ethanporcaro/eric-fulltext-meta huggingface dataset:
Becoming Intentional and Strategic: Developing Middle Leaders in California Community Colleges. A Retrospective Report
Author: Asera, Rose
Date: 2019-04-00
Type: Reports - Research
Subjects: Middle Management,Community Colleges,College Administration,Leadership,Professional Development,Participative Decision Making,State Programs,Educational Change,Leadership Training,Program Effectiveness,Professional Identity

When people talk about &quot;community college leadership,&quot; they typically refer to presidents or other executive leaders, mirroring a common societal perception that leaders are individuals at the top of an organization's hierarchy. However, leading from the middle is not a contradiction in terms. A growing number of community college educators across all levels and areas of the institution are taking on leadership roles to make their colleges more effective and equitable. The purpose of this paper is to set the context for why it is critical to foster middle leadership in the California Community Colleges and share an emerging approach for how to develop middle leaders. Examining the experiences of Basic Skills Initiative Leadership Institute for Curricular and Institutional Transformation (BSILI) and the Research and Planning Group for California Community College's (RP Group) Leading from the Middle (LFM) leaders and participants can provide insight into the ways that, in the current climate for change, middle leaders are a vital resource to spearhead institutional transformation and lead efforts to increase student success and equity. This document draws on a wide range of evidence over time. The content is based on the author's participant observation in LFM and BSILI, a retrospective review of program documents and evaluations, as well as numerous formal and informal conversations with program participants and leaders. This paper begins with a discussion of &quot;why&quot; this is an important time to foster middle leadership in California Community Colleges, including the current forces for change and the ways that a series of student success initiatives over the last decade have contributed to the growth of middle leaders. It then describes &quot;how&quot; BSILI and LFM develop middle leaders and the design principles that both programs apply. Finally, quotes and examples illustrate &quot;what&quot; changed for middle leaders as a result of their participation and what changes they have been able to make at their institutions. These examples are presented in an emerging framework for middle leadership development, based on an examination of the BSILI and LFM outcomes, with a focus on three key areas: (1) Collaborating and participating in collective leadership; (2) Leading college change; and (3) Developing leadership identity. This framework provides insights into the impact on BSILI and LFM participants, including quotes that illustrate these outcomes in action. The conclusion calls for recognition and resources to continue to develop and support middle leadership across California's community college system.
Recognition, Validation and Accreditation of Youth and Adult Basic Education as a Foundation of Lifelong Learning
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2018-00-00
Type: Reports - Research
Subjects: Lifelong Learning,Adult Basic Education,Recognition (Achievement),Accreditation (Institutions),Qualifications,Informal Education,Educational Policy,Educational Benefits,Foreign Countries,Experiential Learning,Prior Learning,Certification,Access to Education,Quality Assurance,Educational Quality,Student Centered Learning

Basic education is essential if societies and economies are to thrive and become sustainable in challenging times. However, many people have never had an opportunity to benefit from education and many others leave the initial phase of education without attaining the level of proficiency in literacy and numeracy needed to participate fully in society. The scale of the problem is large yet qualifications systems in many societies still limit their focus to qualifications acquired formally and do not offer opportunities for young people and adults to re-engage in learning pathways that have been interrupted. In order to avoid a significant loss of human potential, the non-formal and informal learning of young people and adults should be made visible and valued. Systems should be in place to ensure it is recognized, assessed and accredited. The UNESCO Institute for Lifelong Learning (UIL), in partnership with UNESCO's Section of Partnerships, Cooperation and Research, has undertaken a number of comprehensive analyses of policy and practice in this area, which have highlighted the need to focus on the recognition, validation and accreditation (RVA) of youth and adult basic education. This report summarizes the research and policy dialogue of an international expert group invited by UNESCO to three meetings in 2016. It focuses on three themes -- principles, policy and practice -- and provides examples of how the issue is being approached across the world. It offers 12 conclusions, based on the evidence considered by the expert group, and proposes a number of key messages for stakeholders in Member States, including policy-makers and the research community.
Teacher Workforce Dynamics in England: Nurturing, Supporting and Valuing Teachers
Author: Worth, Jack
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Persistence,Faculty Mobility,Elementary School Teachers,Secondary School Teachers,Teacher Characteristics,Teaching Load,Job Satisfaction,Part Time Faculty,Teacher Salaries,Charter Schools,School Effectiveness,Achievement Rating,Urban Schools,Nurses,Police,Age,Teaching Experience,Teacher Supply and Demand,Stopouts

