ethanporcaro/eric-fulltext-meta huggingface dataset:
Let&apos;s Continue This Conversation: How to Turn New Stakeholder Connections into Long-Term Relationships
Author: Council of Chief State School Officers (CCSSO)
Date: 2017-12-00
Type: Guides - Non-Classroom
Subjects: Stakeholders,Feedback (Response),Statewide Planning,Educational Planning,Educational Strategies,Program Implementation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Objectives,Alignment (Education),Guidelines,Student Needs,Goal Orientation,Partnerships in Education,Information Dissemination,Participative Decision Making,Teamwork,Agency Cooperation,Strategic Planning

This guide is intended to help states assess the engagement strategies used during the Every Student Succeeds Act (ESSA) development stage, identify the ones to sustain or refine, and develop a long-term plan that will continue to create opportunities for stakeholders to be heard on this and other education issues. The guidance in this document builds off of resources previously published by CCSSO on stakeholder engagement, including &quot;Let's Get this Conversation Started,&quot; and &quot;Let's Keep this Conversation Going.&quot; Both guides highlighted the 10 key principles for effective engagement, which will continue to be relevant as states turn their focus to long-term efforts; this guide will focus specifically on the 10th and final principle: Turn these new connections into long-term relationships. [For &quot;Let's Get This Conversation Started: Steps Every State Should Take to Map out Its ESSA Engagement Strategy,&quot; see ED597957. For &quot;Let's Keep This Conversation Going: Steps to Ensure That Stakeholders Get Engaged and Stay Engaged through the ESSA Development Process and Beyond,&quot; see ED597959. The following offered feedback and contributed to this publication: the Leadership Conference on Civil and Human Rights, the National Association of State Boards of Education, the National Association of Secondary School Principals, the National Indian Education Association, the National School Boards Association, the National Center for Learning Disabilities, the National PTA, the National Urban League, Partners for Each and Every Child, and representatives from the state education agencies in Maryland, Oregon and South Carolina.]
Lessons from the Trenches: Sustaining Improvements after State Takeover
Author: Jochim, Ashley
Date: 2019-08-00
Type: Reports - Research
Subjects: Educational Improvement,Sustainability,Superintendents,State School District Relationship,Strategic Planning,Politics of Education,Boards of Education,Community Involvement,School District Autonomy,Public Schools,State Departments of Education,Capacity Building,School Turnaround

While state policymakers are ultimately responsible for public schools statewide, their influence over local school districts has always been incomplete at best. State chiefs, the ostensible leaders of state education agencies, have limited powers and local school boards ultimately control most of the money and staff. As a result, when state leaders seek change in local school systems--whether to address financial mismanagement, corruption, or weak outcomes for students--they are often stymied by factors outside of their control. State takeovers of local school districts emerged as one strategy for overcoming these limitations on state authority. State takeovers suspend the powers of local boards and put in place a state-appointed superintendent. They aim to provide states a direct means for influencing the oversight and operation of local schools that does not hinge on gaining local leaders' cooperation. While state takeovers can be powerful, they are never permanent. To understand how state leaders have sought to sustain the hard-won improvements they gained through state takeovers, the authors interviewed a total of 10 current and former senior state officials who had overseen state takeovers or served as state-appointed superintendents. The interviews provide key lessons for states seeking to make improvements in districts and schools navigating a transition to local control, and emphasize the need to focus on sustainability well before state interventions begin. The authors summarize the main themes that emerged from their interviews in three sections: (1) State takeover is an important but limited tool; (2) States must build a local political base for takeover-initiated reforms; and (3) Exit strategies must set the conditions for long-term success.
Making Sense of It All: How to Incorporate Stakeholder Feedback into Your State&apos;s ESSA Plan
Author: Council of Chief State School Officers (CCSSO)
Date: 2017-03-00
Type: Guides - Non-Classroom
Subjects: Stakeholders,Feedback (Response),Statewide Planning,Educational Planning,Educational Strategies,Program Implementation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Objectives,Alignment (Education),Guidelines

As states move forward on the development of their Every Student Succeeds Act (ESSA) plans, incorporating the best of the feedback received from stakeholders along the way is a critical step in the process. All states are required by law to meaningfully engage with a wide array of stakeholders as they develop their plans to ensure that new policies and procedures truly reflect the needs of all students, regardless of their ethnicity, poverty level or zip code. Once the online surveys, public forums and focus groups are over, it's up to the state ESSA leads to make sense of the hundreds of ideas, suggestions, questions and comments they've received and use the key themes that emerge to inform the details of the plan. The guidance in this resource is broken into the five basic steps of an ongoing engagement cycle, and is meant to help states do two things simultaneously: (1) incorporate the best of the feedback they receive from their stakeholders in a way that strengthens and refines their ESSA strategy; and (2) ensure stakeholders know they were heard and can recognize their imprint on the state's plan.
DPS Transportation Policies to Match Its School Choice Policy
Author: Samelson, Matt
Date: 2018-01-30
Type: Reports - Evaluative
Subjects: Public Schools,School Districts,School Choice,Student Transportation,School Policy,Access to Education,Low Income Students,High School Students,Bus Transportation,Efficiency,Community Involvement

