ethanporcaro/eric-fulltext-meta huggingface dataset:
Empowering Young Professionals: How Real-World Learning at a Boston High School Bridges the Transition to College and the Workforce
Author: Eaton, Annelise
Date: 2019-04-00
Type: Reports - Research
Subjects: Vocational High Schools,Student Empowerment,Disproportionate Representation,Experiential Learning,STEM Education,College Preparation,Career Planning,School Effectiveness,School Community Relationship,Partnerships in Education,Health Personnel,Charter Schools,Special Needs Students,School Based Management,Late Adolescents

The winner of the 2018 Pozen Prize for Innovative Schools-- the Edward M. Kennedy Academy for Health Careers (EMK) in Boston-- seeks to empower underrepresented students to succeed in college and high-wage careers. With an emphasis on healthcare-related career exposure and experiential learning, the school places a deliberate focus on preparing every student with the skills they need to succeed in fields related to science, technology, engineering, and mathematics (STEM). Taking part in a rigorous college preparatory program, students know that simply getting to college is not the goal. Instead, their school equips them with the habits of mind that will prepare them to graduate college with the skills needed for a STEM related career. This case study highlights the key practices that have facilitated the EMK's success, including an exploration of the school's healthcare theme as a vehicle for practical college and career planning and the impact of community partnerships and supportive student and staff relationships.
Preparing for Floods at K-12 Schools and School Districts
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Emergency Programs,Crisis Management,Natural Disasters,School Safety,Elementary Secondary Education,Weather,Public Schools,Private Schools,School Districts,Readiness,Cooperative Planning,Teamwork

According to the Federal Emergency Management Agency's (FEMA's) research on historical flood risk, 98 percent of U.S. counties have been impacted by a flooding event. Not only do flood events occur in and impact all regions of the United States, but they are also costly. Therefore, it is in the interest of communities for education agencies--public and nonpublic K-12 schools and school districts--to prepare for floods and participate in mitigation, protection, prevention, response, and recovery efforts. This publication begins with an introduction to the National Weather Service (NWS) flood-related information statements from Flood Advisory to Flash Flood Warning and Flood Warning. The report then discusses the six-step planning process established in the 2013 &quot;Guide for Developing High-Quality School Emergency Operations Plans (School Guide)&quot; (see ED571878). Lastly, activities that may be utilized by nonpublic and public K-12 schools, as well as school districts, where noted, before, during, and after flood events are described. A list of key resources is also provided.
Preparing for Floods at Institutions of Higher Education
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Emergency Programs,Crisis Management,Natural Disasters,School Safety,Higher Education,Weather,Readiness,Cooperative Planning,Teamwork,Public Colleges,Private Colleges,Two Year Colleges

According to the Federal Emergency Management Agency's (FEMA's) research on historical flood risk, 98 percent of U.S. counties have been impacted by a flooding event. Not only do flood events occur in and impact all regions of the United States, but they are also costly. Therefore, it is in the interest of communities for institutions of higher education (IHEs) to prepare for floods and participate in mitigation, protection, prevention, response, and recovery efforts. This publication begins with an introduction to the National Weather Service (NWS) flood-related information statements from Flood Advisory to Flash Flood Warning and Flood Warning. The report then discusses the six-step planning process established in the 2013 &quot;Guide for Developing High-Quality Emergency Operations Plans for Institutions of Higher Education (IHE Guide)&quot; (see ED571877). Lastly, activities that may be utilized by nonpublic and public IHEs, including 4-year and 2-year IHEs, before, during, and after flood events are described. A list of key resources is also provided.
The State of High School Sports in America: An Evaluation of the Nation&apos;s Most Popular Extracurricular Activity
Author: Veliz, Philip
Date: 2019-07-00
Type: Reports - Research
Subjects: Athletics,Extracurricular Activities,High Schools,Peer Acceptance,Student Athletes,Clubs,High School Students,Grade 12,Program Evaluation,Gender Differences,Team Sports,Adolescent Development,Extramural Athletics,Public Schools,Racial Composition,Womens Athletics,Females

This study builds on previous research and policy that view teen sports as an educational tool and public health asset. The results highlighted that school-based athletics continued to be the most popular activity provided by high schools in the U.S. and was the only school-based extracurricular activity that showed an increase in participation rates between 1989 and 2015. The study found that high levels of involvement in school-based athletics were one of the strongest correlates with lower levels of depression, higher levels of self-esteem, and lower levels of self-derogation, higher grades, greater aspirations to attend college or graduate school, lower risk of truancy (i.e., cutting or skipping class) and school misbehavior, and lower risk of experiencing academic problems. [The report was made possible through a partnership between the Women's Sports Foundation and the DICK'S Sporting Goods Foundation.]
Preparing for Floods at State Education Agencies
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Emergency Programs,Crisis Management,Natural Disasters,School Safety,Weather,Readiness,Cooperative Planning,Teamwork,State Departments of Education,Elementary Secondary Education,Public Schools,Private Schools

