ethanporcaro/eric-fulltext-meta huggingface dataset:
Postsecondary Education Propels Utah&apos;s Economy Forward. Issue Brief
Author: Mayne, Carrie
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Economic Development,Labor Force Development,Higher Education,College Role,Job Training,Employment Level,Unemployment,Enrollment Trends,Wages,Educational Attainment,Occupations,Alignment (Education),Academic Degrees

Between Utah's strong economic measures and numerous nationally recognized achievements (i.e. Best States Rankings, Top States for Business 2019, Utah Ranks Among the Fastest Growing States in the Nation), it is clear that the state's economy has experienced one of the strongest expansions in the country. As Utah's economy prospers, the need for an educated, skilled workforce has increased. Correspondingly, as individuals earn postsecondary credentials, increased benefits can be seen in lower unemployment rates and growing wage premiums. The Utah System of Higher Education has played a significant role in the state's success. By providing educational opportunities that align with industry need and the desires of students, the education-workforce pipeline continues to respond to the needs of Utah's economy.
State Scholarship Redesign Recommendations. Issue Brief. No. 2020-1
Author: Utah System of Higher Education (USHE)
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Scholarships,State Programs,Higher Education,Program Design,Evaluation Criteria,Resource Allocation

The Utah System of Higher Education (USHE) Board of Regents organized the State Scholarship Task Force to examine how best to redesign existing scholarship programs to meet the needs of the state without requiring additional funding. The criteria considered by the State Scholarship Task Force and their recommendations are provided. Details regarding three of the larger state scholarship programs are found at the end of the paper. [This issue brief was prepared by the USHE Board of Regents State Scholarship Task Force.]
Exploring the Recognition of Prior Learning in Australian VET. Research Report
Author: Osborne, Kristen
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Prior Learning,Vocational Education,Foreign Countries,Educational Trends,Apprenticeships,Geographic Regions,Student Characteristics,Predictor Variables,Work Experience,Job Skills,Recognition (Achievement),Educational Finance,Enrollment,Certification,Qualifications,Job Training,Industry

This report explores, from a variety of perspectives, the volume and nature of recognition of prior learning (RPL) currently granted in the Australian vocational education and training (VET) system. Of particular interest are the areas where most RPL is taking place, including the qualifications being completed with high rates of RPL. The report also includes an analysis of the factors that most affect the likelihood of RPL being granted to a student. Over the last four years, the rate of RPL being granted has fallen. During this time, the completion of subjects through RPL has only represented a small proportion of all successful results. Some general trends are identified in the areas where the rate of RPL granted is higher. In 2018, a higher proportion of successfully completed subjects with an RPL result (7%) was found in training package qualifications, compared with less than 1% for any other program type. Significant differences in the granting of RPL among the Australian states and territories are evident. Between 2015 and 2018 the trends in granting RPL also differed between the states and territories, with some rising or falling, while others remained stable. The student perspective on the granting of RPL is also examined in the report. Overall, the student analysis found that no single element of a student's background or characteristics was a strong determinant in the granting of RPL. The overall analysis demonstrated that no single element stood out as a predictor of RPL being granted, with the results confirming that the granting of RPL relies on a complex interplay of factors. While some factors might be more likely to predict an RPL outcome than others, no one single factor can be relied upon to explain RPL outcomes.
Meeting the Learning Needs of Historically Underserved Students during and after California School Closures. Crisis Response Resource
Author: Bowman, Alicia
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: School Closing,Disease Control,Public Schools,Crisis Management,Access to Education,Online Courses,Distance Education,Barriers,Teacher Competencies,Planning,Family Environment,Food,Student Needs,At Risk Students,Access to Computers,Internet,Teacher Role,Readiness,COVID-19,Pandemics

School closures intended to slow the spread of the new coronavirus have been forcing California's public-school leaders to apply their crisis-management skills to the enormous task of delivering instruction to some 6.2 million students across the state who, for an indefinite period, must engage in some type of distance learning. Even under normal conditions, many of California's districts and schools struggle to adequately serve the full range of their highly diverse student populations. Today's extraordinary circumstances only add to the challenge. In doing so, they serve as a call to action for rethinking how to meet the learning needs of student groups that have been on the wrong side of long-standing opportunity gaps.
Longitudinal Fluidity in Collegiate Food Security: Disruptions, Restoration, and Its Drivers. Spotlight Report Brief
Author: Cornett, Allyson
Date: 2020-01-00
Type: Reports - Research
Subjects: College Students,Student Needs,Hunger,Housing,Student Financial Aid,Expenditures,Income,Student Employment,Poverty,Welfare Services

