ethanporcaro/eric-fulltext-meta huggingface dataset:
Florida Agricultural and Mechanical University Annual Accountability Report, 2015-16
Author: State University System of Florida, Board of Governors
Date: 2017-03-03
Type: Numerical/Quantitative Data
Subjects: Accountability,Universities,Agricultural Education,State Universities,Undergraduate Students,Graduate Students,Student Characteristics,Enrollment Trends,Academic Degrees,Graduation Rate,Employment Patterns,Wages,Outcomes of Education,Awards,Achievement,College Programs,Faculty Development,STEM Education,Educational Finance,Productivity,Educational Research,Research Universities,Black Colleges,College School Cooperation,Land Grant Universities,Rural Extension,African American Students,Allied Health Occupations Education,State Aid,Tuition,Costs,Income,Expenditures,Budgets,College Faculty,Tenure,Nontenured Faculty,Licensing Examinations (Professions),Research and Development,Tables (Data)

The State University System of Florida Board of Governor's Annual Accountability Report provides retrospective year-over-year and longer time periods of tracking for how the System is progressing toward its goals. This Annual Accountability Report provides information regarding the Florida Agricultural and Mechanical University (FAMU) from 2015-2016. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Performance Funding Metrics; (3) Key Achievements; and (4) Narrative. The following data tables are included: (1) Financial Resources; (2) Personnel; (3) Enrollment; (4) Undergraduate Education; (5) Graduate Education; and (6) Research &amp; Economic Development.
Pledging to Do &quot;Good&quot;: An Early Commitment Pledge Program, College Scholarships, and High School Outcomes in Washington State. Working Paper 178
Author: Goldhaber, Dan
Date: 2017-06-00
Type: Reports - Research
Subjects: College Bound Students,High School Students,Scholarships,Outcomes of Education,Graduation Rate,Juvenile Justice,Correctional Rehabilitation,Institutionalized Persons,Program Effectiveness,Low Income Students,State Programs,Eligibility,Need Analysis (Student Financial Aid),College Preparation,Grade Point Average

Indiana, Oklahoma, and Washington each have programs designed to address college enrollment gaps by offering a promise of state-based college financial aid to low-income middle school students in exchange for making a pledge to do well in high school, be a good citizen, not be convicted of a felony, and apply for financial aid to college. Using a triple-difference specification, we estimate the effects of Washington's College Bound Scholarship program on students' high school grades, high school graduation, juvenile detention and rehabilitation, and incarceration in state prison during high school or early adulthood. We find insignificant and substantively small or negative effects on these outcomes. These results call into question the rationale for such early commitment programs.
Early Head Start: A Critical Support for Infants, Toddlers, and Families
Author: Gebhard, Barbara
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Early Intervention,Child Development,Young Children,Family Programs,Pregnancy,Poverty,Emotional Development,Social Development,Cognitive Development,School Readiness,Home Programs,Screening Tests,Food,Parenting Skills,Access to Health Care,Mental Health,Social Services,Infants,Toddlers

Early Head Start (EHS) is an evidence-based, federally funded, and community-based program with a two-generation approach to child development for children under age 3 and pregnant women in poverty. The mission of EHS is to support healthy prenatal outcomes; enhance the intellectual, social, and emotional development of infants and toddlers; and ultimately promote school readiness. EHS programs offer comprehensive child and family development services, including center- or home-based early learning experiences, health and developmental screenings, nutritious food, parenting resources and support, and access to health, mental health, and social services.
2017 Fordham Sponsorship Annual Report
Author: Thomas B. Fordham Foundation
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Philanthropic Foundations,Donors,Private Financial Support,Accountability,Institutional Mission,Educational Policy,Educational Research,Charter Schools,Academic Achievement,State Regulation,State Departments of Education,School Effectiveness,Elementary Secondary Education,State Legislation,Public Education,Performance,School Closing,Urban Schools,Language Arts,Core Curriculum,Value Added Models,Educational Finance,Governance,Academic Standards,State Standards,Mathematics Achievement,High Achievement,Reading Achievement,Advanced Placement,Funding Formulas,Risk,Open Enrollment,Federal Legislation,Educational Legislation,Adolescents

