ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Residencies: Building a High-Quality, Sustainable Workforce. Policy Brief
Author: Guha, Roneeta
Date: 2016-01-19
Type: Reports - Descriptive
Subjects: Teacher Interns,Teacher Education Programs,Teacher Recruitment,Teacher Persistence,College School Cooperation,Program Effectiveness,Alternative Teacher Certification

Recruitment and retention challenges are once again leading to teacher shortages in California and across the nation. Especially in urban and rural school districts, low salaries and poor working conditions often contribute to the difficulties of recruiting and keeping teachers, as can the challenges of the work itself. Newly emerging teacher residency programs offer an innovative approach to recruiting and retaining high-quality teachers. This report discusses the promise of residencies and the impact of residencies. [For the full report to this policy brief &quot;The Teacher Residency: An Innovative Model for Preparing Teachers,&quot; see ED606443.]
Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867. Revised
Author: Wang, Jia
Date: 2020-04-00
Type: Reports - Research
Subjects: Comparative Analysis,Literacy Education,Program Evaluation,Program Effectiveness,Middle School Students,Urban Schools,School Districts,Intervention,Outcomes of Education,Teacher Attitudes,Middle School Teachers,Standards,Teacher Surveys,Administrator Surveys,Administrator Attitudes,Coaching (Performance),Faculty Development,Communities of Practice,Asynchronous Communication,Common Core State Standards,English Language Learners,Hispanic American Students,Teacher Collaboration,Instructional Leadership,Teaching Methods,English,Language Arts,Elementary Secondary Education,Alignment (Education)

Engaged inthe evaluation of LDC tools since June 2011, UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is using multiple data sources and a quasi-experimental design to examine LDC implementation and impact in two cohorts of schools in two large, urban school districts. This report presents the results on implementation of LDC in the large urban school district on the West Coast during the third year of the intervention, and the impact of the program across multiple years. Findings from both participant surveys and analyses of student outcomes reveal positive results for the LDC intervention. Analysis of student outcomes provided evidence of the program's effectiveness and confirmation for participants' positive views. Quasi-experimental analyses demonstrated a statistically significant positive impact of LDC as practiced by middle school teachers with 2 years of program experience across two cohorts of schools and teachers. A statistically significant positive impact was also found for Cohort 2 middle schools after just one year of implementation. [For the original report, &quot;Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867,&quot; see ED605029.]
Think College Transition: Developing an Evidenced-Based Model of Inclusive Dual Enrollment Transition Services for Students with Intellectual Disabilities and Autism. Evaluation Final Report
Author: Parker, Caroline E.
Date: 2018-12-31
Type: Reports - Research
Subjects: Dual Enrollment,Transitional Programs,Students with Disabilities,Intellectual Disability,Autism,Pervasive Developmental Disorders,Inclusion,Peer Relationship,High School Students,Career Readiness,Self Determination,Self Efficacy,Employment Level,Program Effectiveness,Program Implementation,College Students,Partnerships in Education,Postsecondary Education,College School Cooperation,Student Characteristics

This report is an evaluation of the i3 development grant Think College Transition (TCT), an inclusive dual enrollment transition model to improve achievement and post-school outcomes for students with intellectual disabilities or autism (ID/A). The model offers an innovative approach to transition services for students with intellectual disabilities and autism by providing participation in inclusive academic and social environments of a college campus with same-aged peers rather than continuing to receive transition services in typical high school environments. This evaluation examined the impact of TCT services on the job-seeking skills, career readiness, self-determination, college self-efficacy, and employment of ID/A youth. A quasi-experimental design was used to compare baseline and end-of-the year data on outcome variables from students with ID/A participating in the TCT model at three institutes of higher education in Massachusetts with students with ID/A participating in business-as-usual transition services through their school districts. The fidelity with which the TCT model was implemented at the intervention sites was also evaluated. Results from the evaluation found that, after controlling for student baseline scores, the TCT model had a significant effect on students' scores of self-determination after one year of participation. This is one of the first quantitative studies to examine college-based transition programs using a rigorous research design. Future research will need to be conducted to learn what TCT model components specifically affect self-determination and what other long-term effects participation in the TCT model might have. [Additional financial support for this research was provided by the Peter and Elizabeth C. Tower Foundation.]
Development and Validation of the Minnesota Inference Assessment
Author: Kendeou, Panayiota
Date: 2020-00-00
Type: Reports - Research
Subjects: Test Construction,Test Validity,Inferences,Computer Assisted Testing,Elementary School Students,Young Children,Video Technology,Questioning Techniques,Comprehension,Progress Monitoring,Reading Tests,Developmentally Appropriate Practices,Measures (Individuals)

