ethanporcaro/eric-fulltext-meta huggingface dataset:
For Those States with Pre-K to Kindergarten Transition Guidance, How Are Families Engaged? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Student Adjustment,School Readiness,Family Involvement,Parent Education,Kindergarten,Preschool Education

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 17 states with pre-K to kindergarten transition guidance specifically address family engagement in statutes and regulations. Additionally, types of family engagement in the transition process may include ensuring information sent to parents/guardians is easily understandable, offering support in improving parenting skills, and offering families and children the opportunity to tour school facilities.
Variation Is the Norm: A Landscape Analysis of Weighted Student Funding Implementation
Author: Roza, Marguerite
Date: 2020-10-21
Type: Reports - Research
Subjects: Educational Finance,Funding Formulas,School Districts,Resource Allocation,Budgeting,Elementary Secondary Education,Public Schools,Differences,Educational Equity (Finance),Professional Autonomy,Principals,Salaries

School districts increasingly rely on weighted student funding (WSF), yet there is little research on this allocation model. This study collects more than 70 measures on each of 19 districts using WSF in 2018 for a landscape analysis of formula features and implementation practices. While districts report common reasons for adopting WSF (equity, flexibility, and transparency), the study finds no standard WSF model. Homegrown formulas and non-formula features and exemptions reflecting local context are the norm, resulting in substantial differences. Nearly all districts continue to budget with average salaries (likely limiting equity) but grant principals flexibility on staffing, stipends, and contracts. [The paper will be published in &quot;Public Budgeting &amp; Finance.&quot;]
What Is the State&apos;s Kindergarten Entrance Date Cutoff? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Kindergarten,School Entrance Age

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 47 states plus the District of Columbia articulated a specific entrance age in statutes or regulations. Additionally, at least two states left the entrance age determination to specific district resolution, and one state did not identify any guidance on kindergarten entrance age.
What Age Exemptions or Waivers Exist for Kindergarten Entrance? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,School Entrance Age,Kindergarten,Student Placement

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that most states require kindergarten students to be age 5 by a certain cutoff date; however, there are several states that provide exemptions or waivers to these requirements.
Are Kindergarten Entrance Assessments Required? If Yes, What Are States Required to Do with the Results? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Kindergarten,School Readiness,Student Evaluation,Test Results

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 30 states and the District of Columbia require kindergarten entrance assessments. Of those, all but four also create requirements for what must be done with the assessment results, including prohibitions on what may not be done with that information.
Does the State Require the District to Offer Kindergarten and if So, Full or Half Day? What Exemptions Exist for Districts to Offer Kindergarten? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Kindergarten,School Schedules,State Regulation

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 39 states plus the District of Columbia require districts to offer kindergarten either full or half day. Additionally, at least 17 states plus the District of Columbia require full-day kindergarten, and 19 states require half-day kindergarten. Four states articulate that districts can offer full- or half-day kindergarten at the discretion of the board.
For Those States with Third-Grade Retention Policies, Is Parental Engagement Required? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Grade 3,Parent Participation,Intervention,Grade Repetition

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show at least 20 states that either require or allow grade retention also require parents to be engaged in the retention process. Parental engagement can range from notification of retention to involvement in the retention and intervention process.
Does the State Have an Early Learning Endorsement or License? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Teacher Certification,Educational Certificates,Credentials,Special Education,Teacher Education

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show at least 35 states plus Washington, D.C., have multiple credentials for various grade spans covering the early years and grades. The most common are birth through grade three, preschool through grade three and elementary/kindergarten through grade six; several also include special education. Additionally, five states specify only a birth through grade three credential, along with four that specify only a preschool through grade three credential. Several other credentials exist but are less frequent.
What Are the Requirements for Pre-Service Qualifications and for Professional Development for In-Service Educators in STEM Subjects? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,STEM Education,Preservice Teacher Education,Inservice Teacher Education,Teacher Certification,Faculty Development

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show at least 20 states require some form of math knowledge for pre-service teacher candidates. Five additional states only require professional development in math for in-service teachers, with three states having requirements for both teacher candidates and current teachers. Ten states specifically identify science and additional STEM subjects in their policies. Twenty-two states plus Washington, D.C., do not specify requirements in statute, rules or regulations.
How Many Instructional Hours Are Required for Kindergarten? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Time on Task,Kindergarten

