ethanporcaro/eric-fulltext-meta huggingface dataset:
National All Programs (2020-2021). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Early Childhood Education,Preschool Children,Migrants,Federal Aid,Enrollment,Homeless People,Foster Care,Ethnicity,Race,Racial Differences,Child Care Centers,Pregnancy,Family Environment,Language Usage,Age Differences,Health Services,Family Programs,Disabilities,Individualized Education Programs,Social Services,Migrant Education,Infants,Toddlers

This National Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by Head Start, Early Head Start, and Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
Transforming Education to Unlock Lifelong Opportunity and Success for Each and Every Child. Annual Report 2019
Author: ExcelinEd
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Policy,Learning Experience,College Readiness,Career Readiness,Equal Education,Educational Opportunities,Emergent Literacy,Accountability,Educational Finance,Public Schools,Charter Schools,Private Education,School Choice,State Policy,21st Century Skills,Access to Education,Competency Based Education,Scholarships,Elementary Secondary Education

Focused on educational quality, innovation and opportunity--both within and outside of the traditional system--ExcelinEd advances a broad range of student-centered policy solutions that are successfully: (1) increasing student learning; (2) Readying graduates for college and career; and (3) Advancing equity. This year's annual report highlights the 2019 National Summit on Education Reform; 2019 thought leadership; early literacy; school accountability; education funding; college and career pathways; next generation learning; public charter schools; private education choice; and fiscal accountability. One-page spotlights on Alabama, Colorado, Florida, Georgia, Idaho, Indiana, Mississippi, North Carolina, Ohio, South Carolina, Tennessee, and Utah are included. [For the 2018 annual report, see ED594612.]
Results of the Senior Exit Survey, 2018-2019. Evaluation Matters. Volume 9, Number 1
Author: Urdegar, Steven M.
Date: 2019-09-00
Type: Reports - Research
Subjects: High School Seniors,Student Attitudes,Student Surveys,Postsecondary Education,Public Schools,Charter Schools,Majors (Students),Student Financial Aid,Armed Forces,Credentials,Two Year Colleges,Public Colleges,Private Colleges

This report examines the results of the Senior Exit Survey, which is administered annually to all graduating high school students. The fourfold purpose of the survey is to explore: (1) senior's postsecondary plans; (2) the credentials they plan to acquire; (3) the institutions they plan to attend; and (4) the fields of study they choose to pursue. All twelfth-grade students enrolled in traditional and charter high schools within the district were targeted to receive the survey, except for those enrolled in special education centers, the educational alternative outreach program, the juvenile justice center, and centers for special instruction. Over 80% of seniors completed the survey, of which 88% plan to acquire a certificate, license, or degree. Of those, over 80% plan to earn a Bachelor's or higher degree, either directly or after first earning an Associate's degree. Most seniors pursuing a certificate, license, or degree, plan to attend an institution in Florida. Among the responding seniors eligible to receive a diploma, Business Management Accounting, Finance was the most popular choice of major, followed by Nursing. [For the 2018 report, see ED619669.]
Results of the Senior Exit Survey, 2018. Evaluation Matters. Volume 8, Number 1
Author: Urdegar, Steven M.
Date: 2018-07-00
Type: Reports - Research
Subjects: High School Seniors,Student Surveys,Postsecondary Education,Career Choice,Public Schools,Charter Schools,Majors (Students),Credentials,Two Year Colleges,Public Colleges,Private Colleges,Armed Forces

This report examines the results of the Senior Exit Survey, which is administered annually to all graduating high school students. The threefold purpose of the survey is to explore: (1) the credentials seniors plan to acquire; (2) the institutions they plan to attend; and (3) the fields of study they choose to pursue. All twelfth-grade students enrolled in traditional and charter high schools within the District were targeted to receive the survey, except for those enrolled in special education centers, the educational alternative outreach program, the juvenile justice center, and centers for special instruction. Nearly 85% of seniors completed the survey, of which 97% plan to further their education. Of those continuing their studies, nearly 90% plan to earn a Bachelor or higher degree, representing 78.1% of seniors planning join the military (Serving) and 86.8% of those who do not (Non-Serving). Once considered mutually exclusive pursuits, nearly 80% of seniors joining the armed services planned to further their education while serving. Most seniors furthering their education, plan to attend a college in Florida. Among Non-Serving seniors, Business Management Accounting, Finance was the most popular choice of major, while among Serving seniors, Criminal Justice, Criminology, and Forensic Science was the most popular. [For the 2017 report, see ED619670.]
Results of the Senior Exit Survey, 2017. Evaluation Matters. Volume 7, Number 1
Author: Urdegar, Steven M.
Date: 2017-07-00
Type: Reports - Research
Subjects: High School Seniors,Student Surveys,Postsecondary Education,Career Choice,Public Schools,Charter Schools,Majors (Students),Armed Forces,Credentials,Two Year Colleges,Public Colleges,Private Colleges

