ethanporcaro/eric-fulltext-meta huggingface dataset:
Missouri Public School Accountability Report. 2009-10 School Year
Author: Missouri Department of Elementary and Secondary Education
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Elementary Secondary Education,Federal Legislation,Dropout Rate,Dropouts,Academic Achievement,National Competency Tests,Scoring,School Districts,Educational Assessment,Accountability,Public Schools,Educational Legislation,Reading Achievement,Mathematics Achievement,Teacher Certification

Each year, the Missouri Department of Elementary and Secondary Education publishes an online &quot;school accountability report card&quot; for each public school district, each building and each charter school. This document provides a statewide report card on key accountability measures about Missouri public schools, including information required by the federal No Child Left Behind Act. The purpose of the annual reports is to give parents, educators, policy makers, and the public a consistent, easy-to-use summary of vital statistics about Missouri's public education system, pre-kindergarten to grade 12. The data in this report is from the 2009-10 school year (concluding June 30, 2010). Highlights for 2009-2010 include: (1) More Missouri students excelled in the 2009-10 Missouri Assessment Program; (2) The percentage of Missouri fourth- and eighth-grade students scoring proficient or advanced in the reading assessment of the 2010 National Assessment of Educational Progress (NAEP) was 35 percent, an increase of three percentage points over 2007 levels; (3) Reflecting an impact of the Great Recession, the percentage of students eligible for free or reduced-price lunch rose more than three percentage points, from 43.7 in 2008-09 to 46.9 in 2009-10. Five years ago, the rate was 40.8 percent of students; (4) The number of K-12 teachers decreased from 70,614 in 2008-09 to 70,185 in 2009-10. During the same period, teachers with regular certificates increased from 96.5% to 98.6%; and (5) The overall dropout rate declined favorably from the previous year, from 3.9 to 3.5 percent. However, dropout rates increased among black students from 7.5 to 8.5 percent.
School Transportation: Administrator's Handbook
Author: Missouri Department of Elementary and Secondary Education
Date: 2008-11-00
Type: Guides - Non-Classroom
Subjects: School Buses,School Activities,Student Transportation,State Regulation,School Districts,Boards of Education,Guides,School Administration,Safety,Administrative Principles,Administrative Policy,Educational Policy,State Legislation,Models,Web Sites,Vendors,Resources

Pupil transportation is an essential part of the overall school program, which requires constant supervision and direction. Perhaps no other phase of the school program is more closely observed by the public or has a greater tendency to mold public opinion about the schools than the school bus system. The success of any school district pupil transportation service operation depends largely upon the quality of performance and degree of dedication displayed by those involved. This publication presents excerpts from the Revised Statutes of Missouri (RSMo) and Code of State Regulations (CSR) pertaining to pupil transportation. Also recommendations designed to assist school district administrators in complying with state pupil transportation statutes, regulations, and policies are included. State statutes and regulations are only minimum requirements. School district officials concerned with pupil transportation, particularly boards of education, are required by state statute to adopt and enforce policies that ensure the safety of pupils while being transported. This publication is divided into five sections: (1) School Transportation Administration Model; (2) Services of the Department's School Transportation Section; (3) Revised Statutes of Missouri Excerpts; (4) Code of State Regulation Excerpts; and (5) Appendix--Resource Reference, List of Agencies, and Vendor Contact Information. Appendices include: (1) Resource Reference; (2) Transportation Related Websites; and (3) School Bus Vendors.
Missouri's Alternate Framework for Curriculum Development: Linking the Show-Me Standards to Essential Skills
Author: Missouri Department of Elementary and Secondary Education
Date: 2005-08-00
Type: Reports - Descriptive
Subjects: Curriculum Development,Public Schools,Educational Opportunities,Academic Standards,Basic Skills,State Legislation,Mathematics Curriculum,Language Arts,State Standards,Educational Objectives,Course Content,Program Content,Educational Indicators,Curriculum Implementation,Educational Improvement,Improvement Programs

