ethanporcaro/eric-fulltext-meta huggingface dataset:
Elementary/Secondary School Register, School Year 2019-2020. Revised
Author: Vermont Agency of Education
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Public Schools,Enrollment,Transfer Students,Dropouts,Graduation,Admission (School),Part Time Students,Attendance,Courses,Student Records,Drills (Practice),School Security,Emergency Programs,Public School Teachers,Students

The Vermont School Register is a student record-keeping document required by Vermont statute. The purpose of the school register is to document each of Vermont school's continuous year-to-year cycle of enrolling students, to record daily attendance, to report dropouts and graduates, and to report year-end attendance to the Agency of Education. It is the source document for calculating Average Daily Membership, which is a critical aspect in the state funding system. Beginning in 2018 the mechanism for transferring this information to the Agency of Education will be the Statewide Longitudinal Data System (VT SLDS), which will collect data throughout the school year. [For the 2018-2019 edition of this report, see ED591999.]
College-Ready in the California State University System: Campus Experiences Implementing EO 1110
Author: Bracco, Kathy Reeves
Date: 2019-06-00
Type: Reports - Research
Subjects: College Readiness,State Universities,Educational Policy,Educational Change,Student Placement,College Students,Introductory Courses,Program Implementation,Curriculum Design,Faculty Development,Writing Instruction,Writing (Composition),Mathematics Instruction,College Mathematics,Developmental Studies Programs,Program Termination,STEM Education,Supplementary Education,Tutoring,Active Learning

Executive Order (EO) 1110, a major policy adopted by the California State University System (CSU) Chancellor's Office in August 2017, requires CSU campuses to eliminate non-credit-bearing developmental courses in written communication and math/quantitative reasoning, and change how students are placed into entry-level courses in these areas. The order also requires campuses to design supportive course models to help students succeed in entry-level courses. This report, the first in a series, examines how CSU campuses are implementing EO 1110. Based on interviews with faculty, staff, and administrators at nine of the 23 CSU campuses, the report presents a snapshot of campus implementation from the perspective of those on the ground working to respond to the required changes. The report highlights findings from campus visits regarding the progress related to course redesign, professional development and course placement, and concludes with a discussion of the implementation challenges and implications for the work moving forward.
2018 Academic Credit for Prior Learning (ACPL) Report Update
Author: Washington Student Achievement Council
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: College Credits,Prior Learning,Adult Students,Community Colleges,Private Colleges,Public Colleges,Technical Institutes,College Students,Veterans Education,School Policy

Supporting adult learners as they complete their postsecondary certificates and degrees is essential to meeting Washington state's educational attainment goals and meeting the employment needs of students and Washington employers. Academic Credit for Prior Learning (ACPL) is awarded when a student's prior learning is assessed and found to be the equivalent of specific college course outcomes, and when awarding credit is consistent with the policies of the institution. For the second consecutive year, all thirty-four community and technical colleges, six public baccalaureate institutions, and ten Independent Colleges of Washington member institutions submitted data for the 2018 report. Of these 49 institutions, 42 had reported data in 2016, and 49 in 2017. This allows a limited three-year look at change over time in total number of ACPL credits awarded, and a more complete view in the two-year comparison. During the 2017-18 academic year, Washington public and independent colleges awarded 56,313.5 ACPL credits that applied toward certificates or degrees. Approximately 2,927 students earned credits for prior learning. In a three-year view of 42 colleges reporting, a trend emerges with a 20.7 percent increase. [For &quot;Academic Credit for Prior Learning: 2017 Progress Report,&quot; see ED592828.]
Restorative Justice in U.S. Schools: An Updated Research Review
Author: Fronius, Trevor
Date: 2019-03-00
Type: Information Analyses
Subjects: Justice,Student Behavior,Discipline,Punishment,Conflict Resolution,Program Implementation,Sustainability,Bullying,Racial Differences,Program Effectiveness,Attendance,School Safety,Academic Achievement

This report presents information garnered from a comprehensive review of the literature on restorative justice in U.S. schools. The purpose of the review is to capture key issues, describe models of restorative justice, and summarize results from studies conducted in the field. The authors first conducted and published a literature review on this topic in early 2016, covering research reports and other relevant literature that had been published or made publicly available between 1999 and mid-2014 (Fronius, Persson, Guckenburg, Hurley, &amp; Petrosino, 2016). This report expands on that earlier review, updating it to include publications available through July 2018.
West Virginia Higher Education Report Card, 2018
Author: West Virginia Higher Education Policy Commission
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Accountability,Community Colleges,Two Year College Students,Enrollment,School Holding Power,Undergraduate Students,Graduation Rate,Student Financial Aid,Educational Strategies,Developmental Studies Programs,High School Students,Graduate Students,College Freshmen,College Transfer Students,Dual Enrollment,Tuition,In State Students,Out of State Students,Academic Degrees,At Risk Students,Licensing Examinations (Professions),College Faculty,Teacher Salaries,Credentials,STEM Education,Debt (Financial),Loan Default,Grants,Expenditures,Educational Finance,Facilities Management,Health Sciences,Human Resources,Educational Policy,Educational Planning,Fellowships

