ethanporcaro/eric-fulltext-meta huggingface dataset:
Evidence Based Education Request Desk. EBE #798
Author: Regional Educational Laboratory Southeast (ED)
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Low Achievement,Evidence,Educational Change,School Effectiveness,Educational Improvement,School Turnaround,Web Sites,Educational Research,Career Readiness,College Readiness

Evidence Based Education (EBE) #555 was in response to the request "Is there any new compelling research for turning around low-performing schools?" The articles included in that document are on target, but include articles through 2009. This EBE Request seeks to provide an updated review of recent research (2009-present) regarding school improvement and reform with special concentration on turning around chronically low-performing schools. The response is divided into three main sections: (1) Recent Research on Effective Methods for Turning Around Low-Performing Schools, (2) Relevant Websites relating to school reform and turnarounds, and (3) Bibliography and References. Bibliography/references are included. (Contains 2 footnotes.) [For an earlier version, "Evidence Based Education Request Desk. EBE #555," see ED537089.]
Evidence Based Education Request Desk. EBE #549
Author: Regional Educational Laboratory Southeast (ED)
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Attendance,State Legislation,State Government,Age,Dropouts,Web Sites,School Attendance Legislation,Compulsory Education,Parents,Student Rights

What is the mandatory age of attendance in each of the states? Specifically, what is the age at which a student may leave school with or without parental consent, and what if any caveats or requirements are attached to dropping out? To answer these questions, the Regional Educational Laboratory Southeast (REL-SE) staff conducted a Google search using the search terms "mandatory age of attendance" and "compulsory school attendance law." Staff also searched the websites of the National Center for Education Statistics, Education Commission of the States (ECS), National Conference of State Legislatures, and Council of Chief State School Officers. The table presented was compiled primarily from a 2005 National Center for Education Statistics table, updated with a 2009 National Center for Education Statistics table and an April 2009 ECS table. (Contains 1 table and 1 footnote.)
Evidence Based Education Request Desk. EBE #186
Author: Regional Educational Laboratory Southeast (ED)
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Evidence,Educational Research,Teacher Recruitment,Teacher Persistence,Faculty Mobility,Institutional Characteristics,Teacher Characteristics,Preservice Teacher Education,Teacher Salaries,Beginning Teachers,Experienced Teachers,Special Education Teachers,Alternative Teacher Certification,Beginning Teacher Induction,Annotated Bibliographies

Teacher recruitment and retention is a topic of major interest, and the Regional Educational Laboratory Southeast (REL-SE) has previously done work in this area for other clients. Those documents, EBE reports #41 and #56 are attached. Because approximately one year has passed since those responses were completed, for this request REL-SE staff conducted searches of the Internet and UNCG (University of North Carolina at Greensboro) online education databases for subsequent research and studies concentrating on the use of teacher recruitment and retention practices. REL-SE staff members also consulted relevant non-profit organizations (AIR, Mathematica, NASSP, etc.) as well as U.S. government websites (U.S. ED, GAO, IES, WWC, etc.) for recent articles, evaluations, and research regarding teacher recruitment and retention techniques and initiatives. A summary of the conclusions from the two most recent comprehensive looks at the topic (Guarino, Santibanez, & Daley, 2006) and Center for Educator Compensation Reform (2007) is included. An annotated bibliography is included.
Evidence Based Education Request Desk. EBE #470
Author: Regional Educational Laboratory Southeast (ED)
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Evidence,Educational Research,Data,Information Utilization,At Risk Students,Identification,Dropout Characteristics,Career Readiness,College Readiness

Research led by the Consortium on Chicago Public School Research (University of Chicago) and the Center for Social Organization of Schools (Johns Hopkins University), has identified specific indicators--students' academic characteristics--that provide early signals that students are on a path toward dropping out of high school. Measured at different points in time, typically 6-9th grades, these indicators are used for a variety of purposes from identifying students in need of intervention to school and district accountability ratings. This Evidence-based Education Request summarizes ways that data are being used in schools, districts, and states, and by researchers to identify students at risk for not graduating and/or not achieving career and college readiness. Searches of Wilson Web, EBSCOHost, and the Education Resources Information Center (ERIC) were performed to gather this information. To add to their findings, the researchers searched well-known papers on such indicators (e.g., Allensworth &amp; Easton, 2007) as well as the websites of reform support and education research organizations known to do work in this area. Finally, they conducted a Google search in order to identify lesser-known sites using these indicators. Information in this paper is meant to be informative to schools, districts, and states interested in learning from others who are implementing indicators. The list of places implementing indicators is &quot;non-exhaustive and does not represent all the ways indicators can be formulated or implemented.&quot; (Contains 4 footnotes.)
Evidence Based Education Request Desk. EBE #209
Author: Regional Educational Laboratory Southeast (ED)
Date: 2008-05-00
Type: Reports - Descriptive
Subjects: Dropout Prevention,Graduation Rate,State Government,Educational Improvement,Intervention,At Risk Students,Databases,Technical Assistance,College Preparation,Coaching (Performance),Middle School Students,High School Students,Nontraditional Education,Career Development,Elementary School Students,School Districts,Success,Skill Development,Educational Quality

