ethanporcaro/eric-fulltext-meta huggingface dataset:
Key Trends in Special Education in Charter Schools in 2015-2016: Secondary Analysis of the Civil Rights Data Collection
Author: Rhim, Lauren Morando
Date: 2019-11-00
Type: Reports - Research
Subjects: Special Education,Charter Schools,Students with Disabilities,Civil Rights,Public Schools,Traditional Schools,Access to Education,Equal Education,Federal Legislation,State Legislation,Educational Policy,Public Policy,State Policy,Board of Education Policy,Civil Rights Legislation,Educational Legislation,Enrollment,Privacy,Student Rights,Discipline,Suspension,Expulsion,Disabilities,Specialization,Geographic Location,Student Placement,Gender Differences,Racial Differences,Ethnicity,School Choice,Symptoms (Individual Disorders)

The National Center for Special Education in Charter Schools (the Center) is deeply committed to ensuring that students with disabilities have equal access to charter schools and that charter schools are designed and operated to enable success for all students. To accomplish this goal, the Center conducts analyses and releases a comprehensive report of the bi-annual U.S. Civil Rights Data Collection (CRDC), which is released by the U.S. Department of Education's Office for Civil Rights. This is the Center's third edition, and in addition to examining some of the key indicators the authors studied in the two prior reports (e.g., enrollment, educational placement, and discipline), they have introduced more detailed analyses such as enrollment variance by gender and race and the impact of a charter's legal status on enrollment and educational environment (i.e., placement). In this third report, they found that while the charter sector is making progress, not surprisingly, there is more work to do. In large part, the most recent data confirm previous findings and further establish a clear trend line regarding the extent to which students with disabilities are represented in both traditional public and charter schools. [For the Executive Summary, see ED608578. For the 2013-2014 report, see ED604731.]
Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection [2013-2014]
Author: Rhim, Lauren Morando
Date: 2018-02-00
Type: Reports - Research
Subjects: Special Education,Charter Schools,Students with Disabilities,Civil Rights,Public Schools,Traditional Schools,Access to Education,Equal Education,Federal Legislation,State Legislation,Educational Policy,Public Policy,State Policy,Board of Education Policy,Civil Rights Legislation,Educational Legislation,Enrollment,Privacy,Student Rights,Discipline,Suspension,Expulsion,Disabilities,Specialization,Geographic Location,Student Placement

As the charter sector grows and evolves, information regarding these autonomous public schools of choice evolves as well. Prior to 2015, only a handful of reports included information about the status of students with disabilities in charter schools. In fall 2015, the National Center for Special Education in Charter Schools (NCSECS) published a report that analyzed the data from the 2011-2012 U.S. Civil Rights Data Collection (CRDC). The report examined key public school data and made state-by-state comparisons of critical indicators impacting the status of students with disabilities in charter schools compared to traditional public schools. This report builds on the previous one by providing updates on the same key indicators and introduces additional information on enrollment by disability type and charter school legal status using the 2013-2014 CRDC report, the most recent data published by the Office for Civil Rights. This report also builds on the existing list of specialized charter schools identified in the last report. Overall, the analysis of the 2013-2014 CRDC data shows similar patterns to those seen in the 2011-2012 CRDC data. [For the 2011-2012 report, see ED604578.]
The Comprehensive School Safety Initiative: 2015 Report to Congress. Awards Made in Fiscal Year 2014
Author: National Institute of Justice (NIJ) (DOJ)
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: School Safety,Partnerships in Education,Researchers,Program Development,Federal Government,Educational Environment,Technology Integration,Violence,Prevention,Data Collection

