ethanporcaro/eric-fulltext-meta huggingface dataset:
Ohio Education by the Numbers. 3rd Edition
Author: Thomas B. Fordham Institute
Date: 2019-01-00
Type: Numerical/Quantitative Data
Subjects: School Statistics,Statistical Data,Public Schools,Student Characteristics,Demography,Racial Composition,Enrollment Trends,Economically Disadvantaged,Academically Gifted,Poverty,School Districts,Institutional Characteristics,Urban Schools,Suburban Schools,Rural Schools,Charter Schools,Private Schools,Home Schooling,Academic Achievement,National Competency Tests,Grade 4,Grade 8,Achievement Gap,College Entrance Examinations,College Readiness,Scores,Credentials,Advanced Placement,Dual Enrollment,Graduation Rate,Remedial Instruction,Public School Teachers,Teacher Characteristics,Teacher Salaries,Administrators,Educational Finance,State Aid,Expenditures,Expenditure per Student

&quot;Ohio Education by the Numbers&quot; offers busy policy makers, journalists, and civic and business leaders simple and easy-to-use vital statistics about Ohio's schools and the students they serve. The facts and figures contained within offer an overview of Ohio's students; where they go to school; their achievement on national and state exams; and their readiness for success in college and career. It also presents a few statistics about Ohio's educators and school funding. This edition includes the most recent data available as of December 2018, including enrollment and state exam results from the 2017-18 school year and from the 2017 round of the National Assessment of Educational Progress (NAEP).
Aligning ACT Tessera to the Collaborative for Academic, Social, and Emotional Learning (CASEL) Framework. Technical Brief
Author: Walton, Kate E.
Date: 2019-04-00
Type: Reports - Research
Subjects: Interpersonal Competence,Emotional Intelligence,Personality Traits,Alignment (Education),Models,Personality Measures

ACT® Tessera® is a comprehensive assessment system designed to measure five social and emotional skills. Due to its many desirable features, the ACT Tessera development team adopted the Big Five taxonomy, the dominant personality trait model, as the organizing framework. Researchers factor analyzed personal trait-related adjectives identified in the English language dictionary, and this ultimately led to five replicable factors. A key advantage of the Big Five framework is that it optimizes bandwidth and fidelity; that is, it allows for the summary of a large amount of information while simultaneously allowing for some nuanced individual difference description. The ACT Tessera skills have been aligned to the Big Five previously (ACT, 2018). Here the authors present the alignment between the ACT Tessera skills and the five core social and emotional learning competencies adopted by the Collaborative for Academic, Social, and Emotional Learning (CASEL). The authors concluded that the ACT Tessera skill framework has all the advantages of the Big Five personality model, including decades of empirical backing, and simultaneously aligns with CASEL's core competency framework, which is arguably the most influential social and emotional skill framework in the US.
Shortchanging Ohio&apos;s Charter Students: An Analysis of Charter Funding in Fiscal Years 2015-17
Author: Churchill, Aaron
Date: 2019-01-00
Type: Reports - Research
Subjects: Charter Schools,Educational Finance,Educational Equity (Finance),Equal Education,Educational Trends,Public Schools,Expenditure per Student,Resource Allocation,Economically Disadvantaged,Student Characteristics,Students with Disabilities,English Language Learners,Minority Group Students,African American Students,Hispanic American Students,Equalization Aid,Budgets,State Aid

Ever since the first charter school opened in Minnesota in 1992, the battle for fair funding has raged across the land. Advocates of charters--independently run, nonprofit public schools--have pressed hard to eliminate the massive disparities in the funding that charter students receive when compared with their district-operated peers serving similar children. Regrettably, Ohio has a long history of shortchanging its charter schools, including the best and most effective of them. To compare charter and district funding, the present analysis examines data produced by the Ohio Department of Education from 2014-15 through 2016-17--that is, the three FYs 2015-17. This study of charter funding reveals continuing inequities in the Buckeye State, the most troubling of which are found in the Big Eight cities where charters are underfunded by 28 percent.
2017 Beating the Odds Roadtrip: Key Findings and Insights for Navigating Education and Career. Issue Brief
Author: Bobek, Becky L.
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: College Students,Interviews,Success,Travel,Goal Orientation,Occupational Aspiration,Academic Aspiration,Self Concept,Self Efficacy,Leaders,Role Models,Barriers,Career Planning,Disadvantaged,Young Adults

