ethanporcaro/eric-fulltext-meta huggingface dataset:
NEPC Review: &quot;Leveraging ESSA to Support Quality-School Growth&quot;
Author: Sunderman, Gail L.
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Educational Change,Educational Quality,Educational Improvement,Program Effectiveness,Financial Support,Charter Schools,School Turnaround,State Government,School Districts,Models,Evidence,Educational Policy,Accountability

A recent report offers a how-to guide for reform advocates interested in removing communities' democratic control over their schools. The report explains how these reformers can influence states to use the Every Student Succeeds Act (ESSA) Title I school improvement funds to support a specific set of reforms: charter schools, state-initiated turnarounds, and appointment of an individual with plenipotentiary authority over districts or schools. While the report acknowledges that the research evidence on the effectiveness of these reforms as school improvement strategies is limited, it uses a few exceptional cases to explain how advocates seeking to influence the development of state ESSA plans can advance them anyway. As this review explains, support for the effectiveness of these approaches is simply too limited to present them as promising school improvement strategies. The report omits research that evaluates the models relative to other school reform initiatives, and it fails to take into account the opportunity costs of pursuing one set of policies over another. It also relies on test-score outcomes as the sole measure of success, thus ignoring other impacts these strategies may have on students and their local communities or the local school systems where they occur. For these reasons, policymakers, educators and state education administrators should be wary of relying on this report to guide them as they develop their state improvement plans and consider potential strategies for assisting low-performing schools and districts. A list of notes and resources is provided. [For &quot;Leveraging ESSA to Support Quality-School Growth&quot; (2017), see ED583109.]
NEPC Review: &quot;Differences by Design? Student Composition in Charter Schools with Different Academic Models&quot;
Author: Brewer, T. Jameson
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Charter Schools,Student Characteristics,Models,School Segregation,Socioeconomic Status,Income,Special Education,Racial Segregation,Ethnicity,School Choice,Parent Participation,Decision Making,Educational Innovation,Specialization,Public Schools,Comparative Analysis,Equal Education,Research Reports,Criticism,Educational Policy,Educational Practices

