ethanporcaro/eric-fulltext-meta huggingface dataset:
2021 Montana Youth Risk Behavior Survey High School Results and 20 Comparative Tables for: Grades 7-8; American Indian Students on or near a Reservation; American Indian Students in Urban Schools; Nonpublic Accredited Schools; Alternative Schools; Students with Disabilities
Author: Montana Office of Public Instruction
Date: 2021-00-00
Type: Reports - Research
Subjects: Health Behavior,Risk,High School Students,National Surveys,Epidemiology,Incidence,Trend Analysis,Injuries,Computer Mediated Communication,Depression (Psychology),Suicide,Smoking,Drinking,Alcohol Abuse,Drug Use,Marijuana,Sexuality,Contraception,Nutrition,Physical Activity Level

The Youth Risk Behavior Survey (YRBS) is an epidemiologic surveillance system that was established by the U.S. Centers for Disease Control and Prevention (CDC) to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence and adulthood. The leading causes of morbidity and mortality among youth and adults in the United States are related to six categories of priority health-risk behaviors: (1) behaviors that contribute to unintentional injuries and violence; (2) tobacco use; (3) alcohol and other drug use; (4) sexual behaviors that contribute to unintended pregnancy and STDs, including HIV infection; (5) unhealthy dietary behaviors; and (6) physical inactivity. To monitor priority health-risk behaviors in each of these six categories and obesity and asthma among youth and young adults, CDC developed the YRBS. Since 1991, the YRBS has been administered biennially by the Montana Office of Public Instruction. The purpose of the YRBS is to assist educators and health professionals in determining the prevalence of the health-risk behaviors among youth. This report describes the results of the survey and the methods used to conduct the survey. The results will be used to focus the continuing development of statewide comprehensive health education and to reduce those health behaviors that place Montana youth at risk.
Addressing Unfinished Learning after COVID-19 School Closures
Author: Council of the Great City Schools
Date: 2020-06-00
Type: Guides - Non-Classroom
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Educational Needs,Educational Practices,Course Content,Teaching Methods,Inclusion,Student Needs,Instructional Program Divisions,Elementary Secondary Education,Grade 3,Grade 6,Algebra,Geometry,Mathematics Instruction,Language Arts,Grade 9,Testing,At Risk Students,Readiness,Skill Development,Student Diversity

In the first chaotic days of the crisis, schools across the United States organized to assemble and distribute instructional materials and to make a rapid transformation from school-based to home-based learning. the impact of this crisis on all students is significant. As districts resume instruction in the upcoming school year, they will not only need to address the significant social and emotional toll that the crisis has taken on children, but also widespread unfinished learning and learning losses sustained in the wake of school closures. A companion document--&quot;Addressing Mental Health and Social-Emotional Wellness in the COVID-19 Crisis&quot;--provides a collection of resources and guidance for creating learning environments that are physically and psychologically safe for students and staff. In particular, that document promotes a proactive and inclusive approach to communication, outreach, and intervention, as well as shared ownership of the mental health and social and emotional wellbeing of all students. This guide focuses more directly on the instructional challenges posed by school closures. In particular, it presents district curriculum leaders and staff with an instructional framework for addressing unfinished learning and learning losses, as well as a review of essential skills and content in English language arts and mathematics to support access to grade-level content in key grade transitions for all students. Additional resources for districts to consult as they design and implement their curricular materials for the coming school year, including further information on Universal Design for Learning (UDL) to ensure that grade-level content is accessible for all students are also provided. [For the companion document, see ED615352.]
Addressing Mental Health and Social-Emotional Wellness in the COVID-19 Crisis: A Resource Guide for School Districts
Author: Council of the Great City Schools
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: COVID-19,Pandemics,Mental Health,Urban Schools,School Closing,School Schedules,Social Influences,Emotional Response,Educational Environment,Social Emotional Learning,Student Needs,Well Being,Interpersonal Communication,Participation,Intervention,Inclusion,Outreach Programs,Public Schools,Technical Assistance,Planning,Teacher Role,Elementary Secondary Education,Teachers,Screening Tests,School Districts

