ethanporcaro/eric-fulltext-meta huggingface dataset:
Distributed Learning. Education Facts
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-03-14
Type: Numerical/Quantitative Data
Subjects: Distance Education,Educational Technology,Internet,Teleconferencing,Enrollment Trends,Public Schools,Private Schools,Declining Enrollment,Foreign Countries

This fact sheet reports on distributed learning (DL), which is a method of teaching students outside of traditional schools using online and other electronic-based delivery methods. Two charts are presented to show that DL programs in public schools has dropped greatly, but student enrollment in DL programs in independent schools has skyrocketed.
Education Funding in British Columbia. Education Facts. Updated
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-03-14
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Public Education,Elementary Secondary Education,Enrollment Trends,Federal Aid,Expenditures,Resources,School Districts,Retrenchment,Educational Equity (Finance),Foreign Countries

This fact sheet reports on education funding in British Columbia (BC). Funding for public education significantly increased in 2017-18 and is projected to continue to increase in line with increasing student enrollment. However, government spending on K-12 education as a proportion of total public spending continues to decline. An increase in overall funding has allowed school districts to purchase much-needed supplies. However, the increase has not reversed previous declines. Inadequate funding forced districts to cut costs and look for other sources of revenue, exasperating inequities among districts.
The Many Faces of Privatization in BC Education: Public Education Is a Public Good. BCTF Research Report
Author: Kuehn, Larry
Date: 2019-03-00
Type: Reports - Research
Subjects: Foreign Countries,Privatization,Public Education,Politics of Education,Public Schools,Educational Benefits,Distance Education,School Policy,Private Schools,Equal Education,Tuition,School Choice,Educational Finance,Special Education

Public education is a public good. It provides students with skills to take part in society and the economy. It gives students access to culture and traditions, as well as exposure beyond a narrow personal experience. But public education has broader social purposes and contributions as well. It is the basis for social benefits that are of value to the collective, as well as the individual. Privatization in education, in contrast, is focused significantly on individual rather than collective interests. Rather than the public good, its central motive may be financial profit, advantage for a particular group, or even isolation from the diversity of the mix that is public education. To protect public education as a public good it is necessary to identify the many faces of privatization, to analyze how they impact public education and to suggest responses that serve to support the public over the private good. This report identifies some of the privatization practices evident in British Columbia schools, and proposes some responses to promote the public, rather than private, good.
The State of Assessment: A Look Forward on Innovation in State Testing Systems
Author: O'Keefe, Bonnnie
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Standardized Tests,Student Evaluation,Common Core State Standards,Accountability,Formative Evaluation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Performance Based Assessment,Educational Innovation,Educational Benefits,Summative Evaluation,Risk,Science Tests,Social Studies

Although annual state tests had been federally required since 2001, and the consortia and standards were led by states, the new tests became a focal point of narratives about federal overreach and over-testing. Current wisdom holds that testing has become politically toxic. There are real risks that some states are rolling back advancements in test quality, accessibility, and rigor in the name of reducing test time and cost, or answering political pressures. States are continuing to rethink their roles in assessment and their assessment systems in ways that may benefit teaching, learning, transparency, and equity. This brief highlights developing trends and opportunities for state systems of assessment, especially in areas beyond federally mandated reading and math assessments. Which states are pursuing these ideas, and what might be holding others back? What are the risks and rewards of investment and innovation in new test designs or assessments? In particular the brief discusses the landscape of: (1) Interim assessments for accountability; (2) Formative assessments to support instruction; (3) Interstate collaborations and shared item banks; and (4) Science and social studies assessments. Although these four topics do not represent the totality of progress and innovation in assessment, these four were chosen because they are each examples where innovation and improvement is within close reach for states, and where some states are already leading in ways that may be instructive.
Effects of HISD Prekindergarten Programs on Kindergarten Students&apos; Academic Achievement, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-07-18
Type: Reports - Research
Subjects: Preschool Education,Access to Education,Young Children,Child Care Centers,Early Intervention,Montessori Method,Preschool Curriculum,School Readiness,Program Effectiveness,Academic Achievement,Kindergarten,Limited English Speaking,Language Arts,Mathematics,Standardized Tests,Scores,At Risk Students,Economically Disadvantaged,Special Education,Homeless People

