ethanporcaro/eric-fulltext-meta huggingface dataset:
MCPS Schools at a Glance, 2019-2020
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Schools,Middle Schools,High Schools,Special Schools,Counties,Enrollment,School Personnel,Educational Facilities,School Activities,Costs,Salaries,Fringe Benefits,Institutional Characteristics,Student Characteristics

&quot;Schools at a Glance&quot; provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer, Department of Facilities Management; Office of the Chief Financial Officer; Office of the Chief of Staff; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of the Chief of School Support and Improvement; Office of Shared Accountability; Office of Special Education; and Office of Student and Family Support and Engagement. For the 2018-2019 report, see ED607724.]
Study of School Principals in Montgomery County Public Schools: Exploration of Factors Associated with Turnover and Attrition
Author: Maina, Nyambura Susan
Date: 2019-09-00
Type: Reports - Research
Subjects: Public Schools,Principals,Persistence,Labor Turnover,Elementary Schools,Middle Schools,High Schools,Tenure,Institutional Characteristics,Administrator Characteristics,Poverty,Academic Achievement,Educational Environment,Student Characteristics,Teacher Persistence,Literacy Education,Mathematics Education,Retirement,Promotion (Occupational),Occupational Mobility,Dismissal (Personnel),Educational Attainment,Gender Differences,Racial Differences,Ethnicity,Age Differences

The goal of this study is to: (1) provide an overview of the characteristics of 2018-2019 MCPS school principals at each school level (elementary, middle, and high school); (2) examine the factors associated with principals leaving their positions; (3) explore the turnover of school principals in the last nine years in MCPS and its relationship with specified school factors; and (4) investigate if there is a relationship among specific school factors and principal tenure (new or veteran). This study addressed four questions: (1) What are the demographic characteristics of 2018-2019 MCPS school principals? Do these characteristics differ among schools with different levels of poverty and student demographic composition (school complexity)?; (2) What is the principal attrition rate in MCPS? What principal and school characteristics are associated with the likelihood of a principal leaving the position?; (3) What is the extent of principal turnover across MCPS schools? Do school factors (such as poverty, complexity, academic performance, and climate) differ between schools with three or more principals and schools with two or fewer principals in the last nine years?; and (4) Is veteran principal status associated with school factors, such as school climate, classroom teacher turnover, and academic performance in literacy and mathematics? Does this association vary by school complexity? Descriptive analyses were used to summarize information on demographic characteristics, principal attrition by type of exit (retirement, promotion, transfer, or resignation/termination), and the distribution of schools by principal turnover. Further, Chi-square tests, binary logistic regression, or factorial analysis of variance procedures analyses were used to examine the relationships between principal and school characteristics.
Unlocking Hidden Value: How Investing in Immigrant Talent Benefits Your Bottom Line
Author: Roberts, Laura
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Immigrants,Talent,Talent Development,Corporations,Labor Force Development,Labor Needs,Refugees,Well Being,Employees,Employer Employee Relationship,Futures (of Society),Guidelines,Strategic Planning,Business,Organizational Culture

For many of today's Fortune 500 companies, finding the best strategies to invest in talent is a constant challenge, especially when it comes to entry- and mid-level positions. The country's changing demographics, paired with a shifting labor market, means that companies must develop new ways of planning for, supporting, and investing in talent to meet their workforce needs. Companies that invest in developing entry- and mid-level talent from immigrant and refugee backgrounds increase business value and worker well-being at the same time. This report lays out the case for unlocking this population's potential. Learn how to use JFF's (Jobs for the Future's) Impact Employer Framework to make strategic investments that benefit immigrant and refugee employees and the bottom line. [This report was produced with support from the World Education Services (WES) Mariam Assefa Fund.]
12 Myths and Realities about Private Educational Choice Programs
Author: Keller, Tim, Ed.
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Misconceptions,School Choice,Private Schools,Public Schools,Educational Finance,Academic Achievement,Outcomes of Education,Educational Improvement,Competition,Disadvantaged Youth,Racial Segregation,Accountability,Religious Education,State Church Separation,Tax Credits,Scholarships,Constitutional Law,Science Education,Students with Disabilities,Educational Legislation,Federal Legislation,Equal Education,Enrollment,Educational Discrimination,Elementary Secondary Education,Educational Vouchers,Charter Schools

