ethanporcaro/eric-fulltext-meta huggingface dataset:
The New Digital Learning Playbook: Advancing College and Career Ready Skill Development in K-12 Schools. Speak Up 2013 National Findings from K-12 Educators and Parents
Author: Project Tomorrow
Date: 2014-00-00
Type: Reports - Research
Subjects: Electronic Learning,College Readiness,Career Readiness,Skill Development,Elementary School Students,Secondary School Students,Stakeholders,School Districts,Capacity Building,Technology Uses in Education,Elementary Secondary Education,Administrator Attitudes,Principals,Teacher Attitudes,Secondary School Teachers,Parent Attitudes,Handheld Devices,Educational Benefits,Influence of Technology,Academic Achievement,Internet,Online Courses,Social Media

The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school. In the first report on the findings from the 2013 Speak Up National Research Project, &quot;The New Digital Playbook: Understanding the Spectrum of Students' Activities and Aspirations&quot; (ED591335), thought-provoking new insights were provided into how today's students are already tapping into digital tools, both in and out of school, to personalize learning and to self-prepare themselves for future college or career success. As a companion to that first report, this report examines how technology is being used in America's classrooms to support college and career skill preparation, and discusses how schools and districts can address key challenges associated with digital learning. The findings discussed in this report are based upon the online Speak Up surveys completed in fall 2013 by 39,986 teachers and librarians and 4,530 school, district and technology administrators representing 9,005 schools and 2,710 districts nationwide. In this new digital learning playbook, the aim is to address four key questions: (1) How do K-12 education stakeholders define college and career ready skills, especially within the context of digital learning? (2) How are classroom teachers using digital tools and resources to support students' development of college and career ready skills? (3) How are schools and districts building up both their capacity for digital learning and meeting the new imperative of preparing students for an uncertain future? (4) How can parents and community members support classroom use of technology and district goals for skill development?
From Print to Pixel: The Role of Videos, Games, Animations and Simulations within K-12 Education. Speak Up 2015 National Findings
Author: Project Tomorrow
Date: 2016-00-00
Type: Reports - Research
Subjects: Computer Uses in Education,Video Technology,Computer Games,Animation,Computer Simulation,Electronic Learning,Elementary Secondary Education,Educational Change,Elementary School Students,Secondary School Students,Student Attitudes,Independent Study,Educational Trends,Educational Benefits,Computer Assisted Instruction,Online Courses,Textbooks,Electronic Publishing,Virtual Classrooms,Field Trips,Technology Uses in Education

The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school. For the past thirteen years, Project Tomorrow's® annual Speak Up Research Project has provided schools and districts nationwide and throughout the globe with new insights into how today's students want to leverage digital tools for learning based upon the authentic, unfiltered ideas of students themselves. Additional insights from teachers, librarians, administrators, community members and parents through audience specific surveys for these important stakeholders have painted a picture on the current state of education relative to digital learning adoptions. Speak Up reports over the past few years have focused on connecting the digital dots for learning, mapping a personalized learning journey and moving from chalkboards to tablets as part of a digital conversion effort. This year's report departs from that tradition of examining the state of education change and focuses on a particular phenomenon that we have documented over many years, the emergence of pixel based digital tools, specifically, videos, games, animations and simulations, as legitimate vehicles for learning. Leveraging the views of 415,686 K-12 students, 38,613 teachers and librarians, 4,536 administrators, 40,218 parents and 6,623 community members representing over 7,600 schools and 2,600 districts in the United States and around the world, this year's Speak Up report examines three aspects of this phenomenon. First, this report discusses what is precipitating the move within schools from print to pixel to lay the foundation for then understanding how teachers and students are using these digital tools in their classrooms. To understand fully the extent of the print to pixel migration, it is necessary to examine how students are also self-directing learning beyond the classroom with these new modalities. Finally, this report gives a glimpse into the future in terms of what we should expect in further adoptions of these visually engaging digital tools in education. The voices and ideas of our students provide us with that glimpse into the immediate future of school in 2020. [The 2015 Speak Up National Research Project was also sponsored by CDW. For &quot;Digital Learning 24/7: Understanding Technology-Enhanced Learning in the Lives of Today's Students. Speak Up 2014 National Findings from K-12 Students,&quot; see ED591338.]
Digital Learning 24/7: Understanding Technology-Enhanced Learning in the Lives of Today&apos;s Students. Speak Up 2014 National Findings from K-12 Students
Author: Project Tomorrow
Date: 2015-00-00
Type: Reports - Research
Subjects: Electronic Learning,Elementary School Students,Secondary School Students,Computer Uses in Education,Computer Assisted Instruction,Student Attitudes,Learning Experience,Laptop Computers,Handheld Devices,Blended Learning,Virtual Classrooms,Online Courses,STEM Education,Clubs,Computer Science Education

