ethanporcaro/eric-fulltext-meta huggingface dataset:
Selected Statistics from the Common Core of Data: School Year 2011-12. First Look. NCES  2013-441
Author: Keaton, Patrick
Date: 2013-10-00
Type: Numerical/Quantitative Data
Subjects: Statistical Analysis,Statistical Surveys,Elementary Secondary Education,Public Agencies,Public Schools,School Statistics,School Surveys,Enrollment Trends,Enrollment Rate,Personnel Data,Tables (Data),Institutional Characteristics,Annual Reports,Statistical Distributions,State Standards

The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data by the National Center for Education Statistics (NCES) in the Institute of Education Sciences of the U.S. Department of Education. The data presented in this report are selected from the three nonfiscal components of the Common Core of Data (CCD) survey system: the Public Elementary/Secondary School Universe Survey; the Local Education Agency (LEA) Universe Survey; and the State Nonfiscal Survey of Public Elementary/Secondary Education. This First Look report presents findings on the numbers and types of public elementary and secondary schools and local education agencies and public school student enrollment and staff in the United States and other jurisdictions for school year (SY) 2011-12 from the provisional version 1a school universe file, provisional version 1a LEA universe file, and the provisional version 1a state universe file. The purpose of this First Look report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using data from the CCD non fiscal survey components. This First Look provides users with an opportunity to access provisional data that have been fully reviewed and edited. State education agencies (SEAs) report data annually for the nonfiscal CCD via the ED&quot;Facts&quot; collection system. SEAs submit separate files for each of the three nonfiscal survey components (school, LEA and state). For each survey, SEAs submit only aggregate sums of person-level data such as membership or number of teachers. The ED&quot;Facts&quot; collection opens for each school year beginning in January, with groups of data collected over a schedule throughout the year. The data in this report represent data reported from January 2012 through April 2013. The SY 2011-12 ED&quot;Facts&quot; collection will remain open to SEAs for revisions and corrections for approximately 3 years after the opening of the initial collection, continuing through the end of 2015. NCES may release additional revisions of the provisional data when necessary to reflect the most recent revisions reported from SEAs. Once the collection for SY 2011-12 closes, NCES will issue a Final version of the nonfiscal survey data files to include any final reported revisions. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 4 tables and 2 footnotes.)
Minnesota: Early Head Start Initiatiive
Author: Center for Law and Social Policy (CLASP)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Federal Programs,Infants,Toddlers,Pregnancy,State Aid,State Programs,Financial Support,Governance,Coordination,Program Evaluation,Disadvantaged

Minnesota provides supplemental state funding to existing federal Head Start and Early Head Start (EHS) grantees to increase their capacity to serve additional infants, toddlers, and pregnant women. The initiative was started in 1997 when the state legislature earmarked $1 million of the general state Head Start supplemental funds for children birth to age 3. Although this earmark was removed from state statute in 2003, the Minnesota Department of Education allows programs to use the general Head Start supplemental funds to provide EHS services. All participating grantees must meet the federal Head Start Program Performance Standards.
Missouri: Early Head Start Initiative
Author: Center for Law and Social Policy (CLASP)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Federal Programs,State Programs,Child Care,State Aid,Financial Support,Governance,Coordination,Program Evaluation,Pregnancy,Disadvantaged,Infants,Toddlers

Missouri's Early Head Start/Child Care Partnership Project expands access to Early Head Start (EHS) services for children birth to age 3 by developing partnerships between federal Head Start, EHS contractors, and child care providers. Head Start and EHS contractors that participate in the initiative provide services through community child care providers to both increase the number of children receiving EHS services and improve the overall quality of care. The services delivered  through the child care providers must meet federal Head Start Program Performance Standards, state child care licensing requirements, and other state requirements. The initiative was created in 1998 when the Missouri state legislature set aside a portion of gaming revenue to create a fund for early childhood programs. The Missouri Department of Social Services then made an administrative decision to use these funds to expand EHS services. Missouri's approach to building on EHS includes the following: (1) Increase the capacity of existing Head Start and EHS programs to serve additional children and expectant mothers; and (2) Develop partnerships between EHS and community-based child 
care providers to provide EHS services to additional children in child care settings. ( Additional Information is provided. To view the 2008 report, &quot;Building on the Promise: State Initiatives to Expand Access to Early Head Start for Young Children and Their Families&quot; see ED537502.)
Kansas: Early Head Start Initiative
Author: Center for Law and Social Policy (CLASP)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Early Intervention,Pregnancy,At Risk Persons,Mothers,Family Programs,Child Care,Infants,Toddlers,Well Being,Child Health,Eligibility,Grants,Disabilities,Poverty,Federal Aid,Child Caregivers,Incentives,Governance,State Aid,Program Evaluation,State Programs,Disadvantaged

