ethanporcaro/eric-fulltext-meta huggingface dataset:
Report to Congress on American Indian and Alaska Native Head Start Facilities, FY 2015
Author: Administration for Children, Youth, and Families (DHHS), Office of Head Start
Date: 2015-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: American Indian Students,Alaska Natives,Early Intervention,Preschool Education,Child Care,Partnerships in Education,Geographic Location,Ownership,Performance,Standards,Enrollment,School Safety,Educational Environment,School Buildings,Hygiene,Tribes,Financial Support,Resource Allocation,Climate Control,Fire Protection,Lighting,Playgrounds,Sanitation

This report is provided in response to a mandate by Congress in the Head Start Act, §650(b), as amended on December 12, 2007. The Act requires that the Secretary of the U.S. Department of Health and Human Services submit a report on the facilities of Indian Head Start agencies to the Committee on Education and the Workforce of the House of Representatives and the Senate Committee on Health, Education, Labor and Pensions at least once during every five-year period. The report is required to provide the condition, location, and ownership of facilities used or available to be used by Indian Head Start agencies (including Alaska Native Head Start agencies) and Native Hawaiian Head Start agencies. This report focuses solely on American Indian and Alaska Native (AI/AN) Head Start agencies providing AI/AN Head Start services since the Office of Head Start (OHS) did not provide funding to agencies designated as Native Hawaiian during Fiscal Year (FY) 2015. One hundred and fifty-one AI/AN grantees provided services across 26 states within 506 AI/AN Head Start centers in the 2014-2015 program year. There were 147 AI/AN grantees eligible to participate in the facility assessment during the period it was conducted. Of the four grantees ineligible to participate, two only offered home-based services, one was operated by an interim grantee, and one was a new Early Head Start-Child Care Partnership grantee.
What Does It Cost to Educate California&apos;s Students? A Professional Judgment Approach. Technical Report. Getting Down to Facts II
Author: Levin, Jesse
Date: 2018-10-00
Type: Reports - Research
Subjects: Public Schools,Elementary Secondary Education,State Standards,State Departments of Education,Enrollment,Program Design,Special Education,Expenditure per Student,Student Costs,Educational Finance,Student Needs,Poverty,Low Income Groups,Lunch Programs,Eligibility,Models,School Districts,Predictor Variables,School District Spending,Funding Formulas,Comparative Analysis,Position Papers,Strategic Planning,Educational Objectives,School District Autonomy,Finance Reform,School Funds

This report presents the results of a thorough study conducted by American Institutes for Research (AIR) to investigate the cost of providing an &quot;adequate&quot; education to California students attending public elementary, middle, and high schools. The study addresses the following question: &quot;What is the cost of providing all California public school students with access to the California content standards and achieving appropriate levels of proficiency in accordance with standards established by the California Department of Education?&quot; The AIR research team employed a professional judgment approach to costing out an adequate education. This approach leveraged the knowledge and experience of groups of expert educators, known as professional judgment panels (PJPs), to develop school programs that are capable of delivering an adequate education. For the purposes of this study, an adequate education was defined as providing access to instructional programs consistent with the California content standards and providing the opportunity to achieve the proficiency standards established by the California State Board of Education. The PJPs' school program designs needed to deliver adequate education at a minimum cost, and in a variety of contexts with different enrollment sizes and different student needs (i.e., different proportions of students eligible for free or reduced-price lunch, students classified as English learners [ELs], and students enrolled in special education). Chapters in the report include: (1) Introduction and Overview; (2) Measuring Adequacy Cost Estimates through the Professional Judgment Approach; (3) Translating Resource Specifications into Cost Estimates; (4) &quot;Costing Out&quot; California Adequacy: The Results; (5) Summary and Conclusion. [For the appendices to this report, see ED594741. For a related research summary, see &quot;Working Toward K-12 Funding Adequacy: California's Current Policies and Funding Levels. Research Brief. Getting Down to Facts II&quot; (ED594719).]
Early Childhood Homelessness: State Profiles 2018
Author: Yamashiro, Amy
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Homeless People,Young Children,Enrollment,Early Childhood Education,Federal Legislation,Housing,Costs,Low Income Groups,Poverty,Federal Programs,Profiles,Incidence

