ethanporcaro/eric-fulltext-meta huggingface dataset:
Dropout and Graduation Rates 2006-2007. Research Brief. Volume 0708
Author: Miami-Dade County Public Schools, Research Services
Date: 2008-02-00
Type: Reports - Evaluative
Subjects: Dropouts,Graduation,Dropout Rate,Graduation Rate,Longitudinal Studies,Withdrawal (Education),Case Studies,High School Students,Gender Differences,Racial Differences,White Students,African American Students,Hispanic American Students,Disabilities,Academically Gifted,Limited English Speaking

The District conducts a &quot;cross-sectional&quot; analysis of student dropouts annually; it examines dropout rates among students enrolled in various grades at one point in time. A &quot;longitudinal&quot; analysis, also conducted annually, tracks a group of students in the same grade or cohort over a period of several years. Each method addresses a different aspect of how many students are dropping out of school. This research brief provides information on the cross-sectional and longitudinal dropout rates and longitudinal graduation rates for 2006-2007. (Contains 7 tables.) [For the 2005-2006 edition of this report, see ED538080.]
Predicting Advanced Placement Examination Success from FCAT Scores. Research Brief. Volume 0709
Author: Froman, Terry
Date: 2008-05-00
Type: Reports - Research
Subjects: Advanced Placement,Academic Achievement,College Credits,Prediction,Grade 10,Grade 9,Acceleration (Education),Student Placement,Tables (Data)

Advanced Placement courses are offered at M-DCPS for students to acquire college credit or advanced college academic standing. A system has been developed in the past by the College Board to use the PSAT for 10th grade students to estimate their potential for AP Examination success. The same test has recently been applied in this district to 9th graders for the same purpose. In this paper we present an alternative, more reliable, prediction system using Florida Comprehensive Assessment Test (FCAT) scores that is appropriate for the prediction of AP Examination success for both 9th and 10 graders. The prediction system should also prove useful for academic counseling and placement purposes. AP Potential Expectancy Tables are attached. (Contains 2 tables.)
Trends in High School Graduation Rates. Research Brief. Volume 0710
Author: Romanik, Dale
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Outcome Measures,Outcomes of Education,Ethnic Groups,Graduation,High Schools,Graduation Rate,Dropouts,High School Graduates,Dropout Rate,Longitudinal Studies,African American Students,White Students,Hispanic American Students,Racial Differences,Trend Analysis,Public Schools

This Research Brief addresses an outcome measure that is of paramount importance to senior high schools--graduation rate. Nationwide a student drops out of school approximately every nine seconds. The significance of this issue locally is exemplified by a recent American Civil Liberties Union filing of a class action law suit against the Palm Beach County Public Schools claiming the district's low graduation rate violated the Florida Constitution. Data will be presented indicating that four-year graduation rates for M-DCPS students in grades 9-12 have increased for all three of the major racial/ethnic groups for the past three cohorts. The seven most frequently used methods to calculate graduation rate are also presented. (Contains 2 figures and 2 tables.)
An Early Warning System: Predicting 10th Grade FCAT Success from 6th Grade FCAT Performance. Research Brief. Volume 0711
Author: Froman, Terry
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Low Achievement,Mathematics Tests,Probability,Grade 6,Grade 10,Standardized Tests,Prediction,Scores,Reading Achievement,Mathematics Achievement,Reading Tests,Equations (Mathematics),At Risk Students

This Research Brief presents a method for predicting 10th grade Florida Comprehensive Assessment Test (FCAT) success from 6th grade FCAT performance. A simple equation provides the most probable single score prediction, and give-or-take error margins define high and low probability zones for expected 10th grade scores. In addition, a double-entry table provides estimates of the probability of success on both the Reading and Mathematics tests in 10th grade. The procedures are presented in an extended analogy to weather predictions.
Update on Program Review Activities. Report 10-11
Author: Jones, Jessika
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Program Proposals,Feasibility Studies,Planning Commissions,College Planning,Intellectual Disciplines,College Programs,Organizational Objectives,Institutional Mission

Review of new degree and certificate programs proposed by the public higher education systems is a major California Postsecondary Education Commission (CPEC) activity. The Legislature, Administration, and the Legislative Analyst's Office consider program review to be one of CPEC's most important responsibilities. In the past six months, staff have reviewed proposals for two new programs at community colleges, seven at California State University, two at the University of California, and two joint UC-CSU programs. This is fewer than in previous years, but the state budget crisis has meant that campuses and system offices have taken a more conservative approach to developing new programs. Most programs reviewed recently have been interdisciplinary and low- to no-cost. A few programs that were forwarded to CPEC for review were later retracted by a system office and put on hold for a later date.
Review of a Proposal to Establish a School of Law at the University of California, Irvine. Commission Report 07-01
Author: California Postsecondary Education Commission
Date: 2007-03-00
Type: Reports - Research
Subjects: Law Schools,School Expansion,Feasibility Studies,Program Proposals,Educational Needs,Needs Assessment,Planning Commissions,Position Papers,Evaluation Criteria,Audits (Verification),Review (Reexamination),Program Evaluation,Educational Policy,College Planning

