ethanporcaro/eric-fulltext-meta huggingface dataset:
Ohio Schools Cautiously Rebuild: Uncertainty in State and Local Funds Affects Strategies. Budget
Author: Patton, Wendy
Date: 2015-04-00
Type: Reports - Research
Subjects: Educational Finance,State Aid,Financial Support,Budgets,School Surveys,School Administration,Elementary Secondary Education,Extracurricular Activities,Job Layoff,Public Schools,Funding Formulas,Taxes,Economic Climate,School Personnel,School Buildings,Educational Equipment,Charter Schools,Educational Vouchers,Electronic Learning

Policy Matters Ohio periodically surveys schools about fiscal conditions and operational strategies. The Ohio Association of School Business Officials provided a link to such a survey in their newsletter of December 2014 through February 2015. Fifty-three respondents, representing 8.6 percent of districts and including representatives from all types of districts filled out the survey. School districts are cautiously rebuilding as the state budget provides backfills for the deep cuts in FY 2012-13 and as local property values start to rise in some places. More schools are adding teachers at this point, but a third are still cutting teaching staff. Schools are adding extracurricular activities, but the practice of pay-to-play looks like it is here to stay. The Ohio High School Athletic Association reports that in 2014, 46 percent of high schools had some form of pay-to-play, with costs for sports up to $153 in some places. The percentage is about the same as in 2012. Ohio has seen four different funding formulas for classroom instruction since 2009. State aid has declined and property values remain low, keeping local revenue sources low. When superintendents face declining, stagnant or unpredictable budgets, they can't move forward decisively. An appendix provides data on the survey respondents, the survey form, and open ended responses on finances, budget reserve policies, and Straight A Funds usage. [For the executive summary, see ED573554.]
Misleading Measurements: How Ohio School Ratings Foster False Comparisons. K-12 Education
Author: DePaoli, Jennifer
Date: 2014-01-00
Type: Reports - Research
Subjects: Urban Schools,School Effectiveness,Standardized Tests,State Standards,Scores,High Achievement,Educational Change,School Districts,Charter Schools,Public Schools,Selective Admission,Small Classes,Class Size,Enrollment Trends,Minority Group Students,Economically Disadvantaged,Disabilities,Equal Education,Comparative Analysis,Poverty,Board of Education Policy,Elementary Secondary Education

Highly rated urban schools are often held up as models for lower-rated urban districts. These high-scoring urban schools, both district and charter, get results on Ohio's standardized tests that shine compared to results many schools get in districts struggling with the effects of concentrated poverty. Administrators, journalists, and policy makers often point to these schools as models for shaping school improvement policies and practices. To better understand urban school reform, Policy Matters Ohio looked at schools rated the highest over a two-year period in each of the eight largest urban school districts. State, school, and district data were used to examine public schools--district-run and charter--that were rated Excellent or higher for either the 2010-11 or the 2011-12 school year or both. The study compared student demographics at these schools with those of the school districts in which they are located. The number of schools examined ranged from two each in Canton, Dayton, and Youngstown to 22 in Cleveland; overall, the study included 57 district and 27 charter schools. Many of these schools have selective enrollment policies, offer smaller class sizes, require applications, or engage in other practices that lower-performing public schools generally cannot follow. Some schools, particularly charters, enroll substantial numbers of students from other school districts, usually suburban or in some cases exurban districts. Results showed that a majority of these top-rated schools enrolled lower percentages of minority students, economically disadvantaged students, and students with disabilities. It is clear that most are not reaching an equal share of the students with the fewest opportunities in Ohio's urban districts. Specialty schools can play a vital role as urban districts struggle to overcome overwhelming educational odds. Some high-scoring urban schools are succeeding in the face of difficult challenges, but most benefit because they serve populations that are substantially different from the students typically served in urban districts. In the end, schools must be measured in a way that accurately reflects the needs of the students they enroll, and comparisons must acknowledge that not all schools serve the same population. [For the Executive Summary, see ED573559.]
Misleading Measurements: How Ohio School Ratings Foster False Comparisons. Executive Summary
Author: DePaoli, Jennifer
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Urban Schools,School Effectiveness,Standardized Tests,State Standards,Scores,High Achievement,Educational Change,School Districts,Charter Schools,Public Schools,Selective Admission,Small Classes,Class Size,Enrollment Trends,Minority Group Students,Economically Disadvantaged,Disabilities,Equal Education,Comparative Analysis,Poverty,Board of Education Policy,Elementary Secondary Education

