ethanporcaro/eric-fulltext-meta huggingface dataset:
Oregon Students Continue to Improve On-Time Graduation Rate. Research Brief: Graduation Rates
Author: Oregon Department of Education
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Graduation Rate,American Indian Students,Pacific Islanders,African American Students,Hispanic American Students,English Language Learners,Students with Disabilities,Vocational Education,Achievement Gains,Economically Disadvantaged,Gifted,White Students,Gender Differences,High Schools,Instructional Improvement,Data Use,Learner Engagement,Student Needs,Achievement Gap,Statistical Data

Oregon's on-time graduation rate reached 75% in 2015-16, an increase of about 1% from the previous school year. The increase equates to more than 1,300 additional students earning their diploma compared to last year. Nearly all student groups saw an increase in their graduation rate, with Native Hawaiian/Pacific Islander, African American/Black, and Hispanic students, Ever English Learners (students who are now or ever have been classified as English Language Learners) and Students with Disabilities showing the largest gains. Career and Technical Education (CTE) participants and CTE concentrators, an additional student group reported this year, show graduation rates above 85% and 90% respectively. Oregon Department of Education staff spoke with principals from ten high schools that have significantly improved their graduation rates, consistently maintained high graduation rates, or have narrowed the gap in graduation rates among student groups. Summaries that share highlights from these interviews are included.
Cohort Graduation Rate: Policy and Technical Manual. 2018-19 Graduation Rates -- Based on Students First Entering High School during the 2014-15 and 2015-16 School Years
Author: Oregon Department of Education
Date: 2019-09-06
Type: Reports - Descriptive
Subjects: Cohort Analysis,Graduation Rate,High School Students,High Schools,Accountability,Computation,Data Collection,Longitudinal Studies,Outcomes of Education,School Districts,Acceleration (Education),Grade Repetition,Credentials,Group Membership,Check Lists,Transfer Students,Foreign Students,Home Schooling,Private Schools,High School Equivalency Programs,Dropouts,Public Schools,Student Certification

High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time (known as the high school entry year, or cohort year) and uses longitudinal student data to determine the student's outcome after four years. An extended rate, allowing one additional year for completion, is also tracked and reported as the 5-year Cohort Graduation Rates. The cohort graduation rate is published annually. These reports include other outcome categories for students in the cohort, in addition to graduates, and are disaggregated by student groups such as race/ethnicity and gender. Under Oregon's State Plan, high school graduation rate targets were set for each year of accountability. Due to the additional time needed to calculate accurate Cohort Graduation Rates, the 2018-19 rates will be used as part of the 2019-20 Accountability Year determinations. [For &quot;Cohort Graduation Rate: Policy and Technical Manual. 2017-18 Graduation Rates -- Based on Students First Entering High School during the 2013-14 and 2014-15 School Years,&quot; see ED591110.]
Degrees of Progress: The State of Higher Education in Oklahoma. 2018 Annual Report
Author: Oklahoma State Regents for Higher Education
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Colleges,Universities,Paying for College,Undergraduate Students,Tuition,Fees,Enrollment Trends,Educational Trends,Remedial Programs,Outcomes of Education,School Holding Power,Graduation Rate,Academic Degrees,Educational Attainment,Endowment Funds,College Faculty,Teacher Recruitment,Partnerships in Education,Study Abroad,Federal Programs,Student Financial Aid,Scholarships,College Preparation,Community Colleges,Economic Impact,Higher Education,Education Work Relationship,State Aid,Costs,Employment Level,Job Skills,Income,Federal Aid,Student Loan Programs

The Oklahoma State Regents remain completely committed to maintaining the accessibility and affordability of public higher education for all Oklahomans and increasing the number of college graduates to provide the educated workforce our state requires to be competitive in a dynamic, global economy. This annual report reflects the significant progress of the state system of higher education and the commitment to accessibility, affordability, academic quality and increased degree completion. [For &quot;Degrees of Progress: The State of Higher Education in Oklahoma. 2017 Annual Report,&quot; see ED591040.]
Juvenile Residential Facility Census, 2016: Selected Findings. Juvenile Justice Statistics: National Report Series Bulletin. NCJ 251785
Author: Hockenberry, Sarah
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Juvenile Justice,Institutionalized Persons,Residential Programs,Correctional Institutions,Delinquency,Census Figures,Suicide,Educational Needs,Substance Abuse,Mental Disorders,Correctional Education,Death,Counseling