Pursuant to Education Code 66903, the California Postsecondary Education Commission is charged with reviewing and commenting on the need for new academic programs at California's public colleges and universities and with making recommendations to the Legislature and the Governor. In September 2006, the Commission considered a proposal to establish a School of Law at the University of California, Irvine (UCI). Following a preliminary finding of non-concurrence, UC Irvine and the UC Office of the President submitted supplemental information in response to concerns raised by staff. This report contains a final analysis of all proposal information and supporting documents.
Update on the Commission's University Eligibility Study for the Class of 2007. Working Paper WP/07-06
Author: California Postsecondary Education Commission
Date: 2007-09-00
Type: Reports - Research
Subjects: Eligibility,High School Graduates,Planning Commissions,Transcripts (Written Records),Portfolio Assessment,College Readiness,Admission Criteria,Evaluation Criteria,Achievement Rating,Data Collection,Data Analysis

The Commission has started collecting data for the 2007 University Eligibility Study. This study is the latest in a series that began in 1966 to estimate the percentage of California public high school graduates who meet the admission requirements of the California State University (CSU) and the University of California (UC). California Education Code Section 66903 (q) directs the Commission to conduct periodic eligibility studies. The most recently completed eligibility study was for the high school graduating class of 2003. Eligibility studies are conducted by collecting a sample of transcripts from high schools throughout the State. The transcripts are reviewed by university staff to compare admission requirements with the courses, grades, and test scores of the sampled students. Statewide eligibility rates are estimated from this sample.
Public Higher Education Performance Accountability Framework Report: Goal--College Readiness Measure: High School Proficiency Levels. Commission Report 07-26
Author: California Postsecondary Education Commission
Date: 2007-12-00
Type: Reports - Research
Subjects: Academic Achievement,Accountability,High School Students,High School Graduates,High Schools,Outcome Measures,College Readiness,College Preparation,Racial Differences,Gender Differences,Achievement Tests,Standardized Tests,Achievement Rating,Educational Policy,Mathematics Achievement,Science Achievement,Educational Assessment,Educational Indicators

This report examines the preparation of California public high school graduates to do college-level work, based on high school coursework and state and national testing. A companion report examines the proficiency of adults enrolled in basic skills education programs operated by California's public schools and the state's community colleges. This is the first in a series on this accountability measure and is presented as part of the Commission's &quot;Performance Accountability Framework&quot; for California postsecondary education. The Commission examined information on four measures of college readiness: SAT and/or ACT test scores, A-G course completion, CST-Algebra I test scores, and college preparatory level math and science course completion. While large numbers of California public high school students are engaged in college preparatory coursework and test-taking, the data show higher rates of participation for Asian and White high school students than for Latino and African American students relative to their overall high school populations. Females also fare better than males in most of these measures. An appendix describes the methodology. (Contains 9 displays.)
Review of "Asking Students about Teaching"
Author: Camburn, Eric M.
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Evidence,Feedback (Response),Student Surveys,Student Evaluation of Teacher Performance,Research Reports,Reader Response,Validity,Research Methodology,Research Utilization,Educational Practices,Criticism,Student Attitudes

"Asking Students about Teaching" seeks to establish that student surveys provide valid evidence that can be used for evaluation of and feedback for teachers. The report then proceeds to advise practitioners about optimal practices for administering student surveys and using survey information. As the report contends, student surveys are a useful tool in practitioners' and policymakers' toolkits, and the report contains many practical pieces of advice that are sensible and worth putting into practice. But a major limitation of the report is that the claimed relationship between student survey reports and teacher effectiveness is not supported by the evidence provided. A broader limitation of the report is that many of the findings and conclusions are presented too uncritically and without sufficient justification. Developers of the "Measures of Effective Teaching" (MET) project embrace the idea that multiple measures of teaching effectiveness are needed to represent such a complex, multi-faceted phenomenon. In discussing the potential uses of student surveys, however, this report's stance is lopsided, placing too much weight on the strengths of student surveys and not enough weight on their weaknesses. A potential concern is that glib implementation of some of the report's recommendations might result in an unwarranted overconfidence in student survey results. (Contains 12 notes and references.)
Update on the Commission's University Eligibility Study for the Class of 2007. Working Paper WP/07-03
Author: California Postsecondary Education Commission
Date: 2007-06-00
Type: Reports - Research
Subjects: Eligibility,High School Graduates,Achievement Rating,Transcripts (Written Records),Portfolio Assessment,College Readiness,Planning Commissions,Admission Criteria