The Thomas B. Fordham Foundation's sponsorship annual report highlights our work with eleven schools that served 4,150 students in five Ohio cities during the 2016-17 school year. We value this opportunity to keep stakeholders and the public informed about our efforts, and provide information on each of the schools that we sponsor. Additionally, the report highlights our most significant research projects of our sister organization, the Thomas B. Fordham Institute, over the past year. Our goal is to provide a transparent look at the performance of our portfolio of schools. We hope that you find the report informative. [To view the 2016 report, see ED596223.]
The Boston Opportunity Agenda: Sixth Annual Report Card
Author: Boston Foundation
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: School Readiness,Kindergarten,Reading Skills,Grade 3,High School Graduates,College Graduates,Program Effectiveness,Elementary Education,Primary Education,Government Role,Partnerships in Education,Agency Cooperation,Educational Objectives,Public Schools,Adult Learning,Postsecondary Education,Educational Attainment,Educational Quality,Accountability,Performance,Educational Change,Community Involvement,Grade 8,Algebra,Grade 10,Gender Differences,Grade 9,Outcomes of Education,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Graduation Rate,Family Involvement,Summer Programs,Elementary Secondary Education,College Readiness,Career Readiness,Dropout Rate,Catholic Schools

This &quot;Sixth Annual Report Card&quot; reflects the progress that is being made throughout Boston's entire education pipeline. More than 77,000 school-age children live in the City of Boston. The vast majority, 93%, attend a school in the Boston Public Schools system, a Boston Charter public school, or a Boston Catholic school. The goal with this report card is to identify points where obligations to Boston's students are being met as well as areas where they are falling short. This report card contains the most up-to-date information available on Boston's education pipeline, from kindergarten through college graduation, including measures on: (1) school readiness; (2) 3rd-grade reading proficiency; (3) 10th-grade proficiency; (4) high school completion; (5) dropout rates; (6) postsecondary enrollment and completion statistics; and (7) adult postsecondary attainment. The public systems--the Boston Public Schools and Boston's Charter public schools--use the same assessments. The data for both are gathered from the Boston Public Schools and from the Commonwealth of Massachusetts Department of Elementary and Secondary Education. The resource for data for the Catholic schools reflected in this report is the Archdiocese of Boston. [The Boston Indicators Project and the Boston Public Schools Office of Data and Accountability assisted in analyzing and reporting on the metrics in this report. For the fifth Annual Report, see ED581771.]
High School Benchmarks 2017: National College Progression Rates
Author: National Student Clearinghouse Research Center
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Enrollment,College Students,Academic Persistence,Graduation,Public Schools,Charter Schools,Private Schools,Urban Schools,Suburban Schools,Rural Schools,Low Income Students,Minority Group Students,Institutional Characteristics,Majors (Students),STEM Education,High Schools

This fifth annual High School Benchmarks Report provides the most updated data on high school graduates' college access, persistence, and completion outcomes. The report was designed with several features particularly tailored to secondary practitioners and policymakers. First, results presented in this report were based on the most up-to-date data on high school graduates' enrollment in a college or university, persistence from first to second year, and eventual completion of a postsecondary degree. Second, these outcomes were disaggregated by several high school characteristics, which include: income level, minority enrollment, and locale. Finally, in addition to providing the most recent benchmarking figures for high schools, the enrollment, persistence, and completion data are more complete than other data sources because it covers all postsecondary enrollments. Specifically, National Student Clearinghouse data captures all patterns of enrollment and completion, regardless of which postsecondary institution that students attend (e.g., out of state, private, public, or for-profit institutions) and regardless of transfers. This report enables those schools to compare their students' outcomes to those of other schools with similar characteristics and that also use the StudentTracker service. Using the results reported here, high schools and districts can place their own StudentTracker results into context with the college access, persistence, and completion rates for schools with similar student populations in similar locales across the country. [For the 2016 report, see ED596844.]
GI Bills Enacted Prior to 2008 and Related Veterans&apos; Educational Assistance Programs: A Primer. CRS Report R42785, Version 12. Updated
Author: Dortch, Cassandria
Date: 2017-10-06
Type: Reports - Descriptive
Subjects: Federal Legislation,Veterans,Veterans Education,Student Financial Aid,Educational Finance,Eligibility,Disadvantaged,Training,Tutoring,Fees,Certification,Tuition,Training Allowances,Pilot Projects,Counseling,Vocational Rehabilitation,Employment Programs,Work Study Programs,Military Personnel,War,Student Loan Programs,Postsecondary Education,Higher Education

