ethanporcaro/eric-fulltext-meta huggingface dataset:
2013 Kids Count in Colorado! Community Matters
Author: Colorado Children's Campaign
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Program Effectiveness,Child Care,Child Health,Economic Factors,Social Indicators,Well Being,Economic Impact,Trend Analysis,Demography,Child Safety,Welfare Services,Access to Education,Early Childhood Education,Family Income,Population Trends,Children,Racial Differences,Family Structure,Immigrants,Poverty,Individual Characteristics,Employment Level,Unemployment,Counties,Ethnicity,Nutrition,Breakfast Programs,Lunch Programs,Hunger,Health Insurance,Obesity,Birth Rate,Body Weight,Prenatal Influences,Pregnancy,Immunization Programs,Mental Health,Adolescents,Suicide,Substance Abuse,Child Abuse,Child Neglect,Costs,State Programs,Early Intervention,Enrollment Trends,Kindergarten,Homeless People,Graduation Rate,Academic Achievement,Educational Attainment,Dropout Rate

&quot;Kids Count in Colorado!&quot; is an annual publication of the Children's Campaign, providing state and county level data on child well-being factors including child health, education, and economic status. Since its first release 20 years ago, &quot;Kids Count in Colorado!&quot; has become the most trusted source for data and information on Colorado children and is relied upon by lawmakers, community leaders, and child advocates to inform policy debates and community discussions on issues impacting kids. This year's report, &quot;Community Matters&quot; highlights community success stories from around the state-- from a mobile preschool in Garfield County to a student-led bullying prevention program in Aurora --the report found that Coloradans of all backgrounds are harnessing the power of community to ensure all kids grow up healthy, safe and ready to learn. For the second year, the report ranks Colorado's 25 largest counties in the areas of health, education, and family economic sufficiency.
Colorado Children's Budget 2013
Author: Buck, Beverly
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Budgets,Expenditures,Trend Analysis,Children,Well Being,Child Health,Early Childhood Education,Health Services,Family Programs,Access to Health Care,Child Development,Elementary Secondary Education,Kindergarten,Community Programs,State Government,State Programs,Public Health,Family Income,Child Welfare,Youth Programs,State Aid,Financial Support,Federal Aid,Foster Care,Pregnancy,Social Services,Mental Health,Physical Health,Dental Health,Public Schools,School Health Services,Disabilities,Mothers,Adolescents,Smoking,Prevention,Family Planning,Residential Programs,Food,Nurses,Home Visits,Early Intervention,Child Care,Infants,Toddlers,School Readiness,Preschool Education,Special Education,Transportation,English (Second Language),Academically Gifted,Expulsion,Grants,At Risk Students,Comprehensive School Health Education,School Buildings,Delinquency,Juvenile Justice

