ethanporcaro/eric-fulltext-meta huggingface dataset:
Finding Common Ground: Coordinating Housing and Education Policy to Promote Integration
Author: Tegeler, Philip, Ed.
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: School Desegregation,School Segregation,Racial Segregation,Politics of Education,School Policy,Housing,Neighborhoods,Public Housing,Educational Policy,Housing Needs,Research Reports,Alignment (Education),Access to Education,Educational Quality,Evidence,Public Schools,Federal Legislation,Educational Opportunities,Opportunities,Neighborhood Improvement,Transportation,Desegregation Methods,Social Integration,Desegregation Plans,Regional Planning,Diversity (Institutional),Ethnic Diversity,Public Policy,Urban Renewal,School Community Programs,School Community Relationship,Social Services

The powerful, reciprocal connection between school and housing segregation has long been recognized. The housing-school link was a key element in both the 1968 Kerner Commission Report and in the legislative history of the Fair Housing Act. The relation of school and housing segregation was also explored in a series of school desegregation cases beginning in the 1970s. Yet in spite of Department of Housing and Urban Development's (HUD's) duty to "affirmatively further fair housing," and the parallel "compelling government interest" in the reduction of school segregation, there have been few examples of effective coordination between housing and school policy in the intervening years. Instead, for most of the past 40 years, efforts to promote housing and school integration have proceeded along separate tracks. This report grew out of a "Research and Policy Roundtable" discussion sponsored by PRRAC in February 2011 that included leadership and staff from several divisions at Department of Housing and Urban Development and the Department of Education, along with representatives from the Civil Rights Division at the Department of Justice. In the six months since the roundtable concluded, HUD and USDOE have made some progress in linking school and housing integration policy, but much more needs to be done, and hopefully this report will continue this important dialogue. This report is divided into four main parts: (1) The "Reciprocal Relationship" Between Integrated Housing and Education; (2) The Housing Voucher Program as a Bridge to Better Schools; (3) Sustainable Communities and Choice Neighborhoods: Coordinating Schools, Housing and Transportation Planning in Support of Racial and Economic Integration; and (4) Conclusion and Policy Recommendations. Each part contains related articles. Each article contains figures, tables and endnotes.
Mapping the Field: A Report on Expanded-Time Schools in America. Fall 2012
Author: Edwards, Jessica
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,School Schedules,Extended School Year,Educational Trends,Trend Analysis,Educational History,Profiles,Educational Practices,Research Needs,Institutional Characteristics,Research Methodology,Educational Research,Change Strategies,Educational Change,Time Factors (Learning),Time Perspective

Expanding learning time has become a leading strategy for closing the achievement and opportunity gaps that plague high-poverty schools in particular. With more time, educators are able to deepen the curriculum, embed enrichment classes and activities, and engage in frequent opportunities for teacher collaboration and professional development. Despite the accelerating momentum to expand learning time, little is known about the universe of expanded-time (ET) schools across the country. This remains largely a decentralized movement, with entrepreneurial endeavors that break from the conventional school calendar still the predominant mode for becoming an ET school. In an effort to better define and identify the diverse and growing cohort of ET schools, the National Center on Time & Learning (NCTL), an organization dedicated to re-designing and expanding school time to improve opportunities and outcomes for all students, has developed a database to collect and present the latest information. Documenting the 1,002 schools in the NCTL Database as of January 2012, "Mapping the Field" provides analysis of meaningful trends and key characteristics in this exciting educational arena. Like NCTL's first expanded-time schools report, which was released in late 2009, the data explored in these pages represent a snapshot of an ever-changing and burgeoning field. Indeed, as the data make clear, that field is dynamic, like the database itself, with new ET schools being identified and added on an on-going basis. By capturing, analyzing, and presenting the relevant school-level data from this diverse group of schools, the following report illuminates what one knows today about the wide range of schools providing more time for teaching and learning than the conventional schedule and calendar allow. Appended are: (1) Methodology and School Selection Criteria; (2) Characteristics of 2011-2012 Expanded-Time Schools; and (3) List of 2011-2012 Expanded-Time Schools Across the U.S. (Contains 10 figures, 8 tables, and 14 footnotes.) [Contributions provided by David Farbman and Fran O'Reilly.]
Working with Gen Y Teachers: Dealing with a Changing Teacher Workforce
Author: Williamson, Ronald
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Baby Boomers,Instructional Leadership,Generational Differences,Teacher Characteristics,Teacher Motivation,Teaching Styles,Teaching Methods,Goal Orientation,Teacher Participation,Participative Decision Making,School Culture,Teacher Placement,Faculty Development,Time Management,Data Analysis,Research Utilization

