ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging Summer 2020 Learning Programs: A Strong, Healthy Summer Start. Updated
Author: Vermont Agency of Education
Date: 2020-05-29
Type: Guides - Non-Classroom
Subjects: Summer Programs,Guidelines,COVID-19,Pandemics,Program Administration,Safety,Health

This communication highlights guiding considerations and allowable practical strategies for 2020 Summer Learning Programs offered by Vermont supervisory unions/districts (SUs/SDs) as they engage in planning efforts to support Continuity of Learning and a strong healthy start to the 2020-2021 school year. Supervisory Unions/Districts (SUs/SDs) that have afterschool and summer programs in place can consider how to leverage those existing investments to support planning for continuity of learning and a strong healthy start to next school year. The Agency of Education (AOE) offers guiding considerations and practical strategies, that are presented in this report, when planning for summer programming
Proceedings of the 2019 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2019 du Groupe Canadien d&apos;Étude en Didactique des Mathématiques (43rd, Antigonish, Nova Scotia, May 31-June 4, 2019)
Author: Holm, Jennifer, Ed.
Date: 2020-05-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Problem Based Learning,Teaching Methods,Postsecondary Education,College Mathematics,Elementary School Mathematics,Teacher Education,Theory Practice Relationship,Cooperation,Data Use,Interdisciplinary Approach,Secondary School Mathematics,Middle Schools,Culturally Relevant Education,Indigenous Knowledge,Mental Computation,Numbers,Multiplication,Creativity,Cooperative Learning,Adolescents,Identification (Psychology),English (Second Language),Second Language Learning,Flipped Classroom,Teacher Attitudes,Video Technology,Learning Problems,Comprehension,Mathematical Formulas,Mathematics Achievement,Problem Solving,Outreach Programs,Electronic Learning,Student Attitudes,Teacher Expectations of Students,Academic Ability,Classroom Environment

The 43rd meeting of Canadian Mathematics Education Study Group (CMESG) was held at St. Francis Xavier University in Antigonish, Nova Scotia (May 31-June 4, 2019). This meeting marked only the third time CMESG/GCEDM (Groupe Canadien d'Étude en Didactique des Mathématiques) had been held in Nova Scotia (1996, 2003), and the first time it had been held at St. Francis Xavier University. The meeting was attended by 116 participants, 25 of which were first timers. The meeting featured a scientific program organized into six working groups, four topic sessions, five new PhD presentations, 18 gallery walk presentations, and 12 AdHoc sessions. Twenty-six papers are included in these proceedings--two are written in French, eight are provided in both French and English, and the remainder are written in English. [For the 2018 proceedings, see ED595075.]
Fiscal Year 2013 Monitoring Report on the U.S. Territory of the Virgin Islands Division of Disability and Rehabilitation Services Vocational Rehabilitation Program
Author: Rehabilitation Services Administration (ED)
Date: 2013-04-08
Type: Reports - Evaluative
Subjects: Disabilities,Federal Legislation,Vocational Rehabilitation,Compliance (Legal),Program Evaluation,State Programs,State Agencies,Technical Assistance,Resource Allocation,Administrative Organization,Transitional Programs,Educational Finance,Program Implementation,Grants,Costs,Employment Level

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a state vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under section 101 of the Rehabilitation Act and with the evaluation standards and performance indicators established under Section 106. In addition, the commissioner must assess the degree to which VR agencies are complying with the assurances made in the State Plan Supplement for Supported Employment (SE) Services under Title VI, part B, of the Rehabilitation Act. Through its monitoring of the VR and SE programs administered by the Virgin Islands Division of Disability and Rehabilitation Services (VIDDRS) in federal fiscal year (FY) 2013, RSA: (1) reviewed the VR agency's progress toward implementing recommendations and resolving findings identified during the prior monitoring cycle (FY 2007 through FY 2010); (2) reviewed the VR agency's performance in assisting eligible individuals with disabilities to achieve high-quality employment outcomes; (3) recommended strategies to improve performance and required corrective actions in response to compliance findings related to three focus areas, including: (a) organizational structure requirements of the designated state agency (DSA) and the designated state unit (DSU); (b) transition services and employment outcomes for youth with disabilities; and (c) the fiscal integrity of the VR program; (4) discussed emerging practices related to the three focus areas and other aspects of the VR agency's operations; and (5) provided technical assistance to the VR agency to enable it to enhance its performance and to resolve findings of noncompliance. The nature and scope of this review and the process by which RSA carried out its monitoring activities, including the conduct of concentrated review activities the week of November 26 through 30, 2012, is described in detail in the FY 2013 Monitoring and Technical Assistance Guide for the Vocational Rehabilitation Program (ED610129).
Fiscal Year 2013 Monitoring Report on the West Virginia Division of Rehabilitation Services Vocational Rehabilitation Program
Author: Rehabilitation Services Administration (ED)
Date: 2013-09-24
Type: Reports - Evaluative
Subjects: Disabilities,Federal Legislation,Vocational Rehabilitation,Compliance (Legal),Program Evaluation,State Programs,State Agencies,Technical Assistance,Resource Allocation,Administrative Organization,Transitional Programs,Program Implementation,Grants,Costs,Employment Level,Youth Employment,Program Budgeting

