ethanporcaro/eric-fulltext-meta huggingface dataset:
Linking Adult Education to Workforce Development in 2018-19: Early Implementation of the Workforce Innovation and Opportunity Act at the Local Level. Appendices. NCEE 2023-001a
Author: Cronen, Stephanie
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Adult Education,Labor Force Development,Program Implementation,Federal Legislation,Labor Legislation,Adult Literacy,Basic Skills,Job Skills,Job Training,Vocational Education,Education Work Relationship,Expenditures,Data Use

These appendices supplement the full report &quot;Linking Adult Education to Workforce Development in 2018-19: Early Implementation of the Workforce Innovation and Opportunity Act at the Local Level. Evaluation Report. NCEE 2023-001r&quot; (ED626771). They provide additional information about the analyses conducted for the report and present select results from a national survey of local adult education providers. This includes information about the key constructs and estimation approaches used in the report (appendix A), statistics that support key findings in the report (appendix B), and comparisons of statistics reflecting adult education in 2001-02 and 2018-19 (appendix C). Information on how the survey sample and questionnaire were developed is available in the study's compendium report (ED626773). Supplemental tables for the survey are also available in that report.
National Study of the Implementation of Adult Education: Compendium of Survey Results from 2018-19. Supplemental Volume. NCEE 2023-001c
Author: Cronen, Stephanie
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Program Implementation,Adult Education,Labor Force Development,Labor Legislation,Federal Legislation,Adult Literacy,Program Evaluation,National Surveys,Research Methodology,Educational Policy

This compendium presents comprehensive information from the surveys for the full report &quot;Linking Adult Education to Workforce Development in 2018-19: Early Implementation of the Workforce Innovation and Opportunity Act at the Local Level. Evaluation Report. NCEE 2023-001r&quot; (ED626771), and serves as a supplement, which provides in-depth findings on local implementation of a set of key practices under the Workforce Innovation and Opportunity Act (WIOA). While the study synthesizes the data into sets of key findings, this volume provides information about the design, methods, and results of the national surveys of local adult education providers and state directors of adult education, which served as the main data sources for the implementation study. It also includes details on the existing data sources used to supplement the survey data. Chapter 1 provides information on the study methodology, including the samples and data sources used. Chapter 2 presents tables of results for each item in the surveys administered as part of the study. Chapter 3 provides the survey instruments used to collect the study data. [For the appendices to the full report, see ED626772.]
Principal Supervision as a Strategy for Supporting and Retaining School Leaders: A Case Study of the Granite School District
Author: Ikemoto, Gina
Date: 2022-12-00
Type: Reports - Research
Subjects: Principals,Supervision,Leadership Responsibility,Leadership Qualities,Labor Turnover,Persistence,COVID-19,Pandemics,School Districts,Supervisors,Role,Work Environment,Professional Development,Administrator Effectiveness

The role of school leader is increasingly complex, and the impact of the pandemic made these jobs almost impossible at times. Principal burnout is often high, and morale is often low. Retaining and supporting strong principals, who have a measurable impact on the success of their students, is a priority for the field. This case study describes how Granite School District used one strategy -- transforming the principal supervisor role -- to both improve principal skills and deepen these leaders' commitment to staying in their roles. Granite made a massive shift in the principal supervisor role from one focused on compliance to one focused on coaching. This case study describes the ideological and cultural shifts that were necessary -- as well as the positive impact they had on both educators and students. Districts which are facing increased turnover should seriously consider lowering their supervisor-principal ratios and providing their supervisors with the training to recraft their roles into ones that are focused more on the support that principals need and deserve and less on accountability. All districts should take stock of their principals' intentions to leave or stay -- and then take action to retain talent in this critical role.
Annual State of Public Education Report, SY 21-22
Author: Guam Department of Education
Date: 2022-10-00
Type: Reports - Research
Subjects: Public Education,Student Characteristics,Academic Achievement,Graduation Rate,Dropout Rate,Educational Assessment,Institutional Characteristics,School Personnel,Budgets,Educational Finance,Accountability,Expenditures,Elementary Schools,Middle Schools,High Schools,Occupational Tests,Students with Disabilities,Alternative Assessment,Testing Accommodations,Elementary School Students,Middle School Students,High School Students,Preschool Education,Preschool Children,Achievement Tests,Teacher Certification,School Effectiveness,Gender Differences,Racial Differences

