ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Prekindergarten Truly Universal in New York: A Statewide Roadmap
Author: Rebell, Michael A.
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Preschool Education,Access to Education,Educational Quality,Young Children,State Standards,Educational Finance,Financial Support,Cost Effectiveness,Funding Formulas,Teacher Effectiveness,Teacher Recruitment,Teacher Persistence,Educational Facilities Planning,Transportation,Data Collection,Partnerships in Education,Quality Assurance,Program Evaluation

The research is conclusive: Providing a high-quality early childhood education is crucial if we are to reach our state and national goals of educational equity and excellence, preparing children for college and career. The federal government, states throughout the country, and the courts are increasingly recognizing this reality. This report provides a detailed roadmap for making high-quality, full-day prekindergarten available for all three- and four-year-old children in New York State over an eight-year period. The Campaign for Educational Equity and the Center for Children's Initiatives drafted this roadmap in consultation with more than 100 public education and early childhood experts, advocates, teachers, and administrators across the state. It draws on lessons learned in other states and recommendations from leading national researchers in the field. The report offers a new financing strategy that recognizes prekindergarten as an essential educational service. The eight-year roadmap is based on four key recommendations--target group, phase-in schedule, financing framework, and funding levels--and includes the following essential quality elements: appropriate class sizes; well-qualified highly effective teachers; well-qualified supervisors and administrators; appropriate, evidence-based curricula; comprehensive services and supports; appropriate services for students with disabilities; support for English language learners; and quality, accessible learning environments. Early childhood is still a relative newcomer to public education and, as such, lacks the essential system supports and infrastructure available to other grades funded in the traditional K-12 system. New York does not have a funding strategy for pre-K that covers critical elements such as workforce development, transportation aid, and facilities. This roadmap includes these and the other infrastructure elements that have been identified by policymakers, practitioners, and researchers as vital to ensuring effective use of resources and promote positive outcomes for children. Specifically, the state must ensure: (1) the recruitment and retention of highly effective teachers; (2) facilities expansion planning; (3) transportation aid; (4) data infrastructure; (5) effective community partnerships; (6) quality assurance; and (7) ongoing program evaluation. The following is appended: Summary of Recent Research on the Effects of Pre-K Programs. [Additional support for this work was provided by the Child Care and Early Education Fund.]
A Community Schools Approach to Accessing Services and Improving Neighborhood Outcomes in Manchester, New Hampshire. Regional Issue Brief Number 43
Author: Young, Justin R.
Date: 2015-07-14
Type: Reports - Evaluative
Subjects: Barriers,Well Being,Racial Differences,Ethnic Groups,Immigrants,Age Differences,Geographic Location,Surveys,Focus Groups,School Community Programs,Partnerships in Education,Agency Cooperation,Academic Achievement,Economic Factors,Access to Health Care,Health Behavior,Social Development,Safety,Place of Residence,Elementary Schools,Neighborhoods,Transportation

This brief uses data collected by the Manchester Health Department in 2013 and analyzed by the Carsey School of Public Policy in the Bakersville, Beech Street, and Gossler Park neighborhoods in Manchester, New Hampshire, to provide information about how barriers to various dimensions of well-being differ by place and also across race/ethnicity, foreign-born status, and age. Survey data and focus groups also gave residents a voice in the implementation of the Manchester Community Schools Project--a partnership between the Manchester Health Department, city elementary schools, philanthropists, neighborhood residents, and several nonprofit agencies--to improve and enhance educational achievement, economic well-being, access to health care services, healthy behaviors, social connectedness, safety, and living environments. A key element of this project is to make elementary schools in the Bakersville, Beech Street, and Gossler Park neighborhoods centerpieces of community life for all residents, not just those with children. Author Justin Young reports that one-quarter of residents surveyed in 2013 in the Manchester neighborhoods of Bakersville, Beech Street, and Gossler Park say that difficulty in finding services is a major hindrance, especially to economic stability, health, and social connectedness. Focus group data suggest that the city's foreign-born residents, especially Hispanics, have the most trouble finding and accessing services. Cost is an obstacle to accessing health care services, and older and younger focus group participants, as well as immigrants, say the cost of transportation is a barrier to accessing services. He concludes that the neighborhood in which one lives shapes a variety of outcomes related to well-being, and that a place-based approach like the community schools model can improve outcomes not only for residents of the Bakersville, Beech Street, and Gossler Park areas but for all Manchester residents. [Additional funding for this work was provided by the Manchester Roadmaps to Health Initiative.]
A Profile of Youth Poverty and Opportunity in Southwestern Minnesota. National Issue Brief Number 114
Author: Mattingly, Marybeth J.
Date: 2017-02-14
Type: Reports - Evaluative
Subjects: Poverty,Barriers,Opportunities,Youth,Demography,Economic Factors,Access to Education,Social Indicators,Family Income,Geographic Location,Immigrants,School Districts,Minority Groups,Substance Abuse,High School Students,Low Income Groups,Educational Quality,Equal Education,Trend Analysis,At Risk Persons,Safety