A significant change is coming to American classrooms. As Baby Boomer teachers retire and are replaced by members of Generation Y (born between 1977 and 1995) there is growing evidence that they come from a far different set of experiences, experiences that will shape their lives and their careers (Coggins, 2008). Members of Gen Y share several characteristics. They tend to be highly educated and concerned with the quality of education. As a result they value education and "attribute their success to their educational opportunities". They are also very comfortable using technology and avoid disconnected or technologically inferior workplaces. "They were the first generation to grow up in a society saturated with electronic technology." They tend to be creative, innovative and very self-confident and enjoy working in small groups. Significantly, they are committed to making a difference and contributing to positive social change. Just as the Baby Boomers changed American society so will Gen Y. It is crucial that school leaders acknowledge their powerful motivation, recognize their unique learning and working style, and find meaningful ways to engage and involve them in school leadership. Gen Y teachers hold tremendous potential for making a difference in the lives of American students.
Economy Impacts Staffing, Family Factors According to 2009 Principals' Partnership Poll
Author: Armistead, Lew
Date: 2009-07-00
Type: Reports - Research
Subjects: Principals,Class Size,Collegiality,Public Education,Federal Legislation,Educational Legislation,Partnerships in Education,High Schools,Accountability,Public Schools,Economic Climate,Financial Exigency

Members of The Principals' Partnership are seeing negative aspects to the current economic downturn that are likely to impact the quality of education provided in public high schools. They also would like to see changes in the accountability requirements of No Child Left Behind. Those were the key findings in the 2009 Principals' Partnership Poll administered to participants in this year's Summer Leadership Institute. Four hundred thirteen principals responded to two questions--(1) What is the most critical/crucial/important way that the current economic situation has affected education?; and (2) What is the one aspect of public education that the Obama administration should change? Principals see negative impacts on both staff and students due to the economic situation. Many report that staff and programs have been reduced in their schools, and that is having a negative affect on staff morale and collegiality. More than two-thirds of the respondents say that the staff reductions has led to cuts to programs and course offerings while increasing class size.
Great New Resources for Principals
Author: Williamson, Ron
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Principals,High Schools,Web Sites,Social Networks,Internet,Bullying,Computers,Educational Resources,Electronic Publishing

The end of the school year is a hectic time for high school principals. Summer often provides a brief opportunity to "kick-back" and take time to rest, relax and spend some time thinking about the coming school year. As the school year ends the author would like to introduce several new or updated resources that every high school principal will want to examine. They include new items from The Principals' Partnership website, and from other "principal friendly" sites. One of the fastest growing issues for school leaders is dealing with the impact of social media--both its benefits and the costs. This paper presents three new Research Briefs dealing with some of the major questions about social media which have recently been to the Partnership website. They include: (1) Social Media: An Introduction; (2) Innovative Uses of Social Media in High Schools; and (3) Cyberbullying.
Students, Nation Can Benefit from Entrepreneurial Education--New Report
Author: Armistead, Lew
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Youth,Teaching Methods,Entrepreneurship,Learner Engagement,Education Work Relationship,Evaluation

A new report on entrepreneurship education calls for far greater attention to this curriculum just as the county is plunging deeper into economic challenges. "This disconnect between what employers want and what your youth bring to the table has major economic consequences," reads the Youth Entrepreneurship Education in America: A Policymaker's Action Guide, produced by the Aspen Institute Youth Entrepreneurship Strategy Group (YES). While recommendations are aimed at policymakers, public school principals are likely to hear about the proposals and may be asked to respond to them. The goal of the group publishing the report is to "ensure that each graduate from a high school that serves in a low-income community has educational opportunities to explore his or her entrepreneurial potential." It notes that entrepreneurial education programs are available in some school systems, but they don't reach "most American youth." A major focus of the report is creating greater engagement of students in their school work. A first step is introducing new curricula and teaching methods that show a connection between the classroom and work, the authors contend. Secondly, there needs to be better support systems for students who are struggling, according to the report. Thirdly, the school climate must reflect rigorous academics, effective relationships with the community, and relevancy throughout the curriculum.
Emerging Technologies Likely to Impact Teaching, Learning, Research: A Review of the 2009 Horizon Project Findings
Author: Forde, James J.
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Internet,Technological Advancement,Influence of Technology,Cooperation,Computer Mediated Communication,Handheld Devices,Information Technology,Information Management,Information Storage,Social Networks,Educational Environment

