ethanporcaro/eric-fulltext-meta huggingface dataset:
Knocking at the College Door: Projections of High School Graduates. Tennessee
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College,Racial Composition

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Tennessee related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. North Carolina
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College,Racial Composition

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for North Carolina related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Common Standards for Career Education Programs
Author: Missouri Department of Elementary and Secondary Education
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Career Education,Guidance,Student Organizations,Career Readiness,Program Administration,Standards,Curriculum Design,Professional Development,Facilities,School Districts,Educational Indicators,School Safety

The Office of College and Career Readiness has developed the &quot;Common Standards for Career Education Programs.&quot; The six common standards are: (1) Program Management and Planning; (2) Curriculum; (3) Instruction; (4) Professional Development; (5) Career and Technical Student Organizations; and (6) Instructional Facilities and Equipment. These standards, along with the supporting quality indicators, were designed to provide guidance and direction to local school districts in establishing, maintaining, and evaluating career education programs. During the development of the Common Standards, input was provided by teachers and administrators. This input was critical to ensure that the Common Standards were reflective of what represents exemplary career education programs across the state.
Missouri State Plan for Special Education: Regulations Implementing Part C of the Individuals with Disabilities Education Act First Steps Program. Revised
Author: Nicastro, Chris L.
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Disabilities,Special Education,Early Intervention,Infants,Elementary Secondary Education,Definitions,Toddlers,Public Agencies,Early Childhood Education,Program Implementation,Educational Policy,Federal Regulation

The State of Missouri has adopted the definitions in 34 Code of Federal Regulations (CFR) 303.5-303.24 of the Part C regulations and selected terms as defined in 34 CFR 77.1 and 74.3 for use in implementing the State's early intervention program. The Department of Elementary and Secondary Education (DESE) is the lead agency responsible for ensuring the provision of early intervention services to eligible infants and toddlers with disabilities and their families consistent with 20 U.S.C. 1471 et seq., and 34 CFR Part 303. The Department of Elementary and Secondary Education, as the lead agency, is the entity responsible for assigning financial responsibility among appropriate agencies. The Department is responsible for ensuring that the minimum components of a statewide system of early intervention services for eligible infants and toddlers and their families, as required by the United States Department of Education is established and maintained in the state. This paper presents the revised Missouri State Plan for special education. Education Department General Administrative Regulations (EDGAR) Definitions are appended. [For the previous edition of this report, &quot;Missouri State Plan for Special Education: Regulations Implementing Part C of the Individuals with Disabilities Education Act First Steps Program,&quot; see ED518916.]
2011 Census of Technology: Missouri Schools K-12
Author: Missouri Department of Elementary and Secondary Education
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Educational Technology,Educational Change,Elementary Secondary Education,Public Policy,Educational Finance,Technology Planning,State Policy,State Programs,Educational Assessment,Educational Indicators,Investment,Internet,Access to Information,Access to Computers,Technological Literacy

The Census of Technology (COT) is designed to assess Missouri's continuing investment in K-12 education technologies. The COT provides important data for the Department of Elementary and Secondary Education (DESE) to share with state and national decision-makers to help advance public policy and increase public awareness and support for education technology. The COT provides local school districts with data to help identify local needs, develop strategies to facilitate school improvement processes and compare district progress with statewide data. The census is a primary data source for measuring progress toward meeting state goals and objectives. Despite the challenging economy, the 2010-11 COT data show school districts in Missouri continue to make gains in ensuring their students are exposed to technological tools useful in developing the skills necessary for successful entry into the 21st century work force. With the implementation of a new streamlined data collection tool, this year's census was shortened to three questions for the district and seven questions for each building. With the rollout of its new Missouri Comprehensive Data System portal in 2011, the Department has developed a tool that allows school personnel and the public to access education-related data. This COT report is among the first reports to utilize the portal system. Missouri Census of Technology 2011 is appended. (Contains 4 figures and 6 tables.)
Understanding Your Adequate Yearly Progress (AYP), 2011-2012
Author: Missouri Department of Elementary and Secondary Education
Date: 2011-07-22
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Indicators,Federal Programs,Educational Improvement,School Districts,Graduation,Elementary Secondary Education,Graduation Rate,Federal Legislation,Intervals,Educational Legislation,Attendance Patterns,Models,Student Participation,Disadvantaged Schools,Educationally Disadvantaged

