ethanporcaro/eric-fulltext-meta huggingface dataset:
Special Education Services: A Manual of Policies, Procedures and Guidelines
Author: Ministry of Education (British Columbia)
Date: 2016-04-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Guidelines,Special Education,Educational Policy,Public Schools,Educational Legislation,Special Needs Students,Related Services (Special Education),Administrator Responsibility,Parent Responsibility,Student Responsibility,Teacher Responsibility,Board of Education Role,School Districts,Program Development,Program Implementation,Disability Identification,Individualized Education Programs,Program Evaluation,Progress Monitoring,Student Characteristics,Eligibility,Funding Formulas,Educational Resources,Minority Group Students,Accessibility (for Disabled),Elementary Secondary Education,Disabilities,Student Needs

This resource conveys policies, procedures, and guidelines that support the delivery of special education services in British Columbia's (Canada) public schools. It was originally published in 1995 (ED414703), following an extensive provincial Special Education Review (1993-94). The purpose of this manual is to provide a single point of reference regarding legislation, ministry policy and guidelines to assist school boards in developing programs and services that enable students with special needs to meet the goals of education. The manual also contains procedural information to assist in accessing programs and services provided at the provincial level. It is intended primarily for the use of principals, school-based teams and special educational professionals, but may also prove of interest to other professionals within the education, social service or health care communities, to parents and to members of the public at large. The manual is divided into six sections that address: (1) policy for the delivery of special education programs and services in British Columbia; (2) roles and responsibilities of the ministry, school boards, district and school-based personnel, parents and students in the development and implementation of special education services; (3) the process of identifying students who have special needs, planning and implementing individual programs for them, and evaluating and reporting on their progress; (4) the generic services that should be available in school districts to support service delivery; (5) the various kinds of students who have special needs and the essential elements that should be included in programs for them and the criteria that must be met for supplemental funding; (6) what provincial resource programs are and lists those currently designated across the province. A quick reference guide listing online resources for more information and appendices including information about facilities planning; access to equipment, technology and services; resolution of conflicts; classification of psychological tests; distributed learning; full-day K; graduation requirements; in-school nursing support services; use of student records; transition planning; and transportation and work experience are also provided. [For the 2013 edition, see ED559698.]
The Effects of School Type on Academic Performance-Evidence from the Secondary Entrance Assessment Exam in Trinidad
Author: Harry, Latisha
Date: 2016-04-00
Type: Reports - Research
Subjects: Foreign Countries,Institutional Characteristics,Secondary Schools,Secondary School Students,Academic Achievement,Public Schools,Private Schools,Elementary Schools,School Personnel,Educational Administration,Admission Criteria,Tests,Class Size,Single Sex Schools,Gender Differences,Teacher Competencies,Religion,Religious Education

There is a common perception that private schools achieve higher than public schools. However, recent studies have found that the performance disparity between school types can be accounted for by differences in the population of students attending the different types of schools. Using raw data from the 2015 Secondary Entrance Assessment exam, this paper estimates the effect on academic achievement in Trinidad as a result of attending privately managed public primary schools (assisted schools) relative to traditional public schools (government schools). Controlling for demographic, personnel and administrative differences, the analysis finds no meaningful difference in academic achievement between students in assisted schools versus students in government schools.
Integrating the Library in the Life of the User: An Annotated Bibliography of Practical Ideas
Author: Connaway, Lynn Silipigni, Comp.
Date: 2016-06-00
Type: Reference Materials - Bibliographies
Subjects: Libraries,Librarians,Library Services,Library Materials,Electronic Libraries

The way individuals get and share information has changed drastically in the past decade and will continue to change. In order for libraries to be a part of this environment, librarians must be aware of how and why individuals get and share their information and be able to help people utilize the library's virtual and physical services. In order to attract and engage users to the library, librarians need to develop these services in the environments where their users live, learn and work. These thoughts were the impetus for the publication of the 2015 compilation, &quot;The Library in the Life of the User: Engaging with People Where They Live and Learn,&quot; by Lynn Silipigni Connaway (see ED570948). This annotated bibliography is designed to help librarians develop user-centered library services. [Annotated by Erin M. Hood.]
Fadeout in an Early Mathematics Intervention: Constraining Content or Pre-existing Differences?
Author: Bailey, Drew H.
Date: 2016-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Early Intervention,At Risk Students,Elementary School Teachers,Elementary School Students,Mathematics Instruction,Program Effectiveness,Mathematics Achievement,Child Development,Student Characteristics,Socioeconomic Status,Literacy Education,Language Skills

