ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluations Backgrounder: A Summary of Formal Evaluations of Afterschool Programs&apos; Impact on Academics, Behavior, Safety and Family Life
Author: Afterschool Alliance
Date: 2014-05-00
Type: Information Analyses
Subjects: Program Evaluation,After School Programs,Academic Achievement,Program Effectiveness,Parent Attitudes,Educational Quality,Learner Engagement,Scores,Achievement Gains,At Risk Students,Student Improvement,Incidence,Program Length,Self Concept,Decision Making,Parent Participation,Child Health,Truancy,Bibliographies,Research Reports,Summative Evaluation,Elementary Secondary Education

Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before-school, afterschool and summer learning programs, is needed to keep up with the growing demand. Parents and voters overwhelmingly support afterschool and want to see more afterschool opportunities for children and increased funding for programs. As public demand and need for afterschool have grown, so too has the demand for accountability. This is particularly true for afterschool programs that utilize public dollars. After all, where tax dollars flow, so must accountability to taxpayers. Fortunately for afterschool advocates, a steady stream of afterschool evaluations are showing important gains for children, not only in terms of academic achievement but also in terms of safety, discipline, attendance and avoidance of risky behaviors. In addition, researchers have found that afterschool programs encourage increased parental involvement, an important building block for student success. This updated evaluations backgrounder focuses on the impact of afterschool programs on academic outcomes, student behavior and parental concerns about children&apos;s safety. A number of different types of evaluations have been conducted over the last several years, assessing various aspects of afterschool programming. The studies included in this backgrounder are just a few of the numerous evaluations of afterschool programs completed in recent years. In reviewing these studies, a few key themes emerged. The data and conclusions from these studies suggest that quality afterschool programs have a positive impact on a number of measures of student academic achievement, positively affecting behavior and discipline and helping relieve parents&apos; worries about their children&apos;s safety. Research findings including academic and behavioral outcomes are discussed. Additional details and citation information for each study conclude the report. [For the May 2011 edition of this &quot;Evaluations Backgrounder,&quot; see ED522626.]
Afterschool in Action: Innovative Afterschool Programs Supporting Middle School Youth
Author: Afterschool Alliance
Date: 2013-00-00
Type: Collected Works - General
Subjects: After School Programs,Middle School Students,Youth Opportunities,Youth Programs,Educational Innovation,Educational Quality,Success,Parent Participation,Enrichment Activities,Art Activities,Educational Needs,Art Education,School Role,Dance Education,Music Education,Music Activities,Hispanic American Students,Parent Role,School Community Relationship,Gardening,Health Promotion,Models,Grants,Learning Resources Centers,Technology Integration,Educational Technology,Access to Computers,Electronic Learning,Best Practices,Energy Education,Energy Conservation,Awards,Program Descriptions,Profiles

The Afterschool Alliance and MetLife Foundation are proud to celebrate a fifth round of the MetLife Foundation Afterschool Innovator Awards. For the past five years, we have collaborated to highlight the work of quality afterschool programs that support children, families and communities across the nation. This compendium is a compilation of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: arts enrichment, parent engagement, school improvement efforts and digital learning. The compendium also includes in-depth profiles of the 2012 Afterschool Innovator Award winners, as well as highlights from 2008-2011 award winners.
Examining the Impact of Afterschool STEM Programs
Author: Krishnamurthi, Anita
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: STEM Education,After School Programs,Program Effectiveness,Program Evaluation,Learning Experience,After School Education,Youth Opportunities,Effective Schools Research,Alignment (Education),School Role,Educational Research,Program Descriptions,Academic Persistence,Science Interests,Science Process Skills,Skill Development,Relevance (Education),Science and Society,Career Awareness,Academic Achievement,Secondary School Students

Afterschool programs that provide strong science, technology, engineering and math (STEM) learning experiences are making an impact on participating youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contributions to society, and--significantly--begin to see themselves as potential contributors to the STEM enterprise. This paper begins by presenting some of the research findings about the importance of afterschool and other out-of-school-time (OST) experiences for STEM learning. It then proceeds to summarize evaluation data from a selection of strong afterschool STEM programs and describes the types of substantive impacts these programs are having on participating youth. The paper concludes with recommendations for how an integrated approach to education that includes in-school and OST experiences can be constructed. Appendices provide details of the programs whose outcomes are featured in the narrative. They include: (1) Framework of Youth Outcomes; (2) Descriptions of selected afterschool STEM programs with strong youth outcomes; and (3) Selected evaluation results of afterschool STEM programs with strong youth outcomes.
2012 College Choice Report--Part 1: Preferences and Prospects
Author: ACT, Inc.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Benchmarking,Career Readiness,College Bound Students,College Readiness,Comparative Analysis,Educational Assessment,Educational Attainment,Educational Policy,High School Graduates,State Standards,Student Behavior,College Choice,Parent Background,School Location,Scores