The Outstanding Schools Act (1993) called upon Missouri's educational community to strengthen expectations and opportunities for students served by Missouri public schools to ensure that graduates of Missouri's public schools have the knowledge, skills, and competencies essential to lead productive, fulfilling, and successful lives. Four major initiatives resulted from the legislation: (1) The Show-Me Standards; (2) The Missouri Assessment Program (MAP); (3) Professional Development for Educators; and (4) Professional Standards for New Educators. The MAP-Alternate (MAP-A) is designed for students with significant cognitive disabilities. The MAP-A assesses student performance in Communication Arts and Mathematics. The role of the Framework is to provide districts with a &quot;frame&quot; for building curricula, using the Show-Me Standards and the Alternate Grade-Level Expectations (Alternate-GLEs) as a foundation. This paper describes the Framework. The first part of the Framework presents the four Show-Me Process (also referred to as Performance) Standard Goals. The second section of the Framework presents the Show-Me Content (also referred to as Knowledge) Standards for Communication Arts and Mathematics. (Contains 1 table.)
Missouri Adult Education and Literacy State Plan, 2000-2004
Author: Missouri Department of Elementary and Secondary Education
Date: 2010-04-01
Type: Reports - Descriptive
Subjects: Secondary Education,Adult Education,Family Literacy,State Government,Federal Government,Benchmarking,Public Officials,State Departments of Education,Federal Legislation,Statewide Planning,Grants,Performance Based Assessment,Statistical Data,School Districts

This paper presents the Missouri Department of Elementary and Secondary Education's revised State Plan extension, which is effective until June 30, 2011. The eligible agency assures that this plan, which serves as an agreement between State and Federal Governments under the Adult Education and Family Literacy Act, will be administered in accordance with applicable Federal laws and regulations. Appendices include: (1) Invitation for Bid (IFB) and Grant Applications; (2) Proposed Fiscal Year 2011 Adult Education and Literacy Performance Measures and Benchmarks; (3) Local AEL Program Director's Guide; (4) Copy of letter to Governor; (5) Statistics for the target populations for each school district in Missouri are available on the Department's Web site at: http://www.dese.mo.gov/schooldata; and (6) Department of Elementary and Secondary Education and AEL Section Organizational Charts.
Missouri Minimum Standards for School Buses
Author: Nicastro, Chris L.
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: School Buses,Student Transportation,Safety,Bus Transportation,Motor Vehicles,State Standards,Maintenance

The revised minimum standards for school bus chassis and school bus bodies have been prepared in conformity with the Revised Statutes of Missouri (RSMo) for school bus transportation. The standards recommended by the 2005 National Conference on School Transportation and the Federal Motor Vehicle Safety Standards (FMVSS) promulgated by the U. S. Department of Transportation were used as guides in developing these Missouri standards. The standards herein adopted shall be considered minimum. The writing of specifications and the purchase of equipment may exceed the adopted minimum standards in  safety and quality. The standards are adopted to provide statewide minimum standards consistent with safety and economy and to eliminate the manufacture of unsafe school buses. It is believed that these standards are sufficiently flexible to permit opportunity for the use of new inventions and improvements that will ensure greater efficiency and safety. This manual is divided into five sections: (1) General Provisions; (2) School Bus Types; (3) Bus Chassis Specifications; (4) Bus Body Specifications; and (5) Specifications for Specially Equipped School Buses. Appendices include: (1) School Bus Chassis and Body; and (2) 2007 Missouri Minimum Standards for School Buses Committee. (Contains 4 figures, 2 tables and 2 charts.)
Missouri State Plan for Special Education: Regulations Implementing Part C of the Individuals with Disabilities Education Act First Steps Program
Author: Nicastro, Chris L.
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Early Intervention,Definitions,Disabilities,Toddlers,Infants,Special Education,Public Agencies,Early Childhood Education,Program Implementation,Educational Policy

The State of Missouri has adopted the definitions in 34 Code of Federal Regulations (CFR) 303.5-303.24 of the Part C regulations and selected terms as defined in 34 CFR 77.1 and 74.3 for use in implementing the State's early intervention program. The Department of Elementary and Secondary Education (DESE) is the lead agency responsible for ensuring the provision of early intervention services to eligible infants and toddlers with disabilities and their families consistent with 20U.S.C. 1471 et seq., and 34 CFR Part 303. The Department of Elementary and Secondary Education, as the lead agency, is the entity responsible for assigning financial responsibility among appropriate agencies. The Department is responsible for ensuring that the minimum components of a statewide system of early intervention services for eligible infants and toddlers and their families, as required by the United States Department of Education is established and maintained in the state. This paper presents the Missouri State Plan for special education. Education Department General Administrative Regulations (EDGAR) Definitions are appended.
The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 2 Replication
Author: Swanson, Elizabeth
Date: 2011-00-00
Type: Reports - Research
Subjects: Reading Instruction,Reading Comprehension,Middle School Students,Intervention,Instructional Effectiveness,Low Income Groups,Reading Difficulties,Adolescents

