ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Sex Education on Teenage Pregnancy in Basic Schools of Bawku Municipal District in Ghana
Author: Donkor, Anthony Kudjo
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Early Parenthood,Pregnancy,Sexuality,Sex Education,Puberty,Questionnaires,Focus Groups,Observation,Parenting Styles,Poverty,Peer Influence,At Risk Persons,Parent Role,School Role,Qualitative Research,Statistical Analysis,Incidence,Semi Structured Interviews

The incidence of teenage pregnancy has been on the rise in Ghana, especially in the Bawku-East Municipality. In Ghana adults rarely discussed sexual matters with the youth. Thus, the youth have little or no information about the biological changes that take place in their bodies during the transitional period from youth to adulthood. This has resulted in unplanned pregnancies for the vast majority of teenagers, which have serious developmental and socioeconomic implications. The study was to explore how sex education could mitigate teenage pregnancy in the Bawku-East Municipality. A total sample size of one hundred and twenty-five (125) respondents was used for the study. Questionnaires, in-depth interviews, focus group discussions and observation were used to collect data for the study. The study revealed that poor parenting, poverty and peer influence were the major causes of teenage pregnancy in the study area. In addition, concealing sex education and sex-knowledge from the youth made them more curious and vulnerable. There is the need for parents and schools to empower the youth through sex education to equip them with knowledge in order to overcome the potentially corrupt information through the social media and friends. The study will be useful to students, parents, teachers and vulnerable group (girl-child) advocates in communities.
National Evaluation of the State Deaf-Blind Projects. NCEE 2018-4006
Author: Daley, Tamara C.
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Deaf Blind,Technical Assistance,Children,Youth,State Programs,Student Needs,Grants,Surveys,Financial Support,Agency Cooperation,Satisfaction,Educational Needs,Geographic Regions,Tables (Data),Family Programs,Early Intervention,Literacy Education,Individual Characteristics,Professional Personnel,Access to Information,Delivery Systems,Program Effectiveness

This report describes the work done by the 48 State Deaf-Blind Projects awarded grants by the Department of Education's Office of Special Education Programs (OSEP) in late 2013. The report documents the technical assistance and dissemination activities carried out by the Projects and their collaborative activities, describes the needs for technical assistance among direct service providers who work with children and youth with deaf-blindness, and examines how satisfied direct service providers are with the services received from their State Deaf-Blind Projects. The purposes of this evaluation are to: (1) better understand the activities and support provided by the Projects and the variation across the Projects; (2) assess the needs of direct service providers (i.e., the educators and other individuals who work directly with children and youth with deaf-blindness); and (3) ascertain direct service providers' satisfaction with support from the State Deaf-Blind Projects. It is the first systematic and comprehensive data collection of the State Deaf-Blind Projects and the most extensive data collection to date of professionals and paraprofessionals who serve this population. Major findings include: (1) all or nearly all Projects provided a similar set of core services; (2) there were services that were less evenly provided across the Projects; (3) for many of the common services, demand exceeded the resources that many Projects had available; and (4) when considering the supply and demand for services, the total resources that Projects had available to carry out activities varied widely, mostly because projects received support from other sources in addition to funding from OSEP. Five appendices are included.
Special Education Enrollment and Classification in Louisiana Charter Schools and Traditional Schools. REL 2018-288
Author: Wolf, Patrick J.
Date: 2018-01-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Traditional Schools,Special Education,Classification,Enrollment Rate,Institutional Characteristics,Disabilities,Individualized Education Programs,Elementary Schools,Middle Schools,High Schools,Geographic Regions,Student Records,Longitudinal Studies,Statistical Analysis,School Districts

Charter schools are public schools authorized to operate with some independence from district or state public school regulations, while still being held accountable for student outcomes. Like traditional schools operated by school districts, charter schools are free and are intended to be open to all students who desire to attend. This study examined the special education enrollment gap (that is, the gap in the enrollment rate of students with an individualized education program) between charter and traditional public schools in four Louisiana educational regions from 2010/11 to 2013/14 and explored possible sources of the gap. Key findings include: (1) The gap was 2.5 percentage points (8.5 percent in charter schools and 11.0 percent in traditional schools) in 2010/11 and declined to 0.5 percentage point (10.2 percent and 10.7 percent) in 2013/14; (2) For three of the four study years the gap was largest in schools serving grades K-5, and for all four study years it was smallest in schools serving grades 9-12; (3) By 2013/14 the special education enrollment rate in schools serving grades 9-12 was higher in charter schools than in traditional schools; (4) The enrollment rate for students with an emotional disturbance was higher in charter schools than in traditional schools, but the enrollment rate for students with most other categories of disabilities was higher in traditional schools than in charter schools; and (5) Charter school enrollment was associated with an increased likelihood of a student being declassified from requiring an individualized education program, though less than 1 percent of students with an individualized education program in both charter schools and traditional schools were declassified over the study period.
First-Year Persistence and Retention. Snapshot™ Report, Spring 2017
Author: National Student Clearinghouse Research Center
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,School Holding Power,Full Time Students,Part Time Students,Asian American Students,African American Students,Hispanic American Students,White Students,Racial Differences,Age Differences,Public Colleges,Two Year Colleges,Private Colleges,Proprietary Schools,College Freshmen