The &quot;No Child Left Behind Act (NCLB) of 2001&quot; requires all schools, districts/local education agencies (LEAs) and states to show that students are making Adequate Yearly Progress (AYP). NCLB requires states to establish targets in the following ways: (1) Annual Proficiency Target; (2) Attendance/Graduation Rates; and (3) Participation Rates. Missouri's AYP targets were established by the Missouri Department of Elementary and Secondary Education based on a formula from the NCLB Act and an analysis of Missouri Assessment Program (MAP) data, attendance rate data and graduation rate data from prior years. When all targets are met, the requirements of AYP are met. Beginning with the 2008-2009 AYP determinations, Missouri was approved to implement a growth model for use in determining AYP. Growth model calculations were applied to 2006-2007, 2007-2008, 2008-2009, 2009-2010, and 2010-11 grade-level MAP and MAP-A data. Missouri uses the following steps in evaluating AYP at the school, district/LEA, and state levels: (1) Participation Rate; (2) Cell Size; (3) Annual Proficiency Target Indicator; (4) Additional Indicators; (5) Confidence Interval; (6) Growth; (7) Safe Harbor; and (8) Safe Harbor Confidence Interval.
Missouri Annual Blind/Visually Impaired Literacy Study, December 2008
Author: Missouri Department of Elementary and Secondary Education
Date: 2008-12-00
Type: Reports - Research
Subjects: Blindness,Visual Impairments,Literacy,Special Education,Elementary Secondary Education,Reading,Braille,Large Type Materials,Eligibility,Reading Instruction,Reading Materials,Teacher Certification,Special Education Teachers,Assistive Technology,Mainstreaming,Resource Room Programs,Self Contained Classrooms,Public Schools,Private Schools,Homebound,Hospitalized Children,Day Schools,Residential Schools,State Schools,Graduation Rate,High School Graduates,Dropouts,Comparative Analysis,Individualized Transition Plans,Rehabilitation,Referral,Elementary School Students,Secondary School Students

The Missouri Department of Elementary and Secondary Education (DESE) Division of Special Education (DSE), per Missouri Revised Statute 162.1136, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section RSMo 162.1136). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of &quot;eligible student&quot; as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom, in an itinerant or resource classroom, in a self-contained classroom, or in a separate educational facility; (9) The graduation rate of eligible students compared to those students who are not disabled; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories.
Missouri Annual Blind/Visually Impaired Literacy Study, December 2009
Author: Missouri Department of Elementary and Secondary Education
Date: 2009-12-00
Type: Reports - Research
Subjects: Blindness,Visual Impairments,Literacy,Special Education,Elementary Secondary Education,Reading,Braille,Large Type Materials,Eligibility,Reading Instruction,Reading Materials,Teacher Certification,Special Education Teachers,Assistive Technology,Mainstreaming,Resource Room Programs,Self Contained Classrooms,Public Schools,Private Schools,Homebound,Hospitalized Children,Day Schools,Residential Schools,State Schools,Graduation Rate,High School Graduates,Dropouts,Comparative Analysis,Individualized Transition Plans,Rehabilitation,Referral,Elementary School Students,Secondary School Students

The Missouri Department of Elementary and Secondary Education (DESE) Division of Special Education (DSE), per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section 162.1136 RSMo). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of &quot;eligible student&quot; as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom (Inside Regular Class greater than 79%), in an itinerant or resource classroom (Inside Regular Class 40% to 79%), in a self-contained classroom (Inside Regular Class less than 40%), or in a separate educational facility; (9) The graduation rate of eligible students compared to those students who are not disabled; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories. [For the 2008 edition of this report, see ED541039.]
Missouri Annual Blind/Visually Impaired Literacy Study, December 2010
Author: Missouri Department of Elementary and Secondary Education
Date: 2010-12-00
Type: Reports - Research
Subjects: Blindness,Visual Impairments,Literacy,Special Education,Elementary Secondary Education,Reading,Braille,Large Type Materials,Eligibility,Reading Instruction,Reading Materials,Teacher Certification,Special Education Teachers,Assistive Technology,Mainstreaming,Resource Room Programs,Self Contained Classrooms,Public Schools,Private Schools,Homebound,Hospitalized Children,Day Schools,Residential Schools,State Schools,Graduation Rate,High School Graduates,Dropouts,Comparative Analysis,Individualized Transition Plans,Rehabilitation,Referral,Elementary School Students,Secondary School Students

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section 162.1136 RSMo). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of &quot;eligible student&quot; as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom (Inside Regular Class greater than 79%), in an itinerant or resource classroom (Inside Regular Class 40% to 79%), in a self-contained classroom (Inside Regular Class less than 40%), or in a separate educational facility; (9) The graduation rate of eligible students compared to those students of all students; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories. [For the 2009 edition of this report, see ED541040.]
Missouri Annual Blind/Visually Impaired Literacy Study, December 2011
Author: Missouri Department of Elementary and Secondary Education
Date: 2011-12-00
Type: Reports - Research
Subjects: Blindness,Visual Impairments,Literacy,Special Education,Elementary Secondary Education,Reading,Braille,Large Type Materials,Eligibility,Reading Instruction,Reading Materials,Teacher Certification,Special Education Teachers,Assistive Technology,Mainstreaming,Resource Room Programs,Self Contained Classrooms,Public Schools,Private Schools,Homebound,Hospitalized Children,Day Schools,Residential Schools,State Schools,Graduation Rate,High School Graduates,Dropouts,Comparative Analysis,Individualized Transition Plans,Rehabilitation,Referral,Elementary School Students,Secondary School Students

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section 162.1136 RSMo). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of &quot;eligible student&quot; as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom (Inside Regular Class greater than 79%), in an itinerant or resource classroom (Inside Regular Class 40% to 79%), in a self-contained classroom (Inside Regular Class less than 40%), or in a separate educational facility; (9) The graduation rate of eligible students compared to those students who are not disabled; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories. [For the 2010 edition of this report, see ED541041.]