The Guam Department of Education (&quot;GDOE&quot;) presents this report in compliance with Guam Public Law (&quot;P.L.&quot;) 26-26 that specifically requires the Department to report on the following information in the Annual State of Public Education Report (&quot;ASPER&quot;): (1) Demographic information on public school children in the community; (2) Information pertaining to student achievement, including Guam-wide assessment data, graduation rates and dropout rates, including progress toward achieving the education benchmarks established by the Guam Education Board (GEB); (3) Information pertaining to special program offerings; (4) Information pertaining to the characteristics of the schools and school staff, including certification and assignment of teachers and staff experience; (5) Budget information, including source and disposition of school operating funds and salary data; and (6) Examples of exemplary programs, proven practices, programs designed to reduce costs or other innovations in education being developed by the schools that show improved student learning. School Year 2021-2022 continued to be challenging due to the COVID-19 pandemic affecting Guam and the rest of the world. However, this school year also represented the opportunity to begin the work of reopening and recovering for the benefit of students and their future. With the influx of over $450 million in additional federal funding, GDOE worked hard to keep schools safe for reopening and to set aside funds to support learning acceleration and improvement to school facilities.
GeoGebraBook: Preliminary Research with Primary School Students
Author: Cruz, Sara
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Electronic Books,Mathematics Instruction,Geometric Concepts,Geometry,Cooperation,Problem Based Learning,Foreign Countries,Computer Assisted Instruction,Student Attitudes

GeoGebraBook is a pedagogical resource in the form of a digital book created and developed for free on the GeoGebra online page. This paper presents preliminary research using GeoGebraBook to support explaining the area of a flat figure and the volume of a solid. The study was based on qualitative and quantitative research and involved forty-four Primary school students. Findings suggest that students are receptive to an exploration of GeoGebra applets, get involved in tasks and declare advantages using GeoGebraBook for their learning. The students identified the problem, investigated, debated, interpreted and produced possible justifications and solutions. We observed that the students collaborated to solve the proposed questions in a playful way. This didactic proposal proved to be an enriching experience for students. It served as a basis for the development of a new procedure for the consolidation of mathematical concepts based on the GeoGebra dynamic geometry app.
Introducing Restorative Practices into High Schools&apos; Multi-Tiered Systems of Support: Successes and Challenges
Author: Vincent, Claudia G.
Date: 2021-00-00
Type: Reports - Research
Subjects: High Schools,Restorative Practices,Multi Tiered Systems of Support,Discipline Policy,Discipline,Student Motivation,Behavior Change,Program Implementation,Program Effectiveness,Nontraditional Education,Self Concept Measures,Self Efficacy,Student Behavior

We report findings from a recent field test assessing the feasibility of training teachers in implementing restorative practices within a multi-tiered approach to supporting student behavior. First, we provide an overview of our training content, training delivery, and follow-up coaching. Second, we present overall outcomes from our field test with three non-traditional high schools. Results indicated improvements in overall school-wide implementation of restorative consequences, and gains in teacher use of existing discipline approaches as well as restorative practices. Results also indicated increases in early adopters' confidence level with motivating students and engaging them in appropriate behavior across the duration of the study. Challenges associated with implementation included aligning administrative commitment to restorative practices with individual teachers willingness to change classroom practices, allocating sufficient time for changing policies and practices and overcoming logistical challenges to maximize coaching benefits. Finally, we discuss our field test findings within the current recommendations for advancing the evidence-base supporting restorative practices in schools. [This paper was published in &quot;Contemporary Justice Review&quot; v24 n4 p409-435 2021.]
Creating a Successful Bridge Program: A &quot;How To&quot; Guide. Bridge Initiative
Author: Kossy, Judith
Date: 2013-02-00
Type: Guides - Non-Classroom
Subjects: Unskilled Workers,Semiskilled Workers,Job Skills,Skill Development,Postsecondary Education,College Attendance,Employment Level,Transitional Programs,Program Development,Program Implementation,Program Administration,Labor Force Development

Illinois is investing in bridge programs as a strategy to help more low-skilled and low-wage workers improve their skills, acquire postsecondary credentials, and move up to better jobs. This guidebook is built on early lessons of bridge programs in Illinois. It is designed as a resource for those who want to develop a new bridge program or strengthen or expand an existing one. This guidebook is intended for program directors, deans, curriculum developers, instructors, career development staff, and support services staff in adult education, career and technical education, developmental education, occupational training, employment, and social services who may be based at community colleges, community-based organizations, workforce agencies, social service organizations, employer associations, and even individual employers. Public and private funders, four-year colleges, advocacy organizations, elected officials, and others who work with low-skilled adults may also find it useful. This guidebook is comprehensive and concrete, including basics, strategies, examples, and worksheets. It is organized to help new programs to anticipate essential steps and to help those who need &quot;just in time information&quot; for redesigning a program or improving a particular program element. Recognizing that bridge programs take a long time to develop, get right, and sustain, this guidebook also includes tips for the continuous improvements required to get the right population, adequate funding, best outcomes, and to adapt to changing contexts to sustain the effort. [This handbook was published in 2012 and revised in February 2013. This handbook was prepared as part of the Illinois Shifting Gears Initiative with support from the Illinois Department of Commerce and Economic Opportunity.]
2022 High School Student Perceptions of College Financing
Author: Ruffalo Noel Levitz (RNL)
Date: 2022-00-00
Type: Reports - Research
Subjects: High School Students,Student Attitudes,Paying for College,Student Costs,Student Financial Aid,Access to Information,College Choice,Parent Participation,Information Sources,Grade 11,Grade 12,Scholarships,Student Athletes,Loan Repayment

