ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Immigrant Families' Access to Prekindergarten
Author: Gelatt, Julia
Date: 2014-03-00
Type: Reports - Research
Subjects: Immigrants,Kindergarten,Access to Education,Barriers,Disproportionate Representation,Early Childhood Education,Preschool Education,Enrollment,Outreach Programs,Parent School Relationship,Parent Participation,English Language Learners,Educational Finance,Documentation,Community Organizations,Inclusion,Cultural Awareness,Interviews

In recent years, many states have expanded their state-funded prekindergarten programs, drawing on evidence that public investments in early childhood education bring substantial returns in children's educational trajectories and a more skilled future workforce. Evidence also suggests that returns to early education may be larger for children of immigrants (defined as children with at least one parent born outside of the United States, including refugees) than for other children. Yet children of immigrants and of English language learners (ELLs) remain underrepresented in early education programs such as prekindergarten. Obstacles such as parents' lack of awareness of available programs, language barriers, logistical barriers to enrollment, and lack of comfort with available programs can all prevent immigrant families from enrolling their children. Given that children of immigrants form a growing share of the population of young children in the country, policymakers wishing to ensure that their prekindergarten programs are reaching children who could benefit from early education must continue to work to attract and include immigrant families and ELLs. This report is intended to help those interested in improving participation--from program staff to state directors and policymakers--learn from the experiences of other communities about ways to facilitate immigrant families' enrollment in public prekindergarten programs. To understand what strategies programs can adopt to enroll more children of immigrants, the authors conducted more than 40 telephone interviews with local prekindergarten program directors, outreach specialists, English as a second language (ESL) specialists, state prekindergarten directors, directors of other early childhood education programs such as Head Start, and national early childhood education specialists in communities and states across the country involved with diverse types of early childhood education programs. The strategies described fall into four main categories: outreach, enrollment assistance, building relationships with parents, and building immigrant-friendly prekindergarten programs. For each strategy, the authors describe actions used by local programs and regional program directors and discuss some of the policies, funding, and infrastructure at the state level that they identified as being helpful for this work. Some strategies involve substantial investments of resources and staff time, while others are quite simple and inexpensive to implement. The following are appended: (1) Examples of Programs Integrating Several Strategies for Including Immigrant Families; and (2) List of Interviewees.
Housing and Education Partnerships: A Case Study of Akron, Ohio
Author: de Leon, Edwin
Date: 2015-03-00
Type: Reports - Research
Subjects: Public Housing,Urban Schools,Public Schools,Partnerships in Education,Case Studies,Low Income Groups,Objectives,Leadership,Financial Support,Early Childhood Education,Child Care,Community Education,Adult Education,Data,Decision Making,Coordination

The housing and education sectors are being asked to do more with fewer resources. School districts often struggle to meet the needs of low-income students who deal with challenges outside of school and to connect them to resources that can strengthen their academic competencies. Public housing authorities and other assisted-housing providers similarly recognize the need for an array of support services to help their clients achieve financial and family stability. Housing providers have been exploring the role they can play, particularly in improving child outcomes overall and educational outcomes specifically. The premise is that housing providers have a unique opportunity and entry point to improve children's outcomes by connecting them to services and by bringing opportunities right into their homes or developments. Housing authorities in particular are in a favored position to reach low-income families and connect educators, low-income students, and their caregivers outside the school day. By partnering, school districts and housing authorities can begin to identify and tackle barriers to learning that poor students may face, such as housing instability, truancy, and health problems. By combining their resources and leveraging their individual strengths--programmatic, financial, and social--educators and housing authorities are learning how they can have a greater impact on low-income students' lives. Those partnerships represent uncharted territory for many school districts and housing authorities. The Council of Large Public Housing Authorities (CLPHA) is a membership association that represents 70 of the largest public housing authorities in the country. To support and expand its members' ambition and capacity to support educational outcomes, CLPHA kicked off an education initiative in 2013. As part of that initiative, CLPHA is providing technical assistance and field-building support to practitioners, conducting policy advocacy on Capitol Hill, and entering partnerships with other national organizations to advance meaningful and sustainable partnerships between the housing and education sectors. In 2014, with the support of the Bill and Melinda Gates Foundation, CLPHA enlisted the Urban Institute to examine promising practices emerging from partnerships in three cities: Akron, Ohio; New Haven, Connecticut; and Vancouver, Washington. This brief focuses on one of the three partnership sites: Akron, Ohio. The overview of findings from case studies in three sites, &quot;Developing Housing and Education Partnerships: Lessons from the Field&quot; (ED559308) documents some creative approaches and promising practices to inform local efforts to launch partnerships, as well as national-level policy and advocacy efforts.
Transforming Performance Measurement for the 21st Century
Author: Hatry, Harry P.
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Performance,Measurement,Management Systems,Government (Administrative Body),Nonprofit Organizations,Data Collection,Data Analysis

