ethanporcaro/eric-fulltext-meta huggingface dataset:
Adult Education Policy Framework
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Adult Education,Educational Policy,Adult Basic Education,English (Second Language),Second Language Learning,Student Financial Aid,Adult Students,Partnerships in Education,Academic Persistence,Articulation (Education),Transfer Students,Public Colleges,School Community Relationship,Reports

British Columbia (BC) has a rich history of accessible adult education programs. In recent years, these programs have undergone significant changes. In August 2017, a tuition-free policy for domestic students in Adult Basic Education (ABE) and English Language Learning (ELL) programs at public post-secondary institutions (PPSIs) was implemented. The elimination of tuition fees is aimed at improving access, allowing more students to gain the required skills to pursue their personal, education, training and employment goals. This framework focuses specifically on ABE, Adult Special Education (ASE) and ELL for domestic students in PPSIs. These programs are part of a suite of Adult Education (also known as developmental) programs that are delivered by 18 PPSIs across the province. These programs are focused on improving literacy, numeracy, English language skills, upgrading for further education, and job-ready skills. More than 20,000 students enrol in Adult Education programs at PPSIs each year before and/or while they enrol in and complete high school, career training and post-secondary programs. Approximately 60 school districts also deliver ABE programs through their Continuing Education centres across the province. Within school districts, adult students have a choice of completing the regular BC Certificate of Graduation, or the BC Adult Graduation Diploma (BCAGD), which has the same foundational course requirements but requires fewer electives. While tuition-free ABE is also available at school districts, this policy framework focuses primarily on the public post-secondary system that delivers Adult Education programs in BC. Policies in this framework identify whether they apply to ABE, ASE and/or ELL. This framework does not apply to federally funded ELL programs.
English Learner Education in Minnesota. Fall 2019 Report
Author: Minnesota Department of Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: English (Second Language),English Language Learners,At Risk Students,Language Proficiency,Cultural Influences,Multilingualism,Refugees,Immigrants,Special Education,Standardized Tests,Academic Achievement,School Readiness,Preschool Education,Elementary Secondary Education,State Aid,Federal Aid,Educational Finance,Student Diversity,Educational Legislation,Federal Legislation,Civil Rights Legislation,Court Litigation,State Legislation

The abilities to communicate in multiple languages and navigate distinct cultural settings are significant assets that need to be understood and supported in schools. Minnesota values schools that strive to recognize and build on the linguistic and cultural resources of students and families. Recognizing and building on the strengths and resources of multilingual learners not only supports the continued development and exploration of their home languages and cultures, but also can create welcoming and supporting spaces in which students take academic risks and more fully engage in school and classroom communities. In 2014 the Learning English for Academic Proficiency and Success (LEAPS) Act became law, signaling a shift toward more inclusive education policies that honor multilingualism and cultural competency as assets. These state and federal policies hold the promise of improving opportunities and outcomes for multilingual learners, including those identified with English learner (EL) status. These developments can reinforce and bolster the work of state, district and school staff to reimagine language development programs for multilingual learners in ways that emphasize enrichment, academic rigor, multilingualism and cultural competence. This report is intended for a number of audiences. It provides statutory and regulatory background information as well as Supreme Court cases pertaining to English learners. It describes the Minnesota Department of Education's (MDE) support of LEAs in implementing effective language instruction educational programs to ensure ELs are able to reach their academic potential. Additionally, it reports information about state and federal funds available to support ELs in Minnesota. [For the Fall 2018 report, see ED599023.]
Ministry of Advanced Education, Skills and Training 2019/20 Annual Service Plan Report
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Accountability,Budgets,Postsecondary Education,Public Agencies,Strategic Planning,Canada Natives,Access to Education,Disproportionate Representation,Career Readiness,Access to Information,Conflict Resolution,Educational Finance,Equal Education,Job Training

The Annual Service Plan Report is designed to meet the requirements of the &quot;Budget Transparency and Accountability Act&quot; (BTAA), which sets out the legislative framework for planning, reporting and accountability for Government organizations. Under the BTAA, the Minister is required to report on the actual results of the Ministry's performance related to the forecasted targets documented in the previous year's Service Plan. This year's Annual Service Plan is organized into the following sections: (1) Minister's Accountability Statement; (2) Letter from the Minister; (3) Purpose of the Annual Service Plan Report; (4) Purpose of the Ministry; (5) Strategic Direction; (6) Operating Environment; (7) Report on Performance: Goals, Objectives, Measures and Targets; and (8) Financial Report. [For the 2018/19 service plan, see ED604477.]
Ministry of Advanced Education, Skills and Training 2020/21-2022/23 Service Plan
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Accountability,Budgets,Postsecondary Education,Public Agencies,Strategic Planning,Canada Natives,Access to Education,Disproportionate Representation,Career Readiness,Access to Information,Conflict Resolution,Educational Finance,Equal Education,Job Training

