ethanporcaro/eric-fulltext-meta huggingface dataset:
English Learners (ELs) and NAEP. Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Language Acquisition,Reading Achievement,Scores,Reading Fluency,Mathematics Achievement,Grade 4,Grade 8,Grade 12,Statistical Distributions,National Competency Tests

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on English Learners (ELs) and NAEP include: (1) 2013 Reading Scores for Grades 4, 8, and 12: ELs vs. Non-ELs; (2) 2013 Mathematics Scores for Grades 4, 8, and 12: ELs vs. Non-ELs; (3) Reading Proficiency Levels of EL and Non-EL Eighth-Graders: 2005 and 2013; and (4) Mathematics Proficiency Levels of EL and Non-EL Eighth-Graders: 2005 and 2013.
State Education Agencies and the Implementation of New Teacher Evaluation Systems. CPRE Policy Brief. PB #15-2
Author: McGuinn, Patrick
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: State Departments of Education,State Policy,Teacher Evaluation,Program Implementation,Resource Allocation,Alignment (Education),School Support,Faculty Development,Coaching (Performance),Clearinghouses,Behavioral Objectives,Data Collection,Partnerships in Education,Federal Legislation,Educational Legislation,Federal Programs,Federal Aid

It has been three years since Race to the Top grant-winning states piloted new teacher evaluation systems and many of them have made considerable progress, yet according to media coverage and a Government Accountability Office (GAO) report published in April 2015, struggles remain and most grantees have asked to extend the timetables for completing this work. Given the enormous importance and complexity of these reforms--and the fact that states vary widely in the timing, approach, and success of their implementation work--this is an excellent opportunity to assess the progress that has been made and identify where challenges persist. It is imperative that states learn from one another during this implementation stage, and this brief serves to facilitate the discussion by highlighting what is and is not working in the Race to the Top states.
English Learner (EL) Students Who Are Black. Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2016-01-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Language Acquisition,Population Distribution,School Districts,Native Language,Ethnicity,Welfare Recipients,Immigration,Blacks,Educational Attainment,Parent Background,Statistical Distributions,Elementary Secondary Education

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. This Fast Facts covers data in the following categories: (1) States, Including D.C., with the Highest Concentration of ELs Who Are Black; (2) States, Including D.C., with the Largest Number of ELs Who Are Black; (3) Local Education Agencies (LEAs) with the Largest Number of ELs Who Are Black; (4) Top 15 Languages Spoken At Home by EL Students Who Are Black: 2013; (5) Top 15 Birthplaces of Foreign-Born EL Students Who Are Black: 2013; (6) Percentage of EL Students Who Are Black, by State, Including DC: 2013; (7) Percentage of EL Students Who Are Black, by Birthplace: 2013; (8) Black Students Eligible for Free or Reduced-Price Lunch (FRPL): 2013; (9) Immigration Status of Black Students: 2013; and (10) Educational Attainment of Mothers of Black Students: 2013.
Key Demographics &amp; Practice Recommendations for Young English Learners. Short Turnaround Report
Author: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA)
Date: 2011-01-28
Type: Reference Materials - Bibliographies
Subjects: Preschool Children,Early Childhood Education,English Language Learners,Demography,Student Characteristics,Educational Practices,Child Care Centers,Enrollment Rate,Trend Analysis,Access to Education,Attendance,Literacy Education,Social Development,Emotional Development,Student Evaluation,Bilingualism,Neurosciences,Metalinguistics,Partnerships in Education,Information Sources,Definitions

Estimates of school-aged English learners are derived from national counts of children enrolled in school. There is no precise analogue for preschool children, and hence there is no exact nationwide count of this population of children. The number of 3- and 4-year old children enrolled in center-based care is rising, and some center-based programs do track participants by home language status. Presented here are key demographics and practice recommendations for young English learners. The practice recommendations in this report represent some, but not all, of the strategies and practices supported by researchers and practitioners. This report is intended to present a guide to common themes represented in the literature. A note on terminology, and a list of additional resources on the topic which have been identified but not reviewed by NCELA staff are included.
English Learners (ELs) Who Are American Indian and/or Alaska Native (AI/AN). Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2016-01-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,American Indians,American Indian Education,Alaska Natives,Language Acquisition,Population Distribution,School Districts,National Competency Tests,Language Proficiency,Native Language,Statistical Distributions

