ethanporcaro/eric-fulltext-meta huggingface dataset:
A Random Assignment Evaluation of Learning Communities at Kingsborough Community College: Seven Years Later
Author: Weiss, Michael J.
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Urban Schools,Control Groups,Experimental Groups,Academic Achievement,Communities of Practice,Graduation Rate,Outcomes of Education,Intervention,Evidence,Program Implementation,Program Effectiveness,Models,Academic Persistence,College Credits,Employment Potential,Income,Academic Degrees,Validity,College Faculty

Community colleges play a vital role in higher education, enrolling more than one in every three postsecondary students. While the market share of these institutions has grown over the past 50 years, students' success rates remain low. Consequently, community college stakeholders are searching with mounting urgency for strategies that increase rates of success. We evaluate the effects of one such strategy, learning communities, from a randomized trial of over 1,500 students at a large urban college in the City University of New York (CUNY) system. Findings indicate that the program's positive effects on short-term academic progress (credit accumulation) are maintained seven years after random assignment. In addition, the analysis provides some limited evidence that the program positively affected graduation rates, particularly for those students without remedial English needs, over this period. At the same time, however, there is no discernible evidence that the program improved economic outcomes. This paper concludes by offering sobering reflections on trying to detect the effects of higher education interventions on future earnings.
Reading Partners: The Implementation and Effectiveness of a One-on-One Tutoring Program Delivered by Community Volunteers. Policy Brief
Author: Jacob, Robin Tepper
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Reading Instruction,Reading Programs,Volunteers,Tutoring,Low Income Groups,Elementary Schools,Elementary School Students,Control Groups,Reading Comprehension,Word Recognition,Reading Fluency,Fidelity,Program Evaluation,Program Effectiveness,Statistical Significance,Reading Improvement,Reading Skills,Effect Size,Reading Achievement

This policy brief summarizes the positive results of a rigorous evaluation of Reading Partners, a widely used program that offers one-on-one tutoring provided by community volunteers to struggling readers in low-income elementary schools. A total of 1,265 students in 19 schools in three states were randomly assigned to receive Reading Partners&apos; tutoring or to an &quot;as-is&quot; control condition. Findings revealed that the program had a positive effect on reading comprehension, on the ability to read sight-words efficiently, and on fluency. These encouraging results demonstrate that, when delivered on a large scale and implemented with fidelity, Reading Partners can serve as an effective tool in improving reading proficiency and warrants wider use in school reform efforts. [Additional financial support for this policy brief was provided by the Social Innovation Fund of the Corporation for National and Community Service.]
Leading for Equity and Social Justice: From Rhetoric to Reality
Author: Suleiman, Mahmoud
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Social Justice,Equal Education,Leadership Role,Educational Change,Guidelines,Cultural Awareness,Models,Outcomes of Education,Educational Practices,Student Diversity,Educational Administration,Acculturation,Ethnicity,Self Concept,Socialization,Teaching Methods,Curriculum,Student Empowerment,School Culture,Positive Attitudes,Social Structure

School systems across the world are facing a plethora of global changes that dictate rethinking instructional practices and professional leadership roles. School reformers are constantly facing the challenges dictated by the universal culture that exerts a huge power on learning and teaching, and leading. This article introduces a comprehensive framework for leaders who seek to achieve equity and social justice in the diverse schools. Drawing on pertinent research and literature in the field, the discussion introduces a comprehensive, equitable and culturally responsive, leadership model conducive to producing promising educational outcomes. Implications for school reform are drawn while suggesting specific guidelines and ingredients for educational success.
Measuring Early Spanish Literacy: Factor Structure and Measurement Invariance of the &quot;Phonological Awareness Literacy Screening for Kindergarteners&quot; in Spanish (&quot;PALS español K&quot;)
Author: Huang, Francis L.
Date: 2013-04-30
Type: Reports - Research
Subjects: Phonological Awareness,Kindergarten,Screening Tests,Spanish Speaking,Public Schools,Factor Analysis,Early Intervention,Gender Differences,Test Validity,Reading Skills,Hispanic American Students,Criterion Referenced Tests,Rhyme,Phonics,Alphabets,Spelling,Word Recognition,Emergent Literacy,Goodness of Fit

