ethanporcaro/eric-fulltext-meta huggingface dataset:
National Policy Agenda to Reduce the Burden of Student Debt
Author: Institute for College Access & Success
Date: 2014-11-10
Type: Reports - Descriptive
Subjects: Debt (Financial),Loan Repayment,Student Financial Aid,Paying for College,Federal Aid,Educational Policy,Financial Policy,Deception,Private Financial Support,Student Loan Programs,Accountability,Certification,Standards,Community Colleges,Consumer Education

Since 2005, &quot;The Institute for College Access &amp; Success&quot; (TICAS) and its Project on Student Debt have worked to reduce the risks and burdens of student debt. TICAS helped create and improve income-based repayment plans to keep federal loan payments manageable; strengthen Pell Grants, which reduce the need to borrow; and simplify the financial aid application process. But there is much more work to be done. In this document, TICAS provides policy details and resources under the topics: (1) Increase access to need-based student aid; (2) Simplify and improve federal student loans and their repayment; (3) Provide students with key information when they need it; (4) Protect students and taxpayers from colleges that overcharge and underdeliver; and (5) Reduce reliance on private education loans and strengthen borrower protections.
Private Loans: Facts and Trends
Author: Institute for College Access & Success
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Private Financial Support,Student Financial Aid,Paying for College,Undergraduate Students,Statistical Data,Trend Analysis,Educational Trends,Federal Aid,Private Colleges,Public Colleges,Racial Differences

Private loans are one of the riskiest ways to finance a college education. Like credit cards, they typically have variable interest rates. Both variable and fixed rates are higher for those who can least afford them--as high as 13% in June 2014. Private loans are not eligible for the important deferment, income-based repayment, or loan forgiveness options that come with federal student loans. Private loans are also much harder than other forms of consumer debt to discharge in bankruptcy. The facts and figures provided in this document reflect the most recent data available about undergraduate private loan borrowing and the evolving private loan market. The figures represent borrowing in one academic year (2011-12).
Reducing Federal Loan Eligibility Would Hurt Students at For-Profit Colleges
Author: Institute for College Access & Success
Date: 2014-06-12
Type: Reports - Descriptive
Subjects: Student Financial Aid,Paying for College,Debt (Financial),Federal Aid,Eligibility,Undergraduate Students,Tuition,Fees,Costs,Loan Repayment,Loan Default

Some for-profit college industry lobbyists blame students for the high debt and default levels at their schools, claiming that their students borrow more than they need in federal loans. However, there is no evidence to support this claim, and giving colleges greater authority to reduce aid eligibility will make it harder for students to pay for and complete college. Additional information is presented in this Fact Sheet.
Michigan School Privatization Survey 2014
Author: Hohman, James M.
Date: 2014-00-00
Type: Reports - Research
Subjects: Privatization,Public Schools,School Districts,Outsourcing,Food Service,School Maintenance,Transportation,Lunch Programs,School Surveys,State Surveys,Telephone Surveys,Educational Trends,Satisfaction

In 2003, when it came to contracting out for common public school services, only outsourcing food provision could be considered a rather common occurrence in Michigan. There was good reason for this: school districts are prohibited from making a profit from their cafeteria, but any deficits created in providing food for students must be covered by general school funds. When deficits occurred, school officials often looked for outside help from food service management companies. Contracting out for the two other most common non-instructional school services--custodial and transportation services--was rare in 2003. Only one out of 15 districts contracted out for custodial services and even fewer for transportation--one out of 26. Since 2003, however, there has been an explosion of privatization in these areas. This survey finds that in 2014, more school districts contracted out for food, custodial, and transportation services than ever before. However, the rate of annual increase in the number of districts that contract out was less than in previous years. Contracting increased from 66.2 percent of districts in 2013 to 66.6 percent of districts in 2014. The average rate of increase over the last five years was 4.3 percentage points. There may be many factors contributing to this slowed rate of growth in school privatization. While the percentage of districts grew only slightly from 2013 to 2014, the number of districts that privatized increased at higher rates than the overall number of districts that contract out support services in each of the categories surveyed--custodial, food, or transportation. The following are appended: (1) Revisions to Previous Publications; and (2) Map of Survey Findings by School District. [For the 2013 edition of this report, see ED560041.]
Michigan School Privatization Survey 2013
Author: Hohman, James M.
Date: 2014-00-00
Type: Reports - Research
Subjects: Privatization,Public Schools,School Districts,Outsourcing,Food Service,School Maintenance,Transportation,Lunch Programs,Satisfaction,School Surveys,State Surveys,Telephone Surveys,Educational Trends

