ethanporcaro/eric-fulltext-meta huggingface dataset:
Urban School Systems: Getting Talent to All the Right Places. The Claremont Letter. Volume 3, Issue 3
Author: Cohn, Carl A.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Foreign Countries,Urban Schools,State Government,Educational Policy,Alignment (Education),Performance Factors,Educational Resources,Financial Support,Philanthropic Foundations,Federal Government,Federal Programs,Educational Finance,Educational Improvement,Systems Approach

As a scholar/practitioner who has been involved for more than forty years in efforts to improve urban schools and districts, the author is struck by the confluence of factors that seem to be coming together to support this major new effort to rescue the neediest students in urban America. Is it possible that the idealism of the 1960s is finally going to be connected in a practical way to the resources provided by the federal and state government, along with the largesse of the foundations and nonprofit world? In the spirit of advancing this agenda and adding to it, the author offers some alternative policy options that should be considered if the nation is serious about the rescue of its neediest students in urban America. These are: (1) Fund some demonstration projects in America's urban districts that are willing to use the approach of Scandinavian and Asian countries like Finland and Singapore in pursuing teacher excellence; (2) Provide more federal research money to study the best instructional practices of America's higher performing urban districts; (3) Study the administrative support structure at hard-to-staff urban schools; (4) Pilot statewide collective bargaining in some large states; and (5) Provide new federal research funds to study governance in large urban school systems.
Algebra for All. Research Brief
Author: Bleyaert, Barbara
Date: 2009-03-31
Type: Reports - Research
Subjects: Graduation Requirements,Social Justice,Minority Group Students,Algebra,Federal Legislation,Mathematics Instruction,Educational Legislation,Equal Education,Academic Standards,Educational Trends,High School Graduates,State Standards,Mathematics Achievement

The call for &quot;algebra for all&quot; is not a recent phenomenon. Concerns about the inadequacy of math (and science) preparation in America's high schools have been a steady drumbeat since the 1957 launch of Sputnik; a call for raising standards and the number of math (and science) courses required for graduation has been a part of countless national reports on the status of U.S. education. &quot;No Child Left Behind&quot; can be seen as &quot;a continuation of efforts over the past 40 years by educational policymakers and practitioners to raise standards in mathematics and science.&quot; Arguments in support of requiring genuine mathematical literacy for all, including the study of algebra, have been made from both a social justice and an economic perspective. Despite fears that increasing math requirements will penalize poor or minority students, or increase dropout rates, there is evidence to the contrary. The Education Commission of the States (2008) cautions governors that increasing graduation requirements, and requiring that all students have access to challenging mathematics (and science) curricula is only one step in a systemic process for improvement. A list of references and online resources is included.
Geography: A Portrait of Current Practice in Scottish Secondary Schools
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-06-10
Type: Reports - Descriptive
Subjects: Evidence,Environmental Education,Secondary Schools,Geography,Sustainability,Sustainable Development,Geography Instruction,Curriculum Development,Educational Quality,Academic Achievement,Educational Improvement,Self Esteem

&quot;Geography--a portrait of current practice&quot; in Scottish secondary schools is one of a developing series of publications by Her Majesty's Inspectorate of Education (HMIE), designed to reflect current good practice in subjects and aspects of Scottish education and identify areas for further improvement. The portrait series is a new initiative by HMIE, flowing from the &quot;Improving Scottish Education&quot; report. It is intended to promote improvements in Scottish education through illustrating effective practice, raising current issues, and stimulating reflection and debate. An important purpose of the portrait series is to relate existing pedagogy and curricular provision to the aspirations of &quot;Curriculum for Excellence.&quot; By stimulating debate about pedagogy, the portraits will challenge educators to review the extent to which current practice is successfully promoting the four capacities in all young learners. This portrait is based on evidence obtained from HMIE visits to secondary schools during the period April 2004 to June 2007. These visits included 32 general inspections, in which geography was one of the four subjects inspected, and other visits to examine effective practice. Inspectors evaluated the quality of learning, teaching, meeting pupils' needs and achievements. A number of visits to schools specifically designed to identify and exemplify aspects of good practice in geography have focused closely on evaluating the effectiveness of the use of information and communications technology (ICT) and education for sustainability and citizenship. (Contains 1 footnote.)
Educational Reform. The Claremont Letter. Volume 1, Issue 1
Author: Kerchner, Charles
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Educational Change,Public Education,Summative Evaluation,Change Strategies,Program Effectiveness,Educational Policy,Policy Analysis,School Restructuring,School Based Management,Audits (Verification)