In January 2017, Trellis launched the Financial Security Study (FSS) to shed light on a broad set of questions related to students' basic needs and academic experiences. Working with 11 institutions in Texas and Florida from late January to October of 2017, researchers interviewed 72 students every 30 days or so to discuss their recent experiences with academics, finances, work, meeting basic needs, and anything else identified as significant in their lives. This brief contains key findings and take-aways from these discussions as they relate to the intersection of students' financial stability and food security over time.
2019-20 Fingertip Facts
Author: Utah State Board of Education
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Gender Differences,African American Students,American Indian Students,Asian American Students,White Students,Hispanic American Students,Multiracial Persons,Pacific Islanders,Low Income,Limited English Speaking,Students with Disabilities,College Entrance Examinations,Academic Achievement,Reading Achievement,Language Arts,Mathematics Achievement,Science Achievement,Vocational Education,Career Readiness,Public Education,Educational Finance,Financial Support,Tuition,Fees,Taxes,Investment,School Personnel,Expenditures,Costs,Maintenance,Transportation,Elementary Secondary Education,Institutional Characteristics,Graduation Rate,Racial Differences,Ethnicity,Enrollment,Advanced Placement,Dual Enrollment,Standardized Tests,State Standards

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. This year's Fingertip Facts includes the following data sets: (1) RISE Testing, 2018-19; (2) Utah ASPIRE Testing, 2018-19; (3) 2019 Utah ACT Scores; (4) CTE Career Pathways; (5) 2019 Public Education General Fund; (6) 2019 Number of Licensed Educators; (7) 2018-19 Graduation Rates; (8) 2019 Public School Enrollment Demographics; (9) Public Schools by Grade Level, 2019-20; (10) 2019 Public School Enrollment; (11) Advanced Placement; (12) Concurrent Enrollment; and (13) 2020 Utah State Board of Education. [For &quot;Utah State Board of Education Fingertip Facts, 2018-19,&quot; see ED601990.]
Improve Your Implementation Science Smarts--Virtually!
Author: University of North Carolina at Chapel Hill, State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center
Date: 2020-03-00
Type: Guides - Classroom - Learner
Subjects: Skill Development,Program Implementation,Teamwork,Improvement,Evidence Based Practice,Training,Coaching (Performance),Fidelity,Educational Innovation,Change Strategies

This guide provides learning resources on the Active Implementation Hub for the Active Implementation Frameworks' concepts, practices, tools, and necessary skills. These skills and abilities are essential to implementation capacity development and systems change for successful scaling of effective innovations. This guide begins with an overview of Implementation Science and then progresses through learning about implementation stages, implementation drivers, implementation teams, usable innovations, improvement cycles, and scaling up of innovations.
Instructional Approaches: Explicit and Inquiry-Based Instruction
Author: Utah State Board of Education
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Inquiry,Direct Instruction,Student Centered Learning,Learner Engagement,Scaffolding (Teaching Technique)

Educators are constantly faced with the question of how to best present material that is optimally &quot;learnable&quot; for the different students they are trying to reach. The instructional approach selected is based on the intention of the learning. In general, two main approaches are used in today's instruction: explicit instruction or inquiry-based instruction. This document defines explicit instruction and inquiry-based instruction, and discusses why, how, and when to use these instructional approaches.
Getting It Right: Using Implementation Research to Improve Outcomes in Early Care and Education
Author: Foundation for Child Development
Date: 2020-00-00
Type: Collected Works - General
Subjects: Early Childhood Education,Research Utilization,Outcomes of Education,Educational Research,Randomized Controlled Trials,Program Effectiveness,Program Implementation,Preschool Education,Equal Education,Educational Quality,Research Design,Qualitative Research,Child Development,Professional Development

As the number of publicly funded early childhood education (ECE) programs increases, policymakers will need empirical evidence to justify the taxpayer investment. Such justification will require a stronger understanding of the essential components of an ECE program's design, as well as solid evidence on which components, or constellations of components, are most effective in achieving strong outcomes for specific subgroups of children. Expectations for child outcomes must be based on the realities of the program components, the target populations, and the financial and human resources that support program implementation. The need for more robust quantitative and qualitative data to ensure stronger outcomes for all young children and significantly narrow the opportunity and achievement gap for minoritized children and those living in poverty. Believing in magic will not produce strong outcomes (Brooks-Gunn, 2003). Overpromising and underdelivering will have catastrophic results for the children and families who might benefit most from ECE initiatives. This volume asserts that randomized controlled trials (RCTs) could be greatly enhanced by the findings from rigorous empirical data that provide contextual information about the participants, the settings, and the overall conditions under which the treatment is conducted. Throughout this volume, this type of analysis is referred to broadly as implementation research. However, the intent is not to provide a single definition of implementation research. Rather, the hope is to initiate a conversation that is centered on what else needs to be explored about how ECE programs are operationalized and what shape the research might take.
The Pros, Cons and Necessity of Multicultural Education
Author: Erbas, Yahya Han
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Competencies,Student Diversity,Cultural Pluralism,Cultural Awareness,Multicultural Education,Graduate Study,Preservice Teachers,Teacher Education,Teacher Attitudes,Student Attitudes,Democratic Values,Empathy,Social Influences,Political Issues

