCC model as well as federal and state school health guidelines and laws. Recognizing that integrating school health into academics can be overwhelming and schools in general are overloaded, this guide is intended to provide simple yet necessary steps and resources to reduce the challenge of creating a healthier school culture. [This report was prepared with Well Ahead Louisiana. Funding for this guidebook was provided through Louisiana's Healthy School Communities grant.]
Gifted Learners
Author: Missouri Department of Elementary and Secondary Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Gifted Education,Student Characteristics,Student Needs,Response to Intervention,Elementary Secondary Education

Section 162.675. RSMo defines gifted children as &quot;those children who exhibit precocious development of mental capacity and learning potential as determined by competent professional evaluation to the extent that continued educational growth and stimulation could best be served by an academic environment beyond that offered through a standard grade level curriculum.&quot; This brief report presents: (1) Who is the Gifted Learner?; (2) Why is Gifted Education Important?; (3) Characteristics of Gifted Students; and (4) Meeting the Needs of Gifted Learners.
Should Failing Schools Be Closed? What the Research Says. Issue Brief
Author: Winters, Marcus A.
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: School Effectiveness,Failure,School Closing,School Turnaround,Outcomes of Education,Educational Assessment,Evaluation Methods,Educational Policy,Educational Quality,Educational Strategies,Student Mobility,School Choice

School closure is relatively common in the United States. An analysis by the Urban Institute found that about 2% of public schools, on average, were closed each year between 2003 and 2013, and these closures were found in urban, suburban, and rural communities. A substantial number of public schools have been closed in Michigan, California, Ohio, and Pennsylvania. Urban school systems that have closed several schools include New York City, Washington D.C., Chicago, Detroit, and Baltimore. In many cases, schools are closed in response to declining populations or other factors that led to a substantial decline in available resources. In other cases, school boards and elected officials struggle with the decision of what to do with persistently ineffective schools. This paper argues that, based on the available research, closing persistently ineffective schools can be a promising strategy for improving the educational outcome of the students who attend them. When considering whether to close a school, policymakers must weigh the interests of that school's current (and future) students, the students attending the school or schools that will receive the displaced students, and the quality of the schools that displaced students will attend. The paper describes the underlying theory and the empirical evidence related to the effect of school closure on each of these groups, in the short and long run.
A Review of Instruments for Measuring Social and Emotional Learning Skills among Secondary School Students. REL 2020-010
Author: Cox, Joshua
Date: 2019-10-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Secondary School Students,Measures (Individuals),Cooperation,Persistence,Independent Study,Test Reliability,Test Validity,Learning Strategies

This purpose of this resource is to support state and local education agencies in identifying reliable and valid instruments that measure collaboration, perseverance, and self-regulated learning among secondary school students. This resource, developed by the Regional Education Laboratory Northeast &amp; Islands in collaboration with its Social and Emotional Learning Alliance, presents social and emotional learning instruments and the reliability and validity information available for those instruments. Specifically, this resource indicates whether psychometric information was available for reliability and seven components of validity--content, substantive, structural, external, generalizability, consequential, and fairness. To identify and review instruments, researchers conducted a literature search, determined the eligibility of instruments, reviewed the reliability and validity information available for eligible instruments; and determined whether the reliability and validity information provided met conventionally accepted criteria. In total, 17 instruments were eligible for inclusion in the resource. Eligible instruments included six measures of collaboration, four measures of perseverance, four measures of self-regulated learning, and three measures of both perseverance and self-regulated learning. With 12 instruments developed for use in research and 5 instruments developed for formative instruction, practitioners should use caution when using any measure for summative use that has not been developed and validated for that specific purpose. With schools and districts ramping up their efforts to measure social and emotional learning for formative and summative use, practitioners would benefit from the development of additional measures for these specific purposes. Among the 17 instruments eligible for inclusion in this resource, 16 instruments have information on reliability and at least one component of validity. The component of validity most commonly available for eligible instruments was content validity whereas only three instruments had information on fairness and no instruments had information on substantive validity. Practitioners should use caution when using instruments that lack information on substantive validity or fairness, since these measures may not be appropriate for all students that are evaluated.
Students with Disabilities at Maryland Colleges and Universities
Author: Maryland Higher Education Commission
Date: 2019-02-00
Type: Reports - Research
Subjects: Students with Disabilities,College Students,School Holding Power,Graduation Rate,Public Colleges,Private Colleges,Community Colleges,Student Personnel Services,Academic Persistence,Enrollment

In an effort to better understand the higher education outcomes of students with disabilities in Maryland, the Maryland Higher Education Commission (MHEC), in partnership with the state's higher education institutions and the Maryland Department of Disabilities, created a survey administered to colleges and universities in Maryland to collect retention and completion data on these students. The aggregated data collected reflect the number of students who registered with disability services at their college or university and report on graduation and retention outcomes for those students. Highlighted findings include: (1) students are seeking services for their disabilities; (2) rates of students registered with disability services that are reported by the four-year institutions and community colleges are lower than the national estimates (19.4% of undergraduates and 11.9% of graduate students nationwide); and (3) students attending Maryland's four-year institutions (both public and independent) who were identified in the survey as registering for disability services had second-year retention rates that were comparable to the overall cohort. In coming years, the data collected by MHEC will allow for additional outcome measures to be analyzed, including six-year graduation rates for students enrolled in the state's four-year institutions, and retention, graduation, and transfer rates for community college students.
PARCC Field Test: Lessons Learned
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2014-11-00
Type: Reports - Research
Subjects: Standardized Tests,College Readiness,Career Readiness,Test Validity,Training,Instructional Materials,Testing,Computer Assisted Testing,Guides