What are the experiences, expectations, and challenges of college-bound high school students and their families regarding college financing? To answer that question, Ruffalo Noel Levitz (RNL), Ardeo Education, and PLEXUSS surveyed 1,250 high school students from the 11th and 12th grades about how they become interested in colleges and universities, research financial aid, and plan to finance their college educations. Key findings include: (1) Nine out of 10 students believe financing college will be difficult; (2) Among 11th-grade students, 57 percent have received information on financial aid; (3) Nearly 80 percent of 12th-grade students plan to borrow to pay for college; (4) First-generation students and those without family involvement need more support; and (5) Seven out of 10 12th-grade students become interested in at least one new institution. [For the previous report &quot;2020 High School Student Perceptions of College Financing Report,&quot; see ED611663.]
An American Heritage--Federal Adult Education: A Legislative History, 1964-2013
Author: Eyre, Gary
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Adult Education,Role of Education,Employment Opportunities,Immigrants,Second Language Learning,Federal Government,Government Role,Federal Legislation,Educational Improvement,Educational Legislation,Educational History,Federal Programs,Poverty Programs,Labor Force Development,Labor Legislation,Adult Literacy,Educational Change,Federal Aid,Futures (of Society),Basic Skills,State Government

Throughout the history of the United States, adult education has played a continuous role in helping adults reach for better lives. In the early 20th century, as this country witnessed expanded growth and tremendous work opportunities, it became apparent that in order to have a productive workforce and economic stability, the language needs of so many arriving immigrants would need to be met in order for them to assimilate into the culture of this country. This paper s is a history of federal legislation and efforts to improve adult education in the United States--a history that may offer some insight and direction in years to come. In the following chapters, this paper discusses the evolution of the Federal Government's role in promoting adult education by placing major legislation, and significant amendments to that legislation, into historical, economic, and social contexts. [Roberta Pawloski is the contributing author.]
So All Students Thrive: Rethinking Layoff Policy to Protect Teacher Diversity
Author: TNTP
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Teachers,Teacher Employment,Job Layoff,Status,Diversity (Faculty),Minority Group Teachers,Beginning Teachers,School Districts,Educational Policy,Pandemics,COVID-19,Change Strategies,State Policy

The education students deserve starts with great and diverse teachers. But while many states have made impressive progress on diversifying the teacher workforce, that progress could be at risk. This is because school districts commonly use seniority--&quot;Last In, First Out,&quot; or LIFO--to determine which teachers to lay off. But LIFO is not colorblind: Early-career teachers are more likely to identify as people of color, and thus most likely to be let go. This report, written with Educators for Excellence, explores the potential impact of LIFO in the context of the COVID-19 pandemic. It includes analysis of new state teacher workforce data, as well as specific ideas for how states and districts can replace LIFO with policies that protect teachers of color. &quot;So All Students Thrive&quot; shows the urgent need to retain these educators and offers solutions for making sure our schools do so. Our students' futures depend on it. [This report was produced with Educators for Excellence.]
Helping Our New Afghan Neighbors Learn, Earn, Belong, &amp; Contribute: Bush Institute Policy Recommendations
Author: Kent Spanos, Kristin
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Refugees,Land Settlement,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Educational Attainment,Public Agencies,Entrepreneurship,Womens Education,Barriers,Military Personnel,Community Leaders,Work Experience,Creative Thinking,Empowerment,Job Training,Employment Opportunities,Community Colleges,Government School Relationship,Civil Rights,Local Government,Public Policy,Immigrants,Nonprofit Organizations

The Biden Administration expects to resettle 95,000 Afghan evacuees in communities across the United States by September 2022. Some evacuees come to the United States with strong English proficiency and years of experience working as entrepreneurs or community leaders or for the United States military. Others, especially women, have had limited opportunities to achieve an education or learn English. City governments and resettlement agencies cannot respond to these diverse needs on their own. Because of this, the State Department launched a partnership with the nonprofit Welcome.US to coordinate the resettlement efforts to meet these disparate needs and encourage groups working with Afghan evacuees to think creatively about how they can channel their unique skills and resources to help our new Afghan neighbors.
Education after COVID-19: Students Must Benefit from Federal Relief Funds Now. What&apos;s Next: Policy Recommendations from the George W. Bush Institute
Author: Wicks, Anne
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Federal Aid,Grants,Emergency Programs,Resource Allocation,Time Management,Participative Decision Making,Teacher Competencies,Governance,School Districts,Decision Making,Progress Monitoring,Accountability,Educational Policy