This report builds on a foundation of knowledge about the academic readiness of the ACT-tested high school graduating class of 2012 as presented in &quot;The Condition of College &amp; Career Readiness&quot; (see ED534761). An important conclusion of the &quot;Condition&quot; report is that far too many high school graduates are not prepared for success in college and career as defined by their attainment of the ACT College Readiness Benchmarks. After receiving positive feedback on the first report and requests for more information, ACT expanded the content of the report this year to include information spanning multiple stages of the college choice process. Part 1, presented in this report, focuses on the self-reported college preferences and ACT Educational Opportunity Service (EOS) participation rates of the ACT-tested high school graduating class of 2012. [For &quot;2012 College Choice Report--Part 2: Enrollment Patterns,&quot; see ED546630. For &quot;2012 College Choice Report--Part 3: Persistence and Transfer,&quot; see ED546631.]
2012 College Choice Report--Part 2: Enrollment Patterns
Author: ACT, Inc.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,Career Readiness,College Entrance Examinations,College Readiness,Comparative Analysis,Educational Assessment,Educational Attainment,Educational Policy,High School Graduates,Higher Education,Scores,State Standards,College Choice,Parent Background,School Location,Enrollment,Enrollment Rate,Student Mobility

This report builds on a foundation of knowledge about the academic readiness of the ACT-tested high school graduating class of 2012 as presented in &quot;The Condition of College &amp; Career Readiness&quot; (see ED534761). An important conclusion of the &quot;Condition&quot; report is that far too many high school graduates are not prepared for success in college and career as defined by their attainment of the ACT College Readiness Benchmarks. After receiving positive feedback on the first report and requests for more information, ACT expanded the content of the report this year to include information spanning multiple stages of the college choice process. Part 2, presented in this report, focuses on the college enrollment of the ACT-tested high school graduates and addresses such topics as student mobility and migration patterns, the extent to which students' college choices match their preferences, and the enrollment rates of students selected through Educational Opportunity Service (EOS). [For &quot;2012 College Choice Report--Part 1: Preferences and Prospects,&quot; see ED546629. For &quot;2012 College Choice Report--Part 3: Persistence and Transfer,&quot; see ED546631.]
2012 College Choice Report--Part 3: Persistence and Transfer
Author: ACT, Inc.
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Academic Aspiration,Achievement Tests,African American Students,American Indian Students,Benchmarking,Career Readiness,College Entrance Examinations,College Readiness,Comparative Analysis,Educational Assessment,Educational Attainment,High School Graduates,Higher Education,Hispanic American Students,Occupational Aspiration,Scores,College Choice,Parent Background,School Location,Transfer Students,Transfer Rates (College),Academic Persistence

This report builds on a foundation of knowledge about the academic readiness of the ACT-tested high school graduating class of 2012 as presented in &quot;The Condition of College &amp; Career Readiness&quot; (see ED534761). An important conclusion of the &quot;Condition&quot; report is that far too many high school graduates are not prepared for success in college and career as defined by their attainment of the ACT College Readiness Benchmarks. After receiving positive feedback on the first report and requests for more information, ACT expanded the content of the report this year to include information spanning multiple stages of the college choice process. Part 3, presented in this report, revisits the class during their second year of college to report on student persistence within postsecondary education and to examine the relationships between their self-reported college preferences and their transfer patterns. [For &quot;2012 College Choice Report--Part 1: Preferences and Prospects,&quot; see ED546629. For &quot;2012 College Choice Report--Part 2: Enrollment Patterns,&quot; see ED546630.]
Promoting Team Leadership Skills in Doctoral Candidates
Author: Suleiman, Mahmoud
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Graduate Students,Doctoral Programs,Leadership Styles,Leadership Qualities,Cohort Analysis,Cooperation,Educational Administration,Majors (Students),Administrator Education,Leaders,Instructional Leadership

