ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating an Early Warning System: Predictors of Dropout in Delaware. REL Mid-Atlantic Technical Assistance Brief. REL MA 1.2.75-10
Author: Uekawa, Kazuaki
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Dropout Prevention,Dropouts,Predictor Variables,High School Students,Attendance,Grades (Scholastic),Racial Differences,Gender Differences,Dropout Rate,Middle School Students,Grade Repetition,Special Education,Charter Schools,Suspension,Probability,At Risk Students

This Technical Brief presents an historical analysis of key indicators of dropout for Delaware students in grades 9-12. Cut points for key risk indicators of high school dropout for the State of Delaware are provided. Using data provided by the Delaware Department of Education (DDOE), relationships between student dropout and several student indicators were empirically evaluated. Three key indicators of dropout were identified: (1) students' attendance,; (2) students' math course grades; and (3) students' English language arts (ELA) course grades. The following are appended: (1) Detailed Description of Methodology; (2) Descriptive Statistics; (3) Detailed Logistic Regression Results; (4) Robustness of Cut Points; (5) State-Level Cut Points; and (6) District-Level Cut Points.
Preparing and Credentialing the Nation's Teachers: The Secretary's Ninth Report on Teacher Quality, 2013
Author: Office of Postsecondary Education (ED)
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: Teacher Competencies,Teacher Qualifications,Teacher Education Programs,Preservice Teachers,Enrollment,Institutional Characteristics,Teacher Certification,Alternative Teacher Certification,Grants,State Standards,State Policy,Program Evaluation,Teacher Shortage,Educational Assessment,Scores,Geographic Location,Higher Education,Federal Legislation,Educational Legislation,Student Characteristics

This ninth report on teacher quality presents information states reported to the U.S. Department of Education (Department) in October 2011. Title II of the &quot;Higher Education Act of 1965&quot; (HEA), as amended in 2008 by the &quot;Higher Education Opportunity Act&quot; (HEOA), requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade (K-12), on a State Report Card (SRC) designated by the secretary. The report is intended to provide Congress, aspiring teachers, the education community, researchers and policymakers, and the general public with information that Congress has identified as important to a basic understanding of teacher preparation in America. In this regard, this report provides national information and answers such questions as: (1) How many prospective teachers were enrolled in teacher preparation programs during Academic Year (AY) 2009-10?; (2) What was the demographic composition of these enrollees?; (3) What are the teacher preparation program enrollment trends over the last decade?; (4) How many teacher preparation program enrollees were successful program completers?; (5) What type of teacher preparation program, traditional or alternative route, did the completers attend, and in what proportions?; (6) What state standards and policies guided teacher preparation program development and evaluation?; (7) Which teacher preparation programs have states reported as low-performing or as at risk of being identified as low-performing?; (8) What state requirements and assessment criteria underpin initial teacher credentialing?; (9) How many prospective teachers took state assessments in AY 2009-10 compared to the previous year?; and (10) How many initial credentials were awarded by states to new teachers in AY 2009-10 compared to the previous year? The following are appended: (1) Higher Education Act of 1965, as amended (HEA), Sections 205-208; and (2) Title II State Report Card on the Quality of Teacher Preparation. [For the prior report, &quot;Preparing and Credentialing the Nation's Teachers: The Secretary's Eighth Report on Teacher Quality Based on Data Provided for 2008, 2009 and 2010,&quot; see ED528266.]
Summary Health Statistics for U.S. Adults: National Health Interview Survey, 2009. Data from the National Health Interview Survey. Vital and Health Statistics. Series 10, Number 249. DHHS Publication No. (PHS) 2011-1577
Author: Pleis, J. R.
Date: 2010-12-00
Type: Reports - Research
Subjects: National Surveys,Adults,Health,Chronic Illness,Mental Health,Health Behavior,Access to Health Care,Acquired Immunodeficiency Syndrome (AIDS),Body Composition,Physical Activity Level,Drinking,Smoking,Cancer,Pain,Hearing Impairments,Visual Impairments,Dental Health,Leaves of Absence,Diabetes,Heart Disorders,Hypertension,Obesity,Interviews,Tables (Data),Sex,Age,Race,Educational Attainment,Family Income,Poverty,Health Insurance,Marital Status,Place of Residence

