ethanporcaro/eric-fulltext-meta huggingface dataset:
Principal Preferences and the Unequal Distribution of Principals across Schools. Working Paper 36
Author: Horng, Eileen
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: Principals,School Demography,School Districts,Administrator Characteristics,Elementary Secondary Education,Administrator Attitudes,Job Placement,Occupational Mobility,Work Environment,Surveys

In this study the authors use longitudinal data from one large school district--Miami-Dade County Public Schools, to investigate the distribution of principals across schools. The authors find schools serving many low-income, non-white, and low-achieving students have principals with less experience, less education, and who attended less selective colleges. This distribution of principals is partially driven by the initial match of first-time principals to schools at the beginning of their careers and is exacerbated by systematic attrition and transfer away from these schools. Supplementing these data with surveys of principals, the authors find principals' stated preferences for school characteristics mirror observed distribution and transfer patterns. Principals prefer to work in easier to serve schools with favorable working conditions which also tend to be schools with fewer poor, minority and/or low-achieving students. Full Models from Discrete-Time Hazard of Leaving Principal Position is appended. (Contains 10 tables and 12 footnotes.) [This paper was supported by the Stanford University K-12 Initiative.]
School Principals and School Performance. Working Paper 38
Author: Clark, Damon
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: Assistant Principals,Equal Education,Mathematics Tests,Program Effectiveness,Work Experience,Principals,Administrator Characteristics,Standardized Tests,Scores,Academic Achievement,Administrator Education,Attendance,Professional Development,Retirement,Faculty Mobility

We use detailed data from New York City to estimate how the characteristics of school principals relate to school performance, as measured by students' standardized exam scores and other outcomes. We find little evidence of any relationship between school performance and principal education and pre-principal work experience, although we do find some evidence that experience as an assistant principal at the principal's current school is associated with higher performance among inexperienced principals. However, we find a positive relationship between principal experience and school performance, particularly for math test scores and student absences. The experience profile is especially steep over the first few years of principal experience. Finally, we find mixed evidence on the relationship between formal principal training and professional development programs and school performance, with the caveat that the selection and assignment of New York City principals participating in these programs make it hard to isolate their effects. The positive returns to principal experience suggest that policies which cause principals to leave their posts early (e.g., via early retirement or a move into district administration) will be costly, and the tendency for less-advantaged schools to be run by less experienced principals could exacerbate educational inequality. Data appendix is included. (Contains 1 figure, 12 tables and 18 footnotes.)
Community Schools--Results that Turn around Failing Schools: Test Scores, Attendance, Graduation and College-Going Rates
Author: Coalition for Community Schools
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Community Schools,Graduation Rate,Graduation,Parent Participation,Parent School Relationship,Learner Engagement,College Bound Students,Attendance,Academic Achievement,Models,Dropout Rate,Dropouts,High Schools,Case Studies

Great strides have been made by community school initiatives across the nation in their efforts to impact student achievement, attendance, student engagement, graduation rates, parent involvement and more. Data on community schools is growing and the authors encourage readers to review research reports and syntheses on results. The results presented in this paper were gathered from community schools around the nation from 2007-2009.
Community Schools Evaluation Toolkit
Author: Shah, Shital C.
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Community Schools,Data Collection,Educational Assessment,School Effectiveness,Academic Achievement,Surveys,Educational Finance,Financial Support,Educational Planning,Models,Evaluation Methods

This toolkit is designed to help community schools evaluate their efforts so that they learn from their successes, identify current challenges, and plan future efforts. It provides a step-by-step process for planning and conducting an evaluation at your community school site(s). The toolkit is a practical, hands-on guide that makes it possible for you to improve your community school's effectiveness and to tell your story. Equally important, it offers a menu of data collection tools (i.e. surveys, public databases) for evaluating whether and how your school is achieving results. Three appendices are included: (1) List of Evaluation Advisory Team; (2) Data Collection Surveys; and (3) Community School Funding Sources: Data Collection Matrix. (Contains 5 tables and 5 footnotes.)
Response to Discussion Paper on a Mobile Student Research Framework
Author: Karlinski, Jean
Date: 2010-02-00
Type: Information Analyses
Subjects: Feedback (Response),Student Research,Discussion,Foreign Countries,Transfer Students,Student Mobility,English (Second Language)

