ethanporcaro/eric-fulltext-meta huggingface dataset:
Boosting Post-Secondary and Career Success: A Two-Generation Approach for the Promise Neighborhood. Education
Author: Halbert, Hannah
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Intergenerational Programs,Family Programs,Educational Opportunities,Educational Attainment,Mothers,Educational Facilities,Statewide Planning,Change Strategies,Fees,Partnerships in Education,Neighborhoods,College Readiness,Career Readiness,Developmental Studies Programs

The Cleveland Central Promise Neighborhood (CCPN) initiative brings together Central neighborhood residents, community stakeholders and partners to create the kind of community where every child can have career and college success. Helping children achieve a bright future filled with opportunity is the cornerstone of the Promise Initiative. The CCPN has partnered with anchor institutions, including universities, financial institutions, and health centers to strengthen neighborhood resources and well-being. Family stability and social connectedness set the stage for student success. But programs that support early development and school-readiness sometimes focus only on parenting, ignoring parents' role as workers and potential students. At the same time, programming to connect adults to work sometimes only considers children as obstacles to work or training. To address these gaps, we recommend building two-generation strategies. The report looks at a two-generation approach for two education goals for adults: GED completion and retention in higher education. Addressing these challenges &quot;while&quot; delivering services to kids will improve outcomes for the entire family. This report also identifies strategies the state and local partners could use to eliminate structural barriers to post-secondary and career success. [Additional support for this report was provided by the Sisters of Charity Foundation. See the Executive Summary at ED573575.]
Boosting Post-Secondary and Career Success: A Two-Generation Approach for the Promise Neighborhood. Education. Executive Summary
Author: Halbert, Hannah
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Intergenerational Programs,Family Programs,Educational Opportunities,Educational Attainment,Mothers,Educational Facilities,Statewide Planning,Change Strategies,Fees,Partnerships in Education,Neighborhoods,College Readiness,Career Readiness,Developmental Studies Programs

The Cleveland Central Promise Neighborhood (CCPN) initiative brings together Central neighborhood residents, community stakeholders and partners to create the kind of community where every child can have career and college success. Helping children achieve a bright future filled with opportunity is the cornerstone of the Promise Initiative. The CCPN has partnered with anchor institutions, including universities, financial institutions, and health centers to strengthen neighborhood resources and well-being. Family stability and social connectedness set the stage for student success. But programs that support early development and school-readiness sometimes focus only on parenting, ignoring parents' role as workers and potential students. At the same time, programming to connect adults to work sometimes only considers children as obstacles to work or training. To address these gaps, we recommend building two-generation strategies. The report looks at a two-generation approach for two education goals for adults: GED completion and retention in higher education. Addressing these challenges &quot;while&quot; delivering services to kids will improve outcomes for the entire family. This report also identifies strategies the state and local partners could use to eliminate structural barriers to post-secondary and career success. [Additional support for this document was provided by the Sisters of Charity Foundation. See the Full Report at ED573574.]
The Promise of Pre-K. Expanding Quality Preschool in Cincinnati. Education/Childcare. Executive Summary
Author: Shields, Michael
Date: 2016-09-00
Type: Reports - Research
Subjects: Preschool Education,Educational Quality,Public Schools,School Districts,Preschool Children,Preschool Teachers,Child Care,Child Care Centers,Parent Teacher Cooperation,Partnerships in Education,Eligibility,Outcomes of Education

Quality preschool improves children's educational outcomes into the elementary grades, and good programs with wraparound childcare anchor family financial stability by enabling parents to work. Yet, too few Cincinnati children have access to a good preschool or any preschool at all. A levy on this November's ballot seeks to change that by adding a new local funding source for both preschool and K-12 education. Issue 44 asks voters to approve a $48 million per year joint levy - $33 million for K-12 schools and $15 million to expand access to quality preschool throughout Cincinnati. The proposal forges a partnership between parents, educators, the Cincinnati Public School District and Preschool Promise advocates. The proposal, which combines two separate initiatives, would fund preschool for all 4-year-olds and for some at-risk 3-year-olds. This would be transformative for children and families in Cincinnati. A new report by Policy Matters Ohio lays out the current preschool landscape, discusses the challenges families now face to accessing quality early care and education, and identifies opportunities for the city to leverage new and existing funds to deliver top quality education to all Cincinnati young children and their families. The report says families face barriers to quality programs because of cost. Available slots for quality programs and wraparound childcare are lacking, and good programs are located too far from neighborhoods where they are needed. The report also discusses how investing in staff is a vital component in delivering a high quality center, and urges the city to devote resources from Issue 44 to teacher development and compensation. [For the full report, see ED573577.]
The Promise of Pre-K: Expanding Quality Preschool in Cincinnati. Education/Childcare
Author: Shields, Michael
Date: 2016-09-00
Type: Reports - Research
Subjects: Preschool Education,Educational Quality,Public Schools,School Districts,Preschool Children,Preschool Teachers,Child Care,Child Care Centers,Parent Teacher Cooperation,Partnerships in Education,Eligibility,Outcomes of Education