We investigated the latent factor structure of the &quot;Phonological Awareness Literacy Screening for Kindergarteners&quot; in Spanish (&quot;PALS español K&quot;). Participants included 590 Spanish-speaking, public-school kindergarteners from five states. Three theoretically-guided factor structures were measured and tested with one half of our sample using confirmatory factor analytic (CFA) methods. We then replicated the best fitting model with the second half of our sample and used multigroup CFA (MGCFA) to test for the model's configural and metric invariance. MGCFA revealed that PALS español K exhibited measurement invariance when comparing populations of boys and girls. Our results support the educational utility of PALS español K as a tool for assessing important reading constructs and informing early interventions across gender groups with Spanish-speaking students.
External Review of GPS LifePlan
Author: Arendale, David R.
Date: 2008-10-07
Type: Reports - Research
Subjects: Program Descriptions,Educational History,Profiles,Institutional Characteristics,Usability,College Students,College Faculty,Educational Indicators,Demography,Focus Groups,Stakeholders,Counselors,Administrators,Surveys,Program Effectiveness,Program Evaluation,Research Methodology,Committees,Conferences (Gatherings),Change Strategies,Portfolios (Background Materials),Workshops,Curriculum Enrichment,Teacher Student Relationship,Student Educational Objectives,Guidance Programs,Developmental Studies Programs,Goal Orientation,Career Education,Technology Integration,Qualitative Research,Statistical Analysis

The GPS LifePlan is an interactive resource that helps students succeed in reaching their career, education and personal goals. GPS stands for &quot;GOALS + PLANS = SUCCESS&quot;. http://gpslifeplan.org This holistic academic and student development program provides a structure for students to define their goals and helps them establish plans to meet those goals. Students interact with GPS through an online website, embedded curriculum by college instructors, workshops, and online webinars. There are five sub-plans in the GPS LifePlan: CareerPlan, EducationPlan, FinancePlan, LeadershipPlan and PersonalPlan. Students can interact with GPS LifePlan through a wide variety of learning venues. GPS was originally developed at Century College in White Bear Lake, MN through leadership of the college's president, Dr. Larry Litecky. Through financial and logistical support from the Minnesota State Colleges and Universities (MnSCU), GPS has been implemented at dozens of other MnSCU colleges throughout Minnesota. This document contains an assessment and policy analysis of the approach. The document was created by the author in consultation with GPS leaders at Century College and other institutions in Minnesota. This approach could be adapted for use with other approaches to student development and retention programs. Four appendices are included: (1) Research Methodology; (2) Century College GPS LifePlan Committee Structure; (3) Kurt Lewin and Sequencing Change; and (4) Student Success Conference Agenda.
Addressing Parenting and Child Stress: Three Workshops for Parents of Preschool Children
Author: Tone, Danielle M.
Date: 2013-02-13
Type: Tests/Questionnaires
Subjects: Stress Variables,Child Rearing,Workshops,Parent Education,Preschool Children,Infants,Psychoeducational Methods,Early Intervention,Literature Reviews,Guides,Stress Management,Lesson Plans,Printed Materials,Learning Activities,Facilitators (Individuals),Adults,Metabolism,Brain Hemisphere Functions,Mental Health,Depression (Psychology),Anxiety,Coping,Child Development,Social Support Groups,Physical Activities,Cognitive Restructuring,Behavior Modification,Metacognition

The intent of this manuscript is to inform others about stress, parental stress, and highlight the negative consequences of stress on children by directly providing information to parents of infant and preschool children in the form of a psychoeducational workshop. Given that the early years of life have many critical periods of development and that during these years children are especially vulnerable to the exposure of stress, early intervention to reduce the damage from stress is of high importance. This project is comprised of two parts. Part 1 includes a literature review that guides and provides in-depth information to support Part 2 of this project. Part 2 of the project is a standalone manual for three workshops that counsellors and facilitators can use to educate parents about the impact of stress on children and equip them to recognize and reduce the impact of stress on themselves and their children. The workshop manual includes three comprehensive lesson plans, handouts, activities, and detailed facilitator instructions. The three workshops are titled &quot;Stress Management for Adults,&quot; &quot;The Effects of Stress on Children,&quot; and &quot;Nurturing Ourselves and Our Children.&quot; These workshops may be presented to parents independently or as a series. The last chapter of this project identifies the strengths, limitations, and areas of future research related to helping parents manage their stress and the stress of their preschool children. The view that stress can have negative impacts for both parents and child and that through group support and education parents can reduced the potential negative consequences of stress for them and their children is supported throughout this paper. Two appendices include: (1) Addressing Parenting and Child Stress: Three Workshops for Parents of Preschool Children; and (2) Workshop Evaluation Form.
Successes and Continuing Challenges: Implementing the Changes in Professional Development for Teachers in the U.S.
Author: Yager, Robert E.
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Science Instruction,Student Evaluation,Educational Change,Science Achievement,Teacher Education,Faculty Development,Standards,Educational Objectives,Goal Orientation,Educational History,Elementary Secondary Education