While substantial progress has been made in spreading performance measurement across the country and world, much of the information from performance measurement systems has been shallow. Modern technology and the considerable demand for information on progress in achieving the outcomes of public programs and policies are creating major opportunities for considerably improving the usefulness of performance information. This report provides a number of recommendations to help public and private service organizations take advantage of these opportunities, particularly for:(a) selecting appropriate performance indicators and data collection procedures; (b) analyzing and reporting the information; and (c) using the information to improve services. A list of recommendations is appended.
Can California Teacher Pensions Be Distributed More Fairly? Research Report
Author: Johnson, Richard W.
Date: 2014-12-00
Type: Reports - Research
Subjects: Retirement Benefits,Public School Teachers,Income,Financial Problems,Tenure

The California State Teachers' Retirement System (CalSTRS) has been grossly underfunded for the past decade. State policymakers have responded by cutting plan benefits for new hires and raising teachers' required plan contributions. These changes, however, have undermined teachers' retirement income security. Only 35 percent of new hires will receive pensions worth more than the value of their required plan contributions. Most new hires would have better financial outcomes if they could opt out of the mandatory retirement plan and invest their contributions elsewhere. Additional plan reforms should focus on changing the benefit formula to distribute pensions more equitably across the workforce. To inform the continuing teacher pension reform debate in California, this report evaluates the retirement benefits paid to public school teachers in the state. The report projects annual and lifetime pension benefits for newly hired teachers, assuming they earn average salaries over their careers and leave public employment at the rates estimated by the plan actuaries.
Balancing Quality Early Education and Parents' Workforce Success: Insights from the Urban Institute's Assessment of the Massachusetts Subsidized Child Care System. Research Report
Author: Adams, Gina
Date: 2015-03-00
Type: Reports - Research
Subjects: Child Care,Grants,State Aid,Early Childhood Education,Parents,Employment Patterns,Financial Support,Resource Allocation,Individual Needs,Low Income Groups,Supply and Demand

This report examines the Massachusetts child care subsidy system's balance between providing quality early childhood education and providing workforce support for parents. It is based on qualitative and quantitative data and findings from several studies conducted as part of a legislatively mandated assessment of the Massachusetts subsidized child care system. It highlights some of the key gaps that appear to undercut one or both goals, with findings organized in four areas; subsidy system goals and administrative approach, funding levels and allocation of subsidies, supply of subsidized child care, and challenges associated with meeting the needs of parents with nontraditional workforce patterns. Two appendices include: (1) Project Overview; and (2) Overview of Massachusetts Subsidized Child Care System.
Accelerating Opportunity: A Portrait of Students and Their Program Experiences from the 2014 Student Survey
Author: Spaulding, Shayne
Date: 2015-03-00
Type: Reports - Research
Subjects: Student Experience,Student Surveys,Student Characteristics,Community Colleges,Access to Education,Basic Skills,Acceleration (Education),Two Year College Students,Student Attitudes,Satisfaction,Student Financial Aid,Enrollment Influences,Nontraditional Students

This report presents findings from a survey of students enrolled in Accelerating Opportunity (AO) career pathways in spring 2014. AO provides grants to help community colleges create career pathway programs to enroll students with low basic skills into for-credit career and technical education courses to improve educational and employment outcomes. Survey respondents tended to be non-traditional students; nearly two-thirds were 25 or older and more than half had dependent children. Student reported higher levels of education than initially targeted by the program, with nearly 90 percent reporting at least a secondary school credential. Generally, students expressed high satisfaction with AO.
Building Alaska's Science and Engineering Pipeline: Evaluation of the Alaska Native Science &amp; Engineering Program
Author: Bernstein, Hamutal
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Alaska Natives,American Indian Students,STEM Education,Science Education,Engineering Education,American Indian Education,Middle School Students,High School Students,Undergraduate Students,Graduate Students,Program Effectiveness,Career Exploration,College Preparation,Summer Programs,Academic Support Services,Scholarships,Partnerships in Education,Elementary Secondary Education,Educational Environment,State Universities,College School Cooperation,School Business Relationship