In this brief, authors Marybeth Mattingly, Andrew Schaefer, and Douglas Gagnon explore challenges and opportunities for youth in Southwestern (SW) Minnesota. They analyze data on various demographic, economic, educational, and social indicators to gain a better understanding of the circumstances youth face and the opportunity available in SW Minnesota. They report that more than 1 in 6, or roughly 11,000 children in SW Minnesota are poor and that, as in the United States as a whole, the income gap between high- and low-income families has grown in SW Minnesota over the past 15 years. The authors compare important indicators of educational opportunity and risk in SW Minnesota to state, regional, and national trends, offering suggestions as to the particular challenges and strengths of the area. [This work was supported by the Southwest Initiative Foundation.]
Many Eligible Children Don't Participate in School Nutrition Programs: Reauthorization Offers Opportunities to Improve. National Issue Brief Number 85
Author: Carson, Jessica A.
Date: 2015-07-14
Type: Reports - Evaluative
Subjects: National Surveys,Student Participation,Lunch Programs,Breakfast Programs,Geographic Location,Eligibility,Suburban Schools,Urban Schools,Rural Schools,Comparative Analysis,Poverty,Nutrition

This brief uses data from the 2013 Current Population Survey's Food Security Supplement to document levels of participation in two of the largest programs authorized by the Healthy, Hunger-Free Kids Act of 2010--the National School Lunch Program and the School Breakfast Program--by region and place type (rural, suburban, and city), to identify areas where expanding participation may be especially important. Author Jessica Carson reports that only 64 percent of eligible households participate in the National School Lunch Program, and 52 percent participate in the School Breakfast Program. Fifty-nine percent of eligible suburban households and 63 percent of rural households participate in the National School Lunch Program, compared with more than 70 percent of eligible city households. Southern households are more likely to participate in the School Breakfast Program than households in the Northeast or Midwest; there are no regional differences in National School Lunch Program participation. She concludes that participation is moderate among eligible households, with room to increase participation among those in need. In particular, legislators with rural constituents may want to consider ways to redress low participation in their communities by supporting policies that expand enrollment.
Should I Say Something? Dating and Sexual Aggression Bystander Intervention among High School Youth. National Issue Brief Number 92
Author: Edwards, Katie M.
Date: 2015-11-24
Type: Reports - Evaluative
Subjects: Aggression,Dating (Social),Sexual Abuse,Intervention,High School Students,Student Behavior,Gender Differences,Focus Groups,Barriers,Social Influences,Victims,Bullying,Student Role,Student Surveys

Using data from a sample of 218 high school youth from three high schools in New England (one rural, two urban), this brief discusses dating and sexual aggression bystander intervention among high school youth. Authors Katie Edwards, Robert Eckstein, and Kara Anne Rodenhizer-Stämpfli report that an overwhelming majority (93.6 percent) of high school students reported having the opportunity to intervene during the past year in situations of dating aggression or sexual aggression; however, in over one-third of the episodes (37.4 percent) students reported not intervening. Girls were more likely to intervene in situations of dating and sexual aggression than boys, and youth with histories of dating and sexual aggression were more likely to intervene than youth without these histories. Focus group data revealed that barriers to bystander intervention included avoidance of drama or a desire to fuel drama, social status and personal repercussions, closeness with the victim and/or perpetrator, the victim being male and the perpetrator female, the failure of the dating or sexual aggression to meet a certain threshold, the dating and sexual aggression occurring online, anticipated negative reactions from the perpetrator or victim, and an inability to relate to the situation. Given the mounting evidence that bystander education is a critical component of dat­ing and sexual aggression prevention, the authors urge policy makers and educators to enhance the presence of this type of education in high school health curricula and related course curricula. [Funding for this project was provided collectively by the University of New Hampshire's Carsey School, the Prevention Innovations Research Center, and the College of Liberal Arts Dean's Office.]
Stories from the Front Lines of Student Success: The Implementation and Progress of Near Peer Mentoring Programs in Alaska and Idaho. Western Policy Exchanges
Author: Krueger, Carl
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Mentors,Peer Teaching,Program Implementation,Program Effectiveness,College Readiness,Low Income Groups,Grants,Federal Aid,College Applicants,College Bound Students,High School Students,High School Graduates,Postsecondary Education,State Programs

