ethanporcaro/eric-fulltext-meta huggingface dataset:
Office of Science and Technology Policy--State-Federal STEM Summit (June 25-26, 2018, Washington, DC). Final Report
Author: Levy, Abigail Jurist
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Strategic Planning,Educational Planning,Outcomes of Education,Educational Policy,Educational Trends,Federal Government,Government Role,Program Implementation,Educational Improvement,Educational Objectives,State Government,Statewide Planning

On June 25 and 26, 2018, 211 STEM education leaders, 176 of whom were representatives from the 50 states, the District of Columbia, Puerto Rico, the U.S. Virgin Islands, Guam, the Northern Mariana Islands, and several tribal territories, gathered in Washington, D.C. for the first State-Federal STEM Summit. On Day 2 of the Summit, these representatives from the K-16 education, business, and policy sectors met at the National Science Foundation to share their individual viewpoints on the impact of the 2013-2018 Federal 5-Year STEM Education Strategic Plan and priorities for the future Plan. These reflections are intended to inform the direction of the 2018-2023 STEM Education Strategic Plan. With that purpose in mind, three substantive discussions were held on June 26 to address the following over-arching questions: (1) What was the impact of the past (2013-2018) Federal Five-Year STEM Education Strategic Plan on states' STEM programs and policies? (2) What are the emergent trends and priorities of the STEM Community, and how might they factor in to the prospective 2018-2023 Federal Five-Year STEM Education Strategic Plan? and (3) What is the federal role and responsibility in supporting states' STEM education programs and policies? In this report, the authors describe the Summit's proceedings and findings for each of the three discussion questions. For each question, they introduce the purpose of the discussion, present the major findings drawn from the data, and provide a detailed description of the themes and patterns that emerged. The report closes with a discussion of their concluding observations.
Carl Perkins IV State Report: Secondary Schools and Students, 2013-2014
Author: Wyoming Department of Education
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Legislation,Federal Legislation,High Schools,High School Students,Student Characteristics,Reading Achievement,Mathematics Achievement,High School Graduates,Graduation Rate,Disproportionate Representation,Job Skills,Employment,Postsecondary Education,Advanced Courses,Military Personnel,Student Participation,Student Organizations,Job Training,Program Length,Career Planning,Integrated Curriculum,Articulation (Education),College School Cooperation,Dual Enrollment,Grade 9,Grade 10,Grade 11,Grade 12

The Carl Perkins Act provides federal support for rigorous career and technical education (CTE) programs that provide students with knowledge and skills to keep the United States competitive. States are provided with funds which are in turn distributed to eligible recipients, such as local educational agencies (LEAs) and postsecondary institutions, to develop more fully the academic, and career and technical education knowledge and skills of secondary and postsecondary education students who elect to enroll in career and technical education programs. In keeping with the evolving trends in career and technical education, the Perkins Act was revised in 2006. One of the notable provisions of the Carl D. Perkins Career and Technical Education Improvement Act (Perkins IV) is the call for &quot;programs of study.&quot; The law requires states to offer high school students a new kind of career and technical education that helps prepare them for both college and career, not just for success in entry-level occupations. In addition to the programs of study, the Perkins Act of 2006 has several other features that have significantly impacted state and local recipients of Perkins funds. This includes, but is not limited to: (1) an increased emphasis on local accountability; (2) changes to federal performance measures and definitions of student populations; (3) development and recognition of CTE Programs of Study; (4) an emphasis on increasing coordination between the different programs within CTE as well as integration with academics; and (5) focusing CTE so that students are being prepared for future employment in high-demand, high-skill, and/or high-wage jobs. This report presents data collected during the 2013-14 school year from Wyoming high schools. The information contained in this report illustrates how CTE programs are working in the state of Wyoming and also provides invaluable data to inform future planning.
Carl Perkins IV State Report: Secondary Schools and Students, 2015-2016
Author: Wyoming Department of Education
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Legislation,Federal Legislation,High Schools,High School Students,Student Characteristics,Reading Achievement,Mathematics Achievement,High School Graduates,Graduation Rate,Disproportionate Representation,Job Skills,Employment,Postsecondary Education,Advanced Courses,Military Personnel,Student Participation,Student Organizations,Job Training,Program Length,Career Planning,Integrated Curriculum,Articulation (Education),College School Cooperation,Dual Enrollment,Grade 9,Grade 10,Grade 11,Grade 12