Nationally, 45,567 juvenile offenders were held in 1,772 residential placement facilities on October 26, 2016. Facilities that hold juvenile offenders vary in their operation, type, size, confinement features, screening practices, and services provided. To better understand the characteristics of these facilities, the Office of Juvenile Justice and Delinquency Prevention sponsors the Juvenile Residential Facility Census (JRFC), a biennial survey of public and private juvenile residential facilities in every state. This biennial census collects data on how juvenile facilities operate and the services they provide. The census also provides information on facility ownership, security, capacity and crowding, and injuries and deaths of youth in custody. Data from the 2016 census indicate that the number of youth in residential placement continues to decline, a trend that has lasted nearly two decades. In 2016, more youth were held in county, city, or municipally operated facilities on the census date than were held in state-operated facilities. Facility crowding affected a relatively small proportion of youth in custody. Most responding facilities routinely evaluated all youth for suicide risk, education needs, substance abuse, and mental health needs. [For &quot;Juvenile Residential Facility Census, 2014: Selected Findings. Juvenile Justice Statistics: National Report Series Bulletin. NCJ 250123,&quot; see ED590913.]
Responding to Gangs in Schools: A Collaborative Approach to School Safety
Author: National Gang Center (NGC)
Date: 2019-09-00
Type: Guides - Non-Classroom
Subjects: Juvenile Gangs,School Safety,Behavior Problems,Aggression,Antisocial Behavior,Crime,Bullying,Weapons,Sexual Abuse,Drug Use,Educational Environment,Evidence Based Practice,Law Enforcement,Police School Relationship,Strategic Planning,School Administration,Administrator Role,Teacher Role,Guidance,Cooperation,Intervention,Prevention,Elementary Secondary Education,Violence

Gang affiliation is not something that students leave behind when they come to school. Gang members do not leave their behaviors, attitudes, and conflicts outside the school environment. Gangs, unchecked and unidentified in a school setting, often engage in threat and intimidation; physical and cyber bullying; fighting; recruiting; and criminal activities such as the introduction and use of weapons, assault, sex trafficking, vandalism, and illegal drug sales. The absence of a well-developed, strategic, collaborative, and effective school safety plan can lead to violence and other unsafe and disruptive activities within a school setting. It is not solely the responsibility of schools to create and maintain a safe learning environment, free from the disruption gangs can cause, for students, faculty, and staff. To develop a comprehensive plan that identifies effective, evidence-based strategies to address gang issues in the school environment requires the involvement of law enforcement, school administrators and staff, and other key sectors of the community. This guide was designed to provide schools and law enforcement with sound practices and collaborative techniques to identify, assess, and address gang activity in the school setting.
Education for Youth under Formal Supervision of the Juvenile Justice System. Literature Review: A Product of the Model Programs Guide
Author: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Date: 2019-01-00
Type: Information Analyses
Subjects: Juvenile Justice,Correctional Education,Institutionalized Persons,Barriers,Correctional Institutions,Law Enforcement,Intervention,At Risk Persons,Supervision,Outcomes of Education,Special Education,Intelligence Quotient,Academic Achievement,Disabilities,Enrollment,Truancy,Grade Repetition,Attendance,Nontraditional Education,Expulsion,Educational Quality,Screening Tests

This literature review discusses the intersection of the educational and the juvenile justice systems. Specifically, it outlines the academic characteristics and challenges of youth in the juvenile justice system (including those in detention and long-term secure residential facilities, and under probation supervision) and interventions aimed at improving educational outcomes for this high-risk population.
Growing up Drug Free: A Parent&apos;s Guide to Prevention
Author: Office of Safe and Healthy Students (ED)
Date: 2017-00-00
Type: Guides - General
Subjects: Substance Abuse,Prevention,Academic Achievement,Risk,Smoking,Drinking,Inhalants,Drug Therapy,Drug Use,Narcotics,Marijuana,Stimulants,Identification,Health Promotion,Role Models,Parent Participation,Parent Child Relationship,Interpersonal Communication,Preschool Children,Elementary School Students,Secondary School Students,Intervention,Screening Tests,Drug Rehabilitation