Objectives: This report presents health statistics from the 2009 National Health Interview Survey (NHIS) for the civilian noninstitutionalized adult population, classified by sex, age, race and ethnicity, education, family income, poverty status, health insurance coverage, marital status, and place and region of residence. Estimates are presented for selected chronic conditions and mental health characteristics, functional limitations, health status, health behaviors, health care access and utilization, and human immunodeficiency virus testing. Percentages and percent distributions are presented in both age-adjusted and unadjusted versions. Data Source: NHIS is a household, multistage probability sample survey conducted annually by interviewers of the U.S. Census Bureau for the Centers for Disease Control and Prevention's National Center for Health Statistics. In 2009, data were collected on 27,731 adults in the Sample Adult questionnaire. The conditional response rate was 80.1%, and the final response rate was 65.4%. The health information for adults in this report was obtained from one randomly selected adult per family. In very rare instances where the sample adult was not able to respond for himself or herself, a proxy was used. Highlights: In 2009, 61% of adults aged 18 years and over reported excellent or very good health. Fifty-five percent of adults had never participated in any type of vigorous leisure-time physical activity, and 17% of adults did not have a usual place of health care. Twelve percent of adults had been told by a doctor or health professional that they had heart disease, and 24% had been told on two or more visits that they had hypertension. Twenty-one percent of all adults were current smokers, and 21% were former smokers. Based on estimates of body mass index, 35% of adults were overweight, and 27% were obese. Three appendices are included: (1) Technical Notes on Methods; (2) Definitions of Selected Terms; and (3) Tables of Unadjusted (Crude) Estimates.
Oregon School and District Report Card Policy and Technical Manual
Author: Oregon Department of Education, Office of Assessment and Information Services
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: School Districts,State Legislation,Reports,Program Effectiveness,Program Evaluation,Public Schools,Performance,Accountability,State Standards,Educational Legislation,Federal Legislation,Institutional Characteristics,Educational Quality,Academic Achievement,Cutting Scores,Reading Achievement,Science Achievement,Graduation,Attendance,Participation,Mathematics Achievement,Writing Achievement,Elementary Secondary Education,Student Characteristics

The school and district report cards were created by the 1999 Oregon Legislature. The legislation requires that the Oregon Department of Education (ODE) produce and issue a report card to all public schools and districts in the state. The report cards are designed to: (1) Communicate the many good things occurring in Oregon's public schools; (2) Provide a fair and reliable means of reporting ratings of current school performance and improvement over time; and (3) Demonstrate to the public that the schools are accountable for their work. Oregon Revised Statute (ORS) 329.105 lists information that is required to be included in these performance reports. The report cards also display additional data in order to meet the reporting requirements of the federal No Child Left Behind (NCLB) Act of 2002, which reauthorized the Elementary and Secondary Education Act. ODE is committed to making the report card a valuable tool for parents, educators, and community members throughout the state. This policy and technical manual is a compilation of the policies, processes, strategies, and timelines that relate to producing and improving the report card. This manual is updated annually to provide the latest information about policies and timelines. A list of Oregon School Report Card resources is included. Two appendices are included: (1) School Report Card Data Elements; and (2) District Report Card Data Elements.
Update: Transitional Bilingual Instruction Program (TBIP) 2012-2013
Author: Malagon, Helen
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Transitional Programs,Bilingual Education,English Language Learners,English for Academic Purposes,Academic Support Services,Expenditures,Financial Support,Staff Utilization,Student Characteristics,Program Length,Language Proficiency,Educational Experience