The Department of Justice Appropriations Act, 2015 (Pub. L. 113-235) provides $75 million for the Comprehensive School Safety Initiative (CSSI). This Initiative, originally launched and funded at the same amount in FY 2014, is overseen by the National Institute of Justice (NIJ) within the Office of Justice Programs (OJP), U.S. Department of Justice (DOJ). NIJ carries out this important initiative in collaboration and through consultation with partners from multiple, relevant disciplines, including other executive branch agencies and Congress. In the report accompanying its version of the Commerce, Justice, Science, and Related Agencies appropriations bill (S. 2437), the Senate Committee on Appropriations requested a report on NIJ's progress in developing a strategy and model for comprehensive school safety. CSSI is designed to improve the safety of schools and students nationwide by developing, supporting, and rigorously evaluating school safety programs, practices, and strategies. An important part of the initiative is the partnerships between school professionals and researchers to develop and test approaches that address the real-world safety needs and priorities of America's schools and students. This research-focused, practically-oriented approach is intended to produce knowledge with wide utility and applicability beyond the specific schools that are directly involved in the CSSI. This report describes CSSI, including its goals, guiding principles, activities and accomplishments, and future activities. In FY 2014, NIJ established an interagency working group within the executive branch to provide advice on the initiative, released two solicitations to support pilot projects and research in the field, contributed to national data collection efforts to better understand the nature of school violence, and launched assessments of technologies with the potential to enhance school safety. Funded projects address a wide range of school safety topics, including: (1) School resource officer training and effectiveness; (2) Mental health and trauma-informed response; (3) Exclusionary discipline; (4) Restorative justice; (5) Threat assessment using social media; (6) Positive behavioral interventions and supports; (7) Bullying prevention; (8) Wraparound services/comprehensive approaches; and (9) Protecting students as they walk to and from school.
Global Inventory of Regional and National Qualifications Frameworks 2017. Volume I: Thematic Chapters
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Qualifications,Sustainable Development,Lifelong Learning,Nonformal Education,Informal Education,Quality Assurance,Outcomes of Education,Vocational Education,National Programs,Regional Programs,Global Approach,Program Validation,Foreign Countries

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders. The &quot;Global inventory of regional and national qualifications frameworks 2017, Volume 1: Thematic chapters&quot; comprises eight thematic chapters, charting developments in national and regional qualifications frameworks worldwide. It shows that countries around the world see NQFs as instruments for reforming their qualifications systems to improve transparency, relevance and quality of qualifications, as well as widening access and opening up pathways to learning opportunities. In its eight thematic chapters, the publication sheds light on: (1) the purposes and impacts of frameworks; (2) the role of frameworks as catalysts for lifelong learning; and (3) the role of NQFs in promoting international and global communication and cooperation. This third edition (the first two editions appeared in 2013 and 2015) of the &quot;Global Inventory of Regional and National Qualifications Frameworks&quot; is published at a time when the attention being paid to qualifications frameworks is rising, as evidenced by the UN's Education 2030 Framework for Action and Sustainable Development Goal (SDG) 4, which calls on countries to promote inclusive and equitable education and lifelong learning opportunities for all. Outcomes-based qualifications frameworks can contribute directly to achieving this goal. The &quot;Global Inventory of Regional and National Qualifications Frameworks 2017, Volume I&quot; is the result of collaborative work developed by the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF), UNESCO and the UNESCO Institute for Lifelong Learning (UIL). [The thematic chapters, and national and regional cases were drafted by: Jens Bjørnåvold, Slava Pevec Grm, Ernesto Villalba and George Kostakis, Anastasia Pouliou and Andreea Rusu (Cedefop); Michael Graham and Arjen Dej and all members of the qualifications team (ETF); Borhene Chakroun and Katerina Ananiadou (UNESCO); and Madhu Singh (UIL). For Volume II: National and Regional Cases, see ED604735.]
Global Inventory of Regional and National Qualifications Frameworks 2017. Volume II: National and Regional Cases
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Qualifications,Outcomes of Education,National Programs,Regional Programs,Global Approach,Foreign Countries,Nonformal Education,Informal Education,Stakeholders,Educational Policy

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders. The &quot;Global Inventory of Regional and National Qualifications frameworks 2017, Volume II: National and regional cases&quot; gives an update on the national and regional qualification frameworks of 99 countries around the world. For each country, the NQF has been analysed based on the policy objectives, the levels and use of learning outcomes, stakeholder involvement and institutional arrangements, the recognition of non-formal and informal learning as well as whether references are made to existing regional frameworks. In addition, this volume also outlines existing regional frameworks in Southeast Asia, the Caribbean, Europe, the Gulf region, the Pacific, Southern Africa and the Commonwealth States. This third edition (the first two editions appeared in 2013 and 2015) of the &quot;Global Inventory of Regional and National Qualifications Frameworks&quot; is published at a time when the attention being paid to qualifications frameworks is rising, as evidenced by the UN's Education 2030 Framework for Action and Sustainable Development Goal (SDG) 4, which calls on countries to promote inclusive and equitable education and lifelong learning opportunities for all. Outcomes-based qualifications frameworks can contribute directly to achieving this goal. The &quot;Global Inventory of Regional and National Qualifications Frameworks 2017, Volume II&quot; is the result of collaborative work developed by the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF), UNESCO and the UNESCO Institute for Lifelong Learning (UIL). [The thematic chapters, and national and regional cases were drafted by: Jens Bjørnåvold, Slava Pevec Grm, Ernesto Villalba and George Kostakis, Anastasia Pouliou and Andreea Rusu (Cedefop); Michael Graham and Arjen Dej and all members of the qualifications team (ETF); Borhene Chakroun and Katerina Ananiadou (UNESCO); and Madhu Singh (UIL). For Volume I: Thematic Chapters, see ED604734.]
The Comprehensive School Safety Initiative: FY 2017 Report to Congress
Author: National Institute of Justice (NIJ) (DOJ)
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: School Safety,Partnerships in Education,Researchers,Program Development,Federal Government,Educational Technology,Technology Integration,Prevention,Violence,Data Collection

