ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparability of State and Local Expenditures among Schools within Districts: A Report from the Study of School-Level Expenditures
Author: Heuer, Ruth
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Disadvantaged Schools,School Districts,Educational Finance,Differences,Expenditure per Student,Local Norms,State Norms,Elementary Secondary Education,Poverty,Resource Allocation

This report from the Study of School-Level Expenditures presents findings on how state and local education expenditures at the school level vary within school districts. This study is not examining compliance with the current Title I comparability requirement, nor does it examine the comparability of resources between districts. Rather, it focuses on the question of whether Title I schools and higher-poverty schools have comparable levels of per-pupil expenditures as non-Title I schools and lower-poverty schools within the same district. More specifically, this report examines three questions: (1) To what extent do Title I schools have lower per-pupil expenditures from state and local funds, compared with non-Title I schools in their district?; (2) To what extent do higher-poverty schools in Title I districts have lower per-pupil expenditures from state and local funds, compared with lower-poverty schools in their district?; and (3) Does the extent to which Title I schools and higher-poverty schools receive lower levels of state and local funding vary for different types of expenditures? Findings include: (1) Per-pupil personnel expenditures often varied considerably across schools within districts, and nearly half of all schools had per-pupil personnel expenditures that were more than 10 percent above or below their district's average. Some, but not all, of these differences were related to school grade level; (2) Within-district comparability analyses were relevant for a relatively small proportion of school districts, but these districts accounted for a large proportion of students; (3) Within districts that had both Title I and non-Title I schools, more than 40 percent of Title I schools had lower personnel expenditures per pupil than did non-Title I schools at the same school grade level; (4) Similarly, more than one-third of higher-poverty schools (above their district's poverty average) had lower per-pupil personnel expenditures than lower-poverty schools in their districts at the same school grade level; (5) Most Title I districts had at least one Title I school with per-pupil personnel expenditures below the district average for non-Title I schools at the same school grade level; and (6) Other expenditure categories examined in this study resulted in an increase in the percentages of Title I schools that had expenditures below their district's averages for non-Title I schools at the same school grade level. Appended are: (1) Data Reporting Instructions; (2) Statutory Language for Title I Comparability Requirement: &quot;Elementary and Secondary Education Act&quot;, Title I, Section 1120A; and (3) Supplemental Exhibits. (Contains 43 exhibits and 8 footnotes.
Evaluation of the Enhancing Education through Technology Program: Final Report
Author: Bakia, Marianne
Date: 2009-05-00
Type: Numerical/Quantitative Data
Subjects: Curriculum Development,Federal Legislation,Program Administration,Technology Integration,Program Effectiveness,Educational Technology,Academic Achievement,Educational Improvement,Improvement Programs,Technological Literacy,Best Practices,Instructional Improvement,Teaching Methods,Educational Objectives,Alignment (Education),Research Reports,Professional Development,Access to Computers,Educational Trends,State Standards,Educational Development,Educational Assessment,Educational Indicators,Program Evaluation,Educational Policy

The purpose of this report is to provide descriptive information about educational technology practices related to the core objectives of the U.S. Department of Education's Enhancing Education Through Technology (EETT) program. The EETT program is part of the &quot;No Child Left Behind Act of 2001&quot; (&quot;NCLB&quot;) and, like other elements of &quot;NCLB,&quot; targets &quot;high-need school districts.&quot; The authorizing legislation specifically states three goals for the program: (a) to improve student academic achievement through the use of educational technology, (b) to ensure that every student is technologically literate by the eighth grade, and (c) to encourage the effective integration of technology in teacher training and curriculum development to establish research-based instructional methods that can be widely implemented as best practices. From the program's inception in FY 2002 through FY 2008, approximately $3.4 billion was allocated to EETT. In FY 2008, the program was funded at approximately $267 million. This report is structured around the EETT program objectives and specific performance measures developed by the U.S. Department of Education to meet the requirements of the &quot;Government Performance and Results Act&quot; (&quot;GPRA&quot;) of 1993, which are aligned with, but not identical to, the goals stated in the legislation. &quot;GPRA&quot; requirements address each of the following EETT program priorities: teachers' and students' access to technology, technology-related professional development, technology integration, and student technology literacy. This report's key findings are organized by &quot;GPRA&quot; measures for the EETT program (see Exhibit ES-1). Overall, states and districts are showing some progress in developing the infrastructure necessary to support student and teacher capacity to use technology in robust ways. Computers and Internet connections are increasingly in place within classrooms, suggesting the suitability of a renewed focus on high-quality teacher professional development, how technology is used in instruction and learning, and the skills that teachers and students gain as a result. Appended are: (1) ETT Program Administration; and (2) Data Sources and Methodology. (Contains 28 exhibits and 31 footnotes.)
The Potential Impact of Revising the Title I Comparability Requirement to Focus on School-Level Expenditures. A Policy Brief from the U.S. Department of Education, Policy and Program Studies Service
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Poverty,Public Schools,School Districts,Educational Finance,Educational Policy,Policy Analysis,Compliance (Legal),Comparative Analysis,Evaluation Methods,Data Analysis,Equal Education,Equalization Aid,Educational Equity (Finance),School District Spending,Resource Allocation,Expenditure per Student