This study aims to create a framework through which teachers and teacher candidates in Turkey will be better prepared to not only discuss issues of diversity but to also teach students from diverse backgrounds and culture. The primary purpose of this research is to become familiar with teachers' and teacher candidates' perceptions and true and false notions regarding multiculturalism, multicultural education and issues of diversity, once they have completed a graduate-level multicultural education course. This was facilitated via interviews, which provided the teachers and teacher candidates with opportunities to both share their own experiences. Through the research, teachers and teacher candidates examined what they have learned after taking a master's-level multicultural education course, and they discussed multiculturalism and its dimensions, which will be pertinent to their future classrooms. Further, they learned how this course would help them to build an understanding with regard to multiculturalism, multicultural education and diversity, and they learned how to successfully survive amidst cultural diversity.
Opening the Locks on Opportunity: Career Readiness and the High School Diploma
Author: Washington State Board of Education
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Career Readiness,Guidelines,Educational Policy,High School Graduates,State Boards of Education,Meetings,Labor Force Development,Laws,Parent Attitudes,Student Attitudes,Stakeholders,Public Agencies,Organizations (Groups),Advocacy,Strategic Planning,Educational Legislation,Educational Practices,Education Work Relationship,Outcomes of Education

What would it take for all students completing high school in Washington to be ready for their next step? What common knowledge and skills should students have to be successful in an array of pathways leading to countless careers? For the past two years, the State Board of Education (SBE), with the support of a National Association of State Boards of Education (NASBE) Deeper Learning Stipend, has explored and discussed career readiness within the context of Washington's high school diploma. The SBE has held joint meetings with Washington's Workforce Training and Education Coordinating Board (the Workforce Board), and has met with and discussed career readiness with agency partners, parents, students, and community members. This report, &quot;Career Readiness and the High School Diploma,&quot; is organized into three sections: (1) The Washington High School Diploma--where are we now?--this section summarizes the current policy basis for the Washington diploma. A framework for a definition of career readiness within the context of the high school diploma is suggested, based on current law, policies, and discussions with stakeholders; (2) What have we learned?--a look at what is happening in career readiness around Washington, this section highlights current practices and initiatives by different Washington agencies and organizations. This section is intended to help the Board identify possible policy gaps and appropriate partners for possible policy recommendations or advocacy; and (3) Where do we go from here?--a discussion of options for further work for the state and for the Board to consider in strategic planning and the adoption of future legislative agendas.
Apprentice and Trainee Experience and Destinations - 2008, 2010 and 2019. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2020-00-00
Type: Reports - Research
Subjects: Apprenticeships,Trainees,Vocational Education,Foreign Countries,Graduates,Withdrawal (Education),Student Motivation,Academic Persistence,Student Satisfaction,Building Trades

This publication summarises the outcomes of apprentices and trainees who completed (completers) or cancelled or withdrew (non-completers) from an apprenticeship or traineeship. The figures are derived from the 2008, 2010 and 2019 Apprentice and Trainee Experience and Destination Surveys. Information is presented on apprentices' and trainees' reasons for training, their employment outcomes, reasons for non-completion, further study outcomes and satisfaction with the apprenticeship or traineeship.
Practice Profile for Coaching. Version 1.8
Author: Cusumano, D.
Date: 2019-08-30
Type: Information Analyses
Subjects: Coaching (Performance),Best Practices,Educational Objectives,Training Objectives,Prompting,Feedback (Response),Cooperation,Data Use,Knowledge Base for Teaching,Scaffolding (Teaching Technique)

Practice Profiles provide structure to the process of making a practice teachable, learnable, and assessable. This Coaching Practice Profile synthesizes research on coaching best practices to guide development of learning modules, training supports, and infrastructure for effective and efficient coaching.
Designing Leadership Academies for Principal Professional Learning
Author: American Institutes for Research (AIR), State Support Network
Date: 2020-04-00
Type: Guides - Non-Classroom
Subjects: Principals,Leadership Training,State Programs,Educational Improvement,Program Design,Program Implementation,Professional Development,Elementary Secondary Education,Educational Legislation,Federal Legislation,Leadership Responsibility

