ethanporcaro/eric-fulltext-meta huggingface dataset:
Showing up Matters: Newark Chronic Absenteeism in the Early Years
Author: Chen, Peter
Date: 2016-01-00
Type: Reports - Research
Subjects: Attendance,Attendance Patterns,Truancy,Early Childhood Education,Young Children,Out of School Youth,Physical Health,Transportation,Weather,Child Safety,Punishment,Educational Resources,Scheduling,Family School Relationship,Prevention,Data Collection,Parent Participation,Best Practices,Social Support Groups,After School Programs,Enrollment

Based on a 180-day school year, any student who misses 18 days or more per year--or about two days per month--is considered chronically absent. An alarming 4,328 Newark students in grades kindergarten through 3rd grade were chronically absent during the 2013-14 school year. When young students miss too much school, they will likely struggle academically during that school year and in years to come. The early grades are a critical time for children to build social and academic skills for later success. National research indicates that children who were chronically absent in kindergarten had the lowest performance in reading and math in 5th grade, as well as higher rates of absenteeism and social-emotional difficulties in later school years. This policy brief provides an overview of the state of chronic absenteeism in the early grades in Newark's schools, takes a deeper look at the reasons causing severe absenteeism and offers strategies that schools, the district and the community can implement to ensure regular school attendance. While this brief focuses on Newark, many of the lessons learned through the research here can be applied to similar cities throughout the state. [Contributors to this report include: Kristen Brady, Lana Lee, Nancy Parello, and Sheldon Presser.]
The Evidence on the &quot;Florida Formula&quot; for Education Reform. Policy Brief
Author: Di Carlo, Matthew
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Change,Accountability,Program Implementation,Educational Objectives,Educational Policy,Grading,School Choice,Charter Schools,Private Schools,Academic Standards,Expectation,Grade Repetition,Remedial Programs,Low Achievement,Grade 3,Educational Finance,Performance Factors,School District Spending,Alternative Teacher Certification,Teacher Evaluation

During the late 1990s and 2000s, the State of Florida enacted a set of education reforms spearheaded by Governor Jeb Bush. These policies, which emphasize test-based accountability, competition, and choice, have since become known as the &quot;Florida Formula for education success,&quot; or, simply, the &quot;Florida Formula.&quot; In recent years, there has been a coordinated, aggressive effort to advocate for its implementation in other states. The &quot;Formula&quot; is a multifaceted package that might be summarized as a set of concepts or goals, which are manifested in specific policy interventions. A brief summary of these components, along with the primary policies that embody them, is as follows: (1) Hold schools accountable--&quot;A-F&quot; school grading system, attached to rewards and consequences; (2) school choice--charter schools and different forms of private school choice programs; (3) high expectations--retention/remediation of low-scoring third graders, higher graduation standards; (4) funding for school and student success--tying funding to performance and more flexibility in how districts can spend money; and (5) quality educators--alternative teacher certification and new teacher evaluations. The purpose of this policy brief is to review the high quality evidence on these policies in a manner that is fair and useful to policy makers and the public.
Core Principles for Transforming Remediation within a Comprehensive: Student Success Strategy
Author: Achieving the Dream, Inc.
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Remedial Instruction,College Students,Enrollment,Low Income,Disproportionate Representation,Educational Change,Academic Achievement,Educational Strategies,College Credits,Higher Education,Creativity,Educational Principles,Student Placement,Learner Engagement,Academic Support Services

Colleges and postsecondary systems across the nation are demonstrating remarkable progress in phasing out standalone or multi-course remediation sequences, resulting in tens of thousands of students more quickly enrolling in and completing college-level courses. These organizations have collaborated to describe the principles they see in common across this work and why they are especially promising for students from low-income and underserved populations.&quot; Core Principles for Transforming Remediation within a Comprehensive Student Success Strategy&quot; provides the 6 principles, and highlights practices such as placing the vast majority of students directly into credit-bearing work with effective support; refining mathematical and other academic content to align with each student's choice of academic direction; and helping students stay on track to a college credential. The creative energy being devoted to transforming higher education is palpable. Postsecondary leaders are transitioning from a system that served some students well to a system that serves all students well. The hope is that this joint statement of principles will serve as a trustworthy guide at this pivotal moment in American higher education. ?A glossary of terms is included.
Does Money Matter in Education? Second Edition
Author: Baker, Bruce D.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: State Schools,Educational Finance,Educational Quality,Educational Policy,Policy Analysis,Educational Resources,Finance Reform,Budgeting,Budgets,Economic Impact,Literature Reviews,Meta Analysis,Class Size,Teacher Effectiveness,Teacher Salaries,Teacher Student Ratio,Evidence,Rhetorical Criticism,Politics of Education,Position Papers,Educational Assessment,Educational Indicators,Costs,Expenditure per Student,Correlation,Charter Schools,Outcomes of Education,Public Schools

