ethanporcaro/eric-fulltext-meta huggingface dataset:
The Annual Condition of Iowa&apos;s Community Colleges, 2015
Author: Bassis, Vladimir, Comp.
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Full Time Students,Part Time Students,Declining Enrollment,Student Characteristics,Online Courses,Dual Enrollment,Enrollment Trends,Enrollment Projections,Two Year College Students,High School Students,Vocational Education,Adult Literacy,College Credits,Educational Finance,Student Financial Aid,Adult Education,Job Skills,Economic Development,Apprenticeships,Success,Fees,Tuition,Human Resources,Accountability

Data reported in the Condition Report comes primarily from each of Iowa's 15 community colleges, transmitted each fall to the division's Management Information System (MIS). Upon receipt, division staff review the data for discrepancies and return summary reports to the colleges to confirm accuracy. After confirmation, data files are aggregated for analysis and subsequent reporting. This aggregated data is reported in the Condition Report as dashboards and summative data that provide snapshots of various community college functions, along with related narrative for the reader to gain a more in-depth understanding. In addition, figures depict basic statistics and demographic data for quick reference and to illustrate trends and changes over time. Tables with more detailed data can be found on the department's website. The 2015 Condition Report features two supplemental sections featuring information about innovative data projects underway at the division. Section 17 discusses in-state student migration through an analysis of students' reported domicile (by ZIP codes) compared to their college of attendance. This data analysis illustrates an interesting use of new interactive data sets available at: www.educateiowa.gov/adult-career-community-college/publications. Section 18 discusses the expansion of the community college credentialing landscape. It focuses on the division's partnerships with Iowa Workforce Development and CompTIA (an information technology certification organization). The intent of these partnerships is to develop standardized procedures and data-sharing protocols to streamline educational outcome analysis and reporting. Individual chapters contain references. [For the 2014 report, see ED561991.]
State Support for Local Early Learning Councils. State TA Resources
Author: Early Learning Challenge Technical Assistance (ELC TA)
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Early Childhood Education,Partnerships in Education,Financial Support,Agency Cooperation,Web Sites,School Councils,Community Organizations,Educational Finance,Institutional Mission,Governance,Evaluation Methods

This resource was prepared for a Race to the Top-Early Learning Challenge (RTT-ELC) State in response to a request for examples of States that support local Early Learning Councils. Local Early Learning Councils are public-private partnerships that work to align and strengthen a comprehensive early childhood system and to coordinate funding coming into the community from various funding streams. The direct provision of services is not a core function of a local Early Learning Council. Membership generally includes early childhood experts, parents, practitioners, local governments, public school administrators, health/mental health and human services providers, business leaders, advocates, and representatives from philanthropic and faith-based communities. To address this request, Early Learning Challenge Technical Assistance (ELC TA) reviewed the &quot;State Profiles of Successful Public Private Partnerships&quot; website prepared by the Early Childhood Training and Technical Assistance System, Administration for Children and Families, U.S. Department of Health and Human Services. Five States (Arizona, Colorado, Iowa, Maryland, and Oregon) were identified as States that support local Early Learning Councils. ELC TA also consulted State web pages for these States for additional information. A description of the varying characteristics of these five local Early Learning Councils includes an overview of the relationship between the State and the local councils, their mission and goals, governance structures, sources of funding, types of activities, and plans for evaluation. The Appendix provides a profile of each initiative.
Worksheet: Federal Funding and Other Funding Sources for Early Childhood. State TA Resources
Author: Early Learning Challenge Technical Assistance (ELC TA)
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Educational Finance,Financial Support,Federal Aid,Preschool Education,Worksheets,Teamwork,Cooperative Planning,Grants,Early Intervention,Block Grants,Child Care,Federal Programs,Family Programs,Welfare Services,Federal Legislation,Public Policy,Social Services,Nutrition,Child Health,Tax Credits,Funding Formulas,Bond Issues