The current study is the second in a series of multi-site, multi-year randomized control trials designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) Does CSR improve reading comprehension for adolescent readers attending relatively low SES schools?, and (2) Does CSR improve reading comprehension for adolescent struggling readers attending relatively low SES schools? During year 2, the authors replicated the year 1 study with a new cohort of students taught by the same teachers. (Contains 4 tables.) [For the, &quot;The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1&quot;, see ED513345.]
The Use of Moderator Effects for Drawing Generalized Causal Inferences
Author: Jaciw, Andrew
Date: 2011-00-00
Type: Reports - Research
Subjects: Inferences,Generalization,Class Size,Validity,Models,Research Methodology,Statistical Analysis

This work has a three-fold purpose. The first is to set out the rationale for an alternative approach for assessing the generalizability of research findings. (It is related to but not equivalent to the CE method.) The second is to formalize this approach through a quantitative model. The third is to apply the approach to the results of the Tennessee STAR multisite trial of the effects of class size reduction to investigate: (1) the generalizability of the average effect estimate across sites, and (2) the power of &quot;convenience variables&quot; (basic demographic variable) to strengthen the external validity of the findings. (Contains 1 figure and 1 table.)
Variability in Preschool Teachers' Interactions with Children as a Predictor of Children's Development
Author: Curby, Timothy W.
Date: 2011-00-00
Type: Reports - Research
Subjects: Preschool Teachers,Teacher Student Relationship,Predictor Variables,Prediction,Teacher Characteristics,Preschool Children,Child Development,Measures (Individuals)

The purpose of this proposal is to examine whether variability in the quality of teachers' interactions (Emotional Support, Classroom Organization, Instructional Support) with students is systematically related to the children's development. In other words, the authors examine whether the amount that teachers vary over the course of a day is a characteristic of the teacher by seeing if there are systematic associations between teachers' variability and children's development. If variability is simply error, they would not expect the associations to be systematically related to children's development. However, if a pattern emerges, it would support their notion that variability is itself characteristic of the classroom. (Contains 1 table.)
The College Ambition Program: Indicators of College Plans-Ambitions and Test Scores
Author: Judy, Justina
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Experimental Schools,Intervention,College Attendance,Student Surveys,Aspiration,Program Effectiveness,Education Work Relationship,Experimental Groups,Control Groups,College Preparation,High School Students,Enrollment,Student Records,Scores

This study is part of a larger project that will test the effectiveness of the College Ambition Program intervention model beginning with two schools experimental schools and two control schools. The study will evaluate the effectiveness of the overall intervention, as well as each of the four specific programmatic components. Data will be collected from school records, student surveys, and merged with state data. All components of the intervention have specific measures for assessing their relative value for increasing college attendance among students who are college ready but do not enroll in postsecondary school fall after high school graduation. (Contains 2 tables.)
Using Early Literacy Profiles of Hispanic English Language Learners to Predict Later Reading Achievement
Author: Huang, Francis
Date: 2011-00-00
Type: Reports - Research
Subjects: Hispanic Americans,Reading Achievement,Phonological Awareness,Second Language Learning,Profiles,Kindergarten,Emergent Literacy,Grade 1,Prediction,English (Second Language)

Following a cohort of students from fall of kindergarten to spring of first grade, the authors investigated whether the general cluster profiles identified in Burrow et al.'s (2010) study remained consistent over time. If cluster profiles in the fall of kindergarten held, their goal was to investigate the differences between clusters in terms of their instructional reading levels at the end of the first grade. Because they could expect that the highest literacy cluster would remain significantly higher at the end of the first grade given that early literacy predicts achievement in succeeding grades (Juel, 1988), they investigated the performance of the other three lower performing groups. They had two research questions: (1) Would research-based cluster profile patterns remain consistent with the current dataset used (i.e., were the clusters generated similar in characteristics based on early literacy skills)?; and (2) If clusters profiles were consistent, how would the three lower ranked clusters perform based on their instructional reading levels at the end of first grade, while controlling for other student-level variables? Their findings support earlier research (Burrow et al., 2010) that demonstrated heterogeneity among Spanish-speaking English Language Learners (ELLs) in kindergarten. Further, they found that the same clusters that were identified in the Burrow et al. study remained consistent in their sample, even though they used data from another time period. When they examined reading level for the lower three clusters in their sample, they found that clusters 3 and 4, the two lowest clusters, were achieving at approximately the same level in reading at the end of first grade, while the mean reading level for cluster 2 was approximately 2/3 of a grade level higher. What distinguished cluster 2 from the other two clusters was higher performance on print-related tasks in fall of kindergarten. Although both cluster 2 and cluster 3 had average or above-average phonological awareness in fall of kindergarten, cluster 2 performed significantly better in alphabet knowledge and orthographic knowledge, the two domains made up of print-related skills (i.e., letter name and letter sound knowledge, spelling). This finding is consistent with previous research (Hammill, 2004; Scarborough, 1998) identifying written language skills as the most accurate predictors of later reading achievement, once children have begun formal literacy instruction. (Contains 3 tables and 1 figure.)
A Theoretical Analysis of the English "Try and V" Construction
Author: Tsuchida, Takehiro
Date: 2011-04-10
Type: Reports - Evaluative
Subjects: Language Patterns,English,Verbs,Morphology (Languages),Syntax,Grammar,Pragmatics,Semantics,North American English

