ethanporcaro/eric-fulltext-meta huggingface dataset:
A Guidebook to the Video: &quot;Expanding Learning, Expanding Opportunities.&quot; Resources to Help Community Members Expand Learning Opportunities for All Young People
Author: America's Promise Alliance
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Access to Education,Video Technology,Success,Educational Resources,Elementary Secondary Education,Middle School Students,High School Students,After School Programs,Urban Schools,Summer Programs,Rural Areas,Elementary School Students

Engaging classes in every subject. Enriching encounters with the arts. Fun physical activities and healthy nutrition. Guided explorations of possible careers. Every young person deserves all of these experiences. At the moment, unfortunately, not all of the nation's children and youth do. This guide is intended to accompany the video &quot;Expanding Learning, Expanding Opportunities&quot; which highlights three proven approaches to providing young people with richer, more varied experiences. After opening comments from General Colin Powell, the video uses programs in California, Kentucky and Massachusetts show how expanded learning opportunities (ELO) help create success in school, college, career and life. This guide provides additional resources that can help bring expanded learning to your community, including studies that show the impact of ELO and links to organizations that offer guidance on establishing strong systems. The guide also provides more information about the three programs in the video: (1) Orchard Gardens K-8 Pilot School, Roxbury, Massachusetts--an expanded learning time school for middle school students in Boston; (2) Beyond the Bell, Bell, California--an afterschool program for high school students in metropolitan Los Angeles; and (3) Camp Adventure, Clay County, Kentucky--a summer learning program for elementary school students in rural Kentucky.
A Technical Guide to College Readiness Indicators. College Readiness Indicator Systems (CRIS) Resource Series
Author: University of Chicago Consortium on Chicago School Research
Date: 2014-05-00
Type: Guides - General
Subjects: College Readiness,Educational Indicators,College Preparation,School Districts,Data Analysis,Data Collection,Guides,Research Utilization,Outcomes of Education,Graduation,High School Graduates,Grade Point Average,Academic Persistence,College Students,College Attendance,Scores,Paying for College,Social Integration,Student Characteristics,Statistical Analysis,Validity,Sampling,Research Methodology,Enrollment,High School Students,Correlation,Cutting Scores,College Entrance Examinations

Districts now have access to a wealth of new information that can help target students with appropriate supports and bring focus and coherence to college readiness efforts. However, the abundance of data has brought its own challenges. Schools and school systems are often overwhelmed with the amount of data available. The capacity of districts to determine which data to include in their indicator systems to evaluate past efforts, monitor progress, and make strategic plans for the future lags behind the push for data use. Indicator systems that incorporate too many data elements can be cumbersome and confusing. Data elements that are only weakly or spuriously related to college success can dilute the data system's potential to improve student outcomes and divert scarce resources to approaches that are less effective. By focusing on the best indicators of college success, schools and districts can target the right students for the right kinds of support, effectively evaluate their efforts, efficiently allocate resources, and bring coherence to their push to improve college readiness. This technical guide is designed to help districts select the indicators that have the highest leverage for improving students' college outcomes. It is written with two audiences in mind. First, it assists district leadership in understanding how practical considerations intersect with the technical issues that must be considered when evaluating the extent to which a set of indicators matters in improving students' later outcomes. However, decisions about what indicators and outcomes to include in an indicator system should not be made by district leaders alone. Therefore this technical guide is also meant for district data analysts and educational researchers. It outlines the analyses that will help districts choose among the multitude of potential indicators they could incorporate into their data systems and college readiness efforts.
The Evidence on Universal Preschool: Are Benefits Worth the Cost? Policy Analysis. Number 760
Author: Armor, David J.
Date: 2014-10-15
Type: Reports - Evaluative
Subjects: Evidence,Preschool Education,Policy Analysis,Equal Education,Preschool Evaluation,Program Effectiveness,Program Evaluation,Sustainability,Achievement Gains,Experimental Groups,Control Groups,Meta Analysis,Profiles,Early Childhood Education,Federal Programs