The &quot;Elementary and Secondary Education Act of 1965&quot; (&quot;ESEA&quot;) requires that school districts provide services to higher-poverty, Title I schools, from state and local funds, that are at least comparable to services in lower-poverty, non-Title I schools. The current Title I comparability requirement allows school districts to demonstrate compliance in various ways and does not require comparability of actual school-level expenditures. New data collected in response to a requirement in the &quot;American Recovery and Reinvestment Act of 2009&quot; (&quot;ARRA&quot;) make it possible, for the first time, to conduct a nation-wide analysis comparing school-level expenditures in Title I and non-Title I schools and to examine the potential impact of revising the Title I comparability requirement to focus on school-level expenditures. This policy brief examines the projected number of school districts that would be out of compliance with an expenditures-based comparability requirement under various possible specifications, the amount of funds that such districts might need to add to Title I schools and higher-poverty schools in order to come into compliance, and the amount of additional funds that could flow to low-expenditure schools. Appended are: (1) Data Source and Quality; and (2) Supplemental Tables. (Contains 7 tables and 6 footnotes.)
Future English Teachers' Attitudes towards EIL Pronunciation
Author: Coskun, Abdullah
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,English (Second Language),Official Languages,Language Role,Global Approach,Interpersonal Communication,Pronunciation,Native Speakers,Teacher Attitudes,Employment Potential,Internet,Communication (Thought Transfer),Models,Value Judgment,Interviews

English has become the world's international language, used for international communication mostly among non-native speakers of other languages and 80 percent of all the English teachers around the world are nonnative English-speaking (NNES) teachers (Canagarajah, 1999). Therefore, there is a growing need to investigate the EIL (English as an International Language) movement from non-native pre-service or in-service teachers' point of view. This study examined future English teachers' attitudes towards teaching pronunciation within an EIL perspective. Questionnaires and semi-structured interviews with senior students revealed that native-speaker English is regarded as the correct model in English language teaching (ELT). The implications of the findings on the propagation of native speaker norms as the teaching model and the status of ELF and its reflections on ELT in Turkey are discussed. (Contains 14 tables.)
Understanding the Psychological Contract in Apprenticeships and Traineeships to Improve Retention. Research Report
Author: Smith, Erica
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Apprenticeships,Employer Employee Relationship,Psychology,Training Methods,Trainees,Persistence,Expectation,Misconceptions,Job Training,Role,Vocational Education,Foreign Countries,Interviews,Stakeholders,Literacy,Numeracy,Age Differences,Job Skills

Attrition in apprenticeships and traineeships is an ongoing concern for employers and government alike, with completion standing at around 50% on average. One possible explanation for this high attrition rate is that there is a mismatch between the respective expectations of apprentices/trainees and employers. This research uses the concept of the psychological contract, that is, the perceived mutual obligations between employers and employees of themselves and each other, to test this explanation. Findings include: (1) Expectations in apprentice and trainee employment arrangements are similar in most respects to that of other employment relationships; (2) Mismatched perceptions of the other parties' obligations are not a major issue, but there are differences in the perceptions of the extent to which obligations are being met; (3) Both parties consider the provision of training as the employers' most important obligation, but apprentices and trainees perceive that employers do not always deliver on their training obligations. Specific discrepancies were noted in relation to apprentices and trainees wanting a specific time for training and a wider range of training methods; (4) Apprentices who have completed pre-apprenticeships and apprentices and trainees employed by group training organisations have lower expectations and are relatively more satisfied; and (5) While a mismatch of expectations is not a key factor behind high attrition, the study suggests employers should ensure they have appropriate systems for managing apprentices and trainees across all age ranges and for communicating mutual expectations to all parties. Appended are: (1) Data tables; and (2) Methodology. (Contains 19 tables and 1 figure.)
Researching VET and Disability. At a Glance
Author: Griffin, Tabatha
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Vocational Education,Educational Research,Access to Education,Participation,Graduation Rate,Employment Level,Employment Potential,Research Problems,Accessibility (for Disabled),Outcomes of Education,Apprenticeships,Training,Foreign Countries,Change Agents,Professional Recognition