The Urban Institute conducted an implementation and participant-outcomes evaluation of the Alaska Native Science &amp; Engineering Program (ANSEP). ANSEP is a multi-stage initiative designed to prepare and support Alaska Native students from middle school through graduate school to succeed in science, technology, engineering, and math (STEM) careers. ANSEP offers intensive academic support, exposure to industry, and the opportunity to participate in a learning community incorporating Alaska Native cultural identity. In addition to supporting individual students, the ANSEP model is also designed to effect systemic change to improve the climate for Alaska Natives in the Alaska kindergarten through 12th grade (K-12) educational system, the University of Alaska, and Alaska's STEM industries. This document provides an overview of the major takeaways from the evaluation project. The findings inform ANSEP's programming and provide lessons for other STEM education programs that serve underrepresented minorities nationwide. [This project was funded by The Alaska Native Science &amp; Engineering Program (ANSEP).]
Educational Attainment and Earnings Inequality among US-Born Men: A Lifetime Perspective
Author: Mitchell, Josh
Date: 2014-04-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,Income,Males,Longitudinal Studies,Age Differences,Comparative Analysis,Education Work Relationship,Cohort Analysis,Dropouts,High School Graduates,College Graduates

Since the onset of the Great Recession over six years ago, restoring full employment has been the most urgent labor market priority. As the economy slowly recovers, long-term labor market challenges will receive renewed attention. Among the most significant is the growing earnings divide between different types of workers and the potential role of education in providing greater economic security. This report takes advantage of a novel dataset, which tracks individuals over time, to better understand the historical relationship between education and earnings. Using survey data linked to longitudinal administrative earnings records, the authors follow a large, representative sample of men born in the United States between 1940 and 1974 over the course of their careers. They examine how earnings inequality for these men has evolved over time with a particular emphasis on earnings differences by level of educational attainment, age, and year of birth. The authors also compare inequality as measured on an annual and lifetime basis. Lifetime earnings measures may be a better indicator of wellbeing in the long-run. They are also relevant for policy discussions surrounding the value of promoting higher education. The analysis yields several important findings: (1) When you are born matters; (2) The trajectory of earnings inequality has shifted; (3) The increase in earnings inequality reflects both absolute gains for highly-educated workers and absolute losses for lower-educated workers; (4) The biggest winners are those with advanced degrees; (5) Across cohorts, there is virtually no change in earnings for those with some college but less than a four-year degree; (6) Across cohorts, lifetime earnings inequality has increased more than annual earnings inequality; (7) Earnings inequality experiences also changed greatly &quot;within&quot; education groups; and (8) Given the growth in both within-group and between-group inequality, it remains unclear how advantageous it would be for more men to attend college. This report proceeds as follows. In the Data section, the authors summarize the data used in this report. In the following section, they describe patterns of annual earnings inequality across education groups. The authors then report analogous results for cumulative earnings inequality, followed by analysis of within-group inequality. They then discuss calculations of the lifetime value of a college degree before concluding. A Data Appendix is included.
Sustaining and Strengthening DC Schools: Challenges and Choices for the New Mayor
Author: Gallagher, Megan
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Urban Schools,Public Schools,Educational Change,Achievement Gains,Academic Achievement,City Government,Public Officials,School Choice,Leadership,Educational Quality,Objectives

Mayor-elect Bowser assumed control at a delicate juncture in the turbulent history of DC schools. In the 2008-09 school year, public school enrollment--in both traditional and charter schools--increased for the first time since the 1960s. In 2013-14, the District had the largest student body in over 25 years, and over the past 15 years, public schools in DC have gained ground on national tests. Contrary to the widespread belief that these gains are the result of a greater number of students from more affluent, higher-educated families, a recent analysis of DC's own achievement tests suggests that only 10 percent of the test score increase can be attributed to changing demographics. In fact, all subgroups, including Hispanic and black students and students from lower-income families (identified by their eligibility for subsidized meals) have experienced some incremental improvements, although their gains are not commensurate with those of students from higher-income families. This brief describes the following: reforms that possibly contributed to the gains on national tests; recommendations for how the mayor can promote meaningful choice for every student, a quality school in every neighborhood, and a long-term leadership structure that is both stable and responsive; goals for the first year; and goals for the first term. By emphasizing stability and equity, the new administration can ensure that more DC youth have access to the high-quality education they deserve and need to be successful.
Evaluation of the Alaska Native Science &amp; Engineering Program (ANSEP). Research Report
Author: Bernstein, Hamutal
Date: 2015-01-00
Type: Reports - Research
Subjects: Program Evaluation,Alaska Natives,American Indian Students,STEM Education,Science Education,Engineering Education,American Indian Education,Middle School Students,High School Students,Undergraduate Students,Graduate Students,Program Effectiveness,Career Exploration,College Preparation,Summer Programs,Academic Support Services,Scholarships,Partnerships in Education,Elementary Secondary Education,State Universities,Outcomes of Education,Leadership,Educational Facilities,Financial Support,Educational Finance,Student Recruitment,School Business Relationship,College School Cooperation,Marketing,Outreach Programs,Advocacy

