ethanporcaro/eric-fulltext-meta huggingface dataset:
Bilingual Multicultural Education Annual Report for School Year 2018-2019
Author: New Mexico Public Education Department
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Bilingual Education,Multicultural Education,Accountability,Bilingual Students,Student Educational Objectives,Academic Standards,Benchmarking,Academic Achievement,Student Participation,Language Proficiency,College Readiness,Career Readiness,Program Effectiveness,Educational Finance,Elementary Secondary Education,Educational Legislation,Federal Legislation,American Indian Students,American Indian Languages,Spanish,English,Faculty Development,Expenditures,English (Second Language),Second Language Learning,Racial Differences,Ethnicity,Hispanic American Students

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, these are: (1) students become bilingual and biliterate in English and a second language; and (2) students meet all academic content standards and benchmarks in all subject areas. The purpose of the Bilingual Multicultural Education Annual Report is to comply with state statute and inform stakeholders regarding the state's BMEPs. The LCD actively works to streamline and provide data that can be used in meaningful and purposeful ways. To that aim, the report focuses on the four key areas: (1) Reports data collected on district, school, and student participation; (2) Reports data collected regarding language proficiency in order to assess progress on the first goal of BMEPs for students to become bilingual and biliterate; (3) Reports achievement data based on the Istation, Partnership for Assessment of Readiness for College and Careers (PARCC) tests, the Transition Assessment in Math and English Language Arts (TAMELA), and on the New Mexico Standards Based Assessment (SBA) for relevant subgroups, to assess progress on the second goal of BMEPs for students to meet all academic content standards; and (4) Evaluates and determines program effectiveness and use of funds for BMEPs. This report addresses these four key areas with data for the 2018-2019 school year (SY), providing some longitudinal data for comparison over time. [For the 2017-2018 report, see ED600059.]
Pathways after High School: Evaluation of the Urban Alliance High School Internship Program. Research Report
Author: Theodos, Brett
Date: 2017-08-00
Type: Reports - Research
Subjects: High School Seniors,Internship Programs,Mentors,College Readiness,Career Readiness,At Risk Students,Transitional Programs,Work Experience Programs,Job Training,Student Recruitment,Workshops,Coaching (Performance),Alumni,Program Evaluation,Program Implementation,Program Effectiveness,College Attendance,Academic Persistence,Gender Differences,Urban Schools,College Entrance Examinations,Student Characteristics

Senior year of high school can be a pivotal time in a young person's life. For some, it is the last step on the path to college and work. For others, finding stable employment or attending university after high school is far from guaranteed. Urban Alliance, headquartered in Washington, DC, helps students at risk of becoming disconnected from work or school transition to higher education or employment after high school. Through its High School Internship Program, it offers participating high school seniors training, an internship, and mentoring to help them succeed. The Urban Institute recently completed an evaluation of the program in Washington, DC, and Baltimore. Using an experimental design, the study revealed several key findings approximately two years after high school.
Cost-Effective Decision-Making for California&apos;s School System
Author: Belfield, Clive R.
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Cost Effectiveness,Decision Making,Economic Research,Elementary Secondary Education,Misconceptions,Definitions,Barriers,Evaluation Methods,Educational Finance,Case Studies,Mathematics Curriculum,Curriculum Development,Reading Difficulties,Reading Programs,High School Graduates,Intervention,Health Promotion,Teacher Selection

California's school system is under tremendous long-run fiscal pressure; allocating resources efficiently is therefore paramount. Economic analysis--making sure districts and schools are spending their budgets wisely--is the method used to identify effectiveness and efficiency. This method responds to the question educational professionals face: &quot;Am I making the most efficient decisions given the resources I have and the goals I need to meet for my students?&quot; In this report, the authors look at the role of economic analysis in decision-making in California's school system. The goal is to show how economic evaluations can be more straightforward, more useful, and more influential for decision-making. The authors describe cost-effectiveness analysis (CEA), one of the primary methods for economic evaluation. They provide a summary of this method, along with templates for framing the research analysis. The authors include a worked-through example to illustrate the key steps in performing CEA. They also describe case studies where such analyses have been performed that show the broad applicability of the method. [This report was written in partnership with Center for Benefit-Cost Studies in Education, Teachers College, Columbia University.]
Campus Policing: A Guide for Higher Education Leaders
Author: Dizon, Jude Paul Matias
Date: 2020-00-00
Type: Guides - General
Subjects: College Environment,School Safety,Racial Bias,Ethnicity,Police,Role,Educational Administration,Political Attitudes,Well Being,College Students,School Security,Crime Prevention,School Policy,Weapons,Law Enforcement,Activism,Political Issues,Diversity,Minority Groups,Student Rights