This second edition policy brief revisits the long and storied literature on whether money matters in providing a quality education. It includes research released since the original brief in 2012 and covers a handful of additional topics. Increasingly, political rhetoric adheres to the unfounded certainty that money does not make a difference in education, and that reduced funding is unlikely to harm educational quality. Such proclamations have even been used to justify large cuts to education budgets over the past few years. These positions, however, have little basis in the empirical research on the relationship between funding and school quality. In the following brief, the author discusses major studies on three specific topics: (1) whether how much money schools spend matters; (2) whether specific schooling resources that cost money matter; and (3) whether substantive and sustained state school finance reforms matter. Regarding these three questions, the author concludes: (1) Does money matter? Yes; (2) Do state school finance reforms matter? Yes; and (3) Do schooling resources that cost money matter? Yes. The following is appended: Methods and Measures in Money Matters Questions. [For the first edition &quot;Revisiting the Age-Old Question: Does Money Matter in Education?,&quot; see ED528632.]
The State of Teacher Diversity in American Education
Author: Albert Shanker Institute
Date: 2015-09-00
Type: Reports - Research
Subjects: Diversity (Faculty),Minority Group Teachers,Teacher Shortage,Urban Areas,Teacher Recruitment,Teacher Persistence,Educational Policy,Student Rights,Minority Group Students,Student Diversity,Racial Composition,Federal Government,State Government,School Districts,Government Role,Role Models,Cultural Relevance,National Surveys,Elementary Secondary Education

More than 60 years after the ruling in &quot;Brown v. Board of Education&quot; was handed down, its promise remains unfulfilled. In many respects, America's public schools continue to be &quot;separate and unequal.&quot; Indeed, the growing re-segregation of American schools by race and ethnicity, compounded by economic class segregation, has become the dominant trend in American education. Recent research documenting this growing school segregation has received some public attention (though arguably less than such a weighty matter should command). Comparatively little attention has been paid to an important related issue, however--the state of racial and ethnic diversity in America's teaching force. For the general public, basic facts about teacher diversity remain inaccessible and even somewhat mysterious. This report was undertaken to draw attention to this issue and provide a factual basis for public discussion and further research. The following topics are discussed in this report: (1) The Evidence on Teacher Diversity; (2) What Do the National Data Tell Us About Minority Teacher Shortages? (Richard Ingersoll); (3) Teacher Diversity In Nine American Cities (Boston, Chicago, Cleveland, Los Angeles, New Orleans, New York, Philadelphia, San Francisco and Washington, D.C.); (4) Recruitment and Retention Programs That Promote Teacher Diversity; and (5) Policy Recommendations. The following data appendices are included: (1) Acquisition of Teacher-Level Data; and (2) Other Data Sources.
Evaluation of the National Science Foundation's Partnerships for International Research and Education (PIRE) Program, Volume 1: Final Report
Author: Martinez, Alina
Date: 2015-11-20
Type: Reports - Research
Subjects: Program Evaluation,International Cooperation,International Programs,Scientific Research,Researchers,Research Projects,Graduate Students,Quasiexperimental Design,Program Effectiveness,Experience,Productivity,Undergraduate Students,Science Education,Engineering Education,Comparative Analysis,Employment

The National Science Foundation contracted with Abt Associates to conduct an evaluation of its Partnerships for International Research and Education (PIRE) program, which supports intellectually substantive collaborations between U.S. and foreign researchers in which the international partnership is essential to the research effort. The evaluation compared the research outcomes of PIRE and comparison group awards (i.e., projects) and personnel (Principal Investigators, postdoctoral and graduate student participants); compared participant experiences, especially collaborations with foreign investigators during and subsequent to the award period; examined the role of U.S. institutional policies and practices in the implementation of PIRE awards; and explored potential contributions to global societal challenges. Findings suggest that the PIRE program is fostering the global engagement of U.S. scientists and engineers with no loss of research productivity or quality relative to the comparison group. A quasi-experimental comparative interrupted time series analysis showed that PIRE increases postdoctoral researchers' and graduate students' research productivity and the citation impact of postdocs' publications. This is the first of three volumes of the final report for the Evaluation of NSF's Partnerships for International Research and Education (PIRE) program. Volume 1 includes an Executive Summary, an overview of the PIRE program and the objectives of the evaluation, a brief explication of study methods, and main findings. [This report was written with assistance from Lisa Setrakian and Maureen Sarna. For volume 2 &quot;Evaluation of the National Science Foundation's Partnerships for International Research and Education (PIRE) Program, Volume 2: Supplementary Materials. Final Report,&quot; see ED563796. For volume 3, which contains separate reports of each survey, visit: http://abtassociates.com/Reports/2015/Evaluation-of-the-National-Science-Foundation%E2%80%99-(8).aspx.]
Evaluation of the National Science Foundation's Partnerships for International Research and Education (PIRE) Program, Volume 2: Supplementary Materials. Final Report
Author: Martinez, Alina
Date: 2015-11-20
Type: Reports - Research
Subjects: Program Evaluation,International Cooperation,International Programs,Scientific Research,Researchers,Research Projects,Graduate Students,Quasiexperimental Design,Program Effectiveness,Experience,Productivity,Undergraduate Students,Science Education,Engineering Education,Surveys,Comparative Analysis,Response Rates (Questionnaires),Employment