The Commission is preparing to collect data for the 2007 University Eligibility Study. This study is the latest in a series of studies that began in 1966 to estimate the percentage of California public high school graduates who meet the admission requirements of the California State University (CSU) and the University of California (UC). CEC S66903 (q) directs the Commission to conduct eligibility studies. The most recent eligibility study was for the high school graduating class of 2003. Eligibility studies are conducted by collecting a sample of transcripts from high schools throughout the State. The transcripts are reviewed by university staff to compare the courses, grades, and test scores of the sampled students with admission requirements. Statewide eligibility rates are estimated from this sample.
Public Higher Education Performance Accountability Framework Report: Goal--College Readiness Measure: Levels in English and Mathematics. Commission Report 07-24
Author: California Postsecondary Education Commission
Date: 2007-12-00
Type: Reports - Research
Subjects: Academic Achievement,Accountability,Standardized Tests,Mathematics Achievement,Reading Achievement,Performance Based Assessment,College Readiness,Developmental Studies Programs,Minority Group Students,Educational Indicators,Educational Assessment,College Preparation,High School Students,Middle School Students,Comparative Analysis,Achievement Gap

As part of its work in developing a performance accountability framework for higher education, the Commission conducted an analysis of student performance on standardized tests at the high school and middle school levels. National test results show that California is behind most other states in giving its students a high school education of the quality that prepares them for success at college. State figures show that, within California, Latino and African American students and students from schools in poor neighborhoods tend to have low test scores, indicating that the state is not delivering opportunities to qualify for higher education equally to all of its residents. One of the goals of California's public higher education system is to give all high school students, regardless of their background, the opportunity to enter and succeed at a college or university. Providing students with a high school education that prepares them for college-level work is important for meeting this goal. Although students can refresh their skills at community colleges or take remedial classes while enrolled at a university, those who are well prepared by the education they get at high school are more likely to qualify to enter colleges and universities and complete their studies successfully and in a timely manner. Performance on standardized tests is one indicator of how well California high schools are preparing students for college. Proficiency in English and mathematics is an essential grounding for college work in any discipline, so performance in these subjects has the widest applicability for assessing preparation for college. (Contains 5 displays.)
Education in the Commonwealth: Towards and beyond the Internationally Agreed Goals
Author: Menefee, Trey
Date: 2012-08-00
Type: Information Analyses
Subjects: Foreign Countries,Access to Education,Educational Objectives,Educational Development,Enrollment,Literacy,Daily Living Skills,Sex Fairness,Comparative Education,Prediction,Educational Trends,Preschool Education,Elementary Education,Adult Literacy,Secondary Education,Educational Quality,Teacher Student Ratio,Expenditure per Student,Graduation Rate,Preschool Teachers,Elementary School Teachers,Standardized Tests,Scores

This report was produced for the 2012 Conference of Commonwealth Education Ministers meeting in Mauritius. Its main purpose is to track the historical progress and likelihood of attainment of Education For All and education-specific Millennium Development Goals while also critically reviewing the methods used to track this progress. The analyses is presented by country, by region, and by development-level. (Contains 2 illustrations and 5 tables.) [This document was produced by the Comparative Education Research Centre (CERC) at the University of Hong Kong. The report was commissioned for the 18th Conference of Commonwealth Education Ministers (CCEM), held in Mauritius Aug 28-31, 2012, based around the theme &quot;Education in the Commonwealth: Bridging the Gap As We Accelerate towards Achieving Internationally Agreed Goals.&quot;]
Public Higher Education Performance Accountability Framework Report: Goal--Access and Affordability Measure: Percent of Unmet Need in Paying the Cost of College. Commission Report 07-29
Author: California Postsecondary Education Commission
Date: 2007-12-00
Type: Reports - Evaluative
Subjects: Student Costs,Accountability,Paying for College,Public Colleges,Public Education,Higher Education,State Universities,Student Financial Aid,Educational Attainment,Debt (Financial),Family (Sociological Unit),Access to Education

As part of its Performance Accountability Framework, the Commission analyzed the affordability of public colleges and universities. This report summarizes how the real cost of a college education in California changed between 1996 and 2004 and examines the way students at California's public colleges and universities paid for their education. In this report, the Commission examines how the real cost of a college education in California changed between 1996 and 2004, and how students paid for their education. The Commission examined student costs, financial aid, the amount of borrowing, and contributions that students could expect from their families. The report also includes similar information on students at public colleges and universities in New York, Texas, and Illinois. (Contains 8 displays.)
Review of a Proposal to Establish the North Natomas Educational Center. Commission Report 05-10
Author: California Postsecondary Education Commission
Date: 2005-09-00
Type: Reports - Evaluative
Subjects: Community Colleges,Off Campus Facilities,Educational Planning,Program Proposals,Education Service Centers,Outreach Programs,Enrollment Trends,Enrollment Projections,Educational Needs,Postsecondary Education,Educational Finance,Courses,Governing Boards,Student Personnel Services

