ethanporcaro/eric-fulltext-meta huggingface dataset:
The Latino Adult Student Success Academy: Using a Collaborative Approach to Transform Disparate Data into Sustainable Solutions
Author: Council for Adult and Experiential Learning (CAEL)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Hispanic American Students,Adult Education,Graduation Rate,Postsecondary Education,Minority Serving Institutions,Enrollment Rate,Enrollment,Prior Learning,Academic Advising,Career Guidance,Student Attitudes,Outreach Programs,College Credits,Student Needs,Technical Assistance

The Latino population in the United States is large and growing. As a whole, however, it has been challenged with inequitable educational attainment rates compared to other groups, meriting the attention of public agencies, postsecondary institutions, and advocates. Latino economic and career success -- and the success of our overall economy -- depend on alleviating current educational inequalities. The most effective way to do that is by directing resources to effective, data-driven strategies. In 2018, 15 postsecondary institutions joined in the three-year Latino Adult Student Success (LASS) Academy to develop and implement targeted strategies that support Latino adult students (and adult learners generally) in their pursuit of postsecondary credentials. The LASS Academy was the inaugural cohort under the Council for Adult and Experiential Learning (CAEL)'s Adult Learner Academy model, an approach that combines data analysis, technical assistance, and peer-to-peer learning to support new action plans and strategies for improving services and programs for important target populations. The data used in the initiative included enrollment, course completion, persistence, and graduation metrics along with surveys of the institutions' staff and current adult students through CAEL's Adult Learner 360™ process. The experience offered several important lessons that underscored the advantages of the Academy model. The institutions benefited from the opportunity to connect with each other and share strategies, and they valued the emphasis on the use of both quantitative data from their own student records and the analysis of new qualitative survey results. The initiative further showed the creative resilience of the institutions to quickly change course during the pandemic and adjust their implementation plans in the course of its shifting circumstances. As their new approaches to supporting Latino adults continue beyond the project, the participating LASS institutions expect to see even greater benefits to their Latino adult postsecondary enrollment and success.
Managing for Results in America&apos;s Great City Schools 2021: Results from Fiscal Year 2019-20. A Report of the Performance Measurement and Benchmarking Project
Author: Council of the Great City Schools
Date: 2021-10-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Public Schools,Elementary Secondary Education,Performance,Educational Indicators,Benchmarking,Student Evaluation,Educational Assessment,Cost Effectiveness,Productivity,Money Management,Income,Educational Finance,Grants,Risk Management,Food Service,School Maintenance,School Safety,School Security,Transportation,Human Resources,Information Technology,Investment,Expenditures,Compensation (Remuneration),Budgets,Wages,Debt (Financial),Financial Support,Purchasing,Workers Compensation,Legal Responsibility,Breakfast Programs,Lunch Programs,School Construction,Teacher Persistence,Labor Turnover,School Personnel,Fringe Benefits

In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of &quot;key performance indicators&quot; (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the &quot;metric definitions&quot; ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of &quot;continuous improvement.&quot; The teams are instructed to focus on operational indicators that can be &quot;benchmarked&quot; and are &quot;actionable,&quot; and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance &amp; Operations; (10) Safety &amp; Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [For the 2020 report, see ED610815.]
Academic Key Performance Indicators, 2021 Report
Author: Palacios, Moses
Date: 2021-10-00
Type: Reports - Research
Subjects: Urban Schools,Educational Indicators,Preschool Education,Enrollment,Kindergarten,Elementary School Students,Secondary School Students,Academic Failure,Grade Point Average,Secondary School Mathematics,Advanced Placement Programs,Scores,Graduation Rate,Attendance,Discipline,Grade 9,Academic Achievement,Mathematics Achievement,Suspension

Great City School districts that have embraced the challenge of educating America's urban children have recognized the value of benchmarking their performance and growth against the progress of others. This report presents a number of different ways that member districts can analyze the data themselves by disaggregating results, showing trends, and combining variables. The 2021 report presents an updated set of data through school year 2019-20. This year, a companion online dashboard was released that added the ability to conduct several comparisons and analysis beyond what is presented in this report. This report focuses on the data collection and analysis of the following Academic Key Performance Indicators (KPIs): (1) Pre-K enrollment relative to Kindergarten enrollment; (2) Algebra I completion rates for credit by grade 9; (3) Ninth grade course failure rates -- at least one core course; (4) Ninth graders with B average (GPA) or better; (5) Absentee rates by grade level; (6) Suspension rates; (7) Instructional days missed per 100 students due to suspensions; (8) AP participation rates; (9) AP-equivalent participation rates; (10) AP exam pass rates; and (11) Four-year graduation rate. The analysis is divided into four sections: (1) elementary achievement indicators; (2) secondary achievement indicators; (3) attendance indicators; and (4) disciplinary indicators. [For the 2020 report, see ED610783.]
Enhancing the Generalizability of Impact Studies in Education. Toolkit. NCEE 2022-003
Author: Tipton, Elizabeth
Date: 2022-02-00
Type: Guides - Non-Classroom
Subjects: Outcome Measures,Evaluators,Educational Researchers,Educational Research,Demography,Elementary Secondary Education,Computer Software,Research Design,Research Tools,Research Methodology,Data Collection,Generalization,Sampling