More than 1 million students in nearly 16,000 schools participated in the spring 2014 Partnership for Assessment of Readiness for College and Careers (PARCC) field test. Fourteen states and the District of Columbia administered the test. The primary purposes of the PARCC field test were to: (1) Examine the quality of test questions and tasks; (2) Evaluate assessment training materials and administration procedures; (3) Evaluate the computer-based delivery platform; and (4) Conduct research on a range of topics, including those that will inform the reporting of results from the first round of full testing. The ultimate goal of the field test was to confirm that PARCC is a quality assessment program and to make improvements based on the experience prior to the 2014-15 administration, in which an estimated 5 million students will participate. To evaluate the PARCC field test experience, the PARCC states conducted formal surveys of test administrators, test coordinators, and students. The surveys were designed to collect feedback on the training materials and manuals, as well as the student experience with technology and other aspects of the field test. With minor exceptions, the field test went very smoothly. Most students had sufficient time to complete the field test and were comfortable with the computer-based items, especially those students who practiced first with sample questions and tools designed to familiarize them with features of the online system. Likewise, schools that used the various tools, manuals, and training modules provided by the PARCC consortium reported fewer issues than those that did not -- particularly in regard to technology. This report summarizes the key findings and describes the specific actions that the PARCC states will take going forward.
Building the Field of Arts Engagement: Prospects and Challenges
Author: Ellis, Adrian
Date: 2017-03-00
Type: Reports - Research
Subjects: Culture,Art,Participation,Capacity Building,Professional Identity,Standards,Leadership,Social Action,Financial Support,Policy,Change,Social Justice

The cultural sector in America is grappling with how to remain relevant to the rapidly changing society from which it draws its audiences and support. This is a demanding task -- adapting to rapid demographic and technological change is no less challenging for the cultural sector than for journalism, the music industry, publishing, or the taxi cab business today. But if the cultural sector does not take on this task, it risks marginalization. Cultural leaders therefore need to examine the mechanics of engagement in the arts in a concerted way, distill lessons from their successes and failures, and share those lessons -- in short, to build the field of arts engagement. Given the urgency and shared interest in engaging more people more deeply in arts, this study offers three potential paths forward: (1) Reform Agenda; (2) Cultural Equity Agenda; and (3) Big Tent Agenda. [The Irvine Foundation commissioned AEA Consulting to undertake panel discussions, surveys, and bilateral interviews across the arts sector. For the summary, see ED599021; for the companion to the full report, see ED599022.]
Operational Study 4: Accessibility of New Items/Functionality. Component 3 Report
Author: Steedle, Jeffrey
Date: 2016-11-18
Type: Reports - Research
Subjects: Grade 3,Mathematics Tests,Test Items,Freehand Drawing,Field Tests,Elementary School Students,Scoring,Interrater Reliability,Scores,Test Bias,Correlation,Reaction Time,Observation

Partnership for Assessment of Readiness for College and Careers (PARCC) Operational Study 4 Component 3 was designed to compare performance on PARCC mathematics field-test items for grade 3 taken with and without a drawing tool. For the 2016 testing window, five field-test items were selected to have the directions edited to allow students to provide a drawing as part of responses and directions on how to include a drawing. For those students, using the drawing tool was optional, and a drawing was not required for earning full credit. The standard variant of these items did not include the directions or the tool option. Both variants were included in the embedded online field-test forms to determine if there was a significant difference in performance. If no significant differences were found, then there would be evidence to allow the inclusion of the drawing response interaction on existing items. All mathematics items available to be embedded into the Spring 2016 forms were reviewed and approved by PARCC. No new items were created for this study, only variant items with modified direction lines. This report summarizes the quantitative and qualitative evidence bearing on the comparability of the study items administered with and without a drawing tool.
Building the Field of Arts Engagement. Summary
Author: James Irvine Foundation
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Culture,Art,Participation,Capacity Building,Professional Identity,Standards,Leadership,Social Action,Financial Support,Policy,Change,Social Justice

This is the summary for the full report, &quot;Building the Field of Arts Engagement: Prospects and Challenges.&quot; America's cultural sector is grappling with how to remain viable in a rapidly changing society, defined in part by new demographics, new technologies, and shifting preferences and norms. Engaging the populations from which it draws its audiences and support is an increasingly demanding task -- but vital to the survival of the sector. The report commissioned by The James Irvine Foundation and written by Adrian Ellis of AEA Consulting explores this question. Drawing on an extensive literature scan as well as panel discussions, interviews, and surveys conducted by Elizabeth Ellis and other colleagues at AEA with arts practitioners, leaders, and funders across the sector, the report suggests there is work to do. Today, the arts engagement-field is nascent and under-developed in many respects. [This summary was prepared with AEA Consulting. For the full report, see ED599019; for the companion summary to full report, see ED599022.]
Arts Engagement Literature Review Summary. Companion to &quot;Building the Field of Arts Engagement&quot;
Author: Casale, Laura
Date: 2017-03-00
Type: Reference Materials - Bibliographies
Subjects: Culture,Art,Participation,Capacity Building,Social Action,Change,Community Involvement,Audience Participation,Private Financial Support

This is the companion piece for the report, &quot;Building the Field of Arts Engagement: Prospects and Challenges.&quot; The literature featured in this semi-annotated bibliography was published between 2000 and 2014 and concerns audience development and audience engagement. Some 38 methodologically robust studies were found. All were published in peer-reviewed journals, or by prominent and trusted foundations and think tanks and involved primary research of some sort. The inescapable conclusion from the exercise was that there is a dearth of evidence of robust, replicable methodologies for extending the reach of cultural organizations into communities that have not traditionally attended or participated in their work. Types of materials included in the literature review are: (1) Books; (2) Journal Articles and Reports; (3) Press; and (4) Blogs. [This review was prepared with AEA Consulting. For the full report, see ED599019.]