This report examines the results of the Senior Exit Survey, which is administered annually to all graduating high school students, pursuant to state requirements. The Senior Exit Survey in its eighth administration replaces the Graduate Exit Interview. The fourfold purpose of this study is to explore seniors': (1) postsecondary plans; (2) the credentials they plan to acquire; (3) the institutions they plan to attend; and (4) the fields of study they choose to pursue. All twelfth-grade students enrolled in traditional and charter high schools within the District were included, except those enrolled in special education centers, the educational alternative outreach program, the juvenile justice center, and centers for special instruction. More than 80% of graduating seniors completed the survey and more than 95% of Non-Serving and 75% of Serving respondents reported planning to complete an Associate or higher degree. Once considered mutually exclusive pursuits, more than 80% of seniors joining the armed services reported they would be furthering their education while serving. Most Non-Serving and Serving seniors who reported they would be furthering their education reported planning to attend a college in Florida. Among Non-Serving seniors, Business Management Accounting, Finance was the most popular choice of major of students who reported they would be furthering their education, while among Serving seniors, Criminal Justice, Criminology, and Forensic Science was the most popular. [For the 2015-2016 report, see ED619672.]
Transforming Education to Unlock Lifelong Opportunity and Success for Each and Every Child. Annual Report 2021
Author: ExcelinEd
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Change,School Choice,Public Schools,Private Education,Charter Schools,Educational Finance,Access to Computers,Disadvantaged,Career Readiness,College Readiness,Educational Policy,Emergent Literacy,Access to Education,Educational Environment,Educational Opportunities,Elementary Secondary Education,21st Century Skills,Achievement Gap,Accountability,Scholarships

Despite the myriad of challenges that families, students, teachers and policymakers faced in 2021, the momentum to transform education did not waver. New opportunities for students unfolded in more than a dozen states through expanded private and public school choice. An additional 1.7 million students gained eligibility for private choice alone, and strong investments by states supported learning options, with an impressive total of more than $1 billion for new choice programs and funding for charter schools. States also invested deeply in closing the digital divide and building better workforce training and college acceleration programs. Florida set an example with a comprehensive education-to-workforce package that was supported by ExcelinEd's Pathways Matter policy research and resources. And states continued to strengthen early literacy through policy improvements and new funding totaling $330 million in Arizona, Connecticut, Florida, Tennessee and Wisconsin alone. This year's annual report touches on state accomplishments; thought leadership highlights; and the 2021 National Summit on Education. Remaining sections focus on providing families with access to the learning environment that best fits their child's needs; ensuring every student has equitable access to the digital superhighway; supporting every student in gaining in-demand skills for lifelong success; guaranteeing every child receives academic support to learn, succeed and achieve their full potential; and fiscal accountability. [For the 2020 report, see ED619617.]
Results of the Senior Exit Survey, 2015-16. Evaluation Matters. Volume 6, Number 1
Author: Urdegar, Steven M.
Date: 2016-10-00
Type: Reports - Research
Subjects: High School Seniors,Student Attitudes,Student Surveys,Postsecondary Education,Career Choice,Public Schools,Charter Schools,Majors (Students),Student Financial Aid,Armed Forces,Credentials,Expectation

