ethanporcaro/eric-fulltext-meta huggingface dataset:
Update on Research and Leadership. Vol. 20, No. 2. Spring 2009
Author: Bragg, Debra D., Ed.: Khan, Sadya, Ed.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Transitional Programs,Articulation (Education),College Preparation,Interviews,School Readiness,Partnerships in Education,Administrative Change,Alignment (Education),State Standards,Theory Practice Relationship,Career Development,Developmental Studies Programs,Educational Indicators

Increasing rates of remediation in college and the alignment gap between secondary and postsecondary education call for further study of policies and practices to improve college and career readiness. This issue of Update on Research and Leadership features nine articles that highlight current research and practice related to college readiness and student transitions to college. It also includes a brief list of references and resources. Articles in this issue include: (1) The Early College Movement: An Interview with Nancy Hoffman (Sadya Khan); (2) Moving Forward with College and Career Readiness (Jessica Barrientos and Brian Durham); (3) Evaluating the College and Career Readiness Act (Sadya Khan); (4) The CCR Project at South Suburban College (Marybeth Beno); (5) Developing High School Partnerships (Amanda Starkey); (6) OCCRL Welcomes Dianne Bazell, New Deputy Director, Illinois Board of Higher Education (Jason L. Taylor); (7) Kentucky's P-16 Council as Agent of Change: Implications for College and Career Readiness in Illinois (Jason L. Taylor); (8) Achieve and The American Diploma Project (Erin Castro); and (9) Rethinking College Readiness (David T. Conley). (Articles are individually referenced. Contains 1 table and 1 figure.)
A Review of CBO's Activities in 2008 under the Unfunded Mandates Reform Act. A CBO Report
Author: Lex, Leo
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: Federal Government,Budgeting,Federal Legislation,Expenditures,Compliance (Legal),Private Sector,Educational Change,Costs,Economic Impact,Local Government,Tribes,State Government,Higher Education

In this report, part of an annual series that began in 1997, the Congressional Budget Office   (CBO) reviews its activities under the Unfunded Mandates Reform Act of 1995. The report   covers public laws enacted and legislation considered by the Congress in 2008 that would   impose federal mandates on state, local, or tribal governments or on the private sector. Three appendices are included: (1) An Overview of Key Provisions in the Unfunded Mandates Reform Act (UMRA); (2) Public Laws that Contain Federal Mandates as Defined in UMRA; and (3)  Primary Contributors to CBO's Analyses of Mandates. (Contains 9 tables and 3 footnotes.)
Intergovernmental Mandates in Federal Legislation. Economic and Budget Issue Brief
Author: Lex, Leo
Date: 2009-07-14
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,Federal Government,Costs

Federal law sometimes requires state, local, or tribal governments to spend money to achieve certain goals. In some cases, a requirement is imposed as a condition for receiving federal aid; in others, requirements can be imposed through the exercise of the federal government's sovereign power. The Unfunded Mandates Reform Act of 1995 (UMRA) focuses attention on requirements that are not conditions of aid. The law specifies which types of requirements should or should not be considered mandates, establishes procedures that govern Congressional consideration of such mandates, and directs the Congressional Budget Office (CBO) to estimate the mandates' costs. (CBO estimates the costs of intergovernmental and private-sector mandates for virtually every bill reported from an authorizing committee. This brief focuses exclusively on intergovernmental issues.) UMRA's goal is to promote informed decisionmaking by the Congress as it considers questions about the appropriateness of federal mandates on other levels of government and about the desirability of providing financial assistance to cover the costs of intergovernmental mandates. (Contains 12 footnotes.)
Subsidizing Infrastructure Investment with Tax-Preferred Bonds. A Joint CBO/JCT Study
Author: Musick, Nathan
Date: 2009-10-00
Type: Reports - Research
Subjects: Federal Government,Budgeting,Financial Support,Private Sector,Educational Finance,Debt (Financial),Incentives,Government Role,Taxes,Time Perspective,Public Policy,Grants,Bond Issues,Investment