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on English Learners (ELs) Who Are American Indian and/or Alaska Native (AI/AN) include: (1) States With the Highest Percentage of ELs Who Were AI/AN: SY 2011-12; (2) Local Education Agencies With High Percentages of ELs Who Were AI/AN: SY 2011-12; (3) AI/AN Languages Spoken by ELs as Reported by Seven States: SY 2013-14; and (4) National Assessment of Educational Progress* Proficiency Level Distributions for ELs Who Are AI/AN: 2011, 2013, and 2015.
Retention and Suspension of English Learners (ELs). Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Academic Persistence,Suspension,Enrollment Rate,Elementary School Students,Preschool Children,High School Students,School Holding Power,School Statistics,Statistical Distributions

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on the retention and suspension of English Learners (ELs) include: (1) Percentage of ELs and Non-ELs Enrolled and Retained in Elementary School (Grades K-6): SY 2011-12; (2) Percentages of ELs and Non-ELs Enrolled and Retained in High School (Grades 9-12): SY 2011-12; (3) Percentage of Preschool ELs and Non-ELs Enrolled and Receiving Single or Multiple Out-of-School Suspensions: SY 2011-12; and (4) Percentage of ELs and Non-ELs as All Students Enrolled and Receiving Out-of-School Suspensions, in All Grades: SY 2011-12.
English Learners (ELs) and College and Career Readiness. Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,College Readiness,Career Readiness,High School Graduates,Advanced Placement,Academically Gifted,Enrollment,Algebra,Mathematics Achievement,Science Achievement,Graduation Rate,Ethnicity,Racial Differences,American Indians,Alaska Natives,Asians,Pacific Islanders,African Americans,Hispanic Americans,Whites,Statistical Data

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. This document presents highlights relating to English learners and college and career readiness covering school-year (SY) 2011-2012. The topics for this report include: (1) Percentage of ELs and non-ELs participating in college- and career-readiness related high school programs: SY 2011-12; (2) States with the largest difference between the percentages of EL and non-EL students enrolled in gifted and talented programs in SY 2011-12; (3) Percentage of ELs and non-ELs who passed algebra I and/or had access to a full range of math and science courses: SY 2011-12; and (4) High school graduation rates, by race and ethnicity and EL status: SY 2011-12. Some facts included are: (1) Non-ELs participated in Advanced Placement (AP) programs at a rate that was two-and-a-half times that of ELs, and in Gifted and Talented Education (GATE) programs at a rate that was three-and-a-half times that of ELs in SY 2011-12; (2) Maryland reported the largest difference in the percentages of EL and non-EL students enrolled in gifted and talented programs in SY 2011-12; (3) In SY 2011-12, a lower percentage of ELs than non-ELs passed Algebra I in their last years of high school (grade 11 or 12) and, likewise, a lower percentage of ELs than non-ELs had access to a full range of math and science courses; and (4) IN SY 2011-12,59 percent of ELs received a regular high school diploma within four years of starting ninth grade for the first time.
English Learners (ELs) Who Are Native Hawaiian or Other Pacific Islander (NHPI). Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-12-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Hawaiians,Pacific Islanders,School Districts,Race,Ethnicity,Public Schools,Student Characteristics,English (Second Language),Second Language Learning,Place of Residence,Elementary School Students,Secondary School Students,Enrollment

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on English Learners (ELs) who are Native Hawaiian or Other Pacific Islander (NHPI) include: (1) Local Education Agencies (LEAs) With the Largest Number of ELs Who Are Native Hawaiian or Other Pacific Islander; (2) LEAs With the Largest Number of ELs Who Are NHPI; and (3) Race/Ethnicity of Students in Public Schools in Hawaii: SY 2012-13.
Profiles of Native American and/or Alaska Native English Learners (ELs). Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-02-00
Type: Numerical/Quantitative Data
Subjects: Profiles,American Indians,Alaska Natives,English Language Learners,Incidence,Statistical Data,Language Usage,American Indian Languages,Enrollment,Public Schools