This report examines the results of the Senior Exit Survey, which is administered annually to all graduating high school students, pursuant to state requirements. The Senior Exit Survey in its sixth administration replaces the Graduate Exit Interview. The purpose of this study is fivefold: (1) examine seniors' attitudes toward high school; (2) explore seniors' postsecondary plans; (3) investigate seniors' chosen fields of study; (4) determine the credentials they plan to attempt; and (5) ascertain their immediate employment expectations. All twelfth grade students enrolled in traditional and charter high schools within the District were included in the state-developed survey of post-secondary plans, except those enrolled in special education centers, the educational alternative outreach program, the juvenile justice center, and centers for special instruction. Almost 85% of graduating seniors completed the survey, of which nearly all reported planning to further their education upon completing high school. Most students rated personal growth, college information, and advanced course offerings as helpful in preparing them for life after graduation. The vast majority of seniors reported planning to attend a public college in Florida. Business and related fields; and Nursing were the two most popular fields of study chosen by the seniors who reported planning to further their education. [For the 2014-2015 report, see ED619673.]
Results of the Senior Exit Survey, 2014-15. Evaluation Matters. Volume 5, Number 1
Author: Urdegar, Steven M.
Date: 2015-07-00
Type: Reports - Research
Subjects: High School Seniors,Student Attitudes,Student Surveys,Postsecondary Education,Career Choice,Public Schools,Charter Schools,Majors (Students),Student Financial Aid,Armed Forces,Credentials,Expectation

This report examines the results of the Senior Exit Survey, which is administered annually to all graduating high school students, pursuant to state requirements. The Senior Exit Survey in its fifth administration replaces the Graduate Exit Interview. The purpose of this study is fourfold: (1) examine seniors' attitudes toward high school; (2) explore seniors' postsecondary plans; (3) investigate seniors' chosen fields of study and the credentials they plan to attempt; and (4) ascertained their immediate employment expectations. All twelfth grade students enrolled in traditional and charter high schools within the District were included in the state-mandated survey of post-secondary plans, except those enrolled in special education centers, the educational alternative outreach program, the juvenile justice center, and centers for special instruction. Over 80% of graduating seniors completed the survey, of which more than 90% reported planning to further their education upon completing high school. While most students gave their high schools high marks and rated college information/advanced course offerings as helpful in preparing them for life after graduation, many students also found their high school experience lacked training in life skills and financial literacy. The vast majority of seniors reported planning to attend a college in Florida. Nursing was the single most popular field of study chosen by seniors who reported planning to further their education. [For the 2013-2014 report, see ED619674.]
Results of the Senior Exit Survey, 2013-14. Evaluation Matters. Volume 4, Number 1
Author: Urdegar, Steven M.
Date: 2014-09-00
Type: Reports - Research
Subjects: High School Seniors,Student Attitudes,Student Surveys,Postsecondary Education,Career Choice,Aspiration,Wages,Public Schools,Charter Schools,Majors (Students),Student Financial Aid,Armed Forces

This report examines the results of the Senior Exit Survey, which is administered annually to all graduating high school students, pursuant to state requirements. The Senior Exit Survey in its fourth administration replaces the Graduate Exit Interview. The purpose of this study is fourfold: (1) to examine students' attitudes toward high school; (2) to explore students' postsecondary plans; (3) to investigate students' career/vocational choices; and (4) to understand their immediate wage earning aspirations. The sample for state-mandated postsecondary-plans included all twelfth grade students enrolled in traditional and charter high schools within the District. The sample for all other items included only those students who indicated they were graduating and were also eligible to receive a diploma or certificate of completion. Students enrolled in special education centers, the educational alternative outreach program, the juvenile justice center, and centers for special instruction were excluded from both samples. Over 80% of graduating seniors completed the survey, of which more than 85% reported planning to attend college. While most students gave their high schools high marks and rated college information/advanced course offerings as helpful in preparing them for life after graduation, many students also found their high school experience to lack training in life skills and financial literacy. The vast majority of seniors reported planning to attend a college in Florida. Health related professions were the most popular major of college-bound seniors.
Results of the Senior Exit Survey, 2021. Evaluation Matters. Volume 11, Number 1
Author: Urdegar, Steven M.
Date: 2021-09-00
Type: Reports - Research
Subjects: High School Seniors,Student Surveys,Postsecondary Education,Public Schools,Charter Schools,Majors (Students),Credentials,Two Year Colleges,Public Colleges,Private Colleges,Volunteers,Student Experience