This 2020/21 service plan outlines how the Ministry of Advanced Education, Skills and Training will support the government's priorities, including selected action items identified in the July 2017 Minister's Mandate Letter. Over the previous fiscal year, the Ministry of Advanced Education, Skills and Training made progress on these priorities by: (1) Investing nearly $20 million in co-developed post-secondary education and skills training with approximately 164 Indigenous communities, resulting in more Indigenous people furthering their education and obtaining employment; (2) Appointing Indigenous representation to boards of governors for all 25 public post-secondary institutions throughout British Columbia to ensure local Indigenous participation in post-secondary governance; (3) Increasing the affordability and accessibility of post-secondary education and training by eliminating interest accruing on B.C. government student loans, increasing access to new student housing throughout the province, and supporting safe post-secondary campuses for learners launching the 2019-20 Sexual Violence Prevention campaign; (4) Committing $9 million for co-op and work-integrated learning programs at public postsecondary institutions for students to gain invaluable hands-on experience for in-demand careers close to home; and (5) Expanding the Provincial Tuition Waiver Program for former youth in care to include the Native Education College and 10 union trainers in the construction trades. This performance plan outlines how the Ministry of Advanced Education, Skills and Training will continue to track progress on key mandate letter commitments and other emerging government priorities. [For the 2019/20-2021/22 service plan, see ED596324.]
Students Who Are Blind or Visually Impaired. Report to the Legislature as Required by Minnesota Statutes, Section 125A.63
Author: Minnesota Department of Education
Date: 2018-07-02
Type: Reports - Evaluative
Subjects: Blindness,Visual Impairments,Student Characteristics,Age Differences,Gender Differences,Racial Differences,Ethnicity,Language Usage,Graduation Rate,Special Education,Special Needs Students,Mathematics Achievement,Reading Achievement,Instructional Program Divisions,Geographic Regions,Enrollment,State Legislation,Access to Education,Teacher Competencies,Specialists,Visually Impaired Mobility,Educational Needs,Teacher Certification,Comorbidity,Elementary Secondary Education,Postsecondary Education,Transitional Programs

This report includes summaries of Minnesota student demographics, child count, enrollment counts, graduation rates, and assessment results for the 2015-16 and 2016-17 school years. The trend data reflects the achievements, milestones, and areas of concern for students with the primary disability classification of blind or visually impaired (BVI) at the statewide and regional levels. Also included are the needs, recommendations, and statewide resources specific to BVI.
Research in Applied Linguistics: A 21st-Century Bibliography
Author: ?Kumar, Thirumalaikolundu Rose
Date: 2020-00-00
Type: Reference Materials - Bibliographies
Subjects: Applied Linguistics,Language Research,Language Usage,Interpersonal Communication,Pragmatics,Sociolinguistics,Second Language Learning,Interlanguage,Speech Acts,Language Acquisition,Native Language,Self Esteem,Writing (Composition)

I have been interested in the study of language since I was a very young kid, and this caused me to give up everything else just to focus on the study of language. Applied linguistics has specifically been my passion and blessing, and every now and then I prepare a bibliography of research on applied linguistics for people who are interested in this very fascinating area. I have done a comprehensive search for the most trustworthy research studies conducted in this area in the first one-fifth of the 21st century which I present here to all of the interested people. This bibliography also includes a few to research studies from the 20th century, but its main focus is on the studies conducted between 2000 and 2020.
Adult Basic Education: A Guide to Upgrading in British Columbia&apos;s Public Post-Secondary Institutions. An Articulation Handbook, 2020/21 Edition
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Adult Basic Education,Public Colleges,Articulation (Education),Transfer Policy,Adult Literacy,Numeracy,Computer Science Education,Canada Natives,Biology,Chemistry,Physics,Science Education,Mathematics Education,Social Sciences,Career Planning,Secondary Education,Adult Students,Adult Learning,English,Ethnic Studies,Advisory Committees,Degree Requirements