The National Science Foundation contracted with Abt Associates to conduct an evaluation of its Partnerships for International Research and Education (PIRE) program, which supports intellectually substantive collaborations between U.S. and foreign researchers in which the international partnership is essential to the research effort. The evaluation compared the research outcomes of PIRE and comparison group awards (i.e., projects) and personnel (Principal Investigators, postdoctoral and graduate student participants); compared participant experiences, especially collaborations with foreign investigators during and subsequent to the award period; examined the role of U.S. institutional policies and practices in the implementation of PIRE awards; and explored potential contributions to global societal challenges. Findings suggest that the PIRE program is fostering the global engagement of U.S. scientists and engineers with no loss of research productivity or quality relative to the comparison group. A quasi-experimental comparative interrupted time series analysis showed that PIRE increases postdoctoral researchers' and graduate students' research productivity and the citation impact of postdocs' publications. This report contains supplementary materials to the final report. This is the second of three volumes of the final report for the Evaluation of NSF's Partnerships for International Research and Education (PIRE) program. Volume 2 includes additional material: technical details on the study methods and survey response rates, supplementary information about the research outcomes of the PIRE program, and a comparison of PIRE participants' employment outcomes to national trends for science and engineering (S&amp;E) degree recipients. [For volume 1 &quot;Evaluation of the National Science Foundation's Partnerships for International Research and Education (PIRE) Program, Volume 1: Final Report,&quot; see ED563795. For volume 3, which contains separate reports of each survey, visit: http://abtassociates.com/Reports/2015/Evaluation-of-the-National-Science-Foundation%E2%80%99-(8).aspx.]
Now and for the Future: Adequate and Equitable K-12 Facilities in Wyoming
Author: 21st Century School Fund
Date: 2015-10-00
Type: Reports - Research
Subjects: Educational Facilities,Educational Facilities Improvement,School Buildings,Elementary Secondary Education,Preservation,School Maintenance,Best Practices,Legislators,Financial Support,Accountability,Educational Finance,Budgeting,School Construction,Funding Formulas,Educational Equity (Finance)

This white paper provides the conclusion of the 21st Century School Fund and JFW, Inc. inquiry into and analysis of Wyoming's current programs for managing and funding its K-12 public school facilities. The Wyoming School Facilities Department engaged 21CSF and JFW, Inc. to provide an independent analysis of the state's current building portfolio database; professional opinions on facility management best practices for the preservation of Wyoming school buildings in the areas of facility operations, routine maintenance, major maintenance, and capital renewal; and information about pertinent practices of other states.
Building from the Ground Up: An Innovative Approach to Community Development in Baltimore's Oliver Neighborhood
Author: Annie E. Casey Foundation
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Urban Areas,Urban Renewal,Cooperative Planning,Agency Cooperation,Philanthropic Foundations,Community Involvement,Financial Support,Poverty,Economic Development,Housing,Community Development

The Oliver community, only a couple of miles northeast of the city's business core, is just a sliver of East Baltimore that could be easily overlooked. Once a stable neighborhood filled with sturdy brick row houses, thriving churches and small businesses, Oliver declined--along with much of the city--over the course of several decades, beginning in the 1960s. The area's low point came in 2002, when a firebomb ripped through the home of a local family, killing seven, in retaliation for the family's efforts to rid the area of drug dealers. The tragedy shocked the community and a city hardened to news of violent crime. A decade later, signs of hope, progress and financial investment abound in Oliver. Over the past five years, more than 130 homes--rental and owner-occupied--have been built or rebuilt, and an ambitious strategy to build many more homes is underway. An unusual, market-driven redevelopment project has fueled this revival, bringing together the city's leading community organizing group--Baltimoreans United In Leadership Development (BUILD)--and The Reinvestment Fund (TRF), a nationally prominent community development financial institution. BUILD recruited many partners and funders, including the Annie E. Casey Foundation and other Baltimore philanthropic institutions, which have played a role in this thoughtful and successful approach to restoring a struggling urban neighborhood. This report details the history of the Oliver project, highlights its achievements and offers some lessons in community engagement, community-focused development and innovative financing of revitalization efforts. The unrest in Baltimore in spring 2015 has brought additional focus on the issues facing low-income communities in the city and across the nation. The lessons from Oliver can help funders, policymakers and others involved in addressing these issues and working to promote community development.
Engaging State Legislators: Lessons for the Education Sector
Author: Anderson, Kristen Soltis
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: State Legislation,Focus Groups,Interviews,Information Sources,Information Needs,Agency Cooperation,Politics of Education,Educational Finance,Educational Assessment,Government Role,Barriers,Political Affiliation,Group Dynamics,Change Strategies