With rising pupil numbers, shortfalls in the number of trainee teachers and an increasing proportion of teachers leaving the profession, retaining teachers who are already in the profession is vital for managing the current and future supply of teachers. This report draws out a number of key factors impacting on teacher retention and makes recommendations for policy makers and school leaders to help respond to these challenges.
Safety First: A Review of Security and Preparedness in Tennessee Schools
Author: Tennessee Department of Education
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: School Safety,School Security,Emergency Programs,School Size,Elementary Schools,Secondary Schools,Drills (Practice),Economically Disadvantaged,Low Income Students,Documentation

School safety is a critical issue that has steadily gained more attention over the past two decades. High-profile school shootings like the tragic incident at Stoneman Douglas High School in Parkland, Florida, have reignited calls to address school security and behavioral health so that all students have access to a safe learning environment. Tennessee Governor Haslam took action in March 2018 by convening a School Safety Working Group that was tasked with reviewing Tennessee's school safety measures and providing recommendations. The group identified three immediate priorities: (1) a review of all school facilities to identify vulnerabilities; (2) increased funding for school resource officers (SROs); and (3) the development of a system for reporting suspicious activity. To support this work, the Tennessee General Assembly approved $35 million in funding to enhance school safety and stipulated that districts complete a needs assessment. This needs assessment required districts to conduct individual school security assessments and submit schools' emergency operations plans (EOPs) and drill logs to the Tennessee Department of Education (&quot;the department&quot;) in order to receive a portion of the funds. The department analyzed the school security assessments, EOPs, and drill logs--all of which were collected for the first time--with the goal of establishing a baseline for statewide safety needs and gathering information to drive future efforts to enhance school security and preparedness. Department actions to address the challenges identified during the review of safety data include: (1) Identify priorities for supporting districts and schools; (2) Revise EOP and drill log templates to enhance planning and improve documentation; (3) Create options for delivering training and guidance that provide flexibility and build local capacity; (4) Monitor grant spending and results to identify promising practices; and (5) Integrate safety planning requirements into the school approval process.
Leveraging Administrative Data to Strengthen NCES Postsecondary Sample Surveys
Author: Soldner, Matthew
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Paying for College,Tuition,Postsecondary Education,Higher Education,Outcomes of Education,Wages,Veterans Education,Military Personnel,Certification,College Students,Student Financial Aid,Bachelors Degrees,College Graduates,Federal Aid,Data Use,Data Collection

The U.S. Department of Education's (ED's) National Center for Education Statistics (NCES) National Postsecondary Student Aid Study (NPSAS) is the nation's preeminent source of information on how students and their families pay for college. This paper explores how NCES can leverage linkages to federal and non-federal data sources to improve understanding of the price of college, students' post-college wage outcomes, the educational experiences of veterans or active duty military, the acquisition of industry-recognized certifications, and major life events. This paper begins with a brief review of the primary purposes of the studies considered. That review is followed by a discussion of the ways in which administrative data are already used to inform each. This includes the use of administrative data in shaping student-facing and institution-facing instrumentation, sampling, data collection, and data processing. After exploring how NCES currently uses administrative data in its postsecondary sample surveys, the author looks to new federal and nonfederal data sources that may add value to the NPSAS family of studies. For each, the author considers its potential benefits, caveats, and challenges to use. Finally, the author provides a summary of the potential of administrative data to strengthen NCES efforts to understand students' pathways through postsecondary education and the workforce.
Teaching Children from Poverty and Trauma
Author: Izard, Ernest
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Poverty,Trauma,At Risk Students,Student Needs,Teacher Role,Teaching Methods,Stress Variables,Child Development,Barriers,Symptoms (Individual Disorders),Behavior Problems,Withdrawal (Psychology),Attendance,Child Health,Psychological Patterns,Emotional Response,Mental Health,Low Income Students,Family Environment,Educational Environment,Community,Teacher Burnout,Brain,Coping,Social Behavior,Emotional Development,Social Development,Interpersonal Relationship

This handbook was created to provide National Education Association (NEA) member educators with a research-based description of the impact of poverty on teaching and learning. It is important to understand poverty's impact on children's educational success, along with strategies for overcoming the impact of poverty on the brain and learning. The handbook is divided into six sections. The first section identifies the symptoms of poverty manifested on school campuses and in the classroom. The second section addresses the risk factors and impact of poverty to the student, the family, the school, and the community. The third section identifies the science behind what is known about the impact of poverty and trauma on learning through researched-based studies. The fourth section addresses the role of educators in minimizing the effects of poverty and trauma on learning in their classrooms. The fifth section itemizes the long-term learnings that educators realize when teaching students from poverty. The sixth section provides actionable strategies that a school and educators can implement to make a difference in teaching students from poverty. Finally, the handbook provides a list of resources for educators to use in expanding their capacity to teach students from poverty.
Understanding the Educational Background of Young Offenders: Summary Report. Headline Figures from a Joint Experimental Statistics Report from the Ministry of Justice and Department for Education
Author: Department for Education (DfE) (United Kingdom)
Date: 2016-12-12
Type: Reports - Research
Subjects: Delinquency,Background,Educational Attainment,Preadolescents,Adolescents,Institutionalized Persons,Correctional Institutions,Attendance,Student Characteristics,Special Needs Students,Socioeconomic Status,Child Welfare,Foreign Countries,Academic Achievement,At Risk Students,Rehabilitation