Examining grammatically idiosyncratic English expressions often helps reveal not only to ESL (English as a second language) teachers and learners but also to experts on English how intricately language is composed. This paper aims to expound one such idiomatic expression of the "try and V" construction by exploring the phenomenon from diverse linguistic aspects as well as conducting corpus research with the British National Corpus (BNC). This paper argues that the construction is not necessarily an alternative of the "try" plus "to"-infinitive construction for various intriguing reasons. Morphologically, the verb "try" has to be its base form (or its general present tense) and the verb following "and" its base form. Syntactically, the coordinator "and" forms pseudo-coordination with extra constraints. In terms of pragmatics, the "try and V" construction is significantly favoured in spoken language and the catenative "try to V" construction, in written text. Also, reiteration of the same word of "to" or "and" tends to be avoided, resulting in more use of "to try and V" and "and try to V." (Contains 3 tables.)
Theatre Arts Programs: Impact of Cognitive Development in Elementary School Students
Author: Miller, Lauren.
Date: 2011-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Theater Arts,Cognitive Development,Elementary School Students,Art Education,Academic Achievement,Student Motivation,Case Studies

As a result of the 2001 legislation, No Child Left Behind elementary schools across the United States focus has turned to testing and accountability often neglecting arts in education. Despite numerous studies of the benefits that the arts can have not only in the social-emotional development of students but in conjunction with the recent research that shows the arts effect on cognitive development these programs are continually being cut. The purpose of this study is to put the spotlight on the scientific evidence that connects a student's involvement in arts education with the increase in cognitive development. It is crucial to make this information widespread as it will help to put weight behind the urgent need of policy reform and monetary support so that every child is given the chance to experience arts in schools.
Questioning Strategies for Teaching Cognitively Rigorous Curricula
Author: Olvera, Gerlinde W.
Date: 2010-04-13
Type: Opinion Papers
Subjects: Knowledge Level,Questioning Techniques,Critical Thinking,Thinking Skills,Evaluation,Lesson Plans,Teaching Methods,Metacognition,Teachers,Methods

Depth of knowledge is a common measure of rigor used extensively at the state level to align assessments with state content standards. However, the use of depth of knowledge at the classroom level is just beginning. In this article, we establish a link between depth of knowledge and the questioning strategies teachers should consider employing during lessons. The result is a systematic strategy for employing peer shares and group based activities based on the depth-of-knowledge level of the questions. Should use the strategies presented in this article to develop lesson plans that provide enhanced opportunities for students to engage in critical thinking. (Contains 2 tables and 1 footnote.)
Students Asking Questions in the Middle School Mathematics Classroom
Author: Fitzsimmons, Martha
Date: 2011-04-28
Type: Reports - Research
Subjects: Student Surveys,Secondary School Mathematics,Mathematics Instruction,Middle School Students,Questioning Techniques,Teaching Methods,Observation,Interviews,Student Attitudes,Student Behavior

Asking questions is a vital part of student learning. Teachers ask students questions in order to get their minds working and thinking. Students ask questions in order to gain more knowledge or satiate their curiosity. If a student has trouble asking questions in the classroom they might miss an important step and become lost. In a class, such as math, it is vitally important to be able to ask questions. If a student is trying to work on a math problem but does not understand a concept and is afraid to ask questions the student may not do well in math, become frustrated, give up, or become discouraged. Through observational research, a survey, and interviews I found that some students have difficulties asking questions in the math classroom. Attached to this document are five appendices: (1) Letter of Permission from the Principal; (2) Letter of Permission from Cooperating Teacher; (3) Parent/Guardian Permission Slip; (4) Student Survey #1; and (5) Student Interview. (Contains 4 tables and 2 figures.)