Of all students who started college in fall 2015, 73.4 percent persisted at any U.S. institution in fall 2016, while 61.1 percent were retained at their starting institution. The persistence rate is the percentage of students who return to college at any institution for their second year, while the retention rate is the percentage of students who return to the same institution. This brief report presents the following statistics on first-year persistence and retention: (1) First-Year Persistence and Retention by Starting Enrollment Intensity (all institutional sectors); (2) First-Year Persistence and Retention by Race and Ethnicity Fall 2015 Entering Cohort, All Sectors; (3) First-Year Persistence and Retention by Age at College Entry Fall 2015 Entering Cohort, All Sectors; (4) First-Year Persistence and Retention for Students Who Started College in Four-Year Public Institutions; (5) First-Year Persistence and Retention by Race and Ethnicity Fall 2015 Entering Cohort, Four-Year Public Institutions; (6) First-Year Persistence and Retention for Students Who Started College in Two-Year Public Institutions; (7) First-Year Persistence and Retention by Race and Ethnicity Fall 2015 Entering Cohort, Two-Year Public Institutions; (8) First-Year Persistence and Retention for Students Who Started College in Four-Year Private Institutions; (9) First-Year Persistence and Retention by Race and Ethnicity Fall 2015 Entering Cohort, Four-Year Private Institutions; and (10) First-Year Persistence and Retention for Students Who Started College in Four-Year For-Profit Institutions. Definitions and notes on cohort selection is included.
Race to the Top. District of Columbia Report. Year 3: School Year 2012-2013. [State-Specific Summary Report]
Author: Department of Education (ED)
Date: 2014-03-19
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gap,Administrator Effectiveness,Alignment (Education),Budgets,Career Readiness,Charter Schools,College Readiness,Core Curriculum,Data,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,Federal Legislation,Federal Aid,Educational Legislation,Federal Programs,Formative Evaluation,Grants,Higher Education,Language Arts,Leadership Effectiveness,Literacy,Low Achievement,Mathematics Achievement,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Poverty,Principals,Professional Development,Program Effectiveness,Program Implementation,School Districts,School Effectiveness,School Turnaround,State Government,State Standards,STEM Education,Teacher Effectiveness,Teacher Evaluation,Student Characteristics,National Competency Tests

This State-specific summary report serves as an assessment of the District of Columbia's annual Race to the Top implementation. The Year 3 report for Phase 1 and 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2012 through September 2013. In Year 3, the Office of the State Superintendent of Education (OSSE) continued to provide professional development opportunities for educators on implementing the Common Core State Standards (CCSS) and expanded and promoted its CCSS resource website, LearnDC.org. After years of delays, OSSE successfully launched the State Longitudinal Data System (SLDS) for use in school year (SY) 2012-2013. OSSE released the Standards Entry-Points for Differentiated Learning manual for mathematics instructors, a consortium-developed manual for special education teachers. All 30 participating local educational agencies (LEAs) implemented an instructional improvement system (IIS). Three competitive grant programs, Charter School Teacher Residency (Pipelines), Professional Learning Communities for Effectiveness (PLaCEs), and Expanded Growth Measures, were expanded to include additional teachers, schools, and LEAs. After nearly a year of stability, OSSE experienced additional staff turnover, vacancies of key positions, and another agency staff audit and restructuring. While all participating LEAs implemented an IIS, one of the IIS consortia did not have a Lead LEA for the majority of Year 3, leading to a lapse in the Community of Practice (CoP) and support for the member LEAs. A glossary is included. [For &quot;Race to the Top. District of Columbia Report. Year 2: School Year 2011-2012. [State-Specific Summary Report],&quot; see ED539233.]
Technical Working Group on Career and Technical Education Meeting. Meeting Summary (Washington, DC, September 22, 2017)
Author: Ahn, Judie
Date: 2017-09-22
Type: Speeches/Meeting Papers
Subjects: Vocational Education,Career Education,Technical Education,Educational Research,Research Needs,Postsecondary Education,Secondary Education,Educational Policy,Teaching Methods,Meetings,National Competency Tests,National Surveys,Longitudinal Studies,Disabilities,Transitional Programs,Special Education,Student Characteristics