Many of Michigan's public school districts are under substantial fiscal pressures from a combination of declining enrollment and increasing costs, particularly related to employee benefits, but most districts are responding to these challenges. One of the ways that districts can stretch their resources further is through competitive contracting for support services. This survey of school districts shows that two-thirds of Michigan school districts contract out to private companies at least one of the three non-instructional services nearly all districts finance--food, custodial, and transportation services. In 2013, 65.5 percent of districts contracted out at least one of these three support services, which is an increase from 60.7 percent in 2012. Transportation contracting, the least frequently of these services to be contracted out, is increasing rapidly. The proportion of districts using private companies to provide transportation services increased from 16.4 percent to 20.9 percent from 2012 to 2013. Thirty districts began new contracts for transportation services in 2013. In 2008, only 6 percent of districts contracted out the service. Custodial services are the most frequently contracted service, with 45.5 percent of districts using private contractors in 2013. This is an increase from 39.2 percent in 2012. These figures have grown steadily since 2003 when just 6.6 percent of districts used private contractors to clean and maintain district buildings. Food service contracting is not growing as quickly as the other two services, but remains quite common. In 2013, 21 districts began new contracts for these services. The rates increased slightly, from 34.6 percent in 2012 to 36.5 percent in 2013. The following are appended: (1) Revisions to Previous Publications; and (2) Map of Survey Findings by School District. [For the 2012 edition of this report, see ED541530.]
Student Debt and the Class of 2013
Author: Reed, Matthew
Date: 2014-11-13
Type: Reports - Research
Subjects: Student Financial Aid,Debt (Financial),Paying for College,Employment Potential,Salary Wage Differentials,College Graduates,Public Policy,Tuition,Accountability,Risk,Decision Making

Student debt is still rising for bachelor's degree recipients. In 2013, seven in 10 (69%) graduating seniors at public and private nonprofit colleges had student loans. These borrowers owed an average of $28,400 in federal and private loans combined, up two percent compared to their peers in 2012. Debt at graduation varies greatly by state and by college, and this report includes average debt levels for each state, lists of notably high- and low-debt colleges, and links to data for more than 1,000 colleges nationwide. It also includes policy recommendations for reducing the burden of student debt. The following is appended: &quot;Where the Numbers Come from and How We Use Them.&quot;
Going to Scale: As KIPP Network Grows, Positive Impacts Are Sustained. In Focus
Author: Tuttle, Christina Clark
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Program Evaluation,Academic Achievement,Charter Schools,School Effectiveness,Effective Schools Research,Educational Assessment,Educational Indicators,Elementary Secondary Education,Statistical Significance,College Preparation,Academic Persistence,Academic Aspiration,College Readiness,Institutional Characteristics,Educational Innovation,Grants,Investment,Student Characteristics,Profiles,Graduation Rate,Bayesian Statistics,Educational Research,School Surveys,Grades (Scholastic),Tables (Data),Institutional Mission,Control Groups,Experimental Groups,Standardized Tests,Regression (Statistics),Scores

KIPP (Knowledge is Power Program) is a national network of public charter schools whose stated mission is to help underserved students enroll in and graduate from college. Prior studies (see Tuttle et al. 2013) have consistently found that attending a KIPP middle school positively affects student achievement, but few have addressed longer-term outcomes and no rigorous research exists on impacts of KIPP schools at levels other than middle school. In this first high-quality study to rigorously examine the impacts of the network of KIPP public charter schools at all elementary and secondary grade levels, Mathematica found that KIPP schools have positive impacts on student achievement, particularly at the elementary and middle school levels. In addition, the study found positive impacts on student achievement for new entrants to the KIPP network in high school. For students continuing from a KIPP middle school, KIPP high schools' impacts on student achievement are not statistically significant, on average (in comparison to students who did not have the option to attend a KIPP high school and instead attended a mix of other non-KIPP charter, private, and traditional public high schools). Among these continuing students, KIPP high schools have positive impacts on several aspects of college preparation, including more discussions about college, increased likelihood of applying to college, and more advanced coursetaking. This brief presents key findings from the full report. [For the full report, see ED560079; for the executive summary, see ED560080.]
Educational Funding and Student Outcomes: The Relationship as Evidenced by State-Level Data. Research Reports
Author: Carter, Ted
Date: 2014-09-00
Type: Reports - Research
Subjects: Research Reports,Outcomes of Education,Scores,Outcome Measures,Graduation Rate,Regression (Statistics),Correlation,Predictor Variables,State Aid,Academic Achievement,Funding Formulas,High School Equivalency Programs,Educational Attainment,Expenditure per Student,Research Methodology,Information Sources,Educational Assessment,Educational Indicators,Cohort Analysis,Standardized Tests,College Entrance Examinations