A new report by the American Enterprise Institute (AEI), &quot;Differences by Design?,&quot; compares differences in approaches and demographics between and among charter school models and local &quot;traditional public schools.&quot; Using three national data sets, the report effectively captures the national universe of charter schools. It empirically demonstrates that cream-skimming occurs and that charters segregate by income, special education, race and ethnicity, in that different demographic groups attend different types of charter schools. Charter schools, the authors contend, provide differentiated and &quot;innovative schooling options&quot; through varied academic models that cater to, and ultimately reflect, parental choices for their children. The resulting &quot;de facto&quot; segregation is presented as a benign byproduct of beneficial choices differentially associated with different racial and ethnic groups. They contend this is &quot;in line with a properly functioning charter sector.&quot; Unfortunately, the report does not demonstrate familiarity with the research on parent decision-making or with the extensive research suggesting that charter schools are not particularly innovative in the curricular or instructional options. Despite what the report claims, traditional public schools do, in fact, offer various academic model specializations like the ones offered by the charter schools. Ultimately, the report's dismissive characterization of &quot;de facto&quot; segregation in charters, as a benign byproduct of parental choice, is at odds with the purpose and aims of equitable public education. A list of notes and resources is included. [For &quot;Differences by Design? Student Composition in Charter Schools with Different Academic Models&quot; (2017), see ED579269.]
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report Kentucky
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Kentucky's accomplishments, lessons learned, challenges, and strategies Kentucky will implement to address those challenges. In December of 2013, Kentucky received notice that they would join 19 other States as a winner of the Race to the Top Early Learning Challenge competition. This incredible opportunity allows the Commonwealth to continue the long history of investments in early childhood education that has its roots all the way back to 1965. Most importantly, it allows Kentucky to build on the success of its Quality Rating and Information System and Professional Development and Learning system, both implemented originally in 2001. The Commonwealth has worked to implement the details of the RTT-ELC plan. Now known as KY All STARS, the work of implementation is being led by the Governor's Office of Early Childhood with strong partnerships with the Kentucky Department of Education (KDE), the Cabinet for Health and Family Services (CHFS), the Education and Workforce Development Cabinet (EWDC), and the Early Childhood Advisory Council (ECAC). All of these agencies, along with other partners in public and private organizations, are working to fulfill the ultimate goal of the KY All STARS plan: to increase access to high quality early learning and development programs to more children with high needs. Kentucky's plan divides the work into seven separate projects: (1) Grants management; (2) Redesign of the TQRIS; (3) Expanded use of the Kentucky Early Childhood Standards; (4) Expansion of United Way Born Learning Academies; (5) Implementation of the Strengthening Families Framework of protective factors; (6) Building a responsive system of professional development for early childhood educators and creating a unified registry; and (7) Expansion of the state's Longitudinal Data System to include more early childhood data. The state's scope of work (SOW) for the project, approved in July of 2014, includes more than 400 specific tasks required to complete all projects. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Michigan
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Michigan's accomplishments, lessons learned, challenges, and strategies Michigan will implement to address those challenges. The Michigan Department of Education, Office of Great Start was identified as the lead agency for RTT-ELC implementation in the grant application. Michigan has prioritized its work into seven projects for improving early childhood outcomes for all children. These projects are designed to support the creation of a truly collaborative system of early learning and development - one that requires the collective efforts of policymakers, program directors, providers, and parents. The projects are as follows: (1) Grant Management and Governance; (2) Improving Quality through Increased Participation in Great Start to Quality; (3) Promotion of Physical and Social-Emotional Health; (4) Enhancing and Increasing Access to the Great Start to Quality System; (5) Improving the Early Learning and Development Workforce; (6) Measuring Outcomes for Children, Programs, &amp; Educators; and (7) Increasing Family Engagement. Through the various activities and initiatives within the seven RTT-ELC projects, the state is striving to meet the following goals: (1) Increase access for children with high needs to high-quality early learning programs; (2) Increase opportunities for licensed and unlicensed home-based providers to improve the quality of their programs; (3) Ensure meaningful engagement of families in their children's early learning and development; (4) Promote children's physical, social, and emotional health; (5) Expand education and professional learning opportunities, especially for home-based providers; and (6) Build an early learning data system that provides information (anonymously and in aggregate) on children across departments and programs. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Trends in State Implementation of the Common Core State Standards: Making the Shift to Better Tests. NGA Paper
Author: Nielson, Kate
Date: 2014-04-23
Type: Reports - Descriptive
Subjects: Educational Trends,State Policy,State Programs,Program Implementation,Common Core State Standards,Tests,Alignment (Education),Computer Assisted Testing,Educational Assessment,Educational Change,Educational Finance

The Common Core State Standards (CCSS) for K-12 English language arts/literacy and mathematics, released in 2010, have been adopted by 49 states and territories; the District of Columbia; and the U.S. Department of Defense schools, which serve the children of U.S. service members around the world. The widespread adoption of the CCSS is a major step forward, yet significant work remains for states to successfully implement the new more rigorous and relevant academic standards--notably, the adoption of new tests to measure students' progress against the CCSS. This paper reports on states' challenges and progress in creating and launching assessments of students' learning that are aligned with the CCSS.
2013 Annual Disability Statistics Compendium
Author: Houtenville, Andrew J.
Date: 2013-11-00
Type: Reports - Research
Subjects: Annual Reports,Disabilities,Statistical Data,Federal Programs,State Programs,Incidence,Employment,Poverty,Salaries,Wages,Veterans,Health Insurance,Retirement Benefits,Special Education,Public Health,Tables (Data),National Surveys,Employment Level,Smoking,Obesity,Drinking,Age Differences,Welfare Services,Vocational Rehabilitation,Foreign Countries