In compliance with the Texas Education Code § 29.153, the Houston Independent School District (HISD) has provided free prekindergarten (Pre-K) classes for eligible Houston-area four-year old students since the 1985-1986 school year. Children are enrolled into either one of four HISD prekindergarten program models: (1) an early childhood center (ECC); (2) a school-based program; (3) an HISD/Head Start program; or (4) a Montessori program. With the exception of HISD Montessori prekindergarten programs, the district uses the &quot;Frog Street Pre-K&quot; (&quot;FSPK&quot;) curriculum which focuses on the physical, social, emotional, cognitive, and language development of preschool-age children. Presently, HISD operates 155 school-based programs or ECC campuses that provide instruction for young children. This report describes how well HISD prekindergarten programs are preparing young children to be school ready. Specifically, this report compared the academic achievement of kindergarten students who were HISD prekindergarten &quot;alumni&quot; (those enrolled in an HISD prekindergarten program during a previous school year or years) to their peers who did not attend HISD prekindergarten. Mean standard scores included in this report were retrieved from the Riverside Iowa Assessments and Logramos 3 language arts (LA) and mathematics subtests for kindergarten students.
The Politics of Curriculum Making: Understanding the Possibilities for and Limitations to a &quot;Teacher-Led&quot; Curriculum in British Columbia. BCTF Research Report
Author: Gacoin, Andrée
Date: 2018-07-00
Type: Reports - Research
Subjects: Politics of Education,Curriculum Development,Educational Change,Teacher Leadership,Change Agents,Teacher Attitudes,Teamwork,Foreign Countries,Geographic Regions,Expertise,Pedagogical Content Knowledge,Curriculum Implementation,Elementary Secondary Education,Teacher Role

This paper aims to deepen our understanding of the opportunities for, as well as challenges to, teacher-led curriculum change. Drawing on interviews with teachers who served on Provincial Curriculum Development Teams, the paper explores how teachers have navigated the curriculum development process in four key moments: (1) framing the work; (2) curricular knowledge; (3) the question of implementation; and (4) politics and expertise. The findings illustrate that it is impossible to separate what has been produced as the redesigned curriculum from either the complex politics at the heart of curriculum development work, or the conditions that will shape what implementation looks like.
State of Higher Education for Black Californians
Author: Bates, Abigail K.
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: State Legislation,Higher Education,Access to Education,Graduation,Enrollment,African American Students,Academic Achievement,Undergraduate Students,Graduation Rate,Educational Attainment,Community Colleges,Two Year College Students,College Freshmen,State Universities,Private Colleges,Public Colleges,College Transfer Students

The State of Higher Education in California is a series of reports by the Campaign for College Opportunity that provide comprehensive data on the current state of college access and completion for our state and what it means for our economy. This report analyzes the state of Black Californians in education. Specifically, this report reviews preparation, enrollment, and success in college for Black Californians. It also recommends actions that our policymakers and college leaders can take in order to improve college enrollment and graduation rates. This report on Black Californians is the second in the 2018-19 State of Higher Education in California series. [Additional contributions to this report were made by Audrey Dow. Additional funding for this report was provided by the Mayer &amp; Morris Kaplan Family Foundation.]
Effects of HISD Prekindergarten Programs on Third-Grade Students&apos; Academic Achievement, 2016-2017. Research Educational Program Report
Author: Brown, Jessica A.
Date: 2017-08-23
Type: Reports - Research
Subjects: Preschool Education,Access to Education,Young Children,Child Care Centers,Early Intervention,Montessori Method,Preschool Curriculum,School Readiness,Program Effectiveness,Academic Achievement,Kindergarten,Limited English Speaking,Language Arts,Mathematics,Standardized Tests,Scores,At Risk Students,Economically Disadvantaged,Special Education,Grade 3

The Houston Independent School District (HISD) currently offers free, full-day prekindergarten programs to all eligible students within the district's attendance boundaries. This evaluation compares the academic achievement of third-grade students who were previously enrolled in HISD prekindergarten programs during the 2012-2013 school year to their non-HISD Pre-K peers. Findings in this study suggest that a positive relationship may exist between students' enrollment in an HISD Pre-K program and their academic achievement on the 2017 STAAR [Houston Independent School District State of Texas Assessments of Academic Readiness] English and Spanish reading and mathematics assessments. The relationship of HISD Pre-K on students' achievement was especially noteworthy when demographic characteristics were taken into account. Findings show that economically-disadvantaged students, students who are at-risk of dropping out, and limited English proficient (LEP) students who attended HISD prekindergarten programs experienced higher academic achievement than similarly disadvantaged, at-risk, or LEP peers who did not attend HISD Pre-K.
Effects of HISD Prekindergarten Programs on Kindergarten Students&apos; Academic Achievement, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-01-20
Type: Reports - Research
Subjects: Preschool Education,Access to Education,Young Children,Child Care Centers,Early Intervention,Montessori Method,Preschool Curriculum,School Readiness,Program Effectiveness,Academic Achievement,Kindergarten,Limited English Speaking,Language Arts,Mathematics,Standardized Tests,Scores,At Risk Students,Economically Disadvantaged,Special Education,Homeless People