West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card. This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission (Leading the Way Access. Success. Impact.) and the Council (Fulfilling the Vision 2015-2020). The systems' master plans establish aspirational institutional and statewide goals for the state's public higher education systems at a time when public postsecondary education is a critical component to the economic and civil success of the state. Each Commission institution has developed strategies and comprehensive plans with activities aimed specifically at achieving institutional and system-wide goals in key areas such as enrollment, retention, developmental education, and financial aid, as set forth in the Commission's Leading the Way master plan. [For the 2017 Higher Education Report Card, see ED592855.]
Rhetorical Structure Analysis on Introduction Chapters of English Master Theses by Indonesian Postgraduate Students
Author: Pujiyanti, Indah Afitah
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Theses,English (Second Language),Text Structure,Rhetoric,Discourse Analysis,Second Language Instruction,Applied Linguistics,Writing (Composition)

This study is aimed at investigating the rhetorical structure of Introduction chapters of English master theses written by Indonesian postgraduate students and identifying the frequency of communicative moves and their constituent steps as well as finding how the students justify their research projects reported in their Introduction chapters. The research design was mixed method research combining quantitative and qualitative method. Twenty Introduction chapters of English master theses were taken from two different fields; English language education and applied linguistics, and they were analyzed using checklists. The results: (1) three moves and fifteen steps are found in the introduction chapters of master theses and three newly identified steps other than those specified in Bunton's are also found in the corpus of this study and (2) three moves are considered obligatory moves, seven steps are classified as obligatory, four Steps are conventional and seven Steps are optional. Further, the majority of Indonesian postgraduate students tend to rhetorically justify their research project based on the knowledge gap found in the literature. This study concludes that the move and step model suggested by Bunton (2002) and modified from Swales' CARS is effective enough to capture the possible rhetorical structure of introduction chapter of master thesis written by Indonesian postgraduate students.
Characteristics of Private Schools in the United States: Results from the 2017-18 Private School Universe Survey. First Look. NCES 2019-071
Author: Broughman, Stephen P.
Date: 2019-06-00
Type: Reports - Research
Subjects: Private Schools,Institutional Characteristics,School Surveys,Elementary Schools,Secondary Schools,School Size,Suburban Schools,Rural Schools,Urban Schools,Student Characteristics,Single Sex Schools,Coeducation,Geographic Regions,Special Education,Montessori Schools,Vocational Schools,Nontraditional Education,Early Childhood Education,Parochial Schools,Religion,Teachers,Teacher Student Ratio,Graduation Rate,High School Seniors,High School Graduates,College Attendance

This First Look Report provides selected findings from the 2017-18 Private School Universe Survey (PSS) regarding private schools that were in operation during the 2017-18 school year. The data include information on school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The PSS collects nonfiscal data biennially from the universe of private schools in the United States with grades kindergarten through twelve.
One Smithsonian: Greater Reach, Greater Relevance, Profound Impact. Annual Performance Plan, Fiscal Year 2019
Author: Smithsonian Institution
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Museums,Institutional Mission,Annual Reports,Program Administration,Public Agencies,Scholarship,Strategic Planning,Research Needs,Exhibits,Heritage Education,Facility Improvement,Program Effectiveness,Fiscal Capacity,Private Financial Support

In December 2017, the Smithsonian unveiled a new Strategic Plan. It expands on the five &quot;Grand Challenges&quot;--Unlocking the Mysteries of the Universe, Understanding and Sustaining a Biodiverse Planet, Valuing World Cultures, Understanding the American Experience, and Magnifying the Transformative Power of Arts and Design--by setting goals to help the Smithsonian be more collaborative and efficient in its work, build and deploy digital competency, and engage new and more diverse audiences in meaningful ways. The Smithsonian also continues to improve facilities maintenance and collections care to be even better stewards of America's treasures and seek out new strategic partnerships to expand their reach. The Annual Performance Plan and Report align with the program structure used in the Smithsonian's Federal budget documents and Enterprise Resource Planning (ERP) financial accounting system, enabling them to relate dollars budgeted and results achieved. The Smithsonian has made great progress in integrating performance indicators throughout the Institution to track program results, and incorporating linked performance metrics in individual performance plans. [For the Fiscal Year 2018 plan, see ED583513.]
Smithsonian 2018
Author: Cunningham, Dawn
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Museums,Heritage Education,Institutional Mission,Exhibits,Technological Advancement,Innovation,Artificial Intelligence,LGBTQ People,American Indians,United States History,Art,Arts Centers,STEM Education,Citizen Participation,Scientists,Scientific Research,African American History,Science Teaching Centers,Indigenous Knowledge

