ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of &quot;Fund the Child: Bringing Equity, Autonomy, and Portability to Ohio School Finance&quot;
Author: Baker, Bruce:
Date: 2008-04-07
Type: Reports - Evaluative
Subjects: Funding Formulas,Educational Finance,Educational Equity (Finance),Political Influences,Literature,Equal Education,Access to Education,State Aid,Financial Support,Governance,Public Schools,Resource Allocation,Administrative Organization

The newly released Thomas B. Fordham Institute report &quot;Fund the Child: Bringing Equity, Autonomy and Portability to Ohio School Finance,&quot; is the latest in a series of reports promoting the implementation of decentralized governance of public schooling coupled with student-based allocation of revenues to schools. While the current report builds on prior efforts from Fordham and others, it differs in a number of key ways. Most notably, the current report suggests that Ohio should implement a fully state-funded system. Second, the current report avoids unfounded claims that research has found decentralized governance to necessarily improve student outcomes. Third, it takes a measured approach toward recommendations for implementing the reform, and it acknowledges the potential political influences that might compromise equity goals of weighted funding formulas. The report's primary weakness is its general failure to use research literature concerning within-and-between-district funding inequities and concerning factors associated with the costs of education that should be considered if a funding system is to be truly equitable. These oversights significantly compromise a central objective of the report's proposals--simultaneously resolving within- and between-district funding disparities. (Contains a combined list of notes and references.) [For the Thomas B. Fordham Institute report reviewed here, see ED502976.]
Teacher Preparation and Diversity: When American Preservice Teachers Aren't White and Middle Class
Author: Morrell, Jodene
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Social Class,Student Diversity,Diversity (Faculty),Minority Groups,Public Colleges,Academic Achievement,Consciousness Raising,Curriculum Development,Mass Media,Cultural Awareness,Cultural Differences

The majority of American educators are White, middle class, and female and most textbooks and articles about and for preservice teachers assume its readers reflect these characteristics. However, as the K-12 student population becomes increasingly diverse, so do the preservice teacher candidates at our Southern California public university. This article discusses the transformation of a prerequisite teacher education course on diversity from assuming students need to be convinced of the importance of diversity to focusing on how to improve the academic achievement and opportunities for the preservice teachers' future K-12 students. The transformation came in response to students' requests.
Suspended Education in California
Author: Losen, Daniel J.
Date: 2012-04-10
Type: Reports - Evaluative
Subjects: Suspension,Civil Rights,Low Achievement,Juvenile Justice,Student Rights,School Districts,Spreadsheets,At Risk Students,Disproportionate Representation,Racial Differences,Gender Differences,Disabilities,Public Schools,Equal Education,African Americans,American Indians,Hispanic Americans,Whites,Asian Americans,Pacific Islanders,Alaska Natives

The Civil Rights Project has been examining out-of-school suspensions since 1999 due to concerns about the frequency of suspensions, observed racial disparities in their systemic use and the possible negative impact, especially for children of color. Most important, a robust study of school discipline by the Council of State Governments tracked every middle school student in Texas over 6 years and has helped educators crystalize what the evidence has always suggested: that the frequent use of out-of-school suspensions has no academic benefits, is strongly associated with low achievement, a heightened risk for dropping out and a greater likelihood of juvenile justice involvement. If suspending a student out-of-school for minor infractions is a counterproductive educational response, logic dictates that it should be reserved as a measure of last resort. Unfortunately, education policy makers and parents are not fully aware of just how many students are at risk for being suspended. For the first time, this report and companion spreadsheet covering nearly 500 districts reveals to the public the unusually high levels of risk for suspension as well as the stark differences in discipline when these risks are presented by race, gender and disability status. The alarming findings suggest not only a hidden crisis for many historically disadvantaged subgroups in too many districts but also a widespread need to reform discipline policy for California's public schools. Data released from the Office for Civil Rights (OCR) at the US Department of Education revealed that more than 400,000 students were suspended out-of-school at least one time during the 2009-10 school year in California. That's enough students suspended out-of-school to fill every seat in all the professional baseball and football stadiums in the state, with no guarantee of any adult supervision. OCR collected data from districts on the number of students who were suspended just once during the year and the number suspended more than once. The analysis in this report combined these two mutually exclusive categories in order to report the number of students suspended one or more times as a percentage of their total enrollment. This report describes this percentage as the &quot;risk&quot; for suspension. Methods are appended. (Contains 3 figures and 3 tables.)[Note: Spreadheet in Excel format with additional data available at publisher's web site.]
Review of &quot;Five State Dropout Reports&quot;
Author: Dorn, Sherman
Date: 2008-01-09
Type: Reports - Evaluative
Subjects: Graduation Rate,School Choice,Educational Attainment,Competition,Educational Change,Educational Vouchers,Public Education,Dropout Rate,Change Strategies,State Surveys,Cost Effectiveness,Research Reports,Validity,Statistical Bias,Research Methodology,Educational Practices,Educational Policy,Literature Reviews,Academic Achievement,Achievement Rating,Educational Assessment,Educational Indicators,Research Problems,Input Output Analysis