In November 2009, the BC Council on Admissions and Transfer (BCCAT) hosted a &quot;Visioning Session&quot; to revisit the framework and definitions that have been used to measure the mobility of transfer students in British Columbia. Members of BCCAT's standing committees participated along with representatives from the Ministry of Advanced Education and Labour Market Development (ALMD) and the Student Transitions Project (STP). Among the 25 present from across the province were registrars, institutional research directors, senior administrators, a high school principal, two post-secondary advisors, and a private institutions representative. After hearing presentations on the research on student mobility that has been undertaken to date by BCCAT and the STP, the Visioning Session participants were asked to develop a definition of a mobile student and to identify the top subpopulations of mobile students that they felt are worthy of future study. Some of the barriers to research about these subpopulations and policy questions surrounding them were also identified. Finally, support for continuing to focus research on the &quot;traditional&quot; transfer student population (transfers to research universities) was gauged. The outcomes of deliberations are outlined in a discussion paper which was then circulated more broadly across the system for further response. Feedback to this paper is outlined in this document.
Profile of BC College Transfer Students 2003/04 to 2007/08. Research Results
Author: Lambert-Maberly, Ashley
Date: 2010-04-00
Type: Collected Works - Serial
Subjects: College Transfer Students,Foreign Countries,Grade Point Average,College Admission,Academic Degrees,College Credits,Full Time Equivalency,Graduation Rate,Gender Differences,Time to Degree,Comparative Analysis,Transfer Programs

This newsletter summarizes the results from five reports commissioned by the British Columbia Council on Admissions and Transfer (BCCAT) that profiled the academic experiences and demographics of BC college transfer students: those students who transferred from a BC college, university college, or institute to a BC university during the period 2003/04 to 2007/08. The reports were prepared by Simon Fraser University, Thompson Rivers University, the University of British Columbia (Vancouver campus), the University of Northern British Columbia, and the University of Victoria. Between them, over the period concerned, they welcomed over 27,000 BC college transfer students. SFU and TRU included transfer students from Yukon College, which is a member of the BC Transfer System (i.e., the set of institutions within BC for which transfer agreements, overseen by BCCAT, have been made). (Contains 12 tables and 5 figures.)
An Assessment of BCCAT Research
Author: Waterhouse, John
Date: 2010-00-00
Type: Information Analyses
Subjects: Foreign Countries,Profiles,Student Mobility,Transfer Policy,College Transfer Students,Educational Research,Student Experience,Outcomes of Education,College Admission,College Credits,Academic Achievement,Program Effectiveness,Stakeholders,Evaluation Methods,Colleges,Higher Education

Research on student profiles, student experiences and outcomes, admissions, credit transfer practices and on student mobility plays an important role in how the British Columbia Council on Admissions and Transfer (BCCAT) discharges its mandate. Given the importance of such research to its mandate, the Council commissioned this report with the following four objectives: (1) To analyze BCCAT research on the success of transfer students and thus the effectiveness of the transfer system. (2) To examine the effectiveness of the BCCAT research agenda in providing a multifaceted view of transfer students and the transfer system. (3) To assess any important gaps in the research agenda which if filled could lead to a better understanding of the effectiveness of the transfer system. (4) To provide comment on the role of BCCAT in a establishing a coherent research agenda and conducting research over time. An examination of 67 research papers, reports and newsletters relative to the criteria of decision usefulness indicates that the body of work provides much information that has the potential to inform stakeholder decisions. In this sense, the body of work demonstrates that the research agenda has been effective in providing a multifaceted view of transfer students and the transfer system. (Contains a bibliography.)
Learning Outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities
Author: Wongsri, Piyaluk
Date: 2010-00-00
Type: Journal Articles
Subjects: Science and Society,Science Instruction,Thinking Skills,Moral Values,Ethics,Science Achievement,Learning Activities,Grade 7,Secondary School Students,Secondary School Science,Conventional Instruction,Comparative Analysis,Foreign Countries