This year's annual report features experts from across the Smithsonian whose work represents the best of innovation for the public good. They provide an excellent bird's-eye view of the many new approaches Smithsonian is taking, each with the goal of opening new opportunities for learning and discovery.
Preparing the Future Workforce: Early Care and Education Participation among Children of Immigrants
Author: Greenberg, Erica
Date: 2019-03-00
Type: Reports - Research
Subjects: Immigrants,Enrollment,Early Childhood Education,Access to Education,Preschool Education,Kindergarten,Early Intervention,Young Children,Child Care,Educational Policy,Individual Characteristics,Family Characteristics,Low Income Groups,Racial Differences,Ethnicity,Geographic Location,Poverty,Hunger,Educational Attainment,Parent Background,Family Structure,Employment Level,Language Usage

Children of immigrants will make up a critical share of our nation's future workforce, but they are less likely than other children to participate in early education programs known to support school readiness and long-term productivity. This study describes the characteristics and enrollment of children of immigrants using the most current and comprehensive dataset available: the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11. We find that children of immigrants tend to have fewer resources and greater need than children of US-born parents but lower rates of enrollment in center-based preschool. However, programs such as Head Start and state prekindergarten, as well as public kindergarten programs, are making progress in closing gaps in access. These findings suggest that current investments in early education are helping prepare the future workforce for success in 2050 and that expanded investments are warranted. [This working paper was made possible by the US 2050 project, supported by the Peter G. Peterson Foundation and the Ford Foundation.]
Registered Apprenticeship in Science and Engineering. Research Report
Author: Kuehn, Daniel
Date: 2019-05-00
Type: Reports - Research
Subjects: Apprenticeships,STEM Education,Occupations,Job Skills,Employment Qualifications,On the Job Training,Recruitment,Technical Education,Computer Science,Information Technology,Engineering,Sciences,Gender Differences,Racial Differences,Ethnicity

Workers with training in science, technology, engineering, and mathematics (STEM) are in high demand in the United States and are essential to innovation and economic growth. Apprenticeship is a proven strategy for training workers, but it is underutilized in STEM occupations. This report explores employers' experiences with STEM apprenticeship. STEM apprentices are concentrated in technician occupations that do not require a bachelor's degree. They are better paid and have higher training completion rates than non-STEM apprentices. Nevertheless, employers often struggle with adapting the traditional apprenticeship model to information technology and engineering technology jobs that have do not have a history of using apprenticeship.
End-of-Year, Annualized Enrollment Report: Academic Year 2017-2018. Issue Brief 2018-5
Author: Ma, Wei
Date: 2018-11-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,In State Students,Out of State Students,Full Time Equivalency,Undergraduate Students,Graduate Students,Vocational Education,State Universities,Community Colleges,Continuing Education

One of the primary areas measured by institutions of higher education is student enrollment. This enrollment report is published annually by the Utah System of Higher Education (USHE). It highlights the various metrics used to measure student enrollment over the course of an academic year.
Fact Sheet: Information on the Rights of All Children to Enroll in School
Author: US Department of Justice (DOJ), Civil Rights Division
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Student Rights,Equal Education,Access to Education,Elementary Secondary Education,Board of Education Policy,Social Discrimination,Undocumented Immigrants,Federal Legislation,Racial Bias

All children in the United States are entitled to equal access to a basic public elementary and secondary education regardless of their actual or perceived race, color, national origin, citizenship, immigration status, or the status of their parents/guardians. School districts that either prohibit or discourage, or maintain policies that have the effect of prohibiting or discouraging, children from enrolling in schools because they or their parents/guardians are not U.S. citizens or are undocumented may be in violation of Federal law. This two-page document offers some examples of acceptable enrollment policies, such as requesting proof of residency in the school district, as well as policies that may not be used by schools to deny enrollment to one's child.
Expanding Options for Employers and Workers through Earn-and-Learn Opportunities. Hearing before the Subcommittee on Higher Education and Workforce Development, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (July 26, 2017). Serial Number 115-25
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2018-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Labor Force Development,Apprenticeships,Construction Industry,Manufacturing Industry,Partnerships in Education,School Business Relationship,Trade and Industrial Education,Community Colleges,High Schools