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on profiles of Native American and/or Alaska Native English Learners (ELs) include: (1) Largest Percentage of ELs Who Were Native American and/or Alaska Native, by State: 2008-12; (2) States, Including DC, With Native American and/or Alaska Native Languages Among Their Five Most Common EL Languages: SY 2011-12; (3) Number of ELs Speaking the Most Common Native American and/or Alaska Native Languages Reported by States: SY 2011-12; and (4) Percentage of Native American and/or Alaska Native EL Students, Ages 5-18, Enrolled in Public or Other School Types: 2011-13.
English Learners (ELs) Who Are Black. Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2016-10-00
Type: Numerical/Quantitative Data
Subjects: Limited English Speaking,Elementary School Students,Secondary School Students,English (Second Language),Second Language Learning,Immigrants,Language Proficiency,Family Environment,Blacks,Student Characteristics,School Districts,Place of Residence,Tables (Data),Enrollment,Educational Legislation,Federal Legislation,Elementary Secondary Education

According to the &quot;Elementary and Secondary Education Act&quot; (ESEA) section 9101(25), an EL (or &quot;limited English proficient&quot; child, per the ESEA) is &quot;an individual (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C)(i) who was not born in the United States or whose native language is a language other than English; (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a significant impact on the individual s level of English language proficiency; or (iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and (D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual (i) the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3) [of the ESEA]; (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society. The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) who are black into two-page PDF sheets, by topic, with graphics. The topics for this report on English Learners (ELs) Who are Black include: (1) States, Including D.C., with the Highest Concentration of ELs Who Are Black; (2) States, Including D.C., with the Largest Number of ELs Who Are Black; and (3) Local Education Agencies (LEAs) With the Largest Number of ELs Who Are Black.
English Learners (ELs) Who Are Asian or Pacific Islander. Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2016-01-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Asians,Pacific Islanders,Statistical Data,Incidence,Language Usage,Oral Language,School Districts,Public Schools

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on English Learners (ELs) who are Asian or Pacific Islander include: (1) Top 10 Asian and Pacific Islander Languages Spoken Among ELs: SY 2013-14; (2) Numbers of Reported EL Speakers of Top Asian or Pacific Islander Languages: SY 2006-07 through 2013-14; (3) Ten States With the Highest Number of ELs Who Are Asian and Pacific Islander; and (4) Fifteen Local Education Agencies (LEAs) With the Highest Number of ELs Who Are Asian and Pacific Islander.
County Maps of the English Learner (EL) Population. Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-02-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Maps,Counties,Statistical Data,Incidence

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The maps presented depict the EL population by county--changes in their numbers from SY 2000-01 to SY 2011-12, and the total number and percentage of all students identified as ELs in SY 2011-12. The maps were created using county data from the National Center for Education Statistics' Common Core of Data. The topics for this report on county maps of the English Learner (EL) population include: (1) Change in Number of ELs, by County: SYs 2000-01 to 2011-12; (2) Number of ELs, by County: SY 2011-12; (3) Percentage of All Students who are ELs, by County: SY 2011-12.
English Learner (EL) Students Who Are Hispanic/Latino. Fast Facts [1 of 2]
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Hispanic American Students,Statistical Data,Incidence,Definitions,Ethnicity,Citizenship,Foreign Nationals,Immigrants

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for part one of this two part report on English Learner (EL) students who are Hispanic/Latino include: (1) Percentage of EL Students Who Are Hispanic/Latino, by State, Including DC: 2013; and (2) Citizenship Status of EL Students Who Are Hispanic/Latino: 2013. [For part 2 of this report, see ED564275.]
English Learner (EL) Students Who Are Hispanic/Latino. Fast Facts [2 of 2]
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Hispanic American Students,Statistical Data,Incidence,Definitions,Poverty,Economically Disadvantaged,Language Proficiency,Immigrants,Educational Attainment,Parent Background,Mothers

he Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for part two of this two part report on English Learner (EL) students who are Hispanic/Latino include: (1) Poverty Level of Hispanic/Latino Students: 2013; (2) Immigrant Generations of Hispanic/Latino Students: 2013; and (3) Educational Attainment of Mothers of Hispanic/Latino Students: 2013. [For part 1 of this report, see ED564274.]
English Learners (ELs) and Early Learning. Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-11-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Preschool Education,Bilingual Education Programs,English (Second Language),Spanish,Statistical Distributions,Academic Support Services,Family Programs,Ethnicity