A new report written by Pullias Center researchers tackles the institutionalization of policing in higher education campus safety and management. By providing administrators with important perspectives, key takeaways, reflective questions, and specific recommendations, &quot;Campus Policing: A Guide for Higher Education Leaders&quot; acts as a guide for higher education leaders looking to proactively respond to issues of policing and racism on university campuses.
2021 Performance Measures for Student Success
Author: North Carolina Community College System
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: Community Colleges,Accountability,Performance,Two Year College Students,Skill Development,Basic Skills,Success,English Instruction,College English,Mathematics Instruction,College Mathematics,Certification,Graduation Rate,College Transfer Students,Academic Achievement,Mathematics Achievement

The Performance Measures for Student Success Report is the North Carolina Community College System's major accountability document. This annual performance report is based on data compiled during the previous year and serves to inform colleges and the public on the performance of our 58 community colleges. Every three years, a committee that is inclusive of college leaders; subject matter experts; and research and assessment professionals are appointed to review the measures and recommend deletions, revisions, and additions. Recommendations from the most recent review were approved in 2018 and this is the final report associated with the most recent set of measures. The current list of measures includes: (1) Basic Skills Student Progress; (2) Student Success Rate in College-Level English Courses; (3) Student Success Rate in College-Level Math Courses; (4) First Year Progression; (5) Curriculum Student Completion; (6) Licensure and Certification Passing Rate; and (7) College Transfer Performance. [For the 2020 Performance Measures, see ED609057.]
Driving Innovation through Diversity and Inclusion at NASA: STEM Internships and Vocational Rehabilitation Partnership. Policy in Action Brief
Author: Brewer, Dave
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Vocational Education,Vocational Rehabilitation,Diversity,Inclusion,STEM Education,Internship Programs,Partnerships in Education,High School Students,Students with Disabilities

For Vocational Rehabilitation (VR) counselors, with funding support from the Workforce Innovation and Opportunity Act (WIOA), it's important to know the essential components of a high-quality, inclusive internship program. As companies and organizations create more inclusive internship programs, VR must evaluate the accessibility of these programs, both physically and operationally. For over 50 years, NASA has provided internship programs, engaging high school and college students with diverse abilities, backgrounds, and talents. This brief highlights NASA's high-quality, inclusive internship programs and its partnership with VR in Texas. The brief also includes information and resources for VR professionals on how to recognize a high-quality, inclusive internship program, and how to encourage an employer to create a more accessible internship program for youth and young adults with disabilities.
What Works for Latino Students in Higher Education Compendium, 2021. Examples of iExcelencia!
Author: Excelencia in Education
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Students,Success,Evidence Based Practice,Associate Degrees,Undergraduate Study,Graduate Study,Community Organizations,Culturally Relevant Education,Program Effectiveness,Bachelors Degrees,Student Needs,Educational Practices,Sustainability,Leadership Responsibility,Community Colleges

What works to improve the success of Latino college students? Examples of &quot;Excelencia&quot; is the only national effort to identify and promote evidence-based programs accelerating Latino student success in higher education. Since 2005, &quot;Excelencia&quot; in Education has recognized over 350 programs making a positive difference in the lives of Latino students at the associate, baccalaureate, graduate, and community-based organization levels. &quot;Excelencia&quot; is committed to leveraging these programs to build a national community of common cause toward Latino student success. In 2021, &quot;Excelencia&quot; recognizes 4 programs as the 2021 Examples of &quot;Excelencia,&quot; one at each level --associate, baccalaureate, graduate, and community-based organizations--for their evidence-based practices, cultural relevance, and commitment to intentionally serve Latino students. In addition, &quot;Excelencia&quot; recognizes 17 programs as 2021 Examples of &quot;Excelencia&quot; Finalists also effective in improving Latino student success at institutions and in their communities. [Additional funding was provided by Ad Astra, Territorium, and Workday. For the 2020 report, see ED611163.]
Program Evaluation Toolkit: Quick Start Guide. REL 2022-112
Author: Stewart, Joshua
Date: 2021-10-00
Type: Guides - General
Subjects: Program Evaluation,Program Effectiveness,State Programs,Federal Programs,Community Programs,Evaluation Methods,Models,Data Collection,Data Analysis,Data Use,Information Dissemination,Web Sites