Everybody knows what happened to educational reform in the Los Angeles Unified School District. As former mayor Richard Riordan once told the author, &quot;That's simple; LEARN failed.&quot; Indeed, the Los Angeles Educational Alliance for Reform Now, which in the 1990s created a massive civic reform coalition, fell far short of building a district of semi-autonomous schools. When looked at as a project, it is easy to come to the conclusion that reform failed. The author and his colleagues' research leads them to a different conclusion: that LEARN and other reforms were &quot;part of a much larger change in the entire institution of public education.&quot; This issue of the &quot;Claremont Education Letter&quot; focuses on education reform in Los Angeles and its lessons for everyone.
Strengthening At Risk Students' Affiliation with the School. Research Brief
Author: Edge, Christi
Date: 2009-05-13
Type: Reports - Descriptive
Subjects: Academic Achievement,At Risk Students,Adolescents,Attendance Patterns,Parent Participation,Student Attitudes,Learner Engagement,Student Participation,Literature Reviews,Dropout Prevention,Student Behavior,Behavior Modification,Educational Environment,Governance,Student Motivation,Youth Programs

Student "affiliation," also referred to as "engagement," "involvement," "identification,"  "connectedness," participation," and "bonding" with the school is linked to student success,and a lack of affiliation is directly connected to students' reasons for dropping out of school. Educational reformers and school leaders are beginning to turn their attention to students' affiliation with their schools--and with sound reason. Recent research indicates that students, especially at-risk students, both benefit from and may even be dependent on the supportive, engaging, stimulus that comes from being connected to one's school. Findings from a study on student-school bonding and problem behavior in adolescents concluded that if schools are successful in competing for students' affiliation, students are likely to be more engaged in school and less involved in problem behaviors in and out of school. A synthesis of research and scholarship reveal numerous benefits from increasing students' affiliation with school: (1) Fewer dropouts; (2) Increased attendance; (3) Reduced frequency of "risky behavior"; (4) Increased achievement; (5) Academic engagement; and (6) Increased sense of community and care. While there isn't a one-size-fits-all implementation package for increasing student involvement, there are several common characteristics amongst existing and emerging programs working to strengthen student affiliation: (1) Size; (2) Rigor; (3) Environment; (4) Parent Involvement; (5) Connection; (6) Partnerships; and (7) Governance. (Contains 13 online resources.)
Alternative Programs. Research Brief
Author: Walker, Karen
Date: 2006-04-24
Type: Reports - Descriptive
Subjects: High School Students,High Schools,Nontraditional Education,Dropout Prevention,Program Effectiveness,Adolescent Development,At Risk Students,Student Needs,School Community Relationship,Professional Development,Student Evaluation,Grading,Curriculum Development,Course Selection (Students)

Keeping high school students in school and helping them gain competence and confidence in skills so that they can be successful in the world of work and/or college is an enormous challenge. The results of one study clearly demonstrated a direct correlation between one's self-esteem and academic competence. The more competent one feels, the better the chances are that the student will successfully complete high school. Another piece of research found that African-American high school students are least likely to be on track for high school completion while Asians are most likely to be on track. The research is also clear that the ninth grade year is particularly crucial in determining if the student will graduate or drop out. In order to keep students in school where they feel it is valuable and they feel respected, it is imperative that schools offer the "...three R's: rigor, relevance, and relationships." There is no one program that will provide all of the answers to keep students in school. Programs need to be designed to meet the needs of a given school population and tied into the available resources. (Contains 19 online resources.)
Alternatives to Suspension. Research Brief
Author: Walker, Karen
Date: 2009-12-05
Type: Reports - Descriptive
Subjects: Suspension,Student Behavior,Intervention,Parent Participation,Educational Environment,Counseling,Discipline Policy,Students