Urban school districts will face a number of new and unprecedented challenges in the 2020-2021 school year. In addition to safely reopening schools, planning for the likelihood of future rolling school closures, redesigning instructional delivery models, and effectively addressing unfinished learning and learning losses among students, schools will need to address the significant social and emotional toll that the crisis has taken on children and adults alike. Districts will need to create learning environments that make students and their teachers feel safe and socially and emotionally supported as they return to school. To meet these needs, significant restructuring and reallocation of resources will be necessary, as social-emotional learning and mental health have traditionally been blindspots for many school systems. In general, addressing the mental health needs of students is not universally understood or embraced as the central work of schools or districts. Efforts in this area have been relegated to siloed mental health, social-emotional learning (SEL), and student services departments, working without sufficient resources, coordination, or access. But as anyone who works with students can attest, attending to the mental health and social-emotional wellbeing of students is not an external consideration--it is a necessary condition for learning. In the context of COVID-19, it is going to become an even more pressing consideration in how schools educate and support students, as districts will need to prioritize the emotional wellbeing of students as they re-engage them in academic content. This guide presents a set of overarching principles and strategies to address the social-emotional and mental health needs of both students and adults. It then highlights some of the key efforts being undertaken and resources being offered in a set of districts that we have identified as leaders in the field: Broward County Public Schools (FL), the Cleveland Metropolitan School District (OH), the Los Angeles Unified School District (CA), and Tulsa Public Schools (OK). The end of the guide provides a list of academic and district experts in the field of social-emotional learning and behavior and mental health.
NAEP 2018 Facts for Districts
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: School Districts,National Competency Tests,Computer Assisted Testing,Educational Assessment,Elementary Secondary Education,Mathematics Tests,Reading Tests,Science Tests,Writing Tests,Grade 4,Grade 8,Grade 12,Civics,Academic Achievement,Handheld Devices

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as mathematics, reading, science, and writing, as well as civics, geography, technology and engineering literacy, and U.S. history. The results of NAEP are released as The Nation's Report Card. District staff play an essential role in NAEP. Superintendents and district staff can work closely with principals to explain the importance of the assessment to teachers and participating students. When students take part in the assessment and give their best effort, NAEP gets the most accurate measure possible of student achievement across the country. This document briefly describes how NAEP functions as an integral part of education in the United States and highlights features that may be helpful for district and school staff.
Adult Basic Education: A Guide to Upgrading in British Columbia&apos;s Public Post-Secondary Institutions. An Articulation Handbook. 2021/22 Edition
Author: Ministry of Advanced Education and Skills Training (Canada)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Adult Basic Education,Public Colleges,Articulation (Education),Transfer Policy,Adult Literacy,Numeracy,Computer Science Education,Canada Natives,Biology,Chemistry,Physics,Science Education,Mathematics Education,Social Sciences,Career Planning,Secondary Education,Adult Students,Adult Learning,English,Ethnic Studies,Advisory Committees,Degree Requirements

This is the thirty-sixth edition of the Articulation Handbook for British Columbia's public postsecondary institutions. It has been updated for 2021-2022 through the dedicated efforts of the educators who participate in the working and steering committees. Articulation is a dynamic process that will never be completed. It brings order to the Adult Basic Education (ABE) program area offered by the post-secondary system and facilitates the transfer of course work and credits between participating institutions. The articulation process facilitates dialogue and sharing among professionals and it has effectively raised the status of this program area. Articulation has been supported by development of curriculum resources in the various disciplines that include: (1) Computer Studies; (2) Education and Career Planning; (3) English; (4) First Peoples ABE; (5) Adult Literacy Fundamental Studies; (6) Science: Biology, Chemistry and Physics; (7) Mathematics; and (8) Social Science: First Nations, Geography, History, Law and Psychology. [For the 2020-2021 edition, see ED608465.]
The Power of Teacher Diversity: Fostering Inclusive Conversations through Mentoring
Author: Kimmel, Lois
Date: 2021-09-00
Type: Guides - General
Subjects: Mentors,Teacher Effectiveness,Minority Group Teachers,Teacher Characteristics,Interpersonal Relationship,Experienced Teachers,Beginning Teachers,Self Concept,Professional Identity,Cultural Differences,School Districts,Diversity,Educational Strategies,Elementary Secondary Education,Teacher Attitudes,Statewide Planning,Equal Education,Standards,Federal Legislation,Educational Legislation,Vignettes,Racial Bias,Social Bias,Safety,LGBTQ People,Professional Isolation,Racial Composition,Audio Equipment,Faculty Development,Reflection,Desegregation Litigation,School Desegregation,Kindergarten