This guide will help researchers design and implement impact studies in education so that the findings are more generalizable to the study's target population. Guidance is provided on key steps that researchers can take, including defining the target population, selecting a sample of schools--and replacement schools, when needed--managing school recruitment, assessing, and adjusting for differences between the sample and target population, and reporting information on the generalizability of the study findings.
Teachers of Hispanic or Latino Origin: Background and School Settings in 2017-18. Data Point. NCES 2022-025
Author: Taie, Soheyla
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Hispanic Americans,Minority Group Teachers,Teacher Characteristics,Elementary Secondary Education,National Surveys,Alternative Teacher Certification,Institutional Characteristics

This Data Point examines the background and school settings of teachers of Hispanic or Latino origin in public and private schools in the United States before the coronavirus pandemic. It uses data from the public and private school teacher data files of the 2017-18 National Teacher and Principal Survey (NTPS), which is a national sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State-level estimates can also be produced for public schools, principals, and teachers. This Data Point looks at: (1) What were the characteristics of teachers of Hispanic or Latino origin in 2017-18?; and (2) What were the characteristics of schools where teachers of Hispanic or Latino origin taught in 2017-18?
Report of the Commissioner of Education for the Year 1888-89. Volume I
Author: Department of the Interior, Bureau of Education (ED)
Date: 1891-00-00
Type: Historical Materials
Subjects: Foreign Countries,Comparative Education,School Statistics,Educational Facilities,Curriculum,Schools of Education,Vocational Education,Teacher Education Curriculum,Teachers,Labor Force,Philanthropic Foundations,Elementary School Curriculum,Urban Schools,Public Schools,Religious Education,Coeducation,Attendance,School Law,Textbooks,Boards of Education,School Buildings,Universities,Educational Trends,Futures (of Society),Fellowships

Volume I of the 1888-1889 &quot;Report of the Commissioner of Education&quot; is in the two parts and begins with the Commissioner of Education's introduction which includes general statistics; grade of instruction; school property; education in the south; comparison of German, French, and American schools; course of study; the educational systems of Europe, England, and France; the schools of German-speaking countries, Italy, Sweden, and Finland; education in Spain and Brazil; education of teachers, manual training, etc.; two chief interests in the present movement; and the conflict between the college and the common school. This volume contains: Part I -- General and Comparative Exhibit of Education in the United States and Foreign Countries: (1) General Statistical Exhibit of Education in the United States; (2) A Comparison of the Schools of the United States, Germany, and France; (3) Detailed View of the Educational System of England; (4) The Educational System of France; (5) Bird's-Eye View of the Schools of Germany, Austria, Hungary, and Switzerland; (6) The School System of Italy; (7) Education in Sweden and Finland; (8) Education in Spain; (9) Education in Brazil; and (10) Name Register. Part II -- Normal Schools, Manual Training Schools, Courses of Study, etc.: (1) The Inception and Progress of the Normal School Curriculum; (2) The Teaching Force of New England from 1866 to 1883; (3) Professional Work in the Normal Schools of the United States; (4) The &quot;New Plan&quot; of the Trustees of the Peabody Fund in 1878; (5) Courses of Study in City Public Elementary Schools; (6) Manual and Industrial Training; (7) Religious Instruction in Public Schools; (8) Coeducation of the Sexes; (9) Compulsory Attendance Laws; (10) State Text-book Laws and Systems; (11) Powers of City School Boards with regard to School Sites and Buildings; (12) Discussions of Educational Questions, chiefly by School Officials; (13) The University of the Future; (14) Fellowships in Colleges and Universities; and (15) School Savings Banks. [For Volume II, see ED617449.]
The Feasibility of Collecting School Pension Data: An Evaluation of Data from the Pilot School Pension Survey (SPS) School Year 2016-17 (FY 17). Research and Development Report. NCES 2022-307
Author: Cornman, Stephen Q.
Date: 2022-02-00
Type: Reports - Research
Subjects: Retirement Benefits,Teacher Retirement,Elementary School Teachers,Secondary School Teachers,Data Collection,Pilot Projects,Surveys,School Districts,Data Analysis,Costs,Federal Programs,Public Policy,Public School Teachers