This brief provides an overview of the implementation and impact of near peer mentoring programs in Alaska and Idaho from the standpoint of both existing research and the near peers themselves. While progress is being monitored as part of state College Access Challenge Grant (CACG) program implementation and activity, only limited data on the overall effectiveness of the model are currently available. Therefore, in addition to what is known about specific outcomes, including increased Free Application for Federal Student Aid (FAFSA) submissions and postsecondary applications and enrollments, this brief provides testimonials from mentors and the students they served--students who might have never considered college as an option without the extra support of a near peer or college guide. Further, based on internal program data and outcomes, the brief also offers strategies and promising practices that have helped to foster a college-going culture in schools that serve a predominantly low-income student body.
Advanced Placement Validity Research at Four University System of Georgia Institutions: Placement Validity Study Results. Statistical Report
Author: Godfrey, Kelly E.
Date: 2016-12-00
Type: Numerical/Quantitative Data
Subjects: Advanced Placement Programs,Student Placement,School Policy,State Universities,Statistical Analysis,College Credits,Introductory Courses,Grades (Scholastic),Comparative Analysis,Science Tests,Mathematics Tests,Writing Tests,Language Tests,Literature,Psychology,Statistics,Biology,Calculus,Chemistry,United States Government (Course),Physics,Equivalency Tests

The purpose of this study was to address Advanced Placement (AP)® policy-related questions from administrators at the University System of Georgia (USG) using current AP Exam records and student course performance at four institutions. Specifically, comparisons of sequent or subsequent course grades were made between AP and non-AP students. This report details the AP Exam titles and institutions studied, analysis methods, and results, as well as data considerations to note. This study focused on examining the credit and placement policy or policies at the four institutions across multiple subject areas. Therefore, one research question was proposed for each exam title: How do AP Exam credit-holding students perform in sequent or subsequent courses compared to students without credit who took the corresponding introductory course at the institution? Four representative institutions, one from each USG institutional sector, were selected by USG for study: (1) Abraham Baldwin Agricultural College (ABAC); (2) Clayton State University (CSU); (3) Kennesaw State University (KSU); and (4) University of Georgia (UGA). Students in this study were first-time entering first-year students in the fall of 2013. Two academic years of course data for this cohort were included: 2013-14 and 2014-15. Course records from the institutions were matched to College Board AP Exam records using student identifying information. Due to varying AP Exam volumes, not all institutions were included in analyses for each AP Exam title. The combination of AP English Language and Composition and AP English Literature and Composition (referred to as &quot;English&quot;) is the only area where all four institutions were able to be studied. Full Comparison Results are appended.
Universitywide Program Review: Evolving a Process for Program Improvement and Institutional Planning. Professional File. Number 128, Winter 2012
Author: Nelson, Kristi A.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Program Improvement,Higher Education,Program Effectiveness,Academic Degrees,Educational Planning,Program Implementation,Institutional Mission,Program Evaluation,Educational Quality,Outcomes of Education,Institutional Research

The President of the University of Cincinnati charged the Academic Coordinating Committee (ACC), a universitywide governance body, to conduct a comprehensive review of degree programs by designing a process with multiple outcomes: building an academically stronger university; ensuring consistency with the institution's capacity and academic priorities; engaging individual units in a serious and focused examination of program mission, assessment practices, and plans for the future; and setting the stage for short- and long-term institutional planning. This article illustrates how the ACC envisioned, designed, and implemented the review process. It discusses our approach to developing and using a customized technology solution for program review. We believe that our experience and approach is transferable and can inform practices at other institutions. [For &quot;Conducting Focus Groups with College Students: Strategies to Ensure Success. Professional File. Number 127, Fall 2012,&quot; see ED573089.]
Wisconsin Public Schools at a Glance, 2016
Author: Wisconsin Department of Public Instruction
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Public Schools,School Statistics,Employees,Students,Attendance,Graduation Rate,Academic Achievement,Educational Finance,School Personnel,Elementary Schools,Middle Schools,High Schools,Student Characteristics,Standardized Tests

&quot;Wisconsin Public Schools at a Glance&quot; provides in a single page document statistical information on the following topics: (1) Total number of public schools (2015-16); (2) Student (2015-16); (3) Attendance &amp; Graduation (2014-15);(4) Staff (2013-14); (5) School Funding; and (6) Student Performance (2014-15). [For the previous report with 2014-15, 2013-14, and 2012-13 data, &quot;Wisconsin Public Schools at a Glance,&quot; see ED565767.]
Most U.S. School Districts Have Low Access to School Counselors: Poor, Diverse, and City School Districts Exhibit Particularly High Student-to-Counselor Ratios. National Issue Brief Number 108
Author: Gagnon, Douglas J.
Date: 2016-00-00
Type: Reports - Research
Subjects: School Districts,School Counselors,Counselor Client Ratio,Rural Schools,Urban Schools,Disadvantaged Schools,Geographic Regions,Data Analysis