According to the Federal Emergency Management Agency's (FEMA's) research on historical flood risk, 98 percent of U.S. counties have been impacted by a flooding event. Not only do flood event occur in and impact all regions of the United States, but they are also costly, and so it is in the interest of communities for state education agencies (SEAs)--serving K-12 schools and school districts and/or institutions of higher education (IHEs)--to prepare for floods and participate in mitigation, protection, prevention, response, and recovery efforts. This publication begins with an introduction to the National Weather Service (NWS) flood-related information statements from Flood Advisory to Flash Flood Warning and Flood Warning. The report then discusses the six-step planning process established in the 2013 &quot;Guide for Developing High-Quality School Emergency Operations Plans (School Guide)&quot; (see ED571878) and &quot;Guide for Developing High-Quality Emergency Operations Plans for Institutions of Higher Education (IHE Guide)&quot; (see ED571877). Lastly, activities that may be utilized by both SEAs serving K-12 local education agencies (LEAs) and SEAs serving IHEs, regardless if they are the same SEA, before, during, and after flood events are described. A list of key resources is also provided.
The Democratic Candidates&apos; Positions on School Diversity &amp; Related Educational Equity Issues--As of June 28, 2019
Author: Tegeler, Philip
Date: 2019-06-28
Type: Reports - Descriptive
Subjects: Student Diversity,Equal Education,Political Candidates,School Desegregation,Charter Schools,Educational Finance,Discipline,Disproportionate Representation,Early Childhood Education,Access to Education,Breakfast Programs,Lunch Programs,Housing,Elementary Secondary Education

Following the June 2019 Democratic presidential debates, school integration has unexpectedly emerged as a serious issue in the campaign. Coincidentally, this debate comes at a time when the National Coalition on School Diversity (NCSD) and a growing school diversity movement both inside and outside government are pushing to remove these last remaining vestiges from the &quot;anti-busing&quot; years -- blanket prohibitions on the use of federal funds for student transportation to support integration. Last year, with bipartisan support, two perennial anti-busing budget riders attached to the federal budget were removed. This year, there is growing support in Congress to remove the final anti-busing provision, section 426 of the General Education Provisions Statute, originally passed in 1974. This effort is part of a broader federal policy agenda of the school integration movement, reflected in the NCSD's federal policy priorities for 2019, including removal of Section 426, passage of the Strength in Diversity competitive grants program, expanded funding for the Magnet Schools Assistance Program, for interdistrict school planning, and for the Equity Assistance Centers (which assist local districts in school integration planning). NCSD has also called for reinstatement of the 2011 school diversity guidance letter, reinstatement of the school integration incentives for Department of Education competitive grant funds, and linking the Magnet Schools Assistance Program with HUD's Choice Neighborhoods public housing redevelopment program. A number of these policy proposals are part of the candidates' education platforms, which are reviewed in this brief. The presidential campaign is still young, and many of these candidates' positions are expected to evolve, particularly on the issue of school integration, which Senator Harris and Vice President Biden have now brought into the spotlight.
English as a New Language Standards: For Teachers of Students Ages 3-18+. Second Edition
Author: National Board for Professional Teaching Standards
Date: 2010-00-00
Type: Guides - General
Subjects: Standards,Language Teachers,English (Second Language),Second Language Instruction,Knowledge Level,Teacher Student Relationship,Cultural Awareness,Student Diversity,Family School Relationship,Language Proficiency,Second Language Learning,Teaching Methods,Teaching Skills,Student Evaluation,Faculty Development,Teacher Leadership,Advocacy,National Standards

The National Board for Professional Teaching Standards (NBPTS) has organized the standards for accomplished teachers of English as a new language into nine standards, which are presented in this report: (1) Standard I: Knowledge of Students; (2) Standard II: Knowledge of Culture and Diversity; (3) Standard III: Home, School, and Community Connections; (4) Standard IV: Knowledge of the English Language; (5) Standard V: Knowledge of English Language Acquisition; (6) Standard VI: Instructional Practice; (7) Standard VII: Assessment; (8) Standard VIII: Teacher as Learner; and (9) Standard IX: Professional Leadership and Advocacy. The standards have been ordered to facilitate understanding. They each describe an important facet of accomplished teaching; they often occur concurrently because of the seamless quality of accomplished practice. These standards serve as the basis for National Board Certification in this field.
eRevise: Using Natural Language Processing to Provide Formative Feedback on Text Evidence Usage in Student Writing
Author: Zhang, H.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Formative Evaluation,Essays,Writing (Composition),Revision (Written Composition),Scoring,Computer Software,Web Based Instruction,Teaching Methods,Feedback (Response),Grade 5,Grade 6,Elementary School Students,Pilot Projects,Writing Instruction,Natural Language Processing,Rural Schools