Educational choice programs--defined broadly as programs that provide parents with financial aid to help their children opt out of the traditional public school system--are a hallmark of meaningful educational reform. Yet despite widespread news coverage of such programs, polls show most Americans are unfamiliar with how educational choice programs work. Opponents of educational choice routinely take advantage of this knowledge gap by promoting various myths intended to confuse legislators and policymakers and thereby deter them from enacting educational choice programs. In recognition of this dynamic, the Institute for Justice (IJ) created this publication. The goal is to dispel 12 of the most commonly circulated myths so that legislators and the public can make well-informed decisions about the merits of giving parents more control over their children's education. [For the previous version of this report, see ED587374.]
Supports for Students in Immigrant Families. Brief No. 9
Author: Sattin-Bajaj, Carolyn
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Immigrants,COVID-19,Pandemics,Evidence Based Practice,Inclusion,Elementary Secondary Education,Minority Group Students,Equal Education,Communication Strategies,Learner Engagement,Cultural Relevance,Family School Relationship,Extracurricular Activities,Access to Computers

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What research-backed practices can school districts, schools and classroom teachers use to support immigrant-origin students' educational success and build inclusive environments in learning contexts transformed by COVID-19? In order to answer this question, the brief breaks down the issue into three points: (1) Immigrant-origin children are the fastest growing segment of the school-age population in the U.S.; (2) Immigrant communities have been disproportionately affected by COVID-19 in terms of loss of employment, representation among frontline and essential workers, and rates of illness; and (3) Immigrant-origin students tend to have lower access to at-home resources that might support their learning during the pandemic. Based on these points, the brief provides five strategies to consider and two strategies to avoid. [This brief was co-prepared by Re-Imagining Migration and UC Santa Barbara, The Gevirtz School Graduate School of Education.]
Why Equity Matters for Adult College Completion. Education Issue Brief
Author: Person, Ann E.
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Nontraditional Students,Adult Students,Higher Education,Postsecondary Education,Racial Differences,Ethnicity,Grants,Equal Education,Program Effectiveness,Minority Group Students,Goal Orientation,Outreach Programs,Student Recruitment,Student Financial Aid,Graduation,Stakeholders,Student Participation,Barriers,Minority Group Teachers,Partnerships in Education

There is a growing movement across the country to get more adults to enroll in college and complete higher education programs. Fewer than half of the nearly 170 million U.S. residents between the ages of 25 and 64 have obtained a postsecondary degree or certificate. The statistics for adult students of color who have attained higher education are even lower. About 46 percent of White adults hold a college degree, compared to only 22 percent of Native American, 24 percent of Latino, and 30 percent of Black adults. To increase the number of American adults who enroll in and complete higher education programs, Lumina Foundation launched the Adult Promise Pilot Program in 2017 to help states develop and implement innovative programs to engage adult learners. Adult Promise state grantees have also committed to adhering to the foundation's commitment to racial equity by implementing postsecondary completion initiatives that focus on creating opportunities that support Black, Latino, and Native American adults. As the evaluation partner for Lumina Foundation, Mathematica interviewed and surveyed Adult Promise grantees to share with the foundation insights about how program leaders and their partners incorporate a racial equity focus into their initiatives. In this issue brief, Mathematica researchers highlight how Adult Promise grantees support adult learners of color complete college through state-level goal setting, outreach and recruitment, financial supports, and completion strategies. They also offer some overarching reflections for stakeholders in postsecondary education seeking to engage in similar efforts. Key recommendations from the study are to: (1) Set clear, measureable, and relevant equity goals; (2) Engage adult learners and people of color to understand their perspectives; and (3) Recognize and proactively address financial barriers that exist for adult students of color.
From the Field: Strategies from Practitioners on Career Development and Employment for Students with Intellectual Disability. How to Think College, Issue No. 9
Author: Haines, Kelly
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Career Development,Student Employment,Students with Disabilities,Intellectual Disability,College Students,Alignment (Education),Internship Programs,School Business Relationship,School Community Relationship,Partnerships in Education,Student Personnel Services,Student Personnel Workers

This practical guide includes strategies that work to support students with intellectual disability (ID) who are looking for employment opportunities. The strategies shared in this How to Think College publication were shared with the authors by staff and faculty at six different postsecondary programs for students with ID, and align with the Think College Standards for Inclusive Higher Education; a chart is included to show the alignment.
English Learner Guidebook. Revised
Author: Indiana Department of Education
Date: 2019-08-00
Type: Guides - General
Subjects: English Language Learners,English (Second Language),Language Fluency,Student Needs,Legal Responsibility,Federal Legislation,Civil Rights Legislation,Court Litigation,Equal Education,Student Rights,Access to Education,Educational Legislation,Special Needs Students,Elementary Secondary Education,Preschool Education,Screening Tests,Native Language,Enrollment,State Standards,Planning,School Holding Power,Academically Gifted,Special Education,Student Evaluation,Standardized Tests,Classification,Progress Monitoring,Reentry Students,Family Involvement,Information Dissemination,Parent Rights,Financial Support,State Aid,Federal Aid,Immigrants,Grants,Accountability