States and localities issue debt to finance projects undertaken by government and, in some cases, by the private sector (bonds issued by states and localities to finance either government operations or certain private-sector activities are known as municipal bonds). The federal government subsidizes the issuance of municipal bonds by offering tax preferences that lower the cost of debt incurred for those projects. Government accounts for the bulk of investment in infrastructure today, largely reflecting the likelihood that infrastructure would otherwise be under-supplied. Recently, however, the private sector has been viewed as an increasingly viable source of financing; from that perspective, a key issue is whether the government should offer incentives (say, through tax subsidies or other favorable regulation) to encourage such investment. This study, prepared jointly by the Congressional Budget Office and the Joint Committee on Taxation, focuses on the use of tax-preferred debt to finance infrastructure. After an overview of investment in infrastructure in the United States--who pays for it, how much it costs, and the federal government's role in financing it--the study: (1) Discusses some of the advantages and disadvantages of tax preferences as a means of providing federal financial support for investment in infrastructure; (2) Outlines the rules applicable to the issuance of tax-exempt and tax-credit bonds; (3) Reviews historical trends in the issuance of tax-preferred bonds and quantifies the reliance of state and local governments and the private sector on such bonds as a means of financing their capital spending; and (4) Considers potential efficiency improvements to current tax policy through appropriately structured tax-credit bonds. (Contains 3 tables, 6 figures, 4 boxes and 61 footnotes.)
Recovery Act: Planned Efforts and Challenges in Evaluating Compliance with Maintenance of Effort and Similar Provisions. Report to the Republican Leader, U.S. Senate. GAO-10-247
Author: Dodaro, Gene L.
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Federal Government,Budgeting,Federal Aid,Maintenance,State Officials,Public Agencies,Program Administration,Program Budgeting,Program Costs,Educational Finance

To help prevent the substitution of federal funds for state, local, or private funds, the American Recovery and Reinvestment Act of 2009 (Recovery Act) contains maintenance of effort and similar provisions requiring that recipients maintain certain levels of spending for selected programs. This report provides information on selected programs in the Recovery Act with maintenance of effort or similar provisions, the guidance federal agencies have issued to implement these requirements, and how responsible federal agencies are in determining whether recipients meet these requirements. To conduct this work, Government Accountability Office (GAO) identified programs in the Recovery Act that contain a new maintenance of effort or similar provision; account for at least $4 billion in appropriations by agency; and collectively account for about $100.5 billion of the $106.8 billion in Recovery Act appropriations with these provisions. For these selected programs, GAO analyzed program documents and interviewed federal and state officials. GAO recommends that Education take further action to enhance transparency by requiring states to include an explanation of changes to maintenance of effort levels in their State Fiscal Stabilization Fund application resubmissions. Two appendices are included: (1) Objectives, Scope, and Methodology; and (2) GAO Contacts and Staff Acknowledgments. (Contains 4 tables, 1 figure and 31 footnotes.)
Making the Case: A 2009 Fact Sheet on Children and Youth in Out-of-School Time
Author: Wellesley College, National Institute on Out-of-School Time
Date: 2009-00-00
Type: Information Analyses
Subjects: Attendance Patterns,Program Effectiveness,At Risk Students,Student Needs,Well Being,Child Health,Skill Development,School Personnel,Financial Support,After School Programs,Public Support,Youth,Special Needs Students,Educational Quality,Information Technology,Youth Programs,Student Development,Elementary School Students,Middle School Students,High School Students

A review of over 50 studies of afterschool programs conducted by The Afterschool Alliance suggests: (1) quality afterschool programs improved school attendance, engagement in learning, test scores, and grades; (2) frequency and duration of afterschool participation increases benefits; and (3) high-risk youth show the greatest benefits. This fact sheet reports on research dealing with: (1) young people's need for out-of-school time opportunities; (2) the ways in which children and youth spend time after school; (3) the effects on the health and well-being of children and youth who participate in afterschool programs; (4) the opportunities offered by afterschool programs to students with special needs; (5) the growing need to learn 21st century skills, with which after school programs can help; (6) the out-of-school time workforce; (7) trends in public support and funding for after school programs; and (8) how the after school programs can be strengthened.
H.R. 3221: Student Aid and Fiscal Responsibility Act of 2009. Congressional Budget Office Cost Estimate
Author: Congressional Budget Office
Date: 2009-07-24
Type: Reports - Descriptive
Subjects: Federal Aid,Student Loan Programs,Federal Programs,Student Financial Aid,Grants,Educational Policy,Audits (Verification),Educational Legislation,Cost Effectiveness,Input Output Analysis,Finance Reform,Financial Policy,Politics of Education

H.R. 3221 would amend the Higher Education Act of 1965, which authorizes most federal postsecondary education programs. It would prohibit new federally guaranteed loans from being made under the Federal Family Education Loan (FFEL) Program and would increase direct spending for the Federal Pell Grant Program and other programs. The elimination of guaranteed student loans would lead to a comparable increase in direct lending by the government. The estimated subsidy cost shown in the budget is lower for the direct student loan program than for the FFEL program. Thus, enacting the bill would yield net budgetary savings for shifting new lending from the guaranteed loan program to the direct loan program. On balance, Congressional Budget Office (CBO) estimates that enacting H.R. 3221 would reduce direct spending by $13.3 billion over the 2009-2013 period and $7.8 billion over the 2009-2019 period. Assuming appropriation of the necessary amounts, implementing the bill would increase discretionary spending by at least $13.5 billion over the 2009-2019 period. (That estimate reflects the bulk of the likely discretionary costs under H.R. 3221; but CBO has not completed a comprehensive estimate of all effects that would be subject to appropriation action.) Enacting H.R. 3221 would not affect revenues. H.R. 3221 contains no intergovernmental or private-sector mandates as defined in the Unfunded Mandates Reform Act (UMRA). (Contains 5 tables.)
No More Kid Stuff, Lumina Foundation Focus[TM]. Fall 2009
Author: Headden, Susan M.
Date: 2009-08-00
Type: Collected Works - Serial
Subjects: Postsecondary Education,Adult Learning,Access to Education,Federal Programs,Career Change,Adult Students,Nontraditional Students,Prior Learning,Experience,Community Colleges,Lifelong Learning