This report shows the impact of various school funding measures on student outcomes measured by NAEP, ACT, and SAT scores, the four-year cohort graduation rate, and percent of the population ages 18-24 with at least a high school diploma. State-level data for the United States from 2005 through 2014 as available is utilized to establish the nature of the relationships between these measures via linear regression and correlation analyses. For key significant relationships, Kansas' status is discussed along with the status of peer states and the nation. For definitions of the variables and methods used, see Appendix A. For information on the number of observations per variable and year, see Appendix B. For additional information on all comparisons, see Appendix C. The following are appended: (1) Methodology, Data Sources, and Notes; (2) Sample Info; and (3) Regression and Correlation Data.
Designing Schools That Work: Organizing Resources Strategically for Student Success
Author: Miles, Karen Hawley
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Success,School Effectiveness,Educational Planning,Educational Strategies,Educational Change,Best Practices,Strategic Planning,Instructional Effectiveness,Individual Instruction,Cost Effectiveness,School Support,Teamwork,Educational Resources,School Culture,Collegiality,Social Networks,Teacher Role,Change Strategies,Effective Schools Research,Program Design

This publication outlines the fundamental principles and process of Strategic School Design. Through more than a decade of research and practice in the area of school resource use, we have found that high-performing schools are responding to the changing context in education by using people, time, technology, and money in ways that look significantly different than the status quo. Indeed, nearly every one of these high-performing schools practices three basic principles of strategic resource use, which we call the Big Three: (1) Excellent teaching for all students: Organize teachers and teams to maximize student learning and continuously grow talent. (2) Personalized learning and support: Match grouping, learning time, technology, and program to students' individual needs. (3) Cost effectiveness through creative solutions: Organize jobs, partnerships, and technology to maximize resources that support teaching and learning. Strategic designs don't happen by accident. They happen because school leaders and their teams develop a deliberate strategy for organizing resources. We believe this paper--which has detailed stories of districts putting the strategies into action--is a great place to start for anyone looking to transform their school.
Seizing the Moment for Transformation: California's Local Control Funding Formula
Author: Miles, Karen Hawley
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Funding Formulas,Public Education,Finance Reform,School District Autonomy,Financial Policy,Student Needs,Educational Finance,Educational Resources,Resource Allocation,Strategic Planning,Educational Change,Change Strategies,Empowerment,Leadership Effectiveness,Elementary Secondary Education

In 2013 California adopted a new funding formula that includes a significant reinvestment in public education after years of budget cuts. The new law allocates funds differently, directing more resources to students with higher needs and providing more local control and greater transparency. This revolutionary change presents California districts with the opportunity to fundamentally transform how they use resources. But with an influx of funds after years of budget cuts comes a temptation to simply reverse the cuts. This paper explores how districts can seize this moment to create systems that ensure all students reach new, higher standards. We argue that districts should: (1) Think strategically; (2) Think transformation; and (3) Think school leader empowerment. And we offer seven ideas for how districts can transform the way they use resources by connecting their people, time, and money to student and teacher needs
Should All Student Loan Payments Be Income-Driven? Trade-Offs and Challenges. White Paper
Author: Asher, Lauren
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Income Contingent Loans,Student Loan Programs,Loan Repayment,Finance Reform,Change Strategies,Financial Policy,Comparative Education,Comparative Analysis,Context Effect,Compliance (Legal),Program Design,Human Capital,Contracts,Research Needs,Data,Higher Education,Educational Development,Barriers,Performance Factors,Foreign Countries

This white paper analyzes the potential effects of requiring income-driven repayment for all federal loans as well as relying on paycheck withholding for loan payments, with particular attention to the implications for low-income students and families. The Institute for College Access &amp; Success (TICAS) also examines the relevance and evolution of mandatory IDR [&quot;income-driven repayment&quot;] systems in Australia and the United Kingdom, and the paper includes specific recommendations to streamline and improve student loan repayment options in the United States. Two appendices are included: (1) Citation List of Figure 2: &quot;Key Comparisons of IDR Systems and Context: U.S., U.K., and Australia&quot;; and (2) Borrower Example Details.
The Public School Market in Michigan: An Analysis of Schools of Choice
Author: Spalding, Audrey
Date: 2013-00-00
Type: Reports - Research
Subjects: Public Schools,School Choice,Student Participation,Enrollment Rate,Enrollment Trends,Graduation Rate,High Achievement,Teacher Student Ratio,Expenditure per Student,Cost Effectiveness,Teacher Salaries,Educational Vouchers,Educational Trends,School Statistics,Expulsion,Suspension,Educational History,Cohort Analysis,Preferences,Geographic Distribution,Selective Admission,State Legislation,State Aid,Funding Formulas,School Taxes,School District Autonomy,Elementary Secondary Education