The 1996 National Education Science Standards (NSES) in the U.S. provide descriptions of needed reforms for K-16 science teaching and improvements regarding indications of student learning. The goals indicate specifically the changes needed in teaching and improved ways for assessing student learning. This paper discusses how teaching and student assessment have changed the professional development and ways of accomplishing better learning with students. The emphasis is on teacher preparation and continuing work with in-service teachers which has improved U.S. teachers. It is important to note how such changes can provide additional evidence for accomplishments while also encouraging additional changes.
Making School Choice Work
Author: DeArmond, Michael
Date: 2014-07-00
Type: Reports - Research
Subjects: School Choice,Urban Education,Parent Surveys,Public Education,Interviews,Public Officials,Community Leaders,Public Agencies,Community Surveys,Parent Participation,Parent Influence,Barriers,Access to Information,Student Transportation,Educational Quality,Charter Schools,School Responsibility,Accountability,Change Strategies,Participant Characteristics

School choice is increasingly the new normal in urban education. But in cities with multiple public school options, how can civic leaders create a choice system that works for all families, whether they choose a charter or district public school? To answer this question, the Center on Reinventing Public Education (CRPE) researchers surveyed 4,000 parents in eight cities (Baltimore, Cleveland, Denver, Detroit, Indianapolis, New Orleans, Philadelphia, and Washington, D.C.) with high degrees of school choice. The researchers also conducted interviews with government officials, choice advocates, and community leaders in four cities, and looked at how many different agencies oversee schools in 35 cities. The study found that: (1) In the eight cities surveyed, the majority of parents are actively choosing a school for their children; (2) Parents face significant barriers to choosing schools, including inadequate information, transportation, and lack of quality options; (3) Challenges facing families are not confined to the charter or district sector; and (4) Responsibility for schools often falls to multiple parties, including school districts, charter school authorizers, and state agencies, weakening accountability and making it difficult for leaders to address the challenges facing parents. The report finds that a more transparent, accountable, and fair system will require action from all parties, including school districts, charter authorizers, charter operators, and states. State and city leaders may need to change laws to ensure that districts and charter authorizers oversee schools responsibly and that families do not face large barriers to choice. In some cases, formal governance changes may be necessary to address the challenges to making school choice work for all families. In the Fall of 2014, CRPE will publish city-specific survey results that examine how investments in parent information, enrollment, transportation, and quality impact how parents experience school choice in American cities today. Two appendices contain: (1) Parent Survey Sample Characteristics; and (2) Parent Survey Questions.
Labor Market Returns to Community College: Evidence from North Carolina. Research Brief
Author: Belfield, Clive
Date: 2014-04-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Academic Records,Student Characteristics,Gender Differences,Compensation (Remuneration),Educational Attainment,Comparative Analysis,Labor Market,Associate Degrees,Education Work Relationship,Age Differences,Majors (Students),Time Perspective

In this brief, we summarize our research on the wage returns to community college pathways in North Carolina. We use detailed individual and college transcript information on approximately 830,000 students who attended community college during the 2000s. This transcript data is matched with earnings data from Unemployment Insurance records. We estimate earnings gains across different student groups who attended community college in North Carolina. To better identify the effect of college on earnings, we control for a set of individual background characteristics (such as age), indicators of prior achievement (such as college GPA), college attended, and student intentions. Full details on this research are available at www.capseecenter.org (see Belfield, Liu, &amp; Trimble, 2014). Here, we report on earnings in 2011 for a subset of these students--a cohort of approximately 80,000 students who first enrolled in community college in 2002-03. On average, nine years after initially enrolling, women earned $23,600 annually, and men earned $29,200. We only compare earnings within the population of community college students (and do not, for example, compare the earnings of community college students with those of high school graduates). But even within this population, earnings can vary substantially--for example, among students in different academic pathways.
Data 101: Guiding Principles for Faculty. A White Paper by the Academic Senate Executive Committee
Author: Academic Senate for California Community Colleges
Date: 2010-02-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,College Faculty,Data,Decision Making,Educational Assessment,Interpersonal Relationship,Teaching Methods,Program Development,Evidence,Negative Attitudes,Teacher Attitudes,Longitudinal Studies,Statistical Analysis,Data Analysis

