ethanporcaro/eric-fulltext-meta huggingface dataset:
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Ohio
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Ohio's accomplishments, lessons learned, challenges, and strategies Ohio will implement to address those challenges. Ohio saw many accomplishments throughout the reporting year for Early Learning Challenge Grant. The state legislature put a requirement to participate in the state's tiered quality rating and improvement system into law, with time line benchmarks, to establish a sustainable system for the improvement of early care and development programs. The goals of the Early Learning Challenge Grant were met throughout Year Four for programs entering Step Up to Quality, programs being rated as high quality, and the number of children with needs being served in high quality settings. More than 3,200 programs are now enrolled into Step Up to Quality, and over 1,500 of these programs have been rated at the highest levels of quality, an impressive 50% increase since Year Three. Ohio also accomplished a record number of professional development opportunities (approximately 1,610); opportunities which were attended by over 19,600 early childhood professionals throughout the year. Other accomplishments included progress on grant activities around Family and Community Engagement, the Ohio Child Licensing and Quality System development, and the agreement between state agencies to create and share data for early childhood policy decisions. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Washington
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Washington's accomplishments, lessons learned, challenges, and strategies Washington will implement to address those challenges. Year 4 of Washington's RTT-ELC was one of preparing to sustain the programs beyond RTT-ELC support and to ensure the scalability of the work. Washington made significant progress against all of the reform areas outlined on their RTT-ELC application. The five projects of Washington's RTT-ELC reform effort are highlighted in this report: (1) Grant Management; (2) Tiered Quality Rating and Improvement System (TQRIS) Expansion; (3) TQRIS Infrastructure; (4) Washington Kindergarten Inventory of Developing Skills (WaKIDS)--Kindergarten Readiness; and (5) Professional Development. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. North Carolina
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes North Carolina's accomplishments, lessons learned, challenges, and strategies North Carolina will implement to address those challenges. North Carolina's RTT-ELC grant builds on North Carolina's history of recognizing that when each child has the opportunity to fulfill his or her potential, the state creates the best outcomes in education, health and economic well-being for everyone. Through the work of many partners, North Carolina continues to build and enhance it early learning system to support positive outcomes for young children as they learn and develop. Highlights of this work in 2015 include: (1) NC Early Childhood Integrated Data System (NC ECIDS); (2) NC K-3 Formative Assessment; (3) Transformation Zone; (4) NC Star Rated License (TQRIS); and (5) High-Quality Early Learning Workforce. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Wisconsin
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Wisconsin's accomplishments, lessons learned, challenges, and strategies Wisconsin will implement to address those challenges. During 2015, Wisconsin made significant progress implementing the programs and activities funded by the RTT-ELC Grant and overcoming challenges. In 2015, RTT-ELC continued to help improve the quality of the early care and education provided to young children and their families in Wisconsin by enhancing YoungStar, Wisconsin's Quality Rating and Improvement System (QRIS), helping more children gain access to high-quality care, and helping child care providers improve the quality of the care they provide. Enhancements to the QRIS system in 2015 included improving the reliability, validity, and speed of YoungStar ratings by utilizing software created by Branagh Information Group and creating a revised progression of family engagement standards that will be included in the YoungStar Rating Criteria starting in 2016 and will be required starting in 2017. RTT-ELC continued to build and strengthen the overall system of early childhood in Wisconsin through collaboration across state agencies and sectors. Many of the challenges associated with the creation of an integrated early childhood database in previous years were overcome in 2015. Both the Department of Children and Families and the Department of Health Services created databases within their agencies that brought together data that has never before been integrated. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Delivering on the Promise of the Digital Smithsonian
Author: Smithsonian Institution
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Delivery Systems,Electronic Publishing,Electronic Libraries,Access to Information,Strategic Planning,Technology Uses in Education,Museums,Usability,Library Automation,Library Development,Public Agencies,Change Strategies,Heritage Education,Elementary Secondary Education

By digitizing its collections and adopting a wide range of interactive tools, the Smithsonian can engage billions of people worldwide and power collaboration across nations and disciplines. The Smithsonian Institution can share its expertise and resources with K-12 schools and speed scientific discovery by giving scholars ready access to the Smithsonian's collections. By purposing technology, the Smithsonian Institution can better serve its founding mission--the increase and diffusion of knowledge. To gain Institution-wide synergy and focus, the Smithsonian Institution has outlined a digital action agenda that involves respected partners and sets the following priorities: (1) Use technology to enhance the visitor experience; (2) Digitize the collections; (3) Make Smithsonian digital content easy for the public to find and use; and (4) Spark engagement and participation among learners everywhere.
