ethanporcaro/eric-fulltext-meta huggingface dataset:
NAEP 2019-2020 Facts for Teachers
Author: National Center for Education Statistics (ED)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Computer Assisted Testing,Grade 4,Grade 8,Technology Uses in Education,Student Evaluation,Academic Achievement,Writing Achievement,Reading Achievement,Mathematics Achievement,History Instruction,Geography Instruction,Civics,Technology,Engineering,Gender Differences,Grade 12,Science Achievement,Racial Differences,Ethnicity,Student Attitudes,Achievement Gap

The National Assessment of Educational Progress (NAEP), first administered in 1969, is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as civics, geography, mathematics, reading, science, U.S. history, and writing. The results of NAEP are released as The Nation's Report Card. NAEP is a congressionally mandated project administered by the National Center for Education Statistics (NCES), within the U.S. Department of Education and the Institute of Education Sciences. While states have their own unique assessments with different content standards, the same NAEP assessment is administered in every state, providing a common measure of student achievement. This brief document highlights the NAEP 2019-2020 assessment program, teachers as essential partners in NAEP, and recent NAEP results. [For &quot;NAEP 2018 Facts for Teachers,&quot; see ED608508.]
NASFAA Working Group Report: Examining Software Providers&apos; Compliance with NASFAA&apos;s Code of Conduct
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Ethics,Computer Software,Vendors,Student Financial Aid,Management Information Systems,Student Financial Aid Officers,Best Practices,Professional Associations,Compliance (Legal),College Administration

The National Association of Student Financial Aid Administrators (NASFAA) convened the Examining Software Providers' Compliance With the NASFAA Code of Conduct Working Group in September 2019 to research and analyze the role that student financial aid management software plays in institutions' ability to provide accurate and clear aid offers. The group was tasked with examining software providers' ability and willingness to adapt to changes in the landscape of aid offers initiated by institutions, associations, or Congress, as well as the ease with which institutions' software allows them to comply with NASFAA's Code of Conduct. The working group comprised a geographically diverse group of seven NASFAA members from all postsecondary institutional sectors, with a particular emphasis on the inclusion of members from schools who represent users of as many financial aid management systems as possible, including homegrown systems. The group conducted its work between September 2019 and January 2020, and its recommendations were accepted and approved by the NASFAA Board of Directors in May 2020. Based on the research and discussions the working group developed, the NASFAA Board accepted and endorsed the full set of recommendations detailed in this report. The working group came up with 16 recommendations and best practices, which were divided into four different sections: recommendations for Congress, recommendations for NASFAA, best practices for software providers, and best practices for institutions. By organizing its report in this way, the working group hoped to show that improving financial aid offers is a shared responsibility that involves collaboration between multiple stakeholders.
What Policymakers in Georgia Need to Know about Infant-Toddler Social-Emotional Health. Research Brief
Author: National Center for Children in Poverty
Date: 2019-09-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Infants,Toddlers,Mental Health,Cognitive Development,Interpersonal Competence,Emotional Response,Coping,Discovery Learning,Emotional Problems,Behavior Problems,Prevention,Screening Tests,Clinical Diagnosis,Therapy,Parent Education,Early Intervention,Consultation Programs,State Policy,Health Insurance,Training,Allied Health Personnel,Home Visits,Financial Support

Healthy social-emotional growth in infants and toddlers, also known as infant and early childhood mental health (IECMH), provides an essential foundation for early learning, school readiness, and long-term success. Social-emotional development is intertwined with cognitive development. This connection and its role in learning can be observed in everyday behavior. An infant who joyfully participates in back-and-forth &quot;conversation&quot; with a parent is learning language and turn-taking skills. While trying to stack blocks, the curious, confident toddler gains motor skills and spatial knowledge. In moments like these, we see that healthy social-emotional growth propels infants and toddlers to seek out and fully engage in learning experiences through interactions with trusted caregivers and exploration of the environment. While social-emotional capacities look different at later ages, they continue to be essential to learning and positive relationships through children's school years and continuing into adult work and family life. [National Center for Children in Poverty produced this brief in partnership with the Georgia Early Education Alliance for Ready Students (GEEARS).]
Adult Basic Education: A Guide to Upgrading in British Columbia&apos;s Public Post-Secondary Institutions. An Articulation Handbook, 2015/16 Edition
Author: Ministry of Advanced Education (Canada)
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Adult Basic Education,Public Colleges,Articulation (Education),Transfer Policy,Adult Literacy,Numeracy,Computer Science Education,Canada Natives,Biology,Chemistry,Physics,Science Education,Mathematics Education,Social Sciences,Career Planning,Secondary Education,Adult Students,Adult Learning,English,Ethnic Studies,Advisory Committees,Degree Requirements