The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in K-2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and nonfiction videos coupled with questioning. We evaluated MIA's technical adequacy in a proof-of-concept study. Taken together, the results support the interpretation that MIA shows promise as a valid and reliable measure of inferencing in a nonreading context for students in Grades K-2. Future directions involve further development of multiple, parallel forms that can be used for progress monitoring in K-2. [This is the online version of an article published in &quot;Assessment for Effective Intervention.&quot;]
Reforming Testing and Accountability: Essential Principles for Student Success in California. Report
Author: Freedberg, Louis
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Testing,Educational Change,Accountability,Student Evaluation,Common Core State Standards,Educational Finance,State Legislation,Standardized Tests,Academic Achievement,Educational Indicators,State Policy,College Readiness,Career Readiness

California is in the midst of a fundamental remaking of its assessment and accountability system that has been in place for 15 years. The state has the opportunity to play a leadership role in developing a multi-faceted assessment and accountability system that goes beyond a narrow focus on test scores and that could be a model for the nation. The transition offers California the potential to develop a more effective system that will not only assess students in more meaningful ways across more parts of the school curriculum, but also will provide educators with meaningful information about their students to help drive academic improvement. The purpose of this EdSource report is threefold: to clarify the timeline for the revision of California's current testing and accountability system; to identify essential principles that must be incorporated into the new system for it to be most effective; and to make recommendations to ensure that whatever new system is developed happens in a timely way, and is most likely to have its desired outcome of improving student performance.
Annual Statistical Report of the Public Schools of Arkansas and Education Service Cooperatives [2015-2016]
Author: Arkansas Department of Education
Date: 2017-02-10
Type: Reports - Evaluative
Subjects: School Statistics,Public Schools,Charter Schools,Expenditure per Student,Average Daily Attendance,Teacher Salaries,Teacher Certification,Budgets,Classification,Income,School Districts,Noninstructional Responsibility,Federal Aid,State Aid,Education Service Centers,Full Time Equivalency,Elementary Secondary Education

In compliance with the provisions of A.C.A.§ 6-20-2201 et seq., the Annual Statistical Report of the Public School of Arkansas, Public Charter Schools, and Education Service Cooperatives, 2015-2016 Actual and 2016-2017 Budgeted, (ASR) is hereby submitted. The Rankings of Selected items of the Public Schools of Arkansas, 2015-2016 Actual, (Rankings) are also included. The school districts are listed according to Local Education Agency (LEA) number in the Rankings report, and are ranked from highest to lowest on the following data: (1) Per Pupil Expenditures; (2) Average Daily Attendance (ADA); (3) Average Daily Membership (ADM); (4) K-12 Licensed Full-Time Equivalent (FTE); (5) Average Salary of K-12 Licensed (FTE); (6) Licensed (FTE); and (7) Average Salary of Licensed (FTE). [For the 2014-2105 report, see ED572254.]
Annual Statistical Report of the Public Schools of Arkansas and Education Service Cooperatives [2016-2017]
Author: Arkansas Department of Education
Date: 2018-01-23
Type: Reports - Evaluative
Subjects: School Statistics,Public Schools,Charter Schools,Expenditure per Student,Average Daily Attendance,Teacher Salaries,Teacher Certification,Budgets,Classification,Income,School Districts,Noninstructional Responsibility,Federal Aid,State Aid,Education Service Centers,Full Time Equivalency,Elementary Secondary Education

In compliance with the provisions of A.C.A.§ 6-20-2201 et seq., the Annual Statistical Report of the Public School of Arkansas, Open Enrollment Public Charter Schools, and Education Service Cooperatives, 2016-2017 Actual and 2017-2018 Budgeted, (ASR) is hereby submitted. The Rankings of Selected items of the Public Schools of Arkansas, 2016-2017 Actual, (Rankings) are also included. The school districts are listed according to Local Education Agency (LEA) number in the Rankings report, and are ranked from highest to lowest on the following data: (1) Per Pupil Expenditures; (2) Average Daily Attendance (ADA); (3) Average Daily Membership (ADM); (4) K-12 Licensed Full-Time Equivalent (FTE); (5) Average Salary of K-12 Licensed (FTE); (6) Licensed (FTE); and (7) Average Salary of Licensed (FTE). [For the 2015-2016 report, see ED606360.]
Annual Statistical Report of the Public Schools of Arkansas and Education Service Cooperatives [2018-2019]
Author: Arkansas Department of Education
Date: 2020-01-09
Type: Reports - Evaluative
Subjects: School Statistics,Public Schools,Charter Schools,Expenditure per Student,Average Daily Attendance,Teacher Salaries,Teacher Certification,Budgets,Classification,Income,School Districts,Noninstructional Responsibility,Federal Aid,State Aid,Education Service Centers,Full Time Equivalency,Elementary Secondary Education

