ethanporcaro/eric-fulltext-meta huggingface dataset:
Consolidation of Schools and Districts: What the Research Says and What It Means
Author: Howley, Craig
Date: 2011-02-00
Type: Information Analyses
Subjects: Consolidated Schools,Efficiency,Educational Finance,Educational Improvement,Public Schools,Educational Research,School District Size,School Size,Rural Schools,Experience,Economics,Urban Schools

Arguments for consolidation, which merges schools or districts and centralizes their management, rest primarily on two presumed benefits: (1) fiscal efficiency and (2) higher educational quality. The extent of consolidation varies across states due to their considerable differences in history, geography, population density, and politics. Because economic crises often provoke calls for consolidation as a means of increasing government efficiency, the contemporary interest in consolidation is not surprising. However, the review of research evidence detailed in this brief suggests that a century of consolidation has already produced most of the efficiencies obtainable. Indeed, in the largest jurisdictions, efficiencies have likely been exceeded--that is, some consolidation has produced diseconomies of scale that reduce efficiency. In such cases, deconsolidation is more likely to yield benefits than consolidation. Moreover, contemporary research does not support claims about the widespread benefits of consolidation. The assumptions behind such claims are most often dangerous oversimplifications. For example, policymakers may believe &quot;We'll save money if we reduce the number of superintendents by consolidating districts;&quot; however, larger districts need--and usually hire--more mid-level administrators. Research also suggests that impoverished regions in particular often benefit from smaller schools and districts, and they can suffer irreversible damage if consolidation occurs. For these reasons, decisions to deconsolidate or consolidate districts are best made on a case-by-case basis. While state-level consolidation proposals may serve a public relations purpose in times of crisis, they are unlikely to be a reliable way to obtain substantive fiscal or educational improvement. As is evident in the above summary, findings based on available research suggest that decision makers should approach consolidation cautiously. Specifically, the authors recommend that policymakers: (1) Closely question claims about presumed benefits of consolidation in their state; (2) Avoid statewide mandates for consolidation and steer clear of minimum sizes for schools and districts; (3) Consider other measures to improve fiscal efficiency or educational services; and (4) Investigate &quot;deconsolidation&quot; as a means of improving fiscal efficiency and improving learning outcomes. (Contains 3 figures and 78 notes.
The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States
Author: Vossekuil, Bryan
Date: 2004-07-00
Type: Reports - Evaluative
Subjects: Violence,School Safety,Prevention,School Security,Evaluation,Individual Characteristics,Weapons

The "Safe School Initiative" was implemented through the Secret Service's National Threat Assessment Center and the Department of Education's Safe and Drug-Free Schools Program. The "Initiative" drew from the Secret Service's experience in studying and preventing assassination and other types of targeted violence and the Department of Education's expertise in helping schools facilitate learning through the creation of safe environments for students, faculty, and staff. This document, the "Safe School Initiative's" final report, details how the two agencies studied school-based attacks and what they found. Some of the findings may surprise readers. It is clear that there is no simple explanation as to why these attacks have occurred. Nor is there a simple solution to stop this problem. But the findings of the "Safe School Initiative" do suggest that some future attacks may be preventable if those responsible for safety in schools know what questions to ask and where to uncover information that may help with efforts to intervene before a school attack can occur. It is hoped that the information presented in this final report is useful to individuals on the front lines of this problem--the administrators, educators, law enforcement officials, and others with protective responsibilities in schools--and to anyone concerned with children's safety. Appendices include: (1) Incidents of Targeted School Violence by State; (2) Incidents of Targeted School Violence, by Year; and (3) Resources. (Contains 31 footnotes, 13 resources and 2 online resources.) [This report is an update of "The Final Report and Findings of the "Safe School Initiative": Implications for the Prevention of School Attacks in the United States", which was published on May 2002. To access this report, see ED466024.]
Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates. Revised
Author: Fein, Robert A.
Date: 2004-07-00
Type: Guides - Non-Classroom
Subjects: Violence,School Safety,School Security,Evaluation,Prevention,Educational Environment,Program Implementation,Crisis Management,Identification