Homelessness is a reality for many families with young children in the United States. In 2016, about a third of all people who stayed in a shelter were families with children, and nearly half of children served by U.S. Department of Housing and Urban Development (HUD)-funded emergency and transitional housing providers were age five or younger (HUD, 2017). This 2018 report updates the annual Early Childhood Homelessness State Profiles and provides a snapshot of early childhood data available for children who are experiencing homelessness in each state, plus the District of Columbia and Puerto Rico. It includes publicly available data for 2015-2016 from the U.S. Census Bureau (Census), U.S. Department of Education (ED), U.S. Department of Housing and Urban Development (HUD), U.S. Department of Health and Human Services (HHS), and the Annie E. Casey Foundation and reports the following by state: (1) Total population under age six in 2016; (2) Estimated number of children under age six experiencing homelessness in 2015-2016; (3) Estimated extent of homelessness (e.g., one-in-[X] children under age six experienced homelessness in 2015-2016); and (4) Estimated enrollment of children under age six in federally-funded early childhood programs (i.e., Head Start and school districts receiving &quot;McKinney-Vento Homeless Assistance Act&quot; (&quot;McKinney-Vento Act&quot;) subgrants) in 2015-2016. As in previous profiles, the 2018 report includes two indicators referred to as related factors. These factors are the percentage of families experiencing a &quot;high housing cost burden&quot; (defined as spending 30 percent or more of monthly income on housing expenses), and the percentage of low-income working families with young children under age six (defined as having at least one parent working 50 weeks or more in the prior year and the family income below 200 percent of the federal poverty line). These factors are included because of their relationship to homelessness and, in particular, to spark dialogue about addressing homelessness for children under age six. While these data on related factors are not available for U.S. territories, this report does provide information about the number of children experiencing homelessness served by Head Start/Early Head Start in these areas. [For the 2017 report, see ED609123.]
What Does It Cost to Educate California&apos;s Students? A Professional Judgement Approach. Technical Report. Appendices. Getting Down to Facts II
Author: Levin, Jesse
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Program Design,Statistics,School Funds,Funding Formulas,Public Schools,School Districts,Accountability,Models,State Standards,Elementary Secondary Education,Educational Resources,Student Costs,State Departments of Education,Academic Achievement,Outcomes of Education,School District Autonomy,Special Education,Poverty,English Language Learners,Enrollment,Expenditure per Student,At Risk Students,Rural Schools,Leadership Effectiveness,Students with Disabilities,Educational Change,Educational Finance,Student Needs,School District Spending,Comparative Analysis,Position Papers,Strategic Planning,Educational Objectives,Costs

This document contains the following nine appendixes of the main report, &quot;What Does It Cost to Educate California's Students? A Professional Judgment Approach. Technical Report. Getting Down to Facts II&quot;: (1) Professional Judgement Panel General Instructions; (2) Professional Judgement Panel. Task Instructions; (3) School Resource Profiles; (4) Suggested Reading for Professional Judgement Panelists; (5) Professional Judgement Panelist Information; (6) Program Design Documents; (7) Professional Judgement Panelist Cost Estimates; (8) Descriptive Statistics; and (9) Explanation of Update to Study Findings. [For the main report, see ED594739.]
Intensive Intervention: A Practitioner&apos;s Guide for Communicating with Parents and Families
Author: Marx, Teri
Date: 2018-08-00
Type: Guides - Non-Classroom
Subjects: Intervention,Guides,Students with Disabilities,Outcomes of Education,Behavior Problems,Parent Participation,Special Needs Students,Academic Achievement,Achievement Gap,Parent School Relationship,Federal Programs,Individualized Education Programs,Learning Disabilities,Teamwork,Low Achievement,Evidence Based Practice,Vignettes,Educational Improvement,Identification,Diagnostic Tests,Teaching Methods

For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. Student outcome data suggest that the current educational system does not adequately prepare students with the most intensive needs, particularly students with disabilities, for the world of college and work. Although the performance of some students with disabilities has improved during the past two decades, these students continue to fall behind their peers in reading and math and are more likely to experience discipline problems at school than their peers. The use of intensive intervention is one way that schools can use to improve outcomes for students, including students with disabilities. School teams can use this guide to better understand intensive intervention and how to engage parents and families with the process. The language and examples throughout this guide are summarized versions of more comprehensive content related to intensive intervention and data-based individualization (DBI) available through the National Center on Intensive Intervention (NCII). This guide includes the following sections: (1) Defining Intensive Intervention and DBI; (2) Supporting Family Engagement Within the DBI Process; and (3) Federal Efforts to Improve Results for Students With Disabilities.
Using Data for Improvement: Learning from the CORE Data Collaborative. Technical Report. Getting Down to Facts II
Author: Hough, Heather
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Data Use,School Districts,Capacity Building,Information Systems,Elementary Secondary Education,Accountability,Cooperative Programs,Educational Policy,Counties