Doctoral programs can serve as an optimal opportunity for candidates to engage in tasks and activities to transform them and their schools. The paradigm shifts in such preparation involve moving from sitting and getting to making and taking. Most importantly, it requires building leadership skills and styles necessary to bring about desired change in schools. As such they should put key principles and conceptual frameworks to effective practice. Accreditation bodies and professional groups have set forth a philosophical base to create and implement effective programs. Based on such principles and a model of a collaborative effort between two California State University (CSU) campuses, this article highlights some of the strategies and techniques used in working with cohorts of doctoral programs. Implications for implementing doctoral programs using cohort models are drawn.
Korean Experience and Achievement in Higher Education
Author: Lee, Jeong-Kyu
Date: 2001-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Educational Change,Educational History,Economic Development,Educational Attitudes,Educational Policy,Human Capital,College Administration

The purpose of this paper is to introduce the transition of Korean education reform and to weigh Korean experience and achievement in contemporary higher education. The paper first of all illustrates a historical perspective on higher education in light of educational reform. Secondly, this study reviews the achievements of Korean higher education liking to economic development. Thirdly, the author examines educational enthusiasm as a main factor for the development of Korean higher education. Finally, the current national policy of Korean higher education is discussed. The author evaluates that between the 1960s and the 1970s a modernization doctrine and a human capital theory, as a link of policy for manpower demand and supply, were accepted by policy makers of the government and brought about the national economic development and individual's income increase. In addition, from the early 1980s until the present time, Korean higher education has been drastically increased in the aspects of manpower requirement and social demand due to the diversity of industrial and social structure as well as Koreans' educational zeal. Although Korea has already achieved universal higher education, the quality still lags behind its international competitors'.
Guide for Peer Assisted Learning (PAL) Group Facilitators
Author: Arendale, David R., Ed.
Date: 2014-08-27
Type: Tests/Questionnaires
Subjects: Peer Teaching,College Students,Facilitators (Individuals),Cooperative Learning,Group Activities,Communities of Practice,Educational Theories,Academic Support Services,Qualitative Research,Statistical Analysis,Program Effectiveness,Racial Differences,Achievement Gap,Cultural Awareness,Communication Strategies,Power Structure,Learning Strategies,Teaching Methods,Course Content,Interpersonal Communication,Peer Relationship,Worksheets

The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. This document is the training manual used for the new PAL facilitators that manage the small study groups. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science. Individual sections contain references and suggestions for further investigation. A bibliography of PAL-related publications is included.
More Graduates: Two-Year Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. Policy Brief
Author: Scrivener, Susan
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Student Surveys,Developmental Studies Programs,Graduation Rate,Acceleration (Education),Tutoring,Career Planning,Student Costs,Student Financial Aid,Textbooks,Enrollment,Program Effectiveness,Academic Persistence,College Credits

This policy brief presents results from a random assignment evaluation of the City University of New York's Accelerated Study in Associate Programs (ASAP). An ambitious and promising endeavor, ASAP provides a comprehensive array of services and supports to help community college students graduate and to help them graduate sooner. The evaluation targeted low-income students who needed one or two developmental (remedial) courses. ASAP requires students to enroll full time and provides block-scheduled classes, comprehensive advisement, tutoring, career services, a tuition waiver, free monthly MetroCards for use on public transportation, and free use of textbooks for up to three years. After two years, compared with regular college services, ASAP increased the number of credits students earned as well as their persistence in college. Most notably, the program boosted two-year graduation rates substantially--by 66 percent. A future report will present the program's effects after three years.
Promoting College Match for Low-Income Students: Lessons for Practitioners. Policy Brief
Author: Byndloss, D. Crystal
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: High School Students,Low Income Groups,Academic Achievement,Underachievement,Educational Counseling,Public Schools,High Schools,Parent Participation,Decision Making,Academic Aspiration,College Choice,College Preparation,College Bound Students,Financial Aid Applicants,Student Financial Aid,Paying for College