Calls for universal preschool programs have become commonplace, reinforced by President Obama's call for &quot;high-quality preschool for all&quot; in 2013. Any program that could cost state and federal taxpayers $50 billion per year warrants a closer look at the evidence on its effectiveness. This report reviews the major evaluations of preschool programs, including both traditional programs such as Head Start and those designated as &quot;high quality.&quot; These evaluations do not paint a generally positive picture. The most methodologically rigorous evaluations find that the academic benefits of preschool programs are quite modest, and these gains fade after children enter elementary school. This is the case for Head Start, Early Head Start, and also for the &quot;high-quality&quot; Tennessee preschool program. Meanwhile, most contemporary &quot;high-quality&quot; preschool programs have been evaluated using a flawed, non-experimental methodology called Regression Discontinuity Design (RDD). Existing RDD studies fail to account for children who drop out of treatment groups, thereby biasing outcomes upwards. Further, by their nature RDD evaluations cannot assess the fadeout problem because all children in the study, both treatment and control, have taken preschool. These problems affect the evaluation of the Tulsa, Oklahoma, program, perhaps the most frequently cited contemporary &quot;high-quality&quot; program. Two &quot;high-quality&quot; programs have been evaluated using a rigorous experimental design, and have been shown to have significant academic and social benefits, including long-term benefits. These are the Abecedarian and Perry Preschool programs. However, using these two studies as the basis for policy is problematic for several reasons: the groups studied were very small, they came from single communities several decades ago, and both programs were far more intensive than the programs being contemplated today. Before policymakers consider huge expenditures to expand preschool, especially by making it universal, much more research is needed to demonstrate true effectiveness.
Putting Civics to the Test: The Impact of State-Level Civics Assessments on Civic Knowledge
Author: Campbell, David E.
Date: 2014-09-17
Type: Reports - Research
Subjects: Civics,Achievement Tests,Citizenship Education,National Surveys,Educational Assessment,Young Adults,Outcomes of Education

There is a continuing national debate over the efficacy of state-level exams and whether assessments in civics enhances democratic education. This paper uses a large 2012 national survey of 18-24-year-olds to examine the potential effect of civics assessments on civic outcomes. In doing so, it attempts to answer three questions: (1) Do civics assessments matter?; (2) For what outcomes do civics assessments matter?; and (3) For whom do civics assessments matter most? In brief, the answers to the questions were: (1) yes, if the assessments have academic consequences; (2) political knowledge; and (3) minorities and immigrants, especially Hispanic immigrants. This paper suggests that future research should examine what happens to civic knowledge when states adopt or eliminate a civics assessment. Similarly, such studies could explore whether the behavior of students, teachers, and administrators changes with the introduction of a new assessment. The state of citizenship in America would be all the stronger for it.
Protecting Students and Taxpayers: The Federal Government's Failed Regulatory Approach and Steps for Reform
Author: Brown, Hank
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Federal Government,Federal Aid,Colleges,Universities,Eligibility,Student Financial Aid,Accreditation (Institutions),Quality Assurance,Accountability,Federal Regulation

For nearly half a century, the federal government has largely outsourced the determination of which colleges and universities are eligible to receive federal taxpayer money--in the form of student grants and loans--to member-based, geographically oriented accrediting agencies. This outsourcing of responsibility, however, has failed to protect consumers and taxpayers. It is time to acknowledge that Congress must reform and modernize the process for determining college and university eligibility for federal funds. This report presents a variety of suggestions for reform that include: (1) Separating eligibility for federal education funding from the accreditation process; (2) Ensuring transparent performance metrics; (3) Allowing for expedited self-certification by colleges, universities, and other education providers; (4) Allowing and encouraging new agencies for higher education quality assurance, and giving institutions the opportunity to choose from a range of qualified, approved accrediting agencies; (5) Creating institutional-level and student-level accountability for quality assurance; and (6) Expanding the number of states designated as accrediting agencies. It is hoped these common-sense changes will be considered and the United States can have a fully functional system of higher education quality assurance that protects the taxpayer investment in student financial aid.
Beyond College Eligibility: A New Framework for Promoting College Readiness. College Readiness Indicator Systems Resource Series
Author: Annenberg Institute for School Reform at Brown University
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: College Readiness,College Preparation,Systems Approach,Educational Indicators,Inquiry,Data,Decision Making,High School Students

The College Readiness Indicator Systems (CRIS) initiative was developed in response to a troubling pattern: More students than ever are enrolling in college after high school, but many of them are not college ready, as evidenced by persistently low rates of college completion. The sense of urgency to close the gap between college eligibility and college success is a growing concern among policymakers, educational leaders, and the business community, and it has been captured by the Common Core State Standards, which are explicitly designed to reflect &quot;the knowledge and skills that our young people need for success in college and careers.&quot; This CRIS Framework is intended as a tool to help districts and schools implement the conditions, processes, and supports needed to increase the number of students who finish high school ready to be successful in college. This means intervening early and matching identified students with the supports they need, but also addressing the skills, capacities, and attitudes of adults working in all parts of the school system.
District Self-Assessment Tool. College Readiness Indicator Systems Resource Series
Author: Annenberg Institute for School Reform at Brown University
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: School Districts,Self Evaluation (Groups),College Readiness,Evaluation Methods,Networks,Partnerships in Education,Instructional Leadership,Capacity Building,Educational Indicators,Resource Allocation,Data Analysis,Strategic Planning,Educational Planning

