ethanporcaro/eric-fulltext-meta huggingface dataset:
Proof of Progress: The First Six Graduating Classes of Canton Early College High School
Author: Rochford, Joseph A.
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: High Schools,Higher Education,Acceleration (Education),College Preparation,High School Graduates,Graduation,Associate Degrees,Educational Attainment,Time to Degree,College Credits,Urban Education,Program Effectiveness

In 2005, when the Canton City Schools (CCS), Stark State College (SSC), the Canton Professional Educators Association (CPEA), and the Stark Education Partnership (SEP) came together to establish Canton's Early College High School (CECHS), the percentage of the city's young adults with some college or an associate degree was 33%. CECHS affords students an opportunity to earn both a diploma and an associate degree during their high school career. In 2005, with only 12.5% of its adults (today it's 13.2%) with a bachelor's degree or higher and 81% of its students in poverty, Canton's poorest neighborhoods needed a compelling example that college is possible. From the onset, CECHS was envisioned not just as a school, but as a culture-shifting community &quot;proof-point&quot; that impoverished inner city students can be successful with college-level work. By CECHS's eighth year of operation in 2013, (the latest figure available) the percentage of young adults with some college or higher had increased to 57%. This report provides key indicators of success for students, such as: graduating high school on time; graduating with college credit; and graduating with an associate degree. Further success indicators include: not one, but two degrees; and beyond early college high school--which means pursuing additional college degrees or serving in the military. The report emphasizes the benefits to the students and their communities should they earn more degrees.
Policy Perspective: School Turnaround in England. Utilizing the Private Sector
Author: Corbett, Julie
Date: 2014-11-00
Type: Reports - Research
Subjects: Foreign Countries,School Turnaround,Educational Policy,Private Sector,Low Achievement,Outsourcing,Accountability,School Districts,School Based Management,Models,Governance

This paper, written by strategic partner of the Center on School Turnaround (CST), Julie Corbett, provides research and examples on England's approach to turning around its lowest performing schools. The English education system utilizes private vendors to support chronically low-performing schools and districts. The introduction is followed by discussions of each of the three main strategies for private sector involvement, including: school-based management, turning around individual schools, and outsourcing the management of districts to private vendors. The paper concludes with lessons learned that could inform the implementation of similar efforts in the U.S. The following is appended: Sample Key Performance Indicators (KPIs) from the 2010-11 CEA/Islington Contract.
Florida: State Policy Brief
Author: Corbett, Julie
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: State Policy,State Regulation,Educational Practices,School Turnaround,School Districts,Program Development,Program Effectiveness,Intervention,Literacy Education,Reading Achievement,Program Implementation,Educational Quality,Elementary Schools,Faculty Development,School Schedules

This brief is one in a series highlighting state policies, regulations, practices, laws, or other tools intended to create the necessary conditions for school and/or district turnaround. Each brief includes an overview of the relevant turnaround tool, its development process, its impact, and lessons learned that could assist other education agencies interested in enacting something similar. The briefs will also include relevant resources, such as the text from state codes, interviews with state education leaders, news articles, state board of education meeting minutes, bill status updates, and legislative amendments.
Mississippi: State Policy Brief
Author: Corbett, Julie
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: School Turnaround,Educational Policy,Educational Legislation,School Districts,Low Achievement,Accountability,Federal Legislation

This brief is one in a series highlighting state policies, regulations, practices, laws, or other tools intended to create the necessary conditions for school and/or district turnaround. Each brief includes an overview of the relevant turnaround tool, its development process, its impact, and lessons learned that could assist other education agencies interested in enacting something similar. The set of briefs may include relevant resources, such as the text from state codes, interviews with state education leaders, news articles, state board of education meeting minutes, bill status updates, and legislative amendments.
New Mexico: State Policy Brief
Author: Corbett, Julie
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: School Turnaround,Principals,Mentors,Public Education,Instructional Leadership,Educational Practices,School Districts,Faculty Development,Program Implementation

This brief is one in a series highlighting state policies, regulations, practices, laws, or other tools intended to create the necessary conditions for school and/or district turnaround. Each brief includes an overview of the relevant turnaround tool, its development process, its impact, and lessons learned that could assist other education agencies interested in enacting something similar. The briefs will also include relevant resources, such as the text from state codes, interviews with state education leaders, news articles, state board of education meeting minutes, bill status updates, and legislative amendments.
Tracking Middle Grades Climate Data to Inform School Change. REL West Research Digest
Author: Regional Educational Laboratory West (ED)
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Educational Environment,Needs Assessment,Educational Improvement,Progress Monitoring,Improvement Programs,Shared Resources and Services,Educational Resources,Knowledge Management,Information Utilization,Middle Schools,Educational Change