Writing a good essay typically involves students revising an initial paper draft after receiving feedback. We present eRevise, a web-based writing and revising environment that uses natural language processing features generated for rubric-based essay scoring to trigger formative feedback messages regarding students' use of evidence in response-to-text writing. By helping students understand the criteria for using text evidence during writing, eRevise empowers students to better revise their paper drafts. In a pilot deployment of eRevise in 7 classrooms spanning grades 5 and 6, the quality of text evidence usage in writing improved after students received formative feedback then engaged in paper revision. [This paper was published in: &quot;The Thirty-First AAAI Conference on Innovative Applications of Artificial Intelligence (IAAI-19)&quot; (p. 9619-9625). Association for the Advancement of Artificial Intelligence.]
America&apos;s Best (and Worst) Cities for School Choice
Author: Wohlstetter, Priscilla
Date: 2015-12-00
Type: Reports - Research
Subjects: Municipalities,Urban Areas,School Choice,Educational Indicators,Urban Schools,Public Schools,Charter Schools,Educational Quality,Educational Policy,Community Support,Private Schools,School Law,State Legislation,Access to Education,Educational Vouchers,Open Enrollment,Academic Achievement,Achievement Rating,Reputation

This paper examines thirty major American cities to determine how &quot;choice-friendly&quot; they are today. Selected for their size and geographic diversity, the cities reveal both the best and worst conditions for school choice to take root and grow. &quot;School choice&quot; is defined broadly to incorporate a wide range of public and private options, including charter, magnet, and private schools, as well as mechanisms for accessing these options, including open enrollment, vouchers, and tax credit scholarships. Data on these options were collected from public databases and other sources, including district and state websites, newspaper articles, and education insiders in each city. The authors used these data to construct nearly fifty indicators of choice friendliness, then assessed the relative merits and drawbacks of each city's choice atmosphere relative to three areas: (1) &quot;Political Support&quot;: measures the views of various individuals and groups as they pertain to school choice; (2) &quot;Policy Environment&quot;: addresses topics such as the strength of state charter laws; funding and facilities access; non-profit, business, and philanthropic support; consumer supports, including report cards and transportation; and quality control mechanisms, such as policies for closing schools; and (3) &quot;Quantity and Quality&quot;: addresses the types of school choice options that are available; the mechanisms for accessing those options, such as voucher and open enrollment programs; the portion of market share occupied by charters and other specialized schools; and the quality of the choice sector. Based on how they measured up, cities were awarded scores and ranks, overall and for each of these three areas. Notable patterns across the cities are identified that in turn informed the authors' recommendations for cities seeking to become more choice-friendly. City profiles by rank, patterns, and recommendations are detailed in this report. [Foreword by Amber M. Northern and Michael J. Petrilli. Contributors to the executive summary and sections one - six include: Julie Casper, Eric Chan, Solana Chehtman, Jane Griesinger, David Houston, and Christopher Lim. Section seven, &quot;City Profiles by Rank,&quot; was written by David Griffith.]
World Languages Standards: For Teachers of Students Ages 3-18+. Second Edition
Author: National Board for Professional Teaching Standards
Date: 2010-00-00
Type: Reports - General
Subjects: Elementary Secondary Education,Postsecondary Education,Knowledge Level,Teacher Student Relationship,Standards,National Standards,Language Proficiency,Cultural Awareness,Second Language Learning,Equal Education,Educational Environment,Curriculum Design,Planning,Evaluation,Reflection,Professionalism

The National Board for Professional Teaching Standards has organized the standards for accomplished teachers of world languages into nine standards, which are presented in this report: (1) Standard I: Knowledge of Students; (2) Standard II: Knowledge of Language; (3) Standard III: Knowledge of Culture; (4) Standard IV: Knowledge of Language Acquisition; (5) Standard V: Fair and Equitable Learning Environment; (6) Standard VI: Designing Curriculum and Planning Instruction; (7) Standard VII: Assessment; (8) Standard VIII: Reflection; and (9) Standard IX: Professionalism. The standards have been ordered to facilitate understanding, not to assign priorities. They each describe an important facet of accomplished teaching; they often occur concurrently because of the seamless quality of accomplished practice. These standards serve as the basis for National Board Certification in this field.
Post-Disaster Reunification and K-12 Schools. Post-Disaster Reunification Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Natural Disasters,Terrorism,Violence,Elementary Secondary Education,Child Safety,School Role,Board of Education Role,Cooperation,Readiness