Five sister reports published by the Friedman Foundation over the past two years have ignored the relevant research literature in asserting that private-school voucher programs can reduce the social costs of dropping out while increasing graduation rates. The reports are state-specific, targeting five different states. But each report follows a parallel structure, arguing that the state in question overestimates its graduation rate, that the costs of dropping out are dramatic and that a private-school voucher program can increase graduation and address the dropout problem by generating competition. Yet the reports largely ignore the existing research literature on the personal and social benefits of educational attainment, the effects of school competition, and the factors associated with either completing or dropping out of high school. Further, each report does not provide sufficient information about how the author estimated the statistical claims made for each state, and the author fails to compare the alleged benefits of private-school vouchers with plausible alternatives, such as increasing public-school choice programs or improving graduation through other programs. State policymakers interested in increasing graduation would be better served by seeking out the available, well-researched scholarship on the topic. (Contains 15 notes and references.) [This paper reviews the following reports: &quot;The High Cost of Low Graduation Rates in North Carolina. School Choice Issues in the State&quot; (ED508497); &quot;The High Cost of Failing to Reform Public Education in Indiana. School Choice Issues in the State&quot; (ED508500); &quot;The High Cost of Failing to Reform Public Education in Missouri. School Choice Issues in the State&quot; (ED508489); &quot;The High Cost of Failing to Reform Public Education in Texas. School Choice Issues in the State&quot; (ED508494); and &quot;The High Cost of South Carolina's Low Graduation Rate. School Choice Issues in the State&quot; (ED508499).]
Review of "School Choice by the Numbers: The Fiscal Effect of School Choice Programs 1990-2006"
Author: Baker, Bruce
Date: 2007-05-24
Type: Reports - Evaluative
Subjects: Private Schools,School Choice,School Districts,Local Government,Educational Vouchers,Educational Policy,Educational Finance,Expenditures,Expenditure per Student,Public Schools

This review considers the recently released study by Susan Aud of the Milton & Rose D. Friedman Foundation, concerning the fiscal effects of school vouchers policies. Aud calculates the simple difference between, on the one hand, state and local government spending on students attending traditional public schools, and, on the other, the government spending on children opting for vouchers to private schools. Aud finds a cumulative savings of $444 million over a 15-year period nationwide. Aud's analysis does confirm an obvious point: if state and local governments subsidize vouchers at a lower rate than public schooling, then, all other things being equal, state and local expenditures will decrease. Aud argues in particular that vouchers offer a win-win scenario for local school districts, suggesting that districts losing students to vouchers may simultaneously increase spending per pupil on those left behind while, at the same time, decreasing spending overall. This review concludes that Aud's assumption of increased per-pupil spending by school districts might be true, but the assumption of decreased total budget likely is not. Further, even if state and local governments were, in fact, able to reduce instructional expenses by $444 million over 15 years, this was merely a drop in the bucket--she describes a savings of less than 1/100th of one percent of annual public school spending, or about 60 cents per child per year. (Contains 19 notes and references.) [This paper reviews the following report: "Education by the Numbers: The Fiscal Effect of School Choice Programs, 1990-2006. School Choice Issues in Depth" (ED508498).]
2010 Mississippi Curriculum Framework: Postsecondary Meat Merchandising Technology. (Program CIP: 12.0506 - Meat Cutting/Meat Cutter)
Author: Jones, Roger
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Food Processing Occupations,Merchandising,Marketing,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Course Content,Competence,Course Objectives,Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Meat Merchandising Technology program is designed to prepare the student for entry-level employment in the various related phases of processing, marketing, and merchandising of meats; catering, food preparation; and value-added products. Students are given an opportunity to master the skills necessary for success in meat merchandising, which includes slaughtering, chilling, aging, quartering, and cutting and/or inspecting pork, beef, lamb, poultry, goats, wild game, and fish. Mastery of the competencies listed in the Food Safety course will prepare the student to take the National Restaurant Association's ServSafe exam to become ServSafe Food Safety certified. Industry standards referenced are based on the National Restaurant Association's &quot;ServSafe Certification&quot;. Appended are: (1) The National Restaurant Association's ServSafe Course Content; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2007 Mississippi Curriculum Framework: Postsecondary Small Engine and Turf Equipment Repair Technology. (Program CIP: 01.0299 Agricultural Mechanization, Other )
Author: Spence, Allen
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Equipment Maintenance,Engines,Mechanics (Process),Technical Occupations,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills,Associate Degrees