Under the current Denver Public Schools (DPS) transportation policy, students are eligible for transportation if they attend their designated neighborhood school and live a specified distance from that school -- more than 1 mile away for elementary school, 2.5 miles for middle schools, and 3.5 miles for high school. A multitude of exceptions exist where transportation is provided: students with special needs, shared enrollment zones, and magnet programs. But even then, only one-third of students have DPS transportation. The antiquated transportation policy does not match the district's school choice program. DPS is frequently held up as a national example for its school choice process. The district encourages families and students to exercise school choice. But here is the catch: by and large, as soon as students exercise choice, they do not have district transportation. And if a student does not own a vehicle, or her parent or guardian can not drop her off at school or he cannot afford to buy a Regional Transportation District (RTD) pass, then school choice without transportation is not a choice at all. This paper examines how the DPS board and staff could undertake several actions to enhance its transportation offerings and align its transportation policy with its school choice policy by: (1) Changing the DPS Board transportation policy for high school students; (2) Examining the efficiencies of the current DPS transportation offerings; (3) Improving Success Express ridership through a community-led process; and (4) Asking the community to approve a transportation mill levy override.
Part C Infant and Toddler Program: Federal Appropriations and National Child Count 1987-2018. Updated May 20, 2019
Author: Lazara, A., Comp.
Date: 2019-05-20
Type: Numerical/Quantitative Data
Subjects: Infants,Toddlers,Disabilities,Federal Aid,Grants,Early Intervention,Resource Allocation,Expenditure per Student,Equal Education,Federal Legislation,Educational Legislation

The Program for Infants and Toddlers with Disabilities, Part C of the Individuals with Disabilities Education Act (IDEA), is a federal grant program that assists states in operating a comprehensive statewide program of early intervention services for infants and toddlers with disabilities, ages birth through age 2 years, and their families. This comparison chart shows the federal appropriations allocated for Part C, the number of children served, and the federal dollars allocated per child each year from federal fiscal year (FFY) 1987 through FFY 2018.
Early Outcomes of Texas Community College Students Enrolled in Dana Center Mathematics Pathways Prerequisite Developmental Courses. Research Brief
Author: Schudde, Lauren
Date: 2019-08-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Prerequisites,Required Courses,Remedial Mathematics,Outcomes of Education,Acceleration (Education),College Mathematics,Introductory Courses

To improve outcomes in math, many Texas colleges are adopting mathematics pathways, which accelerate developmental math and tailor math courses to different majors instead of requiring all students to take algebra. This study examines whether students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass college-level math courses at higher rates than students who take traditional developmental math courses. It employs regression analysis controlling for student characteristics using student-level data compiled by the state from the more than 20 Texas community colleges that implemented the DCMP model in 2015 and 2016. Results from this study are encouraging. They suggest that DCMP compressed prerequisite developmental courses are effective at accelerating community college students through their math requirements. Yet this study also found systematic sorting of students into DCMP by race/ethnicity, which could exacerbate educational inequalities. Key findings include: (1) DCMP students were about 13 percentage points more likely to enroll in college-level math in the next semester and 8 percentage points more likely to pass college-level math in that term than peers in non-DCMP developmental courses; (2) The advantaged gained by DCMP students was maintained over time--there was still a 5-percentage-point improvement in passing college-level math two years later among students in the fall 2015 cohort; and (3) Compared with non-DCMP courses, DCMP courses included more White students and fewer Hispanic students than would be expected based on the distribution of students at the colleges. This indicates inequality in subgroup access to reformed developmental math pathways.
iPASS in Practice: Four Case Studies
Author: Klempin, Serena
Date: 2019-08-00
Type: Reports - Research
Subjects: Academic Advising,Community Colleges,Two Year College Students,Technology Integration,STEM Education,Educational Change,Planning,Student Personnel Services,Change Strategies,Program Design,Leadership Role,Faculty Advisers,Teamwork,Barriers