This publication is dedicated to Chris Selby Smith, who was posthumously awarded the 2009 National Centre for Vocational Education Research (NCVER) VET Researcher of the Year Award. Selby Smith's body of work displayed many aspects of the excellence for which the award is offered. His experience working in both academia and the public service gave him an appreciation of both audiences and allowed him to make a successful connection between research and decision-making in public policy. Throughout his career, Chris Selby Smith worked for many research organisations and was a driving force in the wider research effort within vocational education and training (VET). In 1992 he co-founded the Centre for the Economics of Education and Training at Monash University. One of Selby Smith's particular interests was research into VET and people with a disability. In a chapter he co-wrote for the &quot;Elsevier International Encyclopedia of Education&quot; (with Fran Ferrier, 2010), Selby Smith highlighted issues that are pertinent to furthering debate and action on ways to improve the lives of people with disabilities. They suggested that individuals need to know more about how the type of disability affects engagement with training; what outcomes people are achieving; and what employers think (Ferrier &amp; Selby Smith 2010). Selby Smith and Ferrier also called for more ideas on workable funding models and services, such as career advice and staff development, and underlined the difficulties in building individuals' knowledge, given the unreliability of the data available for studying the topic. This publication addresses these issues. First, the authors present some recent statistics on VET students with a disability; they then summarise the findings of recent research published or being undertaken by NCVER. Finally, they discuss some of the challenges of undertaking research in this area. (Contains 1 figure and 4 tables.)
Vocational Education and Training: The Technicolour Coat of Australia's Education System. Research Overview
Author: Atkinson, Georgina
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Educational Needs,Foreign Countries,Vocational Education,Training Objectives,Outcomes of Education,Student Diversity,Vocational Training Centers,Consortia,Occupational Surveys,Educational Research,Opportunities,Career Choice

Is vocational education and training (VET) really a technicolour coat that can fulfil many dreams? Does it meet all the training needs of a very diverse group of Australian students, workers and industries? What does it contribute to the economy and society? These were some of the questions asked at the National Centre for Vocational Education Research's (NCVER) &quot;Is VET Worthwhile?&quot; forum. Those speaking came up with an equivocal answer: it depends. The purpose of the forum was to air a suite of research from NCVER's 2008-10 research consortia. Four groups participated in the program: the Centre for Work + Life at the University of South Australia; the Melbourne Institute of Applied Economic and Social Research at the University of Melbourne; the Social Policy Evaluation, Analysis and Research Centre at the Australian National University; and the Workplace Research Centre at the University of Sydney. The four groups of researchers presented summaries of their research and participated in a panel discussion.
Supporting School Success for Homeless Children of Veterans and Active Duty Military Members. Best Practices in Interagency Collaboration
Author: National Center for Homeless Education at SERVE
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Homeless People,Disadvantaged Youth,Veterans,Best Practices,Military Personnel,Agency Cooperation,Social Services,Enrollment,Federal Legislation,Federal Programs,Access to Education,Guidelines,Eligibility,Child Welfare,Educational Legislation

This brief is designed for local staff of the Department of Veterans Affairs (VA), state McKinney-Vento coordinators and school district McKinney-Vento liaisons, educators, and other providers of services to active members of the military and veterans, and their children. It provides basic information to assist homeless children of veterans or active military to enroll in school and receive education and other services available to them. (Contains 2 footnotes.)
Virtual Worlds and Kids: Mapping the Risks. A Report to Congress
Author: Federal Trade Commission
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: Social Networks,Internet,Web Sites,Young Children,Adults,Adolescents,Age Differences,Child Safety,Computer Mediated Communication,Screening Tests,Behavior,Standards,Access to Information,Violence,Sexuality,Language Usage,Federal Government