It is clear that young people bore the brunt of the pandemic's impact. Disrupted learning, sometimes stretching for two years, forced many students off track and behind academically. Leaders are now faced an unprecedented need to make smart investments with federal relief funds in efforts that accelerate student learning. District leaders should move quickly and thoughtfully to effectively spend the $190 billion in Elementary and Secondary School Emergency Relief (ESSER) grant money to help students. This report offers the following policy recommendations from the George W. Bush Institute: (1) Focus on strategies that create more time for instruction; (2) Give decision-making power to those closest to students; (3) Invest in the educators needed to lead; (4) Strengthen governance to ensure strong implementation; and (5) Prepare for transparent decision-making and progress reporting.
Education Accountability: Support Valid, Comparable State Assessments for K-12 Students. What&apos;s Next: Policy Recommendations from the George W. Bush Institute
Author: Wicks, Anne
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Accountability,Educational Policy,Standardized Tests,State Standards,Information Dissemination,Expectation,Parents,Test Results,Access to Information,Alignment (Education),Federal Aid

High-quality assessments help determine which students are on track and, importantly, which ones are falling behind and need additional support. This is true in a normal school year, and it is even more critical now because of the pandemic's massive disruption of schooling for the Nation's young people. The following policy recommendations from the George W. Bush Institute are presented for educational accountability: (1) Administer state annual exams and disseminate results; (2) Double down on rigor and high expectations for students; (3) Provide parents with clear, actionable information about state test results; (4) Make state annual exams the cornerstone of state accountability systems; and (5) Align federal pandemic relief to accelerate student learning.
Education Is Power for Peace and Security in Afghanistan: Take Action to Support the Rights of Afghan Women and Girls
Author: Gonnella-Platts, Natalie
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Females,Access to Education,Civil Rights,Terrorism,Gender Bias,Foreign Policy,Secondary Education,Higher Education,Peace,Educational Opportunities,Federal Government,Government Role,Advocacy,Private Financial Support,Mass Media,Activism,Organizations (Groups)

The Taliban's return to power in Afghanistan last year has produced a desperate humanitarian situation in the country. Nearly half of all households are experiencing acute food insecurity, maternal and infant mortality rates are rising quickly, and 97% of families are at risk of dropping below the poverty line. Most concerning is the intentional and vicious erasure of women and girls from public life by the Taliban, especially the ban on girls' access to secondary education and the rapid deterioration of education quality across the country. What is happening to the women and girls of Afghanistan creates not simply a moral imperative, but a growing threat to regional and even global peace, prosperity, and security. Dire as the situation may be, it is not hopeless. This report discusses steps the United States and allies can take, along with civil society and others, to mitigate the suffering of Afghan women and girls and provide opportunities in an otherwise bleak situation.
How to Increase Postsecondary Enrollment of Hispanic Graduates: Recommendations from College and Career Advisors. Publication 14.137
Author: Pazera, Carol
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Enrollment,Hispanic American Students,High School Graduates,School Culture,Elementary Secondary Education,College Preparation,Information Dissemination,Family Involvement,Hispanic Americans,Outreach Programs,School Districts

Based on interviews with AISD college and career advisors, this report provides recommendations for closing the persistent postsecondary enrollment gap experienced by Hispanic graduates. A separate supplemental report also was published. [For the supplemental report, see ED626795.]
Supplemental Report: Resources for Implementing Recommendations from College and Career Advisors Regarding How to Increase Postsecondary Enrollment of Hispanic Graduates. Publication 14.137 S
Author: Pazera, Carol
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: College Preparation,Hispanic American Students,High School Graduates,Educational Resources,Elementary Secondary Education,School Culture,English Language Learners,Undocumented Immigrants

This supplemental report provides resources for implementing recommendations, as described in the main report (published separately). Based on interviews with AISD college and career advisors, the main report provides recommendations for closing the persistent postsecondary enrollment gap experienced by Hispanic graduates. [For the main report, see ED626794.]
2015 ACT Test Results Summary. Austin Independent School District. 2014-2015. Publication 14.115 RB
Author: Looby, Karen
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Student Participation,High School Students,Scores,School Districts,Student Characteristics,Racial Differences,Ethnicity,College Readiness,Reading Achievement,Science Achievement,English,Academic Achievement,Mathematics Achievement

The report brief describes district-level ACT test results for AISD students in the 2014-2015 school year. The supplemental report (published separately) provides campus-level summaries. [For the supplemental report, see ED626797.]