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show at least 41 states addressed age exemptions or waivers in reference to kindergarten entrance in state statute and/or regulations. At least 10 states plus the District of Columbia did not articulate specific exemption or waiver opportunities in statute or regulations.
Is the State Connecting Birth-To-Age-5 Data with K-3 Data? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Data Use,Data Collection

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that according to the &quot;Status of linking ECE data with K-12 data system&quot; map from the 2018 State of Early Childhood Data Systems Interactive Map resource from &quot;ChildTrends,&quot; 23 states link all or some early childhood education programs with K-12 data.
How Are Social and Emotional Development and Character Education Emphasized in Statute or Regulation? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Social Development,Emotional Development,Values Education,Social Emotional Learning,School Readiness,State Standards

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 43 states have statutes or regulations defining social and emotional learning or character education, including social and emotional or character development principles in school readiness or academic standards, or otherwise encouraging the inclusion of social and emotional or character development education in the classroom.
What Are the Pre-Service Preparation and Certification, and In-Service Professional Development Requirements, for Social and Emotional Learning? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Preservice Teacher Education,Teacher Certification,Inservice Teacher Education,Social Emotional Learning,Standards

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 35 states have statutes or regulations requiring pre-service and in-services training and professional development on social and emotional learning. This may be included in teacher preparation program requirements, endorsement qualifications or teaching standards, as well as annual training requirements to maintain a teaching license or certification. Additionally, several states have adopted the Council of Chief State School Officers Model Core Teaching Standards which include social and emotional concepts.
Does the State Have a Definition of Chronic Absenteeism, and What Policies Are in Place to Address Chronic Absenteeism in the K-3 Grades? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Attendance,Attendance Patterns,Intervention

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this resource and many others. The data in this document show that at least 37 states define and/or have a policy to address chronic absenteeism in statute or regulation. Definitions of chronic absenteeism typically include missing 10% or more of school days in a single school year. Policies to address chronic absenteeism include early warning systems that notify parents, referrals to community services and prosecution of parents for failing to ensure their children participate in school.
Are There Policies in Place to Guide the Pre-K to Kindergarten Transition Process? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Preschools,Kindergarten,School Readiness,Student Adjustment,State Boards of Education,School Districts

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 23 states and the District of Columbia have policies in place to guide the pre-K to kindergarten transition process. There are variations in which entities must be involved in guiding this transition process; states have alternately created requirements for state education agencies, state boards of education, school districts, district boards of education, county-based teams, individual preschool and kindergarten programs, and chief state school officers.
Does the State Require Children to Attend Kindergarten? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Kindergarten,State Regulation,School Readiness

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 19 states plus the District of Columbia require children to attend kindergarten based on state statutes or regulations. Of those that require children to attend kindergarten, guidance is provided to articulate that children must attend or pass an academic readiness screening to enter grade one. States that do not require kindergarten attendance have been identified by their compulsory age requirements or specific indication in statutes and regulations.
Elective Home Schooling in England: A Policy in Need of Reform?
Author: Hilton, Gillian L. S.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Home Schooling,Foreign Countries,Educational Policy,Educational Change,Educational Quality,Local Government,Time on Task,Teaching Methods,Parent Attitudes

This paper examines the recent noticeable rise in parents and carers in England, deciding to home school their children. This rise has been attributed to schools advising parents with 'difficult' children, those with special educational needs or behavioural problems, that they have a choice; home educate or their child will be permanently excluded. Also, there is a rise in parents removing children from schools due to bullying, school refusal and general unhappiness with school regimes and demands made on learners. The paper discusses causes of this increase in elective home schooling and examines the policy changes proposed and implemented by successive governments. Recently, concerns have arisen over what type of education is being offered to children by poorly educated parents, the rise of so called temporary schools in unsuitable buildings, concerns over religious indoctrination and the lack of a broad and balanced curriculum being offered, which could result in a lack of future employment opportunities for students. Certainly, a new approach is urgently needed if children's futures are to be protected.