This is the thirty-fifth edition of the Articulation Handbook for British Columbia's public postsecondary institutions. It has been updated for 2020-2021 through the dedicated efforts of the educators who participate in the working and steering committees. Articulation is a dynamic process that will never be completed. It brings order to the Adult Basic Education (ABE) program area offered by the post-secondary system and facilitates the transfer of course work and credits between participating institutions. The articulation process facilitates dialogue and sharing among professionals and it has effectively raised the status of this program area. Articulation has been supported by development of curriculum resources in the various disciplines that include: (1) Computer Studies; (2) Education and Career Planning; (3) English; (4) Indigenous ABE; (5) Adult Literacy Fundamental Studies; (6) Science: Biology, Chemistry and Physics; (7) Mathematics; and (8) Social Science: First Nations, Geography, History, Law and Psychology. [For the 2019-2020 edition, see ED615379.]
Facts for Teachers, 2016
Author: National Center for Education Statistics (ED)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Grade 4,Grade 8,Grade 12,Academic Achievement,History Instruction,Geography,Civics,Art Education,Music Education,Mathematics Achievement,Reading Achievement,Computer Assisted Testing,Student Evaluation

The National Assessment of Educational Progress (NAEP) is the largest nationally representative assessment of what our nation's students know and can do in subjects such as the arts, mathematics, reading, and writing. NAEP collects and reports information on student trends and performance at the national, state, and district levels. NAEP releases results as The Nation's Report Card. Teachers are essential partners in NAEP. Teachers make an important contribution by encouraging students to participate and do their best. This brief document highlights recent NAEP findings, information about the NAEP 2016 Program, and NAEP results. [For the 2015 edition, see ED555703.]
NAEP 2017 Facts for Teachers
Author: National Center for Education Statistics (ED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Computer Assisted Testing,Grade 4,Grade 8,Technology Uses in Education,Student Evaluation,Academic Achievement,Writing Achievement,Reading Achievement,Mathematics Achievement,History Instruction,Geography Instruction,Civics,Data Collection,Feedback (Response),Technology,Engineering,Gender Differences,Rural Urban Differences,Instruction,Time,Computer Uses in Education

The National Assessment of Education Progress (NAEP) is the largest continuing and nationally representative assessment of what the nation's students know and can do in subjects such as civics, geography, mathematics, reading, U.S. history, and writing. The results of NAEP are released as The Nation's Report Card. NAEP is a congressionally mandated project administered by the National Center for Education Statistics, within the U.S. Department of Education and the Institute of Education Sciences. While states have their own unique assessments with different content standards, the same NAEP assessment is administered in every state, providing a common measure of student achievement. Teachers make an important contribution by encouraging their students to participate and do their best in order to achieve the most accurate measure possible of student achievement across the country. Additionally, teachers can use NAEP questions as an educational resource in the classroom. This document provides teachers with information about NAEP digitally based assessments (DBA), NAEP DBA online tutorials, NAEP survey questionnaires, NAEP's technology and engineering literacy (TEL) assessment, administration of the NAEP program in 2017, and NAEP results.
An Analysis of Existing Short-Term Postsecondary Programs
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2020-00-00
Type: Reports - Research
Subjects: Postsecondary Education,College Programs,Program Length,Labor Force Development,Vocational Education,Educational Legislation,Federal Legislation,Higher Education,Student Financial Aid,Student Characteristics,Program Attitudes,State Policy,Federal Aid,Alignment (Education),Program Development,Program Implementation,State Aid,School Business Relationship

It has become increasingly difficult to succeed in the U.S. workforce with only a high school diploma. While 75% of the middle-class workforce had only a high school education in the 1970s, that percentage dropped to below 40% by 2007. An estimated two-thirds of all jobs in 2020 will require some postsecondary training, up from just a quarter of all jobs in 1973. Many of these jobs, however, only require short-term postsecondary training as opposed to a lengthier certificate or degree. However, many Americans simply cannot afford the costs of the training needed to gain the skills required for these types of jobs. What's more, the COVID-19 pandemic has already resulted in the highest rates of unemployment since the Great Depression, and those without any type of postsecondary attainment have been hit by job loss at higher rates than those with postsecondary experience. These combined effects, along with the growing national spotlight on student indebtedness and the related question of whether college pays off, have turned attention to non-degree, postsecondary credentials. The increased focus on multiple education pathways has opened the conversation to expanding eligibility for the federal student aid programs authorized in Title IV of the Higher Education Act of 1965 (HEA). Currently, the HEA primarily targets those students in more traditional degree programs. One potential expansion under consideration by Congress is to allow aid for short-term programs of less than 600 clock hours or 16 credit hours over less than 15 weeks of instruction. However, no single, comprehensive source of national data exists that can inform conversations around extending HEA Title IV aid to short-term programs. In this project, the authors attempted to contribute to the existing body of knowledge about short-term programs with a national landscape analysis. The authors conducted this analysis in four parts: a survey of three national membership organizations, focus groups, telephone interviews, and a collection of program-level data. While this research yielded useful facts and anecdotes about short-term programs, it also highlighted the difficulty of gathering and aggregating piecemeal data into a substitute for a national data source. The authors hope the findings identify areas for further research and inform future data collection efforts. [The research presented in this report is the result of a partnership between the National Association of Student Financial Aid Administrators (NASFAA), Advance CTE, and the Association for Career and Technical Education (ACTE).]
NASFAA Task Force Report: Administrative Capability
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2020-00-00
Type: Reports - Research
Subjects: College Administration,Student Financial Aid,Compliance (Legal),Higher Education,Educational Legislation,Federal Legislation,Capacity Building,Student Financial Aid Officers,Professional Associations