A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving children in the control groups of early mathematics interventions catch up to the higher-achieving children in the treatment groups. An alternative explanation is that persistent individual differences in children's long-term mathematical development result more from relatively stable pre-existing differences in their skills and environments than from the direct effects of previous knowledge on later knowledge. We tested these two hypotheses using data from an effective preschool mathematics intervention previously known to show a diminishing treatment effect over time. We compared the intervention group to a matched subset of the control group with a similar mean and variance of scores at the end of treatment. We then tested the relative contributions of factors that similarly constrain learning in children from treatment and control groups with the same level of post-treatment achievement and pre-existing differences between these two groups to the fadeout of the treatment effect over time. We found approximately 72% of the fadeout effect to be attributable to pre-existing differences between children in treatment and control groups with the same level of achievement at post-test. These differences were fully statistically attenuated by children's prior academic achievement. [This article was published in &quot;Developmental Psychology&quot; v52 n9 p1457-1469 Sep 2016 (EJ1112297).]
Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2016]
Author: Maryland Higher Education Commission
Date: 2016-09-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,School Holding Power,Graduation Rate,Transfer Rates (College),Two Year College Students,Full Time Students,Racial Differences,Gender Differences,African American Students,Hispanic American Students,Achievement Gap,College Readiness,Remedial Instruction,Asian American Students,White Students

This report provides information on retention, graduation, and transfer rates for students entering Maryland community colleges as first-time, full-time students between 1993 and 2013. This edition of the report includes analysis of student outcomes two, three, and four years after matriculation. The first section contains analysis of student retention, graduation, and transfer rates for all students statewide as well as rates disaggregated by race/ethnicity and gender. This analysis examines both year-to-year changes and longitudinal trends. The second section examines the Degree Progress Analysis. This model is an alternative method of examining student success that includes a broader population of students and considers additional outcomes. Finally, the third section provides a summary of data obtained in the community college follow-up survey. This survey is conducted every three years by the community colleges and the Commission. It includes questions regarding students' perception of quality, post-graduation enrollment, and employment outcomes, in addition to a variety of other topics. The appendix includes detailed data tables containing retention, graduation, and transfer information for all students statewide, by gender, and the largest racial and ethnic groups. Additional data tables are presented containing this information for all students and African American students within each institution. [For the report from previous year &quot;Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2015],&quot; see ED594070.]
College- and Career-Readiness Standards and Assessment Resource List (Winter 2015-16)
Author: SEDL, Southeast Comprehensive Center (SECC)
Date: 2016-00-00
Type: Reference Materials - Bibliographies
Subjects: College Readiness,Career Readiness,State Standards,Academic Standards,Benchmarking,Educational Policy,Common Core State Standards,College Credits,Dual Enrollment,Employment Qualifications,Teacher Leadership,English Language Learners,Elementary Schools,Middle Schools,Elementary Secondary Education,High Schools,Language Arts,Mathematics Instruction,Educational Resources,Educational Assessment

The Southeast Comprehensive Center (SECC) at the Southwest Educational Development Laboratory (SEDL), an affiliate of American Institutes for Research (AIR), publishes a biannual update of college- and career-readiness state standards and assessment resources. It is designed to assist staff in state education agencies (SEAs) and other educators in their curriculum, instruction, and assessment efforts. This report includes multiple resources from federal content and comprehensive centers, regional educational laboratories, and other organizations that specialize in education policy, research, and technical assistance.
Tuition and Fees Report: Fiscal Year 2017
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2016-09-00
Type: Numerical/Quantitative Data
Subjects: Tuition,Fees,Community Colleges,Costs,Educational Finance,Educational Trends,Federal Aid,State Aid,Enrollment,Online Courses,Two Year College Students,In State Students,Operating Expenses,Public Colleges,Out of State Students,Geographic Regions