The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school. For the past twelve years, Project Tomorrow's® annual Speak Up Research Project has provided schools and districts nationwide and throughout the globe with new insights into how today's students want to leverage digital tools for learning based upon the authentic, unfiltered ideas of students themselves. Each year, education, policy, research, and business leaders leverage the Speak Up findings to understand the trends around students' use of technology, and how schools and communities can better serve the learning needs of today's digital learners. With this year's national report on the views of 431,231 K-12 students representing over 8,000 schools and 2,600 districts in the United States and around the world, this report focuses attention on the lived experiences of students immersed in daily digital learning experiences. This report examines the views and ideas of students in four specific types of learning environments to comprehend how their experiences differ from students in more traditional classroom-based education. The four learning environments examined include: (1) Students who are using school provided laptops, tablets, or Chromebooks to support their education; (2) Students in blended learning environments where instruction is a mix of class time and online time; (3) Students whose learning is 100 percent online or virtual; and (4) Students participating in STEM learning experiences such as specific STEM academies, school tech support team, or computer programming/coding clubs. [The 2014 Speak Up National Research Project was also sponsored by Fuel Education. For the 2013 Speak Up National Findings, see &quot;The New Digital Learning Playbook: Understanding the Spectrum of Students' Activities and Aspirations. Speak Up 2013 National Findings from K12 Students&quot; (ED591335) and &quot;The New Digital Learning Playbook: Advancing College and Career Ready Skill Development in K-12 Schools. Speak Up 2013 National Findings from K-12 Educators and Parents&quot; (ED591336).]
The Educational Equity Imperative: Leveraging Technology to Empower Learning for All. Beyond Engagement: Using Technology to Enable New Learning Experiences and Empower Educational Effectiveness. Speak Up Research Project for Digital Learning. Briefing Paper Series from the 2017-18 National Findings
Author: Project Tomorrow
Date: 2018-00-00
Type: Reports - Research
Subjects: Electronic Learning,Equal Education,Instructional Effectiveness,Computer Uses in Education,Laptop Computers,Handheld Devices,Access to Computers,Learning Experience,Outcomes of Education,College Readiness,Career Readiness,Job Skills,Computer Assisted Instruction

The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school. For the past fifteen years, Project Tomorrow's® annual Speak Up Research Project for Digital Learning has provided schools and districts nationwide and around the globe with illuminating insights into the expectations of students for new learning environments by reporting on the authentic, unfiltered ideas of students themselves. Additional perspectives from teachers, librarians, administrators, community members and parents have illustrated the challenges as well as benefits of education technology usage. This Speak Up briefing paper examines the role of technology use in school as an enabler of equitable learning environments. Two use cases for technology are investigated in this brief. First, this paper examines data from principals who have implemented a 1:1 program where their students are assigned a laptop, tablet or Chromebook to use in school to support learning. Such programs aim to level the playing field by providing all students with the same access to technology tools and content. Within that use case, this paper also report on the learning experiences and outcomes of the students using these devices in school. In the second use case, this paper evaluates the role of digital content usage by the teacher and its application to students' development of college and career ready skills. The development of essential workplace skills is an important outcome for education in general, but it is especially important that all students have such learning experiences so that there is no inherent discrimination in potential career or college readiness. Through the examination of these two technology use cases, the Speak Up findings provide new insights into how digital tools, content and resources can create more equitable learning environments. [The 2017-2018 Speak Up National Research Project was also sponsored by iboss.]
What Are the College Outcomes for the Metropolitan Nashville Public Schools High School Class of 2007 after Six Years? REL 2017-232
Author: Rolfhus, Eric
Date: 2017-02-00
Type: Reports - Research
Subjects: College Students,High School Graduates,Cohort Analysis,Outcomes of Education,Metropolitan Areas,Educational Attainment,Racial Differences,African American Students,White Students,Enrollment Rate,Achievement Gap,Grade Point Average