When students with little or no previous exposure to the English language enter schools in Washington, they are often unable to fully benefit from content instruction provided in English. They are at a high risk of academic failure unless the necessary language support is provided. The Transitional Bilingual Instruction Program (TBIP) provides additional instructional supports to help English language learners (ELLs) in acquiring the English language needed to access mainstream curriculum and assessments. In 2012-13, 104,025 English language learners (ELLs) received state services through the Transitional Bilingual Instruction Program (TBIP). This was an increase of just over 9% from the previous year. Most students live in urban areas along Interstate 5 corridor and in rural areas like the Yakima Valley. The Washington English Language Proficiency Assessment (WELPA) measures ELLs' proficiency in reading, writing, listening and speaking and is given to current TBIP students annually in February and March. Test results determine a student's continued eligibility or transition from TBIP. About 12.5% of ELLs who took the WELPA transitioned out of the TBIP in 2012-13. In the 2012-13 school year, the state provided $82.5 million in supplemental funding for services to English language learners. This was an 8.2% increase from 2011-12, but only 3.6% more than 2010-11. Ninety-seven percent of program funding is primarily used for salaries and benefits of instructional staff in districts and schools. There was a 2.4% increase in teacher Full-time Equivalents (FTE) and a 3.9% increase in instructional aide FTE in 2012-13.
Comprehensive Education Data and Research System (CEDARS) Data Manual Appendices: For the 2012-2013 School Year. Version 5.1
Author: Dorn, Randy
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: Information Centers,Annual Reports,Statistical Data,State Surveys,Recordkeeping,County School Districts,Coding,Definitions,Nationalism,Weapons,Behavior,Instructional Program Divisions,Student Placement,Age Groups,Disabilities,Languages,Withdrawal (Education),Intellectual Disciplines,Courses,Advanced Placement Programs,Teacher Characteristics,Special Education,Lunch Programs,Ethnicity,Race,Foreign Countries

The Comprehensive Education Data and Research System (CEDARS) is a longitudinal data system managed by the Washington State Office of Superintendent of Public Instruction (OSPI) to collect, store and report data related to students, courses, and teachers in order to meet state and federal reporting requirements, and to help educators and policy makers to make data driven decisions. This report contains the appendices for Comprehensive Education Data and Research System (CEDARS) Data Manual For the 2012-2013 School Year. Red text in the manual indicates a change since the last version. The following tables are appended: (1) Appendix A--County-District Codes; (2) Appendix B--Behavior; (3) Appendix C--National Origin Country Codes; (4) Appendix D--Weapons; (5) Appendix E--Grade Level Codes; (6) Appendix G--Grade Level Assignment by Age; (7) Appendix I--Disability Codes; (8) Appendix K--Language Codes; (9) Appendix M--School Withdrawal Codes; (10) Appendix O--Content Area Codes; (11) Appendix P--Term; (12) Appendix Q--Advanced Placement and International Baccalaureate Course Codes; (13) Appendix S--CIP Code Numbers and Course Titles for Approved CTE Courses; (14) Appendix U--Staff Type Codes; (15) Appendix V--State Course Codes; (16) Appendix W--Special Education LRE Codes (17) Appendix X--Free/Reduced-Price Meal Eligibility Status; (18) Appendix Y--Ethnicity Codes; and (19) Appendix Z--Race Codes. Additional resources are provided. [For &quot;Comprehensive Education Data and Research System (CEDARS) Data Manual: 2012-2013 School Year. Version 5.2,&quot; see ED565707.]
Statewide Report Card: An Annual Report to the Legislature on Oregon Public Schools, 2011-2012
Author: Oregon Department of Education
Date: 2012-11-30
Type: Reports - Descriptive
Subjects: Annual Reports,Public Schools,Progress Monitoring,State Legislation,Charter Schools,Enrollment,Student Characteristics,Minority Group Students,Minority Group Teachers,Teacher Competencies,Women Faculty,Females,School Personnel,School Schedules,Salaries,Financial Support,Income,Elementary Secondary Education,Federal Legislation,Educational Legislation,Discipline Problems,Educational Objectives,Academic Achievement,School Districts,Homeless People,Lunch Programs,Low Income Groups,Success,State Standards,National Competency Tests,Reading Achievement,Mathematics Achievement,Science Achievement,Grade 4,Grade 8,Grade 3,Grade 5,Grade 6,Grade 7,College Entrance Examinations,Individualized Instruction,Dropout Rate,High School Students,Racial Differences,Ethnic Groups,Special Education,Early Intervention,Early Childhood Education,Academically Gifted,Nontraditional Education,State Programs,Attendance Patterns