The U.S. Department of Veterans Affairs (VA), previously named the Veterans Administration, has been providing veterans educational assistance (GI Bill®) benefits since 1944. This report describes the GI Bills enacted prior to 2008. Although participation in some programs has ended or is declining, the programs' evolution and provisions inform current policy. The Post-9/11 GI Bill (Title 38 U.S.C., Chapter 33), enacted in 2008, is described in CRS Report R42755, &quot;The Post-9/11 Veterans' Educational Assistance Act of 2008 (Post-9/11 GI Bill): A Primer&quot; (see ED597878). Individuals currently participate in five GI Bills enacted prior to 2008: (1) Montgomery GI Bill-Active Duty (MGIB-AD) (provides a monthly allowance primarily to veterans and servicemembers who enter active duty after June 30, 1985); (2) Montgomery GI Bill-Selected Reserve (MGIB-SR) (provides a lower monthly allowance than the MGIB-AD to reservists who enlist, re-enlist, or extend an enlistment after June 30, 1985); (3) Reserves Educational Assistance Program (REAP) (will discontinue paying benefits in 2019; provides a monthly allowance that is higher than the MGIB-SR but lower than the MGIB-AD to reservists with active duty service); (4) Post-Vietnam Era Veterans' Educational Assistance Program (VEAP) (provides a monthly allowance to veterans who first entered active duty service on or after January 1, 1977, and before July 1, 1985); and (5) Survivors' and Dependents' Educational Assistance (DEA) program (provides benefits to the spouse and children of servicemembers who, as a result of service, are seriously disabled, die, or are detained). This report provides a description of the eligibility requirements, eligible programs of education, benefit availability, and benefits. It also provides some summary statistics, comparisons between the programs, and brief discussions of related programs.
Basic Concepts and Technical Considerations in Educational Assessment: A Primer. CRS Report R45048, Version 4. Updated
Author: Skinner, Rebecca R.
Date: 2017-12-19
Type: Reports - Descriptive
Subjects: Educational Assessment,Educational Legislation,Elementary Secondary Education,Federal Legislation,Accountability,Student Evaluation,Educational Policy,Formative Evaluation,Summative Evaluation,Norm Referenced Tests,Criterion Referenced Tests,Diagnostic Tests,Predictive Measurement,Standardized Tests,Achievement Tests,Test Validity,Test Reliability,Culture Fair Tests,Test Bias,High Stakes Tests,Common Core State Standards

Federal education legislation continues to emphasize the role of assessment in elementary and secondary schools. Perhaps most prominently, the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA; P.L. 114-95), requires the use of test-based educational accountability systems in states and specifies the requirements for the assessments that states must incorporate into state-designed educational accountability systems. These requirements are applicable to states that receive funding under Title I-A of the ESEA. As student assessments continue to be used for accountability purposes under the ESEA as well as in many other capacities related to federal programs (e.g., for identifying students eligible to receive extra services supported through federal programs), this report provides Congress with a general overview of assessments and related issues. It discusses different types of educational assessments and uses of assessment in support of the aims of federal policies. The report aims to explain basic concepts related to assessment in accessible language, and it identifies commonly discussed considerations related to the use of assessments. The report provides background information that can be helpful to readers as they consider the uses of educational assessment in conjunction with policies and programs. This report accompanies CRS Report R45049, &quot;Educational Assessment and the Elementary and Secondary Education Act,&quot; by Rebecca R. Skinner (see ED597862), which provides a more detailed examination of the assessment requirements under the ESEA.
Educational Assessment and the Elementary and Secondary Education Act. CRS Report R45049, Version 4. Updated
Author: Skinner, Rebecca R.
Date: 2017-12-19
Type: Reports - Descriptive
Subjects: Educational Assessment,Educational Legislation,Elementary Secondary Education,Federal Legislation,Accountability,State Aid,Student Evaluation,Reading Tests,Mathematics Tests,Science Tests,Computer Assisted Testing,Academic Achievement,State Standards,Special Needs Students,Students with Disabilities,English Language Learners,Parent Rights,Test Preparation

The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA; P.L. 114-95), specifies the requirements for the state assessments that states must incorporate into their state accountability systems to receive funding under Title I-A. Title IA of the ESEA authorizes aid to local educational agencies (LEAs) for the education of disadvantaged children. Title I-A grants provide supplementary educational and related services to low-achieving and other students attending elementary and secondary schools with relatively high concentrations of students from low-income families. As a condition of receiving Title I-A funds, states, LEAs, and public schools must comply with numerous requirements related to standards, assessments, and academic accountability systems. All states currently accept Title I-A funds. For FY2017, the program was funded at $15.5 billion. While many of the assessment requirements of the ESEA have not changed from the requirements put into place by the No Child Left Behind Act (NCLB; P.L. 107-110), the ESSA provides states some new flexibility in meeting them. The purpose of this report is to describe the general assessment requirements of the ESEA as amended and discuss the new flexibility states have in meeting these requirements. The report also discusses some issues related to the changes enacted by ESSA regarding the use of assessments in accountability systems that are receiving attention as they are implemented. More specifically, this report examines issues related to assessment of student growth, assessment of students with disabilities and English learners, the use of computer adaptive assessments, student assessment participation requirements, and testing burden. While these changes have the potential to add flexibility and nuance to state accountability systems, states face the challenge of implementing them in such a way as to maintain the validity and reliability of the required assessments.
The Education Sciences Reform Act. CRS Report R43398, Version 7. Updated
Author: Kuenzi, Jeffrey J.
Date: 2017-07-05
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Public Agencies,Federal Government,Educational Research,Technical Assistance,National Competency Tests