The Office of English Language Acquisition (OELA) and Office of Early Learning (OEL) has synthesized key data on English learners (ELs) and early learning into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report include: (1) State-funded preschool programs with highest percentage of ELs: Fall 2013; (2) Support services for ELs and families offered by preschool programs: Fall 2013; and (3) Primary language of Head Start participants at home: FY2014. Some facts included are: (1) Texas had the highest percentage of ELs (42.8 percent) among the state-funded preschool programs reporting the number of enrolled ELs; (2) The majority of state-funded preschool programs (56.6 percent) in the United States may offer bilingual non-English classes; and (3) In FY 2014, 30 percent of Head Start participants' families spoke a language other than English at home. Twenty-five percent of these participants' families spoke Spanish at home.
Profiles of English Learners (ELs). Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Elementary School Students,Secondary School Students,Geographic Location,Language Usage,Spanish,Immigrants,Hispanic American Students,Chinese,Vietnamese,Semitic Languages,Sino Tibetan Languages

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on profiles of English Learners (ELs) include: (1) Percentage of Total School Population, Grades Pre-K through 12, Represented by ELs, by State, Including DC: SY 2011-12; (2) Percentage Change in EL Population, by State, Including DC: SYs 2004-05 to 2011-12; and (3) Top Five Languages Spoken by ELs, as Reported in States' Top Five Lists: SY 2011-12.
The Biennial Report to Congress on the Implementation of the Title III State Formula Grant Program: School Years 2008-10
Author: Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (ED)
Date: 2013-06-00
Type: Numerical/Quantitative Data
Subjects: State Aid,Grants,Limited English Speaking,Language Proficiency,Mathematics Achievement,Reading Achievement,Language Arts,Federal Legislation,Educational Legislation,Elementary Secondary Education,Second Language Learning,State Standards,Accountability,Financial Support,Geographic Location,Immigrants,Academic Achievement,Native Language,Teacher Competencies,Technical Assistance,Surveys,Bilingual Students,Language Usage

This is the fourth biennial report to Congress on the implementation of the &quot;Elementary and Secondary Education Act's&quot; Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services provided for children served under Title III to ensure that all limited English proficient (LEP) students attain English proficiency and are achieving in reading or language arts and in mathematics at the same high level set by the states for all students. Under the State Formula Grant Program, states also are accountable for the education of immigrant children and youth. In this report, the U.S. Department of Education presents data reported by the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico on how well states are meeting their goals for LEP students' achievement in English language arts and math and in English proficiency for school years (SY) 2008-09 and 2009-10. However, not all states provided all the data requested. Therefore, throughout this document, the number of states providing information is noted. This report has been prepared for multiple audiences, including members of Congress, State and national organizations, State and local educational personnel, and researchers. To ensure that the information is clear and useful to these audiences, the data from all sources are clearly identified through citations and in the reference list. This report provides a list of abbreviations and definitions. The following appendices are included: (1) Summary of Results Organized According to the Nine Statute-Based Report Elements; and (2) Comments from States on Calculations to Determine Number of Teachers Needed in 5 Years. [For the third biennial report, see ED564283.]
Languages Spoken by English Learners (ELs). Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-02-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Geographic Location,Language Usage,Spanish,Chinese,Vietnamese,Semitic Languages,Sino Tibetan Languages,Spanish Speaking,Immigrants

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on English learners include: (1) Top 20 EL languages, as reported in states' top five lists: SY 2011-12; (2) States, including DC, with 80 percent or more Spanish-speaking ELs: SY 2011-12; and (3) Number of Spanish-speaking ELs, by State, including DC: SY 2011-12. Some facts included are: (1) More than 50 languages appear in one or more states' top five lists. In SY 2011-12, Spanish, Chinese, Vietnamese, Arabic, and Hmong were the most common languages listed; (2) Twelve states reported that 80 percent or more of ELs in the state spoke Spanish in SY 2011-12; and (3) In SY 2011-12, Spanish-speaking ELs were concentrated in 12 states. Five of these states--California, Texas, Florida, Illinois, and New York--also reported the highest numbers of ELs overall.