An effective teacher workforce is a diverse teacher workforce. As of 2017, only 5% of Ohio's teachers identify as teachers of color. As more teachers from diverse backgrounds enter the teaching profession in Ohio, they will encounter mentors who do not look like them and may not understand some of their struggles. The purpose of this guide is to support experienced instructors who mentor new teachers from diverse backgrounds in conducting authentic conversations about the intersections of personal and professional identities. The guide is meant to provide structure for conversations with school and district education staff. The guide is divided into three sections: (1) Why Mentoring for Diversity Matters; (2) Practical Strategies in Mentoring for Diversity; and (3) Lessons Learned from the Field.
Maximizing Math Throughput of Students Who Did Not Complete Algebra 2 in High School
Author: Hayward, Craig
Date: 2021-08-00
Type: Reports - Research
Subjects: Mathematics Instruction,Two Year College Students,Algebra,Community Colleges,Courses,College Mathematics,High School Students,Secondary School Mathematics,Remedial Mathematics,Mathematics Achievement,Correlation,State Legislation,Grade Point Average,Enrollment,Course Selection (Students),Grade 9,Grade 10,Grade 11,Grade 12,Student Characteristics

In this paper the author investigates how the one-year math throughput rate of community college students varies according to the highest level of math completed in high school, with a particular focus on the implications of successfully completing Algebra 2 while in high school. Community college math throughput rates for students with different levels of math coursework completion in high school are compared, with the primary contrast being differences in throughput among students who enter their community college math sequence via Intermediate Algebra relative to the throughput of students who begin their math coursework in a transferable, college-level math class. Based on their findings, the author recommends that colleges direct all students to begin their math studies in transferable, college-level math classes regardless of whether they completed Algebra 2 (or the equivalent) in high school. In addition to expanding access to transferable, college-level math, colleges should offer concurrent remediation options as well as additional support for students with lower high school GPAs and/or lower levels of math attainment in high school.
NOAA Education Strategic Plan: Advancing NOAA&apos;s Mission through Education, 2021-2040
Author: National Oceanic and Atmospheric Administration (DOC)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Science Education,Science and Society,Oceanography,Climate,Ecology,Natural Resources,Faculty Development,Experiential Learning,Conservation (Environment),Computer Simulation,Educational Technology,Volunteers,Weather,Environmental Education,Student Projects,Science Projects,Satellites (Aerospace),Scientists,Science Laboratories,Internship Programs,Work Experience Programs,Partnerships in Education,Minority Serving Institutions,STEM Education,Diversity,Inclusion,Social Justice,Meteorology,Elementary Secondary Education,College Students

The 2021-2040 National Oceanic and Atmospheric Administration (NOAA) Education Strategic Plan is a reflection of the knowledge and dedication of the NOAA education community. Strategic planning provides guidance for NOAA Education and a framework for tracking and reporting progress. This plan builds on the foundation of the 2015-2035 NOAA Education Strategic Plan (ED571869). Input on the 2015 plan was gathered to identify areas that needed improvement. Activities were reviewed that occurred across the agency to identify core work and find commonalities. NOAA presents five education goals based on the mission, portfolio, and future needs. The five goals presented in this plan are the desired, long-term outcomes for society: (1) Science-Informed Society; (2) Conservation and Stewardship; (3) Ready, Responsive, and Resilient; (4) Future Workforce; and (5) Organizational Excellence.
NAEP 2019-2020 Facts for Districts
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Assessment,Mathematics,Reading,Writing (Composition),Academic Achievement,Elementary Secondary Education,Grade 4,Grade 8,Grade 12,Demography,Civics,Geography,United States History,Sciences,National Competency Tests

The National Assessment of Educational Progress (NAEP), first administered in 1969, is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as civics, geography, mathematics, reading, science, U.S. history, and writing. The results of NAEP are released as The Nation's Report Card. District staff play an essential role in NAEP. Superintendents and district staff can work closely with principals to explain the importance of the assessment to teachers and participating students. When students take part in the assessment and give their best effort, NAEP results provide the most accurate measure possible of student achievement across the country. These brief report shows which subjects and student groups will be assessed during the 2019-2020 school year and provides important information about how NAEP is administered. [For the 2019 edition of &quot;Facts for Districts,&quot; see ED615371.]
NAEP 2019 Facts for Districts
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Assessment,Mathematics,Reading,Writing (Composition),Academic Achievement,Elementary Secondary Education,Grade 4,Grade 8,Grade 12,Demography,Sciences,American Indian Students,Alaska Natives,National Competency Tests