The &quot;Colorado Children's Budget&quot; presents and analyzes investments and spending trends during the past five state fiscal years on services that benefit children. The &quot;Children's Budget&quot; focuses mainly on state investment and spending, with some analysis of federal investments and spending to provide broader context of state expenditures. This report covers the five-year period of fiscal year (FY) 2009-2010 through (FY) 2013-2014 and focuses on state spending that impacts children in four areas: Child Health, Early Childhood, K-12 Education, and Family and Community Support. This year's &quot;Children's Budget&quot; is reorganized in an attempt to meet the needs of two audiences: those who want a higher-level overview of how state spending impacts Colorado children, and those who want to delve into detailed analysis of the various programs and funding sources that affect kids. The report presents its findings in two parts. In Part I: &quot;The Big Picture&quot; begins with an overview of overall trends and cross-cutting themes; an essay of summary sections for Health, Early Childhood, K-12 Education, and Family and Community Support; and detailed analysis underlying the themes and trends. In Part II: &quot;The Details&quot; contains additional explanatory narrative and detailed program tables that describe state spending on children during the past five years, and ends with the &quot;Methodology,&quot; which reviews the methodology used in this report. A budget glossary and index are included. [For the 2012 report, see ED538788.]
2014 Kids Count in Colorado! The Big Picture: Taking the Whole Child Approach to Child Well-Being
Author: Colorado Children's Campaign
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Child Health,Well Being,Academic Achievement,Holistic Approach,Public Policy,Economic Factors,Educational Indicators,Population Trends,Racial Differences,Ethnic Groups,Immigrants,Parent Background,Educational Attainment,Poverty,Family Structure,One Parent Family,Social Class,Unemployment,Adolescents,Early Parenthood,Birth,Body Weight,Infant Mortality,Health Insurance,Access to Health Care,Eligibility,Counties,Predictor Variables,Immunization Programs,Dental Health,Hunger,Food,Intervention,Social Services,Federal Programs,Family Income,Nutrition,Lunch Programs,Breakfast Programs,Obesity,Safety,At Risk Persons,Child Abuse,Child Neglect,Death,Children,Early Intervention,Home Visits,Vocabulary Development,Language Skills,Preschool Education,Child Care,State Programs,Access to Education,Educational Finance,Financial Support,Homeless People,English Language Learners,Achievement Gap,Grade 4,Reading Achievement,Truancy,Dropout Rate,Graduation Rate,Employment Level,Remedial Programs

&quot;Kids Count in Colorado!&quot; is an annual publication of the Colorado Children's Campaign, which provides the best available state- and county-level data to measure and track the education, health and general well-being of the state's children. &quot;Kids Count in Colorado!&quot; informs policy debates and community discussions, serving as a valuable resource for policymakers, community leaders, advocates and citizens. This report, &quot;The Big Picture: Taking the Whole Child Approach to Child Well-Being,&quot; highlights issues impacting kids that overlap policy areas. The report makes connections between the Children's Campaign's longstanding issues areas--early childhood, health and K-12 education--with the hope that in these areas lie solutions to some of the state's most troubling and stubborn trends. The report offers the data that policy makers, child advocates and community leaders need to make informed decisions about children in their communities. This year, attention si brought to the ways that health, education and early childhood experiences interact to affect a child's opportunities: how having health coverage helps ensure children are healthy enough to attend school regularly, for example, or how a high school diploma impacts a young adult's chances at achieving economic security. The hope is that looking at these issues through this lens of interconnectedness will help policy makers, advocates and parents discover new ways to address the some of the troubling trends in child well-being detailed in this report.
Evaluation of the Expository Reading and Writing Course: Findings from the Investing in Innovation Development Grant
Author: Fong, Anthony B.
Date: 2015-07-00
Type: Reports - Research
Subjects: Expository Writing,Course Evaluation,High School Seniors,Grade 12,Writing Achievement,Writing Improvement,Statistical Significance,Program Implementation,Fidelity,Data Collection,Student Placement,Language Tests,Critical Reading,Writing Skills,Professional Development,Regression (Statistics),Least Squares Statistics,Curriculum Development,Evaluation Methods,Outcomes of Education,Effect Size,Surveys,Coaching (Performance),Learning Modules

The Expository Reading and Writing Course (ERWC) was developed by California State University (CSU) faculty and high school educators to improve the academic literacy of high school seniors, thereby reducing the need for students to enroll in remedial English courses upon entering college. This report, produced by Innovation Studies at WestEd, presents the findings of an independent evaluation of the ERWC funded by an Investing in Innovation (i3) development grant from the U.S. Department of Education. The study sample for the evaluation included more than 5,000 12th grade students in 24 high schools across nine California school districts in the 2013/14 school year. The authors of the report found that the ERWC has a statistically significant positive impact on student achievement. Results from an analysis of implementation fidelity are also presented, along with qualitative findings based on survey data from study participants. Appendixes include: (1) Statistical Power for Impact Estimates; (2) Data Collection Instruments to Measure Fidelity of Implementation; and (3) Rubric for Calculating Fidelity of Implementation for Each Component of the Expository Reading and Writing Course.
Moving Families Forward: An Introduction to TANF in Colorado during the Recession
Author: Buck, Beverly
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Welfare Services,Economic Climate,Financial Support,Block Grants,Federal Aid,Low Income Groups,Children,State Programs,Child Welfare,Child Care,Budgets