Suspension from school is directly related to student learning. When students are suspended from school they are deprived of instructional time. Often the students that are suspended most frequently are those behind academically. Principals have worked with their staff to identify several alternatives to school suspension. First and foremost, is the importance of a clear discipline code that supports positive student behavior. It is also important to be proactive rather than reactive and to build capacity for appropriate student behavior. (Contains 16 online resources.)
Modern Studies--A Portrait of Current Practice in Scottish Secondary Schools
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-02-07
Type: Reports - Descriptive
Subjects: Foreign Countries,Social Studies,Secondary School Curriculum,Educational Practices,Educational Improvement,Educational Planning,Academic Achievement,Self Esteem,Student Characteristics,Citizenship Education,Student Participation,Secondary School Students

&quot;Modern studies--a portrait of current practice&quot; is one in a series of portraits by Her Majesty's Inspectorate of Education (HMIE), depicting current practice in key aspects of the Scottish curriculum. The portrait series is a recent initiative by HMIE, flowing from the &quot;Improving Scottish Education&quot; (ISE) report. It is intended to promote improvements in Scottish education by drawing on the findings of inspections to stimulate reflection and debate. This portrait explores modern studies in the context of the secondary school curriculum as a key sector within the delivery of the 3 to 18 curriculum. It will be updated periodically to reflect case studies of effective practice. An important purpose of the portrait series is to relate existing pedagogy and curricular provision to the aspirations of &quot;A Curriculum for Excellence&quot; (ACfE). By stimulating debate about teaching for effective learning, the portraits will challenge us all to review the extent to which current practice is successfully promoting the four capacities in all young learners. This portrait is based on evidence obtained from HMIE visits to secondary schools during the period 2002 to 2006. These visits included both general inspections and other visits to examine effective practice. Inspectors evaluated the quality of learning, teaching, meeting pupils' needs and achievement. (Contains 2 footnotes.)
Alternative Schools. Research Brief
Author: Muir, Mike
Date: 2004-11-22
Type: Reports - Descriptive
Subjects: At Risk Students,Credits,Behavior Problems,Nontraditional Education,Attendance Patterns,Student Attitudes,Attitude Change,High School Students,Behavior Modification,Models,Special Schools,Magnet Schools

Estimates suggest that there are more than 20,000 alternative schools in operation in the United States. The number of alternative schools as well as the number of students educated in these schools has increased significantly over recent years. Oftentimes these schools serve students who are not successful in the traditional school setting, and those who are considered at risk of school failure including students with and without disabilities. Alternative schools have been successful in: (1) reducing truancy; (2) improving attitudes toward school; (3) accumulating high school credits; and (4) reducing behavior problems. Numerous models of alternative schools have been developed to serve local needs and are operating with varied degrees of success. This paper presents five models of alternative schools and lists several characteristics of successful alternative high schools. (Contains 12 online resources.)
Fixing School Finance. The Claremont Letter. Volume 2, Issue 4
Author: Adams, Jacob E., Jr.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Academic Achievement,Educational Finance,Educational Change,Public Education,Educational Improvement,Improvement Programs,Change Strategies,Achievement Gains,Finance Reform,Educational Resources,Educational Administration,Educational Policy,Resource Allocation,Funding Formulas

With heightened expectations and greater funding as backdrop, one would expect elected officials and educators to ensure that America's substantial investment in public education is used effectively to accomplish its ambitious new goals. Conventional modes of funding school improvement, however, such as across-the-board salary increases, class-size reduction, and targeted spending programs, have resulted in greater costs without offsetting gains in performance; and both high- and low-spenders get good and bad outcomes. Something is preventing educators and elected officials from translating resources into results. Part of the problem is that today's finance systems were never designed to support such uniformly high levels of student learning, particularly when the task calls for closing achievement gaps and making the greatest gains with students who have been poorly served. The policy challenge for elected officials is to remove the structures, rules, or practices that prevent educators from using resources effectively. From a systems standpoint, decision makers can support continuous improvement by making four key changes: (1) Deliver resources transparently and flexibly; (2) Focus and enable educators' work; (3) Expand resource knowledge and experiment with new methods; and (4) Redesign resource accounting and accountability. (Contains 5 notes.)
Australian Vocational Education and Training Statistics: Student Outcomes, 2012
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Foreign Countries,Graduates,Satisfaction,Graduate Surveys,Outcomes of Education,Employment,Statistical Data,Educational Benefits,Student Attitudes,Postsecondary Education,Community Education,Student Characteristics

