ethanporcaro/eric-fulltext-meta huggingface dataset:
FY 2013 Race to the Top--District Executive Summary
Author: Department of Education (ED)
Date: 2013-08-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Programs,Federal Aid,Educational Change,Educational Innovation,Competition,School Districts,Budgets,Selection Criteria,Career Readiness,College Readiness,Eligibility

The Race to the Top State competitions provided incentives to States to adopt bold and comprehensive reforms in elementary and secondary education and laid the foundation for unprecedented innovation. A total of 46 States and the District of Columbia put together plans to implement college- and career-ready standards, use data systems to guide learning and teaching, evaluate and support teachers and school leaders, and turn around their lowest-performing schools. The purpose of the Race to the Top--District competition is to build on the momentum of other Race to the Top competitions by encouraging bold, innovative reform at the local level. The Race to the Top--District competition is aimed squarely at classrooms and the all-important relationship between educators and students. This paper provides a summary of details regarding the Race to the Top--District competition in 2013, including: (1) Key Dates; (2) Budget Requirements; (3) Absolute Priorities; (4) Selection Criteria; (5) Competitive Preference Priority; (6) Application Requirements; and (7) Definitions.
Race to the Top--Early Learning Challenge
Author: Department of Education (ED)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Awards,Program Improvement,Educational Quality,Young Children,Technical Assistance,Early Childhood Education,State Aid,Educational Practices,Academic Achievement,Grants

The Race to the Top--Early Learning Challenge (RTT-ELC) discretionary grant program supports states in building statewide systems that raise the quality of Early Learning and Development Programs and increase access to high-quality programs for children with high needs, so that all children enter kindergarten ready to succeed. This document is a flyer that provides details regarding the following topics: (1) Five key areas that represent the foundation of an effective early learning and development reform agenda; (2) RTT-ELC grantee proposed plans and targets for improving program quality and outcomes for young children; and (3) Grantee state award amounts.
30th Annual Report to Congress on the Implementation of the &quot;Individuals with Disabilities Education Act,&quot; 2008
Author: New Editions Consulting, Inc.
Date: 2011-12-00
Type: Reports - Research
Subjects: Federal Legislation,Educational Legislation,Disabilities,Equal Education,Public Education,Early Intervention,Access to Education,Civil Rights,Longitudinal Studies,Infants,Toddlers,Young Children,Educational Environment,Elementary Secondary Education,Trend Analysis,School Personnel,Special Education,Discipline,Student Placement,Behavior Problems,At Risk Students,Racial Differences,Ethnic Groups,Special Education Teachers,Teacher Certification,Demography,Classification,High School Graduates,Dropouts,Nontraditional Education,Suspension,Expulsion,Eligibility,Age Differences,Learning Disabilities,Special Needs Students,Autism,Student Characteristics,Student Attitudes,Difficulty Level,Postsecondary Education,College Bound Students,Limited English Speaking,Emotional Disturbances,Geographic Location,Mental Retardation,Teacher Student Ratio,Weapons,Violence,Drug Abuse,Educational Indicators,Supervision,Compliance (Legal),Planning,Transitional Programs,Developmental Delays,Multiple Disabilities,Child Health,Chronic Illness

This is the 30th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2008. Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The &quot;30th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA), 2008&quot; describes our nation's progress: (1) in providing a free appropriate public education (FAPE) for all children with disabilities; (2) in assuring that the rights of children with disabilities and their parents are protected; (3) in assisting states and localities in providing for the education of all children with disabilities; and (4) in assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under &quot;IDEA,&quot; Part C or B (P.L. 108-446), nationally and at the state level. The following are appended: (1) Infants, Toddlers, Children and Students Served Under &quot;IDEA,&quot; by Age Group and State; (2) &quot;Developmental Delay&quot; Data for Students Ages 6 Through 9 Served Under &quot;IDEA,&quot; Part B; and (3) Differences in State Reporting of &quot;IDEA,&quot; Part B, Disabilities.
33rd Annual Report to Congress on the Implementation of the &quot;Individuals with Disabilities Education Act,&quot; 2011
Author: New Editions Consulting, Inc.
Date: 2014-05-00
Type: Reports - Research
Subjects: Federal Legislation,Educational Legislation,Disabilities,Equal Education,Public Education,Early Intervention,Access to Education,Civil Rights,Longitudinal Studies,Infants,Toddlers,Young Children,Educational Environment,Elementary Secondary Education,Trend Analysis,School Personnel,Special Education,Discipline,Student Placement,Behavior Problems,At Risk Students,Racial Differences,Ethnic Groups,Special Education Teachers,Teacher Certification,Demography,High School Graduates,Dropouts,Nontraditional Education,Suspension,Expulsion,Eligibility,Age Differences,Learning Disabilities,Special Needs Students,Autism,Student Characteristics,Student Attitudes,Difficulty Level,Postsecondary Education,College Bound Students,Limited English Speaking,Emotional Disturbances,Geographic Location,Mental Retardation,Teacher Student Ratio,Weapons,Violence,Drug Abuse,Educational Indicators,Supervision,Compliance (Legal),Planning,Transitional Programs,Developmental Delays,Multiple Disabilities,Child Health,Chronic Illness,Preschool Education,Teacher Qualifications