On September 22, 2017, the National Center for Special Education Research (NCSER) and the National Center for Education Research (NCER) at the Institute of Education Sciences (IES) convened a group of experts in policy, practice, and research related to Career and Technical Education (CTE). The goal of the meeting was to seek input from researchers and practitioners in CTE to help highlight the key research questions that need to be addressed, the types of research that would best address these questions, the challenges faced in doing this work, and strategies for promoting research in CTE. The discussion followed four major topics of inquiry: (1) Who is served by CTE and who is left behind?; (2) What do we know--and need to know--about CTE policies, programs, and practices at the secondary and postsecondary levels?; (3) What are the critical methodological issues in CTE?; and (4) What is needed to advance CTE research? The day was structured by these topics, and each session began with comments by selected Technical Working Group (TWG) members, followed by a general discussion. The meeting concluded with each TWG member providing priority recommendations for IES. This report summarizes the key points and themes that emerged by topic.
Race to the Top. Florida Report. Year 3: School Year 2012-2013. [State-Specific Summary Report]
Author: Department of Education (ED)
Date: 2014-03-19
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gap,Administrator Effectiveness,Alignment (Education),Budgets,Career Readiness,Charter Schools,College Readiness,Core Curriculum,Data,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,Federal Legislation,Federal Aid,Educational Legislation,Federal Programs,Formative Evaluation,Grants,Higher Education,Language Arts,Leadership Effectiveness,Literacy,Low Achievement,Mathematics Achievement,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Poverty,Principals,Professional Development,Program Effectiveness,Program Implementation,School Districts,School Effectiveness,School Turnaround,State Government,State Standards,STEM Education,Teacher Effectiveness,Teacher Evaluation,Student Characteristics,National Competency Tests

This State-specific summary report serves as an assessment of the Florida's annual Race to the Top implementation. The Year 3 report for Phase 1 and 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2012 through September 2013. In Year 3, the State continued to execute contracts and implement activities consistent with the State's amended timelines. In Year 3, Florida implemented the Common Core State Standards (CCSS) in first grade and trained approximately 13,000 educators on implementing the CCSS during summer institutes. Florida Department of Education (FDOE) continued to add CCSS-aligned resources to the Teacher Standards Instructional Tool (TSIT). The State also continued the Math Formative Assessment System (MFAS) providing Florida educators access to approximately 374 tasks and rubrics aligned to CCSS for kindergarten through third grade (K-3). A glossary is included. [For &quot;Race to the Top. Florida. Year 2: School Year 2011-2012. [State-Specific Summary Report],&quot; see ED539235.]
Completing College: A National View of Student Attainment Rates--Fall 2010 Cohort (Signature Report No. 12)
Author: Shapiro, Doug
Date: 2016-12-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,College Graduates,Comparative Analysis,Public Colleges,Private Colleges,Two Year Colleges,Age Differences,Gender Differences,Enrollment Trends,Full Time Students,Part Time Students,Trend Analysis,Proprietary Schools

This fifth annual report on national college completion rates offers a look at the six-year outcomes for students who began postsecondary education in fall 2010, toward the end of the Great Recession. It looks at the various pathways students took toward degree completion, as well as the completion rates through May 2016 for the different student types who followed each pathway. The overall national six-year completion rate for the fall 2010 cohort was 54.8 percent, an increase of 1.9 percentage points from the fall 2009 cohort. This counts all first-time students, regardless of institutional sector or enrollment intensity. This rate represents a recovery nearly to the level of the fall 2008 cohort (55.1 percent), but remains more than a percentage point below the high of 56.1 percent for the pre-recession 2007 cohort. The 2010 cohort's higher rate of completion represents about 55,000 more graduates than the fall 2009 cohort, even though both were almost exactly the same size to begin with. A small decrease, less than one percentage point, was observed in the percent of students who were still enrolled in their sixth year without having earned a degree. With more students graduating and fewer still enrolled, the share of students stopping out (no degree and no enrollment in the sixth year) decreased by 1.1 percentage points, from 33.0 percent to 31.9 percent. [For the supplements to this report, &quot;Completing College: A State-Level View of Student Attainment Rates (Signature Report No. 12a),&quot; see ED580303 and &quot;A National View of Student Attainment Rates by Race and Ethnicity--Fall 2010 Cohort (Signature Report No. 12b),&quot; see ED580302.]
A National View of Student Attainment Rates by Race and Ethnicity--Fall 2010 Cohort (Signature Report No. 12b)
Author: Shapiro, Doug
Date: 2017-04-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,College Graduates,Comparative Analysis,Public Colleges,Private Colleges,Two Year Colleges,Age Differences,Gender Differences,Enrollment Trends,Full Time Students,Part Time Students,Trend Analysis,Proprietary Schools,Racial Differences,Ethnicity,Asian American Students,African American Students,Hispanic American Students,White Students,Minority Group Students,Multiracial Persons

