ethanporcaro/eric-fulltext-meta huggingface dataset:
Child Care and Development Fund (CCDF). Report to Congress for FY 2012-FY 2013
Author: Administration for Children and Families (DHHS), Office of Child Care
Date: 2013-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Block Grants,Child Care,Federal Aid,Grants,Statewide Planning,Tribes,Program Administration,Annual Reports,Technical Assistance,Research Reports,Expenditures,Early Childhood Education,Family Programs,Federal Programs,Welfare Services,Access to Education,Educational Quality,Partnerships in Education,Program Implementation,Educational Improvement,Children

This Report to Congress is required by Section 658L of the Child Care and Development Block Grant (CCDBG) Act as amended. The report provides information about the role of the Child Care and Development Fund (CCDF), which is authorized under the CCDBG Act, in improving access to high-quality child care in states, territories, and tribes. The data and analysis contained in this report are from a variety of sources, including the biennial State and Territory Plans effective October 1, 2011 through September 30, 2013 (fiscal year 2012-2013) and administrative data about children and families receiving CCDF services in fiscal year (FY) 2012 through FY 2013. This report includes highlights of CCDF program activities, information on activities states and territories are doing to improve the quality of child care across the country, and an overview of the Office of Child Care's Technical Assistance and Research projects. The report closes with a look to the future, focusing on the exciting changes coming with CCDBG Reauthorization.
Child Care and Development Fund (CCDF). Report to Congress FY 2014-2015
Author: Administration for Children and Families (DHHS), Office of Child Care
Date: 2015-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Child Care,Block Grants,Grants,Federal Aid,Statewide Planning,Tribes,Expenditures,Family Programs,Welfare Services,Federal Programs,Program Administration,Program Implementation,Annual Reports,Research Reports,Technical Assistance,Early Childhood Education,Access to Education,Educational Quality,Partnerships in Education,Children,Educational Improvement

This Report to Congress is required by Section 658L of the Child Care and Development Block Grant (CCDBG) Act as amended. The report provides information about the role of the Child Care and Development Fund (CCDF), which is authorized under the CCDBG Act, in improving access to high-quality child care in states, territories, and tribes. This report covers fiscal years 2014 and 2015. While the program's authorizing statute was reauthorized during this period, the law had not yet been implemented in many states. The data and analysis contained in this report are from a variety of sources, including administrative data about children and families receiving CCDF services. Some data was not yet available at the time this report was drafted in accordance with the statutory submission deadline, but that data will be posted online. This report includes highlights of CCDF program activities, information on activities states and territories are doing to improve the quality of child care across the country, and an overview of the Administration for Children and Families' Technical Assistance and Research projects. The report closes with a look to the future. [For &quot;Child Care and Development Fund (CCDF). Report to Congress for FY 2012-FY 2013,&quot; see ED591073.]
Intensive Intervention Practice Guide: Using Visual Activity Schedules to Intensify Academic Interventions for Young Children with Autism Spectrum Disorder
Author: Hugh, Maria Lemler
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Teaching Methods,Intervention,Autism,Pervasive Developmental Disorders,Young Children,Visual Stimuli,Writing (Composition),Sentences,Preschool Children,Preschool Education,Elementary Education,Cues,Learning Activities,Student Motivation,Learning Processes,Data Collection,Program Effectiveness

Students who are slow to respond to traditional instruction and intervention require intensified intervention. Visual Activity Schedules (VAS) are an evidence-based type of visual support that provide sequential organization of the steps for an activity or skill. VAS can be aligned with individual student needs, including behavioral support. VAS have strong evidence of effectiveness, provide many opportunities to respond, and can be used by teachers during a wide array of classroom activities. For students with Autism Spectrum Disorder (ASD), VAS can be an effective method of intensifying intervention to support students' understanding of, and participation in, multistep activities that pose difficulty. The focus of this guide is on using VAS to intensify academic interventions for students with ASD, including students who may be receiving intervention within Tier III of Multi-Tiered Systems of Support. VAS work well for students with ASD due to common support needs related to processing, executive functioning, communication, sequencing, and organization. Next, the authors describe how to use VAS as a method of intensifying academic interventions for young students (pre-kindergarten through elementary school) with ASD. In their example, they discuss how they would implement VAS using the data-based individualization (DBI) process (Lemons, Kearns &amp; Davidson, 2014). DBI for VAS includes five steps: (1) determining the activity; (2) developing the VAS; (3) making the data collection plan; (4) teaching the use of VAS; and (5) evaluating student progress. For each step, the authors provide a description and an example.
Intensive Intervention Practice Guide: Increasing Opportunities to Respond as an Intensive Intervention
Author: Martin, BrittanyLee
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Behavior Modification,Evidence Based Practice,Teaching Methods,Responses,Feedback (Response),Learner Engagement,Instructional Effectiveness,Intervention