Emergencies are always local events--they affect the individuals and area immediately surrounding them. However, sometimes the scope of an emergency event expands to include entire communities and even whole regions. These large-scale disasters and catastrophic incidents (hereafter referred to as &quot;disasters&quot;) range from natural hazards (e.g., hurricanes, earthquakes, floods, mudslides, tornados, winter storms) to human-caused threats (e.g., terrorist attacks). Furthermore, these disasters present unique challenges, such as the opportunity for children to become separated from their parents or legal guardians (hereafter referred to as &quot;family&quot;). Children may be alone or with someone other than their family at the time of the disaster, and can be either unintentionally separated from or abandoned by their families during or after a disaster, exposing them to such dangers as assault, abduction and exploitation. In some cases, children may be the only surviving family members in disasters involving mass casualties. As guardians of children, K-12 schools and districts may have a significant role to play in reuniting children with their families. This is especially true when a disaster occurs during normal school hours, before-school programs, after-school programs, or summer programs. The task of reuniting children with their families is important, as the risk of trauma or danger experienced by children increases with the time that they remain separated from their family. This fact sheet describes: (1) the establishment of national post-disaster reunification resources; and (2) methods to address reunification in emergency operation plans (EOPs) and school management planning. It concludes with annotated lists of key reunification resources; key reunification resources for presidentially-declared disasters; and key collaboration resources for reunification.
State Higher Education Finance FY 2018
Author: Laderman, Sophia
Date: 2019-00-00
Type: Reports - Research
Subjects: Higher Education,Educational Finance,Public Policy,State Policy,Public Colleges,Financial Support,State Aid,Cost Effectiveness,Income,Resource Allocation,Enrollment Trends,Taxes,Tuition,Full Time Equivalency

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers Association (SHEEO) to broaden understanding of the context and consequences of multiple public policy decisions in each state. These decisions contribute to public higher education funding levels and funding distributions across states and nationally. Although the price of college has been rising for students and families, so has the potential economic benefit of earning a postsecondary credential or degree. Greater attention to both the costs and benefits of higher education influences the environment in which political leaders, policymakers, and educators make decisions. This SHEF report supplies important context and trend analysis to help inform policy decisions. SHEF provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recently completed fiscal year. This year's report focuses on FY 2018, which for most states ran from July 1, 2017, through June 30, 2018. The report includes: (1) An explanation of the measures and methods used in the SHEF metrics for analysis; (2) A description of the revenue sources and uses for higher education; (3) An analysis of national trends in enrollment and revenue; (4) Comparisons of the SHEF metrics across states and over time; (5) Indicators of state tax capacity, tax effort, and relative allocations for higher education; and (6) A series of case studies that add important context and interpretation of the data presented in the report. Data downloads, interactive visualization tools, and technical documentation are available on the SHEF web site. [For the executive summary, see ED598639.]
State Higher Education Finance FY 2018. Executive Summary
Author: State Higher Education Executive Officers (SHEEO)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Finance,Public Policy,State Policy,Public Colleges,Financial Support,State Aid,Cost Effectiveness,Income,Resource Allocation,Enrollment Trends,Taxes,Tuition,Full Time Equivalency

This executive summary presents highlights from the annually-produced State Higher Education Finance (SHEF) report for FY 2018. The State Higher Education Executive Officers Association (SHEEO) publishes the yearly report to broaden understanding of the context and consequences of multiple public policy decisions in each state. These decisions contribute to public higher education funding levels and funding distributions across states and nationally. Although the price of college has been rising for students and families, so has the potential economic benefit of earning a postsecondary credential or degree. Greater attention to both the costs and benefits of higher education influences the environment in which political leaders, policymakers, and educators make decisions. The SHEF report supplies important context and trend analysis to help inform policy decisions. SHEF provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recently completed fiscal year. This year's report focuses on FY 2018, which for most states ran from July 1, 2017, through June 30, 2018. The report includes: (1) An explanation of the measures and methods used in the SHEF metrics for analysis; (2) A description of the revenue sources and uses for higher education; (3) An analysis of national trends in enrollment and revenue; (4) Comparisons of the SHEF metrics across states and over time; (5) Indicators of state tax capacity, tax effort, and relative allocations for higher education; and (6) A series of case studies that add important context and interpretation of the data presented in the report. Data downloads, interactive visualization tools, and technical documentation are available on the SHEF web site. [For the full report, see ED598638.]