This is the 33rd Annual Report to Congress on the Implementation of the &quot;Individuals with Disabilities Education Act,&quot; 2011. Section 664(d) of the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The 33rd Annual Report to Congress on the Implementation of the &quot;Individuals with Disabilities Education Act,&quot; 2011 describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities; (2) ensuring that the rights of children with disabilities and their parents are protected; (3) assisting states and localities in providing for the education of all children with disabilities, and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under &quot;IDEA,&quot; Part C or B, nationally and at the state level. The following are appended: (1) Infants, Toddlers, Children, and Students Served Under &quot;IDEA,&quot; by Age Group and State; (2) Developmental Delay Data for Children Ages 3 Through 5 and Students Ages 6 Through 9 Served Under &quot;IDEA,&quot; Part B; and (3) Differences in State Reporting of &quot;IDEA,&quot; Part B, Disabilities.
Race to the Top Program: Executive Summary
Author: Department of Education (ED)
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Programs,Federal Aid,Educational Change,Educational Innovation,College Readiness,Career Readiness,Academic Standards,Educational Assessment,Information Systems,Teacher Effectiveness,Administrator Effectiveness,Principals,School Turnaround,Selection Criteria,Grants,Eligibility,Federal Legislation

On February 17, 2009, President Obama signed into law the American Recovery and Reinvestment Act of 2009 (ARRA), historic legislation designed to stimulate the economy, support job creation, and invest in critical sectors, including education. The ARRA lays the foundation for education reform by supporting investments in innovative strategies that are most likely to lead to improved results for students, long-term gains in school and school system capacity, and increased productivity and effectiveness. The ARRA provides $4.35 billion for the Race to the Top Fund, a competitive grant program designed to encourage and reward States that are creating the conditions for education innovation and reform; achieving significant improvement in student outcomes, including making substantial gains in student achievement, closing achievement gaps, improving high school graduation rates, and ensuring student preparation for success in college and careers; and implementing ambitious plans in four core education reform areas: (1) Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy; (2) Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction; (3) Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and (4) Turning around our lowest-achieving schools. Race to the Top will reward States that have demonstrated success in raising student achievement and have the best plans to accelerate their reforms in the future. These States will offer models for others to follow and will spread the best reform ideas across their States, and across the country. This executive summary details the following: (1) Key Timing; (2) Overview of Program and Points; (3) Eligibility Requirements; (4) Priorities; (5) Selection Criteria; and (6) Definitions.
34th Annual Report to Congress on the Implementation of the &quot;Individuals with Disabilities Education Act,&quot; 2012
Author: New Editions Consulting, Inc.
Date: 2014-05-00
Type: Reports - Research
Subjects: Federal Legislation,Educational Legislation,Disabilities,Equal Education,Public Education,Early Intervention,Access to Education,Civil Rights,Longitudinal Studies,Infants,Toddlers,Young Children,Educational Environment,Elementary Secondary Education,Trend Analysis,School Personnel,Special Education,Discipline,Student Placement,Behavior Problems,At Risk Students,Racial Differences,Ethnic Groups,Special Education Teachers,Teacher Certification,Demography,High School Graduates,Dropouts,Nontraditional Education,Suspension,Expulsion,Eligibility,Age Differences,Learning Disabilities,Special Needs Students,Autism,Student Characteristics,Student Attitudes,Difficulty Level,Postsecondary Education,College Bound Students,Limited English Speaking,Emotional Disturbances,Geographic Location,Mental Retardation,Teacher Student Ratio,Weapons,Violence,Drug Abuse,Educational Indicators,Supervision,Compliance (Legal),Planning,Transitional Programs,Developmental Delays,Multiple Disabilities,Child Health,Chronic Illness,Preschool Education,Teacher Qualifications