The Administrative Capability Task Force was convened by the National Association of Student Financial Aid Administrators (NASFAA) to deliver a report containing recommendations that could provide better support for financial aid offices, ensuring they are able to meet administrative capability standards. The task force comprised a geographically diverse group of NASFAA members from all types of postsecondary institutions. Based on research and discussions, the task force developed three recommendations for ways in which NASFAA can be instrumental in the improvement of administrative capability on campuses. To address the issues outlined above, this task force presents three recommendations for NASFAA, which are outlined in more detail within this report: (1) Repackage existing products into an Administrative Capability Toolkit that will provide a one-stop shop for resources to assist an institution in assessing its administrative capability; (2) Collaborate with the American Council on Education (ACE) to educate campus chief executive officers regarding the importance of their understanding of and commitment to ensuring campus compliance with the Higher Education Act and associated regulations; and (3) Further study specific administrative relief or regulatory incentives for institutions that demonstrate administrative capability.
Science Framework for the 2019 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Science Achievement,Science Tests,Test Content,Elementary Secondary Education,Grade 4,Grade 8,Grade 12,Scientific Principles,Inquiry,Test Items,English Language Learners,Students with Disabilities,Academic Standards,Physical Sciences,Biological Sciences,Earth Science,Space Sciences,Test Construction,Technology,Design,Science Process Skills

The National Assessment of Educational Progress (NAEP) measures student science achievement nationally, state by state, and, most recently, across selected urban school districts. Periodically, the framework underlying the science assessment is revised or updated. This document, &quot;Science Framework for the 2019 National Assessment of Educational Progress,&quot; is based on the same framework used for the 2009 NAEP Science Assessment. The framework provides guidance on the science content to be assessed, the types of assessment questions, and the administration of the assessment. It also describes the science content and science practices that form the basis for the NAEP Science Assessment. It also discusses item distribution and types of items, as well as draft achievement levels. Finally, it recommends several small-scale, special studies to be considered in conjunction with the science assessment. The framework that guided the NAEP Science Assessments administered in the past was developed in the early 1990s. Since then, several developments have taken place, making it necessary to create a new framework for assessing science in 2009 and beyond. [For &quot;Science Assessment and Item Specifications for the 2009 National Assessment of Educational Progress,&quot; see ED507254.]
NAEP 2018 Facts for Teachers
Author: National Center for Education Statistics (ED)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Computer Assisted Testing,Grade 4,Grade 8,Technology Uses in Education,Student Evaluation,Academic Achievement,Writing Achievement,Reading Achievement,Mathematics Achievement,History Instruction,Geography Instruction,Civics,Technology,Engineering,Gender Differences,Computer Uses in Education,Grade 12,Science Achievement,Racial Differences,Ethnicity,Art Education,Music Education

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as mathematics, reading, science, and writing, as well as civics, geography, U.S. history, and technology and engineering literacy. The results of NAEP are released as The Nation's Report Card. NAEP is a congressionally mandated project administered by the National Center for Education Statistics, within the U.S. Department of Education and the Institute of Education Sciences. While states have their own unique assessments with different content standards, the same NAEP assessment is administered in every state, providing a common measure of student achievement. This brief document highlights the NAEP 2018 program (January 29-March 9, 2018), the essential partnership between NAEP and teachers, and recent NAEP results. [For &quot;NAEP 2017 Facts for Teachers,&quot; see ED608483.]