This publication presents information about the outcomes of students who completed their vocational education and training (VET) during 2011. The figures are derived from the Student Outcomes Survey, which is an annual survey that covers students who have an Australian address as their usual address and are awarded a qualification (graduates), or who successfully complete part of a course and then leave the VET system (module completers). This publication presents information on employment outcomes, reasons for not continuing the training (where applicable), satisfaction with the training and further study patterns. (Contains 17 tables, 1 figure and 17 notes.)
Australian Vocational Education and Training Statistics: Apprentices and Trainees. June Quarter, 2012
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Trainees,Foreign Countries,Mathematical Models,Apprenticeships,Tables (Data),Statistical Data,Trend Analysis,Educational Trends,Graduation Rate,Dropout Rate,Educational Indicators

This publication presents estimates of apprentice and trainee activity in Australia for the June quarter 2012. The figures in this publication are derived from the National Apprentice and Trainee Collection no.73 (September 2012 estimates). The most recent figures in this publication are estimated (those for training activity from the December quarter 2010 to the June quarter 2012). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. Estimated data are presented in this publication on a seasonally adjusted, quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. The seasonally adjusted data involve the use of a mathematical model to smooth out fluctuations due to seasonal influences. Seasonally adjusted data are useful to illustrate trends from one quarter to the next, but cannot be further disaggregated. There were 514 900 apprentices and trainees in-training as at 30 June 2012, an increase of 11.3% from the previous year. In the 12 months to 30 June 2012, compared with the previous year: (1) commencements increased by 14.7%, to 368 200; (2) completions increased by 8.1%, to 185 800; and (3) cancellations and withdrawals increased by 2.8%, to 140 500. For seasonally adjusted data, comparing the June quarter 2012 with the March quarter 2012: (1) commencements in trades occupations increased by 5.8%; (2) commencements in non-trades occupations increased by 11.2%; (3) completions decreased slightly; (4) cancellations and withdrawals remained steady; and (5) in-training numbers increased by 2.4%. (Contains 19 tables, 3 figures and 7 notes.)
Australian Vocational Education and Training Statistics: Young People in Education and Training, 2011
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Foreign Countries,Young Adults,Apprenticeships,Trainees,Secondary School Students,Adult Education,Late Adolescents,Higher Education,College Students,Statistical Data,Enrollment Rate,Tables (Data)

The Australian education and training system offers a range of options for young people. This publication provides a summary of the statistics relating to young people aged 15 to 19 years who participated in an education and training activity during 2011. Information on participation is presented for VET in Schools students, school students, higher education students, apprentices and trainees, and other vocational education and training (VET) students. This publication replaces the &quot;Australian vocational education and training statistics: VET in Schools&quot; publication. Data tables from the VET in Schools series, for all ages and not just 15 to 19-year-olds, are available on the National Centre for Vocational Education Research (NCVER) website. (Contains 10 tables, 2 footnotes and 31 notes.)
The Role of Qualifications in Foreign Labour Mobility in Australia. Research Report
Author: Misko, Josie
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Foreign Workers,Skilled Workers,Occupational Mobility,Qualifications,Migration,Employment,Employers,Recruitment,Education Work Relationship

Australia has had a long history of using migrants to fill skill gaps and labour shortages, and continues to target skilled foreign workers for permanent and temporary migration. The purpose of this report is to investigate the role of qualifications in the labour mobility of these foreign workers, especially as those who do not have employer sponsorship are not guaranteed a job in their area of expertise on arrival. Misko argues that a good match between overseas qualifications and jobs obtained in Australia on arrival signals a clear role for qualifications in facilitating migration as a source of skilled workers for the Australian labour market. This report reveals that non-school qualifications play an important role in helping migrant workers into the Australian labour market, especially primary applicants for skilled migration. Qualifications do not act alone in securing employment and employment that is suitable (including for regulated occupations). Employers say they prefer to source skilled labour from suitably qualified Australians or foreign workers already in Australia rather than to conduct overseas recruitment campaigns. While qualifications are clearly important, they need to be credible. Employers are wary of unfamiliar qualifications and providers. Perhaps this is one area where the government can assist by providing employers with more confidence in the overseas qualifications of migrants. Appended are: (1) Settler arrivals, by country of birth and eligibility category, 30 June 2009, 2010; (2) Temporary residents by country of birth, 30 June 2009, 2010; (3) Labour force status by country of birth (regions) March 2011; and (4) Summary of requirements, including qualifications that employers look for when recruiting workers. (Contains 10 tables and 21 footnotes.)