More than 112,000 Indiana students speak a language other than English at home, and there are over 275 different languages represented in Indiana schools. Of these, over 50,000 students have been formally identified as English learners due to limited proficiency in speaking, listening, reading, and writing academic English. English learners make up roughly 5% of Indiana's total student population, and they are enrolled in schools and districts in every corner of the state. Some of these students are immigrants and refugees, but the vast majority of Indiana's English learners were born in the United States. English learners have rich potential - culturally, linguistically, and academically. Indiana assessment data shows that students who achieve fluency in English often end up outperforming their native-speaking peers on state content assessments. Whether a local education agency has one English learner or thousands, they are obligated to meet certain federal requirements for their students. This living document is designed as a reference for district and school personnel working with English learners (ELs). The content of the guide represents a compilation of information, examples and resources for use.
Including Racial and Socioeconomic Diversity in ESSA District Plans. Policy Brief 10
Author: Chirichigno, Gina
Date: 2020-03-00
Type: Guides - Non-Classroom
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Student Diversity,Educational Improvement,Improvement Programs,Minority Group Students,Low Income Students,Educational Finance,Federal Aid,Charter Schools,Magnet Schools,School Districts,Public Schools,Social Integration,Grants

The Every Student Succeeds Act (ESSA) provides an opening for states and local school districts to include racial and socioeconomic (SES) diversity as components of their improvement plans. While only one state (New York) took advantage of this opportunity in the initial round of state ESSA plans, there are several ways that school districts can include integration and reduction of racial or SES isolation into their local ESSA implementation plans, consistent with the goals set out in their state plans. Two of the most important planning documents are the Title I Comprehensive Support and Improvement Plans and the Targeted Support and Improvement Plans. Title IV of ESSA is also a potential source of integration-related funds for districts. This guide explores some of the openings that are most apparent to the National Coalition on School Diversity (NCSD). We hope that sharing these ideas will help state and local leaders and advocates generate even more ideas.
Feature Issue on Educating K-12 English Language Learners with Disabilities. Impact. Volume 26, Number 1, Winter/Spring 2013
Author: Liu, Kristin Kline, Ed.
Date: 2013-00-00
Type: Collected Works - Serial
Subjects: English Language Learners,Students with Disabilities,Elementary School Students,Secondary School Students,Special Needs Students,Special Education,Individualized Education Programs,Bilingual Education,Legal Responsibility,Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education,Access to Education,Disabilities,Civil Rights Legislation

English language learners (ELLs) with disabilities are a growing part of the K-12 school population nationwide. The available knowledge on how to effectively educate K-12 English language learners with disabilities, and measure their progress, is small but growing. However, many educators and families have pressing questions. How can educators distinguish between language-related needs and disability-related needs when evaluating and teaching these students? How do these students fit into and benefit from current teaching approaches? How can schools create more collaboration between language-related and disability-related services in meeting the complex needs of ELLs with disabilities? And, for their parents, how do the special education and English as a second language systems work, what are their child's options and rights, and what is the family's role in Individualized Education Programs and other aspects of their child's education? The 18 articles in this issue of &quot;Impact&quot; offer responses to these questions from people around the country who are helping the nation's education system respond to the needs of this growing student population.
Feature Issue: Person-Centered Positive Supports and People with Intellectual and Developmental Disabilities. Impact. Volume 29, Number 2, Summer 2016
Author: Freeman, Rachel, Ed.
Date: 2016-00-00
Type: Collected Works - Serial
Subjects: Positive Behavior Supports,Developmental Disabilities,Evidence Based Practice,Quality of Life,Inclusion,Civil Rights Legislation,Disabilities,Federal Legislation,Equal Opportunities (Jobs),State Policy,Program Implementation,Group Homes,Community Services,Applied Behavior Analysis,Program Evaluation,Mental Health,Mental Health Programs,Leadership,Intellectual Disability

Person-centered positive supports are about empowering people with disabilities to live lives that fully reflect their individuality and their humanity. They're about using evidence-based positive practices in the service of the needs, values, and goals of the person receiving the support. And they're about promoting quality of life for people in ways that are meaningful to them. The 17 articles in this issue of &quot;Impact&quot; examine the use of person-centered positive supports with people who have intellectual and developmental disabilities. They educate readers about the issues, guiding principles, and choices that must be examined in policy and practice. This issue profiles exemplary strategies for delivery of services. And it shares personal stories of the difference that person-centered positive supports make for individuals. A list of useful resources from around the country is also included.
Growing Opportunities in Manufacturing through Bilingual Upskilling
Author: Joy, Lois
Date: 2020-04-00
Type: Reports - Research
Subjects: Bilingualism,Manufacturing,Limited English Speaking,Nonprofit Organizations,Job Skills,Futures (of Society),Bilingual Education,Hispanic Americans,Grants,Credentials,Language Proficiency,Labor Force,Second Language Learning,Second Language Instruction,English (Second Language),English Language Learners,Program Descriptions,Employment Opportunities,Case Studies,Decision Making,Career Choice,Immigrants