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a state vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under section 101 of the Rehabilitation Act and with the evaluation standards and performance indicators established under Section 106. In addition, the Commissioner must assess the degree to which VR agencies are complying with the assurances made in the State Plan Supplement for Supported Employment (SE) Services under Title VI, part B, of the Rehabilitation Act. Through its monitoring of the VR and SE programs administered by the West Virginia Division of Rehabilitation Services (WVDRS) in federal fiscal year (FY) 2013, RSA: (1) reviewed the VR agency's progress toward implementing recommendations and resolving findings identified during the prior monitoring cycle (FYs 2007 through 2010); (2) reviewed the VR agency's performance in assisting eligible individuals with disabilities to achieve high-quality employment outcomes; (3) recommended strategies to improve performance and required corrective actions in response to compliance findings related to three focus areas, including: (a) organizational structure requirements of the designated state agency (DSA) and the designated state unit (DSU); (b) transition services and employment outcomes for youth with disabilities; and (c) the fiscal integrity of the VR program; (4) identified emerging practices related to the three focus areas and other aspects of the VR agency's operations; and (5) provided technical assistance (TA) to the VR agency to enable it to enhance its performance and to resolve findings of noncompliance. The nature and scope of this review and the process by which RSA carried out its monitoring activities, including the conduct of an on-site visit from March 4, 2013 through March 7, 2013, is described in detail in the FY 2013 Monitoring and Technical Assistance Guide for the Vocational Rehabilitation Program (ED610129).
Fiscal Year 2013 Monitoring Report on the Vermont Division for the Blind and Visually Impaired Vocational Rehabilitation Program
Author: Rehabilitation Services Administration (ED)
Date: 2013-04-30
Type: Reports - Evaluative
Subjects: Disabilities,Federal Legislation,Vocational Rehabilitation,Compliance (Legal),Program Evaluation,State Programs,State Agencies,Technical Assistance,Resource Allocation,Administrative Organization,Transitional Programs,Educational Finance,Program Implementation,Grants,Costs,Blindness,Visual Impairments,Employment Level

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a state vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under section 101 of the Rehabilitation Act and with the evaluation standards and performance indicators established under Section 106. In addition, the commissioner must assess the degree to which VR agencies are complying with the assurances made in the State Plan Supplement for Supported Employment (SE) Services under Title VI, part B, of the Rehabilitation Act. Through its monitoring of the VR and SE programs administered by the Vermont Division for the Blind and Visually Impaired (DBVI) in federal fiscal year (FY) 2013, RSA: (1) reviewed the VR agency's progress toward implementing recommendations and resolving findings identified during the prior monitoring cycle (FY 2007 through FY 2010); (2) reviewed the VR agency's performance in assisting eligible individuals with disabilities to achieve high-quality employment outcomes; (3) recommended strategies to improve performance and required corrective actions in response to compliance findings related to three focus areas, including: (a) organizational structure requirements of the designated state agency (DSA) and the designated state unit (DSU); (b) transition services and employment outcomes for youth with disabilities; and (c) the fiscal integrity of the VR program; (4) identified emerging practices related to the three focus areas and other aspects of the VR agency's operations; and (5) provided technical assistance to the VR agency to enable it to enhance its performance and to resolve findings of noncompliance. The nature and scope of this review and the process by which RSA carried out its monitoring activities, including the conduct of an on-site visit from January 28 through 30, 2013, is described in detail in the FY 2013 Monitoring and Technical Assistance Guide for the Vocational Rehabilitation Program (ED610129).
Fiscal Year 2013 Monitoring Report on the Washington Division of Vocational Rehabilitation
Author: Rehabilitation Services Administration (ED)
Date: 2013-09-20
Type: Reports - Evaluative
Subjects: Disabilities,Federal Legislation,Vocational Rehabilitation,Compliance (Legal),Program Evaluation,State Programs,State Agencies,Technical Assistance,Resource Allocation,Administrative Organization,Transitional Programs,Program Implementation,Grants,Costs,Employment Level,Youth Employment,Program Budgeting