In compliance with the Texas Education Code § 29.153, the Houston Independent School District (HISD) has provided free prekindergarten (Pre-K) classes for eligible Houston-area four-year old students since the 1985-1986 school year. Children are enrolled into either one of four HISD prekindergarten program models: (1) an early childhood center (ECC); (2) a school-based program; (3) an HISD and Head Start program; or (4) a Montessori program. With the exception of HISD Montessori prekindergarten programs, the district uses the &quot;Frog Street Pre-K&quot; (&quot;FSPK&quot;) curriculum--focuses on the physical, social, emotional, cognitive, and language development of preschool-age children. Presently, the HISD operates 155 school-based and ECC campuses that provide instruction for young children. This report describes how well HISD prekindergarten programs are preparing young children to be school ready. Specifically, this report compared the academic achievement of kindergarten students who were previously enrolled in an HISD prekindergarten program to their peers who did not attend HISD during the 2014-2015 school year. Mean standard scores included in this report were retrieved from the Riverside Iowa Assessments and Logramos 3 language arts (LA) and mathematics subtests for kindergarten students.
Analysis of California Senate Bill 163 Autism. A Report to the 2019-2020 California State Legislature
Date: 2019-03-25
Type: Information Analyses
Subjects: State Legislation,Autism,Pervasive Developmental Disorders,Behavior Modification,Intervention,Health Insurance,Program Effectiveness,Costs,Public Health,Incidence,Intelligence Quotient,Behavior Problems,Language Skills,Communication Skills,Play,Student Placement,Interpersonal Competence,Social Behavior,Interpersonal Communication,Interaction,Parent Participation

Senate Bill (SB) 163 would alter the current law that requires coverage of behavioral health treatment (BHT) for autistic spectrum disorder (ASD). SB 163 would expand the definition of BHT to include treatment modalities based on developmental theory, would make technical changes to definitions related to network adequacy, would prohibit denial of coverage based on either lack of parental/caregiver involvement or treatment setting time, or location, and would end an exemption related to Medi-Cal. CHBRP estimates that of the 24.5 million Californians enrolled in state-regulated health insurance, all have insurance that would be subject to SB 163. There is evidence of effectiveness for BHT modalities based on behavioral theory, based on developmental theory, or based on both. There is evidence of effectiveness for BHT delivered in multiple settings. Although outcomes may improve with parent/caregiver involvement, there is evidence that BHT is effective when furnished only by providers. [This report was prepared by the California Health Benefits Review Program.]
International Transfer Credit Practices
Author: Duklas, Joanne
Date: 2019-01-00
Type: Reports - Research
Subjects: Foreign Countries,College Credits,Foreign Students,College Transfer Students,Best Practices,Quality Assurance,Technology Uses in Education,Study Abroad,Classification,Educational Cooperation,Transfer Programs