In this report, the Commission considers a proposal by the Los Rios Community College District to establish an educational center in a rapidly growing and developing area of Sacramento called North Natomas. The center would be situated on 6.5 acres of land approximately 6 miles north of downtown Sacramento. The Commission finds that the information contained in the district's Needs Study meets all of the requirements outlined in the Commission's guidelines for the review of new educational centers. The Commission, therefore, concurs with the recommendation of the Community College Board of Governors that the proposed North Natomas Educational Center be established as a state-approved off-campus center of American River College and that it become eligible immediately to compete for State capital outlay and support budget funding. Natomas Educational Center--Projected Operational Costs are appended.
Formative Assessment. Research Brief
Author: Walker, Karen
Date: 2009-10-21
Type: Reports - Descriptive
Subjects: Student Evaluation,Educational Strategies,Teaching Methods,Standardized Tests,Feedback (Response),Formative Evaluation,Evaluation Methods,Educational Testing,Educational Assessment,Educational Resources,Web Sites,Annotated Bibliographies,Educational Research,Test Construction,Guidelines

There are many kinds of classroom assessment--from informal observation of students to more formal exams and standardized tests. Two categories have been identified--formative assessments and summative assessments. Formative assessments are used by teachers to provide feedback to students and to guide improvement of instruction. For example, if a teacher notices that some students did not learn a concept, she or he can try a different instructional strategy or re-teach the content. Formative assessments also allow students to monitor their progress. Formative assessment is often used to make decisions about instructional practices. Summative assessments evaluate the effectiveness of instructional programs and services and occur at the end of an academic year or other pre-determined time. A summative assessment is used to determine student competency at an identified point in time. For example, most states require a standardized test at certain grades. They are useful in determining if students have mastered certain content and to identify curricular areas needing more attention. (Contains 17 online resources and 5 print resources.)
Transition and Freshman Orientation. Research Brief
Author: Walker, Karen
Date: 2007-04-23
Type: Reports - Descriptive
Subjects: High Schools,Transitional Programs,Developmental Studies Programs,School Orientation,Educational Research,School Holding Power,Educational Resources,Best Practices,Secondary Education,Change Strategies,Educational Change

Research indicates that academic achievement from middle school to high school decreases while behavior problems, suspensions and expulsions increase early in ninth grade. Hertzog and Morgan found in their research in Georgia and Florida, that those high schools that just did building tours and meetings with school counselors for strictly registration purposes, had the highest drop out and retention rates in ninth grade (&quot;Building bridges between middle schools and high schools&quot;). The literature in this area repeatedly reiterated that the transition into high school is not a solitary event but one that takes place over time. Students entering high school look forward to having more freedom, choice, friendships and extracurricular activities. They also have several fears that include: taking tougher courses, having more homework, making bad grades, getting lost, not making friends, not being liked, being bullied, being teased, and not feeling safe. There are numerous programs and ideas that can take place over time to welcome and orient freshman to high school. This paper offers ways to successfully orient freshman to high school. (Contains 14 online resources.)
The Four Day School Week. Research Brief
Author: Muir, Mike
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,School Districts,School Schedules,Barriers,School Organization,Program Implementation,Guidelines,Cost Effectiveness,Rural Schools,Educational Policy,Educational Practices,Program Effectiveness,Educational Resources,Web Sites,Annotated Bibliographies,Educational Research

Can four-day school weeks help districts save money? How do districts overcome the barriers of moving to a four-day week? What is the effect of a four-day week on students, staff and the community? This paper enumerates the benefits for students and teachers of four-day school weeks. Recommendations for implementation of a four-day week are also presented. (Contains 7 online resources.)
Funding Sources to Fund Positions and Personnel Sources at No Cost to the School. Research Brief
Author: Walker, Karen
Date: 2003-06-30
Type: Reports - Descriptive
Subjects: Higher Education,Financial Support,College School Cooperation,Partnerships in Education,Educational Finance,Grants,College Preparation,Educational Technology,Science Activities

Programs where a university and school have a partnership appear to be funded through a variety of grants. There are numerous types of partnerships; some typical ones appear to be in science, technology, and early college experiences. The traditional model of the university person telling the school what is wrong and/or should be changed and expecting the school to be fixed, has not been effective. The successful programs appear to be those where the university instructors and classroom teachers work collaboratively and both learn from each other. If a school is interested in working with a university, the school should make contact with the college and together, brainstorm and explore options and programs. Examples of different partnerships and potential grant opportunities are described. (Contains 18 online resources.)