The &quot;Colorado Children's Budget 2012&quot; provided detailed information on appropriations and sources of financing for programs that help children across four domains: early childhood development and learning, health, education, and support services. This report dives deeper into one of the issues that surfaced in that report. The &quot;Colorado Children's Budget 2012&quot; found that during the last five years, appropriations for programs supporting children increased, but not enough to keep up with inflation and child population growth. Human Services programming is dependent to a great extent on federal funds, and the &quot;Colorado Children's Budget 2011&quot; raised concerns regarding declines in federal funding, both actual and potential. This brief explains changes in funding levels for the federal &quot;Temporary Assistance for Needy Families&quot; (TANF) block grant, one of the more important sources of support for low-income families with children. It also explains how the TANF block grant affects a range of programs in Colorado, most notably, Colorado Works and the Colorado Child Care Assistance Program (CCCAP). [See: the &quot;Colorado Children's Budget 2012&quot; report at ED538788, and the 2011 report at ED538789.]
Core to College Evaluation: Statewide Networks. Connecting Education Systems and Stakeholders to Support College Readiness
Author: Bracco, Kathy Reeves
Date: 2014-11-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Postsecondary Education,College School Cooperation,Alignment (Education),Articulation (Education),Academic Standards,State Standards,College Readiness,Social Networks,Administrators,Interviews,Surveys,Stakeholders,Participation,Sustainability,Program Effectiveness

The Core to College initiative aims to facilitate greater coordination between K-12 and postsecondary education systems around implementation of the Common Core State Standards and aligned assessments. Core to College grants have been awarded to teams in Colorado, Florida, Hawaii, Kentucky, Louisiana, Massachusetts, North Carolina, Oregon, Tennessee, and Washington. The grant model places one individual--the alignment director--at the hub of a statewide reform effort. This report examines the strategies alignment directors have used to inform and engage others in the state, particularly around their states' top priority goals for Core to College. The report focuses on the depth and breadth of the social networks that have been developed or leveraged as a result of the alignment directors' work. Researchers sought to answer several driving questions: (1) What does the current social network in each state tell us about how the Core to College initiative has spread across the state?; (2) What does this network suggest about the probability of sustained activity for Core to College efforts?; (3) What strategies have the alignment directors in each state used to engage stakeholders?; and (4) How have those strategies contributed to the development of a connected social network in the state? The report also offers considerations for Core to College states and other states looking to ensure that their higher education systems are engaged alongside their K-12 systems to prepare for the changes coming with the new Common Core State Standards. Survey responses are appended.
Getting In: Increasing Access to College via Mentoring. Findings from 10 Years of a High School Mentoring Program
Author: Tierney, William G.
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Access to Education,Higher Education,Mentors,Educational Counseling,College Bound Students,High School Seniors,Grade 12,Poverty,College Applicants,Financial Aid Applicants