The Education Sciences Reform Act (ESRA, Title I of P.L. 107-279) established the Institute of Education Sciences (IES) as an independent research arm of the Department of Education (ED). The IES Director, appointed by the President with the advice and consent of the Senate, serves a six-year term and is advised by a technical panel composed primarily of educational researchers, the National Board of Educational Sciences (NBES). Along with ESRA, P.L. 107-279 enacted two additional acts--the Educational Technical Assistance Act (ETAA, Title II of P.L. 107-279) and the National Assessment of Educational Progress Authorization Act (NAEPAA, Title III of P.L. 107-279). ETAA authorizes the Secretary of Education to make grants to local entities for the purpose of supporting varied technical assistance activities and to states for statewide, longitudinal data systems. NAEPAA authorizes the Commissioner of Education Statistics to carry out a national assessment, state assessments, and a long-term trend assessment in reading and mathematics. This report provides a concise description of programs and authorities established by ESRA, ETAA, and NAEPAA as amended. It is organized in a manner that aligns with the legislation, P.L. 107-279, which enacted these three measures. The report concludes with a discussion of recent legislative action.
The Campus-Based Financial Aid Programs: Background and Issues. CRS Report R45024, Version 3. Updated
Author: Fountain, Joselynn H.
Date: 2017-11-21
Type: Reports - Descriptive
Subjects: Student Financial Aid,Educational Legislation,Federal Legislation,Higher Education,Student Loan Programs,Federal Aid,Educational Finance,Work Study Programs,Resource Allocation,Funding Formulas,Grants

Three need-based student financial aid programs authorized under Title IV of the Higher Education Act of 1965 (HEA)--Federal Supplemental Educational Opportunity Grant (FSEOG) program, the Federal Work-Study (FWS) program, and the Federal Perkins Loan program--are collectively referred to as the &quot;campus-based&quot; programs. These programs are considered campus-based because federal funds are awarded directly to institutions of higher education (IHEs) that administer the programs and provide institutional funds to match the federal funds they receive for them. The campus-based programs are unique in that the mix and amount of aid awarded to students are determined according to institution-specific award criteria, rather than according to non-discretionary award criteria such as those applicable to Pell Grants and Direct Loans. The campus-based programs are among the oldest of the federal financial aid programs. As federal aid has largely transitioned to a system that allows for &quot;portability&quot; in receipt of student aid, meaning that most forms of aid are made available to students at whichever participating institution a student chooses to attend, the campus-based programs have come to play a relatively smaller role in the federal student aid effort. As lawmakers consider reauthorization of the HEA, several issues related to the campus-based programs may be considered. These include the extent to which the campus-based programs provide types of aid to students that are not provided via other postsecondary aid programs, whether the current formula for allocating funds to institutions is optimal, and the potential role of the campus-based aid programs in a redesigned federal aid system. This report begins with a brief discussion of the history of each of the campus-based programs and the formula used to allocate funds among IHEs participating in them. This is followed by a discussion of institutional and student participation in the programs relative to participation in other federal aid programs. The report concludes with a discussion of issues related to the campus-based programs that might garner attention as the 115th Congress considers reauthorization of the HEA. [For a more complete description of the campus-based programs and trends in participation, see &quot;Campus-Based Student Financial Aid Programs Under the Higher Education Act,&quot; ED593484.]
Indian Elementary-Secondary Education: Programs, Background, and Issues. CRS Report RL34205, Version 15. Updated
Author: Dortch, Cassandria
Date: 2017-06-16
Type: Reports - Descriptive
Subjects: American Indian Education,Elementary Secondary Education,Educational Legislation,Federal Legislation,Federal Indian Relationship,Equal Education,Disabilities,Alaska Natives,Federal Programs,Educational Finance,Public Schools,Academic Achievement

The federal government provides elementary and secondary education and educational assistance to Indian children, either directly through federally funded schools or indirectly through educational assistance to public schools. The Bureau of Indian Education (BIE) in the U.S. Department of the Interior (DOI) oversees the federally funded BIE system of elementary and secondary schools. The BIE system is funded primarily by the BIE but also receives considerable funding from the U.S. Department of Education (ED). The public school systems of the states receive federal funding from ED, the BIE, and other federal agencies. Federal Indian education programs are intended to serve Indian children who are members of, or, depending on the program, are at least second-degree descendants of members of, one of the 567 tribal entities recognized and eligible for funding and services from the Bureau of Indian Affairs (BIA) by virtue of their status as Indian tribes. This report provides a brief history of federal Indian education programs, a discussion of students served by these programs, an overview of programs and their funding, and brief discussions of selected issues in Indian education. [This is a substantially revised version of a report originally written by Roger Walke.]