Kansas Early Head Start (KEHS) provides comprehensive services following federal Head Start Program Performance Standards for pregnant women and eligible families with children from birth to age 4. KEHS was implemented in 1998 using Child Care and Development Block Grant (CCDBG) quality 
set-aside dollars augmented by a transfer of federal Temporary Assistance for Needy Families (TANF) funds. The initiative was designed to improve the availability and quality of child care for infants and toddlers in Kansas. KEHS also works to increase the number of infant/toddler child care slots 
in communities and partners with existing community-based child care to improve the quality of care available for infants and toddlers. All KEHS child care provider partners must meet both Kansas child care licensing and federal Head Start Program Performance Standards, as specified in a Memorandum of Agreement/Understanding. Kansas' approach to building on EHS includes: (1) Increase the capacity of existing Head Start and EHS programs to serve additional children and pregnant women; and (2) Develop partnerships between EHS and community-based child care providers to improve the quality of child care. (Additional information is provided.)
Oaklahoma: Early Head Start Initiative
Author: Center for Law and Social Policy (CLASP)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Early Intervention,Disadvantaged Youth,Early Childhood Education,Child Care,State Aid,Financial Support,State Standards,Federal Aid,Grants,Eligibility,At Risk Persons,Governance,State Government,Program Evaluation,Program Effectiveness,Infants,Toddlers

The Oklahoma Early Childhood Program uses public and private funds to enhance and expand high quality early care and education opportunities for children birth through age 3. The George Kaiser Family Foundation initiated the pilot in 2006 by matching state general revenue with private donations. Since that time, other private funders and providers have begun to contribute matching funds. The program offers two models to participating programs, &quot;Expansion&quot; and &quot;Enhancement.&quot; Under both models, participating programs must provide services that meet state quality standards and a specific set of program requirements, which are based on selected federal Head Start Program Performance Standards. Participating programs must also provide services for a minimum of eight hours per day and 48 weeks per year. As the public funding source of the program, the state requires that funds reach at least one urban and one rural program. Federal Head Start and Early Head Start (EHS) grantees and community-based child care programs are eligible to participate. Programs participating in the &quot;Expansion&quot; model may use funds to serve additional children with services that meet the above standards. Programs participating in the &quot;“Enhancement' model may use funds to improve quality of services to meet the above standards and use the funds to extend the day or year for children currently receiving federally funded EHS services. Oklahoma's approach to building on EHS includes: (1) Extend the day and/or year of existing EHS services; (2) Increase the capacity of existing Head Start, EHS and community-based child care programs to serve additional children; and (3) Provide resources and funding to community-based child care providers to help them deliver services meeting selected EHS standards. Additional information is included.
Nebraska: Early Head Start Initiative
Author: Center for Law and Social Policy (CLASP)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Early Intervention,Disadvantaged Youth,Governance,Family Programs,Child Care Centers,Eligibility,At Risk Persons,Young Children,Infants,Toddlers,Financial Support,Federal Aid,State Aid,Agency Cooperation,Program Evaluation,Program Effectiveness,Federal Programs,State Programs

Since 1999, Nebraska's Early Head Start Infant/Toddler Quality Initiative has supported Early Head Start (EHS) and  community child care partnerships to improve the quality and professionalism of infant and toddler care. EHS programs apply to receive funding to establish partnerships with center-based or home-based child care.The initiative has three options of intensity, with the most intense option requiring EHS programs to enter into agreements with local child care centers and family child care homes. In this option, grantees have 52 agreements with local child care centers and family child care homes. Additional child care programs participate at the other two less intense options of involvement. Through these partnerships, federal EHS grantees provide professional development opportunities to home-based and center-based partners; assist in training and mentoring for their child care partners; and observe and report on the best outcomes and challenges for child care partners who participate in the initiative, as well as measures of quality within the partners' child care environments. Nebraska's approach to building on EHS includes supporting partnerships between EHS and center-based and family child care providers to improve the quality of care. (Additional information is provided.)
Illinois: Child Care Collaboration Program
Author: Center for Law and Social Policy (CLASP)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Child Care Centers,Early Childhood Education,Early Intervention,Educational Policy,Agency Cooperation,Financial Support,Educational Finance,Eligibility,Low Income Groups,Child Care,Federal Aid,State Aid,Governance,Program Evaluation,Disadvantaged Youth,State Agencies