The annual community college tuition and fees report details the tuition and fee charges at each of Iowa's 15 community colleges. It also provides trends in tuition and fees among Iowa's community colleges, sources of general operating revenue, and comparisons among states and institutions. Average in-state tuition for full-time students attending Iowa's community colleges is $157.05 per credit hour in fiscal year (FY) 2017, a 4.4 percent increase from last year. Average mandatory fees are $14.27 per credit hour in FY 2017, up 4.6 percent from last year. Average total in-state cost of enrollment (i.e., tuition and fees) is $171.31 per credit hour in FY 2017, a 4.4 percent increase from last year. Provisional data from the Integrated Postsecondary Education Data System (IPEDS) suggest that Iowa ranked 44th in average total enrollment costs in FY 2015 (the latest year available), placing it in the 85th percentile. Regionally, the average IPEDS total enrollment costs per credit hour during FY 2015 were higher in Minnesota and South Dakota than in Iowa. In accordance with Iowa Code, the highest tuition charged by an Iowa community college is less than the lowest tuition charged at Iowa's public universities. In FY 2017, the highest community college tuition for 24 credit hours ($4,080) is more than 40 percent less than the lowest public university tuition for the same number of credit hours ($6,848). [For the 2016 report, see ED593296.]
Hispanic Association of Colleges and Universities 2016 HACU Annual Report
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Higher Education,College Students,Advocacy,Hispanic Americans,Diversity,Employment,Internship Programs,Capacity Building,Student Financial Aid,Conferences (Gatherings),Awards,Nonprofit Organizations,Access to Education

For over thirty years, the Hispanic Association of Colleges and Universities (HACU) has advocated on behalf of Hispanic higher education in the U.S. and around the world. The mission of the association is to Champion Hispanic Success in Higher Education. HACU fulfills its mission by: promoting the development of member colleges and universities; improving access to and the quality of postsecondary educational opportunities for Hispanic students; and meeting the needs of business, industry and government through the development and sharing of resources, information and expertise. HACU is the only organization that represents existing and emerging Hispanic-Serving Institutions (HSIs). HSIs today represent 13 percent of all institutions of higher education that enroll 62 percent of Hispanic undergraduates. HACU serves its membership through advocacy, conferences, partnerships and educational programs, and offers scholarships and internship opportunities for students. HACU, is a nonprofit 501(c)(3) association with a membership of more than 470 colleges and universities in the U.S., Puerto Rico, Latin America and Spain. HACU's headquarters are located in San Antonio, Texas, and regional offices are in Washington, D.C., and Sacramento, California. Following a brief introduction and letters from the HACU chair and president, this report provides a status report on Hispanics in higher education and the institutions that serve them. Topics discussed in this 2016 annual report include: (1) HACU Calendar of Events; (2) Membership; (3) Advocating for Hispanic Higher Education; (4) Investing in College Students; (5) 30th Anniversary Events; (6) 21st National Capitol Forum on Hispanic Higher Education; (7) Youth Leadership Development Forum; (8) 30th Annual Conference; (9) Honoring Champions of Hispanic Higher Education Success/HACU Awards; and (10) Financials. [For the 2015 report, see ED595174.]
2016 Fordham Sponsorship Annual Report
Author: Thomas B. Fordham Foundation
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Philanthropic Foundations,Donors,Private Financial Support,Accountability,Institutional Mission,Educational Policy,Educational Research,Charter Schools,Academic Achievement,State Regulation,State Departments of Education,School Effectiveness,Elementary Secondary Education,State Legislation,Public Education,Performance,School Closing,Urban Schools,Language Arts,Core Curriculum,Value Added Models,Educational Finance,Governance,Academic Standards,State Standards,Mathematics Achievement,High Achievement,Reading Achievement,Advanced Placement,Educational Legislation,Federal Legislation

The 2015-16 school year was one of transition in Ohio. New state assessments (again), new charter sponsor evaluations, and even a new state superintendent. Change is hard, but it is important to remember that the developments of the last twelve months have their roots in policy decisions designed to improve Ohio's academic standards overall and its charter school sector in particular. The 2016 Fordham Sponsorship Annual Report is our opportunity to share the Fordham Foundation's work as the sponsor of eleven schools serving approximately 3,200 students in five cities, especially as that work relates to the large education policy landscape in Ohio. We urge you to read this report to learn of Fordham's commitment to quality schools for all children. [To view the 2015 report, see ED596221.]
Florida State University Annual Accountability Report, 2014-15
Author: State University System of Florida, Board of Governors
Date: 2016-03-04
Type: Numerical/Quantitative Data
Subjects: State Universities,Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Education Work Relationship,Achievement,Educational Quality,Reputation,School Holding Power,Time to Degree,STEM Education,Research and Development,Commercialization,School Community Relationship,School Business Relationship,Undergraduate Students,Graduate Students