Program evaluation is important for assessing the implementation and outcomes of local, state, and federal programs. The Program Evaluation Toolkit provides tools and resources to support individuals responsible for evaluating and monitoring local, state, or federal programs. The toolkit comprises eight modules that cover critical steps in program evaluation, beginning at the planning stages and progressing to the presentation of findings.
Annual Report on Early Childhood Education Grants, Fiscal Year 2020
Author: Ohio Department of Education
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Grants,Educational Finance,Annual Reports,State Aid,Credentials,Faculty Development,Educational Quality,Preschool Children,Student Evaluation,School Readiness,Technical Assistance

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high-quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear: children who participate in high-quality early learning programs begin school better prepared for educational success. In Fiscal Year 2020 (July 1, 2019-June 30, 2020), 369 Early Childhood Education Grant-funded programs served 17,870 children as a result of a $71,480,000 investment in state funding. These grantees included public school districts, educational service centers, joint vocational schools, community schools, chartered nonpublic schools and community-based child care providers who earned 3-, 4- or 5-star ratings in Ohio's quality rating system, Step Up To Quality. This annual report meets the requirements of Section 263.20 of House Bill 49 (C), which says: &quot;The Department shall provide an annual report to the Governor, the Speaker of the House of Representatives, and the President of the Senate and post the report to the Department's web site, regarding early childhood education programs operated under this section and the early learning program standards.&quot; [This report was prepared by the Ohio Department of Education's Office of Early Learning and School Readiness. For the 2019 edition of this report, see ED605040.]
Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 19. Finance Tables. NCES 2021-304
Author: Cornman, S. Q.
Date: 2021-11-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Public Education,Income,Expenditures,School Districts,Educational Finance,Expenditure per Student,Geographic Regions,Charter Schools,Poverty,Socioeconomic Status,Enrollment,Federal Aid,Economic Climate

This report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2019. Specifically, this report includes the following types of school district finance data: (1) revenue, current expenditure, and capital outlay expenditure totals; (2) revenues by source; (3) current expenditures by function and object; and (4) revenues and current expenditures per pupil. School district finance expenditure functions include instruction, instructional staff support services, pupil support services, general administration, school administration, operations and maintenance, student transportation, other support services (such as business services), food services, and enterprise operations. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data (CCD). The tables and figures in this report present descriptive information on revenues and expenditures for FY 19. Table 1 presents the revenues and current expenditures of the 100 largest school districts in the United States in order of their enrollment. Table 2 presents current expenditure detail of the two largest school districts by enrollment in each state by region, while table 3 presents median inflation-adjusted revenues and current expenditures per pupil by region and locale. Table 4 provides a comparison of independent charter school district per pupil finances to noncharter and &quot;mixed&quot; school district per pupil finances by state. (&quot;Mixed&quot; school districts include both noncharter and charter schools.) Tables 5 and 6 present federal and local revenues, respectively, by specific source of revenue and state. Table 7 presents total revenues per pupil by poverty quartile for each state. Table 8 provides capital outlay expenditure detail by state. The selected findings discussed within the report demonstrate the range of information available when using F-33 data and are not intended to emphasize any particular issue(s). [For &quot;Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 18. Finance Tables. NCES 2020-308,&quot; see ED607969.]
Building Teacher Capacity in K-12 Computer Science by Promoting Formative Literacy. Whitepaper
Author: Basu, Satabdi
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Capacity Building,Faculty Development,Computer Science Education,Teaching Methods,Elementary Secondary Education,Teacher Shortage,Teacher Qualifications,Introductory Courses,Standards,Programming Languages,Pedagogical Content Knowledge,Barriers,Educational Needs,Formative Evaluation,School Districts,Curriculum Development,Instructional Effectiveness,Technological Literacy,Kindergarten,Online Courses