The use of data for making educational decisions and to assess educational outcomes has been legislated by political bodies and codified by accreditation. Faculty have always used data to inform the grading process--data is gathered throughout the term to inform the letter grade assigned at the end. However, in today's educational environment, faculty must also examine and use data to inform their practice and guide their work in order to improve student interactions, enhance pedagogical strategies, direct program development, and create evidence for program review. In addition, using evidence is essential as faculty address equity practices and advocate for educational opportunities that provide equitable access and outcomes for diverse student populations. Nevertheless, sometimes the word &quot;data&quot; sends people running in the opposite direction. Part of the reason for this negative reaction is the historical use (or misuse) of data as simple statistical ammunition for drawing inappropriate or misguided conclusions or even for more nefarious purposes. Occasionally data are used to assess a college's work or programs with a goal towards discontinuance rather than improvement. Another element of this reaction may be a general discomfort when conversing with those who gather, organize, and interpret the numerical data in purely statistical terms. To address issues reflected by this negative reaction, faculty must understand certain basic guidelines and concepts when dealing with data. Faculty need not become statisticians to skillfully find and use data, but they must learn to engage the data with a critical and analytical eye in order to interpret and apply it appropriately. This paper suggests several principles faculty should acknowledge when looking at educational data and assessing its usefulness. It also demonstrates the application of these principles to a hypothetical scenario and indicates sources for getting data relevant to the California community colleges.
Minimum Qualifications for Faculty and Administrators in California Community Colleges. [Ninth Edition]
Author: Academic Senate for California Community Colleges
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Degrees,Administrators,State Regulation,College Faculty,Administrator Qualifications,Teacher Qualifications,College Administration,Intellectual Disciplines

This ninth edition of &quot;Minimum Qualifications for Faculty and Administrators in California Community Colleges&quot; is an update of the disciplines lists including those adopted by the California Community Colleges Board of Governors at its regularly scheduled meeting on Nov. 7, 2011. It incorporates changes that resulted from recommendations from the Academic Senate for California Community Colleges and its delegates, and a comprehensive review of regulations regarding the minimum qualifications and disciplines lists. This change amends the previous edition. It is intended to be effective immediately and should be employed as appropriate in each community college district. A summary of the changes to the Master's degree List and the new category of disciplines requiring a Specific Bachelor's degree or Associate Degree List are noted in this document.
The Role of Counseling Faculty and Delivery of Counseling Services in the California Community Colleges. Adopted Spring 2012
Author: Academic Senate for California Community Colleges
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,College Faculty,Trend Analysis,Educational Trends,Counselor Qualifications,Paraprofessional Personnel,Counseling Services,State Legislation,Educational Legislation,Two Year College Students,Faculty Advisers,School Counselors,Counseling Techniques,Technology Uses in Education,Governing Boards

The original paper, &quot;The Role of Counseling Faculty in the California Community Colleges&quot; (1994), provided principled positions of the Academic Senate regarding the essential functions of counselors and the delivery of counseling services in helping students achieve success. The paper concluded with specific guidance on appropriate roles for paraprofessionals, and an appendix addressed the role of faculty advisors. Much of the content from the original paper remains in this version because, nearly 30 years after the 1986 Seymour-Campbell Matriculation Act, it is still compelling and necessary for ensuring quality educational experiences for students and useful for local senates in crafting initiatives to improve student success. Some of the Title 5 regulation language has been removed, as legislation pertaining to matriculation is under revision at this time due to the Board of Governors' 2012 endorsement of the Student Success Task Force Recommendations. Added to the paper is a description of education plans and a section on technology and online counseling, and the sections on paraprofessionals and faculty advisors have been incorporated into the body of the paper rather than included as appendices. Summary recommendations have also been included in this revision. The purposes of this paper are threefold. First, it clarifies the role of the counseling discipline and provides a description of a comprehensive student education plan in the California Community College system. Second, it provides a foundation for discussion of the uses and restrictions of paraprofessionals in the delivery of counseling services. Third, it offers updates on minimum qualifications, the use of faculty advisors, and current trends in technological tools and online counseling, as well as a chronology of funding patterns and legislative activity to date, that provide a more wide-ranging perspective of how the profession of counseling has evolved-or not-since 1994. Sample education plans are appended.
Awarding Credit Where Credit Is Due: Effective Practices for the Implementation of Credit by Exam. Adopted Spring 2014
Author: Academic Senate for California Community Colleges
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,College Credits,Student Evaluation,Testing,Equivalency Tests,Integrity,Program Implementation

Credit by Exam is a mechanism employed in the California community colleges as a means of granting credit for student learning outside of the traditional classroom. In some instances, credit by exam is the means used to award college credit for structured learning experiences in a secondary educational setting, while in other instances knowledge is obtained in non-traditional environments or an individual is self-taught. This document describes what Credit by Exam entails, other sources of credit, new trends, local implementation, and recommendation to local senates and discipline faculty. The following are appended: (1) Title 5 Regulations; (2) Implementing Credit By Examination (CBE) Glossary; and (3) Implementing Credit by Examination (CBE) Checklist.