This report distills the learnings from focus groups, in-depth interviews, and a two-day symposium with over 50 state legislative leaders and explores how they get their information, what matters most to them, and how groups that work with state legislators can engage them most effectively. As state legislators work to get education policy right, make sure you have the inside track on how they work and what they need to be effective. [This report was produced by the Aspen Institute's Education &amp; Society Program.]
It's Time to Talk: How to Start Conversations about Racial Inequities. A Race for Results Case Study
Author: Annie E. Casey Foundation
Date: 2015-00-00
Type: Reports - Research
Subjects: Racial Bias,Racial Attitudes,Discourse Communities,Discourse Analysis,Interpersonal Communication,Intercultural Communication,Case Studies,Partnerships in Education,Controversial Issues (Course Content),Racial Relations

Several organizations in the 53-member KIDS COUNT network and many other Casey grantees and partners have taken on the challenge of making race equity a priority of their work, providing lessons for other organizations as they begin this process. This first case study focuses on the importance of organizing community conversations about race as a first step toward action and draws primarily from the experiences of the KIDS COUNT grantees in Nebraska, Wisconsin and Washington as they work to move their communities forward. The Foundation hopes that this document can help leaders across the country convene conversations that enable stakeholders to adopt a race-equity approach to their work that will ultimately focus attention on solutions that create brighter futures for all kids. By proactively improving the life prospects of children of color today the Foundation believes that the country can replace the Baltimore and Ferguson stories with ones of healthy and thriving communities powered by the energy of the next generation.
A Snapshot of State Policies for Arts Education
Author: Arts Education Partnership
Date: 2014-03-00
Type: Reports - Research
Subjects: State Policy,Art Education,Educational Legislation,Educational Policy,Policy Analysis,Core Curriculum,State Standards,Prerequisites,Graduation Requirements,High School Graduates,Accountability,Student Evaluation,Teacher Certification

It has been said that while history shapes the hand a state is dealt, public policy determines how the hand is played. State policy for K-12 education--and, by extension, for arts education--is shaped through the actions of various state governmental entities--governors, legislatures, courts, and commissioners and boards of education--in response to specific issues or concerns that arise in their states. This research and policy brief summarizes the results of a 2014 analysis of current state policies for arts education. The brief provides the background for the study and reports the findings in several policy areas, including requirements for standards, instruction, assessment, accountability, and teacher certification. What the analysis reveals is a strong public policy consensus across states that the arts are an important curricular area that contribute to a quality K-12 education, but also that there's considerable variation in how states address specific arts education policy areas.
Massachusetts Study of Teacher Supply and Demand: Trends and Projections
Author: Levin, Jesse
Date: 2015-12-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Trend Analysis,Elementary Secondary Education,Teacher Characteristics,Racial Differences,Ethnic Groups,Age Differences,Geographic Location,Intellectual Disciplines,Labor Turnover,School Districts,Teacher Education,Teacher Transfer,Beginning Teachers,Teacher Student Ratio,Enrollment Trends,Databases

In April 2015, the Massachusetts Department of Elementary and Secondary Education (ESE) commissioned American Institutes for Research (AIR) to develop a comprehensive set of 10-year projections of teacher supply and demand in order to inform planning for future workforce needs. This included state-level projections both in the aggregate, as well as for a variety of disaggregated categories, including assigned program area, teacher race and age, and geographic areas across the state. AIR collaborated with representatives from ESE's Office of Planning and Research as well as the Center for Educator Effectiveness to develop research questions that target the needs of policymakers and teacher-preparation programs. The study examined the following: (1) Aggregate projections of annual demand; (2) Aggregate projections of annual supply; (3) Detailed supply and demand projections by program area; (4) Detailed supply and demand projections by teacher demographic groups; and (5) Detailed supply and demand projections by region. The results of these analyses, including supporting tables and figures, are contained within this report. In addition, the results of each analysis are tied to relevant policy implications. Three appendices are included: (1) Technical Description of Methods; (2) Additional Findings and Exhibits; and (3) Validation Testing.