The term "college kid" seems all but meaningless these days, given the rising numbers of adults on campus. The current economic downturn is funneling hundreds of thousands of over-25 Americans into postsecondary education--and that trend is sure to intensify as the global, knowledge-based economy demands workers with ever-higher levels of education and training. In this issue, readers will see the faces of today's adult-learning trend--real people confronting real-life problems as they work to carve out better lives for themselves and their families. This issue of "Focus," shines a spotlight on these students, and on the dedicated educators who work every day to help them reach their goals.
Report of Workshop on Reconceptualization of Pre-service Teacher Education in the University of Kerala. Organized by the Department of Education, University of Kerala on 22 December 2009
Author: Praveen, C.
Date: 2010-01-06
Type: Reports - Evaluative
Subjects: Preservice Teacher Education,Curriculum Development,Teacher Education Curriculum,Workshops,Teacher Educators,Educational Change,Educational Practices,Communities of Practice,Research Reports,Foreign Countries

As suggested by the Kerala Higher Education Council, the Department of Education of the University of Kerala organized a half-day workshop for reconceptualization of the teacher education curriculum of the University of Kerala as a preliminary step in the original plan of the Council for introducing an unified BEd curriculum in the state of Kerala. The participants were  practicing teacher educators of Teacher Training colleges affiliated to the University of Kerala. This report turns the critical search lights on the issues discussed which includes among others, rescheduling  the BEd course duration, reformulating Problem-based study, ICT-based teaching and Professional ethics. There is an underlying note that all is not well with current curriculum transaction in the University of Kerala and that practices ought  to change.
The Effectiveness of the Touch Math Program with Fourth and Fifth Grade Special Education Students
Author: Green, Nora D.
Date: 2009-00-00
Type: Information Analyses
Subjects: Action Research,Special Education,Mathematics Achievement,Public Schools,Tests,Mathematics Teachers,Observation,Teaching Methods,Mathematics Anxiety,Student Attitudes,Intervention,Mathematics Instruction,Reading Instruction,Elementary Education,Comparative Analysis,Learning Problems,Program Effectiveness,Disabilities

The math achievement of third and fourth grade special education students has been identified as an area of concern within a public school located in a small rural town located on the east coast. The purpose of this action research study was to investigate whether or not the Touch Math strategy increased the math ability of third and fourth grade Special Education students.  Using convenience sampling, third and fourth grade Special Education students were given a teacher made test , Test of Mathematical Ability 2nd Edition (TOMA-2), pre and post instruction, and  observed before, after, and during instruction. This data was analyzed through the use of a t-test. Data was examined to determine whether or not students showed an increased score on both the teacher made test as well as the TOMA-2.  Furthermore, observations were analyzed to see if student frustration and avoidance behavior had been reduced. The results indicated an increase in math achievement on both the teacher made test as well as the TOMA-2.  Students also showed a decrease in avoidance behavior and frustration. (Contains 5 tables.)
Curriculum: Which Approach?
Author: Rulloda, Rudolfo Barcena
Date: 2010-01-05
Type: Reports - Descriptive
Subjects: Curriculum,Teaching Methods,Educational Strategies,Instructional Design,Intermode Differences,Teaching Models,Curriculum Design

Curriculum has two major approaches, technical and scientific approach and the nontechnical-nonscientific approach.  Both are different and distinct.  Schools need to distinguish which approach is suited for their students.
The Relationship between Organizational Justice Perceptions, Level of School and Administrator Trust, and Organizational Citizenship Behaviors of  Secondary School Teachers in Turkey
Author: Polat, Soner
Date: 2007-10-00
Type: Reports - Research
Subjects: Vocational Schools,Trust (Psychology),Foreign Countries,Secondary School Teachers,Altruism,Organizational Culture,Predictor Variables,Teacher Attitudes,Teacher Surveys,Likert Scales,Behavior Rating Scales,Organizational Climate,Industrial Psychology,Social Behavior