In 2019, the National Center for Education Statistics (NCES) began exploratory data collection for the School Pension Survey (SPS). The SPS is a new data collection of elementary/secondary school teacher pension data collected at the school district level. The SPS was developed primarily in response to public demand for data on teacher and other school district employee pension costs--costs that are largely not included in education spending data released by NCES through its annual National Public Education Financial Survey (NPEFS) and School District Finance Survey (F-33) collections. The pilot SPS, collected for fiscal year (FY) 2017 (school year 2016-17), was designed to assess whether the SPS is a viable, efficient method of collecting school pension data. This report provides comprehensive detail on the pilot collection--including survey background, data collection methodology, availability of SPS data, analysis of data collected, data editing procedures, assessments of data quality, and factors supporting and limiting the collection of pension data through the SPS. Key observations and findings from this report include the following: (1) Within the states selected for the SPS, comprehensive pension data were able to be collected for a high percentage of school districts; (2) There are notable limitations to collecting pension data though the SPS; and (3) The SPS represents a significant step toward achieving more complete reporting of school spending.
Report of the Commissioner of Education for the Year 1888-89. Volume II
Author: Department of the Interior, Bureau of Education (ED)
Date: 1891-00-00
Type: Historical Materials
Subjects: School Statistics,Urban Schools,Teacher Education,Secondary Education,Womens Education,Single Sex Colleges,Colleges,Universities,Science Education,Professional Education,Academic Degrees,Curriculum,Vocational Education,Business Schools,Nursing Education,Special Education,Deafness,Blindness,Intellectual Disability,Delinquency,African American Education,Elementary Schools,Foreign Countries

Volume II of the 1888-1889 &quot;Report of the Commissioner of Education&quot; has one part. Part III -- Detailed Statistics of Educational Systems and Institutions, with Comments and Discussions: (1) Statistics of State Common School Systems; (2) Digests of State School Reports; (3) Report of the General Agent of Education for Alaska; (4) City School Systems; (5) The Training of Teachers; (6) Secondary Instruction; (7) Superior and Professional Instruction: (1) Colleges for Women, (2) Colleges and Universities, (3) Schools of Science, (4) Professional Instruction, (5) Degrees, and (6) Courses of Study; (8) Manual Training; (9) Commercial and Business Colleges; (10) Training Schools for Nurses; (11) Education of Special Classes: (1) Education of the Deaf and Blind, (2) Education of the Feeble Minded, (3) Education of Juvenile Delinquents, and (4) Education of the Colored Race; (12) Statistics of Public Elementary Schools in Foreign Countries; (13) Obitual List [Obituary list of notable educators]; and (14) Index to the Publications of the Bureau of Education. [For Volume I, see ED617447.]
Connecting 3Ls™ to English Language Development Standards &amp; Frameworks
Author: Council of the Great City Schools
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Instruction,School Districts,Academic Standards,Intervention,Teaching Methods,Educational Practices,Teacher Role,Student Motivation,Vocabulary Development,Reading Strategies,Sentences,Learning Activities,Language Skills,State Standards,Language Proficiency,Urban Schools,Culturally Relevant Education,Language Usage,College Readiness,Career Readiness

School districts that have adopted the 3Ls™ approach to provide rigorous instruction for English learners (ELs) have, invariably, had to make a case for what this approach offers, how it reflects best practices in English language development (ELD) instruction, and how it meets the needs of English learners. They have also had to make explicit connections to their own district standards, frameworks, and practices that guide their instruction to English learners. To aid districts in making these connections, the Council of the Great City Schools has developed this companion document for the publication, &quot;3Ls™ Learning, Language, and Literacy.&quot; This document (1) articulates the guiding principles and characteristics of the 3Ls™ approach; (2) provides a brief description of the six main elements of its lesson design; and (3) makes connections between the 3Ls™ approach and commonly used English language development standards and frameworks. [This analysis was prepared in collaboration with Maryann Cucchiara and practitioners from the Council's member districts. For &quot;3Ls™ Learning, Language, and Literacy,&quot; see ED617451.]
3Ls™ Learning, Language, and Literacy
Author: Cucchiara, Maryann
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Academic Standards,Intervention,Teaching Methods,Educational Practices,Teacher Role,Student Motivation,Vocabulary Development,Reading Strategies,Sentences,Learning Activities,Language Skills,Urban Schools,College Readiness,Career Readiness