A leadership academy is a formal professional learning opportunity for current school leaders, focused on augmenting knowledge and skills, increasing specialization, and refreshing leadership practices. States interested in supporting leadership academies through federal or other funding sources can look to current models of leadership academies to inform design and implementation decisions. This resource shares insights from a review of 10 current state and regional leadership academies, including trends in their design. The purpose of this resource is to help states better understand how to design and implement state leadership academies to support school improvement. This resource includes three main sections: (1) Review of the Evidence Around Leadership Academies; (2) Trends in Leadership Academy Design and Content; and (3) Considerations for Implementing and Sustaining Leadership Academies.
Needs Assessment Guidebook: Supporting the Development of District and School Needs Assessments
Author: Cuiccio, Cary
Date: 2018-05-00
Type: Guides - Non-Classroom
Subjects: Needs Assessment,Educational Improvement,Elementary Secondary Education,Educational Legislation,Federal Legislation,Program Implementation,School Districts,Data Analysis,Stakeholders,Data Interpretation,State Government,Government School Relationship

This guidebook is designed to support state and local leaders in the first step in the improvement process, the development and facilitation of a needs assessment. The guidebook does the following: (1) Reviews some of the major school-improvement-related needs assessment requirements found in the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act; (2) Introduces the elements of a successful needs assessment; (3) Presents a practical approach to addressing those elements across the phases of needs assessment implementation; (4) Describes supports that states can provide to districts, and districts to schools, in the implementation of effective needs assessments; and (5) Discusses the role of needs assessment within a continuous improvement process.
Utah 2019 Graduation Rates
Author: Utah State Board of Education
Date: 2020-04-02
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,High School Graduates,Dropout Rate,Student Characteristics,Asian American Students,American Indian Students,Hispanic American Students,Pacific Americans,White Students,Low Income Students,English Language Learners,Students with Disabilities,School Districts,High Schools,Gender Differences,Ethnicity,Racial Differences

The Every Student Succeeds Act (ESSA) requires the state to calculate a four-year cohort rate. Utah implemented the federally defined cohort graduation rate in 2008. The graduation rate for the 2019 cohort includes all students who started ninth grade in the 2013-14 school year, plus students who transferred into the Utah public education system after ninth grade. Students in the cohort have four possible final outcomes: (1) Graduate; (2) Continuing student; (3) Other completer; and (4) Dropout. Highlights from this report include the following: (1) Utah's state graduation rate for the 2019 cohort is 87.4%; (2) The &quot;Asian&quot; race/ethnicity group had the highest graduation rate (91.4%) of all reported student groups; (3) A total of 42,098 students graduated from Utah's high schools; and (4) Utah's graduation rate has increased from 84.7% in 2015 to 87.4% in 2019. [For &quot;Utah 2018 Graduation Rates,&quot; see ED601938.]
This Is Not a Drill: Education-Related Response and Recovery in the Wake of Natural Disasters. Hearing before the Subcommittee Early Childhood, Elementary, and Secondary Education, Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, First Session (June 5, 2019). Serial Number 116-27
Author: US House of Representatives. Committee on Education and Labor, Subcommittee on Early Childhood, Elementary, and Secondary Education
Date: 2020-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Natural Disasters,Emergency Programs,Crisis Management,Early Childhood Education,School Safety,Trauma,School Counseling,Posttraumatic Stress Disorder,Mental Health,Federal Aid,Academic Achievement

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine the Federal Government's response to school communities impacted by natural disasters and the diverse challenges our schools face on the road to recovery. Member statements were presented by: (1) Honorable Rick W. Allen, Ranking Member, Subcommittee Early Childhood, Elementary, and Secondary Education; and (2) Honorable Gregorio Kilili Camacho Sablan, Chairman, Subcommittee Early Childhood, Elementary, and Secondary Education. Witness statements were presented by: (1) Frank Brogan, Assistant Secretary for Elementary and Secondary Education, U.S. Department of Education, Washington, DC; (2) Glenn Munã, Coventry, Commissioner, CNMI Public School System, Saian, M.; (3) Rosa Sota-Thomas, President, St. Croix Federation of Teachers AFT Local 1826, Kingshill, St. Croix, Virgin Islands; (4) John L. Winn, Florida Commissioner of Education, Tallahassee, Florida; and (5) Steve Herrington, Superintendent of Schools, Sonoma County Schools, Santa Rosa, California. Additional submissions include: (1) Questions submitted for the record by: Honorable Robert C. Scott, a Representative in Congress from the State of Virginia; and Honorable Van Taylor, a Representative in Congress from the State of Texas; and (2) Responses to questions submitted for the record by: Mr. Brogan and Mr. Winn.