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. New Mexico
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes New Mexico's accomplishments, lessons learned, challenges, and strategies New Mexico will implement to address those challenges. New Mexico is pleased to report that at the end of Year Three of the RTT-ELC grant, the State continues to make significant progress in grant implementation across all six of its RTT-ELC Projects: Grants Management; FOCUS-Tiered Quality Rating and Improvement System (TQRIS); Early Childhood Investment Zones; Workforce Development; Early Childhood Data Systems; Kindergarten Entry Assessment. New Mexico's ongoing, comprehensive commitment to building an early learning system of the highest quality for its most at-risk young children and their families is the result of collaboration among State agencies, community partners, and stakeholders and is reflected in this report of 2015 accomplishments. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Delaware
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Delaware's accomplishments, lessons learned, challenges, and strategies Delaware will implement to address those challenges. Delaware made significant progress in four primary areas in Year Four: (1) continued success in implementing Early Learning Challenge activities and exceeding outcome targets; (2) building state and community awareness and support of a high-quality early learning system; (3) establishing a permanent governance structure for the state's early learning system and ongoing leadership; and (4) building a plan for sustaining key Early Learning Challenge initiatives and progress after the Early Learning Challenge funding expires. Key performance targets met or exceeded in Year Four include: (1) The number of early learning programs participating in the state's quality rating and improvement system has grown from 134 to 565, with 66% of participating programs rated in the top quality tiers, exceeding the target for performance; (2) More than 79% of children with high needs (16,974) were served in programs participating in Delaware Stars in 2015; (3) Delaware exceeded its performance measure for serving children with high needs in DE Stars top tier programs, with 63% of children with high needs (10,193) served by Star 3, 4, and 5 programs; and (4) The number of early learning professionals receiving T.E.A.C.H.® Early Childhood scholarships for working toward early childhood degrees or credentials has doubled since 2011; up to 209 scholars in 2015. Success in these and other key grant performance measures clearly indicate that the grant has influenced positive system change--directly benefiting Delaware's earliest learners and their families. The Office of Early Learning (OEL) also learned some valuable lessons on how best to educate and engage new stakeholders in the state's early learning work. Outreach efforts were intensified, and all presentations started with brain research and early learning's connection to not only school success, but economic development, crime reduction, and thriving communities. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Georgia
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Georgia's accomplishments, lessons learned, challenges, and strategies Georgia will implement to address those challenges. In 2015, the second year of implementation, Georgia continued to use the RTT-ELC opportunity as a mechanism to build and improve the state's strong early education system. Examples include using Early Learning Challenge funds to increase subsidy opportunities for programs, thereby increasing the number of children with access to high quality programs, expanding training and professional development opportunities for teachers and program leaders, and increasing the use of data and research for quality improvement. In the second year, the state more than doubled the number of programs rated in the Georgia's Tiered Quality Rating and Improvement System (TQRIS) and made considerable progress on the cross-agency data system and kindergarten readiness assessment. As in Year One, the successes were created and continued through purposeful stakeholder engagement and appropriate and meaningful use of data. All of Georgia's accomplishments were aligned with other early education initiatives, including an early education subcommittee charged with making recommendations to the Governor's Education Reform Commission and planning for the 2016-18 Child Care and Development Fund Reauthorization. Research and data continued to inform policy and practice. While the Georgia Department of Early Care and Learning (DECAL) serves as the lead agency for Early Learning Challenge, the state's success is due to the continued collaboration with other state agencies and stakeholders. The increase in Quality Rated Participation is partially attributed to the partnerships between the state and philanthropic organizations that raise money for bonus packages and communication plans. Additionally, the strong partnership between DECAL and Great Start Georgia (the state's home visiting model) is evidenced in the incorporation of home visiting into child care centers. Year Two implementation of Georgia's RTT-ELC grant demonstrates the state's commitment to its youngest learners and meeting Early Learning Challenge goals. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Indicators of Higher Education Equity in the United States: 2017 Historical Trend Report
Author: Cahalan, M.