The rapid expansion of computer science (CS) instruction in primary and secondary education has highlighted the shortage of teachers qualified to teach the subject. A key strategy for building CS teaching capacity has been preparing teachers of other subjects (e.g., math, technology applications, business) to teach introductory CS through short-term professional development (PD) workshops, online training modules, micro-credentials, and teacher meetups or conferences (Christensen Institute, 2019). As various new CS curricula and activities using different computational representations or programming environments are rolled out each year, it can be difficult for teachers to make sense of how they map to CS standards or fit with existing activities. To benefit a wide range of teachers using a variety of CS curricula across different programming languages, CS teacher PD needs to focus on CS standards and CS content and pedagogical knowledge rather than merely the details of a particular curriculum. This white paper details the elements of effective CS education, known teacher challenges in CS education, and the current state of CS teacher PD. It also describes an approach to address some of these teacher challenges and help teachers understand CS standards and develop their CS formative assessment skills. The white paper concludes with recommendations for CS teacher PD design and suggest actions for states and school districts to support CS teachers.
After Action Reviews for Summer Learning Programs: Identifying Lessons Learned to Accelerate Learning. Brief
Author: Layland, Allison
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Summer Programs,Acceleration (Education),Distance Education,Blended Learning,Pandemics,COVID-19,State Departments of Education,School Districts,School Closing,Access to Education,Educational Improvement,Learning Processes,Educational Finance,Strategic Planning,Decision Making,Educational Planning,Program Evaluation,Program Improvement,Facilitators (Individuals),Federal Legislation,Elementary Secondary Education,Financial Support

Districts and schools are receiving once in a life-time funding through the American Recovery Plan (ARP) to address the learning needs of students over the next few years, especially those who have been most impacted by a year of remote or hybrid learning. State education agencies (SEAs) including the District of Columbia, Puerto Rico, outlying areas, freely associated states, and Tribal sovereign nations, and local education agencies (LEAs) across the country should be strategic in their use of funds to make a meaningful, real impact on accelerating student learning. This is especially important for those experiencing larger gaps as compared to their peers due to disrupted learning during the pandemic. After-Action Reviews (AARs) on summer learning programs, led by SEAs, LEAs, schools, or partnering organizations who provide summer learning services, can help users identify and apply lessons learned from this year's summer recovery programs to accelerate learning in the future. Partners or vendors can hold their own AARs to improve their practice for future years and contracts as well. The AAR can be extremely helpful in identifying lessons learned from summer recovery and acceleration programs, which then inform strategic decisions for future school year and summer learning opportunities. This brief presents an adaptation of an &quot;After-Action Review Guide&quot; (ED609070) and an &quot;After Action Review Guide for Learning Recovery&quot; (ED615632) that focuses specifically on key questions and data that SEAs and LEAs, including Tribes, can use to reflect on this summer's learning recovery and acceleration programs. The findings can then be used by leaders to plan for school-year programs and subsequent summers. Applying lessons learned also helps guide the use of American Recovery Funds, so they are used strategically to achieve intended results.
School Counselor Supports for College Preparation and Readiness for Students Experiencing Homelessness. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education (NCHE)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: School Counselors,College Preparation,College Readiness,Homeless People,High School Students,Federal Legislation,Social Services,Partnerships in Education

The McKinney-Vento Homeless Assistance Act, as amended, requires that school counselors provide college preparation and readiness assistance to students experiencing homelessness. This NCHE brief explores the role of school counselors in providing college preparation and readiness supports to students experiencing homelessness and recommends school partnership strategies to ensure that homeless students receive the individualized supports needed to transition successfully to postsecondary education.
Strengthening the Teacher Pipeline in High-Need Districts, Summer 2021
Author: National Institute for Excellence in Teaching (NIET)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,School Districts,Disadvantaged Schools,Teacher Education,Alternative Teacher Certification,Beginning Teacher Induction,Program Effectiveness

The Marian Promise combined residency and induction program supports the effectiveness and retention of new teachers in Indiana's Perry Township Schools, MSD of Decatur Township, and Beech Grove City Schools. It does so by integrating the use of research-based teaching standards in coursework and clinical practice, selecting high-quality mentor teachers to support residents yearlong, and providing a living wage stipend in exchange for a three-year teaching commitment. The effort is a collaboration among the districts, Marian University's Klipsch Educators College, and NIET, and funded by a federal Teacher Quality Partnership (TQP) grant. Yearlong residencies connected to ongoing support during multiple years of induction offer a proven strategy for recruiting and retaining more effective new teachers. The pandemic's obstacles have crystalized the need even more for an intentional and structured system to increase the effectiveness of new teachers earlier in their careers and motivate them to stay in their schools and the profession. [Marian University's Klipsch Educators College partnered with the National Institute for Excellence in Teaching to produce this report.]