ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Regents&apos; Scholarship Awards on Degree Completions. Issue Brief
Author: Campbell, Brett
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Scholarships,Educational Attainment,Time to Degree,Student Costs,Paying for College,Student Financial Aid,Minority Group Students,Community College Students,Undergraduate Students

Recently new types of scholarships have emerged known as promise scholarships. A promise scholarship aims to increase collegiate attainment by promising financial aid to eligible students. Promise scholarships differ from traditional scholarships in that promise scholarships are non-competitive and not necessarily needs based. Typical eligibility criteria for promise scholarships include a set minimum GPA and residence within a specific geographic area. Utah's Regents' Scholarship could be considered a promise scholarship. For Regents', the criteria included a minimum GPA of 3.0 with no grade below a &quot;C&quot; and residence within Utah for high school grades 9 through 12; specific coursework was also required. This brief studies the effects of the Regent's Scholarship awards finding that recipients earned more associate and bachelor's degrees in time than similar students, required less institutional and federal support, and helped more underrepresented populations complete degrees on time.
Help Wanted! Child Care Staffing Crisis Means Still No Room for Babies
Author: Dellanno, Diane
Date: 2022-08-25
Type: Reports - Research
Subjects: Child Caregivers,Labor Market,Supply and Demand,Infants,Toddlers,Child Care Centers,Compensation (Remuneration),Costs

As of July 2022, child care employment in the United States was still 8.4% below what it was in February 2020 with nearly 90,000 child care professionals leaving the workforce for higher-paying and less stressful jobs. Although New Jersey's child care employment has been rising, the numbers have not reached pre-pandemic levels. This ongoing child care workforce crisis has left programs understaffed, preventing them from operating at full capacity, thereby limiting child care options for working families, especially those with infants and toddlers. Advocates for Children of New Jersey (ACNJ) wanted to better understand the magnitude of this problem that is making it so difficult for working parents to find care for their youngest children. Through the distribution of a survey to all child care centers licensed to serve infants and toddlers in New Jersey, ACNJ was able to elicit from the responses why there is &quot;Still No Room for Babies.&quot; This report, highlighting those findings, makes it clear that solving the child care crisis warrants new policies to address workforce compensation.
Quranic Multiple Intelligences and Its Implementation in Educational Institutions
Author: Husnaini, M.
Date: 2021-09-00
Type: Journal Articles
Subjects: Multiple Intelligences,Islamic Culture,Culturally Relevant Education,Islam,Spiritual Development,Religious Factors

This article is qualitative-descriptive analytical research on multiple intelligences, a theory which Howard Gardner introduced. According to Howard Gardner's findings, the concept of multiple intelligences has been widely known and used in educational institutions. Multiple intelligences are also considered a theory that first recognized the diversity of human intelligence. With multiple intelligences, it can be said that no child is stupid. Therefore, each child is born with intelligence that is not always equal to each other. In Islam, the Quran is a complete guide for life. This research has discovered the powerful instruments to develop Qur'anic multiple intelligences in educational institutions through literature. With the thematic interpretation method (maudhui) approach, this study described the practical efforts, using the mindset of interpretation and reflection, to develop the concept of multiple intelligences based on the perspective of the Quran. After researching, collecting, and analyzing all terms in the Quran that relate to intelligence, it is found that the Quran is distinguishing the concept of multiple intelligences. It can be used further as a practical guide for educational institutions in developing the concept of multiple intelligences from the perspective of the Quran.
Still No Room for Babies: Child Care Staffing Crisis Impacts Supply of Infant-Toddler Child Care
Author: Advocates for Children of New Jersey
Date: 2023-03-00
Type: Reports - Research
Subjects: Child Caregivers,Labor Market,Supply and Demand,Infants,Toddlers,Child Care Centers,Compensation (Remuneration),Administrator Surveys,Geographic Location,Low Income,Educational Quality,Costs

Advocates for Children of New Jersey's latest report, &quot;Still No Room for Babies: Child Care Staffing Crisis Impacts Supply of Infant-Toddler Child Care,&quot; reveals a widespread shortage of infant and toddler child care. A statewide survey of child care centers serving infants and toddlers found that licensed centers have the capacity to serve approximately 68,000 infants and toddlers, however are typically serving closer to 55,000 children. This potentially leaves more than 150,000 very young children in New Jersey without the option of center-based care. The primary reason centers reported serving fewer children than they have the capacity to serve is that they cannot find enough staff to work in the infant and toddler room. Read the report to learn of the challenges leading to infant-toddler child care deserts across the state.
Training Needs Assessment on the Teachers&apos; Functional and Research Competencies: Basis for Competency Training Plan
Author: Liwanag, Belinda A.
Date: 2023-06-00
Type: Journal Articles
Subjects: Educational Needs,Training,Needs Assessment,College Faculty,Teacher Competencies,Check Lists,Likert Scales,Foreign Countries,Program Administration,Scientific Research,Research Skills,Instructional Materials,Material Development,Professional Continuing Education