In a multi-tiered system of support, we often conceptualize intensive interventions as supplemental academic or behavior supports delivered to a small group of students at Tier 2 or intensive, individualized supports at Tier 3. At Tier 2, some students may not initially respond to the standard protocol of an intervention. In these situations, it may be useful to adapt or intensify components of the intervention to improve student responsiveness before moving a student to a more intensive, individualized intervention. There are some evidence-based teacher practices that can be used to intensify supports for students who struggle with academics or behavior in the context of both Tier 1 and Tier 2 supports. One evidence-based teacher practice that can be used to intensify supports for students is increasing opportunities for students to respond during classroom instruction. Opportunities to respond (OTR) are defined as behaviors that require student responses and are usually followed by feedback. Research finds several positive student outcomes associated with increased OTR including improved outcomes in reading (Skinner, Smith, &amp; McLean,1994) and math (Skinner, Belfiore, Mace, Williams-Wilson, &amp; Johns, 1997), improved academic engagement (Sutherland &amp; Wehby, 2001), and decreases in disruptive behavior (Sutherland &amp; Wehby, 2001). Further, frequent OTR allow teachers to adjust instruction based on student feedback, improve the quality of a lesson, and increase student engagement (CEC, 1987). While studies have found that increased OTR are associated with positive student outcomes, there is a gap in the literature base in terms of assessing the magnitude of effect associated with these interventions. Future research should not only assess how effective OTR are in terms of their impact on student outcomes but should also assess the relative effectiveness of different methods used to increase OTR. This practice guide answers the following questions related to these common strategies teachers can use to increase OTR: (1) For whom is it intended? (2) How does it work? (3) How adequate is the research knowledge base? (4) How practical is it? (5) How effective is it? (6) What questions remain? and (7) Where can I learn more?
Public Education Finances: 2015. Economic Reimbursable Surveys Division Reports. G15-ASPEF
Author: US Census Bureau (DOC), Economic Reimbursable Surveys Division
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Educational Finance,Public Education,Elementary Secondary Education,Expenditure per Student,Income,Enrollment,Federal Aid,State Aid,Debt (Financial),Population Distribution,National Surveys,Preschool Education,School District Size,Federal Government,Local Government,State Government

The U.S. Census Bureau conducts the Census of Governments and the Annual Surveys of State and Local Government Finances as authorized by law under Title 13, U.S. Code, Sections 161 and 182. The Census of Governments has been conducted every 5 years since 1957, while the annual survey has been conducted annually since 1977 in years when the Census of Governments is not conducted. The 2015 Annual Survey of School System Finances, similar to previous annual surveys and censuses of governments, covers the entire range of government finance activities--revenue, expenditure, debt, and assets (cash and security holdings). This report contains financial statistics relating to public elementary-secondary (prekindergarten through grade 12) education. It includes national and state financial aggregates and displays data for the 100 largest school systems by enrollment in the United States. An introduction describes the scope, general concepts, survey methodology, and limitations of the data. It also identifies other Census Bureau products that contain public education data. The tabular section contains 20 tables. Summaries, as well as state-level detail, are presented in Tables 1 through 10. State rankings and national summaries appear in Tables 11 through 14. Finance data for the 100 largest school systems by enrollment in the United States are displayed in Tables 15 through 18. Supplementary data on state-level populations, enrollments, and personal income are shown in Table 19. Per pupil current spending amounts and percentage change for fiscal years 2010-2015 are shown in Table 20. [For the 2014 report, see ED571887.]
Intersegmental Data Partnerships Resource Guide
Author: Lee, Patrick
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Guides,Guidelines,Data Analysis,Educational Policy,Educational Resources,Networks,Instructional Leadership,Trust (Psychology),Data Interpretation,Community Colleges,Consortia,Labor Force Development,Leadership Role,Decision Making,Program Descriptions,Higher Education,College School Cooperation,Elementary Secondary Education

