ethanporcaro/eric-fulltext-meta huggingface dataset:
Profile of State College and Career Readiness Assessments (CCR) Policy. Florida
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on Florida's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. Alabama
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on Alabama's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. South Carolina
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on South Carolina's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. Georgia
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on Georgia's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. Minnesota
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on Minnesota's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College Entrance Exam Policies. Alabama
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Academic Achievement,College Bound Students,College Entrance Examinations,College Preparation,Educational Assessment,Educational Policy,Grade 11,Secondary Education,Graduation,High School Students,Instructional Program Divisions,Profiles,State Programs

This individual profile provides information on Alabama's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college entrance exams; and (5) State financial support provided for students to take the college entrance exam. [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. Tennessee
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on Tennessee's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. California
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on California's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. New Mexico
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on New Mexico's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. West Virginia
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on West Virginia's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. Kentucky
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on Kentucky's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College Entrance Exam Policies. North Dakota
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Academic Achievement,College Bound Students,College Entrance Examinations,College Preparation,Educational Assessment,Educational Policy,Grade 11,Secondary Education,Graduation,High School Students,Instructional Program Divisions,Profiles,State Programs

This individual profile provides information on North Dakota's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college entrance exams; and (5) State financial support provided for students to take the college entrance exam. [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. Alaska
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on Alaska's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Fostering Teacher Learning: Reflections on Leadership Roles
Author: Power, Alayne
Date: 2009-06-24
Type: Reports - Descriptive
Subjects: Coaching (Performance),Literacy,Inservice Teacher Education,Elementary School Teachers,Program Implementation,Principals,Leadership,Leadership Role,Resistance to Change,Capacity Building,Leadership Training,Trust (Psychology),Educational Improvement,Graduate Study,Student Attitudes,Administrator Role,Coordinators,Specialists,Reading Consultants

Over the months of a graduate course in literacy education, the authors engaged in many conversations about their leadership roles in the district in which they both work. Their schools are actively engaged in school improvement with a focus on enhancing student achievement. The district and the provincial Department of Education have given priority to literacy and numeracy through curriculum initiatives, teacher professional development, and student assessment. They both have a responsibility to support teacher change. The authors play different roles, Alayne supports elementary teachers as a literacy coach in two schools; as a principal of an elementary school, Amy guides and supervises the work of teachers. They shared many of the same questions and issues as they grappled with how best to foster teacher learning. In their conversation, similar themes surfaced such as resistance to change, trust and relationship building, and the need to build capacity and leadership in the school.
Principals as Partners with Literacy Coaches: Striking a Balance between Neglect and Interference
Author: Ippolito, Jacy
Date: 2009-06-23
Type: Reports - Descriptive
Subjects: Instructional Improvement,Vignettes,Interprofessional Relationship,Mixed Methods Research,Urban Schools,Focus Groups,Semi Structured Interviews,Observation,High Schools,Elementary Schools,Middle Schools,Instructional Leadership,Partnerships in Education,Coaching (Performance),Literacy,Inservice Teacher Education,Program Implementation,Principals,Administrator Role,Specialists,Reading Consultants

What role must principals play in order to effectively support literacy coaching efforts? This is a question that many educators have begun to ask (Burkins, 2007; Casey, 2006; Kral, 2007; Shanklin, 2007; Steiner &amp; Kowal, 2007; Toll, 2008). Some suggest that principals can establish close relationships with literacy coaches by offering a number of structural supports (e.g., clear job descriptions, regular professional development, common planning times, and a school literacy team), as well as a number of relational supports (e.g., modeling collaboration and participation for teachers) (Kral, 2007; Shanklin, 2007). Others suggest that principals must participate actively in coaching work to better understand literacy professional development and increase teachers' sense of accountability for instructional improvement (Burkins, 2007; Casey, 2006; Kral, 2007; Steiner &amp; Kowal, 2007; Toll, 2008). However, few research-based accounts of coach-principal relationships exist. In response, this Literacy Coaching Clearinghouse brief presents three research-based vignettes of coaches working with principals who form a continuum of behaviors ranging from neglect to partnership to interference. The vignettes have been drawn from a recent mixed-methods study of coaches' roles and relationships in a mid-sized, urban, East Coast district (Ippolito, 2008, 2009). Each vignette features a coach working at a different school and grade level; however, the three schools have similar performance profiles in terms of state test scores and annual yearly progress (AYP) measures. The brief concludes with questions meant to spark conversation between coaches and principals. (Contains 1 footnote.)
Lessons Learned about Coaching from Reading First in Georgia
Author: Beaty, Amanda
Date: 2009-06-23
Type: Reports - Descriptive
Subjects: Beginning Reading,Reading Programs,Federal Programs,Coordinators,Professional Development,Educational Needs,Guidelines,Instructional Improvement,Coaching (Performance),Literacy,Inservice Teacher Education,Program Implementation,Administrator Role,Specialists,Reading Consultants