Expressing concern about reports that children can easily access explicit content in online virtual worlds, in March 2009 Congress directed the Federal Trade Commission to conduct a study of such worlds, examining the types of content available and the methods virtual world operators use to restrict minors' access to explicit content. Accordingly, the Commission conducted an empirical survey of the explicit content offerings in 27 online virtual worlds, selected as a cross section of worlds specifically intended for young children, worlds that appealed to teens, and worlds intended only for adult participation. The Commission also obtained information directly from six specific virtual worlds. This Report presents the results of the Commission's inquiry, focusing only on content found in online virtual worlds, and not on explicit content that children might encounter generally on the Internet. Overall, the Commission found at least one instance of either sexually or violently explicit content in 19 of the 27 virtual worlds surveyed. The Commission observed a heavy amount of explicit content in five worlds, a moderate amount of explicit content in another four worlds, and only a low amount in the remaining 10 worlds in which explicit content was found. As a result of its study, the Commission suggests that virtual world operators make certain enhancements aimed at reducing the risk of youth exposure to explicit content, including: (1) Ensuring that the age-screening mechanisms virtual world operators employ do not encourage underage registration; (2) Implementing or strengthening age-segregation techniques to help ensure that minors and adults interact only with their peers and view only age-appropriate material;  (3) Re-examining the strength of language filters to ensure that such filters detect and  eliminate communications that violate online virtual worlds' conduct standards; (4) Providing greater guidance to community enforcers in online virtual worlds so that they are better equipped to: self-police virtual worlds by reviewing and rating online content; report the presence of potential underage users; and comment on users who otherwise appear to be violating a world's terms of behavior; and (5) Employing a staff of specially trained moderators whose presence is well known in-world and who are equipped to take swift action against conduct violations. Appended are: (1) Survey Sample; (2) Survey Methodology; (3) Survey Instrument; and (4) Screenshots. (Contains 11 figures and 97 endnotes.
Reviewing a Reading Program: Professional Development Module. Participant's Guide
Author: Kosanovich, Marcia
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Scientific Research,Reading Research,Reading Programs,Guidelines,Professional Development,Reading Instruction,Decision Making,Intervention,Curriculum Development,Program Evaluation,Instructional Design,Phonological Awareness,Phonemic Awareness,Phonics,Reading Fluency,Vocabulary Development,Reading Comprehension,Student Motivation,Learner Engagement,Student Evaluation

The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this professional  development for "Reviewing a Reading Program". The Center on Instruction has created a two-day professional development training, based on the FCRR "Guidelines", to guide reviewers of reading programs through the review process. This Participant's Guide contains resources (charts, summaries, and the "Guidelines" themselves) to help reviewers review a reading program. It can be used in two ways. Reviewers may refer to it during the two-day professional development for "Reviewing a Reading Program" as the facilitator presents information and while completing the activities. After the training, the "Participant's Guide" can serve as a tool for reviewing any reading program. A glossary of reading terms is included. [For related report, "Reviewing a Reading Program: Professional Development Module. Facilitator's Guide," see ED527206.]
Reviewing a Reading Program: Professional Development Module. Facilitator's Guide
Author: Kosanovich, Marcia
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Reading Programs,Professional Development,Reading Instruction,Guides,Facilitators (Individuals),Decision Making,Intervention,Curriculum Development

This "Facilitator's Guide" has been prepared for presenters of the Reviewing a Reading Program professional development training. It is one of three pieces comprising a suite of materials on reviewing reading programs: this "Guide", the "Reviewing a Reading Program Participant's Guide" and the "Reviewing a Reading Program" Professional Development PowerPoint with embedded speaker's notes. This "Facilitator's Guide" contains materials and lists to help prepare for presenting this professional development and a set of templates for generating correspondence, attendance lists, and so forth. A general introduction to the  point and purpose of reviewing reading programs appears in the "Participant's Guide", which users should point out to participants and also read carefully before delivering this professional development. The "Reviewing a Reading Program" professional development is intended to give participants an understanding of how to use the "Guidelines" (contained in the "Participant's Guide") in order to make informed decisions about choosing core reading programs for students in grades K through 6 and supplemental/intervention reading programs for students in grades K through 12. It is expected that Regional Comprehensive Centers or states will use this professional development to train department of education and school district personnel involved in curriculum decision-making in the complex work of selecting high quality reading programs. [For related report, "Reviewing a Reading Program: Professional Development Module. Participant's Guide," see ED527205.]