The New Media Consortium's Horizon Report provides a view of the emerging technologies that are likely to impact the educational world globally. Highlighted in this paper are four technologies that rose from the pack as the most likely to impact education in the next three years: (1) Collaborative Environments; (2) Online Communication Tools; (3) Mobiles; and (4) Cloud Computing. The five top trends that The Horizon Report reported in their research were: (1) Technology continues to profoundly affect the way people work, collaborate, communicate, and succeed; (2) Technology is increasingly a means for empowering students, a method for communication and socializing, and a ubiquitous, transparent part of their lives; (3) The web is an increasingly personal experience; (4) The way people think of learning environments is changing; and (5) The perceived value of innovation and creativity is increasing. While each of these opportunities present challenges to be overcome, it is clear that the Horizon report has a finger on the pulse of the cutting edge technologies that are most likely to impact schools.
The Economy, Families and Schools
Author: Williamson, Ronald
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Access to Health Care,Principals,Disadvantaged Youth,Homeless People,Economic Climate,Hunger,Family (Sociological Unit),Family School Relationship,Administrator Role,Employer Employee Relationship,Interprofessional Relationship,Students,Partnerships in Education

The recession has impacted American families and the schools their children attend like nothing in recent memory. Many families continue to struggle with the impact of joblessness. The number of homeless children and youth is staggering. Families struggle with access to health care, growing hunger and greater instability in the family unit. Numbers fail to adequately describe the impact of the recession on American families but here is some recent data provided by the Pew Research Center and the Census Bureau. The Pew Center found that the recession impacted American's differently--those who "lost ground" (55% of Americans) and those who "held their own" (45% of Americans). While there is no single strategy for dealing with these issues, several ideas have emerged that can help principals respond to the crisis. First, recognize one's important role in supporting one's employees as well as students and their families. Pay attention to people and encourage one's staff to do the same. Second, identify ways that families can be connected to school events. Third, talk with other principals in the district, and nearby districts, about how they are responding. Fourth, talk with local businesses or social service agencies about ways to create a partnership; and fifth, remain unconditionally optimistic. (Contains 10 online resources.)
Proven Strategies for Personalizing America's High Schools
Author: McBrady, Shannon
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Educational Environment,Transitional Programs,High Schools,Graduation Rate,Federal Legislation,State Legislation,State Government,Federal Government,Educational Change,Accountability,Looping (Teachers),Intervention

America's high schools face the challenge of improving student learning in an ever-changing global world (Marx, 2006). Fueling the need for reform is the urgency of graduating more highly skilled citizens and the demands from federal and state government. No Child Left Behind (NCLB) and state legislation make today's high schools more accountable for student success than ever before (Ryan, 2004). Some students are not successful in the traditional high school environment and need extra support (Lee &amp; Burkam, 2003). Many high schools have responded to this need by implementing a variety of interventions for these students. This article will discuss those interventions and two that have a proven connection to improved graduation rates--looping and transition programs to adult life.
The New School Year: An Opportunity to Commit to a Shared Vision
Author: Williamson, Ronald
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Evidence,Values,Principals,Educational Change,Educational Objectives,Goal Orientation,Institutional Mission,Teachers,Interprofessional Relationship,Decision Making

The evidence is clear. The most effective principals have a clear sense of vision and purpose. They know themselves and their personal ethic. They also recognize the importance of vision to guide their work with teachers and other school personnel. A "clear, strong and collectively held vision" was identified by the North Central Regional Laboratory as one of the six critical components of an effective school. The beginning of the school year can be a good time to stop, reflect, and identify those things that contribute to one's personal vision for his/her school. Often this introspective process leads to a recommitment to the core values that led one to being a principal. Being clear about one's personal vision, and working with others to be clear about the vision for one's school, helps principals and their faculty balance competing demands and make decisions based on their collective vision for their school. There are lots of good books that describe one's personal vision. The examples provided in this paper reflect clear values and beliefs about life and work. They provide interesting insights into how other leaders articulate and actualize their personal vision. (Contains 9 online resources.)
Linked Learning Demonstrates Blend of Academics and Career-Focused Learning
Author: Armistead, Lew
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Change,Education Work Relationship,High Schools,Principals,Secondary School Teachers,Professional Development,Partnerships in Education