In compliance with the provisions of A.C.A.§ 6-20-2201 et seq., the Annual Statistical Report of the Public Schools of Arkansas, Open Enrollment Public Charter Schools, and Education Service Cooperatives, 2018-2019 Actual and 2019-2020 Budgeted, (ASR) is hereby submitted. The Rankings of Selected items of the Public Schools of Arkansas, 2018-2019 Actual, (Rankings) are also included. The school districts are listed according to Local Education Agency (LEA) number in the Rankings report, and are ranked from highest to lowest on the following data: (1) Per Pupil Expenditures; (2) Average Daily Attendance (ADA); (3) Average Daily Membership (ADM); (4) K-12 Licensed Full-Time Equivalent (FTE); (5) Average Salary of K-12 Licensed (FTE); (6) Licensed (FTE); and (7) Average Salary of Licensed (FTE). [For the 2017-2018 report, see ED596344.]
Development of Model for Professional Competency Assessment (PCA) in Vocational Education: Study of the Engine Tune-Up Injection System Assessment Scheme
Author: Nurtanto, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education,Auto Mechanics,Job Skills,Occupational Tests,Foreign Countries,Models,Expertise

The field legality of expertise for job applicants in the field of vocational education is one of the strong considerations. This recognition can obtain through accredited professional institutions such as the Professional Certification Institute (PCI), which operates independently. The problem arises that PCI in the automotive sector consists of several providers (PCI-TO, PCI-INA, PCI-TOP, etc.), and different levels (the 1st Party PCI, 2nd Party PCI, and 3rd Party PCI) so the quality is not the same and requires the right solution. As a result, the automotive PCI requires a reference standard as a professional competency test model standard. This study aims to test and produce a professional competency test model in automotive clusters, namely engine tune-up injection system (ETU-IS), that meet the characteristics and can be applied. The development subjects consist of PCI-TOP informants, Indonesian Training Center in Bandung (BBLKI), and P4TK BOE/VEDC in Malang as automotive competency experts. Instrument validation consists of construction, validation and feasibility test of the instrument. Data analysis uses alpha coefficients and Inter-Rater statistics. The findings of the study are (1) the assessment of professional competency standard assessment on ETU-IS using a Competency-Based Assessment approach in the form of work instructions, including case studies, demonstrations, and interviews that meet the criteria; (2) the fulfillment of instruments related to competency dimensions in aspects of competency testing consisting of TS [Task Skill], TMS [Task Management Skill], CMS [Contingency Skill Management], EMS [Environmental Management Skills], and JRES [Job and Skill Role Environment]; and (3) verification of the infrastructure and facilities as well as the competency test the ethical requirements such as impartiality and delivery of recommendations have appropriate decision. The new finding in this study is that appraiser's behavior is the key to success in the implementation of competency tests, so technical and methodological abilities require as professional competency examiners.
Supporting Students to Be Independent Learners: State and District Actions for the Pandemic Era
Author: Aspen Institute, Education & Society Program
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Independent Study,State Action,Culturally Relevant Education,Equal Education,Educational Policy,School Districts,Partnerships in Education,Cultural Capital,Academic Achievement,Difficulty Level,Educational Quality,Educational Environment,Instructional Materials,Faculty Development,School Safety,Well Being,Educational Legislation

In early May 2020, The Aspen Institute published &quot;Fostering Connectedness in the Pandemic Era: Policy Recommendations to Support Social, Emotional, and Academic Development.&quot; The recommendations were developed by a diverse group of education leaders convened to explore the importance of safe and nurturing relationships in school and the long-term implications of the coronavirus pandemic for social, emotional, and academic development. This new resource builds on those initial recommendations with a deeper focus on culturally and linguistically responsive and sustaining approaches. [For &quot;State Actions to Support Social, Emotional, and Academic Development: Fostering Connectedness in the Pandemic Era,&quot; see ED606367.]
California&apos;s Math Pipeline: Many Routes through and around College-Prep Courses. Issue Brief
Author: Terry, Liz
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: College Preparation,College Bound Students,College Readiness,Secondary School Mathematics,Algebra,Geometry,STEM Education,Required Courses,State Standards,Graduation Requirements,Racial Differences,Ethnicity,Asian American Students,White Students,Hispanic American Students,African American Students,Grade 11,Postsecondary Education,Middle School Students,Mathematics Skills,Elementary Secondary Education,College School Cooperation,Mathematics Achievement