The assessment of competencies is aimed to help teachers in demonstrating the key behaviors and to discuss the strengths and improvements to guide them in enhancing their professional development. This descriptive study aims to assess the functional and research competencies that can determine faculty members' knowledge and skills. The authors used a faculty training needs survey form adapted from Ulrich and Dash (2013) which included a 5-level checklist and a 5-point Likert scale regarding the competencies acquired by the faculty members and was made through Google Forms. Thirty-five (35) faculty members of St. Dominic College of Asia from different schools in the Higher Education Department have responded to the faculty training needs survey. Based on the findings, most of the teachers have manifested the functional and research competencies required for their teaching and practice, although their functional competencies have majorly reached either on the first or second levels. Meanwhile, the research competencies have respective ratings of 4.20, 4.21, and 4.41 in scientific research competencies, project and team management skills, and personal aptitudes, which make a positive impact to the teachers. It was also revealed that instructional material development was extended up to the fifth level, wherein teachers even sought feedback from their students, peers, and administrators through observation, conservation, or written evaluations in developing and evaluating resources that can be taught in a certain course, which is a good indication of their engagement towards individuals. The study suggested that faculty members must continue their development through attending research seminars and conference trainings that may be applicable to their specific fields. Future researchers should conduct a correlation study regarding the functional and research competencies, as well as a qualitative approach for the opinions on the effectiveness of these competencies.
Annual Report on Charter Schools: 2016-2017
Author: Washington State Board of Education
Date: 2017-12-01
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,Elementary Secondary Education,Mathematics Achievement,Language Arts,Academic Achievement,Science Achievement,Achievement Gains,Middle Schools,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Low Income Students,Students with Disabilities,Attendance,At Risk Students,English Language Learners,Discipline

Washington's Charter School Act, Revised Code of Washington (RCW) 28.710 (ESSSB 6194, 2016) went into effect April 3, 2016. The 2016-2017 school year was the first full school year in which charter public schools operated in Washington State. Therefore, this is the State Board of Education's first annual report required by RCW 28A.710.250(1). RCW 28A.710.250(2) stipulates that the annual report must be based on the reports submitted by each authorizer as well as any additional relevant data compiled by the state board of education. The two current charter public school authorizers in the state, the Charter Schools Commission and Spokane Public Schools, submitted annual reports to the State Board of Education on November 1st in accordance with RCW 28A.710.100(4).
Annual Report on Charter Schools: 2017-2018
Author: Washington State Board of Education
Date: 2019-01-14
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,Elementary Secondary Education,Mathematics Achievement,Language Arts,Academic Achievement,Science Achievement,Achievement Gains,Middle Schools,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Low Income Students,Students with Disabilities,Bilingual Students,Immigrants,Foster Care,Attendance,At Risk Students

Annually, the Washington State Board of Education, in collaboration with the Charter School Commission, issues a report to the Governor, the Legislature, and the public, in accordance with the Charter School Act, RCW 28A.710.250. This is the second annual report, and as such, the findings and analysis presented here should be considered preliminary. The annual report must include: (1) the performance of the state's charter schools during the preceding school year, including a comparison of the performance of charter school students with the performance of academically, ethnically, and economically comparable groups of students in other public schools; (2) the state board of education's assessment of the successes, challenges, and areas for improvement in meeting the purposes of the Washington Charter Public Schools Act (RCW 28A.710), including the board's assessment of the sufficiency of funding for charter schools, the efficacy of the formula for authorizer funding; and (3) any suggested changes in state law or policy necessary to strengthen the state's charter schools. [For the 2016-2017 report, see ED629124.]
Experiences and Perceptions of English Learners Testing with Language Supports. ACT Research. Insights in Education &amp; Work
Author: Schnieders, Joyce Z.
Date: 2023-02-00
Type: Reports - Research
Subjects: English Language Learners,Language Tests,Student Experience,Student Attitudes,Academic Support Services,College Entrance Examinations,Student Behavior,Test Anxiety,Self Esteem,Testing Accommodations