Date: 2017-00-00
Type: Reports - Research
Subjects: Educational Indicators,Higher Education,Equal Education,Educational Trends,Trend Analysis,Educational Policy,Educational Practices,Barriers,Racial Differences,Ethnicity,Family Characteristics,Socioeconomic Status,Income,Educational Attainment,Census Figures,Demography,Statistical Data,Tables (Data),Longitudinal Studies,Social Stratification,College Choice,Access to Education,Civil Rights,Educational Legislation,Federal Legislation,Postsecondary Education,Enrollment Trends,Student Financial Aid,Paying for College,Bachelors Degrees,Comparative Education,Graphs,Federal Aid,Grants,Geographic Location

The purposes of this equity indicators project are to: (1) report the status of higher education equity in the United States and identify changes over time in measures of equity; (2) identify policies and practices that promote and hinder progress; and (3) illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. This edition includes selected indicators that highlight differences by race/ethnicity and socioeconomic status (SES), an index comprised of family income, parents' education, and parents' occupation developed by the National Center for Education Statistics (NCES). This Indicators Report presents data as far back as comparable data warrant, often beginning with 1970. In addition to providing longitudinal indicators of equity, this report is also intended to advance productive conversation about effective policies and practices for improving equity in higher education opportunity and outcomes. To this end, the report includes an essay that connects the indicators to current policy debates. The indicators and essays promote productive dialogue about how to create meaningful improvements in higher education equity. Methodological Appendix A provides additional notes, tables, and figures. [For the &quot;Indicators of Higher Education Equity in the United States: 2016 Historical Trend Report,&quot; see ED569199.]
Indicators of Higher Education Equity in the United States: 2018 Historical Trend Report
Author: Cahalan, M.
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Indicators,Higher Education,Equal Education,Educational Trends,Trend Analysis,Educational Policy,Educational Practices,Barriers,Racial Differences,Ethnicity,Family Characteristics,Socioeconomic Status,Income,Educational Attainment,Census Figures,Demography,Statistical Data,Tables (Data),Longitudinal Studies,Social Stratification,College Choice,Access to Education,Civil Rights,Educational Legislation,Federal Legislation,Postsecondary Education,Enrollment Trends,Student Financial Aid,Paying for College,Bachelors Degrees,Comparative Education,Graphs,Federal Aid,Grants,Geographic Location

The purposes of this equity indicators project are to: (1) report the status of higher education equity in the United States and identify changes over time in measures of equity; (2) identify policies and practices that promote and hinder progress; and (3) illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. Family income remains the primary focus of the 2018 report. Recognizing the need to also address inequity based on other interrelated demographic characteristics, reports since 2016 also include selected indicators that highlight differences by race/ethnicity and socioeconomic status (SES). In these reports, SES is measured by an index comprised of family income, parents' education, and parents' occupation developed by the National Center for Education Statistics (NCES). For the first time, the 2018 &quot;Indicators&quot; report includes data describing higher education equity by U.S. state. Considering indicators of equity by state is essential given the many differences across the 50 states in historical, demographic, economic, and political characteristics, as well as the characteristics of their K-12 and higher education systems. This report presents data as far back as comparable data warrant, often beginning with 1970. In addition to providing longitudinal indicators of equity, the &quot;Indicators&quot; project is also intended to advance productive conversation about effective policies and practices for improving equity in higher education opportunity and outcomes. In 2018, the &quot;Indicators&quot; project is launching the &quot;Improving Equity in Higher Education Search for Solutions Blog&quot; hosted by PennAHEAD (http://www.ahead-penn.org/) intended to further advance discussion of how to create meaningful improvements in higher education equity. Methodological Appendix A provides additional notes, tables, and figures. A combined list of references and resources is included. [For &quot;Indicators of Higher Education Equity in the United States: 2017 Historical Trend Report,&quot; see ED583542.]
Prospective Higher Education Providers Update
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Quality,Standards,Statistical Data,Higher Education,Colleges,Postsecondary Education,Accreditation (Institutions),Geographic Location,Institutions

Since the inception of the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) in January 2012, 122 organisations have submitted or indicated their intention to submit applications for initial registration to TEQSA. This report, drawn from data captured on 31 December 2016, provides summary statistics of the status of applications and prospective Higher Education Providers (HEPs), organised by: (1) pre-submission applicants (pre-sub)--those who have indicated an intention to submit an application for registration but are yet to do so; and (2) post-submission applicants (post-sub)--those who have submitted registration applications, the assessment of which has not yet been finalised. It is intended that this report be published quarterly.