This Intersegmental Data Partnerships Resource Guide, and the accompanying PACE policy brief (see ED591080), are products of a year-long qualitative research project exploring promising practices in data sharing and data use among intersegmental partnerships throughout California. This Resource Guide provides institutions engaged in intersegmental partnerships with resources to support the development, planning, and monitoring of their data practices. It is intended to serve three purposes: (1) a framework to orient intersegmental leaders to the different aspects of effective strategies for data sharing and use; (2) a tool to facilitate reflection on current regional and institutional priority areas and data practices; and (3) a networking resource to identify and learn about data practices from other partnerships in the state. The guide presents the critical components of effective regional efforts around data sharing and use, with tools to dive deeper into specific factors within each of these components. A directory of the partnerships included in the study is provided at the end of the guide.
Community Collaboration in Teacher Recruitment and Retention. PACE Continuous Improvement Brief 02-18
Author: Reed, Sherrie
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Selection,Teacher Recruitment,Teacher Persistence,Public School Teachers,Community Involvement,School Community Relationship,School Districts,Educational Innovation,College School Cooperation,Partnerships in Education,Collective Bargaining,Teacher Leadership,Teacher Evaluation

High quality instruction delivered by effective teachers is the key to student success. Hiring, developing and retaining good teachers are therefore the most important tasks of our public schools. The tasks of teacher recruitment and retention have traditionally been delegated to the human resource department within school districts, but leaving these critical responsibilities to a single office is no longer sufficient. The ability to find, support, and keep good teachers is a community challenge, which demands innovative solutions collaboratively developed by diverse stakeholders. In this brief Sherrie Reed highlights the efforts of four Northern California school districts to hire, develop and retain high quality teachers. Initiatives in these districts represent promising strategies to address the human resource challenges faced by school districts across California.
Intersegmental Partnerships and Data Sharing: Promising Practices from the Field
Author: Reed, Sherrie
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Educational Improvement,Outcomes of Education,Educational Attainment,Labor Force Development,Community Organizations,School Community Relationship,Higher Education,Administrator Attitudes,Data Analysis,College School Cooperation,College Readiness,Intervention,Teacher Education Programs,Educational Policy,Educational Opportunities,Educational Practices,Elementary Secondary Education

Large-scale efforts to address the need for data sharing and communication have surfaced in recent years. While these efforts have expanded data sharing and data use opportunities for educational institutions at all levels, the comprehensive educational and workforce data across California that are necessary to effectively inform efforts aimed at improving educational outcomes are not yet in place. To more directly address these challenges, regional intersegmental partnerships are emerging across the state. In these partnerships, stakeholders from multiple educational, workforce, and community sectors work collaboratively to improve the educational attainment and workforce outcomes of the students they serve. Although partnerships' goals may differ, partnerships often share a common focus on data sharing and data-informed improvement efforts. Through these regional efforts, important lessons have emerged. In this brief, the authors share these lessons and highlight promising practices from intersegmental partnerships across California. Drawing on more than 30 interviews of key leaders from 27 education and community organizations, a survey of higher education administrators, and an extensive document review, they describe the efforts of local leaders to solve regional challenges related to student outcomes and economic demands. They focus specifically on the conditions necessary for data sharing and current practices in data management, analysis and reporting, and use of data to inform improvement efforts. [For the accompanying resource guide, see ED591078.]
Educating California&apos;s Disadvantaged Children: Lessons from Colombia. PACE Continuous Improvement Brief 04-17
Author: Luschei, Tom
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Poverty,Disadvantaged Youth,Equal Education,Educational Equity (Finance),Funding Formulas,At Risk Students,Rural Areas,Models,Program Effectiveness,Foreign Countries,Mixed Age Grouping,Cooperative Learning,Student Empowerment,Relevance (Education),Student Participation,Student Needs

Despite California's great wealth, child poverty places a drag on the state's educational performance. Disadvantaged children--including English learners, foster children, and the poor--do not receive the educational attention and services that they require to be successful. Although California's Local Control Funding Formula recognizes this challenge, schools and districts have struggled to identify effective solutions to educate disadvantaged children. In this brief, Tom Luschei describes an approach that has been successful in educating and empowering one of South America's most marginalized populations--children living in conflict-afflicted rural areas of Colombia. Since 1975, Colombia's &quot;Escuela Nueva&quot; (New School) model has raised academic and non-cognitive outcomes of students in tens of thousands of Colombian schools and has been adopted in over a dozen countries, reaching approximately seven million children worldwide. This brief describes how &quot;Escuela Nueva&quot; works, provides evidence of its success, and discusses how California's schools and districts might implement core aspects of the Escuela Nueva model.
Measuring Social Emotional Learning through Student Surveys in the CORE Districts: A Pragmatic Approach to Validity and Reliability
Author: Gehlbach, Hunter
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Social Development,Emotional Development,Validity,School Districts,Outcomes of Education,Student Attitudes,Inferences,Reliability,Consortia,Decision Making,Guidance,Student Surveys,Self Management,Self Efficacy,Interpersonal Competence,Best Practices,Error of Measurement,Social Desirability,Elementary School Students,Secondary School Students,Measurement