This report examines the results of the Senior Exit Survey, which is administered annually to all graduating high school students. The fivefold purpose of the survey is to examine: (1) seniors' post-secondary plans; (2) the credentials they plan to acquire; (3) the institutions they plan to attend; (4) the fields of study they choose to pursue; and (5) their community service experiences. All twelfth-grade students enrolled in traditional and charter high schools within the district were targeted to receive the survey. A summary of the results across schools is presented, with the exception of special education centers and the juvenile justice center which elicited very few valid responses. A total of 79.4% of seniors completed the survey, of which 97.4% were eligible to graduate. Of those students, 83.9% plan to acquire a certificate, license, or degree, with over 69.6% planning to earn a Bachelor's or higher degree, either directly or after first earning an Associate's degree. Most seniors pursuing a certificate, license, or degree plan to attend an institution in Florida. Among the responding seniors eligible to receive a diploma, Business, Management, Accounting, Finance was the most popular choice of major, followed by Biology, Biochemistry, Biological and Biomedical Sciences, and Nursing. [For the 2020 report, see ED619612.]
Intensive Intervention Practice Guide: Explicit Instruction in Sentence-Combining for Struggling Writers
Author: Chandler, Brennan W.
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Intervention,Writing Instruction,Students with Disabilities,Evidence Based Practice,Transformational Generative Grammar,Sentence Structure,Writing (Composition),Writing Skills,Elementary School Students,Middle School Students,Bilingual Students,Writing Difficulties

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The &quot;Intensive Intervention Practice Guides&quot; are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. This practice guide investigates current practices used to provide explicit instruction in sentence-combining for struggling writers. Sentence-combining is a practice for teaching students how to write clear, grammatically correct, and syntactically complex sentences. Students are taught to consolidate information from two or more &quot;kernel&quot; sentences (simple sentences with no modifiers that can be combined) into a single sentence using all the information provided, eliminating any redundancies without altering the meaning provided in the simple sentences.
Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers
Author: Office of Special Education Programs (OSEP) (ED/OSERS)
Date: 2015-00-00
Type: Guides - Classroom - Teacher
Subjects: Evidence Based Practice,Student Behavior,Intervention,Positive Behavior Supports,Classroom Techniques,Instructional Design,Curriculum,Teaching Methods,Data Use,Decision Making,Self Evaluation (Individuals),Behavior Problems,Vignettes,Educational Practices,Data Collection,Prevention,Classroom Environment,Charts,Classroom Design,Teacher Expectations of Students,Responses,Positive Reinforcement,Discipline

The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified for support small-group instruction, or amplified further for individual students. These strategies can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all students. The effectiveness of these classroom strategies are maximized when: (1) the strategies are implemented within a school-wide multi-tiered behavioral framework, such as school-wide positive behavioral interventions and supports (PBIS; see www.pbis.org); (2) classroom and school-wide expectations and systems are directly linked; (3) classroom strategies are merged with effective instructional design, curriculum, and delivery; and (4) classroom-based data are used to guide decision making. The following school- and classroom-level supports should be in place to optimize the fidelity and benefits of implementation. There are three main parts to this guide on classroom PBIS strategies: (1) Interactive map with corresponding tables, tools, and tips: The interactive map provides the links to the document with the content to support the implementation of the essential features of these classroom strategies; (2) Self-assessment and decision-making chart: These tools are intended to help guide the user to the parts of the document that will be most useful; and (3) Scenarios: Two scenarios are provided to extend learning and provide concrete examples of how to use classroom PBIS strategies and many of the tools suggested in this document in consortium. A short summary and references are provided at the conclusion of the document. [This technical assistance document was adapted from the PBIS Technical Brief on Classroom PBIS Strategies written by: Brandi Simonsen, Jennifer Freeman, Steve Goodman, Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery, George Sugai, Heather George, and Bob Putman, 2015.]
Californians&apos; Attitudes about College Access, Affordability, and Equity in the Time of COVID-19: Evidence from the 2021 PACE/USC Rossier Annual Poll
Author: Martinez, Mayra Nuñez
Date: 2021-12-00
Type: Reports - Research
Subjects: Public Opinion,Higher Education,Access to Education,Paying for College,Equal Education,COVID-19,Pandemics,Distance Education,Online Courses,Community Colleges,Student Loan Programs,Loan Repayment,College Admission,Educational Quality,Admission Criteria,Political Affiliation,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status,Housing,Student Financial Aid

The 2021 PACE/USC Rossier poll provides key insights into Californians' perceptions of higher education issues during the COVID-19 pandemic, specifically equity and affordability. A large percentage of Californians acknowledge that college affordability is an important educational issue, and they generally express support for increased access to courses through remote options, increased funding for community colleges, loan forgiveness, and equitable admissions practices. However, public opinion on these issues is more nuanced; for example, Californians are concerned that increased access to educational opportunities could compromise the quality of higher education, and they believe that universities should consider only academic and extracurricular qualifications in admissions to college, not race or income. There are important differences in perceptions of these higher education issues across the lines of political affiliation and race.