Blending academic and career-focused instruction could be the key to reforming public high schools. That's the intent of Linked Learning, an initiative in California that was featured at an August briefing, &quot;Building the Capacity of Teachers to Prepare Students for College and Careers,&quot; held by the Alliance for Excellent Education. While Linked Learning is currently only operating in California, its concepts and core components could be transferable to public high schools elsewhere. Creating meaning to instruction in the minds of students is essential to reform and achievement; yet, many young people question whether that is being done in schools. Seventy-one percent of secondary teachers and 83 percent of principals indicated that connecting classroom instruction to the real world has a major impact on improving student achievement, according to the 2009 MetLife Survey of the American Teacher. The California Linked Learning Approach strives to make that connection. Once called &quot;multiple pathways,&quot; Linked Learning is based on four principles and another four core components. These guiding principles include: (1) Linked Learning prepares students for both college and career; (2) Linked Learning connects academics to the real world; (3) Linked Learning leads to the full range of postsecondary opportunities; and (4) Linked Learning improves student achievement. The four core components of the California program are: (1) A challenging academic component; (2) A demanding technical component; (3) A work-based learning component; and (4) Supplemental services.
Recommendations for a Long-Term Resident Student Fee Policy Framework for Students Enrolled at California's Public Universities. Commission Report 02-12
Author: California Postsecondary Education Commission
Date: 2002-12-00
Type: Reports - Descriptive
Subjects: Educational Finance,State Universities,Fees,Student Costs,In State Students,Program Implementation,Policy Formation,College Administration

In 1996, the State's former statutory policy relating to student fees at the State's public universities sunset. Since that time, the State has had no statutory policy in place regarding the ways in which mandatory systemwide student fees at its public universities are to be set or adjusted. Given the lack of a statutory student fee policy and the State's deteriorating fiscal situation, during the 2002-03 State budget deliberations, the Legislature adopted Supplemental Report Language directing the California Postsecondary Education Commission to convene various parties to develop long-term student fee policy recommendations for students enrolled at the University of California and the California State University. The language requests that the Commission forward its student fee policy recommendations to the Legislature by December 1, 2002. Since May 2002, Commission staff has convened meetings of interested parties to discuss and develop the requested student fee policy recommendations. After nearly a dozen formal meetings and extensive informal consultation, the advisory group has reached broad general--although not universal--agreement about the recommended framework for implementing a long-term student fee policy at California's public universities. The recommendations presented in this paper represent the Commission's perspective regarding a &quot;long-term&quot; student fee policy for the State's public universities. Pursuant to the legislative request, the policy recommendations and framework outlined in this item relate only to mandatory resident student fees at California's public universities. These policy recommendations do not apply to student fees at California's public community colleges. The Commission's student fee policy recommendations are organized into four sections. The first section provides a preamble to the recommended student fee policy and provides the context for considering student fee related issues. The second section outlines a series of policy principles that the Commission recommends be adopted to guide the setting and adjusting of mandatory resident systemwide student fees. The third section outlines the implementing framework that the Commission recommends be adopted to effectuate the implementation of the recommended student fee policy principles. The fourth and final section addresses one additional issue that may require attention to effectively implement the proposed student fee policy. (Karl M. Engelbach was a member of the contributing staff for this report.
Performance Indicators of California Higher Education, 2001: The Eighth Annual Report to California's Governor, Legislature, and Citizens in Response to Assembly Bill 1808 (Chapter 741, Statutes of 1991). Commission Report 02-7
Author: California Postsecondary Education Commission
Date: 2002-04-00
Type: Reports - Descriptive
Subjects: Higher Education,Annual Reports,Educational Indicators,State Legislation,Program Development,Program Descriptions,Trend Analysis,Context Effect,Benchmarking,Population Trends,Fiscal Capacity,Access to Education,Academic Achievement,Outcomes of Education,Educational Change,Educational Policy,Policy Formation,Academic Persistence,Academic Degrees,Graduation Rate,Enrollment Rate,Racial Composition,Age Differences,Transfer Students,College Admission,College Applicants,Dropout Rate,High School Graduates,College Preparation,Transitional Programs,Geographic Distribution,Fees,Financial Support,Educational Attainment,Family Income,Racial Differences

This is the eighth annual report on California higher education performance indicators prepared by California Postsecondary Education Commission pursuant to Assembly Bill 1808 (Hayden, Chapter 741 of the Statutes of 1991). &quot;Performance Indicators of California Higher Education, 2001&quot; presents background on the development and recent revision of California's performance indicators for higher education, describes the scope of the current set of indicators reported by the Commission, and highlights recent trends based on current information related to these indicators. The higher education performance indicators in this report are divided into five categories: Population Context, Fiscal Context, Student Preparation, Student Access, and Student Outcomes. Committee recommendations that affected indicators in all five sections included augmenting that data with national comparative information, wherever appropriate, and presenting gender comparisons, if such information is available. AB 1808 (Chapter 741, Statutes of 1991) is appended.