Policy Matters Ohio looked at schools rated the highest over a two-year period in each of Ohio's eight largest urban districts. State, school, and district data were used to examine schools--district-run and charter--that were rated Excellent or higher for either the 2010-11 or the 2011-12 school year or both. The number of schools examined ranged from two each in Canton, Dayton, and Youngstown to 22 in Cleveland; overall, the study included 57 district and 27 charter schools. Findings revealed that most top-rated schools are not reaching an equal share of the students with the fewest opportunities in Ohio's urban districts. This executive summary highlights the most significant findings of the study, including: (1) High-rated schools, on average, serve a lower percentage of students with disabilities, of students in poverty and of minority students than Ohio's urban districts as a whole; and (2) The majority of Ohio's top-rated urban schools screen students, restrict enrollment, and/or limit class size. [For the full report, see ED573558.]
Manx Gaelic: The Manx Gaelic Language in Education in the Isle of Man. Regional Dossiers Series
Author: McArdle, Fiona, Comp.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Indo European Languages,Foreign Countries,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Language Minorities,Language of Instruction,Second Language Instruction,College Second Language Programs

This regional dossier aims at providing a concise description of and basic statistics on minority language education in a specific region of Europe--the Isle of Man. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. Policymakers, researchers, teachers, students, and journalists may use the information provided to assess developments in European minority language schooling. The Isle of Man is situated centrally in the British Isles in the Irish Sea. It is an internally self-governing dependent territory of the British Crown. It is not part of the United Kingdom, but is a member of the Commonwealth, and has a special relationship with the European Union through Protocol 3 of the 1992 act of succession of the United Kingdom to the EEC (currently known as the EU), which was negotiated through the United Kingdom which acts for the Isle of Man in international affairs. Manx Gaelic is one of the Celtic groups of the Indo-European family of languages. For hundreds of years this group, once widespread through Europe, has been spoken only in the British Isles and north-western France. This dossier consists of an introduction to the Isle of Man, followed by six sections, each dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included. [Note: Portions of the table of contents on the provided PDF are incorrect.]
Hollowing Out: Job Loss, Job Growth and Skills for the Future. Executive Summary
Author: Halbert, Hannah
Date: 2011-12-08
Type: Reports - Research
Subjects: Unemployment,Job Development,Educational Attainment,Labor Force Development,Partnerships in Education,Student Costs,Federal Legislation,Middle Class,Labor Legislation,Grants

Even as unemployment in Ohio has remained high, headlines regularly feature employers lamenting the lack of qualified job applicants. Some have even suggested that a dearth of skilled workers is driving Ohio's unemployment crisis. In this report, Policy Matters Ohio uses Bureau of Labor Statistics job projections and wage data to look at whether a skill shortage could explain Ohio's persistently high unemployment rate. Findings reveal that the number of jobs requiring post-secondary education but less than a college degree has declined over the last two recessions and is projected to continue dropping. This executive summary discusses the key findings of the full report, and includes recommendations focusing on spurring job growth in Ohio while building skills. [For the full report, see ED573562.]
Hollowing Out: Job Loss, Job Growth and Skills for the Future. Education and Training
Author: Halbert, Hannah C.
Date: 2011-12-08
Type: Reports - Research
Subjects: Unemployment,Job Development,Educational Attainment,Labor Force Development,Partnerships in Education,Student Costs,Federal Legislation,Middle Class,Employment Practices,Federal Aid,Grants,Labor Legislation

This report examines Ohio's changing economy and whether Ohio is well positioned to meet the shifting skill demand. After examining job losses and job growth projections by sector and education attainment, findings revealed that Ohio has a projected education attainment gap for workers with some post-secondary education but less than a college degree and for workers with a college or higher level degree. Ohio is also projected to have a surplus of workers with high school degrees or less. The state is not making the training gains it needs to make. At the same time, unfortunately, the state is losing jobs. So the proportion of new workers who will need post-secondary training is shrinking, not because Ohio is doing a great job with training, but because they are losing employment. Relying on the classification system outlined in Holzer and Lerman's 2007 skills report, &quot;America's Forgotten Middle-Skill Job,&quot; the classification of occupations in this examination is based explicitly upon the minimum training typical of the job: (1) high school or less; (2) post-secondary; and (3) college or more. The Holzer and Lerman methodology was supplemented with education and training data included in the Bureau of Labor Statistics (BLS) long-term employment projections. Key findings include: (1) Sinking wages suggest that a skill gap is not driving unemployment; (2) If every job listed on the Ohio Means Jobs website were filled, slightly less than 15 percent of the state's 526,000 unemployed workers would have a job; and (3) Jobs requiring a college or higher degree, or a high school education or less, are projected to grow by nearly 10 percent, while jobs requiring some post-secondary education will remain stagnant. The shrinking share of post-secondary level jobs should not be viewed as a reason to reduce investment in education and training. On the contrary, the BLS data is a call to action both to boost educational attainment across the state and to directly address Ohio's slagging economy. [For the Executive Summary, see ED573561.]
Guide to English Language Arts/Literacy Released Items: Understanding Scoring
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Scoring Rubrics,Test Items,Literacy,Language Arts,English,Scoring Formulas,Language Tests