Most high school reform efforts understandably focus on boosting the success of low-income students who are underachieving academically, but in every school district where students struggle, there are academically capable low-income and minority students who do graduate prepared for college. Yet each year, many of these students choose to attend nonselective four-year colleges where graduation rates are distressingly low. Others enroll at two-year colleges, where degree completion and transfer rates are even lower. Many more do not attend college at all. In 2010, MDRC and its partners pilot-tested an innovative advising program, College Match, in three Chicago public high schools. This practitioner brief presents practical lessons from that program. It offers five strategies that show promise, that could be widely applicable, that counselors and advisers can integrate into their existing college guidance activities, and that can be implemented in college advising settings in and out of schools.
Laying Tracks to Graduation: The First Year of Implementing Diplomas Now
Author: Corrin, William
Date: 2014-08-00
Type: Reports - Evaluative
Subjects: Urban Schools,Secondary Schools,Secondary School Students,College Readiness,Career Readiness,Grants,Intervention,Models,Attendance Patterns,Student Behavior,Academic Achievement,At Risk Students,Dropouts,Dropout Prevention,Control Groups,Experimental Groups,Teacher Surveys,Fidelity,Interviews,Focus Groups,Case Studies,Graduation Rate,Graduation

Too many students in high-poverty, urban communities drop out of high school, and too few graduate prepared for college and careers. Three national organizations--Talent Development Secondary, City Year, and Communities In Schools--have formed Diplomas Now in an effort to transform urban secondary schools so fewer students drop out and more graduate ready for postsecondary education and work. Thanks to a validation grant from the U.S. Department of Education&apos;s 2010 Investing in Innovation (i3) competition and matching funds from private sources, teams from all three organizations are implementing the Diplomas Now data-driven, tiered intervention model in schools across the nation. The model combines a comprehensive school reform strategy aimed at transforming the academic experience of all students with early warning indicators related to attendance, behavior, and course performance. Diplomas Now identifies students at risk of dropping out and intervenes with targeted support intended to get failing students back on track. MDRC and ICF International are conducting an independent, experimental evaluation of the impact and implementation of Diplomas Now. During the 2011-2012 and 2012-2013 school years, 62 secondary schools in 11 school districts agreed to participate in this study. Thirty-two of these schools were randomly assigned to implement the Diplomas Now model while the other 30 schools were assigned to a &quot;control group,&quot; continuing their existing school programs or implementing other reform strategies of the districts&apos; or schools&apos; choosing. This report introduces Diplomas Now and the associated evaluation, describing the reform model, the research design, and the participating schools and districts. The report also shares first-year implementation fidelity findings, and discusses collaboration among the Diplomas Now partners and between those partners and schools. Appendices include: (1) Baseline Administrator and Teacher Survey Response Rates and Measure Creation; (2) Program and School Staff Survey Response Rates and Fidelity Matrix; and (3) Interview and Focus-Group Response Rates and Case-Study Methodology.
Aid Like a Paycheck: Incremental Aid to Promote Student Success. Policy Brief
Author: Ware, Michelle
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Success,Low Income Groups,Money Management,Resource Allocation,Federal Aid,Grants,State Aid,Costs,Incentives,Expenditures,Program Evaluation,Program Effectiveness,Intervention,Student Attitudes,College Students,Administrator Attitudes

Aid Like A Paycheck is based on a simple idea that is gaining national attention: after tuition and fees have been paid to a college, disburse the remaining financial aid to students evenly throughout the term--like a paycheck. The goals of the program are to help students achieve a good balance between time in work and school, and think about school as a job where regular attendance and meaningful effort are rewarded. Aid Like A Paycheck could improve students' success in college, and may also hold promise for making financial aid programs--whether federal, state, or private--more cost-effective, by ensuring that aid is distributed to students while they maintain their enrollment. This brief presents the theory behind the program and the policy landscape in which it was developed, and describes the successful pilot test of the program at two colleges. Aid Like A Paycheck has the potential to affect millions of students nationally, and the idea is ready to be tested rigorously to ensure that any policy that arises from it is tailored to produce the maximum benefits for students, colleges, states, and the federal government.
Early Childhood, High School, and College: Educational Challenges and MDRC&apos;s Research
Author: MDRC
Date: 2014-05-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Postsecondary Education,Early Childhood Education,Social Class,Achievement Gap,Disadvantaged Youth,Social Change,Educational Change,High Schools,Graduation Rate,Racial Differences,Ethnic Groups,White Students,African American Students,Hispanic American Students,Dropouts,At Risk Students,Enrollment Trends,Success,Social Mobility

MDRC hosted a recent colloquium to celebrate their 40th anniversary and the contributions of former Board Chair Robert Solow. This paper summarizes a panel presentation featuring Frank Levy, Richard J. Murnane, Cecilia E. Rouse, and Ronald F. Ferguson, who discussed current challenges in education and how MDRC&apos;s research can help address them.