A growing body of research shows that positive school climate is a key lever for students' academic and social development and success. This research digest shows how an alliance of California schools and districts, school climate experts, and state education agency personnel have teamed up to use school climate data to drive a continuous cycle of assessing needs, implementing improvement projects, and monitoring progress.
Opening a Gateway to College Access: Algebra at the Right Time. Research Brief
Author: Snipes, Jason
Date: 2015-00-00
Type: Reports - Research
Subjects: Algebra,Educational Policy,Educational Practices,Middle School Students,Academic Failure,Low Income Groups,Hispanic American Students,English Language Learners,State Standards,Academic Standards,Mathematics Instruction,Summer Programs,High School Students,College Readiness

Four years of math in high school, with a strong foundation in algebra that builds from middle school, is key to higher education access. Therefore, ensuring that middle and high school students succeed in math--and in algebra in particular--is an important issue for policy and practice. This research brief examines three recent Regional Educational Laboratory West (REL West) studies that shed important light on policies and practices that affect student success in algebra and preparation for higher-level math courses. Key findings included: (1) Middle school students who repeat algebra after initially failing the course have relatively low chances for becoming proficient in algebra; (2) The proportions of students who fail algebra and have to repeat the course are even higher among vulnerable populations, including low-income students, Hispanic students, and English language learners; and (3) Students must score well above the thresholds for proficiency in prior math courses in order to have even a 50-50 chance of success when placed into algebra.
Creating a Welcoming Environment: 4 Key Tips for Administrators
Author: California Department of Education
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Family School Relationship,Partnerships in Education,Family Involvement,Best Practices,Friendship,School Safety,Organizational Communication,Educational Environment,Collegiality

Family-school partnerships boost student achievement and school improvement from preschool through high school. With family engagement as a priority and requirement for Local Control Accountability Plans (LCAPs), family engagement in schools matters more than ever. Four key tips for administrators for creating a welcoming environment are shared and described in this document: (1) Think Family Friendly; (2) Keep the Campus Clean and Safe; (3) Embed Respect; and (4) Make Communication Easy.
A Climate for Academic Success: How School Climate Distinguishes Schools That Are Beating the Achievement Odds. Full Report
Author: Voight, Adam
Date: 2013-00-00
Type: Reports - Research
Subjects: Effective Schools Research,Organizational Climate,Educational Environment,Academic Achievement,Success,Public Schools,Middle Schools,High Schools,Predictor Variables,Standardized Tests,Mathematics Achievement,English,Language Arts,State Surveys,School Safety,Social Support Groups,Interpersonal Relationship,Learner Engagement,School Effectiveness,Multiple Regression Analysis

This report, written by WestEd's Adam Voight, Gregory Austin, and Thomas Hanson, describes a study that examines what makes successful schools different from other schools. Rather than define success in absolute terms, this study's definition is based on whether or not a school is performing better than predicted given the characteristics of the students it serves. Using data from over 1,700 California public middle and high schools, 40 schools were identified that consistently performed better than predicted on standardized tests of math and English language arts achievement. These schools were labeled &quot;beating-the-odds&quot; (BTO) schools. Some key results: BTO schools had substantially more positive levels of school climate than other schools BTO schools had climate scores at the 82nd percentile, on average, whereas other schools were at the 49th percentile, on average. This study adds to the growing body of evidence suggesting that school climate is an important factor for school success, and investigates not only if there is an association between climate and achievement but also if school climate helps understand how a subset of schools is consistently able to beat the odds and perform better than its peers. In addition to the Full Report, a Report Summary and an updated list of California Beating-The-Odds Schools are also available. Included in the report is the appendix: Beating-the-Odds Schools. [See: the Summary Report at ED559745, and the previous AIR study: &quot;Successful California Schools in the Context of Educational Adequacy&quot; at ED499199.]
District Readiness to Support School Turnaround: A Users' Guide to Inform the Work of State Education Agencies and Districts
Author: Player, Daniel
Date: 2014-00-00
Type: Tests/Questionnaires
Subjects: School Districts,Readiness,School Turnaround,Leadership,Accountability,Teacher Effectiveness,Administrator Effectiveness,Data,Decision Making,Formative Evaluation,Instruction,Evaluation,Services,Elementary Secondary Education