This guide offers information that can help parents raise drug-free children. Parents may read it from front to back like a book, or pick a topic from the Table of Contents and go directly to that page. This guide includes: (1) An overview of substance use among young people, with a special focus on how it affects academic performance; (2) Descriptions of some substances young people use; (3) A look at risk factors that may make kids more vulnerable to trying and using alcohol, tobacco, or other drugs, and protective factors to offset those risks; (4) Suggestions for how to talk to children about alcohol, tobacco, and other drugs, regardless of their age; and (5) Tips on what to do if a parents suspects their child is using alcohol, tobacco, or other drugs. Section 6 of this guide lists places where parents can find more information about drug and alcohol abuse prevention. In Section 2, parents can learn about specific substances.
Ohio Early Childhood Education FY 2015 Annual Report
Author: Ohio Department of Education
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Grants,Educational Finance,State Aid,Early Childhood Teachers,Credentials,Faculty Development,Educational Quality,Preschool Children,Student Evaluation,School Readiness,Child Development,Child Health,Screening Tests

Early Childhood Education programs are an important investment in Ohio's youngest learners. These programs deliver high quality, comprehensive learning environments and address outcomes and goals essential for healthy development and intellectual, social and emotional success. Research is clear; children who participate in high-quality early learning programs begin school better prepared for educational success. Programs use a locally determined, comprehensive early childhood curriculum that aligns with Ohio's Early Learning and Development Standards. This FY 2015 Annual Report has been published to meet the requirements of Section 263.20 of Ohio House Bill 64 (C) which says: &quot;The Department shall provide an annual report to the Governor, the Speaker of the House of Representatives, and the President of the Senate and post the report to the Department's web site, regarding early childhood education programs operated under this section and the early learning program standards.&quot; The report provides an overview of finances, and activities of Ohio's early education programs in the areas of teacher credentials and professional development, child assessments, health and developmental screenings, and Step up to Quality.
Public Service Loan Forgiveness: Education Needs to Provide Better Information for the Loan Servicer and Borrowers. Report to Congressional Requesters. GAO-18-547
Author: Emrey-Arras, Melissa
Date: 2018-09-00
Type: Reports - Research
Subjects: Student Loan Programs,Federal Aid,Public Service,Loan Repayment,Federal Programs,Program Effectiveness,Access to Information,Outreach Programs,Public Agencies,Program Administration,Higher Education

Starting in September 2017, the first borrowers became eligible and began applying to have their loans forgiven through the Public Service Loan Forgiveness (PSLF) program. The US Government Accountability Office (GAO) was asked to review the PSLF program. This report examines the (1) number of borrowers pursuing PSLF and the extent to which the Department of Education (Education) has conducted outreach to increase borrower awareness of program eligibility requirements; and (2) extent to which Education has provided key information to the PSLF servicer and borrowers. GAO analyzed data from the PSLF servicer on employment and loan certifications and loan forgiveness applications as of April 2018; reviewed Education's guidance and instructions for the PSLF servicer; assessed the information used by Education and the PSLF servicer and communicated to borrowers against federal internal control standards; and interviewed officials from Education and the four largest loan servicers, including the PSLF servicer.
Public Service Loan Forgiveness: Opportunities for Education to Improve Both the Program and Its Temporary Expanded Process. Testimony before the Subcommittee on Higher Education and Workforce Investment, Committee on Education and Labor, House of Representatives. GAO-19-717T
Author: Emrey-Arras, Melissa
Date: 2019-09-00
Type: Reports - Research
Subjects: Student Loan Programs,Federal Aid,Public Service,Loan Repayment,Federal Programs,Program Effectiveness,Access to Information,Public Agencies,Program Administration,Higher Education,Program Improvement

The Public Service Loan Forgiveness (PSLF) program was established in 2007 and forgives borrowers' remaining federal student loan balances after they have made at least 10 years of qualifying loan payments while working in public service. Starting in September 2017, the first borrowers potentially became eligible for the PSLF program and began applying to have their loans forgiven. In 2018, Congress appropriated $700 million to temporarily expand the PSLF program for certain borrowers who initially did not qualify for the program. This statement--based on the US Government Accountability Office's (GAO's) reports issued in September 2018 (GAO-18-547; see ED600417) and September 2019 (GAO-19-595; see ED600140)--discusses: (1) the extent to which borrowers' requests for loan forgiveness through PSLF and the temporary expanded process have been approved or denied; (2) the extent to which Education provides the PSLF servicer with sufficient information to administer the program; and (3) opportunities for improving service to borrowers.
Creating Accelerated Pathways for Student Success in Mathematics: A Snapshot of Courses Offered at the Launch of the Mathematics Pathways to Completion Project
Author: Moussa, Adnan
Date: 2019-10-00
Type: Reports - Research
Subjects: Acceleration (Education),Mathematics Achievement,College Mathematics,College Students,Remedial Mathematics,Transfer Policy,Educational Policy,Algebra,Prerequisites,Mathematics Curriculum,Curriculum Implementation,Courses