What are states doing to improve graduation rates? A requester asked a state scan matrix of Southern Regional Education Board (SREB) states or other states with similar student demographics, and other states with exemplary programs with great successes. This paper responds to this request.
Emerging Employment Issues for People with Disabilities: Disability Disclosure Leave as a Reasonable Accommodation Use of Job Applicant Screeners
Author: von Schrader, Sarah
Date: 2011-12-07
Type: Reports - Research
Subjects: Disabilities,Employment,Self Disclosure (Individuals),Leaves of Absence,Job Applicants,Personnel Selection,Employment Practices,Online Surveys,Participant Characteristics

People with disabilities are employed at less than half the rate of their non-disabled peers; and the current economic climate is making it even harder for people with disabilities to obtain employment. During the summer and fall of 2011, Cornell University's Employment and Disability Institute and the American Association of People with Disabilities (AAPD) collaborated on the development and implementation of a survey on current critical issues around the employment of people with disabilities. This research was funded by the U.S. Department of Education National Institute on Disabilities Rehabilitation Research for Cornell's Employment Policy for People with Disabilities Rehabilitation Research and Training Center. Three primary issues were addressed in the survey: disability disclosure, leave as a reasonable accommodation, and the use of job applicant screeners. These are emerging issues that may have an important impact (positive or negative) on the employment of people with disabilities. The experiences uncovered in this survey provide a foundation for policy development around these very critical issues. Results show that the majority of respondents identified themselves as a person with disability (599) while the rest (212) did not. As might be expected based on the methods for survey distribution, many of the respondents were disability advocates and/or disability service providers. Overall, respondents were highly educated, with more than two-thirds having a college degree. The results provide a window into the experience of individuals with disabilities in the application and employment process. Interestingly, disclosure was an issue that appeared in all three sections of the survey. Copy of the Online Survey is appended. A bibliography is included. (Contains 4 tables and 7 figures.)
Evidence Based Education Request Desk. EBE #222
Author: Regional Educational Laboratory Southeast (ED)
Date: 2008-04-00
Type: Reports - Descriptive
Subjects: Evidence,Educational Research,Dropouts,Males,African Americans,Dropout Prevention,Intervention,Career Academies,Nontraditional Education,Public Schools,Academic Achievement,Achievement Gap,After School Programs,Single Sex Schools,Mentors,Higher Education,National Programs,State Programs,Conferences (Gatherings)

This paper presents a list of resources on what states are doing on the topic of Black male dropouts. These resources are taken from the report abstracts or summaries. This paper is a response to a request asking for these resources. (Contains 5 footnotes.)
Evidence Based Education Request Desk. EBE #583
Author: Regional Educational Laboratory Southeast (ED)
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: Evidence,Academic Achievement,Achievement Gap,White Students,African American Students,Hispanic American Students,State Programs,State Legislation,Accountability,Educational Change

State-level initiatives on closing the achievement gap between white, African American, and Hispanic students are still in the early stages of development and implementation in several states. From these initiatives have come several new programs aimed at addressing all aspects that have been identified as causes for the achievement gap, from equal funding of students despite their community population size and tax base to improved teaching requirements and curriculum. This response focuses mainly on those states within the Southeast and some county-wide and local achievement gap initiatives if they do exist. This response answers the following question: &quot;What state-level initiatives are aimed at closing the achievement gaps between white, African American, and Hispanic students?&quot; [in the REL-SE region].&quot;
Evidence Based Education Request Desk. EBE #188
Author: Regional Educational Laboratory Southeast (ED)
Date: 2008-04-00
Type: Reports - Descriptive
Subjects: Evidence,Educational Research,Academic Achievement,Achievement Gap,Best Practices,Ethnic Groups,Minority Group Students,Student Improvement,Faculty Development