The Carl Perkins Act provides federal support for rigorous career and technical education (CTE) programs that provide students with knowledge and skills to keep the United States competitive. States are provided with funds which are in turn distributed to eligible recipients such as local educational agencies (LEAs) and postsecondary institutions. The funds are used to develop the academic and career technical education knowledge and skills of secondary and postsecondary students who elect to enroll in career and technical education programs. In keeping with the evolving trends in career and technical education, the Perkins Act was revised in 2006. One of the notable provisions of the Carl D. Perkins Career and Technical Education Improvement Act (Perkins IV) is the call for &quot;programs of study.&quot; The law requires states to offer high school students a new kind of career and technical education that helps prepare them for both college and career, not just for success in entry-level occupations. In addition to the programs of study, the Perkins Act of 2006 has several other features that have significantly impacted state and local recipients of Perkins funds. This includes, but is not limited to: (1) an increased emphasis on local accountability; (2) changes to federal performance measures and definitions of student populations; (3) development and recognition of CTE Programs of Study; (4) an emphasis on increasing coordination between the different programs within CTE as well as integration with academics; and (5) focusing CTE so that students are being prepared for future employment in high-demand, high-skill, and/or high-wage jobs. This report presents data collected during the 2015-16 school year from Wyoming high schools. The information contained in this report illustrates how CTE programs are working in the state of Wyoming and also provides invaluable data to inform future planning. It is important to mention that 2015-16 is the first year using the Wyoming Department of Education's new data collection system. This system has greatly improved data quality. Any major deviations in metrics, between this year and previous years, are likely a direct result of the differences in data collection. [For the previous report, &quot;Carl Perkins IV State Report: Secondary Schools and Students, 2013-2014,&quot; see ED593399.]
The Teacher Pay Penalty Has Hit a New High: Trends in the Teacher Wage and Compensation Gaps through 2017
Author: Allegretto, Sylvia
Date: 2018-09-05
Type: Reports - Research
Subjects: Teacher Salaries,Salary Wage Differentials,Public School Teachers,Compensation (Remuneration),Teacher Employment Benefits,Retrenchment,Educational Trends,Gender Differences

Teacher strikes in West Virginia, Oklahoma, Arizona, North Carolina, Kentucky, and Colorado have raised the profile of deteriorating teacher pay as a critical public policy issue. Teachers and parents are protesting cutbacks in education spending and a squeeze on teacher pay that persist well into the economic recovery from the Great Recession. This paper underscores the crisis in teacher pay by updating the data series on the teacher pay penalty--the percent by which public school teachers are paid less than comparable workers. Providing teachers with a decent middle-class living commensurate with other professionals with similar education is not simply a matter of fairness. Effective teachers are the most important school-based determinant of student educational performance. To address teacher shortages, it is necessary to focus on both recruiting and retaining high-quality teachers. Many policies are needed to accomplish this goal, and providing appropriate compensation is a necessary, major tool in addressing shortages. The examination of the teacher compensation penalty (combining wage and benefit data) begins in 1994, the earliest year for which teacher benefit data are available. With this update, the authors continue to sound the alarm regarding the long-run growth in the pay penalty. The authors also provide estimates of teacher wage penalties by state. Following are key highlights of the report: (1) the mid-1990s marks the start of a period of sharply eroding teacher pay and an escalating teacher pay penalty; (2) wage penalties have grown significantly for both male and female teachers; (3) improvements in benefits relative to professionals have not been enough to offset the growing teacher wage penalty; (4) teacher wage and compensation penalties grew from 2015 to 2017; and (5) the Great Recession can't be blamed for the erosion in teacher pay. [&quot;The Teacher Pay Penalty Has Hit a New High: Trends in the Teacher Wage and Compensation Gaps through 2017&quot; was also produced by the Center on Wage and Employment Dynamics (CWED).]
Carl Perkins IV State Report: Secondary Schools and Students, 2016-2017
Author: Wyoming Department of Education
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Legislation,Federal Legislation,High Schools,High School Students,Student Characteristics,Reading Achievement,Mathematics Achievement,High School Graduates,Graduation Rate,Disproportionate Representation,Job Skills,Employment,Postsecondary Education,Advanced Courses,Military Personnel,Student Participation,Student Organizations,Job Training,Program Length,Career Planning,Integrated Curriculum,Articulation (Education),College School Cooperation,Dual Enrollment,Grade 9,Grade 10,Grade 11,Grade 12