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and careers. Administrations of the PARCC assessment included three Prose Constructed Responses (PCR), one per task for English Language Arts/Literacy. This document is designed to help educators understand the scoring of constructed response items. The following are included: (1) Task Types, Scoring Rubrics, Anchor Sets and Annotations Overview; (2) Scoring Process Overview; and (3) Released Items.
Guide to English Language Arts/Literacy Released Items: Understanding Scoring. 2015
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2015-00-00
Type: Guides - Classroom - Teacher
Subjects: Literacy,Language Arts,Scoring Formulas,Scoring,Standardized Tests,Performance Based Assessment,Exit Examinations,Scoring Rubrics,Test Format,College Readiness,Career Readiness,Test Items,Guides,Psychometrics

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a modern assessment that replaces previous state standardized tests. It provides better information for teachers and parents to identify where a student needs help, or is excelling, so they are able to enhance instruction to meet individual student needs. The 2014-2015 administrations of the PARCC assessment included two separate test administration windows: the Performance-Based Assessment (PBA) and the End-of-Year (EOY), both of which were administered in paper-based and computer-based formats. The first window was for administration of the PBA, and the second window was for the administration of the EOY. The Performance-Based Assessment included three Prose Constructed Responses (PCR), one per task for English Language Arts/Literacy. This guide is designed to help educators understand the scoring of constructed response items. The following sections are included: (1) Task Types, Scoring Rubrics, Anchor Sets and Annotations Overview; (2) Scoring Process Overview; and (3) Released Items.
Guide to Mathematics Released Items: Understanding Scoring. 2015
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Mathematics Tests,Scoring Formulas,Scoring Rubrics,Performance Based Assessment,Test Items

The 2014-2015 administrations of the PARCC assessment included two separate test administration windows: the Performance-Based Assessment (PBA) and the End-of-Year (EOY), both of which were administered in paper-based and computer-based formats. The first window was for administration of the PBA, and the second window was for the administration of the EOY. This document is designed to help educators understand the scoring of constructed response items.
Public Expenditure Review of the Education Sector in the Democratic Republic of Congo: An Efficiency, Effectiveness, and Equity Analysis. Report No. ACS14542
Author: Bollag, Burton, Ed.
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Educational Finance,Financial Support,Public Support,Elementary Secondary Education,Public Schools,Governance,Educational Administration,Access to Education,Out of School Youth,Enrollment,Academic Achievement,Outcomes of Education,Human Capital,Educational Attainment,Resource Allocation,Budgets,Centralization,Expenditures,Unit Costs,Family Income,School Location,Equal Education,Teacher Student Ratio,Class Size,Grade Repetition,Dropout Rate,Higher Education,Human Resources,Management Systems,Teacher Effectiveness,Efficiency,Government Role,Literacy

A sound education sector is fundamental for the economic, social, and political transformation of the Democratic Republic of Congo (DRC). The DRC has achieved significant progress in its education sector over the last decade, demonstrating strong resilience following a particularly violent period in its history. The DRC's development trajectory will depend on its ability to reap the benefits of it resource-rich territory, which will require large investments in human capital to transition to an economy based on improved productivity, innovation, and technology. The DRC's population has a very large youth cohort and reaping the benefits of the demographic dividend requires ensuring that sufficient funding is allocated to address priority issues at all levels of education. The three tenets of education investments can be summarized as follows: invest early, invest smartly, and invest for all. This report is organized into following sections: section one gives introduction, section two discusses the country context in terms of demographic dividends and available fiscal space for increasing social sector demand. Section three provides an overview of the education sector context including a chronological order of education sector policies, goals, priorities, and structure. Section four analyzes key indicators of education sector performance. Section five analyzes education sector financing including budget framework and process, the key actors, sources of funding, trends of public expenditure, budget allocation and execution, equity, affordability, and unit cost analyses. Section six examines education sector management issues focusing on efficiency and effectiveness of resources utilization. Section seven presents summary of main findings and policy recommendations. The annex section is divided into four segments including a methodological note, supporting tables, figures, and boxes for the sections. [&quot;The Public Expenditure Review (PER) of the Education Sector in the Democratic Republic of Congo&quot; was prepared by a World Bank Group team consisting of Kebede Feda, Tanya Savrimootoo, Élisé Wendlassida Miningou, and Sabiti Kalindula. This report was translated into French by Aude DiPaolantonio.]
The Demand For, and Impact Of, Youth Internships: Evidence from a Randomized Experiment in Yemen. Policy Research Working Paper 7463
Author: McKenzie, David
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Youth Programs,Internship Programs,Randomized Controlled Trials,College Graduates,Vocational Schools,STEM Education,Education Work Relationship,Work Experience,Employment Potential,Experimental Groups,Control Groups,Comparative Analysis,Supply and Demand,Data Collection,Surveys