Under emerging policy structures in California, the responsibility for school improvement is increasingly placed upon local school districts, with County Offices of Education (COEs) playing a critical support role. In this system, districts are responsible for school improvement, with counties in charge of ensuring quality across districts and providing feedback and support where necessary. Underlying this major policy shift is the idea that local leaders are in the best position to drive real educational improvement and ensure quality across multiple schools and contexts. As California supports districts and counties statewide to embark on this improvement journey, there are important lessons to be learned from the CORE districts, six of which developed an innovative accountability system under a waiver from No Child Left Behind (NCLB). The CORE districts are early adopters of the new accountability paradigm: local leaders using multiple measures of school performance and working together to figure out collectively what works best for struggling schools. Now deepening their work together as a Networked Improvement Community (NIC), the CORE districts have simultaneously expanded access to their multiple-measures data and learning system by inviting other California districts to join their &quot;Data Collaborative.&quot; Districts who join contribute their own student data to the CORE measurement system and are then able to benchmark student performance against other schools in the state. Data Collaborative districts engage in structured network learning activities that enhance their capacity to use data to drive system improvements. Currently, over 50 California school districts representing nearly a million students have joined the Data Collaborative. This report first provides a framework for how data use for improvement is different from data use for accountability and how data should be used by actors at different levels of the system. Next, it discusses the policy context in California and the current state of data use based on interviews conducted in the summer of 2017 with 41 leaders from state education agencies, COEs, school districts, technical assistance providers, education advocacy organizations, and education associations. Finally, the report shares lessons from the CORE Data Collaborative about how data can be used for improvement within networked structures, including what data is needed and how learning and collaboration can be facilitated. [For &quot;Using Data for Improvement: Learning from the CORE Data Collaborative. Facts-at-a-Glance,&quot; see ED594745.]
Using Data for Improvement: Learning from the CORE Data Collaborative. Facts-at-a-Glance
Author: Stanford University, Policy Analysis for California Education (PACE)
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Data Use,School Districts,Capacity Building,Information Systems,Cooperative Programs,Elementary Secondary Education

To evaluate the extent to which California's school districts are engaging in continuous improvement, Policy Analysis for California Education (PACE) interviewed 41 educational leaders across the state. Three main ideas surfaced: (1) State data is insufficient for continuous improvement; (2) Some school districts are developing local data systems, but not every district has the time, money, or expertise to do so; and (3) Capacity to use data for improvement remains challenging. This two-page infographic highlights how the CORE Data Collaborative meets all three of these concerns. [For the full report, see ED594744.]
State Structures for Instructional Support in California. Technical Report. Getting Down to Facts II
Author: Moffitt, Susan L.
Date: 2018-09-00
Type: Reports - Research
Subjects: Capacity Building,Educational Improvement,Governance,State Departments of Education,Role,Teacher Competencies,Teacher Recruitment,Teacher Persistence,Government Role,State Government,Networks,Political Issues,Superintendents,Elementary Secondary Education,Salaries,Nonprofit Organizations,Administrators

New academic demands and challenges in schools require increased capacity to support instructional improvement. Capacity comes in many forms: technical, organizational, and political. In addition, there are different sources of capacity, such as the state government and networks. This report examines: (1) What sources of capacity to support instructional improvement operate in California?; (2) How are they distributed?; (3) How does California's capacity compare with other states?; and (4) How might capacity be strengthened? As it addresses these questions, this report strives: (1) To build on but not repeat prior analysis of California's education governance; (2) To focus on state structures for instructional support, but not consider all aspects of educational governance capacity; and (3) To focus primarily on state-level structures for support, with particular attention on the California Department of Education.
Ohio School &amp; District Results, 2016-2017
Author: Ohio Department of Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: School Districts,Schools,Academic Achievement,Achievement Rating,Educational Change,Scores,Graduation Rate,Attendance Patterns,Standardized Tests,Language Arts,Mathematics,Social Studies,Sciences,Elementary School Students,Secondary School Students,Achievement Gains,Educational Trends,Achievement Gap,Dropout Prevention