The Consolidated Appropriations Act, 2016 (Pub. L. 114-113) provided $75 million for the Comprehensive School Safety Initiative (CSSI, or the Initiative) and the Consolidated Appropriations Act, 2017 (Pub. L. 115-31) provided $50 million for CSSI. Senate Report 114-57 and Senate Report 114-239 instruct the National Institute of Justice (NIJ) to provide a report on the continued development of a strategy and model for comprehensive school safety. This report satisfies the reporting requirement for both FY 2016 and FY 2017. The Initiative, administered by NIJ, was launched in FY 2014. NIJ carries out this important initiative in collaboration and through consultation with subject matter experts from multiple relevant disciplines, including other executive branch agencies and Congress. NIJ has produced a report to Congress on CSSI in each fiscal year since its inception. CSSI is designed to improve the safety of schools and students nationwide by developing, supporting, and rigorously evaluating school safety programs, practices, and strategies. An important part of the initiative is the partnerships between school professionals and researchers to develop and test approaches that address the real-world safety needs and priorities of America's schools and students. This research-focused, practically-oriented approach is intended to produce knowledge with wide utility and applicability beyond the specific schools that are directly involved in the CSSI. This report describes the goals, guiding principles, activities, and accomplishments for CSSI, and reports on grants awarded in FY 2016 and FY 2017. Since FY 2014, the Comprehensive School Safety Initiative has been provided with $275 million and has funded 93 multi-year research and pilot projects that support the development and evaluation of school safety interventions in over 3,100 schools across the Nation. With the enactment of the Consolidated Appropriations Act of 2018, school safety resources will shift from research and evaluation to the purposes outlined in the Stop School Violence Act of 2018, including the purchase of equipment to harden schools, evidence-based training and technical assistance, the development of anonymous reporting systems, school safety assessments, and intervention teams. [For &quot;The Comprehensive School Safety Initiative: 2015 Report to Congress. Awards Made in Fiscal Year 2014,&quot; see ED604733.]
How Has the Louisiana Scholarship Program Affected Students? A Comprehensive Summary of Effects after Four Years. Updated
Author: Wolf, Patrick J.
Date: 2019-04-24
Type: Reports - Research
Subjects: School Choice,Scholarships,Educational Vouchers,Private Schools,Elementary Secondary Education,Program Evaluation,Program Effectiveness,Institutional Characteristics,Student Characteristics,Academic Achievement,Student Attitudes,Educational Attainment,Achievement Tests,Achievement Gains,English,Language Arts,Mathematics Achievement,Comparative Analysis,Preferences

School choice has long been a subject of robust debate. Private school vouchers--programs providing public funds for students to attend K-12 private schools--tend to be the most contentious form of school choice. Over the past three years, the research team has released a series of reports examining how the Louisiana Scholarship Program (LSP) has affected key student and community conditions. In this brief, the authors summarize results from the final technical reports on the following questions: (1) How did LSP voucher use affect student achievement after four years?; (2) Did the achievement effects of the LSP differ significantly based on the characteristics of the private schools preferred by students?; (3) How did LSP voucher use affect student educational attainment?; and (4) What types of students applied to the program and used an LSP voucher initially and persistently?
Early Learning STEM Australia (ELSA): The Policy and Practice(s) of Engagement in the Early Years
Author: Lowrie, Tom
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Early Childhood Education,Foreign Countries,Learner Engagement,Pilot Projects,Play,Technology Uses in Education,Models,Computer Oriented Programs,Handheld Devices,Heuristics