In California, the typical college-prep course sequence in math includes Algebra I, Geometry, and Algebra II. Students advance through these courses at different rates. A number of students proceed at a quick pace, with some completing Algebra II by the end of 10th grade and a few even earlier. At the other end of the spectrum, some students struggle with 7th grade math content and/or Algebra I for years. The largest portion falls somewhere in the middle. A better understanding of students' trajectories through college-prep math courses in high school can help state leaders and local K-14 educators identify potential leverage points for improving students' prospects in math and STEM courses and careers after high school. This brief finds that California students get through college-prep math at different paces; few students test as ready for college-level math at the end of 11th grade; California Standards Test (CST) data can help clarify priorities for improving students' math performance; and districts have access to student-level data that can provide local answers to some vital questions. This brief is one of three on K-12 student achievement in mathematics for educators and policymakers wanting to strengthen science, technology, engineering, and mathematics (STEM) education in California. [This brief was prepared with input and advice from the California STEM Learning Network (CSLNet). For the other briefs in this series, see &quot;California's Math Pipeline: Success Begins Early. Issue Brief&quot; (ED606334) and &quot;California's Math Pipeline: The Grade 7 Pivot Point. Issue Brief&quot; (ED606336).]
State Actions to Support Social, Emotional, and Academic Development: Fostering Connectedness in the Pandemic Era
Author: Aspen Institute, Education & Society Program
Date: 2020-05-06
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Student Development,School Closing,Disease Control,Public Health,Crisis Management,Anxiety,Trauma,School Personnel,Learner Engagement,Student Evaluation,Well Being,Pilot Projects,Instructional Innovation,School Safety,State Departments of Education,Student Attitudes,Parent Attitudes,Mental Health,Elementary Secondary Education,COVID-19,Pandemics

Social distancing and school closures forced by the COVID-19 pandemic present extraordinary challenges for education. While the nation is just beginning to understand the impact of the last few months and what the months ahead will mean for students, families, and educators, the depth of students' connectedness to school and the quality of their relationships with adults and peers in school are critical to learning and thriving in life. State leaders can take action now and through the 2020-21 school year and legislative sessions to advance policy solutions that develop, maintain, and strengthen the crucial connections and relationships that are necessary for healing and learning. This document recommends 10 actions designed to help state education leaders maintain focus on fostering social and emotional development and school connectedness.
What Really Works in Student Success? CCRC Working Paper No. 121
Author: Barnett, Elizabeth A.
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Evidence Based Practice,School Culture,Student Centered Learning,Success,Institutional Mission,School Holding Power,Student School Relationship,Barriers,Dual Enrollment,High Schools,Cooperative Programs,Transitional Programs,High School Students,College Bound Students,College Attendance,Student Placement,Acceleration (Education),Developmental Studies Programs,Academic Advising,Experiential Learning,Active Learning,College Transfer Students,Student Diversity

Community college students invest considerable time and money into attending college, but too few of them complete their programs of study. This paper discusses how the development of an overall framing vision for student success, the implementation of evidence-based practices, and the establishment of a culture that is both committed to student success and conducive to innovation are useful, complementary approaches that colleges can pursue to improve student outcomes.
A State Policymaker&apos;s Guide to Equitable Transitions in the COVID-19 Era. Policy Guide
Author: Mann, Sharmila
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Equal Education,Transitional Programs,High School Seniors,College Freshmen,College Admission,Enrollment,College Readiness,Student Financial Aid,Experiential Learning,Electronic Learning,Academic Advising,Housing,COVID-19,Pandemics,School Closing,Federal Legislation,Federal Aid

This Policy Guide provides a comprehensive overview of the equity issues amplified in the cross-section of high school-to-college transitions and the COVID-19 pandemic, as well as concrete ideas for policy action to address immediate and arising high-priority concerns. It is organized into six thematic areas: admissions and enrollment, academic readiness, access to financial resources, experiential learning, new learning environments and non-academic supports.
Indicators of School Crime and Safety: 2019. NCES 2020-063/NCJ 254485
Author: Wang, Ke
Date: 2020-07-00
Type: Reports - Research
Subjects: Student Surveys,National Surveys,School Surveys,Crime,Violence,School Safety,Health Behavior,High School Students,Risk,Victims of Crime,Bullying,Computer Mediated Communication,Educational Environment,Weapons,Substance Abuse,Student Attitudes,Incidence,Discipline Problems,School Security,Public Schools,Juvenile Gangs,Mental Health Programs,Classroom Techniques,Postsecondary Education,Elementary Secondary Education,Social Bias

A joint effort by the National Center for Education Statistics and the Bureau of Justice Statistics, this annual report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national and international surveys of students, teachers, principals, and postsecondary institutions. This report covers topics such as victimization, bullying and electronic bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. [For the 2018 report, see ED594245.]