ethanporcaro/eric-fulltext-meta huggingface dataset:
Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress
Author: Casserly, Michael
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,School Districts,Public Schools,National Competency Tests,Achievement Gains,Educational Trends,Reading Achievement,Mathematics Achievement,Science Achievement,Educational Improvement,Case Studies,State Standards,Academic Standards,Alignment (Education),Educational Practices,Grade 4,Grade 8,African American Students,Hispanic American Students,Asian American Students,White Students,Low Income Groups,Limited English Speaking,Special Education,Elementary School Students,Middle School Students,Leadership,Educational Change,Goal Orientation,Accountability,Curriculum,Teacher Effectiveness,Faculty Development,Educational Assessment,Data

This report summarizes preliminary and exploratory research conducted by the Council of the  Great City Schools and the American Institutes for Research on urban school systems  participating in the Trial Urban District Assessment (TUDA) of the National Assessment of  Educational Progress (NAEP). The study is one of the first large-scale analyses of urban NAEP  trends, and the first to examine local instructional and organizational practices alongside changes in NAEP scale scores in the participating cities. This report is also preliminary in the sense that it attempts to lay out a framework for how NAEP data on the TUDA districts might be analyzed in the future as the number of participating cities grows and the amount of data expands. The purpose of this project was to identify urban school systems that are making academic progress and to examine possible factors in their improvement. The overarching goal was to identify variables that might be contributing to improvement in urban education across the nation and to explore what might be needed to accelerate those gains. The report also discusses broad lessons for the implementation of the common core state standards. This report wraps up with a short list of recommendations to urban school districts about what they might put into place based on the findings of this report and a set of conclusions about next steps. Appended are: (1) How NAEP Is Administered; (2) District Demographics, NAEP Trends, Funding, and Teachers; (3) NAEP Analysis Methodology; (4) Alignment Analysis Methodology; (5) Case Study Methodology and Protocol; (6) Atlanta Case Study; (7) Boston Case Study; (8) Charlotte-Mecklenburg Case Study; (9) Individuals Interviewed on Site Visits and Materials Reviewed; and (10) Research Advisory Panel and Research Team. Individual sections contain footnotes. (Contains 101 footnotes, 141 tables, and 30 figures.) [For related reports, see &quot;Addendum to Pieces of the Puzzle: Recent Performance Trends of Urban Districts--A Closer Look at 2009 NAEP Results&quot; (ED528219); and &quot;Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress. Abstract&quot; (ED528222).]
Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress. Abstract
Author: Casserly, Michael
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,School Districts,Public Schools,National Competency Tests,Achievement Gains,Educational Trends,Reading Achievement,Mathematics Achievement,Educational Improvement,State Standards,Academic Standards,Alignment (Education),Educational Practices,Grade 4,Grade 8,African American Students,Hispanic American Students,Asian American Students,White Students,Low Income Groups,Limited English Speaking,Special Education,Elementary School Students,Middle School Students,Leadership,Educational Change,Goal Orientation,Accountability,Curriculum,Teacher Effectiveness,Faculty Development,Educational Assessment,Data

This is an abridged, summary report of selected findings from &quot;Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress&quot;--a comprehensive study prepared by the Council of the Great City Schools in collaboration with the American Institutes for Research (AIR) and with funding from The Bill &amp; Melinda Gates Foundation. The purpose of this report--exploratory as it is--is to present new data on urban school districts that have made significant and consistent gains, have demonstrated high overall performance, or have not produced consistent improvements on NAEP reading and mathematics assessments at grades 4 and 8. This report examines factors that might be driving those patterns, how alignment between state or district standards and NAEP, as well as the instructional programs and other features of the districts, might be affecting results, and what may be needed to further improve urban public schooling nationwide. The study also provides a preliminary framework for how future analyses might be conducted as more city school systems participate in TUDA. The results of this exploratory study are encouraging because they indicate that urban schools are making significant academic progress in reading and mathematics and may be catching up with national averages. The findings have special import because they suggest some reasons for this progress and the steps that might be required to accelerate this headway, particularly as the new common core standards are being implemented. Research Advisory Panel and Research Panel are appended. A bibliography is included. (Contains 16 tables, 4 figures and 24 footnotes.) [For related reports, see &quot;Addendum to Pieces of the Puzzle: Recent Performance Trends of Urban Districts--A Closer Look at 2009 NAEP Results&quot; (ED528219) and &quot;Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress&quot; (ED528220).]
Recommendations for Adjusting the Maximum Cal Grant Award at California's Nonpublic Colleges and Universities. Commission Report 05-02
Author: California Postsecondary Education Commission
Date: 2005-03-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Grants,Private Colleges,State Legislation,Public Policy