This guide provides state education agencies (SEAs) and districts (LEAs) with guidance about how to assess the district's readiness to support school turnaround initiatives. Often, school turnaround efforts focus only on the school's structure and leadership. Rarely do policymakers or practitioners think about school turnaround as a system-level issue requiring fundamental changes in district-level practice to establish the conditions for school turnaround to succeed. This guide provides an introduction to turnaround readiness conditions that will help districts to best position resources to enable turnaround schools to succeed. The recommendations in this guide are based on the research literature as well as the experience of the University of Virginia's School Turnaround Program (UVA-STP). This guide is specifically tailored to help assess district-led turnaround initiatives or broader turnaround zone initiatives where a lead partner (in this case the &quot;district&quot;) is directing efforts across multiple schools. This guide first describes four focus areas that should be assessed before a district begins a turnaround initiative: (1) leadership; (2) infrastructure to provide differentiated support and accountability; (3) conditions for effective talent management; and (4) effective instructional infrastructure. Each focus area includes examples based on visits with districts before they embarked on significant turnaround efforts. The guide concludes with some practical advice on how to conduct a district turnaround initiative readiness assessment. The following is appended: Sample Interview Questions.
A Climate for Academic Success: How School Climate Distinguishes Schools That Are Beating the Achievement Odds. Report Summary
Author: Voight, Adam
Date: 2013-00-00
Type: Reports - Research
Subjects: Educational Environment,Academic Achievement,School Effectiveness,Public Schools,Middle Schools,High Schools,Student Characteristics,Success,State Surveys,Standardized Tests,Educational Resources

This report, written by WestEd's Adam Voight, Gregory Austin, and Thomas Hanson, describes a study that examines what makes successful schools different from other schools. Rather than define success in absolute terms, this study's definition is based on whether or not a school is performing better than predicted given the characteristics of the students it serves. Using data from over 1,700 California public middle and high schools, 40 schools were identified that consistently performed better than predicted on standardized tests of math and English language arts achievement. These schools were labeled &quot;beating-the-odds&quot; (BTO) schools. Some key results: BTO schools had substantially more positive levels of school climate than other schools BTO schools had climate scores at the 82nd percentile, on average, whereas other schools were at the 49th percentile, on average This study adds to the growing body of evidence suggesting that school climate is an important factor for school success, and investigates not only if there is an association between climate and achievement but also if school climate helps understand how a subset of schools is consistently able to beat the odds and perform better than its peers. In addition to the Full Report, a Report Summary and an updated list of California Beating-The-Odds Schools are also available. [For the Full Report, see ED559741.]
Underuse of Title VII Funding for Indian Education in Arizona, Nevada, and Utah
Author: West Comprehensive Center (WCC) at WestEd
Date: 2015-06-00
Type: Reports - Research
Subjects: American Indian Education,Alaska Natives,Federal Aid,Federal Programs,Audits (Verification),Program Effectiveness,Program Evaluation,Eligibility,Low Income Groups,Access to Education,Data Analysis,Interviews,School Districts,Identification,Needs Assessment,Barriers,Change Strategies,Program Improvement,Best Practices,Participation,Trend Analysis,Statistical Analysis,Statistical Data,Funding Formulas,State Aid,State Programs,Educational Finance,Educational Practices,Telephone Surveys,Access to Information,Misconceptions,Cost Effectiveness,Participant Satisfaction,Federal Legislation,Educational Legislation,Elementary Secondary Education

Title VII provides funding for the education of American Indian/Alaska Native students based on a formula grant available to school districts, charter schools, and local education agencies (LEAs). This report explores why some eligible schools and districts do not apply for federal Title VII, potentially resulting in American Indian/Alaska Native students missing out on programs targeted to their needs. The report, produced by the RMC Research Corporation for the West Comprehensive Center at WestEd, presents results from analyses of recent public data and interviews with LEA representatives. Appended to the report are: (1) Johnson-O'Malley Funding, by State, 2000-2014; (2) Impact Aid Funding, by State, 2008-2013; (3) Local Education Agencies That Participated in Telephone Interviews; and (4) Title VII Needs Assessment Telephone Interview Protocol, July 2014.
The Best of Both Worlds: School District-Charter Sector Boundary Spanners
Author: Yatsko, Sarah
Date: 2015-08-00
Type: Reports - Research
Subjects: School Districts,Charter Schools,Superintendents,Administrative Change,Educational Cooperation,Politics of Education,Barriers,Performance Factors,Semi Structured Interviews,Administrator Attitudes,Educational Administration,Misconceptions,Trust (Psychology),Advocacy,Educational Change,Change Strategies,Success,Elementary Secondary Education,Partnerships in Education,Administrative Principles

A growing number of school districts are moving away from the idea that charter schools are the enemy. Instead, districts are breaking down barriers and openly discussing how to share resources, responsibilities, and knowledge of what works. This report explores a lesser-known form of knowledge transfer: the practice of superintendents looking beyond the usual candidate pool and hiring administrators who have seen strong successes in the charter sector. Through interviews with superintendents, the &quot;boundary spanners&quot; they hire, and those who work with them, we explore the impact these boundary spanners are having not only on cross-sector collaboration, but on the way a district manages its schools. If, as originally conceived, charter schools are laboratories of innovation and practice, then hiring top administrative talent from the charter sector may be one creative and efficient way to bring innovation into traditional school districts and meaningfully bridge the divide between the two sectors.
The Best of Both Worlds: Can District-Charter Co-Location Be a Win-Win?
Author: DeArmond, Michael
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: School Districts,Charter Schools,School Location,Educational Improvement,Shared Resources and Services,Observation,Interviews,Content Analysis,Leadership Effectiveness,School Culture,Educational Cooperation,Partnerships in Education,Educational Change,Change Strategies,Elementary Secondary Education,Educational Practices