This is the thirtieth edition of the Articulation Handbook for British Columbia's public post-secondary institutions. It has been updated for 2015-2016 through the dedicated efforts of the educators who participate in the working and steering committees. Articulation is a dynamic process that will never be completed. It brings order to the Adult Basic Education (ABE) program area offered by the post-secondary system and facilitates the transfer of course work and credits between participating institutions. The articulation process facilitates dialogue and sharing among professionals and it has effectively raised the status of this program area. The biggest beneficiaries, however, are our students. Articulation has been supported by development of curriculum resources in the various disciplines that include: (1) Computer Studies; (2) Education and Career Planning; (3) English; (4) Indigenous ABE; (5) Adult Literacy Fundamental Studies; (6) Science: Biology, Chemistry and Physics; (7) Mathematics; and (8) Social Science: First Nations, Geography, History, Law and Psychology.
Adult Basic Education: A Guide to Upgrading in British Columbia&apos;s Public Post-Secondary Institutions. An Articulation Handbook, 2016/17 Edition
Author: Ministry of Advanced Education (Canada)
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Adult Basic Education,Public Colleges,Articulation (Education),Transfer Policy,Adult Literacy,Numeracy,Computer Science Education,Canada Natives,Biology,Chemistry,Physics,Science Education,Mathematics Education,Social Sciences,Career Planning,Secondary Education,Adult Students,Adult Learning,English,Ethnic Studies,Advisory Committees,Degree Requirements

This is the thirty-first edition of the Articulation Handbook for British Columbia's public post-secondary institutions. It has been updated for 2016-2017 through the dedicated efforts of the educators who participate in the working and steering committees. Articulation is a dynamic process that will never be completed. It brings order to the Adult Basic Education (ABE) program area offered by the post-secondary system and facilitates the transfer of course work and credits between participating institutions. The articulation process facilitates dialogue and sharing among professionals and it has effectively raised the status of this program area. The biggest beneficiaries, however, are the students. Articulation has been supported by development of curriculum resources in the various disciplines that include: (1) Computer Studies; (2) Education and Career Planning; (3) English; (4) Indigenous ABE; (5) Adult Literacy Fundamental Studies; (6) Science: Biology, Chemistry and Physics; (7) Mathematics; (8) Social Science: First Nations, Geography, History, Law and Psychology. [For the 2015-2016 edition, see ED608512.]
Facts for Teachers: Private Schools, 2019-2020
Author: National Center for Education Statistics (ED)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Private Schools,Partnerships in Education,Educational Assessment,Mathematics Achievement,Reading Achievement,Testing Accommodations,Information Dissemination,Age Differences,Grade 4,Grade 8,Grade 12,Elementary Secondary Education

The National Assessment of Educational Progress (NAEP) is the largest continuing and nationally representative assessment of what students in public and private schools know and can do in various subjects. First administered in 1969, NAEP collects and reports information on student trends and performance and compares the achievement of students in public schools with that of students in private schools. Private schools represent about 25 percent of the schools in the nation, educate approximately 9 percent of the nation's students, and are a critical component of the NAEP program. Private school data are essential to providing a complete and accurate picture of education in the United States and to informing future policy decisions. The results of NAEP are released to the public as The Nation's Report Card. This brief document highlights the essential partnership between private school teachers and NAEP, the 2019-2020 NAEP program, how NAEP reports results, and results of the NAEP long-term trend mathematics assessments between 1978 and 2012.
Innovations in Education: Creating Successful Magnet Schools Programs
Author: Department of Education (ED), Office of Innovation and Improvement
Date: 2004-09-00
Type: Guides - Non-Classroom
Subjects: Magnet Schools,School Districts,School Effectiveness,Program Implementation,Program Evaluation,Student Recruitment,School Choice,Educational Improvement,Program Development