Navigating education and career paths presents young people with many choices and challenges. Underserved youth are particularly vulnerable to the challenges that can interfere with navigating their paths effectively. At the same time, young people equipped with the knowledge and skills to overcome obstacles are able to succeed and realize the benefits. Opportunities to build the knowledge and skills for navigational success include experiences that provide for 1) learning more about oneself and the environment, 2) using this information to make informed choices and plans, and 3) optimizing resources to help move along education and career paths. The 2017 Beating the Odds Roadtrip was a real-world opportunity for underserved youth to develop and refine some of these skills. [This report was co-produced by Roadtrip Nation.]
Checking Ohio&apos;s Educational Vital Signs: An Analysis of the State&apos;s 2017-18 Report Cards
Author: Churchill, Aaron
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Program Effectiveness,Achievement Rating,Accountability,Reports,School Districts,Charter Schools,Academic Standards,State Standards,College Readiness,Career Readiness,Benchmarking,Mathematics Achievement,Language Arts,Low Income Students,College Entrance Examinations,Scores,College Students,High School Graduates,Achievement Gap

Since 2005, the Thomas B. Fordham Institute has published annual analyses of Ohio's state report card data, focusing on district and charter schools in Ohio's Big Eight urban areas: Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown. For the 2017--18 school year, we provide an overview of Ohio's assessment and report card framework along with an examination of key academic data from 2017-18 state exam results and other indicators of post-secondary readiness. The diagnosis is stark: (1) On 2017-18 state exams, only 36 percent of Ohio students meet the state's college-and-career ready (CCR) benchmarks in math, and 38 percent do so in English language arts. Low-income students fare even worse in reaching CCR targets: Just 22 and 24 percent of economically disadvantaged pupils reach CCR levels in math and English language arts, respectively. The CCR target is based upon reaching the accelerated or advanced levels on state assessments, and is designed to give a better indication as to whether students are on pace for success in college and career. (2) In the graduating classes of 2016 and 2017, just 26 percent of Ohio students meet the state's remediation-free targets on the SAT or ACT exams. In six of Ohio's Big Eight districts, less than 10 percent of students earn remediation-free scores (Akron and Cincinnati being the exceptions). Set by the Ohio Department of Higher Education, achieving remediation-free scores allows incoming college students to take credit-bearing (non-remedial) courses. (3) Based on data from the classes of 2016 and 2017, 4 percent of Ohio students earn industry-recognized credentials that can open opportunities in technical careers. In six of the Big Eight districts, credentialing rates fall below 2 percent (Columbus and Dayton being the exceptions). Ohio's annual checkup reveals that roughly two in five Ohio students are meeting college and career ready goals, with even lower rates across its largest cities. Clearly, more treatment is needed if Ohio's students are going to leave high school poised for success in college or the workplace.
The State of Career Technical Education: Improving Data Quality &amp; Effectiveness
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2019-04-00
Type: Reports - Research
Subjects: Vocational Education,Data,Information Systems,Data Use,Decision Making,Secondary Education,Postsecondary Education,Career Readiness,State Programs

A strong, well-aligned data system allows State CTE [Career Technical Education] Directors and other state leaders to answer critical questions about the quality of their CTE programs and whether learners are participating and succeeding equitably. But today's state data systems are not meeting the need for data-informed decision making. Eighty-six percent of State CTE Directors believe improving and enhancing their CTE data systems is a priority, but only 45 percent say they have the information they need to assist in making decisions about CTE program quality and other initiatives at both the secondary and postsecondary levels. How can states improve the quality of their data systems so they can make more effective use of their data? This report draws on a national survey of State Directors to answer these critical questions and more. The report finds that: (1) States are hesitant to use their data for high-stakes decision making; (2) CTE data systems are not sufficiently aligned across the secondary, postsecondary and workforce sectors; and (3) Many states rely on self-reported measures of career readiness and do not often use rigorous validation processes. This report comes at an opportune time. The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) gives states an opportunity to improve their data systems and make more data-informed decisions. With Perkins V implementation on the horizon, what can states do to improve the quality and effective use of their data?
The State of Career Technical Education: Career Advising and Development
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2018-02-00
Type: Reports - Research
Subjects: Vocational Education,Elementary Secondary Education,Postsecondary Education,School Counseling,Barriers,Counseling Effectiveness,Career Counseling,Career Development,State Programs,Program Effectiveness