District schools and charter schools are often at odds. When the two school types share a school building--arrangements known as &quot;co-locations&quot;--the tensions can boil over. But what happens when district and charter leaders approach co-location as a tool to promote school improvement, rather than simply a real estate deal? Based on fieldwork in four improvement-focused co-locations, this report shows that sharing space across sectors doesn't have to result in a pitched battle, but that leveraging co-location for school improvement is not easy. Even with strong district and charter leadership, teachers can struggle to understand the goals of improvement-focused co-locations. Cross-pollination around school culture can be a productive starting point for collaboration, but collaboration on instruction is much harder to achieve. With considerable effort and resources, district and charter schools can peacefully coexist, but using co-location for school improvement is a daunting task whose full costs and benefits are, to date, still uncertain.
Math in Common. Taking Stock of Common Core Math Implementation: Supporting Teachers to Shift Instruction. Insights from the Math in Common 2015 Baseline Survey of Teachers and Administrators. Formative Evaluation Cycle Report for the Math in Common Initiative: Volume 3
Author: Perry, Rebecca R.
Date: 2015-07-00
Type: Reports - Research
Subjects: Mathematics Education,Curriculum Implementation,Formative Evaluation,Teacher Evaluation,State Standards,Improvement Programs,Program Effectiveness,Program Evaluation,Administrator Attitudes,Teacher Attitudes,Faculty Development,Curriculum Development,Progress Monitoring,Special Needs Students,Instructional Materials,School Support,Educational Resources,Educational Planning,Research Methodology,Test Items,Elementary Secondary Education

Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. In spring 2015, WestEd administered surveys to understand the perspectives on Common Core State Standards-Mathematics (CCSS-M) implementation of teachers and administrators in eight California school districts participating in the Math in Common (MiC) initiative. Over 1,000 respondents replied to the survey, about some of the initial successes and challenges facing California educators attempting to put in place and support new--and what some consider revolutionary--ideas in U.S. mathematics education. The following are appended: (1) Research Methodology and Survey Sample, and (2) Sample Survey Item and Sub-Items.
Parents and the High Cost of Child Care: 2014 Report
Author: Wood, Stephen
Date: 2014-00-00
Type: Reports - Research
Subjects: Child Care,Costs,Parents,Family Income,Expenditures,Student Costs,Poverty,Financial Support,State Regulation,Child Caregivers,Child Care Centers,One Parent Family

Eleven million children younger than age five are in some form of child care in the United States. The &quot;Parents and the High Cost of Child Care: 2014 Report&quot; summarizes the cost of child care across the country, examines the importance of child care as a workforce support and as an early learning program, and explores the effect of high costs on families' child care options. This year's report continues to expose child care as one of the most significant expenses in a family budget, often exceeding the cost of housing, college tuition, transportation or food. Nine tabular appendices are included: (1) 2013 Average Annual Cost of Full-Time Child Care by State; (2) 2013 Ranking of Least-Affordable Child Care for Center-Based Infant Care; (3) 2013 Ranking of Least-Affordable Child Care for Center-Based Care for Four-Year-Old Child; (4) 2013 Ranking of Least-Affordable Child Care for Center-Based School-Aged Child Care; (5) 2013 Average Child Care Center Costs and Median Housing Costs by State; (6) Average Annual Cost of Full-Time Child Care in a Center and Public College Tuition and Fees by State; (7) 2013 Ranking of Affordability of Center Care for Single Mothers; (8) 2013 Average Costs for Center-Based Care for an Infant and Two Children Compared to Varying Poverty Levels; and (9) 2013 Average Costs for Center-Based Care for a Four-Year-Old Compared to Varying Poverty Levels. A list of resources and a glossary are also provided. [For the 2013 report, see ED559908.]
Deeper Learning: A Primer for State Legislators. ECS Education Trends
Author: Aragon, Stephanie
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Educational Trends,State Legislation,Legislators,State Policy,Active Learning,Learning Processes,Educational Practices,Educational Strategies,Educational Change,Change Strategies,Academic Achievement

A growing number of schools across the country are working hard to provide a &quot;deeper&quot; learning experience for their students, and state legislators are being asked to create policies that support wide-scale implementation of 21st century learning practices. This primer is created for state policymakers seeking to modify instruction and assessment policies to better engage today's students. The primer defines &quot;deeper learning,&quot; explains how it overlaps with other active learning strategies and describes how it can be, and is being, accomplished at the state policy level. Resources that examine deeper learning in further detail are also available.