Quality preschool improves children's educational outcomes into the elementary grades, and good programs with wraparound childcare anchor family financial stability by enabling parents to work. Yet, too few Cincinnati children have access to a good preschool or any preschool at all. A levy on this November's ballot seeks to change that by adding a new local funding source for both preschool and K-12 education. Issue 44 asks voters to approve a $48 million per year joint levy-- $33 million for K-12 schools and $15 million to expand access to quality preschool throughout Cincinnati. The proposal forges a partnership between parents, educators, the Cincinnati Public School District and Preschool Promise advocates. The proposal, which combines two separate initiatives, would fund preschool for all 4-year-olds and for some at-risk 3-year-olds. This would be transformative for children and families in Cincinnati. This report lays out the current preschool landscape, discusses the challenges families now face to accessing quality early care and education, and identifies opportunities for the city to leverage new and existing funds to deliver top quality education to all Cincinnati young children and their families. It indicates families face barriers to quality programs because of cost. Available slots for quality programs and wraparound childcare are lacking, and good programs are located too far from neighborhoods where they are needed. This report also discusses how investing in staff is a vital component in delivering a high quality center, and urges the city to devote resources from Issue 44 to teacher development and compensation. [For the executive summary, see ED573576.]
Blocking the College Door: Cuts to Financial Aid Lock Ohio Students Out. Higher Education
Author: Halbert, Hannah
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Higher Education,Student Financial Aid,Financial Problems,State Aid,Expenditure per Student,Community Colleges,Investment,Need Analysis (Student Financial Aid),Academic Persistence,School Holding Power,Nontraditional Students,Student Loan Programs,Finance Reform,Access to Education

In the twentieth century, Ohioans as individuals and Ohio as a state did much to improve the education level of Ohio's workforce. The state built a world-class network of community colleges and branch campuses, institutions created to make post-secondary education accessible and affordable. These efforts, along with investments in K-12 education and the persistence of students, have produced results. Despite substantial progress, Ohio has now stalled in its education investments. Ohio is now investing less than other states, education levels are not rising as fast as in many other places, and more students are relying on loans to finance their education. Ohio provides need-based aid solely through the Ohio College Opportunity Grant (OCOG). It is awarded based only on financial need, does not require repayment, and is vital to expanding college access and credential attainment. Even though this type of aid is critical to student success, Ohio has cut need-based aid awards significantly. Ohio did not just cut OCOG funding--it changed the OCOG award formula. The state's &quot;Pell first&quot; policy means that students at two-year public institutions are not eligible for OCOG. This report discusses the following findings related to an examination of Ohio's policy of disinvestment in education: (1) Ohio has cut need-based financial aid more than any other state in the Midwest over the past decade and has one of the worst records of investment in the nation; (2) Since Ohio cut need-based aid to students at two-year public institutions, the share of first-year community college students receiving state grants has fallen nearly 95 percent, and loans are up more than 27 percent; and (3) An investment of $85 million would restore aid to pre-recession levels. [For the executive summary, see ED573579.]
Blocking the College Door Cuts to Financial Aid Lock Ohio Students Out. Higher Education. Executive Summary
Author: Halbert, Hannah
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Higher Education,Student Financial Aid,Financial Problems,State Aid,Expenditure per Student,Community Colleges,Investment,Need Analysis (Student Financial Aid),Academic Persistence,School Holding Power,Nontraditional Students,Student Loan Programs,Finance Reform,Access to Education