Career advising and development is an increasingly prevalent topic in policy conversations, but too often only focuses on high school-level strategies. Learners should see a clear line through their education from career awareness to exploration to planning, and this can only occur if strategies and initiatives are aligned across grade levels and policy initiatives. Advance CTE partnered with the American School Counselor Association to conduct research with State CTE Directors to find out what's working, and what isn't, at the state and local levels. The report finds that, across the board, states are not overly confident in the effectiveness of their career advising and development systems. Fifty-eight percent believe they are only somewhat effectively serving K-12 students, and 55 percent believe they are either only somewhat effective or not effective at serving postsecondary CTE students. And while school counselors who connect students with CTE coursework and career pathways find it an effective career advising and development strategy, relatively few are able to make these connections. The report makes the following policy recommendations: (1) Provide more effective professional development and resources to school counselors and establish feedback loops to ensure that the professional advising and development is having its intended impact; (2) Ensure that career advising and development is a school- and community-wide effort, with effective coordination between school counselors and school administration and active participation from classroom instructors and community organizations; (3) Explore partnerships between secondary and postsecondary systems and institutions to both gather more data on existing strategies and implement new strategies as appropriate, including collaborating with postsecondary student success teams to incorporate career advising and development strategies; and (4) Examine and improve current career advising and development strategies so that they are all part of one broad, cohesive strategy designed to guide all learners effectively to the careers of their choice. [Contributions to this report were made by the following: Scott Solberg, Judith Martin, Stacy Haines-Mayne, Curtis Richards, Mindy Larson, Lynne Gilli, Lynne Muller, Jonathan Turner, Jennifer Griffin, Marie Barry, Stephen Osborne, Diane Salazar, Jan Bell, and Sharon Wendt.]
Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for &quot;Every&quot; Learner
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2019-04-00
Type: Reports - Research
Subjects: College Credits,Prior Learning,College Students,Educational Policy,Educational Benefits,Best Practices,Military Personnel,Degree Requirements,Transfer Policy,State Policy,Systems Approach,Web Sites,Apprenticeships,Consortia,Credentials,Alignment (Education),Demand Occupations,Program Implementation

College enrollment has increased over the past 10 years and is projected to continue growing over the next 10 for both full- and part-time students. At the same time, institutions face low retention and graduation rates. One policy that shows promise in increasing completion rates, especially for adult learners and those who served in the military, is credit for prior learning (CPL). CPL practices have been found to increase access to and the affordability of postsecondary opportunities for learners. CPL policies can be found at the state, postsecondary system or institutional levels -- and most often a combination of the three. Overall, control of CPL implementation tends to be greater at the local level than at the state level. Although creation and implementation of a formalized CPL policy typically falls to the state's higher education system or the individual institution, state-level leadership can play a vital role in building support and momentum among stakeholders. To help states explore the significant impact of credit for prior learning (CPL) and what their role should be in supporting these opportunities, Advance CTE with support from the Joyce Foundation, examined research and best practices in Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for Every Learner. This report features data on the benefits of CPL for learners, as well as best practices in Colorado, Kansas, Louisiana, Minnesota, Tennessee and Virginia across topics such as CPL for military service members, portability of credits and how to communicate about CPL opportunities. The report also concludes with recommendations for how states can best support CPL through state statute and by incorporating CPL into the state's broader postsecondary agenda.
Does Adoption of ACT Aspire Periodic Assessments Support Student Growth? Research Report 2019-1
Author: Allen, Jeff
Date: 2019-00-00
Type: Reports - Research
Subjects: Formative Evaluation,Achievement Tests,Adoption (Ideas),Academic Achievement,Summative Evaluation,Elementary Secondary Education

This study examines the effects of adoption of ACT® Aspire® Periodic Assessments on student academic growth, as measured by the ACT Aspire Summative Assessments. A difference-in-difference analysis shows that adoption of the ACT Aspire Interim Assessments leads to improvements in academic growth. Averaging results across all subject areas and grade levels, adoption typically led to an increase in student growth of 1.3 student growth percentile units, which is comparable to moving from the 50th percentile of school growth to the 56th percentile of school growth. The effect of adoption was strongest for English (+2.9 growth percentile units), followed by science (+1.4 growth percentile units) and math (+1.1 growth percentile units). For reading, effects of adoption were inconsistent across grade levels.
A Summary of the Evidence on Inclusive Education
Author: Hehir, Thomas
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Evidence,Inclusion,Students with Disabilities,Educational Benefits,Down Syndrome,Social Development,Emotional Development,Teacher Attitudes,Public Policy,Data Collection,Preservice Teachers,Inservice Teacher Education,Foreign Countries,Academic Achievement,Labor Market,Children,Special Education Teachers,Parent Participation