Since June 1999, the U.S. Department of Education and the U.S. Secret Service have been working as a team to try to better understand--and ultimately help prevent--school shootings in America. The authors believe the results of this effort have given schools and communities real cause for hope. Through the &quot;Safe School Initiative,&quot; staff from the U.S. Department of Education's Safe and Drug-Free Schools Program and the U.S. Secret Service's National Threat Assessment Center have found that some school attacks may be preventable. In particular, the &quot;Safe School Initiative&quot; findings indicate that incidents of targeted violence in school were rarely impulsive; that the students who perpetrated these attacks usually planned out the attack in advance--with planning behavior that was oftentimes observable; and that, prior to most attacks, other children knew that the attack was to occur. This document takes these findings one step further by setting forth a process for identifying, assessing, and managing students who may pose a threat of targeted violence in schools. This process--known as threat assessment--was first pioneered by the U.S. Secret Service as a mechanism for investigating threats against the president of the United States and other protected officials. This &quot;Guide&quot; represents a modification of the Secret Service threat assessment process, based upon findings from the &quot;Safe School Initiative.&quot; It is intended for use by school personnel, law enforcement officials, and others with protective responsibilities in the nation's schools. This &quot;Guide&quot; includes suggestions for developing a threat assessment team within a school or school district, steps to take when a threat or other information of concern comes to light, consideration about when to involve law enforcement personnel, issues of information sharing, and ideas for creating safe school climates. An appendix provides annotated resources. (Contains 21 footnotes.) [This guide is an update of the 2002 report, &quot;Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates&quot; (ED466013).]
Public Libraries and Literacy: Young People's Reading Habits and Attitudes to Public Libraries, and an Exploration of the Relationship between Public Library Use and School Attainment
Author: Clark, Christina
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Public Libraries,Reading Habits,Children,Adolescents,Users (Information),Reading Achievement,Adolescent Attitudes,Childhood Attitudes,Gender Differences,Age Differences,Socioeconomic Background,Ethnicity,Differences,Foreign Countries

This paper presents additional information from the 2009 survey of young people's reading and writing. The authors conducted an online survey of 17,089 pupils aged 8 to 16 from 112 schools, conducted in November-December 2009, which consisted of 32 questions exploring young people's background, reading and writing behaviour, perceived ability and attitudes. The survey included questions exploring school library use, which are examined in the separate National Literacy Trust research report &quot;Linking School Libraries and Literacy (Clark, 2010)&quot;. In addition, the survey contained a few questions that explored public library use, which is the focus of the present paper. (Contains 8 tables, 2 figures and 11 endnotes.)
Interim Reports. Reading the Game: Progress at 31 October 2007
Author: National Literacy Trust (England)
Date: 2007-10-31
Type: Reports - Descriptive
Subjects: Males,Role Models,Athletes,Team Sports,Clubs,Literacy,Public Libraries,Reading Programs,Story Telling,Case Studies,Program Effectiveness,Program Development,Foreign Countries

Kick into Reading (KiR) aims to support literacy work among families and professionals such as teachers, librarians and other community workers by using male role models from football clubs to nurture an interest in reading and storytelling. The main planned outcomes are to deliver 18 KiR projects based at football clubs, bringing high-quality footballer-led storytelling to up to 16,200 children and 1,080 adults. In this way it aims to inspire and motivate children and their families to read, listen to, and tell, more stories. It also intends to promote the use of public libraries and extend the number of storytellers involved with the project. This paper provides an overview of Kick into Reading projects for 2007.
Premier League Reading Stars. Annual Review 2010
Author: National Literacy Trust (England)
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Team Sports,Reading Programs,National Programs,Literature Appreciation,Public Libraries,Program Effectiveness,Budgets,News Reporting,Participation,Foreign Countries

Premier League Reading Stars (PLRS) is an educational project that harnesses the motivational power of football to encourage families to enjoy reading. It targets those hard to reach groups in society who may not have shown an interest in reading, but who do have a passion for football. PLRS has been running since 2003 following the creation of a unique partnership between the Premier League, the Football Foundation, the National Literacy Trust, and Arts Council England. PLRS has five intended outcomes: (1) Increase access to local libraries, to books and to professional football clubs; (2) Improve attitudes towards all aspects of literacy; (3) Raise confidence to read well, to enjoy reading, and to mix with others socially; and (4) Provide motivation towards  reading more and to improve one's reading ability. This report covers 2010: the eighth year of the project with 72 public libraries registered with the scheme. Around 700 children took part, each accompanied by a parent or carer, totaling around 1,400 participants on the main scheme. Additional project work in schools, along with the national Premier League Reading Stars Challenge, increases the estimated number of participants for 2010 to over 60,000.
Action Guide for Emergency Management at Institutions of Higher Education
Author: Office of Safe and Drug-Free Schools (ED)
Date: 2010-06-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Emergency Programs,Crisis Management,School Safety,Risk,Evaluation,Organization,Program Development,Program Implementation,Prevention