Magnet schools gained prominence in education in the 1970s as a tool for achieving voluntary desegregation in lieu of forced busing. The theory behind magnet schools as a desegregation tool is simple: Create a school so distinctive and appealing--so magnetic--that it will draw a diverse range of families from throughout the community eager to enroll their children even if it means having them bused to a different and, perhaps, distant neighborhood. The six districts profiled in this guide are Duval County Public Schools, Florida; Hamilton County Schools, Tennessee; Hot Springs School District, Arkansas; Houston Independent School District, Texas; Montclair Public Schools, New Jersey; and Wake County Public School System, North Carolina. Results from specific district practices, district rationales for what they did, patterns across districts, and common sense, along with the initial framework, led to the themes and actions highlighted in this guide. This descriptive research process suggests promising practices--ways to do things that others have found helpful or lessons they have learned about what not to do--and practical &quot;how-to&quot; guidance. This is not the kind of experimental research that can yield valid causal claims about what works. Readers should judge for themselves the merits of these practices, based on their understanding of why they should work, how they fit the local context, and what happens when they actually try them. This guide is organized around five action areas: getting started, promoting the program, making it easy for parents, fully implementing the program, and evaluating and continually improving.
The U.S. Department of Education&apos;s Report to Congress on Waivers Granted under Section 9401 of the Elementary and Secondary Education Act during Calendar Year 2009
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Quality,Public Agencies,Federal Aid,Pilot Projects,Public Schools,School Choice,Educational Indicators,Federal Programs,School Districts,Resource Allocation,American Indian Education,State Departments of Education,Educational Finance,Educational Improvement

Section 9401 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended, authorizes the Secretary of Education to grant waivers of ESEA requirements to state educational agencies (SEAs), local education agencies (LEAs), Indian tribes, and schools in order to assist them in increasing the quality of instruction for students and improving student academic achievement. The authority applies generally to all statutory or regulatory requirements under the ESEA, with certain specified restrictions. For example, the Secretary may not waive applicable civil rights requirements, prohibitions against using Federal funds to supplant non-Federal funds, or requirements relating to parental participation and involvement or the equitable participation of private school students and teachers. This report, submitted pursuant to section 9401(e)(4) of the ESEA, provides information on waivers that the Department of Education granted during calendar year 2009. In 2009, the Department granted a total of 351 waivers under the waiver authority in section 9401, more waivers than in previous years. The greatest waiver activity was centered on the extension of the Tydings period of fund availability for the Reading First program and on the waiver requests the Department indicated that it would specifically consider of eight statutory and regulatory requirements of Title I, Part A of the ESEA, including requirements that were affected by funds provided through the American Recovery and Reinvestment Act of 2009 (ARRA). Two appendices include: (1) Notice of Waivers Granted under Section 9401 of the Elementary and Secondary Education Act of 1965, as Amended; Notice. Federal Register, Part IV, Department of Education v75 n179 p56834-56856 September 16, 2010); and (2) Uninvited and Invited Waivers Granted in Calendar Year 2009, by State.
The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation&apos;s Schools. A Report from GLSEN
Author: Kosciw, Joseph G.
Date: 2020-00-00
Type: Reports - Research
Subjects: LGBTQ People,Educational Environment,Student Experience,Barriers,Well Being,Student Needs,Social Support Groups,Teacher Influence,Curriculum,School Policy,Inclusion,Clubs,Middle School Students,High School Students,Middle School Teachers,High School Teachers,Social Bias,Language Usage,Bullying,Aggression,Social Discrimination,Psychological Patterns,Institutional Characteristics,Disclosure,Extracurricular Activities,Academic Aspiration,Academic Achievement,Attendance,Discipline,School Personnel,Role,Victims,Racial Differences,Ethnicity,Gender Differences

The Gay, Lesbian and Straight Education Network (GLSEN) National School Climate Survey is our flagship report on the school experiences of LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated that specific school-based supports are related to a safer and more inclusive school climate, including: supportive educators, LGBTQ-inclusive curriculum, inclusive and supportive policies, and supportive student clubs, such as Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs). The full GLSEN 2019 National School Climate Survey report includes information on LGBTQ middle and high school students' experiences, including: (1) Hearing biased language, from both students and educators; (2) Experiences of harassment and assault; (3) Anti-LGBTQ discrimination; (4) Effects of a hostile school climate on educational outcomes and psychological well-being; and (5) The availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, and explores LGBTQ students' experiences with GSAs. In addition, this installment of GLSEN's National School Climate Survey also includes an extensive exploration of how school climate has changed since we began conducting this survey, including insights into how racist remarks and harassment, feelings of safety regarding citizenship, gender-based discrimination, and LGBTQ student identities have all changed over time. [For the 2019 executive summary, see ED608535. For &quot;The 2017 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools&quot;, see ED590243.]
The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation&apos;s Schools. Executive Summary
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2020-00-00
Type: Reports - Research
Subjects: LGBTQ People,Educational Environment,Student Experience,Barriers,Well Being,Student Needs,Social Support Groups,Teacher Influence,Curriculum,School Policy,Inclusion,Clubs,Middle School Students,High School Students,Middle School Teachers,High School Teachers,Social Bias,Language Usage,Bullying,Aggression,Social Discrimination,Psychological Patterns,Institutional Characteristics,Disclosure,Extracurricular Activities,Academic Aspiration,Academic Achievement,Attendance,Discipline,School Personnel,Role,Victims,Racial Differences,Ethnicity,Gender Differences