This report discusses proposals to adjust the maximum Cal Grant award for students attending California's nonpublic colleges and universities. The Commission agrees with the need to enact a long-term policy for adjusting the maximum award and offers two additional recommendations to address implementation and institutional reporting requirements.
California Colleges and Universities: A Guide to California's Degree-Granting Institutions and Degree, Certificate, and Credential Programs. Commission Report 06-14
Author: California Postsecondary Education Commission
Date: 2006-11-00
Type: Reference Materials - Directories/Catalogs
Subjects: Community Colleges,State Universities,Private Colleges,Law Schools,Military Schools,College Programs,College Admission,Student Costs,College Administration,Governance,College Housing,Enrollment,Accreditation (Institutions),Disabilities,Student Personnel Services

Californians can earn college degrees or certificates or get job-related training at a variety of institutions both public and private, throughout the state. The variety of institutions, programs, degrees and other educational choices is wide. This Guide will help individuals identify options that suit their needs. This guide is divided into three parts designed for locating information about higher education in a number of ways. Part I lists the names of the campuses individuals are considering attending. All of California's degree-granting colleges and universities are described and listed in alphabetical order under the following six categories: (1) California Community Colleges; (2) The California State University; (3) University of California; (4) Other Public Institutions; (5) Independent Colleges and Universities; and (6) Private State-Approved and Exempt Institutions. Part II contains specific programs--such as Journalism or Computer Engineering. Institutions that offer each program are listed under that heading. Part III is an index. Individuals can use this section to locate schools, programs, towns with campuses, military bases with off-campus centers, and virtually any other topic covered in this Guide.
Enriching Kindergarten Learners' English by Using Language Portfolio and Additional Instructional Materials
Author: Zorba, Mehmet Galip
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Second Language Instruction,Language Teachers,Qualitative Research,Second Language Learning,Portfolios (Background Materials),Instructional Materials,English (Second Language),Teaching Methods,Observation,Classroom Research,Portfolio Assessment,Preschool Teachers,Instructional Effectiveness

Though pre-school education is not compulsory in Turkey, having foreign language education in kindergarten has been an upward trend lately. Besides, as there has been an increasing demand on language education in kindergartens, a large number of kindergartens have begun to give English language education so as to meet the demand. However, most of the English teachers working in kindergartens have difficulty in finding right instructional materials appropriate for kindergarten students since there is not an official curriculum for such schools developed by the Ministry of Education. The teachers thus usually need to develop their own materials. The fact that portfolios reflect learners' language learning process and involve various products that learners prepared during the process make them suitable for kindergarten students. The aim of this qualitative study is two-fold: (1) to reveal the advantages of using language portfolio in kindergartens and, (2) to put forward suggestions for how to enrich use of language portfolio and instructional materials in these schools as well as effective language learning.
Hard Times, College Majors, Unemployment and Earnings: Not All College Degrees Are Created Equal
Author: Carnevale, Anthony P.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Job Applicants,Majors (Students),Unemployment,High School Graduates,Dropouts,Labor Market,College Graduates,Bachelors Degrees,Employment Potential,Salaries,Graduate Study,Futures (of Society),Statistical Data,Educational Attainment

The question, as individuals slowly dig out from under the wreckage left by the Great Recession, is unavoidable: "Is college worth it?" The authors' answer: "Yes, extensive research, ours included, finds that a college degree is still worth it." A Bachelor's degree is one of the best weapons a job seeker can wield in the fight for employment and earnings. And staying on campus to earn a graduate degree provides safe shelter from the immediate economic storm, and will pay off with greater employability and earnings once the graduate enters the labor market. Unemployment for students with new Bachelor's degrees is an unacceptable 8.9 percent, but it's a catastrophic 22.9 percent for job seekers with a recent high school diploma--and an almost unthinkable 31.5 percent for recent high school dropouts. This paper takes a look at several factors that current and future college students should consider as they choose their courses. Underemployment and Earnings for College Majors are appended. (Contains 1 footnote.)
A Prospectus for a Study of the Match between Degrees Awarded and California Labor Market Demand. Commission Report 08-21
Author: California Postsecondary Education Commission
Date: 2008-12-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Labor Market,Community Surveys,Employment Patterns,Academic Degrees,Graduation Rate,Education Work Relationship,Labor Needs,College Outcomes Assessment,Alignment (Education),Graduate Surveys,Labor Force Development,Occupational Surveys,College Graduates