Reading First, the largest and most ambitious beginning reading initiative funded by the United States Department of Education, is entering its sixth and final year in Georgia. The author currently serves as a coordinator for the project as well as serve as a Regional Consultant to six schools near my home in South Georgia. She is one of fourteen consultants who are responsible for supporting as many as ten schools. In her role with the schools, she visits each one at least one time a month, meets with coaches and administrators, visits classrooms, provides support, and monitors progress. This part of her job has been a joy because of the close personal relationships that it has allowed her to form as she works together with others to create the best possible situation for the teachers and students in their schools. The progress in the design and implementation of Georgia Reading First has not been constant; rather, it has progressed in fits and starts. In this brief, the author shares lessons gleaned from her own coaches as well as from other Regional Consultants and their coaches.
Six Questions about The World Bank's 2020 Education Sector Strategy
Author: Shafiq, M. Najeeb
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Educational Strategies,International Organizations,Interviews,Educational Objectives,Change Strategies,Educational Change,Educational Policy,Educational Development,Employee Attitudes,Organizational Objectives,Institutional Mission,Educational Planning

Based on interviews with World Bank staff in April 2011, this article answers six questions about the World Bank's Education Sector Strategy 2020 (ESS 2020):  (1) What is the ESS 2020?  (2) What is it not?  (3) How was the development process of the ESS 2020 different from that of past Strategies?  (4) How are the policy recommendations of the ESS 2020 different from those of past Strategies?  (5) Does the ESS 2020 fit in with the World Bank's broader development strategy?  And finally, (6) Does the ESS 2020 matter?  (Contains 4 footnotes.)
Language Interdependence between American Sign Language and English: A Review of Empirical Studies
Author: Rusher, Melissa Ausbrooks
Date: 2012-03-01
Type: Reports - Evaluative
Subjects: American Sign Language,English,Comparative Analysis,Bilingual Education,Responsibility,Group Dynamics,Sharing Behavior,Metalinguistics,Deafness,Teacher Education Programs,Research Methodology,Evaluation Methods

This study provides a contemporary definition of American Sign Language/English bilingual education (AEBE) and outlines an essential theoretical framework. Included is a history and evolution of the methodology. The author also summarizes the general findings of twenty-six (26) empirical studies conducted in the United States that directly or indirectly investigated language interdependence between American Sign Language and English through correlational or causal-comparative analysis. Findings are summarized in laymen's terms to ease dissemination of this comprehensive review of literature to classroom teachers, in addition to teacher preparation faculty and researchers. Implications for future research due to the extent and limitations of the current field of knowledge on the topic are addressed.
School Enrollment in Iraq during the U.S-Led Invasion: A Statistical Analysis
Author: Shafiq, M. Najeeb
Date: 2012-01-00
Type: Reports - Research
Subjects: Enrollment Rate,Multivariate Analysis,Foreign Countries,Enrollment,Labor Force,Statistical Analysis,Enrollment Influences,Enrollment Trends,Social Change,Social Influences,Socioeconomic Background,Socioeconomic Status,Community Surveys,Gender Differences,Rural Urban Differences,Employment Opportunities,Academic Aspiration,Educational Attitudes,Community Attitudes,International Education,Educational Development,Educational Policy,Regional Characteristics,Performance Factors,Attribution Theory

Little is known about the educational consequences in Iraq during the U.S.-led invasion of 2003-2010. This study examines school enrollment based on the 2007 Iraq Household Socio-Economic Survey. There are three main findings. First, a population-weighted analysis indicates that the school enrollment rate (72.3 percent) is lower than past Iraqi rates but comparable to that in neighboring Arab countries. Second, a multivariate analysis shows that boys and rural children are far more likely to be enrolled. Last, household opinions suggest that a key reason for non-enrollment is lack of child or parent interest. An analysis of adult labor force participants suggests that the lack of interest is attributable to weak employment prospects for educated youth. (Contains 4 tables, 11 footnotes, and 3 figures.)
Preliminary Findings of the PAULEX Project: A Proposal for the Internet-Based Valencian University Entrance Examination
Author: Garcia Laborda, Jesus
Date: 2012-03-00
Type: Information Analyses
Subjects: Language Tests,Foreign Countries,Computer Assisted Testing,Program Descriptions,Program Validation,College Entrance Examinations,Test Construction,Test Content,Reading Skills,Writing Skills,Listening Skills,Spanish Speaking,Technological Advancement,Program Attitudes,Program Effectiveness,English (Second Language)

Although there is an increasing number of online tests in the world, little research is currently known in Spain today. Assessment has become an integral part of education and the implications of the various uses of language testing go beyond the educational settings (Douglas, 2010; Fulcher, 2010). This study describes the PAULEX project. This project deals with the design and validation of a computer-based University Entrance examination for Spanish universities. The test measures the students' oral and written competence including tasks on four different skills: reading, writing, listening and speaking. This paper will address some specific features and reaction studies that are already in process. It is by no means this paper's object to give detailed information of each individual aspect but instead to give an overview of what has been done so far and provide concepts of the current research. In doing so, the paper is divided into three main sections: technological advances, attitudinal observations and results. (Contains 4 figures.)