The 34th Annual Report to Congress on the Implementation of the &quot;Individuals with Disabilities Education Act,&quot; 2012 describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities; (2) ensuring that the rights of children with disabilities and their parents are protected; (3) assisting states and localities in providing for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under &quot;IDEA,&quot; Part C or B, nationally and at the state level. Three appendices are included: (1) Infants, Toddlers, Children, and Students Served Under &quot;IDEA,&quot; by Age Group and State; (2) &quot;Developmental Delay&quot; Data for Children Ages 3 Through 5 and Students Ages 6 Through 9 Served Under &quot;IDEA,&quot; Part B; and (3) Differences in State Reporting of &quot;IDEA,&quot; Part B, Disabilities. [For the &quot;33rd Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act,' 2011&quot; see ED557420.]
ConnectED: President Obama's Plan for Connecting All Schools to the Digital Age
Author: White House
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Access to Computers,Access to Information,Federal Programs,Strategic Planning,School Libraries,Library Automation,Library Development,Educational Facilities Planning,Educational Facilities Improvement,Rural Development,Faculty Development,Resource Allocation,Global Approach,Case Studies,Information Technology,Information Networks,Educational Technology

Driven by new digital technologies, the future of learning is increasingly interactive, individualized, and full of real-world experiences and information. Unfortunately, the average school has about the same connectivity as the average American home, but serves 200 times as many users, and fewer than 20 percent of educators say their school's internet connection meets their teaching needs. Teachers do not get enough training and support to integrate technology in their classroom and lessons, despite the fundamental and increasing importance of those skills. President Obama called on the Federal Communications Commission to take the steps necessary to build high-speed digital connections to America's schools and libraries, ensuring that 99 percent of American students can benefit from these advances in teaching and learning. He is further directing the federal government to make better use of existing funds to get this technology into classrooms, and into the hands of teachers trained on its advantages. He is calling on businesses, states, districts, schools and communities to support this vision. This document presents President Obama's ConnectED initiative to connect America's schools, improve teaching, and unleash private-sector innovation. Three examples of successful schools are presented.
High School Longitudinal Study of 2009 (HSLS:09). 2013 Update and High School Transcript Study: A First Look at Fall 2009 Ninth-Graders in 2013. NCES 2015-037
Author: Dalton, Ben
Date: 2015-06-00
Type: Reports - Research
Subjects: Longitudinal Studies,High School Students,Graduation Rate,High School Graduates,College Bound Students,Postsecondary Education,Paying for College,Educational Finance,Course Selection (Students),Grade 9,Student Characteristics,Family Characteristics,Grade Point Average,Credits,Mathematics Instruction,Advanced Placement,Science Instruction,Technology Education,Advanced Placement Programs,Dual Enrollment,Employment Level,STEM Education,Occupational Aspiration,Student Employment,Wages,Transcripts (Written Records),Surveys,Geographic Location,Statistical Analysis,Coding,Vocational Education

This First Look introduces new data from the High School Longitudinal Study of 2009, collected in 2013 when most sample members were recent high school graduates, and in 2014 from the high school transcripts of students who were freshmen in 2009. The analyses examine students' high school completion status; plans for postsecondary enrollment and financing of postsecondary education; and high school coursetaking. Two appendices provide: (1) Technical Notes and Methodology; and (2) Standard Error Tables.
Reference Values of Within-District Intraclass Correlations of Academic Achievement by District Characteristics: Results from a Meta-Analysis of District-Specific Values
Author: Hedberg, E. C.
Date: 2014-12-00
Type: Information Analyses
Subjects: Academic Achievement,Correlation,School Districts,Institutional Characteristics,Meta Analysis,School District Size,Mathematics Achievement,Reading Achievement,Poverty,Urban Schools,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Mixed Methods Research