Many high school students are eligible for college but they do not go, or they attend a less demanding postsecondary institution. Their problems are twofold--either (1) they lack the counseling and support structures necessary to apply to college, or (2) they lack the counseling and support structures that enable them to apply to the kind of institution for which they should aspire. On the one hand, there are college-eligible students who would be able to attend a four-year institution but they have not had the guidance to steer them through the application process. On the other hand, some students have been admitted to an institution but because they had little or no support, they applied to institutions that will not meet the levels that they could reach. To be sure, community colleges play a critical role in educating many students. However, many low-income students should have the same opportunities as do their wealthy counterparts to attend a four-year institution. For over a decade, the Pullias Center for Higher Education has been working on ways to solve these problems. To overcome these problems, the Pullias Center for Higher Education (PCHE) at the University of Southern California created a mentoring program--Increasing Access via Mentoring (I AM)--to provide one-on-one support to 12th graders. The students with whom the program works are eligible to apply to a four-year institution but may not due to the lack of a supportive environment. I AM is an action-based intensive mentoring model where USC faculty, staff, and graduate students guide college-bound high school seniors through the college and financial aid application processes. The program's goals are specific and targeted toward 12th graders in high poverty, low college-going high schools. In this report, the authors discuss the challenges and results they faced with the program and expand on what is necessary to maintain a successful mentoring program. A list of related readings is included.
Taking a Closer Look at English Learner Subgroups Whose Achievement Stalls Out. REL West Research Digest
Author: Regional Educational Laboratory West (ED)
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: English Language Learners,Elementary School Students,Secondary School Students,Student Characteristics,Age Differences

To figure out better ways to serve their English language learner (ELL) students, the state departments of education in the West Region states of Arizona, Nevada, and Utah, who are members of the English Learner Alliance, asked REL West to help them put together a more detailed picture of two particular groups of K-12 ELL students who seem to stall out in their progress toward English language proficiency and/ or academic achievement. To learn more about this study, the &quot;REL West Research Digest&quot; spoke with Eric Haas, a Senior Research Associate at WestEd, who leads REL West staff providing the Alliance technical assistance and data analysis.
WES Evaluation of the Three-Year Bachelor's Degree from India. Updated
Author: World Education Services (WES)
Date: 2014-06-10
Type: Reports - Evaluative
Subjects: Foreign Countries,Bachelors Degrees,Higher Education,Comparative Analysis,Quality Assurance,Time to Degree,Educational Change,Elementary Education,Secondary Education,Accreditation (Institutions),Grading,College Admission

Based on its research and review of fundamental changes in quality assurance in higher education in India, in 2006 World Education Services (WES) revised its assessment of selected the three-year Bachelor's degree awarded by Indian universities. This policy takes into account specific criteria regarding institutional standing and student performance. WES recognizes that educational systems are inherently different. The task for the credential evaluator is to examine a degree and determine whether it constitutes sufficient preparation for graduate admission in the U.S. To achieve that end, it is necessary to establish a coherent set of criteria that can be used for comparing the American and Indian degrees. The main criteria that WES considers when assessing a degree are the level, structure, scope and intent of the program. The three-year bachelor's degree from India has usually been regarded as comparable to the completion of three years of undergraduate study in the United States and holders of the degree have are generally not been eligible for admission to graduate schools in the U.S. This report looks at the following: (1) WES Evaluation Policy; (2) Education in India (Nick Clark); and (3) Quality Assurance in Indian Higher Education (Jagannath Patil).
Rural Turnaround: Challenges and Opportunities
Author: WestEd
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: School Turnaround,Rural Schools,Disadvantaged Youth,Low Achievement,Educational Improvement,Barriers,Preschool Education,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Case Studies,Human Capital,Surveys,Teacher Shortage

Amargosa Valley School in Nevada could be considered representative of almost any preK-8 school that serves a large proportion of socioeconomically disadvantaged students and is focused on turning around persistently low achievement. Like other schools supported by federal School Improvement Grants, Amargosa is beginning to implement a reform plan toward what they hope will be dramatic improvement. But as a rural school, Amargosa has particular challenges and strengths that set it apart. The Journeys Project of WestEd's national Center on School Turnaround is documenting Amargosa's story in order to capture lessons of turnaround efforts, from the early stages through implementation. In Amargosa's case, the project also highlights issues that may be unique to rural schools. Across the country, rural schools tend to perform on par with urban and suburban schools, but this broad similarity belies significant underlying differences. [This article was first published in WestEd's R&amp;D Alert, Vol. 15, No.1, 2014.]
Merging Cognitive Science and Curriculum to Strengthen Middle School Math
Author: WestEd
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Cognitive Science,Mathematics Curriculum,Curriculum Development,Middle Schools,Curriculum Design,Visual Aids,Concept Formation,Problem Solving,Feedback (Response),Testing,Student Evaluation