After reviewing evidence from more than 280 studies conducted in 25 countries, Abt found consistent evidence that inclusive educational settings--in which children with disabilities are educated alongside their non-disabled peers--can have substantial benefits for the cognitive and social development of those children. The research also suggests that inclusion can have important positive benefits for all students, because including a student with a disability requires teachers and school administrators to develop a better understanding of the individual strengths and needs of every student. [The report was prepared for Instituto Alana.]
Global Assessment Certificate Achievement as a Predictor of Meeting the ACT College Readiness Benchmarks. Technical Brief
Author: Steedle, Jeffrey T.
Date: 2019-06-00
Type: Reports - Research
Subjects: College Preparation,Foreign Students,Undergraduate Students,College Readiness,Predictor Variables,Benchmarking,College Entrance Examinations,Student Certification,Scores,Grade Point Average,Academic Persistence,Academic Achievement,Grades (Scholastic)

The Global Assessment Certificate™ (GAC) program helps international students develop the academic knowledge, learning practices, and English language skills required to enroll at universities and earn a bachelor's degree (ACT, 2019). The GAC program includes three levels of instruction (Level I, Level II, and Level III), each entailing a combination of required and elective courses totaling 240 hours of classroom study plus 120 hours of independent study. Courses cover reading and writing skills, listening and speaking skills, mathematics, science, computing, business, social science, psychology, study skills, research skills, problem solving, team collaboration, oral presentation, and time management. This report describes research that evaluated GAC achievement as a predictor of ACT® assessment scores and meeting the ACT College Readiness Benchmarks. The ACT assessment is used to support college and university admissions decisions, and the ACT College Readiness Benchmarks are ACT scores associated with success in first-year, credit-bearing postsecondary courses (Allen, 2013).
Rural Students: Technology, Coursework, and Extracurricular Activities. Insights in Education and Work
Author: Croft, Michelle
Date: 2019-02-00
Type: Reports - Research
Subjects: Rural Schools,Rural Education,Access to Education,Low Income Students,Access to Computers,Extracurricular Activities,High School Students,Internet,Dual Enrollment,Advanced Placement,College Credits,Core Curriculum,Student Centered Learning

Rural students are often overlooked when it comes to education policy reform. However, the majority of rural students in nearly half the states are from low-income families, generally earn lower scores on standardized high school assessments, lack access to rigorous coursework, and attend college at lower rates than do students from non-rural areas. Efforts to ameliorate the effects of some of these issues depend increasingly on access to technology such as broadband and devices. Access to technology is important for education, not only because there is a plethora of technology-based resources for learning, but also to teach students the basic computer skills that are important for many careers. This brief takes a closer look at rural students' access to technology, coursework, and extracurricular activities opportunities in various facets of their high school experiences. [For related reports in the Insights in Education and Work series, see ED593126 and ED593163.]
What Gets Tested Gets Taught: Cautions for Using College Admissions Tests in State Accountability Systems
Author: Achieve, Inc.
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,Accountability,Alignment (Education),College Readiness,Career Readiness,Common Core State Standards,High School Students,Language Arts,Mathematics,Summative Evaluation

Using a college admissions test as the statewide summative assessment is an attractive but risky option for some policymakers and parents. These assessments are used for admissions by nearly all higher education institutions, are shorter in length than most state-designed and consortia assessments, have brand name recognition, and are known for predicting first-year college performance. However, notwithstanding their appeal and instrumental value for college admissions, neither the ACT nor College Board, the developer of the SAT, developed these tests as measures of how well students are meeting state mathematics and English language arts (ELA) standards, which is the primary purpose of state accountability tests. When they are used as a state's mathematics and ELA tests -- when they &quot;count&quot; for schools, educators, and students -- there is the greatest likelihood that they will drive classroom instruction more than state standards do. This brief looks across the current evidence available on the two primary college admissions tests in order to provide state leaders and policymakers with the information they must consider in selecting high school assessments. The primary issue at hand is the alignment of college admissions tests, the ACT and SAT, to states' college- and career-ready standards.
Independent Analysis of the Alignment of the ACT to the Common Core State Standards
Author: Achieve, Inc.
Date: 2018-03-00
Type: Reports - Research
Subjects: Alignment (Education),College Entrance Examinations,Common Core State Standards,High School Students,Accountability,Program Evaluation,Language Tests,Reading Tests,Writing Tests,Mathematics Tests,Language Arts,Evaluation Criteria,Achievement Rating

In 2016, 20 states administered the ACT exam to all high school students. Of those 20 states, three use the ACT in their statewide testing program as an assessment for accountability at the high school level. States using the tests as part of an accountability system are required to submit results from an independent alignment study to the U.S. Department of Education for the federal peer review process. Achieve conducted an independent analysis of the alignment of the ACT plus Writing with the Common Core State Standards (CCSS). This study examines four ACT subtests -- English, Reading, Writing, and Mathematics.