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. Small Engine and Turf Equipment Repair Technology is designed to provide students with entry level skills needed to compete in today's turf equipment industry. Training is provided in the areas of Engine Repair, Diagnostic skills, Cutting Systems, Chassis Repair, Electrical Systems and Shop Management Skills. Students may earn a Technical Certificate in Small Engine and Turf Equipment Repair by completing the 33 hours of required TEM courses and a computer applications course. Students desiring to earn an Associate of Applied Science degree in Small Engine and Turf Equipment Repair must earn an additional 28 hours including required academic courses and approved electives. Courses in the program have been correlated to standards for turf equipment programs as published by the Equipment and Engine Training Council, a nationally recognized association for the outdoor power equipment industry. Appended are: (1) Proposed Standards for Small Engine and Turf Equipment Repair Technology Programs; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2007 Mississippi Curriculum Framework: Postsecondary Meat Merchandising Technology (Program CIP: 12.0506 - Meat Cutting/Meat Cutter)
Author: Jones, Roger
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Food Processing Occupations,Merchandising,Marketing,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Course Content,Competence,Course Objectives,Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Meat Merchandising Technology program is designed to prepare the student for entry level employment in the various related phases of processing, marketing, and merchandising of meats; catering; and value-added products. Students are given an opportunity to master the skills necessary for success in meat merchandising which includes slaughtering, chilling, aging, quartering, and cutting and/or inspecting pork, beef, lamb, poultry, goats, wild game, and fish. Mastery of the competencies listed in the Food Safety course will prepare the student to take the National Restaurant Association's ServSafe[C] exam to become ServSafe[C] Food Safety certified. Industry standards referenced are based on the National Restaurant Association's ServSafe[C] Certification. Appended are: (1) The National Restaurant Association's ServSafe[C] Course Content; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2008 Mississippi Curriculum Framework: Postsecondary Irrigation Management Technology. (Program CIP:01.0699 - Applied Horticulture/Horticultural Business Services, Other)
Author: Oliver, Michael L.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Gardening,Horticulture,Water,Associate Degrees,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. Irrigation Management Technology is designed to provide students with skills that lead to employment in residential and commercial irrigation industries. The program includes training in the areas of irrigation system design and installation, system troubleshooting and repair, and irrigation business and shop management. Students enrolled in the program have the options of taking a one-year course of study and receiving a technical certificate or taking a two-year course of study and receiving an Associate of Applied Science degree. A minimum of 42 semester credit hours is required to earn the technical certificate. A minimum of 72 semester credit hours is required to earn the Associate of Applied Science degree. Students who complete the program will be qualified to sit for the Certified Landscape or Certified Golf Irrigation Auditor's examinations after earning one year of experience in the field. Students will be qualified to sit for the Certified Irrigation Contractor and Certified Irrigation Designer examination after earning two years of experience in the field. Students may sit for the first two steps of the Certified Irrigation Designer examination upon completion of the program. The remaining steps (3 and 4) may be completed after obtaining two years of field experience. Appended are: (1) Proposed Industry Standards for Certified Landscape Irrigation Auditor; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2007 Mississippi Curriculum Framework: Postsecondary Forestry Technology. (Program CIP: 03.0511 - Forest Technology/Technician)
Author: Johnson, Carl
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Forestry,Forestry Occupations,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. Postsecondary Forestry Technology is an instructional program that prepares individuals to produce, protect, and manage timber and other forest crops. Students enrolled in the program will participate in a variety of learning experiences related to land and forest measurements, growth processes of timber stands, tree identification, timber and forest product harvesting, timber stand management and protection, and forest products utilization. Emphasis is placed on the development of job skills that allow students to enter employment. The latest technologies and computer application skills are incorporated into courses. The program combines lecture-based activities with laboratory field experiences. Forestry Technology is a two-year technical program. An Associate of Applied Science degree is awarded upon successful completion of the curriculum. Industry standards referenced were adapted from &quot;Standards and Procedures for Recognizing Educational Programs in Forest Technology,&quot; as published by the Society of American Foresters (http://www.safnet.org/education/TechRecStd121604.pdf). Appended are: (1) Proposed Standards for Postsecondary Forestry Technology Programs; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)