This paper evaluates a youth internship program in the Republic of Yemen that provided firms with a 50 percent subsidy to hire recent graduates of universities and vocational schools. The first round of the program took place in 2014 and required both firms and youth to apply for the program. The paper examines the demand for such a program, and finds that in the context of an economy facing substantial political and economic uncertainty, it appears there is an oversupply of graduates in science, technology, engineering, and mathematics, and a relative undersupply of graduates in marketing and business. Conditional on the types of graduates firms were looking to hire as interns, applicants were then randomly chosen for the program. Receiving an internship resulted in an almost doubling of work experience in 2014, and a 73 percent increase in income during this period compared with the control group. A short-term follow-up survey conducted just as civil conflict was breaking out shows that internship recipients had better employment outcomes than the control group in the first five months after the program ended. Appended are: (1) Timeline; and (2) Pooled Estimates.
Are Public Libraries Improving Quality of Education? When the Provision of Public Goods Is Not Enough. Policy Research Working Paper 7429
Author: Rodriguez-Lesmes, Paul
Date: 2015-09-00
Type: Reports - Research
Subjects: Public Libraries,Library Role,Foreign Countries,Case Studies,Low Income Groups,Educational Quality,Scores,Standardized Tests,Statistical Analysis,Academic Achievement,Probability,Secondary School Students,Proximity

This paper analyzes the relation between public, education-related infrastructure and the quality of education in schools. The analysis uses a case study of the establishment of two large, high-quality public libraries in low-income areas in Bogotá, Colombia. It assesses the impact of these libraries on the quality of education by comparing national test scores (SABER 11) for schools close to and far from the libraries before (2000-02) and after (2003-08) the libraries were opened. The paper introduces a Blinder-Oaxaca decomposition on difference-in-differences estimates to assess whether variation of traditional determinants of mathematics, verbal, and science test scores explains the estimates. The analysis finds differences that are not statistically different from zero that could be attributed to the establishment of the libraries. These results are robust to alternative specifications, a synthetic control approach, and an alternative measure of distance. Appended are: (1) Tables; (2) Figures; and (3) Oaxaca-Blinder and DiD. [This paper is a product of the Poverty Global Practice Group and was produced by the Research Support Team.]
Moderate Expectations: Barriers to Access and Complete Higher Education in Tajikistan: Listening to Stakeholders' Voices during the University Entrance Exam Reform. Report No: AUS7057
Author: Safir, Abla
Date: 2015-05-00
Type: Reports - Research
Subjects: Foreign Countries,Barriers,Access to Education,Higher Education,College Admission,Educational Change,Governance,College Entrance Examinations,National Surveys,Stakeholders,Comparative Analysis,Data Collection,Focus Groups,Semi Structured Interviews,Secondary School Teachers,College Faculty,Teacher Attitudes,Factor Analysis,Gender Differences,Gender Bias,Academic Achievement

With the adoption of sweeping changes in the governance of university admission, namely the implementation of the university entrance exam (UEE) in July 2014, and with broader reforms supported by the World Bank. The UEE reform improves governance in only one step, if a key one, in the long process to access and complete higher education: this report uses an original stakeholder assessment conducted in March and April 2014 as well as a recent nationally representative household survey to examine other steps to access and complete higher education and give voice to stakeholders' perspectives on the new reform. Tajikistan's education system is undergoing potentially transformative change. This report presents the findings of a Technical Assistance to the Government of Tajikistan that conducted a stakeholder assessment and used nationally representative household data to examine: (1) barriers to accessing and completing higher education in Tajikistan, and (2) how these barriers could change with the UEE reform. The assessment was conducted before the implementation of the UEE reform in six communities and five universities. To enable comparative analysis, a standardized package of data collection instruments was applied in the field. The instruments feature gender- and generation-specific focus group discussions (FGD) and semi-structured individual interviews with the users of education services: high school and university students, parents, and out-of school youths. In addition, semi-structured individual interviews were conducted with education providers: high school teachers and university professors. The data was conducted in urban, peri-urban and rural contexts. Appended are: (1) The Tajikistan Education System; (2) The Tajikistan Jobs, Skills, and Migration Survey; and (3) Table C2. Unstandardized Results from Final Confirmatory Factor Analysis of Non-Cognitive Skills Module. [This report was written with contributions from Patti Petesch and Katherine Sarah Patrick.]