Randomized experiments are often considered the strongest designs to study the impact of educational interventions. Perhaps the most prevalent class of designs used in large scale education experiments is the cluster randomized design in which entire schools are assigned to treatments. In cluster randomized trials (CRTs) that assign schools to treatments within a set of school districts, the statistical power of the test for treatment effects depends on the within district school-level intraclass correlation (ICC). Hedges and Hedberg recently computed within-district ICC values in eleven states using three-level models (students in schools in districts) that pooled results across all the districts within each state. While values from these analyses are useful when working with a representative sample of districts, they may be misleading for other samples of districts because the magnitude of ICCs appears to be related to district size. To plan studies with small or nonrepresentative samples of districts, better information are needed about the relation of within-district school-level ICCs to district size. Our objective is to explore the relation between district size and within-district ICCs to provide reference values for math and reading achievement for grades 3-8 by district size, poverty level, and urbanicity level. These values are not derived from pooling across all districts within a state as in previous work, but are based on the direct calculation of within-district school-level ICCs for each school district. We use mixed models to estimate over 7,000 district-specific ICCs for math and reading achievement in eleven states and for grades 3-8. We then perform a random effects meta-analysis on the estimated within-district ICCs. Our analysis is performed by grade and subject for different strata designated by district size (number of schools), urbanicity, and poverty rates. [This paper was published in: &quot;Evaluation Review&quot; v38 n6 p546-582 Dec 2014.]
Intraclass Correlations and Covariate Outcome Correlations for Planning 2 and 3 Level Cluster Randomized Experiments in Education
Author: Hedges, Larry V.
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: Correlation,Multivariate Analysis,Educational Experiments,Academic Achievement,Statistical Analysis,Hierarchical Linear Modeling,Comparative Analysis,School Districts,Schools,Elementary Secondary Education

Background: Cluster randomized experiments that assign intact groups such as schools or school districts to treatment conditions are increasingly common in educational research. Such experiments are inherently multilevel designs whose sensitivity (statistical power and precision of estimates) depends on the variance decomposition across levels. This variance decomposition is usually summarized by the intraclass correlation structure and, if covariates are used, the effectiveness of the covariates in explaining variation at each level of the design. Objectives: This paper provides a compilation of school and district level intraclass correlation values of academic achievement and related covariate effectiveness based on state longitudinal data systems. These values are designed to be used for planning group-randomized experiments in education. The use of these values to compute statistical power and plan 2 and 3 level group randomized experiments is illustrated. Research Design: We fit several hierarchical linear models to state data by grade and subject to estimate intraclass correlations and covariate effectiveness. We then compare our average of state estimates with the national work by Hedges and Hedberg (2007). [This article was published in &quot;Educational Review,&quot; v37 n6 p445-489 Dec 2013, see EJ1034857.]
The Variance of Intraclass Correlations in Three and Four Level
Author: Hedges, Larry V.
Date: 2012-12-00
Type: Reports - Research
Subjects: Correlation,Hierarchical Linear Modeling,Computation,Sampling,Reading Achievement,Achievement Tests,Grade 5,Elementary School Students,Scores,Elementary School Teachers,Elementary Schools,School Districts,Computer Software

Intraclass correlations are used to summarize the variance decomposition in popula- tions with multilevel hierarchical structure. There has recently been considerable interest in estimating intraclass correlations from surveys or designed experiments to provide design parameters for planning future large-scale randomized experiments. The large sample distribution of estimates of the intraclass correlation in two-level situations is well known. Contemporary educational and social experiments often involve sampling designs with three or four levels of nesting, leading to three- and four-level intraclass correlation structures. The present article provides expressions for the large sample variances and covariances of estimates of three- and four-level intraclass correlation structures. An appendix describes the multilevel models on which the results of this paper are based and the method used to derive those results. [This paper was published in &quot;Educational and Psychological Measurement,&quot; v72 n6 p893-909 Dec 2012 (EJ982773).]
Trends in High School Dropout and Completion Rates in the United States: 1972-2012. Compendium Report. NCES 2015-015
Author: Stark, Patrick
Date: 2015-06-00
Type: Numerical/Quantitative Data
Subjects: Dropout Rate,High School Students,Graduation Rate,Student Characteristics,High School Equivalency Programs,Public Schools,Geographic Location,Age Differences,Racial Differences,Ethnic Groups,Gender Differences,Family Income,Surveys,Equivalency Tests

This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2012, provides data about trends in dropout and completion rates over the last four decades (1972-2012), and examines the characteristics of high school dropouts and high school completers in 2012. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States, including the event dropout rate, the status dropout rate, the status completion rate, and the adjusted cohort graduation rate. Each rate contributes unique information. Information about individuals who pass the GED exam is provided to place the different rates into context relative to this widely used alternative high school credential. The appendices also include information on the averaged freshman graduation rate. The following are appended: (1) Technical Notes; (2) Glossary; and (3) Standard Error Tables.
The Relationship between Education and Work Credentials. Data Point. NCES 2015-556
Author: Hudson, Lisa
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Credentials,Adults,Educational Attainment,Occupations,National Surveys

This Data Point uses data from the U.S. Census Bureau's Survey of Income and Program Participation (SIPP), a nationally representative sample survey of households. The SIPP provides information on many topics, including income, participation in government programs, family dynamics, and education. This report uses new SIPP data on professional licenses and certifications, collected September to December 2012.