A range of efforts are underway to improve the effectiveness and efficiency of advising and student supports. Among these is the Integrated Planning and Advising for Student Success (iPASS) initiative. Launched in 2015, the initiative provided three years of financial, technical, and change management support to 26 two- and four-year institutions as they redesigned their advising processes and adopted and implemented new technologies. Over the three years of the grant, Achieving the Dream and EDUCAUSE provided strategic assistance to help institutions leverage both technology and human relationships to undertake a fully scaled redesign of their advising and other student support services. Concurrently, CCRC conducted a series of qualitative and quantitative research studies to understand how institutions approached their redesign and how this work affected students. This report shares the stories of the four community colleges that participated in the iPASS initiative. Each offers a unique example of how a community college chose to implement the iPASS approach, along with a discussion of the main elements of its advising redesign and its experiences with technology integration. After presenting individual case studies of the four colleges, the authors highlight cross-case lessons, which may be useful to college administrators, student services leaders, and advisors who are planning or implementing an advising redesign. As these stories illustrate, the advising redesign process is iterative, collaborative, and challenging, calling for multiple stakeholder groups across an institution to break down silos and work together to improve student outcomes.
Policies Addressing Guns on Campus. Policy Snapshot
Author: Erwin, Ben
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Weapons,State Policy,State Legislation,Postsecondary Education,Campuses,School Security

Ensuring the safety and security of students is vital to creating a positive learning environment. Active shooter situations at postsecondary institutions resulted in about 150 casualties between 2000 and 2017. This prevalence of gun violence at postsecondary institutions, which is often viewed in the context of larger conversations around gun violence and mass shootings, has resulted in a policy debate over the most effective ways to maintain campus safety. A key facet of this debate is the possession of firearms on campus. Currently, 22 states explicitly prohibit the possession of firearms at postsecondary institutions, while eight states allow individuals to carry a concealed firearm on campus. The issue has been deliberated at the institutional and system levels, in state legislatures and in state courts. Over the past several years, two common themes in legislative proposals have been gun possession -- especially who may possess and when -- and gun storage. This Policy Snapshot provides a summary of legislative activity pertaining to these issues from the 2018 and 2019 legislative sessions.
Campus Sexual Assault Policies. Policy Snapshot
Author: Sarubbi, Molly
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Colleges,School Policy,Sexual Abuse,Prevention,Educational Legislation,State Policy,School Safety,Recordkeeping,Accountability,State Legislation,Federal Legislation,Gender Discrimination,Sex Fairness

Data estimates 11.2% of college students experience sexual assault at some point during their postsecondary education. The prevalence of this issue and the resulting impact on students' lives and educational outcomes highlights the importance of examining the role of federal, state and institutional action in preventing and addressing issues of campus safety. Title IX of the Education Amendments Act of 1972 serves as the foundational federal law regarding sex discrimination at institutions receiving federal dollars. New regulations proposed by the U.S. Department of Education, if passed, would likely change how higher education institutions address campus sexual assault relative to definitions, reporting requirements and disciplinary proceeding allowances. State statute also serves an important role in directing campus safety intervention strategies. Through legislation, states are promoting policy and programmatic efforts to educate, prevent and respond to issues related to postsecondary campus sexual assault. This Policy Snapshot highlights activity in the 2019 legislative sessions, and bills largely fall into three content areas: (1) Awareness and prevention; (2) Reporting guidelines and procedures; and (3) Assessment and accountability.
Concept of the Mosque as an Education Means Faith and the End of Children in the Modern Era
Author: Nurhadi
Date: 2019-00-00
Type: Journal Articles
Subjects: Islam,Muslims,Spiritual Development,Religious Education,Religious Factors,Institutions,Islamic Culture,Spouses,Marriage,Pregnancy,Toddlers,Children,Educational Objectives,Moral Values,Ethics,Role

In this Modern era, mosques are very grand and luxurious as a form of development of Islamic civilization. Not only for ubudiyah, the mosque is one of the non-formal educational facilities for the Islamic community. In order for the mosque to function properly in Islamic law. So it needs an applicative and simple theory, according to the author, so that mosques can become educational facilities for children, it needs to be arranged in a systematic and directed manner, namely: (1) Looking for prospective husband and wife at the mosque; (2) Ta'aruf at the mosque; (3) Marriage contract at the mosque; (4) Pregnancy Children always go to the mosque; (5) Born Son in Azankan like Azan at the Mosque; (6). Since toddlers and children always learn Koran at the mosque; (7) Since Children and Mumayiz always pray at the mosque; (8) After Baligh Teach Stay at the Mosque; and (9) After Adult, look for a diligent soul mate to the mosque. If the nine points above are implemented, then mosques will naturally become a mecca for the education of Islamic children. So the purpose of education is to make insane kamil who are devoted and have moral character.
ASPIRE Award Program Evaluation, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-12-19
Type: Reports - Research
Subjects: Merit Pay,Teacher Salaries,School Districts,Incentives,Teacher Attitudes,Merit Rating,Awards,Accountability,Administrator Attitudes,Knowledge Level,Academic Achievement,Educational Practices,Compensation (Remuneration),Teaching Assistants,Paraprofessional School Personnel,Elementary School Teachers,Secondary School Teachers,Teacher Recruitment,Teacher Persistence,Teacher Attendance,Teacher Effectiveness