This document records testimony from a hearing before the Subcommittee on Higher Education and Workforce Development that was held to discuss expanding options for employers and workers through earn-and-learn opportunities. This hearing is part of the House Committee on Education and the Workforce's ongoing efforts to strengthen the nation's workforce for the future. It is even more important in the realm of apprenticeships now that the White House has taken note of the true success apprenticeship programs are having for workers and employers alike. In this hearing, witnesses provide details on how they have been able to create their own innovative apprenticeship programs and how the Subcommittee can strengthen these efforts to help close the skills gap that exists in our country. Member statements were presented by: (1) Honorable Susan A. Davis, Ranking Member, Subcommittee on Higher Education and Workforce Development; and (2) Honorable Brett Guthrie, Chairman, Subcommittee on Higher Education and Workforce Development. Witness statements were presented by: (1) Mike Bennett, Vice President, Cianbro, Pittsfield, Maine; (2) Rob Hogan, Vice President of Manufacturing and Material Distribution, Newport News Shipbuilding, Newport News, Virginia; (3) Stacey Johnson Hughes, State Chair, Kentucky Federation for Advanced Manufacturing Education (KYFAME), Russellville, Kentucky; and (4) Robert Peglow, Student, Kentucky Federation for Advanced Manufacturing Education (KYFAME), Franklin Kentucky. Additional submissions include: (1) Honorable Joe Courtney, a Representative in Congress from the State of Connecticut: Letter dated July 25, 2017 from Collins &amp; Jewell Company; Slide: USA Today; and Photograph of Representative William Fitzgerald; (2) Mrs. Davis: Statement for the record from National Electrical Contractors Association (NECA); and Construction Apprenticeship; (3) Mr. Peglow: KYFAME; (4) Questions submitted for the record by: Honorable Lou Barletta, a Representative in Congress from the State of Pennsylvania; and Mrs. Davis; and (5) Responses to questions submitted for the record: Mr. Barletta and Mrs. Davis.
ESSA Implementation: Exploring State and Local Reform Efforts. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (July 18, 2017). Serial Number 115-24
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2018-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Change,Accountability,State Programs,Educational Improvement,School Districts

This document records testimony from a hearing before the Committee on Education and the Workforce that was held to discuss the implementation of the Every Student Succeeds Act (ESSA). Given the monumental shift in education policy represented by ESSA, it is important to hear how implementation is progressing. This committee has been keeping a close eye on this implementation process. Last year, the committee held four hearings on implementation of ESSA. This hearing continues the discussion on ESSA's implementation. Member statements were provided by: (1) Honorable Virginia Foxx, Chairwoman, Committee on Education and the Workforce; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce. Witness statements were provided by: (1) Phillip Lovell, Vice President of Policy Development and Government Relations, Alliance for Excellent Education; (2) Jacqueline Nowicki, Director, K12 Education, U.S. Government Accountability Office; (3) Gail Pletnick, Superintendent, Dysart Unified School District; and (4) Carey Wright, State Superintendent, Mississippi Department of Education. Additional submissions include: (1) Mr. Lovell: School Interventions That Work--Targeted Support for Low-Performing Students; and (2) Mr. Scott: Prepared statement from The Advocacy Institute; Prepared statement from the Council of Parent Attorneys and Advocates, Inc. (COPAA); Prepared statement from LDF; and Prepared statement from the National Down Syndrome Congress on ESSA State Plans.
Utah State Board of Education Fingertip Facts, 2017-18
Author: Utah State Board of Education
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: School Demography,School Statistics,Language Tests,Language Arts,Mathematics Tests,Science Tests,Reading Tests,College Entrance Examinations,Scores,Public Education,Educational Finance,Expenditure per Student,Enrollment,Public Schools,Public School Teachers,Teacher Salaries,Teacher Student Ratio,Graduation Rate,Advanced Placement,American Indian Students,Asian American Students,African American Students,Hispanic American Students,Multiracial Persons,Pacific Islanders,White Students,Preschool Education,Elementary Secondary Education,Economically Disadvantaged,Students with Disabilities,English Language Learners,Federal Aid,State Aid,Career Development,State Boards of Education,Administrators

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Board of Education. This year's Fingertip Facts includes the following data sets: (1) SAGE Testing, 2016-17; (2) 2016-17 ACT Scores; (3) 2016-17 CTE Career Pathways; (4) 2017 Public Education General Fund; (5) 2017 Public School Enrollment Demographics; (6) Public Schools by Grade Level, 2017-18; (7) 2016-17 Number of Licensed Educators; (8) Estimated Average Teacher Salary; (9) Pupil-Teacher Ratio; (10) Per Pupil Spending in Perspective, 2014-15; (11) 2017 Graduation Rates; (12) Public School Enrollment; (13) Advanced Placement; and (14) Concurrent Enrollment. [For &quot;Utah State Board of Education Fingertip Facts, 2016-17,&quot; see ED592796.]