The 3Ls™ is a unique approach that places learning grade-level content at the center of the educational experience for English Language Learners (ELLs) integrating in a seamless and purposeful way language and literacy development. The approach includes newly designed elements and re-envisioned strategies, all integrated into the unique flow of a 3Ls™ lesson and thematic units of study. Based on the research of Dr. Lily Wong Fillmore and the joint work with Maryann Cucchiara, the 3Ls™ approach challenges educators to think differently about how ELLs learn. The 3Ls™ approach aims to ensure that the learning, language, and literacy students initially bring dramatically changes as a result of learning experienced in a 3Ls™ lesson and unit of study built on the principles discussed in this document. This document discusses the 3Ls™ approach which comprises six essential elements that build on each other: (1) framed motivation; (2) word play; (3) reading closely; (4) juicy sentences; (5) differentiated tasks; and (6) closure/wrap-ups. [For the companion document, &quot;Connecting 3Ls™ to English Language Development Standards &amp; Frameworks,&quot; see ED617450.]
An Examination of K-12 SEL Learning Competencies/Standards in 18 States. Frameworks Briefs
Author: Dusenbury, Linda
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,Elementary Secondary Education,State Standards,Developmental Stages,Benchmarking,Equal Education,Culturally Relevant Education,Educational Objectives,Guidance,Alignment (Education)

Social and emotional learning (SEL) competencies or standards derive from SEL frameworks. In this report, the terms &quot;SEL competencies&quot; and &quot;standards&quot; are used interchangeably to refer to statements about &quot;what students should know and be able to do,&quot; recognizing that states may use different terms such as &quot;competencies,&quot; &quot;learning goals,&quot; or &quot;benchmarks.&quot; In 2019, 14 separate sets of K-12 &quot;learning standards&quot; or &quot;competencies&quot; were analyzed for SEL that states have developed. This report updates that previous analysis to include four additional sets of learning standards (for a total of 18 states) and provides important updates about the original 14 states. The goal in this brief is to examine the specific SEL frameworks the states use and the competencies they have articulated based on these frameworks.
Report of the Commissioner of Education for the Year 1890-&apos;91. Volume 1. Containing Part I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1894-00-00
Type: Historical Materials
Subjects: School Statistics,Secondary Education,Vocational Education,Industrial Arts,Legal Education (Professions),Agricultural Colleges,Foreign Countries

Following an introduction, Volume 1 of this year's annual report from the Commissioner of Education contains the first of three parts. Part I includes chapters on: statistics of state common school systems; secondary education in New Zealand; education in France; educational systems of England and Scotland, and operations for 1890-'91; provision for secondary and for technical instruction in Great Britain; educational system of Ireland; industrial and technical education in central Europe; education in Russia; the educational system of Japan; education in Italy; education in Korea; education in Hawaii; legal education in the United States; legal education in Europe; legal education in Canada, Australia, Spanish America, Japan, and China; bibliography of legal education; and colleges of agriculture and the mechanic arts. [For Parts II and III, see ED617456 (Volume 2).]
Pandemic Paints a Different Employment Picture in Rural Minnesota
Author: Asche, Kelly
Date: 2021-01-00
Type: Reports - Research
Subjects: Pandemics,Employment,Rural Areas,Unemployment,COVID-19,Occupations,Job Layoff,Job Skills,Labor Needs,Economic Climate,Trend Analysis,Geographic Regions,Employment Opportunities

During the beginning of the COVID-19 pandemic (March 2020), government officials expected unemployment to increase significantly as businesses and schools across the state shut down or severely limited their operations. Ten months later, however, while unemployment continues to be a top concern of government officials, the employment landscape varies quite a bit depending on location. Workforce data shows that unlike a normal recession, where joblessness is widespread across all sectors of the economy, unemployment this year has been concentrated in specific occupations and occupation groups. At the same time, in most of Greater Minnesota, jobs across a wide range of occupation groups still sit unfilled, not because workers have been laid off, but because employers in many rural areas are still searching for workers with the needed skill sets. As state lawmakers begin the work of recovering economically from the pandemic, they are presented with a unique opportunity, one that does not come around very often: a large pool of unemployed workers and a large selection of jobs that need filling. This report addresses how the pandemic impacted on workforce trends in Minnesota.