The purpose of the &quot;District Self-Assessment Tool&quot; is to provide school district and community stakeholders with an approach for assessing district capacity to support a college readiness indicator system and track progress over time. The tool draws on lessons from the collective implementation experiences of the four College Readiness Indicator Systems (CRIS) network sites (Dallas Independent School District, New Visions for Public Schools in New York City, Pittsburgh Public Schools, and San Jose Unified School District) that are reported in &quot;Essential Elements in Implementation.&quot; In particular the following capabilities that are critical to developing a college readiness indicator system are: (1) Engaging leadership commitment to a college readiness indicator system; (2) Building data infrastructure; (3) Strengthening adult capacity around data use and college readiness; (4) Connecting indicators with supports to promote college readiness; and (5) Developing partnerships with community institutions and institutions of higher education.
Over the Counter, under the Radar: Inequitably Distributing New York City's Late-Enrolling High School Students. Executive Summary
Author: Arvidsson, Toi Sin
Date: 2013-10-00
Type: Reports - Research
Subjects: High School Students,Enrollment,School Choice,Student Placement,Urban Schools,Disproportionate Representation,Disadvantaged Schools,High Schools,School Closing,Special Needs Students,Equal Education,Academic Achievement

Every year, some 36,000 students who enroll in New York City high schools without participating in the high school choice process are labeled as &quot;over-the-counter&quot; or OTC students and are assigned a school by the New York City Department of Education (DOE). These young people are among the school system's highest-needs students: new immigrants, special needs students, previously incarcerated teens, poor or transient or homeless youth, students over age for grade, and students with histories of behavioral incidents in their previous schools. Recognizing the gap in research on this substantial population of students, as well as the need to increase public concern about the concentration of high-needs students in struggling schools, this report analyzes unique data on the assignment of OTC students to New York City high schools to determine whether those students are disproportionately assigned to particular high schools. Findings and recommendation are provided that would significantly reduce the disparities and inequities that have characterized OTC assignment policies. These would also encourage all high schools to reconfigure their instructional resources and support programs to meet the needs of a predictable rate of incoming OTC students. [See full report at ED558012.]
Over the Counter, under the Radar: Inequitably Distributing New York City's Late-Enrolling High School Students
Author: Arvidsson, Toi Sin
Date: 2013-10-00
Type: Reports - Research
Subjects: High School Students,Enrollment,School Choice,Student Placement,Urban Schools,Disproportionate Representation,Disadvantaged Schools,High Schools,School Closing,Special Needs Students,Equal Education,Academic Achievement

Every year, some 36,000 students who enroll in New York City high schools without participating in the high school choice process are labeled as &quot;over-the-counter&quot; or OTC students and are assigned a school by the New York City Department of Education (DOE). These young people are among the school system's highest-needs students: new immigrants, special needs students, previously incarcerated teens, poor or transient or homeless youth, students over age for grade, and students with histories of behavioral incidents in their previous schools. Recognizing the gap in research on this substantial population of students, as well as the need to increase public concern about the concentration of high-needs students in struggling schools, this report analyzes unique data on the assignment of OTC students to New York City high schools to determine whether those students are disproportionately assigned to particular high schools. Findings and recommendation are provided that would significantly reduce the disparities and inequities that have characterized OTC assignment policies. These would also encourage all high schools to reconfigure their instructional resources and support programs to meet the needs of a predictable rate of incoming OTC students. [See Executive Summary at ED558011.]
The Impact of Codes of Conduct on Stakeholders
Author: Newman, Wayne R.
Date: 2015-04-30
Type: Reports - Research
Subjects: School Districts,Ethics,Behavior Standards,Stakeholders,Elementary Secondary Education,Program Effectiveness,Behavior Problems,Mixed Methods Research,Urban Schools,School Policy,Discipline Policy,Educational Environment,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Interviews,Focus Groups,Comparative Analysis,Discipline Problems,Individualized Education Programs,Educational Planning,Intervention,Zero Tolerance Policy