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a state vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under section 101 of the Rehabilitation Act and with the evaluation standards and performance indicators established under Section 106. In addition, the commissioner must assess the degree to which VR agencies are complying with the assurances made in the State Plan Supplement for Supported Employment (SE) Services under Title VI, part B, of the Rehabilitation Act. Through its monitoring of the VR and SE programs administered by the Washington Division of Vocational Rehabilitation (WADVR) in federal fiscal year (FY) 2013, RSA: (1) reviewed the VR agency's progress toward implementing recommendations and resolving findings identified during the prior monitoring cycle (FY 2007 through FY 2010); (2) reviewed the VR agency's performance in assisting eligible individuals with disabilities to achieve high-quality employment outcomes; (3) recommended strategies to improve performance and required corrective actions in response to compliance findings related to three focus areas, including: (a) organizational structure requirements of the designated state agency (DSA) and the designated state unit (DSU); (b) transition services and employment outcomes for youth with disabilities; and (c) the fiscal integrity of the VR program; (4) identified emerging practices related to the three focus areas and other aspects of the VR agency's operations; and (5) provided technical assistance to the VR agency to enable it to enhance its performance and to resolve findings of noncompliance. The nature and scope of this review and the process by which RSA carried out its monitoring activities, including the conduct of an on-site visit from March 4 through 7, 2013, is described in detail in the FY 2013 Monitoring and Technical Assistance Guide for the Vocational Rehabilitation Program (ED610129).
Mastery-Based Learning in Washington State. Report Summary
Author: Washington State Board of Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Mastery Learning,Access to Education,Barriers,State Programs,Graduation Requirements,Career Readiness,College Readiness,Competency Based Education,Credits,Alignment (Education),Educational Change,Program Improvement,Middle School Students,High School Students

Schools are experiencing unprecedented disruption, forcing educators to think differently about how they engage with their students and forcing changes to longstanding systems that have been established to deliver education. This presents an opportunity to not only discover ways to address education during the coronavirus pandemic, but also to address the much longer standing pandemic of racism that has plagued society and the school systems. The collective &quot;why&quot; calls for a transformation from a traditional system to a mastery-based learning (MBL) approach. The Mastery-based Learning (MBL) Work Group looked for ways to increase student access to relevant and robust mastery-based academic pathways aligned to personal career goals and postsecondary education. The Work Group also reviewed the role of the High School and Beyond Plan (HSBP) in supporting mastery-based learning. The recommendations of the Work Group are described in a report to the Washington State Legislature, and summarized in this brief. [For the full report, see ED610100. For the interim report, see ED610102.]
Fiscal Year 2013 Monitoring Report on the Washington Department of Services for the Blind Vocational Rehabilitation Program
Author: Rehabilitation Services Administration (ED)
Date: 2013-10-21
Type: Reports - Evaluative
Subjects: Disabilities,Federal Legislation,Vocational Rehabilitation,Compliance (Legal),Program Evaluation,State Programs,State Agencies,Technical Assistance,Resource Allocation,Administrative Organization,Transitional Programs,Program Implementation,Grants,Costs,Blindness,Employment Level,Youth Employment,Program Budgeting

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a state vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under section 101 of the Rehabilitation Act and with the evaluation standards and performance indicators established under Section 106. In addition, the commissioner must assess the degree to which VR agencies are complying with the assurances made in the State Plan Supplement for Supported Employment (SE) Services under Title VI, part B, of the Rehabilitation Act. Through its monitoring of the VR and SE programs administered by the Washington Department of Services for the Blind (DSB) in federal fiscal year (FY) 2013, RSA: (1) reviewed the VR agency's progress toward implementing recommendations and resolving findings identified during the prior monitoring cycle (FY 2007 through FY 2010); (2) reviewed the VR agency's performance in assisting eligible individuals with disabilities to achieve high-quality employment outcomes; (3) recommended strategies to improve performance and required corrective actions in response to compliance findings related to three focus areas, including: (a) organizational structure requirements of DSB; (b) transition services and employment outcomes for youth with disabilities; and (c) the fiscal integrity of the VR program; (4) identified emerging practices related to the three focus areas and other aspects of the VR agency's operations; and (5) provided technical assistance to the VR agency to enable it to enhance its performance and to resolve findings of noncompliance. The nature and scope of this review and the process by which RSA carried out its monitoring activities, including the conduct of an on-site visit from May 21 through 23, 2013, is described in detail in the FY 2013 Monitoring and Technical Assistance Guide for the Vocational Rehabilitation Program (ED610129).
Yearly Success and Progress Rates. Snapshot™ Report, Spring 2016
Author: National Student Clearinghouse Research Center
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Educational Attainment,College Students,Full Time Students,Part Time Students,Public Colleges,Private Colleges,Proprietary Schools,College Freshmen,College Transfer Students,College Graduates,Academic Degrees,Credentials,Enrollment,Community Colleges