In the twentieth century, Ohioans as individuals and Ohio as a state did much to improve the education level of Ohio's workforce. The state built a world-class network of community colleges and branch campuses, institutions created to make post-secondary education accessible and affordable. These efforts, along with investments in K-12 education and the persistence of students, have produced results. Despite substantial progress, Ohio has now stalled in its education investments. Ohio is now investing less than other states, education levels are not rising as fast as in many other places, and more students are relying on loans to finance their education. Ohio provides need-based aid solely through the Ohio College Opportunity Grant (OCOG). It is awarded based only on financial need, does not require repayment, and is vital to expanding college access and credential attainment. Even though this type of aid is critical to student success, Ohio has cut need-based aid awards significantly. Ohio did not just cut OCOG funding--it changed the OCOG award formula. The state's &quot;Pell first&quot; policy means that students at two-year public institutions are not eligible for OCOG. This report summarizes the following findings related to an examination of Ohio's policy of disinvestment in education: (1) Ohio has cut need-based financial aid more than any other state in the Midwest over the past decade and has one of the worst records of investment in the nation; (2) Since Ohio cut need-based aid to students at two-year public institutions, the share of first-year community college students receiving state grants has fallen nearly 95 percent, and loans are up more than 27 percent; and (3) An investment of $85 million would restore aid to pre-recession levels. [For the full report, see ED573578.]
Instruments for Gathering Data
Author: Canals, Laia
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Data Collection,Research Tools,Language Usage,Research Projects,Multilingualism,Task Analysis,Interviews,Narration,Debate,Focus Groups,Questionnaires,Student Surveys,Privacy,Confidential Records,Observation

This chapter sets out various methods for gathering important data on the language uses of participants in a research project. These methods imply interaction between students, teachers and researchers. They are used in the design of research projects based on action research, ethnography or conversational analysis, this being the case with the studies presented in the first section of this handbook. Gathering research data following these methodologies often implies preparing situations, tasks or activities that engage participants to interact around a specific theme or to mobilize certain communication skills. The methods used to gather data, as explained in other chapters, are determined to a large extent by the research questions and objectives, although in qualitative research it should be borne in mind that these will change during the process. Generally speaking, data collection in the field of language education is done in situations that try to reproduce real-life communication scenarios in which the participants make oral or written contributions that are useful for research purposes and, at the same time, beneficial for their learning process. As readers will see, there is a broad spectrum of methods, including more traditional ones such as surveys, questionnaires and interviews, through to more innovative ones such as projects, tasks, and other classroom based activities or focus groups about a particular topic. [A Catalan version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
How to Write a Research Paper
Author: Borràs, Eulàlia
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Research Reports,Writing Skills,Writing Strategies,Journal Articles,Scientific Research,Textbook Content,Data,Writing Processes,Revision (Written Composition),Bibliographies,Management Systems,Citations (References),Layout (Publications),Theses

Generally speaking, when one writes about their research they are making a contribution to the scientific community and disseminating the results of findings in scientific articles. This means that other researchers have access to the research produced and can examine the subjects raised in greater depth to advance scientific knowledge. This paper discusses the format of papers that are strictly academic. The specific structure of the text will be determined by whether it is for a master's dissertation, a doctoral thesis, a chapter of a specialist book or an article for a scientific journal. In the case of qualitative research, it is necessary, when writing the text, to bear in mind a series of processes that will be explained in this handbook, such as: (1) the justification for the research in terms of its social and educational interest, and in theoretical terms; (2) the gathering of information or data; (3) the treatment and organization of the data; (4) the adoption of a theoretical and methodological framework; (5) data analysis; (6) the interpretation of data in an original and/or creative way, and obtaining the findings; (7) setting out a discussion on the relevance of the results; and (8) setting out the conclusions. Differences between a master's dissertation and a thesis are also described. A discussion of differences between articles in scientific journals and chapters of a book are discussed. [A Catalan version of this chapter is also included in the book. The transcription symbols used in this chapter are based on conventions developed by the GREIP group (see Moore &amp; Llompart, this volume) and are included in the annex.
Avoiding Accountability: How Charter Operators Evade Ohio's Automatic Closure Law. K-12 Education
Author: DePaoli, Jennifer
Date: 2013-01-00
Type: Reports - Research
Subjects: Accountability,Charter Schools,School Law,School Closing,Failure,School Effectiveness,Compliance (Legal),Standards,Case Studies