The purpose of this study was to determine how an urban school district's code of conduct aligned with actual school/class behaviors, and how stakeholders perceived the ability of this document to achieve its number one goal: safe and productive learning environments. Twenty participants including students, teachers, parents, and administrators were interviewed via focus groups and one on one interviews to gain their perceptions of the district wide code of conduct's ability to create a productive learning environment in one Baltimore City, Maryland K-8 school. Interview responses were compared to recent and prior district codes of conduct documents to determine the perceived effectiveness of the most recent code of conduct. Also, Baltimore City Code of Conduct documents were compared to three other school districts in the state to determine similarities and differences. Results from this school in Baltimore showed that participants did not perceive the code as effective in achieving its goal. Stakeholders showed compassion for students displaying behaviors that interrupted instruction: they wanted disruptions to cease, without returning to the negative effects of Zero Tolerance policies. Additionally, some associations between code of conduct strengths and weaknesses and state testing results, among the four districts, showed comparable relationships. When relevant, portions transcribed interviewee responses were included in the appendix section and as appropriate within the research. Group interview questions, results, and responses are appended.
Identifying a Theoretical Perspective to Meet the Educational Needs of Twice-Migrated Sudanese Refugees
Author: Palladino, John M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Social Services,Educational Needs,Youth,Student Needs,Case Studies,Qualitative Research,Interviews,Parents,Administrators,Teachers,Caseworkers,Cultural Differences,Acculturation,Peer Relationship,Parent Child Relationship,Educational Resources,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Attitude Measures,Social Influences,Elementary Secondary Education

Twice-migrated Sudanese refugees are newcomers to the United States who relocate to cities and towns not prepared to offer services necessary for integrating them into their communities. The purpose of this report is to propose a theoretical perspective to better understand the educational needs of twice-migrated Sudanese youth, a new contribution to the literature useful for practitioners and researchers. The theoretical construct emerged from blending discussions in the literature about immigrant populations and the author's school administrative experiences with twice-migrated Sudanese families. The theory suggests that twice-migrated Sudanese students encounter cultural and peer challenges as well as educational services that do not match their prior schooling and academic aspirations.
Compassion Fatigue as a Theoretical Framework to Help Understand Burnout among Special Education Teachers
Author: Hoffman, Shari
Date: 2007-00-00
Type: Journal Articles
Subjects: Altruism,Special Education Teachers,Empathy,Psychological Patterns,Middle School Teachers,Teacher Persistence,Career Change,Teacher Burnout,Qualitative Research,Teaching Conditions,Faculty Workload,Case Studies,Symptoms (Individual Disorders),Teacher Characteristics,Faculty Development,Locus of Control,Teacher Responsibility,Interviews

Compassion fatigue is a theoretical framework researchers have applied to helping professions other than teaching. The purpose of this report is to propose the use of this theory to better understand the prevalent rates of special education teachers' exit from the profession often labeled as burnout. A qualitative study with six middle school special education teachers makes an argument for greater infusion of this theoretical framework within the academy and among K-12 practitioners. Implications for practice and additional research are presented.
Public Accountability for Charter Schools: Standards and Policy Recommendations for Effective Oversight
Author: Dingerson, Leigh
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Accountability,Charter Schools,Standards,Educational Policy,Educational Change,Public Education,Scores,Academic Achievement,Governance,Discipline Policy,Conflict of Interest,Deception,Educational Practices,State Legislation,School Administration,Equal Education,Access to Education,Elementary Secondary Education,Enrollment,School Holding Power

In 2012-2013, a working group of grassroots organizers and leaders from around the country met under the auspices of the &quot;Annenberg Institute for School Reform&quot; (AISR) and &quot;Communities for Public Education Reform&quot; (CPER) to explore the impact of rapid charter expansion on parents, students, and communities. The participants, from Chicago, Philadelphia, Newark, New York, and other cities, brought first-hand experience and years of working directly with impacted communities and families, rather than relying only on limited measures such as standardized test scores to assess impact. The group found some common concerns: uneven academic performance; practices that pushed or kept students out of charter schools; overly harsh discipline policies; funding patterns that destabilized traditional schools; and a lack of representative governance, transparency, and adequate oversight, leading to potential conflicts of interest and instances of fraud and other problems. To better understand how current charter policy and practice have impacted communities and how they might be revised to provide solutions for these concerns the set of standards and recommendations presented in this report is the culmination of this work. This report hopes to provide guidance to state legislatures, charter authorizers, and other bodies tasked with charter school oversight and to provide communities with concrete recommendations to take to policymakers as they continue to press for access, equity, and public accountability.