This tool was prepared for the Early Learning Challenge (ELC) States that attended the Peer Learning Exchange, &quot;Financing and Sustaining Quality Programs and Systems,&quot; in October 2017. This Peer Learning Exchange was a collaborative effort by Early Learning Challenge Technical Assistance (ELC TA,) Center on Enhancing Early Learning Outcomes (CEELO), and Preschool Development Grant Technical Assistance (PDG TA). This tool includes the following sections: (1). Information about Federal funding sources for early childhood; (2) Additional information about non-Federal funding sources for early childhood; (3) A team worksheet for decision making about follow up activities; and (4) A list of selected resources to help with the completion of the worksheet. One suggested strategy for using this tool is to have individuals fill it out Parts A and B prior to a team planning meeting. During the meeting, the team can use the results from individuals to create one sheet representing the flow of the funds in the State and the key contact person for each program in the State. Part C is a follow-up activity to prioritize areas of interest and determine next steps.
The Annual Condition of Iowa&apos;s Community Colleges, 2017
Author: Doe, Heather
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment,Full Time Students,Part Time Students,Declining Enrollment,Student Characteristics,Online Courses,Dual Enrollment,Enrollment Trends,Enrollment Projections,Two Year College Students,High School Students,Vocational Education,Adult Literacy,College Credits,Educational Finance,Student Financial Aid,Adult Education,Job Skills,Economic Development,Apprenticeships,Success,Fees,Tuition,Human Resources,Accountability,College Admission,Graduation Rate

Since 1998, the Iowa Department of Education's Division of Community Colleges and Workforce Preparation has compiled and published &quot;The Annual Condition of Iowa's Community Colleges.&quot; This report is designed to help Iowans understand the challenges and opportunities community colleges face in providing quality programs to meet the demands of their diverse students and communities. Some highlights from this year's report focus on: (1) The Evolving Role of Iowa's Community Colleges; (2) Service to Diverse Student Populations; (3) College Admission and Enrollment; (4) Student Success and Completion; (5) College Costs and Affordability; (6) Connecting Communities with Programs and Services; (7) Systems and Infrastructure; and (8) Conclusion. Individual chapters contain references. [For the 2016 report, see ED583845.]
The Annual Condition of Iowa&apos;s Community Colleges, 2016
Author: Doe, Heather
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment,Full Time Students,Part Time Students,Declining Enrollment,Student Characteristics,Online Courses,Dual Enrollment,Enrollment Trends,Enrollment Projections,Two Year College Students,High School Students,Vocational Education,Adult Literacy,College Credits,Educational Finance,Student Financial Aid,Adult Education,Job Skills,Economic Development,Apprenticeships,Success,Fees,Tuition,Human Resources,Accountability

Each year, Iowa's 15 community colleges submit data on enrollment on the 10th business day of the fall semester. Some highlights from this report focus on: (1) Iowa's Community Colleges; (2) Credit Enrollment and Demographics; (3) Online Enrollment; (4) Joint Enrollment; (5) Credit Student Awards; (6) Credit Programs; (7) Non-Credit Enrollment and Programs; (8) Adult Education and Literacy Enrollment and Programs; (9) Iowa Skilled Worker and Job Creation Fund; (10) Economic Development and Registered Apprenticeship; (11) Student Success; (12) Tuition and Fees; (13) Financial Aid; (14) Finances; (15) Human Resources; and (16) Special Supplement: Utilizing the Voluntary Framework for Accountability. An appendix presents fall enrollment data. Individual chapters contain references. [For the 2015 report, see ED583841.]
Transformation Zones--An Early Learning Improvement Strategy. State TA Resources
Author: Early Learning Challenge Technical Assistance (ELC TA)
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,Educational Quality,Geographic Regions,Educational Finance,Financial Support,Technical Assistance,Intervention,Program Implementation,Teamwork,Educational Change,Change Strategies,Educational Needs

This resource was prepared in response to a request from a Race to the Top-Early Learning Challenge (RTT-ELC) State for information about the Transformation Zones that 10 RTT-ELC States had included as key projects in their RTT-ELC plans. This information will be helpful to other States as they consider how to continue to increase the quality of early learning by providing targeted resources to the communities where the children and families with the highest needs live. Geographic areas where States concentrate funding and technical assistance services to support strategic systems-level work have been called achievement zones, community hubs, early childhood hubs, empowerment zones, innovation zones, investment zones, promise communities, and transformation zones. For this discussion, they will be referred to as transformation zones. These zones are well-defined and limited in size. In general, they are areas the size of one or more counties or school districts. This resource includes: (1) a description of transformation zones; (2) information about local implementation teams; (3) a list key issues for States to consider; and (4) lessons learned from States as they have implemented transition zones. The Appendix, State Examples, gives specific State examples about the criteria RTT-ELC States used to select communities and the services States and communities are providing. Early Learning Challenge Technical Assistance (ELC TA) reviewed individual State websites and resource, RTT-ELC Applications, and the 2013 and 2014 RTT-ELC Annual Performance Report data that the RTT-ELC Grantees submitted to the Department of Education and the Department of Health and Human Services in the spring of 2014 and 2015.
Shared Services as a Strategy to Support Child Care Providers. State TA Resources
Author: Early Learning Challenge Technical Assistance (ELC TA)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Early Intervention,Child Care,Family Role,Professional Development,Shared Resources and Services,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Agency Cooperation,Web Sites,Information Management