In recent years Tennessee policymakers have focused on improving the college outcomes of high school graduates. For example, the Tennessee Promise scholarship established in 2014 offers two years of community or technical college free to eligible high school graduates (Tennessee Promise, 2015). Given such policy developments, it is important to document college outcomes among Tennessee high school graduates and to provide baseline information for future comparisons. The study presented in this report was guided by the following research questions, which examined the cohort of students who graduated from Metropolitan Nashville Public Schools (MNPS) in 2007: (1) What is the cumulative first-time public college enrollment rate, by semester from fall 2007 through spring 2013, for the MNPS cohort; how do the rates differ from those for all students statewide; and how do the gaps between White and Black MNPS students differ from the gaps between White and Black students statewide?; (2) What are the MNPS cohort's most recent public college enrollment and completion rates two, four, and six years after high school graduation; how do the rates differ from those for all students statewide; and how do the gaps between White and Black MNPS students differ from the gaps between White and Black students statewide?; and (3) How many credits did full-time enrollees in Tennessee public colleges accumulate in their first year of college, what was their grade point average, how do the results differ from those for all students statewide, and how do the gaps between White and Black MNPS students differ from the gaps between White and Black students statewide? Among the cohort of high school students graduating from MNPS in 2007, 37 percent enrolled in a public college, a rate similar to that statewide. Among the same MNPS cohort, 15 percent completed a four-year public college degree within six years and 2 percent completed a two-year public college degree within six years without enrolling in a four-year institution--lower than the rates among all students in Tennessee. MNPS students who enrolled in college the first semester after graduating from high school completed a four-year degree within six years at a slightly lower rate (36 percent) than did all comparable students statewide (38 percent). Although a higher percentage of White than of Black MNPS students completed a fouryear degree within six years, the gap (6 percentage points) was smaller than the gap between all White students and all Black students statewide (8 percentage points). Further, the first-time college enrollment rate in fall 2007 was similar among White and Black MNPS students but higher among all White students than among all Black students statewide.
What Are the College Outcomes after Six Years for Tennessee&apos;s High School Class of 2007? REL 2017-231
Author: Rolfhus, Eric
Date: 2017-02-00
Type: Reports - Research
Subjects: High School Graduates,Enrollment,Public Colleges,Two Year Colleges,Academic Persistence,Graduation Rate,Credits,Grade Point Average,College Freshmen,Time to Degree,Racial Differences,Gender Differences

Many studies show a strong link between earning a college degree and receiving higher wages (for example, Carnevale, Jayasundera, &amp; Gulish, 2015). Consequently, a large body of research is published each year analyzing indicators of progress toward increased college enrollment and completion (for example, National Student Clearinghouse Research Center, 2012, 2013a, 2013b, 2014). Such studies typically follow first-time, full-time college freshmen for three years to measure progress toward a two-year degree and for six years to measure progress toward a four-year degree. However, information is needed on college enrollment and completion among all high school graduates, including those who delay enrollment, to provide a more complete picture of this issue and to illuminate challenges that college enrollees face in earning degrees. This study used data from the Tennessee Department of Education, the Tennessee Higher Education Commission, and the National Student Clearinghouse to explore Tennessee students' college histories. It measured, by semester from fall 2007 through spring 2013, the public college enrollment rate of the cohort of students who graduated from a Tennessee public high school in 2007; the cohort's two-, four-, and six-year public college persistence and completion rates; and the number of credits and the grade point averages that fulltime enrollees in Tennessee public colleges accumulated in their first year and their grade point average during that time. Some results are broken down by race/ethnicity, and others are broken down by gender and high school urbanicity. This study, a collaborative effort between Regional Educational Laboratory Appalachia and the Tennessee Higher Education Commission, responds to Tennessee stakeholders' need to better understand college outcomes of the state's high school graduates. The findings provide context for Tennessee's efforts to promote the college readiness of its high school graduates, including programs such as the Tennessee Promise scholarship, which makes two years of community or technical college free for eligible students. A companion study explores outcomes for Metropolitan Nashville Public Schools (Rolfhus, House, Douglas, &amp; Leeds, 2017).
Parent and Student Expectations of Highest Education Level. Data Point. NCES 2019-015
Author: Covert, Elise
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Parent Attitudes,Student Attitudes,Expectation,Educational Attainment,High School Students,Longitudinal Studies,Attitude Change

This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. The cohort was surveyed again in spring 2012 when most students were in the eleventh grade. The 2012 survey included questions about whether students had left their base-year school and asked the reasons why. This Data Point focuses on the 11.5 percent of students in the HSLS cohort who reported that they changed their educational setting by transferring schools or becoming homeschooled between the time they were surveyed in 2009 and the time they were surveyed in 2012. The following questions are answered: (1) How have parents' expectations for their children's education changed over time?; and (2) How have students' expectations for their own education changed over time?
Consolidated State Performance Report: Parts I and II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended by the No Child Left behind Act of 2001, for Reporting on School Year 2009-10, Pennsylvania
Author: Pennsylvania Department of Education
Date: 2011-04-29
Type: Reports - Descriptive
Subjects: Grants,Migrant Children,State Standards,Federal Legislation,Rural Education,Poverty,Mathematics Achievement,Family Literacy,Reading Achievement,Academic Achievement,Science Achievement,Language Arts,Disabilities,Educational Legislation,Equal Education,Elementary Secondary Education,Homeless People,Children,Youth,School Districts