Ohio's charter-closure law is touted as one of the toughest in the nation because it requires the automatic closure of charter schools that consistently fail to meet academic standards. Ohio's charter-closure law, which became effective in 2008 and was revised in 2011, calls for automatic closure of schools rated in Academic Emergency for at least two of the three most recent school years. Key Findings report: (1) Ohio law requires automatic closure of academically failing charter schools; (2) Loopholes in the closure law allow sponsors and charter management organizations (CMOs) to keep failing schools open despite orders to close; (3) Seven of 20 closed schools are still operating, with five run by the same CMOs that first opened them; and (4) An eighth school avoided mandated closure by shutting down a year early, but reopened with much of the same staff. Despite the appearance of being tough on academically failing charter schools, Ohio's automatic closure law has glaring loopholes that undermine its effectiveness and the overall quality of its charter schools. Policy Matters Ohio's investigation shows that Ohio's charter-closure law is at best a superficial attempt to close poorly performing schools and improve Ohio's charter sector; by failing to set firm consequences for sponsors and CMOs, the law only succeeds in punishing students. Ultimately, responsibility lies with Ohio policymakers for refusing to hold sponsors and CMOs accountable for the academic failures of their schools. This report offers recommendations for the overhaul of Ohio charter school law to increase standards for more effective sponsor oversight of management-school board relationships. [For the Executive Summary, see ED573585.]
Avoiding Accountability: How Charter Operators Evade Ohio's Automatic Closure Law. K-12 Education. Executive Summary
Author: DePaoli, Jennifer
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Accountability,Charter Schools,School Law,School Closing,Compliance (Legal),Failure,School Effectiveness,Standards

Ohio's charter-closure law is touted as one of the toughest in the nation because it requires the automatic closure of charter schools that consistently fail to meet academic standards. Ohio's charter-closure law, which became effective in 2008 and was revised in 2011, calls for automatic closure of schools rated in Academic Emergency for at least two of the three most recent school years. Key Findings report: (1) Ohio law requires automatic closure of academically failing charter schools; (2) Loopholes in the closure law allow sponsors and charter management organizations (CMOs) to keep failing schools open despite orders to close; (3) Seven of 20 closed schools are still operating, with five run by the same CMOs that first opened them; and (4) An eighth school avoided mandated closure by shutting down a year early, but reopened with much of the same staff. Despite the appearance of being tough on academically failing charter schools, Ohio's automatic closure law has glaring loopholes that undermine its effectiveness and the overall quality of its charter schools. Policy Matters Ohio's investigation shows that Ohio's charter-closure law is at best a superficial attempt to close poorly performing schools and improve Ohio's charter sector; by failing to set firm consequences for sponsors and CMOs, the law only succeeds in punishing students. Ultimately, responsibility lies with Ohio policymakers for refusing to hold sponsors and CMOs accountable for the academic failures of their schools. This report offers recommendations for the overhaul of Ohio charter school law to increase standards for more effective sponsor oversight of management-school board relationships. [For the Full Report, see ED573584.]
Number of Ohio's Vital School Professionals Dwindling Student Health, Career Preparation, Art Exposure Suffer. K-12 Education
Author: Jackson, Victoria
Date: 2016-12-00
Type: Reports - Research
Subjects: Music Education,Art Education,Physical Education,Teacher Student Ratio,Enrollment Trends,Librarians,School Counselors,School Nurses,Social Work,Caseworkers,Elementary Secondary Education,Financial Support,Educational Finance,Access to Education,Visual Arts,Trend Analysis,Art Teachers,Music Teachers,Physical Education Teachers,Records (Forms)

Until last year, Ohio had in place a rule requiring a minimum level of staffing for music, visual arts, physical education, counselors, librarians, nurses, social workers and visiting teachers. School districts had to have at least five of these eight positions for every 1,000 students. In March 2015, the State Board of Education eliminated this so-called &quot;5 of 8&quot; staffing rule. To understand how these positions were staffed in the 10 years prior to elimination of the rule, the staffing levels from the 2005-06 to 2014-15 school year were analyzed. Key findings from this analysis include: (1) Ohio schools have experienced a 12.3 percent decline in visual art, music and physical education teachers when adjusted for student enrollment. Teacher-to-student ratios have grown substantially across the state; (2) School librarians were especially hard hit with a decrease of 42.6 percent, or 39.7 percent when adjusted for the decline in enrollment; and (3) School counselors, nurses, and social workers did not see reductions once declines in enrollment were taken into account, but each has an educator-to-student ratio much higher than recommended by national authorities; and (4) Declines in arts, music and PE teachers along with other education personnel jeopardize student learning. Research consistently finds that these positions improve student outcomes. Reductions in K-12 funding have contributed to these findings. To reverse these trends, state lawmakers should look for opportunities to increase revenue to invest in K-12 education--providing resources necessary to ensure optimal student-to-teacher ratios and adequate access to educational service personnel, who include school counselors, school librarians, school nurses, social workers, and visiting teachers, across the state. In addition, the State Board of Education and Ohio General Assembly should implement policies that ensure student access to the education and services provided by art, music, and physical education teachers and educational service personnel. An appendix describing methodology, results, and enrollment is included. [For the executive summary, see ED573587.]