To learn more about how nonprofits, educators, employers, and policymakers can work together to upskill the limited English proficient (LEP) workforce, Jobs for the Future (JFF) interviewed students and instructors who had participated in the pathbreaking and innovative bilingual training program known as Growing Opportunities in America for Latinos (GOAL) in the state of Indiana. The Labor Institute for Training (LIFT) in Indianapolis, which served as a catalyst for this new program, secured $3.2 million in U.S. Department of Labor (DOL) funding through the TechHire Grant in 2016; a program aimed at growing advanced manufacturing technical skills for residents with limited English proficiency. The design of GOAL is an innovative approach linking English language learners (ELLs) with occupational credentials, aligning the resources of multiple organizations to build a system to deliver a new bilingual curriculum in manufacturing. The GOAL project combined English language instruction with Certified Production Technician (CPT) training to establish career pathways in manufacturing and advance the skills of Indiana's industrial LEP labor force. This brief documents the experiences of students and teachers during the DOL-sponsored training and discusses promising outcomes that should be continued. [This report was prepared with the Labor Institute for Training.]
The Promotion Power Impacts of Louisiana High Schools
Author: Deutsch, Jonah
Date: 2020-03-00
Type: Reports - Research
Subjects: High Schools,Public Schools,Success,Outcomes of Education,Graduation,High School Graduates,College Readiness,Career Readiness,College Attendance,Academic Persistence,Employment Level,Measurement,Student Characteristics,Wages,Tests,Scores,Grade 8,Institutional Characteristics,Poverty,High School Students,School Effectiveness,Attendance,Suspension,Students with Disabilities,Academically Gifted,Limited English Speaking

In partnership with the Louisiana Department of Education and through a grant from the Walton Family Foundation, Mathematica conducted a study that measured each Louisiana public high school's promotion power, which is a school's effect on the long-term success of its students as indicated by high school graduation, college or career readiness, college enrollment and persistence, and success in the job market. The study enables Louisiana to become one of the first states to identify its high schools' contributions to students' long-term success separately from other factors, such as family resources and students' learning before high school. This report provides details about the data and statistical model used to calculate promotion power of Louisiana public high schools, which included analyzing data related to the following: (1) On-time high school graduation; (2) Completion of a college or career readiness credential; (3) College enrollment; (4) Persistence in college; and (5) Earnings at age 26.
Working Together to Address the COVID-19 Crisis
Author: Lumina Foundation
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Quality,Student Needs,Equal Education,Talent Development,Racial Bias,Educational Change,Credentials,Educational Finance,Educational Planning,Enrollment,School Closing,Online Courses,Welfare Services

As the economic and social effects of the COVID-19 pandemic reverberate across the nation into our homes, federal lawmakers are providing financial relief to help restart the economy as states scramble to create jobs and deploy resources to guard against further job losses and budget cuts. Lumina Foundation believes recovery begins with serving today's students and workers through a steadfast commitment to quality and racial equity. Our approach prioritizes equity for learners and communities and invests in a transformed talent-development system that will lead to a safe and systemic national recovery that fosters individual prosperity.
Indiana College Readiness Reports: 2012 High School Graduates, State of Indiana
Author: Indiana Commission for Higher Education
Date: 2019-07-12
Type: Reports - Evaluative
Subjects: College Readiness,High School Graduates,College Bound Students,Advanced Placement,Student Placement,Socioeconomic Status,Remedial Instruction,Student Needs,Institutional Characteristics,Enrollment Trends,Academic Degrees,Intellectual Disciplines,Academic Achievement,Academic Persistence,Public Colleges,Racial Differences,Ethnicity,Private Colleges,Dual Enrollment

This 2012 Indiana College Readiness Report provides statistics for the state of Indiana on the following: (1) High School Graduates Enrolling in College; (2) High School Graduate Enrollment by College Type; (3) Indiana Public College Enrollment by College; (4) Indiana Public College Enrollment by Degree Type; (5) Indiana Public College Enrollment by Program Type; (6) Indiana Public College Enrollment by Status; (7) Indiana Public College Remediation by Subject; (8) Indiana Public College Students Needing Remediation; and (9) Indiana Public College Student Performance. [For the previous year's report, see ED580110.]