The Carl Perkins Act provides federal support for rigorous career and technical education (CTE) programs that provide students with knowledge and skills to keep the United States competitive. States are provided with funds which are in turn distributed to eligible recipients such as local educational agencies (LEAs) and postsecondary institutions. The funds are used to develop the academic and career technical education knowledge and skills of secondary and postsecondary students who elect to enroll in career and technical education programs. In keeping with the evolving trends in career and technical education, the Perkins Act was revised in 2006. One of the notable provisions of the Carl D. Perkins Career and Technical Education Improvement Act (Perkins IV) is the call for &quot;programs of study.&quot; The law requires states to offer high school students a new kind of career and technical education that helps prepare them for both college and career, not just for success in entry-level occupations. In addition to the programs of study, the Perkins Act of 2006 has several other features that have significantly impacted state and local recipients of Perkins funds. This includes, but is not limited to: (1) an increased emphasis on local accountability; (2) changes to federal performance measures and definitions of student populations; (3) development and recognition of CTE Programs of Study; (4) an emphasis on increasing coordination between the different programs within CTE as well as integration with academics; and (5) focusing CTE so that students are being prepared for future employment in high-demand, high-skill, and/or high-wage jobs. This report presents data collected during the 2016-17 school year from Wyoming high schools. The information contained in this report illustrates how CTE programs are working in the state of Wyoming and also provides invaluable data to inform future planning. [For the previous report, &quot;Carl Perkins IV State Report: Secondary Schools and Students, 2015-2016,&quot; see ED593400.]
The Prospects for Skills and Employment in an Age of Digital Disruption: A Cautionary Note. SKOPE Research Paper No. 127
Author: Brown, Phillip
Date: 2018-11-00
Type: Reports - Research
Subjects: Job Skills,Employment Qualifications,Automation,Information Technology,Labor Market,Public Policy,Foreign Countries,Unemployment,Employment Level,Supply and Demand,Technological Advancement,Robotics

Almost in a blink of the eye the policy focus on the 'knowledge' economy, with mass ranks of high skilled workers, has given way to claims of widespread 'technological unemployment'. This Working Paper will examine competing claims on the relationship between automation, skills and the future of work. It examines the research evidence on the scale of job losses anticipated as a consequence of digital disruption. It presents three scenarios of the impact of digital disruption on future skill requirements, before considering how evidence on automation and digital disruption is used to influence and inform UK government policy interventions on skills, employment and labour markets. In conclusion, we recommend caution in interpreting existing evidence. While high profile reports on digital disruption make for eye-catching headlines, they make for poor policy formulation. A key message is that technology is not destiny. It is human decisions that will determine the future of work.
Informing Equity: Student Need, Spending, and Resource Use in Oakland&apos;s Public Schools
Author: Education Resource Strategies
Date: 2017-06-00
Type: Reports - Research
Subjects: Public Schools,Urban Schools,Charter Schools,Educational Finance,Resource Allocation,Student Needs,Expenditure per Student,Special Education,Institutional Characteristics,Differences,Student Characteristics,Elementary Secondary Education

This study examines district-run and charter schools in Oakland across three dimensions: (1) student need (2) resource levels, and (3) resource use. We analyzed data for the 2014-15 school year from every school run by Oakland Unified School District (OUSD), as well as 32 charter schools, which serve 88% of all the charter school students in Oakland. In some cases, we also compared Oakland to a set of peer districts from around California or around the country. This research was guided by a Citywide Study Steering Committee--a group of Oakland district leaders, charter leaders, and education advocates. The purpose of the study was to build a shared fact base. While this project aspires to ultimately impact student outcomes, we focused this analysis on resources and needs rather than performance outcomes. We believe that such a report is the first step in helping the many stakeholders in Oakland to explore new opportunities and solutions to common challenges. [This report was written with the Oakland Achieves Partnership. Additional funding for this research was provided by the Rogers Family Foundation, Educate78, and the Hastings Fund.]
Commonfund Higher Education Price Index. 2018 Update
Author: Commonfund Institute
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Cost Indexes,College Faculty,Teacher Salaries,Fringe Benefits,Public Colleges,Private Colleges,Differences,Regional Characteristics,Institutional Characteristics,Economic Climate,Trend Analysis

The Higher Education Price Index (HEPI) is an inflation index designed specifically for use by institutions of higher education. Compiled from data reported by government agencies and industry sources, HEPI measures the average relative level in the price of a fixed market basket of goods and services purchased by colleges and universities each year through current fund educational and general expenditures, excluding research. A more accurate indicator of cost changes for colleges and universities than the Consumer Price Index (CPI), HEPI is used primarily to project future budget increases required to preserve purchasing power. With compilations dating back to 1961, HEPI offers more than 50 continuous years of higher education inflation data. It is an essential tool enabling schools to determine increases in funding necessary to maintain both real purchasing power and investment. HEPI is compiled using data items from publicly-available sources that are released at different points in the academic fiscal year, from July 1 through the following June 30. Following the executive summary and an introduction about HEPI, this report contains the following sections: (1) HEPI Tables; (2) Higher Education Price Index for Different Types of Educational Institutions; (3) Cost Factor Differences by Institution Type; (4) Higher Education Price Indices for Different Regions of the Country; (5) Cost Factor Differences by Region; (6) Limitations and Opportunities of HEPI by Institutional Type and Region; and (7) Purchasing Power and Salaries of Full-Time Professors. [For the 2017 Update, see ED586447.]
Seizing the Moment for Transformation: Nine Ways School Systems Can Restructure Resources for Student Success
Author: Miles, Karen Hawley
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Resource Allocation,Educational Finance,School Restructuring,Teacher Salaries,Teacher Effectiveness,Faculty Development,Individualized Instruction,Class Size,Time Management,School Schedules,Special Education,Early Intervention,Instructional Leadership,Partnerships in Education,Technology Uses in Education,Educational Administration,Financial Support,Elementary Secondary Education,Administrative Change