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as mathematics, reading, science, and writing. The results of NAEP are released as The Nation's Report Card. District staff play an essential role in NAEP. Superintendents and district staff can work closely with principals to explain the importance of the assessment to teachers and participating students. When students take part in the assessment and give their best effort, NAEP results provide the most accurate measure possible of student achievement across the country. This brief report describes how NAEP will be administered in 2019, special studies that will be conducted in 2019, and key points about how NAEP is administered.
NAEP 2021 Facts for Districts
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Assessment,Mathematics,Reading,Academic Achievement,Elementary Secondary Education,Grade 4,Grade 8,Demography,Civics,United States History,National Competency Tests

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as civics, mathematics, reading, and U.S. history. The results of NAEP are released as The Nation's Report Card. District staff play an essential role in NAEP. Superintendents and district staff can work closely with principals to explain the importance of the assessment to teachers and participating students. When students take part in the assessment and give their best effort, NAEP results provide the most accurate measure possible of student achievement across the country. Results will be released at the national and state levels for the mathematics and reading assessments at grades 4 and 8. Each student will be assessed in only one subject. This brief report describes how NAEP will be administered and which grades and subjects will be assessed in 2021. [For the 2019-2020 edition of &quot;Facts for Districts,&quot; see ED615370.]
NOAA Education Accomplishments Report: Advancing NOAA&apos;s Mission through Education, Fiscal Year 2020
Author: National Oceanic and Atmospheric Administration (DOC)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Science Education,Science and Society,Oceanography,Climate,Ecology,Natural Resources,Faculty Development,Experiential Learning,Conservation (Environment),Computer Simulation,Educational Technology,Volunteers,Weather,Web Sites,Environmental Education,Student Projects,Science Projects,Satellites (Aerospace),Scientists,Science Laboratories,Internship Programs,Work Experience Programs,Partnerships in Education,Minority Serving Institutions,STEM Education,Diversity,Inclusion,Social Justice,Meteorology,Elementary Secondary Education,College Students

In January 2021, the National Oceanic and Atmospheric Administration (NOAA) Education Council released an updated Education Strategic Plan (ED615369). This guiding document outlines the five strategic plan goals and supporting objectives that help advance NOAA's mission through education: (1) Science-Informed Society; (2) Conservation and Stewardship; (3) Ready, Responsive, and Resilient; (4) Future Workforce; and (5) Organizational Excellence. In this report NOAA introduces an education program in Alaska that has been bringing in young students to learn about ocean creatures for five decades, a citizen science project that now engages over 20,000 volunteers around the country in gathering crucial weather data, and dozens of programs that changed directions mid-year in response to the pandemic. Highlighted is the NOAA Diversity and Professional Advancement Working Group and many of the other ongoing efforts to create more equitable and inclusive education programs. These efforts show the depth, breadth, and resiliency of the NOAA Education community.
NAEP 2022 Facts for Districts
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Assessment,Mathematics,Reading,Academic Achievement,Elementary Secondary Education,Grade 4,Grade 8,Demography,Civics,United States History,Grade 9,National Competency Tests

The National Assessment of Educational Progress (NAEP) is an integral measure of academic progress across the nation and over time. It is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as civics, mathematics, reading, and U.S. history. The program also provides valuable insights into students' educational experiences and opportunities to learn in and outside of the classroom. NAEP is a congressionally mandated program administered by the National Center for Education Statistics (NCES), within the U.S. Department of Education and the Institute of Education Sciences. The 2022 program will include grade-based assessments--referred to as main NAEP--for grades 4 and 8, as well as the long-term trend assessment for 9-year-olds. This brief report explains why NAEP is important and how it is administered. [For the 2021 edition of &quot;Facts for Districts,&quot; see ED615372.]
Facts for Districts, 2016
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Assessment,Mathematics,Reading,Writing (Composition),Academic Achievement,Elementary Secondary Education,Grade 4,Grade 8,Grade 12,Demography,Art Education,National Competency Tests

The National Assessment of Educational Progress (NAEP) is the largest nationally representative assessment of what the nation's students know and can do in subjects such as the arts, mathematics, reading, and writing. The results of NAEP are released as The Nation's Report Card. District staff play an essential role in NAEP. Superintendents and district staff can work closely with principals to explain the importance of the assessment to teachers and students selected for participation. When students take part in the assessment and give their best effort, NAEP results provide the most accurate measure possible of student achievement across the country. This brief report describes why NAEP is an integral part of education in the United States, what the NAEP 2016 program will entail, and how NAEP is administered. [For the 2015 edition of &quot;Facts for Districts,&quot; see ED555705.]