This supplement to &quot;Completing College: A National View of Student Attainment Rates--Fall 2010 Cohort&quot; (https://nscresearchcenter.org/signaturereport12) (2016), provides six-year completion rates, including degree and certificate completion, disaggregated by race and ethnicity for students who began postsecondary education in fall 2010. The data used in this supplement was limited to a sample of schools selected specifically for race and ethnicity analyses. [For the full report, &quot;Completing College: A National View of Student Attainment Rates--Fall 2010 Cohort (Signature Report No. 12),&quot; see ED580301. For another supplement to the full report, &quot;Completing College: A State-Level View of Student Attainment Rates (Signature Report No. 12a),&quot; see ED580303.]
Completing College: A State-Level View of Student Attainment Rates (Signature Report No. 12a)
Author: Shapiro, Doug
Date: 2017-03-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,College Graduates,Comparative Analysis,Public Colleges,Private Colleges,Two Year Colleges,Age Differences,Gender Differences,Enrollment Trends,Full Time Students,Part Time Students,Trend Analysis,Time to Degree,Geographic Location

As a supplement to &quot;Completing College: A National View of Student Attainment Rates--Fall 2010 Cohort&quot; (https://nscresearchcenter.org/signaturereport12) (2016), this report focuses on six-year student success outcomes and college completion rates by state. Three sets of tables organized by institution type display the results, presenting each state's outcomes for students who started postsecondary education at four-year public institutions, two-year public institutions, and four-year private nonprofit institutions. Each set of tables provides state-level overviews of college completion outcomes. Further results are included, displaying state-level six-year outcomes for students: (1) By enrollment intensity across the six-year study period--exclusively full time (Tables 2, 11, 20), exclusively part time (Tables 3, 12, 21), and mixed (Tables 4, 13, 22); (2) By age at first entry to college--age 20 and younger (Tables 5, 14, 23), over age 20 through age 24 (Tables 6, 15, 24), and over age 24 (Tables 7, 16, 25); and (3) By gender--women and men who started at each institution type (Tables 8, 17, 26 and 9, 18, 27, respectively). [For the full report, &quot;Completing College: A National View of Student Attainment Rates--Fall 2010 Cohort (Signature Report No. 12),&quot; see ED580301. For another supplement to the full report, &quot;A National View of Student Attainment Rates by Race and Ethnicity--Fall 2010 Cohort (Signature Report No. 12b),&quot; see ED580302.]
Building Evidence: What Comes after an Efficacy Study? Technical Working Group Meeting. Meeting Summary (Washington, DC, October 14, 2016)
Author: National Center for Special Education Research (ED)
Date: 2016-10-14
Type: Speeches/Meeting Papers
Subjects: Educational Research,Evidence,Instructional Effectiveness,Replication (Evaluation),Research Problems,Public Agencies,Federal Programs,Training,Agency Role

On October 14, 2016, the National Center for Special Education Research (NCSER) and the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) convened a group of experts to gain insights and advice on how best to support the advancement of evidence beyond an efficacy study. Discussion followed five topics of inquiry: (1) What should effectiveness studies accomplish? What are the challenges of initiating and completing an effectiveness study?; (2) What steps are needed to encourage more replication research?; (3) How can we advance our understanding of causal mechanisms and the variability of impacts?; (4) How can IES training programs support the advancement of evidence beyond efficacy?; and (5) What is the most important thing IES can do to support the advancement of evidence once we have established efficacy? Technical working group (TWG) members made substantive suggestions about how to deepen and broaden the high-quality research supported by IES. The group called on IES to lead a &quot;culture shift&quot; in the evaluation of education interventions; for example, by further supporting and encouraging transparency in reporting research methods and findings, research on implementation and replication, and partnerships between researchers and practitioners. This report summarizes the IES staff presentations and participant discussions.