This Accountability Report shows the status and progression of the Florida State University (FSU) from one year to the next. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Performance Funding Metrics; (3) Key Achievements; and (4) Narrative. Data tables on FSU's financial resources, personnel, enrollment, undergraduate education, graduate education, and research and economic development make up the remainder of the report. [For &quot;Florida State University Annual Accountability Report, 2013-14,&quot; see ED596988.]
Migrant Education Program, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-12-07
Type: Reports - Research
Subjects: Migrant Education,Program Evaluation,Disadvantaged Schools,Student Characteristics,Academic Achievement,English Language Learners,Language Proficiency,Demography,School Districts,Achievement Tests,Standardized Tests,Academic Standards,Graduation Rate,Dropout Rate,Parent Attitudes,Enrollment Trends,School Readiness,Elementary School Students,Secondary School Students,Elementary Secondary Education

The Migrant Education Program (MEP) is authorized under Title I of the No Child Left Behind Act of 2001 (NCLB). Title I states that the purpose of the MEP is to assist states in their efforts to meet the special needs of migrant students. This report examines the impact of MEP on migrant students' performance on the IOWA, Logramos, the State of Texas Assessments of Academic Readiness (STAAR), and the Texas English Language Proficiency Assessment System (TELPAS) in 2015-2016 as well as migrant students' dropout and graduation rates in 2014-2015.
Stacey and Bo Porter SELF Foundation Afterschool Program: Academic and Social Impacts on Key, Revere, and Meyerland Middle Schools, 2015-2016. Evaluation Report. Volume 11, Issue 1
Author: Holmes, Venita
Date: 2016-10-31
Type: Numerical/Quantitative Data
Subjects: At Risk Students,Middle School Students,Academic Ability,Student Development,Social Development,Emotional Development,After School Programs,Program Effectiveness,Reading Achievement,Mathematics Achievement,Student Attitudes,Grade 6,Grade 7,Grade 8,Physical Activities,Tutoring,Goal Orientation,School Safety,Self Efficacy,Student Behavior,Attendance,Racial Differences,Ethnicity,Age Differences,Limited English Speaking,Low Income Students,Interpersonal Competence,Academic Persistence,Skill Development,Discipline

The SELF Foundation afterschool program involved 255 students at Key, Revere, and Meyerland (formerly Johnston) middle schools in tutorials and enrichment activities to support their academic, social, and emotional development. All students at SELF schools were allowed to participate in a character-building essay contest for prizes. Program impact was measured using STAAR reading and math performance, attendance, and disciplinary actions of SELF students compared to non-program students enrolled at SELF schools. Both groups showed gains in reading and math from 2015 to 2016; however, SELF students achieved higher increases in mean scale scores from 5th to 6th grade in math, 6th to 7th grade in reading and math, and 7th to 8th grade in math. Propensity score matching using STAAR of 8th-grade SELF students who participated in the DOORS program, revealed an estimated increase of nearly 10 scale score points in reading and math due to SELF program participation. Disciplinary outcomes were better for SELF students compared to non-SELF students relative to the percentage of students with &quot;no&quot; in-school and out-of-school suspensions, alternative placements, or other disciplinary referrals retrospectively in 2016 from 2015. The mean numbers of excused, unexcused, and total absences were lower for SELF students relative to the non-SELF comparison group. The vast majority of students indicated that they were benefitting from all program components, with the largest majority specifying physical activities (93%) and tutorials (90%). The Foundation should consider expanding these components, while building character traits that support positive self-esteem, community service, safety, and preparation for future education and careers.
&quot;I Want to See Real Urban Schools&quot;: Teacher Learners' Discourse and Discussion of Urban-Based Field Experiences
Author: Jacobs, Katrina Bartow
Date: 2015-00-00
Type: Journal Articles
Subjects: Urban Teaching,Urban Schools,Field Experience Programs,Graduate Students,Masters Programs,Teacher Education,Semi Structured Interviews,Qualitative Research,Grounded Theory,Discourse Analysis

Urban educational contexts are increasingly complex, both in terms of what count as &quot;urban&quot; communities, and in regard to the increasing diversity of schools in these settings. Given that school-based learning experiences are a core element of nearly all teacher education, it is critical that we develop a better sense of how early career teachers are conceptualizing these experiences within urban contexts. This issue is of particular importance given the fact that the majority of teachers being prepared today do not have personal or educational experiences in urban settings (Sleeter, 2001). Findings from this study demonstrate not only the pervasiveness of deficit perspectives in teacher learners' conceptualizations of &quot;real urban schools,&quot; a term that emerged from the participants' group discourse, but also the power of critical inquiry as a framework from which to begin disrupting some of these assumptions. The article concludes by offering suggestions for how field experiences can be reframed in order to function as sites of possibility and change, rather than as living laboratories that uphold current institutional and societal inequities.