Colleges and employers are demanding greater knowledge and skills from our graduates than ever before. As Ohio continues to help students in meeting higher expectations for what they should know and be able to do, student achievement is higher statewide. From 2016 to 2017, every subject area had an increase in first-time test takers scoring proficient and higher. All high school subject areas, except one, saw an increase in the percent of students scoring proficient or better in their first attempts. Similarly, for elementary and middle school, in every grade and subject except fifth grade math, higher rates of students scored proficient or better. Additionally, when looking at students scoring at higher levels (Accelerated, Advanced or Advanced Plus), another trend becomes clear: more students are passing at &quot;higher levels of proficiency.&quot; This brief report provides a snapshot of the state results on the 2016-2017 report card with a focus on the performance index, English language arts and math, graduation rate, the Prepared for Success component, and chronic absenteeism. [For the 2015-2016 report, see ED580121.]
Using Technology to Support Postsecondary Student Learning: A Practice Guide for College and University Administrators, Advisors, and Faculty. WWC 20090001
Author: Dabbagh, Nada
Date: 2019-05-00
Type: Guides - Classroom - Teacher
Subjects: Technology Uses in Education,Postsecondary Education,Academic Achievement,College Administration,Administrators,College Faculty,Faculty Advisers,Teacher Student Relationship,Feedback (Response),Computer Simulation,Learner Engagement,Problem Solving,Educational Technology,Virtual Classrooms,Interaction,Self Management

Despite increasing college enrollment and growing diversity of the college student population, college completion rates are low. Many colleges are exploring ways to leverage technology to improve student retention and increase the educational options for and success of their diverse student bodies. Web-based course or learning management systems and instructional technology centers can be found on almost every U.S. college campus. Colleges are even ranked based on the quality of their technology infrastructure and connectivity. Off campus, technology allowed more than six million college students to take online courses in the 2015-2016 school year. Colleges are using technology to improve the quality of student learning; make active and engaging learning available throughout institutional offerings; and help students become more successful learners. This practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, focuses on promising uses of technologies associated with improving postsecondary student learning outcomes. This practice guide makes five evidence-based recommendations around how to use technology to support postsecondary learning. Each recommendation includes examples of technologies and how to implement them, advice on how to overcome potential obstacles, and a summary of the research evidence that supports the recommendation. It provides higher education instructors, instructional designers, administrators, and other staff with specific recommendations for supporting learning through the effective use of technology.
Workplace Spirituality: Metaphors and Opinions of Teachers
Author: Göçen, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Work Environment,Spiritual Development,Figurative Language,Phenomenology,Program Descriptions,Educational Environment,Definitions,Self Concept,Organizational Culture,Foreign Countries,Teacher Characteristics

This study examined metaphors teachers provided about what their concepts of spirituality were. It also examined teachers' opinions regarding workplace spirituality definitions, along with the qualities a spiritual organization requires. Based on the qualitative research method, the research was structured according to a phenomenological design. The sample studied was composed of two groups of teachers (N=40) from another study conducted on the schools' spiritual development program during the 2016-2017 academic year in Sanliurfa, Turkey. The teachers from both groups volunteered to participate in different parts of this study and answered written questions about their personal metaphors to explain their concept of spirituality and what they think about the place of spirituality in schools, in light of their interpretations and definitions of workplace spirituality and spiritual qualities. While the first part of the study produced 18 different metaphors such as &quot;water, knowing the self, energy, sea, space, math, oxygen, students, nucleus,&quot; the second part included 30 different opinions about workplace spirituality on both a personal and a group level. The results show that the participants consider workplace spirituality as an important issue for self-identity, organizational identity, and growth.
Theoretical and Methodological Implications of Associations between Executive Function and Mathematics in Early Childhood
Author: Nguyen, Tutrang
Date: 2019-00-00
Type: Journal Articles
Subjects: Executive Function,Mathematics Achievement,Early Childhood Education,Young Children,Correlation,Cognitive Ability,Cognitive Tests,Mathematics Tests,Short Term Memory,Inhibition

Despite agreement about the importance of executive function (EF) for children's early math achievement, its treatment in correlational studies reflects a lack of agreement about the theoretical connection between the two. It remains unclear whether the association between EF and math operates through a latent EF construct or specific EF components. Specifying the correct measurement model has important theoretical implications for the predicted effects of EF interventions on children's math achievement. In the current study, we tested whether associations between EF and math operate via a latent EF factor, or via specific EF components using data from a large, nationally representative sample. We then replicated these same analyses with a meta-analytic database drawn from ten studies that collected measures of children's EF and math achievement. Our results lend support to explanations that a single EF factor accounts for most of the EF component-specific associations with math achievement. We discuss theoretical and methodological implications of these findings for future work.