Problem statement: Socioscientific issues-based learning activity is essential for scientific  reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventional learning activities. Approach: The samples used in research were 72 of seventh grade students in the first semester of academic year 2009 at Koratpittayakom School, Muang District, Nakhonratchasima Province. The sample groups were divided into two groups by assignment for socioscientific issues-based classroom and conventional classroom. The research instruments used in this research were twelve plans for organization learning activities using socioscientific issues-based instruction and conventional instruction, an achievement test with discriminating powers) B (its ranging was 0.27-0.68 and reliability was 0.85, difficulty) P  (ranging of analytical thinking test was 0.53-0.77 with discriminating powers ranging, 0.78-0.30 its reliability was 0.78 and discriminating powers) B (ranging 0.31-0.58, moral reasoning test had reliability 0.85. Quantitative data were analyzed by using mean, standard deviation, percentage, Hotelling's T2 and Univariate t test. Results: The results can be revealed that students who learned by socioscientific issues-based instruction had learning achievement, analytical thinking and moral reasoning than those conventional instruction at 0.05 level of significantly statistics. Conclusion: In conclusion, students who learned by socioscientific-issues-based learn showed learning achievement, analytical thinking and moral reasoning than those conventional instructions. Therefore, teachers supported to implement socioscientific issues-based instruction in science teaching for the future. (Contains 3 tables.)
The Inclusive Classroom: How Inclusive Is Inclusion?
Author: Reid, Claudette M.
Date: 2010-00-00
Type: Opinion Papers
Subjects: Learning Disabilities,Inclusive Schools,Mainstreaming,Regular and Special Education Relationship,Severity (of Disability),Teacher Responsibility,Teaching Styles,Skill Development,Interpersonal Competence,Special Needs Students,Teacher Competencies,Classroom Techniques,Student Needs,Minority Groups,Low Income Groups,Equal Education,Educational Environment,School Culture,School Safety,Relevance (Education)

This paper presents the position that inclusion is limited; inclusion does not go far enough. The inclusive classroom has been assessed to be of benefit both to the teacher and student. There are, however, limits set on inclusion. In most classrooms only children with learning disability are included omitting those with severe disabilities, children of low socio-economic status and various ethnic background. A fully inclusive educational setting requires planning, trained teachers, and other supporting staff. Such an inclusive classroom is challenging but has the possibility of being effective.
Passing through Science: The Effects of Raising Graduation Requirements in Science on Course-Taking and Academic Achievement in Chicago. Research Report
Author: Montgomery, Nicholas
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Outcomes of Education,Graduation Requirements,Science Curriculum,Science Education,Municipalities,Educational Policy,Policy Analysis,College Preparation,Science Course Improvement Projects,Graduation Rate,High School Graduates,College Attendance,Science Achievement,State Standards,Achievement Gains,Program Effectiveness,Educational Research

This report examines the effects of increasing science course-taking requirements in the Chicago Public Schools. CPS has been at the forefront of the national movement to require a college-preparatory curriculum for all high school students. In 1997, CPS mandated that all entering ninth-graders take a college-preparatory curriculum in high school, including three years of science coursework. This policy change occurred several years before many states raised their science requirements and eight years before the State of Illinois instituted a more modest increase (from one to two years). The previous CPS coursework policy required just one science credit; the new policy required students to take a minimum of the following courses: earth science or environmental science, biology or life science, and chemistry or physics. To examine the impact of this curriculum policy change, this report compares outcomes for cohorts of students in Chicago before and after the 1997 policy was enacted. While the new requirements did lead to increased science course completion, the authors found little evidence of additional science learning or improved college outcomes. Three appendices are included: (1) Research Methodology; (2) Supplementary Tables; and (3) Survey Measures on Instruction. (Contains 8 tables, 14 figures and 54 endnotes.) [This report was written with Macarena Correa.]
Community Schools--Producing Results that Turn around Failing Schools: Test Scores, Attendance, Graduation, College-Going Rates
Author: Coalition for Community Schools
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Community Schools,Academic Achievement,Achievement Gains,Graduation Rate,Attendance,Dropout Rate,Student Behavior,Student Improvement,Parent Participation,Parent School Relationship

The Coalition for Community Schools, housed at the Institute for Educational Leadership, is an alliance of national, state and local organizations in education K-16, youth development, community planning and development, family support, health and human services, government and philanthropy as well as national, state and local community school networks. The Coalition supports the community school  strategy because it provides access and leverage of local resources and programs, changing the look and feel of the traditional school structure to best meet the needs of children and families in the 21st century. Community schools deliver compounding results for students, families and community. The examples presented in this paper were gathered from community schools around the nation from 2007-2009 data on academic achievement and nonacademic development.
Black and Hispanic Charter Students More Likely to Gain Admission to Selective NYC High Schools. Issue Brief No. 4
Author: Winters, Marcus A.
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: High Schools,Charter Schools,Reputation,Standardized Tests,Graduates,Grade 8,Academic Achievement,Achievement Gap,High Stakes Tests,Admission Criteria,Enrollment Rate,African American Students,Hispanic American Students,White Students,Comparative Analysis