As educational practitioners and policymakers expand the range of student outcomes they assess, student perception surveys--particularly those targeting social-emotional learning--have grown in popularity. Despite excitement around the potential for measuring a wider array of important student outcomes, concerns about the validity of the inferences that might be drawn from student self-reports persist. One of the most ambitious attempts to incorporate student perception surveys into a larger assessment framework has occurred through CORE--a consortium of school districts in California. Pulling from CORE's data and their use within these districts, we summarize the evidence for validity and reliability of CORE's student-report surveys on social-emotional learning through a pragmatic approach. After clarifying why validity needs to be viewed as an ongoing process of accumulating evidence (not as an end state), we answer four guiding questions that explain different facets of validity for school leaders: How well were the measures designed?; How well do the measures fit the context?; With what level of fidelity were the data acquired?; To what extent are the data being used appropriately? By detailing the answers to these questions on the student surveys within the CORE districts, we hope to provide guidance around the use of social-emotional learning surveys, both within and outside of the CORE districts. Our ultimate aim is to facilitate decision-making for educational leaders as they weigh decisions regarding the use of student surveys as a component of their assessment programs.
Measuring Students&apos; Social-Emotional Learning among California&apos;s CORE Districts: An IRT Modeling Approach. Working Paper
Author: Meyer, Robert H.
Date: 2018-05-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Item Response Theory,Models,Elementary Secondary Education,Correlation,Scores,Test Bias,Measurement Techniques,Comparative Analysis,Outcomes of Education,School Districts

With an increased appreciation of students' social-emotional skills among researchers and policy makers, many states and school districts are moving toward a systematic process to measure Social-Emotional Learning (SEL). In this study, we examine the measurement properties of California's CORE Districts' SEL survey administered to over 400,000 students in grades 3 to 12 during the 2015-16 school year. We conduct analyses through both classical test theory and item response theory frameworks, applying three different polytomous IRT models on both the full student sample and on separate samples from each grade. From these analyses, we summarize the psychometric properties of items at each grade level, compare items' functionality across grades, compare student outcomes from IRT models and the classical approach, make suggestions on approaches to modeling and scaling the SEL survey data, and identify items, by grade, that do not contribute positively to measurement of each outcome. Finally, we discuss policy implications in using SEL measures among educators, administrators, policy makers, and other stakeholders.
Trends in Student Social-Emotional Learning: Evidence from the CORE Districts
Author: West, Martin R.
Date: 2018-05-00
Type: Reports - Research
Subjects: Educational Trends,Social Development,Emotional Development,Urban Schools,School Districts,Elementary School Students,Secondary School Students,Self Concept,Self Efficacy,Self Management,Social Cognition,Gender Differences,Economically Disadvantaged,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students

Amid growing interest from educators and policymakers in supporting students' social and emotional learning (SEL), this brief describes the development of key social-emotional skills within the CORE districts, a network of urban California school districts that collectively serve more than one million students. Specifically, we use CORE's unique SEL survey, administered in 2015 and 2016 to nearly 400,000 students in Grades 4-12, to document trends in four SEL constructs: growth mindset, self-efficacy, self-management, and social awareness. We find that, with the exception of growth mindset, these social-emotional skills do not increase steadily as students progress through school. Self-efficacy and social awareness in particular exhibit large declines in middle and high school. These overall patterns conceal important differences across student subgroups. Girls consistently report higher self-management and social awareness than boys, but their self-efficacy drops sharply relative to boys over time. Economically disadvantaged students report lower social-emotional skills across the board, but the gaps in self-management, growth mindset, and self-efficacy narrow in high school. White students report higher levels of social-emotional learning than African American and Latinx students; Asian students report similar levels of self-management as White students but exhibit declining self-efficacy over time. While these findings are based on self-reports and cannot be generalized beyond the six districts participating in the CORE SEL survey, the scope and scale of the data far exceed anything in the extant literature. [For the related working paper, see ED591085.]