The Illinois Child Care Collaboration Program promotes collaboration between child care and other early care and education providers, including Early Head Start (EHS), by creating policies to ease blending of funds to extend the day or year of existing services. While no funding is provided through the initiative, participating programs may take advantage of several child care rule exceptions that make it easier to access child care subsidy dollars to extend the day/year of EHS services, including: (1) Annual re-determination of family eligibility; (2) Ninety-day job loss grace period; and (3) Indefinite eligibility for families whose Temporary Assistance for Needy Families (TANF) Responsibility and Services Plan specifies the child or family's participation in the collaboration. The program was piloted in 1997-1998 when the needs of families started to change due to Head Start expansion and the Personal Responsibility and Work Opportunity Reconciliation Act of 1996, which instituted TANF and increased work requirements for benefit recipients. Using lessons learned from the pilot, state administrators implemented the program statewide in 2003, with the goal of supporting quality collaboration among early care and education providers and minimizing transitions for children in full-day care.
The Role of Risk: Mentoring Experiences and Outcomes for Youth with Varying Risk Profiles. Executive Summary
Author: Herrera, Carla
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Mentors,At Risk Persons,Interpersonal Relationship,Program Effectiveness,Depression (Psychology),Psychological Patterns,Grades (Scholastic),Youth Programs,Youth,Outreach Programs,Well Being,Peer Relationship,School Attitudes,Mental Health,Individual Characteristics

&quot;The Role of Risk: Mentoring Experiences and Outcomes for Youth with Varying Risk Profiles&quot; presents findings from the first large-scale study to examine how the levels and types of risk youth face may influence their relationships with program-assigned mentors and the benefits they derive from these relationships. The study looked closely at the backgrounds of participating youth and their mentors, the mentoring relationships that formed, the program supports that were offered, and the benefits that youth accrued--and assessed how these varied for youth with differing &quot;profiles&quot; of risk. The authors believe the study's results provide useful guidance for practitioners, funders and policymakers who want to know which youth are best suited for mentoring and how practices might be strengthened to help ensure that youth facing a variety of risks get the most out of their mentoring experience. This summary highlights the major findings and implications from the full report. (Contains 12 endnotes.) [Additional funding was provided by Washington's Department of Social and Health Services. For the full report, see ED544233.]
Illinois: Prevention Initiative
Author: Center for Law and Social Policy (CLASP)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Prevention,Early Intervention,Disadvantaged Youth,Grants,Child Care,Program Effectiveness,Eligibility,At Risk Students,Standards,Governance,Agency Cooperation,Program Evaluation,Financial Support,Infants,Toddlers,State Programs,State Aid

The Illinois Prevention Initiative provides grants to home-based and center-based programs to expand access to the Early Head Start (EHS) model as well as other birth to 3 models. The goal is to serve additional children birth to age 3 and help grantees increase program quality. The initiative to expand access to EHS and other models was established by the Illinois State Board of Education in 2007, as recommended by the Illinois Early Learning Council. The initiative is funded through a 14 percent set-aside of the Early 
Childhood Block Grant (Infant Toddler Set-Aside) with state general revenue funds. The statute requires that all Prevention Initiative programs funded by the Block Grant serve infants and toddlers at-risk of school failure using a research-based program model. The Illinois State Board of Education contracts with the Ounce of Prevention Fund to provide ongoing training and technical assistance to help grantees work toward aligning their projects with state and federal standards. (Additional information is provided.)
Improving College Readiness in the Age of the Common Core
Author: MDRC
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: College Readiness,Career Readiness,State Standards,Academic Standards,Educational Policy,Summer Programs,College School Cooperation,Program Effectiveness,Educational Improvement

Over the next ten years, more than half of all jobs will require some education beyond high school. The majority of students entering college do not earn a college credential that would give them better access to these jobs. While the Common Core State Standards should lead to more college-ready students over time, students will still need programmatic supports from secondary and postsecondary educational institutions to better prepare them for a successful postsecondary educational career. Some promising program models exist. However, they should be refined based on more formative research, and then expanded to scale and rigorously evaluated. As part of MDRC's &quot;Looking Forward&quot; series, this memo provides suggestions for policymakers on ways to make progress on this critical issue.
Reforming Student Aid: How to Simplify Tax Aid and Use Performance Metrics to Improve College Choices and Completion
Author: Reimherr, Patrick
Date: 2013-02-00
Type: Numerical/Quantitative Data
Subjects: College Choice,Federal Aid,Student Financial Aid,Costs,Paying for College,Graduation Rate,Tax Credits,Change Strategies,Higher Education,Educational Change,Grants,Debt (Financial),Family Income,Student Loan Programs,Postsecondary Education,Tuition,Fees,Health Services,Budgets,Risk,Educational Finance,Eligibility,Accountability,Performance