With the hopeful prospect of new money before them and the continued pressure to stretch every dollar, school districts face a choice: do more of the same, or seize this moment of change to re-envision schooling to better meet student needs. This means thinking strategically about the resources school systems have and ensuring new funds go toward powerful ideas that will increase student achievement--not toward the same practices and policies that haven't gotten them where they need to be. Education Resource Strategies (ERS) have worked with over 40 urban districts and four state departments of education to analyze how they're using resources--including people, time, and money--and identified better ways to meet student needs. To seize this moment of transformation, district leaders should make two big shifts. First, they should empower strong, redesigned schools. Second, they should strategically invest and organize resources. This report outlines nine key areas where districts should pay particular attention to restructuring: (1) Restructure one-size-fits-all teacher compensation and job structures to foster individual and team effectiveness, and reward contribution and demonstrated effectiveness; (2) Realign investment in professional learning to focus on rigorous, comprehensive curricula and assessments; content-focused, expert-led collaboration; and frequent-growth oriented feedback--rather than one-off workshops; (3) Rethink rigid class sizes and one-teacher classroom models to target individual attention, especially for struggling students; (4) Optimize existing time to meet student and teacher needs and expand as needed; (5) Leverage special education spending to provide early intervention and targeted individual attention for all students; (6) Support and develop leadership teams; (7) Revisit school funding to increase flexibility and match need; (8) Leverage outside partners and technology to maintain or improve quality at lower cost; and (9) Redesign central offices for efficiency and school leader empowerment.
Family Service-Learning Brief, Spring 2015
Author: Cramer, Joshua
Date: 2015-00-00
Type: Reports - Research
Subjects: Service Learning,Family Programs,Skill Development,Family Involvement,Community Problems,Parent Child Relationship,Cooperative Planning,Active Learning,Reflection,Information Dissemination,Sustainability,Program Effectiveness,Social Capital,Networks,Parent Attitudes,Self Efficacy,Self Esteem,Technological Literacy,Knowledge Level,Job Skills

Service-learning strategies have been widely used to enhance learning experiences of youth and young adults. Participation in these strategies often results in increased school engagement, civic participation, and leadership activities. Although service-learning undertakings have typically been carried out with school-age and college students, the National Center for Families Learning (NCFL) has developed a model that extends service-learning benefits to families. A six-step process is embedded in multi-generational educational programming and is currently being implemented through NCFL's Toyota Family Learning Program, in collaboration with 10 schools and community organizations across the United States. Our findings suggest that the Family Service-Learning activities provided ample opportunities for families to improve a variety of skills: organization, research, planning, reading and writing, technology, teamwork and sharing, civic responsibility, and leadership. This brief highlights the benefits of engaging &quot;families&quot; in service-learning activities, offers initial findings from an independent evaluation of the model, and provides action steps for carrying out Family Service-Learning activities.
U.S. Department of Education Strategic Plan for Fiscal Years 2014-2018
Author: Department of Education (ED)
Date: 2014-03-10
Type: Reports - Descriptive
Subjects: Educational Planning,Strategic Planning,Educational Policy,Educational Objectives,Elementary Secondary Education,Postsecondary Education,Vocational Education,Adult Education,Early Childhood Education,Equal Education,Educational Improvement,Program Implementation,Educational Attainment,Educational Opportunities,Access to Education,Outcome Measures,Educational Quality,Enrollment,Graduation Rate,Educational Legislation,Federal Legislation,Outcomes of Education,Academic Achievement,Budgets,Accountability,Student Financial Aid,STEM Education

The Department of Education Strategic Plan for Fiscal Years 2014-2018 describes the key policy and operational priorities for the agency. The Plan details the Department's strategic performance goals, objectives and indicators of success over the next five years. The Plan also provides an overview of our Fiscal Year 2014-2015 agency Priority Goals. [For the previous report, &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2011-2014,&quot; see ED529722.]