Staff members of the Regional Educational Laboratory Southeast (REL-SE) conducted searches of the Internet and UNCG (University of North Carolina at Greensboro) online education databases (EconLit, Google Scholar, Wilson Web, etc.) for research and studies regarding the academic achievement gap and strategies for closing the achievement gap. REL-SE staff members also consulted relevant non-profit organizations (AIR, Mathematica, NASSP, RAND, Urban Institute, etc.) as well as U.S. government websites (U.S. ED, GAO, IES, WWC, etc.) for evaluation and research involving the achievement gap. The search produced a series of papers and studies that roughly fall into two categories: general academic research concentrating on the extent and impact of the achievement gap and more applied papers examining "best practices" and strategies that have been deemed to improve the academic performance of ethnic minority students in various settings. The latter group of studies range in methodological approach from more rigorous to expert opinion. Overall, findings from this limited sample of studies indicate that the achievement gap for ethnic minority students is often narrowed and, at times, statistically significant improvement in student achievement is achieved. However, these are mostly quasi-experimental and simple observational studies that lack strong external validity (which would allow inferences to be generalizable to other settings and/or populations). Caution should be used when interpreting and using the results provided in these studies. Common themes, as those discussed above, are emerging in both the causes and the possible strategies for successfully dealing with the achievement gap. (Contains 1 footnote.)
Conducting Outreach to Transition-Aged Youth: Strategies for Reaching out to Youth with Disabilities, Their Families, and Agencies that Serve Them. Policy and Practice Brief
Author: Sheldon, James R., Jr.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Adolescents,Young Adults,Outreach Programs,School Districts,Public Agencies,Vocational Rehabilitation,Federal Government,Special Education,Program Development,Federal Legislation,Welfare Services

The purpose of this policy and practice brief is to provide readers with a resource for planning outreach to transition-aged youth, their parents, and the service providers who work with them (i.e., the authors' &quot;target group&quot;). The authors will first provide a summary of the laws governing how three key agencies--school districts, state vocational rehabilitation agencies, and the Social Security Administration (SSA)--are expected to deal with this targeted group of young persons with disabilities. They will then summarize some of the special services (or &quot;products&quot;) that BPA&amp;O and PABSS programs have to offer youth and those who work with them. Finally, the authors will outline strategies that can be used by the BPA&amp;O and/or PABSS programs to reach a higher percentage of youth, their parents, and the service agencies that work with them. Based on the author's experiences and those of colleagues, some very concrete examples will be used to demonstrate successful outreach approaches. (Contains 21 footnotes.)
Working My Way through High School: The Impact of Paid Employment on Transitioning Students with Disabilities. Policy Brief. Transitions
Author: Brewer, David
Date: 2004-00-00
Type: Information Analyses
Subjects: Disabilities,High School Students,High School Graduates,Student Employment,Longitudinal Studies,Educational Research,Intervention,Education Work Relationship,Vocational Rehabilitation,Special Education,Transitional Programs,Vocational Education,Supported Employment

If the lives of adults with disabilities are any measure of the impact of decades of special education, there are serious problems that must addressed. The employment rate among adults with disabilities, for instance, remains low. If a group of students choose paid employment as a goal for adult life, would not those same students want their educational program to measure the extent to which students actually earn a paycheck? To summarize, one must carefully define both the outcome of &quot;employment&quot; as well as the practice of &quot;career development activities&quot; to establish a pattern of effective practices meaningful to students, their families, educators, employers, agency personnel and policymakers. The state Vocational Rehabilitation (VR) systems and related agencies may appear to provide a solution to this problem of unemployment. At minimum, a close partnership must exist between educational programs and VR agencies at the local level to address this confusion and establish collaborative relationships around individual students and their families. This paper offers a review of research that began in the early 1980s and continues to this day that, demonstrating how this practice leads to higher employment rates for graduates. Nine studies were chosen for this literature review, all of which were quantitative in nature. (Contains 1 table.)
Funding of Assistive Technology to Make Work a Reality. Policy &amp; Practice Brief #3
Author: Hager, Ronald M.
Date: 2001-10-00
Type: Reports - Descriptive
Subjects: Assistive Technology,Employment,Severe Disabilities,Financial Support,Public Schools,Special Education,Public Agencies,Vocational Rehabilitation,Federal Programs,State Federal Aid,Health Insurance,Eligibility,Federal Legislation,Educational Legislation

The availability of assistive technology (AT) can make a tremendous difference in the ability of an individual to work, even when that individual has a severe disability. In the work context, AT serves several functions: it may make it possible to participate in an education or training program; it may make it possible to get prepared to leave the home for work or training; it may make it possible to travel to and from work; and in some cases, the work itself could not be done without the AT. This article will describe how AT can assist individuals with severe disabilities to overcome barriers to gainful employment. It will also describe several key funding sources available, in all states, to pay for the AT devices and services that will help individuals prepare for, get to, and succeed in employment. Specifically, the authors will discuss the public school special education system, state vocational rehabilitation agencies, Medicaid, Medicare, and the Supplemental Security Income (SSI) program's Plan for Achieving Self Support. Abbreviations and Acronyms Used in This Article are appended. (Contains 72 footnotes.) [For related report, &quot;Funding of Assistive Technology to Make Work a Reality, Part II. Policy &amp; Practice Brief #13,&quot; see ED537086.]
TransQUAL Online User's Guide: Improving Student Transitions to Life after School. Version 3.0
Author: Brewer, David
Date: 2006-09-00
Type: Reports - Descriptive
Subjects: Self Evaluation (Groups),Online Systems,Guides,Web Sites,Cooperation,Transitional Programs,Family Involvement,Student Participation,Student Development,Disabilities,High School Students