The Early Learning STEM Australia (ELSA) pilot was a year-long investigation involving 300 educators and 4 500 four-year old children in one hundred learning centres across Australia. This paper reports on a pedagogical and design framework that was constructed to promote children's STEM engagement across digital and non-digital learning environments. This paper describes this process in terms of a heuristic; since the educators in the study became part of the design team as they modified and adapted the activities developed by our team. The heuristic helped the educators modify and adapt the learning experiences to accommodate the diverse cultural and social needs of the students. [This paper is the second in a symposium of three papers. For the first paper, &quot;The Role and Nature of Digital Technology Use in Preschool STEM,&quot; see ED604741. For the third paper, &quot;The ERA Heuristic in Action: Observations from the ELSA Pilot,&quot; see ED604739.]
The ERA Heuristic in Action: Observations from the ELSA Pilot
Author: Logan, Tracy
Date: 2019-00-00
Type: Collected Works - General
Subjects: Heuristics,Pilot Projects,STEM Education,Early Childhood Education,Foreign Countries,Teaching Methods,Technology Uses in Education,Play,Learner Engagement,Computer Oriented Programs,Handheld Devices,Children,Early Childhood Teachers

The Experience, Represent, Apply (ERA) heuristic is an innovation of the Early Learning STEM Australia (ELSA) project. It provided educators with an approach that embeds digital technologies in play-based learning in such a way that the focus of the learning remains on the child and not on the device. This paper reports on the experiences of early years educators and indicates that the ERA heuristic was instrumental in helping educators to integrate digital technologies in their everyday activities to promote engagement with STEM. [This paper is the third in a symposium of three papers. For the first paper, &quot;The Role and Nature of Digital Technology use in Preschool STEM,&quot; see ED604741. For the second paper, &quot;The Early Learning STEM Australia (ELSA): The Policy and Practice(s) of Engagement in the Early Years,&quot; see ED604738.]
Global Inventory of Regional and National Qualifications Frameworks 2019. Volume I: Thematic Chapters
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Qualifications,Global Approach,Regional Characteristics,National Standards,International Studies,Nonformal Education,Informal Education,Alignment (Education),Skill Development,Institutional Characteristics,Standard Setting,Program Effectiveness,Systems Approach,Outcomes of Education,Educational Opportunities,Educational Development,Educational Policy,Program Validation,Lifelong Learning,Stakeholders,Partnerships in Education,Quality Assurance,Accreditation (Institutions),Recognition (Achievement),Relevance (Education),Governance,Models,Educational Objectives,Educational Practices,Foreign Countries,Educational Change,Prior Learning,Migrants,Refugees,Inclusion

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders. The &quot;Global Inventory of Regional and National Qualifications frameworks 2019, Volume I: Thematic chapters&quot; comprises six thematic chapters, charting developments in national and regional qualifications frameworks worldwide. It shows the extent to which countries see NQFs as instruments for reforming their qualifications systems to improve transparency, relevance and quality, as well as widening access and opening up pathways to learning opportunities. This fourth edition (the first three editions appeared in 2013, 2015 and 2017) of the &quot;Global Inventory of Regional and National Qualifications Frameworks&quot; arrives at a crucial moment in the relatively short history of qualifications frameworks as tools within the wider reforms of education and training systems. Numbers of frameworks, national and regional, remain stable, while implementation of most frameworks has deepened and widened since 2017. At the same time, frameworks are evolving in a context of ever-faster technological, social and economic change. Much of this change has a direct bearing on the purposes and function of frameworks, notably the search for systems which compare skills and qualifications internationally, the emergence of digital credentials, and the development of methods and tools to recognise the skills of migrants and refugees, especially where those skills are undocumented or not formally certificated. [For Volume II: National and Regional Cases, see ED604742.]
The Role and Nature of Digital Technology Use in Preschool STEM
Author: Larkin, Kevin
Date: 2019-00-00
Type: Collected Works - General
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Preschool Education,Preschool Teachers,Teacher Competencies,Technological Literacy,STEM Education,Faculty Development,Handheld Devices,Telecommunications

In this paper we critique existing research on the role and nature of digital technology use in Preschools. The majority of the literature points to overwhelmingly positive outcomes for young children when digital technology is thoughtfully used in play based learning contexts. However, despite the wealth of evidence that the use of tablets can be beneficial to preschool students, early childhood teachers often report being uncomfortable in teaching STEM. We suggest that, if accompanied by suitable professional development, tablets are an important addition to early childhood contexts. [This paper is the first in a symposium of three papers. For the second paper, &quot;The Early Learning STEM Australia (ELSA): The Policy and Practice(s) of Engagement in the Early Years,&quot; see ED604738. For the third paper, &quot;The ERA Heuristic in Action: Observations from the ELSA Pilot,&quot; see ED604739.]