This study examines the use of Schools of Choice throughout Michigan over the last decade. Nearly 100,000 Michigan students use Schools of Choice to attend a school outside of the district in which they live. Participation has grown steadily, with enrollment growing by 144 percent over the past 10 years. This study finds that students enter districts that have higher graduation rates and higher test scores. On average, Schools of Choice students chose districts with higher pupil-teacher ratios, lower expenditures per pupil and higher average teacher salaries. An appendix includes locale codes.
Back from the Brink: How a Bold Vision and a Focus on Resources Can Drive System Improvement System. School System 20/20 Case Study
Author: Baroody, Karen
Date: 2015-03-00
Type: Reports - Research
Subjects: Public Schools,School Turnaround,Case Studies,Educational Improvement,Urban Schools,School Districts,Educational Change,Educational Resources,Resource Allocation,Elementary Secondary Education,Academic Achievement,Academic Standards,Leadership,Educational Environment,Educational Finance,Financial Support,Partnerships in Education,School Administration,Teachers

In November 2011, Lawrence Public Schools became the first school district in Massachusetts to enter into state receivership. It was a chronically low-performing district with a graduation rate at 52 percent, and it had not had a permanent superintendent in two years. By June 2014, however, things had dramatically changed for the better. This case study explores how a bold vision and a focus on the effective use of resources can lead to big improvements. Through more than a decade of partnering with urban school districts nationwide, we've seen an array of challenges but also beacons of hope. Drawing from this experience, we've identified conditions and practices that enable districts to achieve significant improvements in student and school performance. We distilled these insights into School System 20/20. This case study is part of a series where we track the transformation journeys of leading districts in the context of School System 20/20. We examine how and what they have changed to better align resources with their priorities, as well as the impressive results. A glossary is included. [Cover title: &quot;Back from the Brink, Lawrence, MA: How a Bold Vision and a Focus on Resources Can Drive System Improvement System.&quot; For the executive summary of this report, see ED560051.]
Awarding Dollars Based on Student Need: A Recommendation to Implement Weighted Student Funding in Georgia
Author: Education Resource Strategies
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Student Needs,Funding Formulas,Resource Allocation,Educational Resources,Finance Reform,Financial Policy,Change Strategies,Program Descriptions,Staff Utilization,Poverty,Teacher Salaries,State Policy

As the state of Georgia considers revising its K-12 funding formula, Education Resource Strategies (ERS) recommends the state implement a weighted student-funding formula (WSF) system in order to create resource use flexibility for districts and to remove the marginal inequity found in its current funding system. Additionally, such a change would enhance Georgia's ongoing strategic efforts to create local education-agency accountability for success or failure in improving student outcomes and to dismantle the state's legacy system of input mandates that is viewed as a barrier to that overall strategic direction. The ERS analysis of Georgia's current funding mechanism, the Quality Basic Education (QBE) Act, through their Race to the Top-funded partnership with the state, showed that Georgia's funding system is comparatively equitable (92 percent of districts fall within 20 percent of the state's median dollar per pupil), but there are opportunities to improve the minor inequity they found as well as to significantly enhance districts' resource use flexibility. Implementing WSF would: (1) Award districts dollars based solely on student and district need, allowing districts to use resources more flexibly; (2) Accommodate the needs of the state's highest-poverty districts better if a poverty-concentration weight were added; and (3) Create an opportunity to redesign the state salary schedule to reward teachers for effectiveness, contribution, and differentiated roles.
Back from the Brink: How a Bold Vision and a Focus on Resources Can Drive System Improvement. Executive Summary. School System 20/20 Case Study
Author: Education Resource Strategies
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Public Schools,School Turnaround,Case Studies,Educational Improvement,Urban Schools,School Districts,Educational Change,Educational Resources,Resource Allocation,Elementary Secondary Education,Academic Achievement,Academic Standards,Leadership,Educational Environment,Educational Finance,Financial Support,Partnerships in Education,School Administration,Teachers

This executive summary describes a case study that implemented the framework School System 20/20 to examine how Lawrence Public Schools (Massachusetts) is transforming its policies and structures to better align resources with student and teacher needs. Education Resource Strategies' (ERS') School System 20/20 is a set of conditions and practices that enable districts to achieve significant improvements in school and system performance. It includes both a vision for transformative change as well as a methodology for charting a path and measuring progress toward that change across seven transformation areas: Standards and Instruction, Teaching, Leadership, School Design, School Support, Funding, and Partners. Using a data-driven approach, it enables districts to see exactly how resources--people, time, and money--are deployed, and identify where they can better meet student and teacher needs. The goal is to organize system resources so that every school succeeds for every student. This Lawrence story is the first in a series that explores system transformation through the School System 20/20 lens. The executive summary highlights several themes that wove throughout the reform actions in Lawrence, results, and lessons learned. [Cover title: &quot;Back from the Brink, Lawrence, MA: How a Bold Vision and a Focus on Resources Can Drive System Improvement. Executive Summary.&quot; For the full report, see ED560049.]