The &quot;Annual Disability Statistics Compendium&quot; is a publication of statistics about people with disabilities and the government programs which serve them. It is modeled after the U.S. Department of Commerce's annual &quot;Statistical Abstracts of the United States.&quot; The &quot;Compendium&quot; is designed to serve as a reference guide to government publications. At the bottom of each table, the source of data appearing in each table is presented. These referenced sources contain additional statistical information about the ways the data were collected and the statistics were generated. Each year, the &quot;Compendium&quot; reflects the statistics published over the year. As in previous years, the fifth annual &quot;Compendium&quot; provides national, state-level statistics and monthly time-trend statistics published by federal agencies. Also provided is a glossary, to assist in the interpretation of the statistics contained in the &quot;Compendium.&quot;
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Rhode Island
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Rhode Island's accomplishments, lessons learned, challenges, and strategies Rhode Island will implement to address those challenges. Rhode Island has made progress toward its ambitious but achievable goals under the Race to the Top Early Learning Challenge Grant in 2014. In year three, Rhode Island realized key accomplishments in policy and systems development by: (1) Promoting participation in BrightStars; (2) Completing a Facilities Study to inform additional resources and supports for facility improvement; (3) Launching the statewide Professional Development/Technical Assistance Center; (4) Finalizing the Workforce Knowledge and Competencies for Professional Development Providers; and (5) Developing and launching the RI College Institute for Teaching and Learning. At year end, over 75% of all Rhode Island early care and education programs were rated in BrightStars, the state's Tiered Quality Rating and Improvement System (TQRIS). In 2013, Rhode Island implemented a key strategy to reach its participation goals through the implementation of a regulatory rule change that required &quot;Starting Star&quot; participation in BrightStars for all programs accepting the Child Care Assistance Program (CCAP). In 2014, the state transitioned nearly 94% of Starting Star CCAP programs to a rating by increasing communication and outreach and by fully implementing a package of resources and supports designed to help support the costs of improving program quality and/or maintaining program quality. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
2016 Disability Statistics Annual Report. A Publication of the Rehabilitation Research and Training Center on Disability Statistics and Demographics
Author: Kraus, Lewis
Date: 2017-01-00
Type: Reports - Research
Subjects: Annual Reports,Disabilities,Statistical Data,Federal Programs,State Programs,Incidence,Employment,Poverty,Salaries,Wages,Veterans,Health Insurance,Retirement Benefits,Special Education,Public Health,Tables (Data),National Surveys,Employment Level,Smoking,Obesity,Drinking,Age Differences

The &quot;2016 Disability Statistics Annual Report&quot; presents statistics to address the following types of questions: (1) How many people with disabilities live in the United States; (2) What is the percentage of people with disabilities in different age groups; (3) What is the percentage of people with disabilities for different types of disability; (4) To what extent are people with disabilities employed; (5) What are the earnings for people with and without disabilities; (6) What is the poverty percentage for people with and without disabilities; and (7) Is disability status associated with percentages of smoking, obesity, and binge drinking? The &quot;Annual Report&quot; highlights state and trend data from national sources. A specific listing of source data for each figure is included in Appendix B. There is a great deal of variability in rates of people with disabilities by state and the Annual Report includes maps to highlight this information. A glossary of terms is included in Appendix C. The &quot;Annual Report&quot; charts complement the detailed tables of data which can be found in the &quot;2016 Annual Disability Statistics Compendium&quot; (www.disabilitycompendium.org). [For the &quot;2016 Annual Disability Statistics Compendium,&quot; see ED583251.]
Sentiments, Attitudes, and Concerns about Inclusion: Early Years in Teacher Education Programs
Author: Cansiz, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Disabilities,Special Needs Students,Inclusion,Demography,Majors (Students),Instructional Program Divisions,Gender Differences,Familiarity,Training,Self Esteem,Teaching Experience,Foreign Countries,Teacher Education Programs,Student Surveys,Likert Scales,Statistical Analysis

This study aims to examine preservice teachers' sentiments toward students with special needs, attitudes, and concerns about inclusive education in terms of a number of demographic variables. These demographics included major area, grade level, gender, interaction with disabled people, training for inclusive education, self-confidence for teaching in inclusive classrooms, and teaching experience in inclusive classrooms. Main data were collected only from first and second-year preservice teachers. The result indicated that although some findings matched those observed in earlier studies, others did not support the previous research. The possible reasons were discussed with reference to teacher education programs implemented in Turkey.
2016 Annual Disability Statistics Compendium
Author: Lauer, E. A.
Date: 2017-01-00
Type: Reports - Research
Subjects: Annual Reports,Disabilities,Statistical Data,Statistical Distributions,Related Services (Special Education),Federal Programs,State Programs,Population Distribution,Incidence,Employment Statistics,Employment Potential,Poverty,Salary Wage Differentials,Veterans,Health Insurance,Retirement Benefits,Special Education,Vocational Rehabilitation,Employment Practices,Public Health,Tables (Data)