The objective of this research is to display; (a) the effect of organizational justice in explaining school trust, administrator trust and organizational citizenship behavior, (b)the effect of school trust and administrator trust in explaining organizational citizenship behavior, based on perceptions related with the variables of organizational justice, organizational trust and organizational citizenship behaviors of secondary school teachers. The layout of the research, descriptive in quality, consists of the teachers working at secondary education institutions in the education year of 2006-2007. The survey area consists of 42697 teachers at 1683 secondary schools in randomly chosen 14 cities (two cities from each geographical region) and the sampling consists of 1281 teachers, 721 of 1281 work at general high schools and 560 of 1281 work at vocational schools. As a result of the research, teachers` perception of distributional justice, procedural justice and interactional justice were found as significant predictors of explaining perceptions of school trust, administrator trust and organizational citizenship behavior. Besides, teachers' perceptions of school trust and administrator trust were also confirmed as significant predictors in explaining perceptions of organizational citizenship behaviors in a meaningful way. (Contains 6 tables.)
Evaluating an Assistive Technology Resource Center in Taiwan
Author: Ho, Hua-Kuo
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Technology,Assistive Technology,Disabilities,Resource Centers,Program Evaluation,Accessibility (for Disabled),Change Strategies,Program Effectiveness,Research Methodology

The purpose of this article is intended to present the procedure and outcomes of an evaluation of the Assistive Technology Resource Center in a city of Taiwan. The evaluation was initiated by Chiayi City Government through inviting three professionals in the field of assistive technology as evaluators. For the purpose of evaluation, the Executive Effectiveness Evaluation Form for Assistive Technology Resource Center was prepared and provided to the three evaluators by Chiayi City Government. The evaluation outcomes were delineated by the features of the Assistive Technology Resource Center and the recommendations from the evaluators. Some implications from this evaluation were also indicated in the article. (Contains 1 figure and 1 table.)
Understanding Secondary Teachers' Formative Assessment Practices and Their Relationship to Student Motivation
Author: McMillan, James H.
Date: 2010-01-05
Type: Reports - Research
Subjects: Self Efficacy,Formative Evaluation,Goal Orientation,Student Motivation,Secondary School Teachers,Evaluation Methods,Correlation,Questionnaires,Student Attitudes,Gender Differences,Age Differences,Academic Ability,Secondary School Students,Middle School Students,High School Students

The purpose of this study was to describe secondary teachers' formative assessment practices and to examine the relationship of these practices to student motivation. The sample included 3,242 students and 161 grade 6-12 teachers.  Teachers and students completed self-report questionnaires that focused on both formative assessment and motivation for a single class. Students referenced this single class, and teachers used the same class for their responses. This procedure was used to reflect the practices and effects of a single class rather than more generally for many classes. Results showed only moderate use of formative assessment practices, with little use of use of information to guide instruction or give students instructional correctives. The relationships between formative assessment practices and student motivation, using the classroom as the unit of analysis, showed small positive correlations. The relationship between students' goal orientation and teachers' formative practices was positive but nonsignificant. Student self-efficacy showed a statistically significant relationship with formative assessment as a whole. Student impressions of formative practice in their classroom were significantly related to student motivation. There were no differences for grade level, gender, subject taught, or student ability. Discussion of the results focuses on the significance of the findings, contribution to the literature, and recommendations for further research. (Contains 5 tables.)
Linking Ready Kids to Ready Schools: A Report on Policy Insights from the Governors' Forum Series. Arizona, Connecticut, Mississippi, Ohio and Pennsylvania
Author: Kellogg Foundation
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: School Readiness,Case Studies,Transitional Programs,Articulation (Education),Alignment (Education),Educational Policy,Change Strategies,Partnerships in Education,School Community Programs,School Community Relationship,State Programs,Educational Improvement,Early Childhood Education

This report describes efforts to provide seamless transitions from early to elementary education. Specifically, it details SPARK (Supporting Partnerships to Assure Ready Kids), a five-year initiative funded by the Kellogg Foundation, which has contributed a unique, community-based perspective to the national conversation on what it takes to effectively link learning systems. SPARK examines what it takes at the beginning of the education pipeline to link early learning to the early grades. The goal is to make sure that children are ready for school and that schools are ready for them--a formula critical for a lifetime of successful learning. Contents include: (1) Introduction (Gregory Taylor); (2) Moving from &quot;Transitions&quot; to Policy Change: Next Steps for Linking Ready Kids to Ready Schools (Sharon L. Kagan); (3) The Governors' Forums: Showcases for Linking Ready Kids to Ready Schools (Jodi Enda); (4) Case Studies: How Communities and States Can Link Ready Kids to Ready Schools. An Ohio Case Study (Sandy Miller and Joni T. Close); (5) A Connecticut Case Study (Janice Gruendel and Mark McQuillan); and (6) Policy  Recommendations (Kristie Kauerz and Mimi Howard).