On January 12, 2006, the Houston Independent School District (HISD) Board of Education approved a teacher performance-pay program awarding teachers financial incentives based on three indicators of performance pay. These indicators involved group performance for teachers based on campus second grade comparative growth in mathematics and reading and EVAAS™ department cumulative gain index within a subject; group performance campus-wide based on the EVAAS™ campus composite cumulative gain index and campus growth or achievement, and individual teacher performance based on student progress on state and district assessment programs (EVAAS™ teacher composite cumulative gain index). After consultations with national experts, teachers, and administrators, the teacher performance-pay model was improved and enhanced, which then became the ASPIRE Award, one component of the district's ASPIRE (Accelerating Student Progress: Increasing Results and Expectations) school improvement and performance management model. The purpose of the HISD ASPIRE Award Model was to reward teachers for their efforts in improving the academic growth of their students. ASPIRE Award employs a value-added methodology that provides teachers with the information they need to facilitate and measure student progress at the student, classroom, and campus levels. This report summarizes the effectiveness of the 2012-2013 ASPIRE Award as required by state and federal grants. Information is provided in the following areas: (1) Award Payout; (2) Recruitment and Retention; (3) Teacher Attendance; (4) Student Academic Performance; (5) Survey Feedback; (6) Distribution of Highly Effective Teachers Across the District; and (7) Administrative Response.
ASPIRE Award Program Evaluation, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-12-18
Type: Reports - Research
Subjects: Merit Pay,Teacher Salaries,School Districts,Incentives,Teacher Attitudes,Administrator Attitudes,Awards,Accountability,Knowledge Level,Educational Practices,Compensation (Remuneration),Teaching Assistants,Paraprofessional School Personnel,Elementary School Teachers,Secondary School Teachers,Teacher Recruitment,Teacher Persistence,Teacher Attendance,Academic Achievement,Teacher Effectiveness

On January 12, 2006, the Houston Independent School District (HISD) Board of Education approved a teacher performance-pay program awarding teachers financial incentives based on three indicators of performance pay. These indicators involved group performance for teachers based on campus second grade comparative growth in mathematics and reading and the EVAAS™ department cumulative gain index within a subject; group performance campus-wide based on the EVAAS™ campus composite cumulative gain index and campus growth or achievement, and individual teacher performance based on student progress on state and district assessment programs (EVAAS™ teacher composite cumulative gain index). After consultations with national experts, teachers, and administrators, the teacher performance-pay model was improved and enhanced, which then became the ASPIRE Award, one component of the district's ASPIRE (Accelerating Student Progress: Increasing Results and Expectations) school improvement and performance management model. The purpose of the HISD ASPIRE Award Model was to reward teachers for their efforts in improving the academic growth of their students. ASPIRE Award employs a value-added methodology that provides teachers with the information they need to facilitate and measure student progress at the student, classroom, and campus levels. This report summarizes the effectiveness of the 2013-2014 ASPIRE Award as required by federal grants. The following analyses are included in the evaluation: (1) Award Payout by Model and Year; (2) Recruitment and Retention; (3) Teacher Attendance; (4) Student Academic Performance; (5) Survey Feedback; and (6) Distribution of Highly Effective Teachers Across the District.
Cognitive, Emotional and Social Characteristics of Gifted Students with Learning Disability
Author: Stankovska, Gordana
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Academically Gifted,Learning Disabilities,Student Needs,Social Development,Emotional Development,Cognitive Ability,Student Characteristics,Disability Identification,Talent Identification

Intellectually gifted students are defined as those who demonstrate outstanding ability to grapple with competition or superior academic potential. But intellectually gifted individual with specific learning disabilities are the most misunderstood and neglected segment of the student population at the community. Students who are gifted and have learning disabilities are those who possess an outstanding gift or talent and capable of high performance, but who also have a learning disability that makes some aspects of academic achievement difficult. There are variable degrees of severity of learning and learning disabilities can exist in students of all ability levels. So learning disabilities may differentially affect all areas of knowledge acquisition. These students are more vulnerable to social and emotional problems. Learning disability may cause frustration, anxiety, depression, peer relations, introversion. Gifted students with disabilities tend to evaluate themselves more on what they are unable to do than on their substantial abilities. So in this review we examine some of the theoretical arguments, regulations and educational practices that affect students with learning disabilities who are gifted. [For the complete Volume 12 proceedings, see ED597979.]