The Urban Institute conducted an implementation and participant-outcomes evaluation of the Alaska Native Science &amp; Engineering Program (ANSEP). ANSEP is a multi-stage initiative designed to prepare and support Alaska Native students from middle school through graduate school to succeed in science, technology, engineering, and math (STEM) careers. ANSEP offers intensive academic support, exposure to industry, and the opportunity to participate in a learning community incorporating Alaska Native cultural identity. In addition to supporting individual students, the ANSEP model is also designed to effect systemic change to improve the climate for Alaska Natives in the Alaska kindergarten through 12th grade (K-12) educational system, the University of Alaska, and Alaska's STEM industries. The findings of the evaluation inform ANSEP's programming and provide lessons for other STEM education programs that serve underrepresented minorities nationwide. Appendices include: (1) Data and Methods; (2) Detailed Context Tables and Figures; (3) Definition of STEM Majors Used in Outcomes Chapter; and (4) Definition of Graduate Degree and Employment Categories Used in Outcomes Chapter. [For the summary report, see ED559316.]
Evaluating Retirement Income Security for Illinois Public School Teachers. Public Pension Project Report
Author: Johnson, Richard W.
Date: 2014-07-00
Type: Reports - Research
Subjects: Retirement Benefits,Teacher Retirement,Public School Teachers,Teacher Salaries,Tenure,Teacher Employment Benefits,Income,Teacher Recruitment,Teacher Persistence

The financial problems afflicting the Illinois teacher pension plan have grabbed headlines. An equally important problem, though underappreciated, is that relatively few teachers benefit much from the plan. This report evaluates the pension benefits provided to Illinois public school teachers. The researchers project annual and lifetime pension benefits for teachers in both tiers of the state's retirement plan, assuming teachers earn average salaries over their careers and separate from state employment at the rates estimated by the plan actuaries. Results show that long-tenured teachers earn substantial pensions. Most teachers, however, do not work long enough to benefit much from the plan, because at least 25 years of service is required for most teachers to receive large pensions. Sixty-six percent of teachers in the more generous, prereform pension plan lose financially by participating in the plan because the pensions they earn are worth less than their required plan contributions. In the plan available to teachers hired in 2011 and later, 84 percent suffer financial losses by participating. Which teachers benefit most from the Illinois pension plan depends on when they are hired and how long they work. Nonetheless, the plan reduces lifetime benefits for most teachers who remain employed after the benefit eligibility age, encouraging them to retire, even if they are still willing and able to teach. Alternative plan designs, such as cash balance plans, that allow teachers to accumulate retirement benefits more gradually over their careers would distribute benefits more fairly and improve retirement incomes for many Illinois public school teachers.
The Second Year of Accelerating Opportunity: Implementation Findings from the States and Colleges
Author: Anderson, Theresa
Date: 2015-03-00
Type: Reports - Research
Subjects: Adult Education,Basic Skills,Vocational Education,Community Colleges,Technical Institutes,Program Evaluation,Program Development,Program Implementation,Alignment (Education),Adult Students,Two Year College Students,Student Attitudes,Satisfaction,Team Teaching,Integrated Activities,Teaching Methods,Student Personnel Services,Student Recruitment,Student Financial Aid,Partnerships in Education,State Aid,State Policy,Program Effectiveness,Eligibility,Student Characteristics,Adult Basic Education

The second annual implementation report for the Accelerating Opportunity (AO) initiative in four states finds that: (1) colleges aligned pathways and supports with local needs; (2) students were satisfied with AO; (3) AO instructors grew more adept at team teaching; (4) colleges struggled to recruit adult education students; (5) states and colleges sought new financial support and developed partnerships; (6) colleges served more students with fewer resources; and (7) states changed policies to support and sustain AO. AO provides grants to help community colleges create career pathway programs to enroll students with low basic skills into for-credit career and technical education courses to improve educational and employment outcomes. The following are appended: (1) Required Elements of AO and Theory of Change; and (2) North Carolina Accomplishments in AO.
Close-Range Gunfire around DC Schools
Author: Bieler, Sam
Date: 2014-09-00
Type: Reports - Research
Subjects: Violence,Weapons,Incidence,Proximity,Public Schools,Charter Schools,Urban Schools,School Safety

This report examines the incidence of gunfire as measured by gunshot detection technology using data from the 2011-2012 school year. It finds that a disproportionate volume of gunfire happened near a small share of DC schools. About half of DC schools covered by gunshot detection sensors are in close proximity to gunfire, and four schools were subject to repeated bursts of gunfire. These findings shed new light on students' exposure to violence and raise important questions about the psychological impact of gunfire on students and how their proximity to gunfire may affect truancy and educational outcomes.