In recent years, schools and large-scale assessment developers across the United States have been providing English learners with language supports when they take tests to reduce construct-irrelevant variance, or errors in test scores due to factors that are extraneous to the construct being assessed (Thorndike et al., 1991). Some of these supports are linguistically related, such as word-to-word bilingual dictionaries and translated test directions, whereas other supports are linguistically unrelated, such as giving students extra time and testing them in a small group (Schissel, 2014). An appropriate support is one that reduces construct-irrelevant variance caused by limited language proficiency while producing comparable scores between English learners and non-ELs (Rios et al., 2020). Several studies have found that language supports are effective for improving English learners' test performance and reducing test score gaps between ELs and non-ELs (Kieffer et al., 2009; Li &amp; Suen, 2012; Pennock-Roman &amp; Rivera, 2011). Other studies have found that although some supports such as extra time could benefit both ELs and non-ELs, these supports tend to benefit students who are ELs to a greater extent (Sireci et al., 2003). In this report, ACT surveyed English learners who took the ACT® test on a National test date in February or April 2022 to learn about their experiences and perceptions when taking tests with language supports. The purposes of this survey were to (1) understand the types of supports English learners used when they took tests at school and when they took the ACT; (2) investigate how ELs felt about these supports, whether they thought the supports were useful or not; (3) explore whether using these supports when taking tests was associated with self-reported confidence on test performance or with test anxiety; and (4) learn why some ELs did not use supports when taking tests in school or when taking the ACT. [For the summary, &quot;School Supports for English Learners during the Pandemic. ACT Research. Data Byte,&quot; see ED629110.]
Charter Schools Annual Report [2018-2019]
Author: Washington State Board of Education
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,Elementary Secondary Education,Mathematics Achievement,Language Arts,Academic Achievement,Science Achievement,Achievement Gains,Middle Schools,Student Characteristics,Racial Differences,Ethnicity,Low Income Students,Students with Disabilities,Attendance,At Risk Students,Educational Finance,School Closing,English Language Learners,Graduation Rate,Gender Differences,Discipline,Financial Support,State Policy

In collaboration with the Charter School Commission (CSC), the Washington State Board of Education (SBE) issues an annual report to the Governor, the Legislature, and the public, in accordance with the Charter School Act, RCW 28A.710.250. While this is the third annual report, the data represent three or fewer years of results, with schools opening and closing, and significant changes in enrollment. As a result, trend data is limited so the findings and analysis presented here should be considered preliminary. The information required to be included in the annual charter school report is as follows: (1) the performance of the state's charter schools during the preceding school year, including a comparison of the performance of charter school students with the performance of academically, ethnically, and economically comparable groups of students in traditional public schools (TPS); (2) the State Board of Education's assessment of the successes, challenges, and areas for improvement in meeting the purposes of the Washington Charter Public Schools Act (RCW 28A.710), including the Board's assessment of the sufficiency of funding for charter schools, the efficacy of the formula for authorizer funding; and (3) any suggested changes in state law or policy necessary to strengthen the state's charter schools. [For the 2017-2018 report, see ED629125.]
Charter Schools Report, 2019-2020
Author: Washington State Board of Education
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,Elementary Secondary Education,Mathematics Achievement,Language Arts,Academic Achievement,Science Achievement,Achievement Gains,Middle Schools,Student Characteristics,Racial Differences,Ethnicity,Low Income Students,Students with Disabilities,Attendance,At Risk Students,Educational Finance,English Language Learners,Graduation Rate,Discipline,Financial Support,State Policy

In collaboration with the Washington State Charter School Commission (CSC), the State Board of Education (SBE) issues an annual report to the Governor, the Legislature, and the public, in accordance with RCW 28A.710.250. While this is the fourth annual report, the data represent four or fewer years of results, with schools opening and closing, and significant changes in enrollment. As a result, trend data is limited so the findings and analysis presented here should be considered preliminary. The information required to be included in the annual charter school report is as follows: (1) the performance of the state's charter schools during the preceding school year, including a comparison of the performance of charter school students with the performance of academically, ethnically, and economically comparable groups of students in traditional public schools (TPS); (2) the State Board of Education's assessment of the successes, challenges, and areas for improvement in meeting the purposes of the Washington Charter Public Schools Act (RCW 28A.710), including the Board's assessment of the sufficiency of funding for charter schools, the efficacy of the formula for authorizer funding; and (3) any suggested changes in state law or policy necessary to strengthen the state's charter schools. [For the 2018-2019 report, see ED629127.]
Charter Schools Report [2021-2022]
Author: Washington State Board of Education
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,Elementary Secondary Education,Mathematics Achievement,Language Arts,Academic Achievement,Science Achievement,Achievement Gains,Middle Schools,Student Characteristics,Racial Differences,Ethnicity,Low Income Students,Students with Disabilities,Attendance,At Risk Students,Educational Finance,English Language Learners,Graduation Rate,Discipline,Financial Support,State Policy,COVID-19,Pandemics,School Closing,Immigrants,Grade 9,Dual Enrollment,Elementary Schools,High Schools,State Legislation