There is a persistent concern over mismatches between the degrees awarded by universities and the needs of the job market. Although there are shortages of graduates in some fields, many university graduates have difficulty finding jobs that make good use of their education. This has been discussed in newspaper articles, in education and business journals, and is a topic of conversation among people who either experience this mismatch or know someone in the situation. It is often assumed that this mainly affects recent graduates, but job data show that this is also the case for people further on in their careers. The Commission's work on the nexus between higher education and the workforce is concerned with how well higher education in California is meeting the needs of employers and is providing opportunities for graduates to enter rewarding careers. As part of its work on this issue, the Commission examined job data from the 2007 American Community Survey. The data showed that 17% of workers with a university degree are working in occupations that are regarded by the U.S. Bureau of Labor Statistics as requiring only on-the-job training, a vocational certificate, or an associate degree. One of the greatest benefits of a university education is that it prepares people for careers, but when degrees are not aligned with desirable, high-wage jobs, research needs to examine the reasons and implications for the mismatch.
Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education, 2008. Annual Report
Author: Connecticut Department of Higher Education, Board of Governors for Higher Education
Date: 2008-04-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,Public Colleges,Diversity (Institutional),Minority Groups,Minority Group Students,Professional Personnel,Administrators,College Faculty,Disproportionate Representation,African Americans,Hispanic Americans,Asian Americans,American Indians,Enrollment,College Graduates,Undergraduate Students,State Programs

Increasing the participation of minority groups at public colleges and universities is a  longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 &quot;Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education.&quot; The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's &quot;Strategic Plan&quot; was enacted by the state legislature, which since 1986 has provided the Board with a small, symbolic annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. Since enactment of the &quot;Strategic Plan,&quot; students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2007 continues a historic trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. This report summarizes the activities and progress achieved in 2007 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. Appended are: (1) Undergraduate Enrollment; and (2) Undergraduate Degree Recipients. (Contains 6 graphs and 19 tables.) [For &quot;Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education, 2007. Annual Report,&quot; see ED516838.]
Direct Certification in the National School Lunch Program State Implementation Progress, School Year 2010-2011. Report to Congress--Summary
Author: Food and Nutrition Service (USDA)
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Lunch Programs,Nutrition,Certification,Program Effectiveness,Federal Programs,Eligibility,School Districts,Federal Legislation,State Agencies,Program Implementation,Program Evaluation,Best Practices

This report responds to the requirement of Public Law 110-246 to assess the effectiveness of State and local efforts to directly certify children for free school meals. Under direct certification, children are determined eligible for free school meals without the need for household applications by using data from other means-tested programs. The 2004 Child Nutrition and WIC Reauthorization Act required local educational agencies (LEAs) to establish systems to directly certify children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits by School Year (SY) 2008-2009. In SY 2010-2011, 85 percent of LEAs directly certified some children from SNAP-recipient households. These LEAs enroll 97 percent of all students in NSLP schools. States and LEAs directly certified 1.9 million more children at the start of SY 2010-2011 than they did a year earlier. The share of SNAP participant children directly certified for free school meals increased to an estimated 78 percent in SY 2010-2011, up from 72 percent in SY 2009-2010. [For the full report, "Direct Certification in the National School Lunch Program: State Implementation Progress School Year 2010-2011. Report to Congress. Nutrition Assistance Program Report Series. Special Nutrition Programs Report Number CN-11-DC," see ED528260.]
Access &amp; Equity for All Students: LGBT Student Needs. Commission Report 08-22
Author: California Postsecondary Education Commission
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Student Needs,Advisory Committees,Homosexuality,Access to Education,Equal Education,Postsecondary Education,Academic Accommodations (Disabilities),Special Needs Students,Educational Opportunities,Change Strategies,Educational Change,Research Reports