Any reform of federal student aid must address the twin challenges of college affordability and completion, which are inextricably linked. Here, CLASP has proposed ways to redirect existing federal student aid spending toward the low- and modest income families who need it most. These are the students for whom federal aid makes a difference in whether they can enroll in college at all, and whether, once there, they can make school their primary focus, rather than having to work so many hours that completion becomes a receding, perhaps impossible, goal. Better information is also critical so that students and parents can make the best decisions possible bout how to use financial aid. Reform should engage colleges and students to collaborate with the federal government on improving outcomes. While there are political and fiscal challenges to reform, some solutions are clear. Federal tax-based student aid is too complex and provides a windfall to many upper-income households whose college decisions do not depend on a federal deduction or credit. The revenue and income distribution estimates presented in this paper show that it is possible to simplify and better target this tax-based student aid to price-sensitive families and within a budget-neutral framework. Depending on the specific reform options chosen, it is even possible to greatly improve tax-based student aid and still save enough revenue to help stabilize funding for the Pell Grant program and fund innovation. Additional reforms, such as &quot;real-time payment&quot; of the American Opportunity Tax Credit and including college tax credits in the Financial Aid Shopping Sheet and other outreach efforts, would ensure that tax-based student aid is visible and accessible to families at the time they decide about college and pay college bills, not months later. &quot;Revenue Estimates for CLASP Tax-Based Student Aid Options and Proposals&quot; is provided in the appendix. (Contains 6 tables, 13 figures, 2 boxes, 37 footnotes, and a list of 106 sources.)
Researching College- and Career Ready Standards to Improve Student Outcomes: Technical Working Group Meeting. Meeting Summary (Washington, DC, August 19-20, 2013)
Author: Institute of Education Sciences (ED)
Date: 2013-08-00
Type: Reports - Descriptive
Subjects: Educational Research,College Readiness,Career Readiness,Academic Standards,English,Language Arts,Mathematics,Objectives,Disabilities,English Language Learners,Educational Change,Educational Practices,Measurement,Instructional Improvement,Program Implementation,School Districts,Principals,Meetings,State Standards

In August, IES worked with the National Science Foundation and the Eunice Kennedy Shriver National Institute of Child Health and Human Development to convene a technical working group to discuss research objectives related to college- and career-ready standards in English language arts and mathematics. Forty people (including researchers, practitioners, and federal and foundation staff) were invited to attend the one-and-a-half-day meeting. Participants were asked to focus specifically on issues at the classroom level and to think about short-, medium-, and long-term research objectives. Sessions focused on math and English language arts content, implications for students with disabilities and English language learners, measuring classroom practice, and district and school-level support for implementation. This meeting summary covers all sessions of the technical working group and outlines both presentations and discussions among participants.
Early Care and Education: Policy Considerations for Ensuring High-Quality Pre-K Programs
Author: Best, Jane
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Preschool Children,Child Care,Educational Quality,Governance,Agency Cooperation,Cooperative Planning,Educational Administration,Academic Standards,Standard Setting,Professional Development,Teacher Competencies,Teacher Qualifications,Program Evaluation,Data Collection,Longitudinal Studies,Educational Policy,Quality Assurance,State Standards

Interest in early care and education (ECE), also referred to as an early childhood education, has escalated in recent years. The interest is bipartisan, as evidenced by the multiple ECE-related bills already introduced by the 113th Congress. Further, 39 states have implemented prekindergarten (pre-K) programs. In 2013, 27 governors mentioned ECE in their State of the State Addresses, and 15 of those proposed pre-K program expansion (Mead, 2013). Nationwide attention to ECE and pre-K programs increased significantly after President Obama's 2013 State of the Union Address when he announced plans to expand pre-K programs and take a step towards universal pre-K in all states. This announcement has caused skeptics and supporters alike to take a closer look at the necessity of pre-K programs and what role they play in a child's future success. Best practices for pre-K programs can be derived by analyzing ECE data and evaluating pre-existing pre-K programs. This brief will address those best practices and provide five necessary program areas for fostering a successful, high-quality ECE system. These include: (1) coordinated ECE governance; (2) standards alignment between ECE and K-12; (3) professional development needs; (4) ECE program assessments; and (5) coordinated longitudinal data systems (Barnett, 2013; Demma, 2010; Early Childhood Data Collaborative [ECDC]. 2010; ECDC, 2011; NAEYC, 2011; NGA, 2012).