The Gay, Lesbian and Straight Education Network (GLSEN) National School Climate Survey is the flagship report on the school experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated that specific school-based supports are related to a safer and more inclusive school climate, including: supportive educators, LGBTQ-inclusive curriculum, inclusive and supportive policies, and supportive student clubs, such as Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs). The full GLSEN &quot;2019 National School Climate Survey&quot; includes information on LGBTQ middle and high school students' experiences, including: (1) Hearing biased language, from both students and educators; (2) Experiences of harassment and assault; (3) Anti-LGBTQ discrimination; (4) Effects of a hostile school climate on educational outcomes and psychological well-being; and (5) The availability and utility of supportive school resources. In addition this report examines whether students report these experiences to school officials or their families, and how these adults addressed the problem. Further, this report examines the impact of a hostile school climate on LGBTQ students' academic achievement, educational aspirations, and psychological well-being. The report also examines how the school experiences of LGBTQ students vary by personal and community characteristics. [For the 2019 full report, see ED608534. For &quot;The 2017 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools,&quot; see ED590243.]
Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn
Author: Losen, Daniel J.
Date: 2020-10-00
Type: Reports - Research
Subjects: Educational Opportunities,Suspension,Discipline Policy,Race,Students with Disabilities,Middle School Students,High School Students,School Districts,Equal Education,Disadvantaged,Racial Differences,Gender Differences,Trend Analysis,Nontraditional Education,Risk,Referral,Law Enforcement,Policy Analysis

This national study provides a comprehensive analysis of the instructions days lost due to out-of-school suspensions in 2015-16 for middle and high school students, for every state and district. The study also demonstrates how the frequent use of suspension contributes to stark inequities in the opportunity to learn, especially for those groups most frequently suspended. The descriptive findings will help policymakers understand the impact on every racial group and on students with disabilities.
Developing and Sustaining High Quality Special Education Infrastructures
Author: Ohlssen, Megan
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Special Education,Charter Schools,Organizations (Groups),Centralization,Educational Policy,Stakeholders,Participation,Organizational Objectives,Educational Finance,Financial Support,Accountability

While charter schools have long promised choice for students--including students with disabilities--they face many challenges in achieving that promise, including some shared by traditional public schools and some unique to the charter model. One way charter schools can overcome these challenges is through the creation of special education infrastructures that are geared towards and sensitive to the capacity issues that face these schools. A special education infrastructure is an entity that provides a centralized support system to a cohort of charter schools, accelerating collaboration and the sharing of resources. These resources include programming that is often focused on developing schools' fiscal, legal, human, programmatic, and administrative capacities. Special education infrastructures provide a deliberate and efficient means for charter schools to realize economies of scale, pilot new practices, access philanthropic support, and connect with providers in order to build stronger special education programs. In this report, the Center's Megan Ohlssen and Lauren Krempecki provide specific, actionable recommendations for those who seek to create a new special education infrastructure, to established infrastructures that strive to expand or reorganize, and to those who provide philanthropic support to infrastructures that want to better understand the challenges and opportunities in sustaining a quality infrastructure.
Disproportionate Discipline and COVID-19: A Call for Change
Author: Tucker, Wendy
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Students with Disabilities,Disproportionate Representation,At Risk Students,Student Needs,School Safety,Disease Control,Family School Relationship,Interpersonal Communication,Cooperative Planning,Holistic Approach,Discipline

Disproportionate discipline of students with disabilities is a long-running crisis--and with the new rules and considerations around COVID-19, the stakes are even higher. Instead of simply reacting as incidents come up, however, schools have the opportunity to develop proactive discipline policies that serve students during the pandemic and also provide positive structures for the future. In a new piece co-authored by the National Center for Special Education in Charter Schools Wendy Tucker and National Center for Learning Disabilities (NCLD) Meghan Whittaker, we suggest that schools employ three proactive strategies to ensure that students with disabilities are able to thrive in school in the new reality: robust communication, collaborative planning, and a commitment to a holistic approach to behavior. We believe these strategies will decrease the number of student disciplinary referrals, and they are also correlated with improved academic outcomes and improved school climate.