This summary sets out the key findings from an analysis of young offenders in the youth justice system. These are the headline results from a data sharing project between the Department for Education (DfE) and the Ministry of Justice (MoJ). The analysis focuses on those young offenders sentenced in 2014 matched to DfE data. [This report was produced by the Ministry of Justice (MoJ) (United Kingdom). For the full report, see ED594468.]
Building the Future: Investing in Discovery and Innovation--NSF Strategic Plan for Fiscal Years (FY) 2018-2022
Author: National Science Foundation (NSF)
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Scientific Research,Public Agencies,Philanthropic Foundations,Institutional Mission,Innovation,Technological Advancement,STEM Education,Higher Education,Elementary Secondary Education,Financial Support,Investment,Engineering

National Science Foundation's (NSF's) new Strategic Plan, &quot;Building the Future: Investing in Discovery and Innovation--NSF Strategic Plan for Fiscal Years (FY) 2018-2022,&quot; was released on February 12, 2018. To achieve NSF's vision of &quot;A Nation that is the global leader in research and innovation,&quot; the Plan lays out three strategic goals. The first, &quot;Expand knowledge in science, engineering, and learning,&quot; is aligned with the first part of NSF's mission, &quot;to promote the progress of science.&quot; It aims to advance knowledge through investments in ideas, people, and infrastructure, and to advance the practice of research. The second strategic goal, &quot;Advance the capability of the Nation to meet current and future challenges,&quot; flows from the latter part of the NSF mission statement--&quot;to advance the national health, prosperity, and welfare; to secure the national defense; and for other purposes.&quot; It focuses on societal impacts and the STEM workforce. The third goal, &quot;Enhance NSF's performance of its mission,&quot; includes strategies to attract, retain, and empower a talented and diverse workforce, and to continually improve agency operations. NSF's new Strategic Plan lays out a vision for sustaining the momentum of discovery through research and innovation. The Plan includes examples of discoveries that NSF-supported researchers have made, and the impacts these have had on the Nation's economy and well-being. It also includes examples of exciting new opportunities for research at the frontiers of science and engineering. With the support of the American people, NSF-funded researchers will continue to transform the world with their ingenuity and creativity, providing new knowledge and innovations that will propel our economy and enhance our lives.
Understanding the Educational Background of Young Offenders: Joint Experimental Statistical Report from the Ministry of Justice and Department for Education
Author: Department for Education (DfE) (United Kingdom)
Date: 2016-12-15
Type: Reports - Research
Subjects: Delinquency,Background,Educational Attainment,Preadolescents,Adolescents,Institutionalized Persons,Correctional Institutions,Attendance,Student Characteristics,Special Needs Students,Socioeconomic Status,Child Welfare,Foreign Countries,Academic Achievement,At Risk Students,Students with Disabilities,Behavior Disorders,Emotional Disturbances,Autism,Learning Disabilities,Rehabilitation

This is a joint report between the Ministry of Justice (MoJ) and the Department for Education (DfE) that presents initial findings from a major data sharing project between the two departments. The aim of this analysis is to better understand the educational background, including attainment outcomes and characteristics, of young people aged 10 to 17 years who were sentenced in 2014 in England and Wales. The year 2014 has been used as this is the most recent full year of data included in the data share. The overall aim of the project is to improve understanding of the characteristics of offenders and their educational background, in particular; educational outcomes (such as attainment and absence levels), pupil characteristics (such as Special Educational Needs (SEN) status) and Free School Meal (FSM) eligibility) and social care characteristics such as looked after children (LAC) status. By linking personal level administrative data between the Department for Education (DfE) and the Ministry of Justice (MoJ) it has facilitated analysis of offenders' characteristics and attainment prior to, and in some cases post, their first recordable offence. Results include information on young people who were sentenced for a proven offence in 2014, the most recent comprehensive data available from the data share, and their prior educational attainment and characteristics. [This report was prepared by the Ministry of Justice (MoJ) (United Kingdom). For the summary report, see ED594466.]
Educating for the Future 2018. Annual Report
Author: Hermida, Alex
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Postsecondary Education,Racial Distribution,Ethnicity,Minority Group Students,Educational Trends,Academic Degrees,Student Characteristics,Gender Differences,Graduation Rate,High School Graduates,College Graduates,Enrollment,School Holding Power,Academic Persistence