This "Action Guide for Emergency Management at Higher Education Institutions" has been developed to give higher education institutions a useful resource in the field of emergency management. It is intended for community colleges, four-year colleges and universities, graduate schools, and research institutions associated with higher education entities, both public and private. This action guide may be used in a variety of ways: (1) As a starting point in researching the topic of emergency management for those needing an overview of the subject; (2) As a resource for an initiative to develop and implement an emergency management plan at a higher education institution; or (3) As a reference and resource for colleges and universities looking to evaluate their emergency management programs to identify potential areas needing enhancement. Nine key principles serve as the foundation for the content of this action guide. These principles are: (1) Effective emergency management begins with senior leadership on campus; (2) An IHE (institutions of higher education) emergency management initiative requires partnerships and collaboration; (3) An IHE emergency management plan must adopt an "all-hazards" approach to account for the full range of hazards that threaten or may threaten the campus; (4) An IHE emergency management plan should use the four phases of emergency management to effectively prepare and respond to emergencies; (5) The IHE emergency management plan must be based on a comprehensive design, while also providing for staff, students, faculty, and visitors with special needs; (6) Campuses should engage in a comprehensive planning process that addresses the particular circumstances and environment of their institution; (7) An IHE should conduct trainings based on the institution's prevention and preparedness efforts, prioritized threats, and issues highlighted from assessments; (8) Higher education institutions should conduct tabletop exercises prior to fully adopting and implementing the emergency management plan; and (9) After adoption, disseminate information about the plan to students, staff, faculty, community partners, and families. A bibliography is included. (Contains 2 figures and 2 tables.) [This report is an update of "Action Guide for Emergency Management at Institutions of Higher Education", which was published on January 2009. To access this report, see ED504389.]
How VET Responds: A Historical Policy Perspective. Occasional Paper
Author: Ryan, Robin
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Change,Educational History,Educational Policy,Innovation,Politics of Education,Foreign Countries

This essay considers the evolution of the vocational education and training (VET) system since European settlement, but focuses mainly on changes that have occurred over the last three decades. It discusses the underlying influences of key reforms, including the training reform agenda, which had as its main aim, the establishment of a national system. Also discussed are the programs and policy milestones that have shaped the VET landscape. The essay drew on work that compiled major policy developments since the 1980s, now converted into a timeline identifying significant documents published since 1969. (Contains 8 footnotes.)
Reading the Game: Strategy Consultation
Author: National Literacy Trust (England)
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Team Sports,Literacy,Reading Programs,Program Attitudes,Strategic Planning,Program Development,Questionnaires,Outcomes of Education,Foreign Countries

The RTG (Reading The Game) consultation of partners, beneficiaries and other stakeholders was carried out to: (1) conduct a needs analysis; (2) identify priority areas for development; and (3) discover any barriers regarding sports-related literacy issues. The aim was to develop a strategy of how RTG could help target areas of need, fulfil priorities and overcome barriers. The information collected is being used to inform the future shape, development and delivery of RTG projects and resources. Appended are: (1) example of questionnaire; and (2) Does it work? The impact of sport on educational outcomes in general and literacy in particular. (Contains 1 footnote.)
A Guide to School Vulnerability Assessments: Key Principles for Safe Schools
Author: Office of Safe and Drug-Free Schools (ED)
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: School Safety,Risk,Evaluation,Emergency Programs,Schools,Administrative Organization,Selection