Mathematics requirements are a significant barrier to completing a college credential for many college students. In an effort to change the tide, colleges across the country are working to implement mathematics pathways, which encourages all students to enroll in one of several college-level mathematics courses that best aligns with their chosen field of study soon after entering college. Effectively implementing and scaling mathematics pathways is challenging, particularly because doing so requires significant cross-institutional coordination. To address potential problems, the Charles A. Dana Center at the University of Texas at Austin launched its three-year Mathematics Pathways to Completion project in 2015 and worked to support the implementation and scaling of the model in six states. The goal was that all students at public two- and four-year institutions in each state would have the opportunity to complete a transferable, college-level mathematics course aligned to their program of study within one year of enrollment, regardless of their initial level of preparation. To aid state-level planning and establish a baseline for the states' internal evaluation efforts, the Dana Center and CCRC developed and administered a survey to collect information about institutions' fall 2017 mathematics course offerings. This research brief describes findings from the aggregated baseline survey results, which indicate that though college algebra was the most frequently offered college-level mathematics course in fall 2017, many institutions offered a variety of other mathematics courses that could be aligned to non-STEM programs of study. However, large proportions of students would not have been able to complete these courses within one year of enrollment, either as a result of multi-semester developmental course sequences or college-level prerequisite requirements.
Ohio Implementation of Special Education and Related Services for Children with Disabilities. 2017-2018 School Year
Author: Ohio Department of Education
Date: 2019-01-22
Type: Reports - Descriptive
Subjects: Students with Disabilities,Special Education,Preschool Education,Elementary Secondary Education,Eligibility,School Districts,Inclusion,Regular and Special Education Relationship,Special Schools,Student Placement,Symptoms (Individual Disorders),Private Schools,Public Schools,Home Schooling,Hospitalized Children,Correctional Education,Residential Institutions

State law requires that Ohio's superintendent of public instruction to report on the status of implementation of special education and related services for children with disabilities. This includes the number of children identified with disabilities and the number of identified children receiving services. The Ohio Department of Education collects this data through the Education Management Information System (EMIS). This report is based on data gathered from EMIS. Students with disabilities account for 15.2 percent of all Ohio's preschool and school-aged students, which include all children ages 3 through 5 and 6 through 21, respectively. As of Oct. 31, 2017, there were 270,142 students reported to the Ohio Department of Education who were identified with disabilities and eligible to receive special education services or related services. In the 2017-2018 school year, 266,671 eligible students received services, amounting to 98.72 percent of all students identified as eligible for special education being served. [For the 2016-2017 School Year report, see ED600138.]
A Comparison of Life Skill Levels between Students of Education Faculty and Students of Pedagogical Formation: The Case of Mustafa Kemal University, Turkey
Author: Balaman, Fatih
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Daily Living Skills,Undergraduate Students,Gender Differences,Age Differences,Marital Status,Parents,Geographic Location,Preservice Teacher Education,Teacher Certification

In this study, the life skill levels of undergraduate students of Mustafa Kemal University in 2016-2017 academic year were compared to that of students receiving pedagogical formation education in the same term. For this purpose, 75 students receiving pedagogical formation training and 242 undergraduate students, total of 317 students participated in the research. The life skill levels of students were determined by using Life Skills Scale comprising 5 factors, the groups were compared in terms of each factor and total points. Also analysis of gender, age, marital status of parents, the location at which most of the lifespan covered were used as variables to evaluate the change in life skills level, then the groups were compared according to the findings. According to the Descriptional Statistics, ANOVA, Independent Groups t Test results that are evaluated through the obtained data; the &quot;Life Skills,&quot; &quot;Skills of Overcoming Emotions and Stress,&quot; &quot;Emphathy Establishment and Self-awareness Skills.&quot; &quot;Decision-making and Problem solving Skills,&quot; &quot;Creative and Critical Thinking Skills,&quot; &quot;Communication and Interpersonal Relations Skills&quot; of pedagogical formation students were found to be significantly higher than that of undergraduate students. Besides, it was seen that life skill levels of both groups do not vary with gender, and while the age variable was not functional in the life skill levels of formation students, it was influential in the life skill levels of undergraduate students. The marital status of parents (divorced parents) had significant effect on undergraduate students and no significant effect on pedagogical formation students, the place where most of the lifespan was covered had no significant effect on the life skill levels of both groups of students. [This paper was presented at the 10th International Congress of Educational Research, April 27-30, 2018 in Nevsehir, Turkey.]