The Washington State Board of Education (SBE) issues an annual report to the Governor, the Legislature, and the public, in accordance with the Charter School Act, RCW 28A.710.250. The statute requires the annual charter school report to include the following: (1) the performance of the state's charter schools during the preceding school year, including a comparison of the performance of charter school students with the performance of academically, ethnically, and economically comparable groups of students in traditional public schools (TPS); (2) the SBE's assessment of the successes, challenges, and areas for improvement in meeting the purposes of the Washington Charter Public Schools Act (RCW 28A.710), including the Board's assessment of the sufficiency of funding for charter schools, the efficacy of the formula for authorizer funding; and (3) any suggested changes in state law or policy necessary to strengthen the state's charter schools. [For the 2020-2021 report, see ED629099.]
Improving the Science of Annotation for Natural Language Processing
Author: Anglin, Kylie
Date: 2020-07-00
Type: Reports - Research
Subjects: Documentation,Natural Language Processing,Classification,Research Design,Decision Making,Coding,Computational Linguistics,Efficiency

Text classification has allowed researchers to analyze natural language data at a previously impossible scale. However, a text classifier is only as valid as the the annotations on which it was trained. Further, the cost of training a classifier depends on annotators' ability to quickly and accurately apply the coding scheme to each text. Thus, researchers need guidance on how to generate training data with optimal efficiency and accuracy. To this end, this study proposes the single-case study design as a feasible and causally-valid research design for empirical decision-making in annotation projects. The key strength of the design is its ability to generate causal evidence with as few as one annotator. In this paper, we demonstrate the application of the single-case study in an applied experiment and argue that future researchers should incorporate the design into the pilot stage of annotation projects so that, over time, a causally-valid body of knowledge regarding the best annotation techniques is built. [This paper will be published in the &quot;Journal of Data Science.&quot; The published article is titled: &quot;Improving the Science of Annotation for Natural Language Processing: The Use of the Single-Case Study for Piloting Annotation Projects&quot;]
Summary of the Educator Excellence Innovation Program (EEIP) in Austin Independent School District in the Third Year of Implementation. DRE Publication 16.18
Author: Hutchins, Shaun D.
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Instructional Innovation,Leadership,Opportunities,Teachers,Program Implementation,Program Evaluation,Faculty Development,Mentors,Peer Evaluation,Observation,Teacher Evaluation,Communities of Practice,Behavioral Objectives,Facilitators (Individuals),Elementary Secondary Education

Educator Excellence Innovation Program (EEIP) is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report summarizes the third year of implementation in Austin Independent School District (AISD).
Parent and Family Engagement Services: Summary Report, 2015-2016. Publication 16.21 RB
Author: Doolittle, Martha
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Parent Participation,Family Involvement,Family Programs,Educational Policy,State Policy,Parent Surveys,Teacher Surveys

This report briefly summarizes some of the parent and family engagement services provided by Austin Independent School District staff during the 2015-2016 school year.
Intelligent Learning in Studying and Planning Courses -- New Opportunities and Challenges for Officers
Author: Saastamoinen, Kalle
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Intelligent Tutoring Systems,Teaching Methods,Learning Analytics,Artificial Intelligence,Armed Forces,Military Training,Universities,Educational Improvement,Learning Processes,Educational Planning,Military Personnel,Educational Benefits,Seminars,Program Descriptions,War,Futures (of Society),National Security

There were two projects at the National Defence University of Finland (NDU), which both ended by the end of 2022. One of them tried to find the answers to the main question: How artificial intelligence (AI) could be used to improve learning, teaching, and planning? The other tried to find the answer to the main question: What new skills do officers need when artificial intelligence is coming? We did literature reviews and found out that intelligent technology combined with data analytics can offer several improvements to traditional classroom teaching. From literature reviews, we also found some new skills that officers might need to be able to handle AI-based technologies. This is a position paper presenting the arguable opinions of the writers. We have found lots of benefits that the use of intelligent learning technology can bring, mainly by supporting individual learning paths. There is also an obvious need for AI officers who should have a deeper understanding of the AI-supported technology than normal officers. This project and some other similar projects have raised a lot of discussions, one seminar series about artificial intelligence and we do have some trained AI officers as well. [For the full proceedings, see ED629086.]