A recent review of data provided by the New York City Department of Education reveals that African-American charter school students were 60 percent more likely than their public school counterparts to earn a seat in one of New York City's specialized high schools in 2009. For Hispanics, the rate of acceptance was twice as high for charter school graduates than for students from traditional public schools. There are eight highly selective public high schools in New York City that diligent eighth graders dream of attending. A diploma from a school with a national reputation like Stuyvesant, Bronx Science, or Brooklyn Tech, can open the door to prestigious universities and professional success. But admission to these schools depends entirely on the applicant's score on the Specialized High Schools Admissions Test. Because of the well-documented achievement gap on this and other common standardized tests, African-American and Hispanic eighth graders in the city gain acceptance to these schools at much lower rates than their Asian and white counterparts. (Contains 5 endnotes.)
Engaged Learning in a Public University: Trends in the Undergraduate Experience. Report on the Results of the 2008 University of California Undergraduate Experience Study
Author: Brint, Steven
Date: 2010-02-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Student Experience,Learner Engagement,Citizen Participation,Extracurricular Activities,Outcomes of Education,Research Universities,State Universities,Time Management,Background,Student Characteristics,Student Research,Gender Differences,Racial Differences

The Student Experience in the Research University (SERU) Project is a collaborative effort among academic scholars and institutional researchers devoted to collecting new data and providing policy-relevant analysis of exactly these questions. Its purpose is to study in depth the undergraduate experience and, at the same time, through systematic analysis and use of data for policymaking, promote an institutional culture of evidence and self-improvement. Based at the Center for Studies in Higher Education, and led by a faculty and institutional research team, one of the SERU Project's main accomplishments has been the development of the University of California Undergraduate Experience Survey (UCUES)--a census online survey focused on the unique environment of research universities and the challenges they face. Since 2004, the UCUES has been administered regularly to the 170,000 enrolled students across all nine of the University of California's undergraduate campuses. Analyzing data from the latest UC-wide census administration of the survey in spring 2008, this report is the third general report offered by the SERU Project. In this report the authors replicate work on UC students' academic and civic engagement presented in previous general reports. Here readers will find trends in socioeconomic and racial/ethnic background, academic and co-curricular time allocation, and other measures of the student experience. In addition, the authors provide for the first time results on the level and type of research engagement of undergraduate students and on student-reported learning gains--two important issues related to the unique environment of public universities. (Contains 55 figures and 10 footnotes.)
Tennessee and Florida: Continuity and Change in Long-Lasting State Performance Funding Systems for Higher Education. CCRC Brief. Number 43
Author: Dougherty, Kevin J.
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Educational Finance,State Aid,Higher Education,Politics of Education,Performance,Change,Educational Indicators,Educational Policy,Public Policy,Program Implementation

This study analyzes changes over time in long-lasting state performance funding systems for higher education. It addresses two research questions: First, in what ways have long-lasting systems changed over time in funding levels, indicators used to allocate funds, and measures used for those indicators? Second, what political actors, actions, and sociopolitical conditions explain those changes? The authors' analysis draws on two theoretical perspectives: policy implementation theory and program sustainability theory. Policy implementation theory focuses on how policies change after they have been enacted, focusing on the interaction between higher-level officials who design and authorize policies and lower-level or &quot;street level&quot; officials who ultimately implement the policies. The authors particularly draw on the &quot;bottom up&quot; perspective, which focuses on how the interests, beliefs, knowledge schema, and experiences of lower-level implementers shape their views of a policy and thus their willingness to support it and in what form. Program sustainability theory addresses the factors that promote program continuation and the maintenance of effectiveness. Key clusters of factors that have been identified as influencing program continuation are ones pertaining to the design of the program, the organizational setting in which it housed, and the wider community environment in which it is operating. To answer these questions they investigated the experiences of two states with long-lasting performance funding systems: Tennessee, which pioneered performance funding in 1979; and Florida, which launched it in 1994. For both states, they analyzed publications issued by state agencies and independent researchers, and conducted interviews with top executive branch officials and staff, state legislators and staff, officials of state higher education boards, presidents and other top officials of several colleges, and state business leaders. [This Brief is based on CCRC Working Paper No. 18, &quot;Continuity and Change in Long-Lasting State Performance Funding Systems for Higher Education: The Cases of Tennessee and Florida&quot;.]