This resource was prepared in response to a request for information from a Race to the Top-Early Learning Challenge (RTT-ELC) State about how other States are using a Shared Services strategy to support their child care providers, in particular family child care providers. By sharing common management, professional development, and infrastructure services across programs, providers can reduce costs and create efficiencies. This resource describes how some States have created alliances or systems of shared resources and services that support provider management structures and allow child care providers to focus resources on important programmatic requirements and quality improvements.
Innovative Work with Family Child Care Providers in Phase 2 and Phase 3 Race to the Top-Early Learning Challenge States. State TA Resources
Author: Early Learning Challenge Technical Assistance (ELC TA)
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Child Care,Early Childhood Education,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Innovation,Professional Development,Certification,Educational Quality

This resource was prepared in response to a request for information from a Race to the Top-Early Learning Challenge (RTT-ELC) State about the innovative work with family child care providers that is being done in RTT-ELC Phase 2 States (Colorado, Illinois, New Mexico, Oregon, and Wisconsin) and Phase 3 States (Georgia, Kentucky, Michigan, New Jersey, Pennsylvania, and Vermont). This information will be helpful to other States as they consider how to continue to enhance the quality of early learning in family child care homes in their States. This summary describes family child care activities that States specifically described in their 2015 RTT-ELC Annual Performance Reports (APRs) to the U.S. Department of Education and the U.S. Department of Health and Human Services. States may have additional initiatives that they did not include in their Annual Performance Reports (APRs) because they were not funded by their RTT-ELC grants. The initiatives are grouped into the following categories: (1) engaging family child care providers in Tiered Quality Rating and Improvement Systems (TQRIS); (2) improving professional development; (3) bringing family child care providers and friend and neighbor child care providers into the licensing system; and (4) extending programs to include family child care providers.
School Library and Students&apos; Achievement: A Relationship to Go Into
Author: Marzoli, Rita
Date: 2017-11-00
Type: Speeches/Meeting Papers
Subjects: School Libraries,Academic Achievement,Italian,Language Tests,Mathematics Tests,Grade 5,Grade 8,Grade 10,Library Materials,Foreign Countries,Achievement Tests,Grade 4,Reading Tests,Reading Achievement,International Assessment,Statistical Analysis

This study investigates the relationship between School Library and Students' achievement on a population sample of 9896 Schools. Many international researches confirmed the importance of the School Library for the Students learning. Recently the IEA PIRLS survey has revealed a positive relationship between the Reading comprehension performance and the size of the School Library collection. In this paper, we verify the relation between the results of INVALSI tests in Italian and Mathematics--on school grades 5,8,10--with the presence and functioning of the School Library. The information on the School Library comes from the School Questionnaire compiled by the School Principal in the course of the Self-evaluation Report. The analysis confirm a positive relationship in each school grade and in both subjects of investigation.
Supporting Coaching as a Professional Development Strategy within RTT-ELC Grants. State TA Resources
Author: Department of Education (ED)
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Training Methods,State Programs,Faculty Development,Change Strategies,Early Childhood Education,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Grants,Educational Resources,Educational Practices