This Snapshot goes beyond traditional measures of postsecondary attainment by tracking the fall 2009 entering cohort over time, and showing persistence, stop-out, and completion rates at the end of each subsequent academic year. The model tracks outcomes for both full-time and part-time starters, and takes spring and summer terms into account. The following sections are included: (1) All Institutional Sectors First-Time, Full-Time; (2) Institutional Sectors First-Time, Part-Time; (3) Four-Year Publics First-Time, Full-Time; (4) Four-Year Publics First-Time, Part-Time; (5) Four-Year Privates First-Time, Full-Time; (6) Four-Year Privates First-Time, Part-Time; (7) Four-Year For-Profits First-Time, Full-Time; (8) Four-Year For-Profits First-Time, Part-Time; (9) Two-Year Publics First-Time, Full-Time; and (10) Two Year Publics, First-Time, Part-Time. The Snapshot concludes with: Outcome Definitions for Yearly Success and Progress Rates.
An Investigation of Differential Mode Effects When Comparing Paper and Online ACT Testing. ACT Research &amp; Policy. Technical Brief
Author: Wang, Lu
Date: 2020-11-00
Type: Reports - Research
Subjects: Test Format,Reading Tests,Language Tests,English,Computer Assisted Testing,Comparative Analysis,Scores,Mathematics Tests,Science Tests,College Entrance Examinations,Laptop Computers,Equated Scores,Gender Differences,Race,Ethnicity,Academic Ability,Correlation,Statistical Analysis

In recent ACT mode comparability studies, students testing on laptop or desktop computers earned slightly higher scores on average than students who tested on paper, especially on the ACT® reading and English tests (Li et al., 2017). Equating procedures adjust for such &quot;mode effects&quot; to make ACT scores comparable regardless of testing mode. However, it remains possible that the mode effects are different for different groups of students. For example, differences in performance between paper and online testing may be different for groups with different levels of comfort taking tests on computers. Thus, a general mode adjustment may be inappropriate. The purpose of this study was to explore the possibility of differential mode effects by gender, race/ethnicity, and ability using data from three recent mode comparability studies (Steedle, Pashley, &amp; Cho, 2020). Results indicated that mode effects in English, reading, math, and science did not vary significantly between genders or race/ethnicity groups. Analyses detected significant interactions between mode effects and ability because mode effects tended to be smaller for lower ability examinees. Fortunately, equating processes appropriately adjust scores for differential mode effects by ability.
Administrators Matter in NGSS Implementation (2019): Updated Findings on How School and District Leaders Are Making Science Happen. Evaluation Report #10
Author: Estrella, Denise
Date: 2019-10-00
Type: Reports - Research
Subjects: School Districts,Science Education,State Standards,Kindergarten,Elementary School Students,Middle School Students,Program Descriptions,Program Implementation,Faculty Development,Program Evaluation,Teacher Administrator Relationship,Learning Strategies,Vignettes,Barriers,Leadership Training,Teacher Collaboration,Superintendents,Meetings,Principals,Summer Programs,Institutes (Training Programs),Science Instruction,Learning Experience

NGSS Early Implementers is a six-year initiative created to help eight California school districts and two charter management organizations, supported by WestEd's K-12 Alliance, implement the Next Generation Science Standards (NGSS). Administrators need learning opportunities if they are to adequately understand the substantial shifts of the Next Generation Science Standards and support teachers in implementing them. Accordingly, the K-8 NGSS Early Implementers Initiative has consistently expanded the professional learning it provides for administrators, particularly for site administrators, who generally have the most contact with teachers. This tenth evaluation report in the series, intended for site and district administrators and state leaders, highlights: (1) the professional learning strategies used by the Initiative to engage and empower administrators to support NGSS implementation (includes two district vignettes); (2) the impact of the professional learning on administrator understanding and actions; (3) the challenges experienced by the Initiative in trying to involve administrators; and (4) recommendations for increasing administrator help with science implementation.
It&apos;s about TIME: A Rigorous New Process for Selecting Instructional Materials for Science. Evaluation Report #11
Author: Nilsen, Katy
Date: 2020-06-00
Type: Reports - Research
Subjects: Vignettes,Media Selection,Science Instruction,Statewide Planning,State Standards,Guides,Instructional Material Evaluation,Teacher Attitudes,Barriers,School Districts,Charter Schools,Faculty Development,Administrator Attitudes,Facilitators (Individuals),Educational Quality,Program Implementation

The California Next Generation Science Standards (CA NGSS) Toolkit for Instructional Materials Evaluation (TIME) is a suite of tools and processes for evaluating and selecting instructional materials aligned with the CA NGSS. This 11th report in the NGSS Early Implementers Initiative evaluation series is intended for school and district administrators, leaders of science professional learning, and state policymakers. It provides an overview of the full TIME process, including participants' perceptions, a detailed description of the statewide TIME trainings of 2018-19, and a vignette that illustrates a portion of the TIME process.