Consider that colorful photographs, eye-catching illustrations, and captivating images intended to make textbooks more appealing may actually distract students from the lesson at hand. Or that asking students to simply solve math problems might not be as effective as having them explain the steps of solutions that are already worked out--even some that are worked out incorrectly. This article presents an examination into the application of cognitive science to the curriculum design of middle school-level mathematics. It describes a proposed revision of a mathematics curriculum with particular attention to visual imagery, conceptual understanding promotion through new exercises and studies of old solved problems, and the use of targeted feedback testing. [This article was first published in WestEd's R&amp;D Alert, Vol. 15, No.1, 2014.]
Shared Data Reveal the Invisible Achievement Gap of Students in Foster Care
Author: WestEd
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Foster Care,At Risk Students,Data,Student Needs,Academic Persistence

At any given time, tens of thousands of children and youth in the U.S. are in the foster care system. Many have been abused, neglected, or abandoned, and they face a challenging journey of uncertainty, often not knowing where they will live next, where they will go to school, or whether they will have contact with friends and relatives. Child welfare professionals work diligently to support children in foster care but typically have no access to information about what happens during a large part of these children's lives--school. Similarly, educators often have no information about a student's foster care status. The lack of data makes it difficult, if not impossible, for adults to fully understand and support the academic needs of students in foster care. For the last few years, The Center for the Future of Teaching and Learning at WestEd has been working toward bridging this data divide in California, the state with the largest number of children and youth in foster care. Through funding from the Stuart Foundation, WestEd staff and a number of partners brokered a first-ever data-sharing agreement between the California Department of Social Services (CDSS) and the California Department of Education (CDE) as a critical step toward better understanding and serving the academic needs of youth in foster care. The initiative resulted in the report, &quot;The Invisible Achievement Gap: Education Outcomes of Students in Foster Care in California's Public Schools&quot;--a first-of-its-kind analysis linking statewide data from the child welfare and education systems, giving a fuller picture than ever before available of all K-12 students in the state's foster care system. This article discusses the data revealed in the initiative's report, which showed that students in foster care are a unique, at-risk group in desperate need of the kind of targeted support often provided to other at-risk subgroups. Findings also revealed a more detailed picture of how and why this population is struggling academically. [This article was first published in WestEd's R&amp;D Alert, Vol. 15, No.1, 2014.]
Under Construction: Benchmark Assessments and Common Core Math Implementation in Grades K-8. Formative Evaluation Cycle Report for the Math in Common Initiative, Volume 1
Author: Flaherty, John, Jr.
Date: 2014-09-26
Type: Reports - Research
Subjects: Benchmarking,Formative Evaluation,Program Implementation,Middle Schools,Elementary School Mathematics,State Standards,School Districts,Student Evaluation,Testing Programs,Educational Strategies,Achievement Gains,Achievement Rating,Evaluation Methods,Performance Factors,Educational Objectives,Systems Development,Strategic Planning

Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in mathematics (CCSS-M) across grades K-8. As the MiC initiative moves into its second year, one of the central activities that each of the districts is undergoing to support CCSS implementation involves putting in place new or revised student assessment processes or systems to better align with the new standards. This report examines the MiC districts' strategies and initial implementation efforts related to benchmark assessments used throughout the school year to assess student mastery of the CCSS-M and signal districts' progress. The report also highlights the range of approaches to developing and implementing benchmark assessments used across the MiC district community, in order to illuminate the challenges and headway that many districts in California, and perhaps beyond, are facing as they work to implement CCSS-M, specifically across grades K-8. [For Volume 2, see ED559582.]