International assessment of academic documents by post-secondary institutions and other bodies represents a complex field guided by quality assurance frameworks, formal conventions and best practice. This research study seeks to illuminate this complexity by examining current practices, constraints, perspectives, and possibilities for transfer and exchange assessment informed by a cross-Canada and international environmental scan. Research objectives for this report include providing a literature review; exploring and showcasing exemplars across Canada and around the world that represent innovative, efficient, and scalable examples of promising practices; identifying a typology of assessment activities informed by a survey of institutions and qualitative interviews, with a particular focus on members of the BC Transfer System; providing member-informed issues and recommendations; and identifying potential next steps and areas for future research. This study contributes to the research on international document assessment practices for transfer and exchange credit in British Columbia (BC) and across Canada. It achieves this by articulating the practices and perspectives of Canadian postsecondary institutions, including members of the BC Transfer System, and by identifying exemplars and available resources and tools. Significant previous research and efforts in BC to enhance transfer and the systems and supports available to institutions--research such as the provincial course equivalency system and best practice guides, led by groups such as BCCAT and its committees--set the stage for moving forward with recommendations identified through this research.
The Boston Opportunity Agenda: Eighth Annual Report Card
Author: Boston Foundation
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: School Readiness,Kindergarten,Reading Skills,Grade 3,High School Graduates,College Graduates,Program Effectiveness,Elementary Education,Primary Education,Government Role,Partnerships in Education,Agency Cooperation,Educational Objectives,Public Schools,Adult Learning,Postsecondary Education,Educational Attainment,Educational Quality,Accountability,Performance,Educational Change,Community Involvement,Grade 8,Algebra,Grade 10,Gender Differences,Grade 9,Outcomes of Education,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Graduation Rate,Family Involvement,Summer Programs,Elementary Secondary Education,College Readiness,Career Readiness,Dropout Rate,Catholic Schools,Charter Schools

This &quot;Eighth Annual Report Card&quot; tracks progress on Boston's goals for educating learners of all ages. The report lays out Boston Opportunity Agenda's current metrics, the baseline that has been established for the future, and the progress to be made over the course of the next five years. This report card contains the most up-to-date information available on Boston's education pipeline, from kindergarten through college graduation, including measures on: (1) school readiness; (2) 3rd-grade reading proficiency; (3) 10th-grade proficiency; (4) high school completion; (5) dropout rates; (6) postsecondary enrollment and completion statistics; and (7) adult postsecondary attainment. [The Boston Indicators Project, Boston Public Schools Office of Data and Accountability, and the Catholic Schools Office assisted in analyzing and reporting on the metrics in this report. For the seventh Annual Report, see ED596453.]
Teacher Supply in California: A Report to the Legislature. Annual Report, 2017-2018. Submitted Pursuant to AB 471 (Chap. 381, Stats. 1999)
Author: Suckhow, Marjorie A.
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Public School Teachers,Teacher Certification,Alternative Teacher Certification,Teacher Education Programs,Enrollment,Beginning Teachers,Teacher Characteristics,Teacher Interns,Vocational Education Teachers,English Language Learners,Preservice Teacher Education,Elementary Secondary Education

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms. Education Code §44225.6 (Assembly Bill 471, Chap. 381, Stats. 1999) requires the Commission to report to the Governor and the Legislature each year on the number of teachers who received credentials, authorizations, permits and waivers. The report includes the type and number of documents initially issued authorizing service to teach in California public schools or schools under public contract for fiscal year 2017-18. The report responds to the requirements specified in statute and provides a tool for policymakers and others interested in teacher supply. [For the 2016-2017 Annual Report, see ED586214.]
Higher Education in California: An Introduction to the State&apos;s Public Colleges &amp; Universities
Author: Campaign for College Opportunity
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Public Colleges,Community Colleges,State Colleges,Governance,Budgets,Educational Finance,Costs,State Aid,Tuition,Fees,Student Financial Aid,Grants,Accountability

This publication is an overview of Higher Education in California to provide readers with a deeper understanding about how the public systems work. The primer outlines the mission, enrollment, cost of attendance, and governance and funding structure of each of California's public higher education systems. This resource also provides critical facts about the current state of higher education and California's workforce and the importance of investing in higher education. Finally, the document outlines some solutions that will be necessary to preserve access and increase student success and provide the educated workforce the state requires.
Florida State University Accountability Plan, 2019
Author: State University System of Florida, Board of Governors
Date: 2019-03-26
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Planning,Strategic Planning,Performance Based Assessment,Educational Finance,Research Universities,Graduation Rate,Educational Indicators,Enrollment,Enrollment Trends,Educational Objectives,Entrepreneurship,Educational Innovation,Achievement,Awards,Undergraduate Students,Graduate Students,Academic Degrees,Grade Point Average,College Entrance Examinations,Scores,School Holding Power,Expenditures,Costs,Endowment Funds,Institutional Characteristics,Reputation,Minority Group Students,STEM Education,Health Education,Research and Development,Student Financial Aid

This is a new report that combines the previous Annual Accountability Report and University Work Plans into a single document more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance, helping to foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Once an Accountability Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for approval, excluding those sections of the Plan that require additional regulatory or procedural approval pursuant to law or Board regulations. [For the 2018 Accountability Plan, see ED592590.]