The &quot;Annual Disability Statistics Compendium&quot; is a publication of statistics about people with disabilities and about the government programs which serve them. The &quot;Compendium&quot; is designed to serve as a summary of government statistics. The 2016 &quot;Annual Disability Statistics Compendium&quot; was substantially revised and expanded this year. The &quot;Compendium&quot; presents key overall statistics for each section. A new &quot;Annual Disability Statistics Supplement,&quot; only available online, presents tables with additional categorizations of data for each section highlighted in the &quot;Compendium.&quot; With the addition of over 150 tables, the &quot;Compendium&quot; and &quot;Supplement&quot; now provide enhanced tables by age, gender and race/ethnicity. In addition, a section on Employment Policy has been added to the &quot;Compendium.&quot; The Employment Policy section includes statistics on topics such as minimum wage rates and earned income tax credit rates for people living in the United States. Several sections in the &quot;Compendium&quot; were removed in 2016. The topics removed had not been updated by the authors for several years. Although no longer available in this year's &quot;Compendium&quot; or &quot;Supplement,&quot; these older tables can still be accessed in previous Compendiums which are available online at www.disabilitycompendium.org. A companion &quot;Annual Report&quot; is available, providing graphic representations of key findings and state differences. The &quot;Annual Report&quot; highlights state and trend data using maps related to specific tables in the &quot;Compendium&quot; and Supplement. [For the Annual Report, &quot;2016 Disability Statistics Annual Report. A Publication of the Rehabilitation Research and Training Center on Disability Statistics and Demographics,&quot; see ED583249.]
NEPC Review: &quot;Renewing Our Cities&quot; (EdChoice, March 2017) &quot;CPR Scholarships&quot; (American Enterprise Institute, March 2017)
Author: Holme, Jennifer Jellison
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Charter Schools,School Choice,Economic Development,Economic Impact,Case Studies,Economically Disadvantaged,Educational Vouchers,Research Reports,Evidence,Inferences,Research Utilization,Research Methodology,Validity,Educational Practices,Educational Policy,Vignettes,Elementary Secondary Education

Two recent reports contend that the introduction of school choice can promote economic development in economically distressed urban areas. The first report, published by EdChoice, presents a case study of a charter school that has, according to the report, contributed to the economic development of the city of Santa Ana, California. The second report, published by the American Enterprise Institute (AEI), presents a proposal for a hypothetical voucher-like program that, if implemented, would purportedly spur economic development in high-poverty neighborhoods by luring higher income families into those neighborhoods. This review explains that both reports overlook significant bodies of relevant research literature and make unsupported claims that rely on flawed logic and data. The EdChoice report fails to collect and analyze data related to the report's causal assertion that economic development in Santa Ana resulted from the establishment of the charter school. The American Enterprise Institute report's claims about the benefits of the proposed program to publicly fund private schooling are unsupported by existing research. We conclude that these reports offer little useful guidance for policy or practice. [For &quot;Renewing Our Cities: A Case Study on School Choice's Role in Urban Renewal&quot; (EdChoice), see ED583114. For &quot;CPR Scholarships: Using Private School Choice to Attack Concentrated Poverty, Crime, and Unemployment&quot; (AEI), see ED583107.]
2016 Strategic Sustainability Performance Plan: Smithsonian Facilities
Author: Smithsonian Institution
Date: 2016-06-30
Type: Reports - Descriptive
Subjects: Strategic Planning,Sustainability,Museums,Institutional Mission,Progress Monitoring,Biodiversity,Climate,Pollution,Conservation (Environment),Facilities,Energy,Water Quality,Fuels,Efficiency

As a trust instrumentality of the United States, the Smithsonian is committed to the goals which Executive Order 13693 set for federal agencies, and is focused on making improvements in environmental, energy, and economic performance. As stated in the current Smithsonian Strategic Plan, one of the four grand challenges we have undertaken is &quot;Understanding and Sustaining a Biodiverse Planet.&quot; The goals established by the Executive Order complement this grand challenge and underscore the Smithsonian's mission and values. This 2016 Smithsonian Institution Strategic Sustainability Performance Plan reports sustainability successes and challenges of the past year. It describes the Smithsonian today. More importantly, it identifies the sustainability strategies we will pursue in the year ahead, how we will measure progress, and the milestones we intend to reach. It is a map the Smithsonian can follow towards a sustainable future.