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students, and parents and creates a clear, complete, and factual picture of the state of education in Oregon. The 2011-12 Statewide Report Card includes: (1) Student demographics; (2) School staff information; (3) Test results; (4) Dropout and graduation rates; (5) Charter school data; (6) Early childhood data; (7) Alternative education information; and (8) Public school funding information. A list of online resources is included.
Discipline Incidents Collection. Revised April 2012
Author: Mahoney, Michael
Date: 2012-04-00
Type: Guides - Non-Classroom
Subjects: Discipline,Discipline Policy,Incidence,Definitions,State Agencies,School Choice,School Safety,Educational Environment,Elementary Schools,Secondary Schools,Expulsion,Suspension,Truancy,Reports,Federal Legislation,Educational Legislation,Elementary Secondary Education,State Legislation,Data Collection,Weapons,Student Behavior,Violence,Crime,Substance Abuse

The Elementary and Secondary Education Act (ESEA) reauthorization requires State Education Agencies to establish a school choice policy for students attending a persistently dangerous school as defined by the state. No Child Left Behind (NCLB) stipulates that a school can be deemed unsafe as a whole entity or for an individual student who is the victim of a violent criminal offense. In meeting this federal requirement, the Oregon Department of Education seeks to establish and implement a policy that is preventative as well as responsive to parents' immediate concerns. Thus, corrective action is part of the process of designating a school or schools as unsafe or persistently dangerous. This document explains the conditions that need to exist for a public elementary or secondary school to be considered &quot;persistently dangerous&quot; in Oregon. This document is a compilation of the following items: (1) definitions related to discipline incidents; (2) information regarding expulsions, removals, suspensions, and truancy; (3) a line-by-line account of Discipline Incident Rows 56-70; (4) instructions for completing the Discipline Incidents 11-12 Verification Report; (5) information regarding the Report Validation Window (Safe/Unsafe Status); information and frequently asked questions; (6) questions and answers from the field; (7) the file layout; and (8) Discipline Incidents Collection Lookup Tables.
Statewide Report Card: An Annual Report to the Legislature on Oregon Public Schools, 2013-2014
Author: Oregon Department of Education
Date: 2014-11-25
Type: Reports - Descriptive
Subjects: Annual Reports,Public Schools,Progress Monitoring,State Legislation,Charter Schools,Enrollment,Student Characteristics,Minority Group Students,Minority Group Teachers,Teacher Competencies,Women Faculty,Females,School Personnel,School Schedules,Salaries,Financial Support,Income,Elementary Secondary Education,Federal Legislation,Educational Legislation,Discipline Problems,Educational Objectives,Academic Achievement,School Districts,Homeless People,Lunch Programs,Low Income Groups,Success,State Standards,National Competency Tests,Reading Achievement,Mathematics Achievement,Science Achievement,Grade 4,Grade 8,Grade 3,Grade 5,Grade 6,Grade 7,College Entrance Examinations,Individualized Instruction,Dropout Rate,High School Students,Racial Differences,Ethnic Groups,Special Education,Early Intervention,Early Childhood Education,Academically Gifted,Nontraditional Education,State Programs,Attendance Patterns