Sections 9302 and 9303 of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) provide to States the option of applying for and reporting on multiple ESEA programs through a single consolidated application and report. Although a central, practical purpose of the Consolidated State Application and Report is to reduce &quot;red tape&quot; and burden on States, the Consolidated State Application and Report are also intended to have the important purpose of encouraging the integration of State, local, and ESEA programs in comprehensive planning and service delivery and enhancing the likelihood that the State will coordinate planning and service delivery across multiple State and local programs. The combined goal of all educational agencies--State, local, and Federal--is a more coherent, well-integrated educational plan that will result in improved teaching and learning. The Consolidated State Application and Report includes the following ESEA programs: 1) Title I, Part A -- Improving Basic Programs Operated by Local Educational Agencies; 2) Title I, Part B, Subpart 3 -- William F. Goodling Even Start Family Literacy Programs; 3) Title I, Part C -- Education of Migratory Children (Includes the Migrant Child Count); 4) Title I, Part D -- Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk; 5) Title II, Part A -- Improving Teacher Quality State Grants (Teacher and Principal Training and Recruiting Fund); 6) Title III, Part A -- English Language Acquisition, Language Enhancement, and Academic Achievement Act; 7) Title IV, Part A, Subpart 1 -- Safe and Drug-Free Schools and Communities State Grants; 8) Title IV, Part A, Subpart 2 -- Safe and Drug-Free Schools and Communities National Activities (Community Service Grant Program); 9) Title V, Part A -- Innovative Programs; 10) Title VI, Section 6111 -- Grants for State Assessments and Related Activities; 11) Title VI, Part B -- Rural Education Achievement Program; and 12) Title X, Part C -- Education for Homeless Children and Youths.
Consolidated State Performance Report: Parts I and II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended in 2001, for Reporting on School Year 2011-2012, Pennsylvania
Author: Pennsylvania Department of Education
Date: 2013-04-17
Type: Reports - Descriptive
Subjects: Disabilities,Equal Education,Federal Legislation,Educational Legislation,Elementary Secondary Education,Grants,School Districts,Migrant Children,Rural Education,Poverty,Mathematics Achievement,Family Literacy,Reading Achievement,Academic Achievement,State Standards,Language Arts,Science Achievement,Homeless People,Children,Youth

Sections 9302 and 9303 of the Elementary and Secondary Education Act (ESEA), as amended in 2001 provide to States the option of applying for and reporting on multiple ESEA programs through a single consolidated application and report. Although a central, practical purpose of the Consolidated State Application and Report is to reduce &quot;red tape&quot; and burden on States, the Consolidated State Application and Report are also intended to have the important purpose of encouraging the integration of State, local, and ESEA programs in comprehensive planning and service delivery and enhancing the likelihood that the State will coordinate planning and service delivery across multiple State and local programs. The combined goal of all educational agencies--State, local, and Federal--is a more coherent, well-integrated educational plan that will result in improved teaching and learning. The Consolidated State Application and Report includes the following ESEA programs: 1) Title I, Part A -- Improving Basic Programs Operated by Local Educational Agencies; 2) Title I, Part B, Subpart 3 -- William F. Goodling Even Start Family Literacy Programs; 3) Title I, Part C -- Education of Migratory Children (Includes the Migrant Child Count); 4) Title I, Part D -- Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk; 5) Title II, Part A -- Improving Teacher Quality State Grants (Teacher and Principal Training and Recruiting Fund); 6) Title III, Part A -- English Language Acquisition, Language Enhancement, and Academic Achievement Act; 7) Title IV, Part A, Subpart 1 -- Safe and Drug-Free Schools and Communities State Grants; 8) Title IV, Part A, Subpart 2 -- Safe and Drug-Free Schools and Communities National Activities (Community Service Grant Program); 9) Title V, Part A -- Innovative Programs; 10) Title VI, Section 6111 -- Grants for State Assessments and Related Activities; 11) Title VI, Part B -- Rural Education Achievement Program; 12) Title X, Part C -- Education for Homeless Children and Youths. [For the &quot;Consolidated State Performance Report: Parts I and II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended by the No Child Left behind Act of 2001, for Reporting on School Year 2009-10, Pennsylvania,&quot; see ED591346.]