In this brief, the authors examine the level of access to school counselors, and how this access is mediated by district demographic and location characteristics. Using a large nationally representative data source compiled from the 2013-2104 Civil Rights Data Collection (CRDC), the 2014 Small Area Income and Poverty Estimates (SAIPE), and 2007 urban centric locales made available by the U.S. Census Bureau, the authors examine trends in school counselor access.
Knocking at the College Door: Projections of High School Graduates, 9th Edition. Revised
Author: Bransberger, Peace
Date: 2017-02-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,College Bound Students,Public Schools,Private Schools,Geographic Location,Racial Differences,Ethnic Groups,Enrollment Trends,Elementary Secondary Education,Educational Policy,Tables (Data)

For nearly 40 years, the Western Interstate Commission for Higher Education (WICHE) has produced projections of high school graduates. The purpose of &quot;Knocking at the College Door: Projections of High School Graduates&quot; is to equip decision-makers at all levels with information about how the numbers of high school graduates are likely to change in the years ahead. These projections inform a broad audience; stakeholders including policymakers, elected officials and their staffs, state departments of education and higher education, postsecondary system heads, K-12 and school district leaders, administrators at public and private colleges and universities, researchers, policy organization staff, media, and others rely on them for a broad variety of uses. This 9th edition of &quot;Knocking at the College Door&quot; spans school years 2000-01 through 2031-32. As in previous editions, it examines data on public and private schools and projects the number of high school graduates for the nation, four geographic regions, the 50 states, and the District of Columbia. For the first time, WICHE also includes projections for Guam and Puerto Rico. Finally, &quot;Knocking&quot; also presents projections for public high school graduates, disaggregated by race/ethnicity. The following are appended: (1) High School Graduate Data Tables; (2) High School Enrollment Data Tables; and (3) Technical Information and Methodology. [For the 8th edition of this report, see ED540129.]
Wyoming Community College Commission Statewide Strategic Plan: Planning for the Future of Wyoming's Community Colleges
Author: Richards, Amanda
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: Community Colleges,Strategic Planning,Postsecondary Education,Economic Factors,Educational Quality,Educational History,Governance,Institutional Characteristics,Tuition,Fees,Performance,Population Trends,Aging (Individuals),Educational Objectives,Access to Education,Success,Distance Education,Alignment (Education),Education Work Relationship,Partnerships in Education,Cooperation,Educational Resources,Educational Improvement,Program Implementation

With the national spotlight on community colleges, Wyoming is poised to become a leader through its efforts to align the programs of its seven community colleges with defined state interests. As local economies become more globally focused and knowledge-based, community colleges are a critical way for learners to gain access to postsecondary education. This strategic plan has two purposes: it provides a structure for decision making and investment within the community college system, and it offers short- and long-term initiatives intended to improve Wyoming's community college system. The Plan also outlines priorities for the recommendations included here, providing a structure for the Wyoming Community College Commission, the colleges, and their partners to implement recommendations over time, as resources allow. The following are appended: (1) Evaluation Tools; and (2) Interviews and Focus Groups.
Essential Resources: The Constitutional Requirements for Providing All Students in New York State the Opportunity for a Sound Basic Education
Author: Rebell, Michael A.
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Class Size,School Districts,At Risk Students,Response to Intervention,Disabilities,Teacher Effectiveness,Educational Opportunities,Principals,School Personnel,Educational Environment,Accessibility (for Disabled),School Safety,Special Needs Students,Grouping (Instructional Purposes),Equal Education,English Language Learners,State Legislation,Court Litigation

In absence of an existing framework to assess the state's compliance with the court order in &quot;Campaign for Fiscal Equity (CFE) v. State of New York,&quot; which guarantees all students the right to an adequate education, the Campaign's first report creates an operational definition for sound basic education. Drawing on relevant state statutes, regulations and judiciary requirements, &quot;Essential Resources&quot; focuses on eight specific areas to which students are constitutionally entitled, including: (1) qualified teachers, principals, and other personnel; (2) suitable, up-to-date curricula; (3) an expanded platform of services for at-risk students; (4) adequate resources for students with extraordinary needs; (5) class size/instructional groupings; (6) instrumentalities of learning; (7) safe and orderly environment; and (8) adequate and accessible facilities. [This report was written with assistance from Jessica R. Wolff and Joseph R. Rogers, Jr. For the companion report, &quot;Deficient Resources: An Analysis of the Availability of Basic Educational Resources in High Needs Schools in Eight New York State School Districts,&quot; see ED573105.]