Crises affect schools across the country every day. While natural hazards such as tornadoes, floods, hurricanes, and earthquakes may be thought of more commonly as emergencies, schools are also at risk from other hazards such as school violence, infectious disease, and terrorist threats. Through the vulnerability assessment process, schools can take steps to prevent, mitigate, and lessen the potential impact of these risks by developing customized district and school emergency management plans in collaboration with community partners. Vulnerability assessments are integral to, rather than separate from, the ongoing emergency management activities of school districts and schools. This guide is intended to be a companion piece to "Practical Information on Crisis Planning: A Guide for Schools and Communities", originally published by the U.S. Department of Education in 2003 as a guide for schools and districts to prepare for a variety of crises. This guide emphasizes a valuable part of emergency management planning--ongoing vulnerability assessment--and is intended to assist schools with the implementation of an effective vulnerability assessment process, to include choosing an appropriate vulnerability assessment tool. Vulnerability assessment tools may vary from one school site to another, depending on variables such as: location, environment, size, and structure, and even student population and school culture. For example, schools may be located in urban or rural environments, may have limited or greater resources, or may have specific populations with their own unique needs. As a result, vulnerability assessments must be customized on an individual district and school basis, taking all of these factors into consideration. This guide is intended to describe the key elements to be considered when selecting an assessment tool appropriate for school environments and provide guidance for conducting an assessment that will inform school emergency management activities. Appendices include: (1) Additional Resources; (2) Vulnerability Assessment Focus Group Participants; (3) State Policy Requirements for K-12 School Safety and Security Assessments; and (4) Assessment Example. (Contains 1 figure, 1 table and 5 footnotes.) [For the companion report, "Practical Information on Crisis Planning: A Guide For Schools and Communities", see ED.]
Management Summary of Qualitative Research Report Prepared for the Face to Face Research Project
Author: National Literacy Trust (England)
Date: 2010-10-00
Type: Reports - Research
Subjects: Parent Child Relationship,Infants,Verbal Communication,Barriers,Parent Attitudes,Child Development,Information Dissemination,Foreign Countries

This is a summary of research findings from a piece of qualitative research conducted between May and July 2010 for the National Literacy Trust to inform the Talk To Your Baby campaign. The objectives of the research were to identify motivating messages to encourage parents to communicate with their children under three, and to understand key ways of delivering information to them. The research comprised ten mini focus groups, depth interviews with 18 respondents and follow up telephone interviews. [This report was prepared for The National Literacy Trust by Solutions and funded by the Department for Education's Children, Young People and Families Grant Programme.]
Scottish Premier League Reading Stars Evaluation Report
Author: National Literacy Trust (England)
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Team Sports,Reading Programs,Program Effectiveness,Foreign Countries,Program Descriptions,Libraries,Partnerships in Education,Literacy Education,National Organizations,Expenditures,Public Policy,Athletics,Childrens Literature,Children,Mass Media,Questionnaires,Family Programs,Parent Attitudes,Student Attitudes,Adolescent Literature

Scottish Premier League (SPL) Reading Stars uses the motivational power of football to attract families who need support with literacy into a positive and friendly learning environment. It ran for the first time between March and August 2009 and attracted 225 children and 190 adults to take part in a series of inspirational learning sessions in 23 libraries across the country. SPL Reading Stars has been developed through partnership between Learning Connections; Scottish Government, Skills Development Scotland, the Scottish Premier League, the National Literacy Trust and the Scottish Library Information Council. SPL Reading Stars is based on the Premier League Reading Stars project, which has run successfully in England since 2003 and is a partnership between the Premier League, the Football Foundation and the National Literacy Trust. This report has been compiled by the project partners. It describes and evaluates its first year of operation and gives recommendations for a second year and beyond.
The 2011 Horizon Report
Author: Johnson, L.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Technological Advancement,Technology Uses in Education,Handheld Devices,Educational Games,Books,Electronic Publishing,Nonverbal Communication,Computers,Computer Simulation,Data Analysis

The internationally recognized series of "Horizon Reports" is part of the New Media Consortium's Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years on a variety of sectors around the globe. This volume, the "2011 Horizon Report", examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry. It is the eighth in the annual series of reports focused on emerging technology in the higher education environment. The six technologies featured in the "2011 Horizon Report" are placed along three adoption horizons that indicate likely time frames for their entrance into mainstream use for teaching, learning, or creative inquiry. The near-term horizon assumes the likelihood of entry into the mainstream for institutions within the next twelve months; the mid-term horizon, within two to three years; and the far-term, within four to five years. On the near-term horizon--that is, within the next 12 months--are "electronic books" and "mobiles". The second adoption horizon considers technologies expected to gain widespread usage within two to three years, and this year's candidates are "augmented reality" and "game-based learning". Looking to the far-term horizon, four to five years from now for widespread adoption, are "gesture-based computing" and "learning analytics". Each of these technologies is described in detail in the main body of the report, where a discussion of what the technology is and why it is relevant to teaching, learning, and creative inquiry may also be found. Given the practical focus of the report, a listing of examples of the technology in use, especially in higher education, is a key component of each of the six main topics. Research indicates that all six of these technologies, taken together, will have a significant impact on learning-focused organizations within the next five years. [For "The 2010 Horizon Report", see ED510220.]