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students, and parents and creates a clear, complete, and factual picture of the state of education in Oregon. The 2013-14 Statewide Report Card includes: (1) Student demographics and information on specific student groups; (2) School funding and staff information; (3) Test results; (4) Dropout and graduation rates; (5) Charter school data and information on alternative education programs; (6) Early childhood data; and (7) Attendance and chronic absenteeism data. A list of online resources is included. [For &quot;Statewide Report Card: An Annual Report to the Legislature on Oregon Public Schools, 2011-2012,&quot; see ED565689.]
High School Longitudinal Study of 2009 (HSLS:09) Base Year to First Follow-Up Data File Documentation. Appendixes. NCES 2014-361
Author: Ingels, Steven J.
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: High School Students,Longitudinal Studies,Annual Reports,Followup Studies,Statistical Data,Educational History,National Surveys,Test Construction,Questionnaires,Mathematics Tests,Research Design,Research Methodology,Data Collection,Data Analysis,Weighted Scores,Response Rates (Questionnaires),Item Response Theory,Disclosure,Documentation,Error of Measurement

The manual that accompanies these appendices was produced to familiarize data users with the design, and the procedures followed for data collection and processing, in the base year and first follow-up of the High School Longitudinal Study of 2009 (HSLS:09), with emphasis on the first follow-up. It also provides the necessary documentation for use of the public-use data files and information that will be helpful to analysts in accessing and understanding the restricted-use files. The following appendices are included in this document: (1) First Follow-up Questionnaires; (2) HSLS:09 First Follow-up Mathematics Assessment Item Characteristics; (3) Glossary of Terms; (4) Data Collection Materials: Contacting and Permission Forms; (5) Documentation for Composite Variables; (6) Standard Errors and Design Effects; (7) Unit and Item Nonresponse Bias Analyses; (8) Imputation Details; (9) Hard Copy Codebooks: Student and School; (10) Comparison of Public- and Restricted-use Files; (11) Variable List for HSLS:09 Electronic Codebook (ECB); (12) High School Longitudinal Study of 2009 (HSLS:09) First Follow-Up Field Test Report; (13) Field Test Report Appendixes; (14) First Follow-up Critical Items; and (15) Questionnaire Flow Charts. [For the full report, &quot;High School Longitudinal Study of 2009 (HSLS:09) Base Year to First Follow-Up Data File Documentation. NCES 2014-361,&quot; see ED565643.]
Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options
Author: Feuer, Michael J.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Program Evaluation,Educational Quality,Teacher Effectiveness,Evidence,Data Collection,Evaluation Methods,Evaluation Criteria,Validity,Reliability,Progress Monitoring,Educational Policy,STEM Education,Concept Mapping,Instructional Design,Decision Making,Student Teaching,Qualifications,Input Output Analysis,Licensing Examinations (Professions),Teacher Certification,Teacher Selection,Performance Based Assessment,Teacher Evaluation,Value Added Models,Federal Legislation,Educational Legislation,Federal Programs,Federal Aid,Accountability

Teacher preparation programs (TPPs) are where prospective teachers gain a foundation of knowledge about pedagogy and subject matter, as well as early exposure to practical classroom experience. Although competence in teaching, as in all professions, is shaped significantly by on-the-job experiences and continuous learning, the programs that prepare teachers to work in K-12 classrooms can be early and important contributors to the quality of instruction. Evaluating the quality and effectiveness of TPPs is a necessary ingredient to improved teaching and learning. Many aspects of the relationship between teacher preparation and instructional quality are not fully understood, and existing approaches to TPP evaluation are complex, varied, and fragmented. Designers and consumers of TPP evaluations could benefit from clear information about the purposes, effects, strengths, and limitations of current evaluation approaches and from guidance for designing and using future evaluations. This report, the product of an analysis by a committee of the National Academy of Education, aims to fill that need. This report is organized into the following sections: (1) Introduction: Purposes, Context, and Principles; (2) The Landscape of Teacher Preparation Program Evaluation; (3) Program Evaluation: Mapping Approaches to Purposes; and (4) Designing, Using, and Interpreting Teacher Preparation Program Evaluations: Toward A Decision Framework. The following are appended: (1) Workshop Agendas and Participants; and (2) Biographical Sketches of Steering Committee Members.