This resource was prepared in response to a request for information about what States with Race to the Top -- Early Learning Challenge (RTT-ELC) grants are doing to support coaching as a professional development strategy. This information will be helpful to other States as they explore ways to support early childhood educators in improving their knowledge, skills, and abilities. To address this request, ELC TA reviewed the most recent RTT-ELC data available. In the spring of 2016, the 20 RTT-ELC States submitted 2015 &quot;RTT-ELC Annual Performance Reports&quot; (APR) to the Department of Education and the Department of Health and Human Services detailing their grant work in 2015. In their RTT-ELC applications, all States were required to focus at least some portion of their State plans and budgets on workforce-related projects. States addressed one or both components of Focused Investment Area D, to support their early childhood education workforce. This report provides examples of a representative sample of the innovative workforce activities related to coaching that States described in their 2015 APRs. These examples include coordinating coaching at the State level; collaborating on development/implementation of competencies, credentials, and models for coaching; providing professional development for coaches; and evaluating the coaching model.
Supporting Social and Emotional Competence in Infants and Young Children in RTT-ELC States--The Pyramid Model and Other Initiatives. State TA Resources
Author: Applied Engineering Management Corporation (AEM)
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Infants,Toddlers,Young Children,Intervention,Federal Legislation,Federal Programs,Educational Legislation,Federal Aid,Models,Training,Coaching (Performance),Professional Development,Child Caregivers,Communities of Practice

This resource was prepared in response to a request for information from a Race to the Top-Early Learning Challenge (RTT-ELC) State about which RTT-ELC States are using the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. The State also requested information about other projects States have designed to support social and emotional competence in infants and young children. This information will be useful to other States as they look for strategies to support school readiness and long-term academic success of young children, particularly children with high needs. This response has information about the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. It provides information from &quot;2014 Annual Performance Report&quot; (APR) data that the 20 RTT-ELC States submitted to the Department of Education and the Department of Health and Human Services in the spring of 2015, about RTT-ELC States that are using the Pyramid Model and about additional State projects that support social and emotional development. Appendix A gives specific examples from the individual RTT-ELC State APRs about States that are using the Pyramid Model. Appendix B has information about additional projects RTT-ELC States are supporting to promote positive social and emotional development. Individual State web pages were consulted to clarify or update information. A list of references and additional resources is provided.
Transforming the Workforce: Innovations and Lessons Learned from Race to the Top -- Early Learning Challenge States. State TA Resources
Author: Applied Engineering Management Corporation (AEM)
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Federal Aid,Educational Legislation,Federal Legislation,Federal Programs,Early Childhood Education,Educational Innovation,Technical Assistance,State Programs,Labor Force Development,Credentials,Teacher Improvement,Educational Strategies,Teacher Competencies,Pedagogical Content Knowledge,Training Methods,Teacher Recruitment,Teacher Persistence,College Programs,Articulation (Education),Alignment (Education),Program Development,Scholarships,Educational Resources

This resource was prepared in response to a request for information about the innovations and lessons learned as the result of the investments States have made in transforming their workforce using their Race to the Top -- Early Learning Challenge (RTT-ELC) grants. These strategies and accomplishments will be helpful to other States as they explore ways to provide all children with high-quality early education. To address this request, ELC TA reviewed the &quot;2015 Annual Performance Report&quot; (APR) data that the 20 RTT-ELC States submitted to the Department of Education and the Department of Health and Human Services in the spring of 2016 detailing their grant work in 2015. These examples are intended to provide information about which States to contact to find out more information. This State Technical Assistance Resource is a companion piece to the October 2016 Webinar by the National Center for Early Childhood Development, Teaching, and Learning about &quot;Transforming the Workforce: Innovations and Lessons Learned from Race to the Top -- Early Learning Challenge States.&quot; A list of resources is provided.
Voluntary Evidence-Based Home Visiting in California
Author: Children Now
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Brain,Child Development,Young Children,Parenting Styles,Home Visits,Early Intervention,Pregnancy,Home Programs,Family Programs,Infants,Toddlers,Evidence Based Practice,Nurses,Parents as Teachers

Research shows relationships fuel early brain development and provide the foundation for lifelong health and success. Yet we also know that parenting a very young child places enormous physical and emotional demands on adults. Some families may not have what they need, or know where to turn for support if they want it, even when it is within reach in their own community. Voluntary evidence-based home visiting programs match new and expectant parents with trained professionals who provide ongoing, individualized support during critical points in pregnancy through a child's first year(s) of life. Voluntary evidence-based home visiting is an umbrella term for certain program models that are backed by rigorous research studies, and meet federally established criteria for effectiveness, replicability, and quality. Although programs are distinct from one another, they share common core principles and features.