Access and equity for all students in California colleges and universities have always been high priorities of the California Postsecondary Education Commission. The Commission has conducted research, gathered data, and made recommendations to expand opportunities and improve outcomes for all students in the state's postsecondary systems. Recently, the Commission turned a spotlight on two groups of students whose challenges may not be as visible as race/ethnicity, poverty, or language, but whose success on campus is affected by equity issues. These groups are students with disabilities and Lesbian, Gay, Bisexual and Transgender (LGBT) students. The Commission's concern led to formation of an Access and Equity for All Students Advisory Committee that is exploring the issues of both of these groups--and is treating these groups as separate and distinct. This report focuses only on LGBT students, and will describe the remainder of the process that Commission staff will pursue in this research.
Bullying in Schools: An Overview. Juvenile Justice Bulletin
Author: Seeley, Ken
Date: 2011-12-00
Type: Reports - Research
Subjects: Truancy,Bullying,Prevention,Juvenile Justice,Researchers,Academic Achievement,Attendance,School Safety,Educational Environment,Intervention,Caring,Adults

Researchers from the National Center for School Engagement conducted a series of studies to explore the connections between bullying in schools, school attendance and engagement, and academic achievement. This bulletin provides an overview of the studies funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), a summary of the researchers' findings, and recommendations for policy and practice. Following are some of the authors' key findings: (1) Bullying is a complex social and emotional phenomenon that plays out differently on an individual level; (2) Bullying does not directly cause truancy; (3) School engagement protects victims from truancy and low academic achievement; (4) When schools provide a safe learning environment in which adults model positive behavior, they can mitigate the negative effects of bullying; and (5) Any interventions to address bullying or victimization should be intentional, student-focused engagement strategies that fit the context  of the school where they are used. (Contains 3 endnotes.)
University Eligibility Study for the Class of 2007. Report 08-20
Author: Griffin, Adrian
Date: 2008-12-00
Type: Numerical/Quantitative Data
Subjects: Eligibility,Ethnic Groups,High School Graduates,Planning Commissions,Postsecondary Education,Admission Criteria,College Admission,Racial Differences,College Bound Students,Educational Assessment,Educational Indicators,Required Courses,State Surveys,Research Reports

The California Postsecondary Education Commission, California State University, and the University of California conducted a study to estimate the percentage of public high school graduates who meet the admission requirements for the two university systems. The study found that 13.4% of California public high school graduates were eligible for UC, and 32.7% were eligible for CSU. The UC eligibility rate has fallen since CPEC's last study in 2003, but the CSU eligibility rate has increased sharply. The gap in university eligibility between racial/ethnic groups has narrowed slightly, but eligibility rates for Black and Latino graduates are still well below the rates for Asians and Whites.
Bullying and Students with Disabilities: A Briefing Paper from the National Council on Disability
Author: Young, Jonathan
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Civil Rights,Bullying,Prevention,Physical Health,Disabilities,Depression (Psychology),Alienation,Student Rights,Low Achievement,Academic Aspiration,Anxiety,Self Esteem,Posttraumatic Stress Disorder,Suicide,Self Destructive Behavior,Victims,Educational Environment,School Policy,Federal Legislation,Special Education

Like bullying in general, bullying of students with disabilities represents both a civil rights and public health challenge. Amongst the possible effects of bullying the U.S. Department of Education (DOE, 2010) includes lowered academic achievement and aspirations, increased anxiety, loss of self-esteem and confidence, depression and post-traumatic stress, deterioration in physical health, self-harm and suicidal thinking, suicide, feelings of alienation, absenteeism and other negative impacts, both educational and health related. While both students with and without disabilities face significant negative emotional, educational and physical results from bullying, students with disabilities are both uniquely vulnerable and disproportionately impacted by the bullying phenomena. Despite this, there exists a dearth of both research and policy focusing on eliminating the bullying of students with disabilities. Furthermore, evidence suggests that existing legal and policy tools available to address bullying against students with disabilities remain significantly under-utilized. Additional focus is needed on the bullying of students with disabilities, both as part of a general strategy of bullying prevention efforts and as a specific area of focus in policy and practice. Effectively addressing bullying of students with disabilities will require undertaking action as part of both general and special education policy. This paper recommends several policy actions for addressing bullying of students with disabilities. (Contains 1 footnote.)