TransQUAL Online is designed to assist school districts collaborate with others and continuously improve their transition practices for youth. TransQUAL incorporates New York State Education Department Transition Quality Indicators (TQI), based on the work of Paula Kolher from Western Michigan University. The TQI assesses program structure, collaboration, family involvement, student involvement and student development. Team planning, implementation and reflection activities are supported by online resources. These include: links to helpful web pages, sources of funding, and a forum for discussions. TransQUAL's online community grows as teams post their work plans and reach out to each other to address common challenges and interests. This document provides users with a step-by-step guide on how to make the most of TransQUAL Online.
The Transition from School to Work: The Special Education and State Vocational Rehabilitation Systems' Obligations to Prepare Students with Disabilities for the World of Work. Policy &amp; Practice Brief #4
Author: Hager, Ronald M.
Date: 2002-01-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Disabilities,High School Students,Special Education,Vocational Rehabilitation,Public Agencies,School Districts,Federal Legislation,Educational Legislation,Individualized Transition Plans,Individualized Education Programs,Parent Rights,Transitional Programs

The special education systems in school districts, nationwide, are the starting point for preparing many people with disabilities for the adult world, including the world of work. The federal law governing the obligations of school districts is called the Individuals with Disabilities Education Act (IDEA). Although the IDEA has been amended several times since 1975, the basic provisions remain the same. It is a sweeping statute. States are given federal money to help meet the costs of educating students with disabilities. This article is designed to provide a basic overview of the requirements of the special education system under the IDEA. It will then review, in greater detail, the specific &quot;transition planning&quot; obligations under the IDEA to prepare students for the adult world as they enter their high school years. It will also discuss how the obligations of the school districts interact with the obligations of the state vocational rehabilitation (VR) agencies and the importance of collaboration between the two systems. Over the years, amendments to both the special education and VR laws have increased the requirements for this type of cooperation to ensure the smooth transition of students with disabilities from school to post-school activities. (Contains 113 footnotes.)
Articulating Roles and Responsibilities in the Transition Planning Process: A Practice Aimed at Figuring out How to Work Together. Transitions
Author: Murphy, Marianne
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Disabilities,High School Students,Vocational Rehabilitation,Individualized Transition Plans,Agency Cooperation,Barriers,Contracts,Federal Legislation

It is clear that the intention of the Rehabilitation Act of 1973 and the Individual with Disabilities Education Act of 1997 require both the Education Agency and the Vocational Rehabilitation Agency (VESID, in New York State) to jointly participate in the development of transition plans for students with disabilities as they prepare for employment after high school. Yet, even though the intention of collaboration is well documented in the law, the authors find that the two issues most often identified as barriers to school and vocational rehabilitation (VR) collaboration are poor or inaccurate perceptions of vocational rehabilitation by school staff, youth and parents, and conversely of schools and youth in transition by VR staff; as well as nonexistent or ineffective procedures to structure collaboration by school and VR staff across the referral, eligibility determination, planning, and service delivery process (Benz, Johnson, Mikkelsen, Lindstrom, (1995). These barriers held true for students, their families, schools, vocational rehabilitation and other transition partners in the central region of New York State. This brief will highlight specific steps and strategies implemented by a regional work-group to remedy these barriers resulting in improved transition services and outcomes experienced by students with disabilities in this catchment area. Reviewed will be the specific barriers faced, interventions taken to remove barriers and measures of success. The appendix includes (1) Implementing the Articulation Agreement; (2) Articulation Agreement Form; (3) Flow Charts of events; and (4) Articulation Agreement Process Outline. (Contains 4 charts.)
The Futures of School Reform: Five Pathways to Fundamentally Reshaping American Schooling. Education Outlook. No. 7
Author: Mehta, Jal
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Educational Improvement,Elementary Secondary Education,Educational Policy,Educational Change,Academic Achievement

Despite nearly 30 years of K-12 school reform efforts, the United States still has substantial gaps in student achievement by race and class. To make more substantial progress, reformers must question conventional assumptions and more aggressively reshape key aspects of the American school system. Five broad pathways could fundamentally improve American schooling: transforming the system by enhancing teacher quality and knowledge, replacing the current system with a set of new actors and institutions, &quot;unbundling&quot; the current system and reassembling it anew, expanding the system by linking school to society, or gradually dissolving the system and connecting students to the world of knowledge. (Contains 7 notes.)