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal that 70% of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 (&quot;Minn. Laws 2015 Chapter 69 Article 3 Sec. 6&quot;). Most importantly, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities. Data collected by the Minnesota Office of Higher Education, Minnesota State Colleges and Universities and the Minnesota Demographic Center combine to provide estimates of postsecondary attainment. Findings from this year's report show that by 2025, one in three children enrolled in Minnesota's education pipeline will be Latinx, Black, American Indian, or Asian (Early Childhood Longitudinal Data System [ECLDS], 2018). Of those students of color and American Indian students, half will be first-generation college students. Another third will receive free-or-reduced-priced lunch. One in six will receive special education services. One in 12 will be limited-English proficient, and one in 100 will experience homelessness (Minnesota Report Card, 2018). All of them will face a job market that will require a higher level of skill in order to remain competitive and earn a family sustaining wage in Minnesota. Because of their growing numbers, the educational achievement of Minnesota's student of color population has implications for the state's economy, local labor markets, and prospects for upward social mobility for millions of Minnesotans. Minnesota will not reach the 2025 goal of 70% attainment if the current trends remain unchanged. Moving forward, it is imperative that Minnesota enacts policies that specifically target racial/ethnic minorities and American Indians to improve their educational attainment. Focusing on barriers and finding solutions for racial/ethnic minorities and American Indian communities are key to the state's success and overall workforce readiness. [For the 2017 report, see ED591565.]
College- and Career-Readiness Standards and Assessment Resource List, Winter 2017
Author: SEDL, Southeast Comprehensive Center (SECC)
Date: 2017-00-00
Type: Reference Materials - Bibliographies
Subjects: College Readiness,Career Readiness,State Standards,Academic Standards,Benchmarking,Educational Policy,Educational Assessment,Educational Resources,Elementary Secondary Education,Federal Legislation,Educational Legislation,Accountability,Language Arts,Mathematics Instruction,Science Instruction,Educational Quality,English Language Learners,Educational Improvement,High School Students,Dual Enrollment,Evidence Based Practice,College Entrance Examinations,State Policy

The Southeast Comprehensive Center (SECC) at American Institutes for Research (AIR) publishes this biannual update of college- and career-readiness standards and assessment (CCRS-A) resources. This list of resources is designed to assist staff in state education agencies (SEAs) and other educators in their curricula, instruction, standards, and assessment efforts. The annotated list includes briefs, reports, tools, and other materials that address the Every Student Succeeds Act (ESSA), standards, assessment, core subject areas, and related topics. Sources for these materials include the regional comprehensive centers (RCCs), national content centers, and other organizations that specialize in education policy, research, and/or technical assistance (TA). To enhance usability of this list, featured resources are categorized into six sections: (1) Every Student Succeeds Act Resources; (2) Assessment and Accountability Resources; (3) English Language Arts Resources; (4) Mathematics Resources; (5) Science Resources; and (6) General Resources. [For the 2015-16 list, see ED591743.]
Teacher and Administrator Racial and Ethnic Diversity in Tennessee
Author: Collins, Emily
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Teacher Characteristics,Administrator Characteristics,Diversity (Faculty),Minority Group Teachers,Minority Group Students,Student Diversity,Teaching Experience,School Districts,Public Schools

Thirty-seven percent of Tennessee's students are students of color, but teachers of color represent only 13 percent of the teacher population. This gap between students and teachers of color in Tennessee mirrors a national trend. Across the United States, students of color make up 51 percent of the student body whereas teachers of color make up only 18 percent of the population. For students of color, exposure to a teacher of color can change the way they experience education. Teachers of color can serve as strong role models and raise expectations for learning through relationships with students and their families. Diverse teachers expose students to different perspectives and experiences, pushing them to be more flexible in their thinking and open to considering the views of others. Spurred by the growing body of research focused on educator diversity, groups such as the State Collaboration on Reforming Education (SCORE) and the Trailblazer Coalition have issued calls for the state, districts, and EPPs to share ideas and act to address the lack of diversity in the teacher workforce. This brief memo adds to these efforts by providing some statistics on the current racial and ethnic makeup of Tennessee's student body and educator workforce and outline where the department and districts across the state go from here. [This report was co-produced by KidCentral TN.]