ethanporcaro/eric-fulltext-meta huggingface dataset:
Best Practices: Strategies and Processes to Obtain Authentic International Educational Credentials
Author: World Education Services (WES)
Date: 2017-06-00
Type: Guides - General
Subjects: Best Practices,International Education,Foreign Countries,Employment Qualifications,Immigrants,Educational Attainment,Language Proficiency,Models,Ethics,Guidance,Evaluation Criteria,Course Descriptions,Translation,Student Records,Accreditation (Institutions),Barriers,Academic Degrees,Prevention,Deception,Certification,Professional Education,Higher Education,Credentials,Standards,Comparative Analysis,Validity

When seeking entry to a profession or employment in Ontario, Canada, internationally trained professionals may face multiple challenges. One of the most serious challenges to labour market success, as identified by immigrants themselves, is a lack of recognition of the academic credentials earned outside of Canada. International credential recognition is a very complex process that depends on many factors, often combining credential evaluation with other processes such as language, competency and skills assessments. The purpose of this guide is to create a Best Documentation Practice Model to help those evaluating credentials ensure that their organizations or institutions documentation practices are transparent, objective, fair and consistent. The strategies and processes described in the guide apply to documents being received from any source; however the particular focus is on international credentials, for example credentials issued by non-Canadian institutions. The Best Documentation Practices Guide will: (1) Describe how to obtain authentic documents; (2) Suggest documentation requirements criteria; (3) Provide definitions to the terms used in documentation practices; and (4) Suggest alternatives to situations where required documents are not available. [The Best Documentation Practices Guide was originally prepared in April 2010 by the Documentation Standards Project Working Group with funding from the Ontario Ministry of Citizenship and Immigration.]
Urban Wilderness Canoe Adventures: Canoemobile 2016. Evaluation Brief
Author: University of Minnesota, Center for Applied Research and Educational Improvement (CAREI)
Date: 2016-09-00
Type: Reports - Research
Subjects: Urban Youth,Physical Environment,Outdoor Education,Adventure Education,Recreational Activities,Student Educational Objectives,Attitudes,Experiential Learning,Participant Satisfaction

The Canoemobile program serves as a floating classroom that provides fun and engaging, water-based activities to connect urban youth to the natural world through hands-on, outdoor learning on local waterways in cities across America. The results of the program evaluation suggest that Canoemobile is meeting its primary objectives of engaging thousands of underserved urban youth in the outdoors; connecting youth to educational and career opportunities across the outdoor sector; providing resources, curriculum support, and professional development opportunities for teachers; and making great strides to inspire the next generation of citizens to enjoy, explore, and protect public lands. [The evaluation team comprised Timothy Sheldon, Aly Schultz, Julia Baker, and Jane Fields.]
Guiding Questions for State School Improvement Efforts. Special Report
Author: Woods, Julie
Date: 2018-07-00
Type: Guides - Non-Classroom
Subjects: Educational Improvement,Change Strategies,Educational Objectives,Public Education,Accountability,Equal Education,Communication Strategies,Role,Educational Administration,Low Achievement,Progress Monitoring,Data Collection,Elementary Secondary Education,Leadership Responsibility

This special report -- informed by the Education Commission of the States' March 2018 School Improvement Thinkers Meeting -- guides state leaders toward a better understanding of how to improve lower-performing schools. This brief contains questions in four key areas to provide a road map for digging into school improvement systems and orienting state leaders to the process and context within their state. This brief also includes links to key related resources to further assist state leaders with their school improvement efforts.
Preparing Students for Careers and College through Noncredit Enhanced Funding, Fiscal Year 2016-17
Author: California Community Colleges, Chancellor's Office
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: College Readiness,Career Readiness,Noncredit Courses,Community Colleges,Two Year College Students,Job Skills,College Preparation,Educational Finance,Funding Formulas,Career Development,Student Certification,Full Time Equivalency,School Districts,Full Time Students,State Regulation,State Legislation,Financial Support

The California Community Colleges serve more than 2.1 million students and is the largest system of higher education in the nation. The state's 114 colleges offer certificates and degrees to job seekers in the 21st century, provide basic skills education, and prepare students for transfer to four-year universities. This 2016-17 report highlights the role of the California Community Colleges in advancing students' basic education and employment skills through the use of noncredit enhanced funding. Colleges develop certificates of completion and certificates of competency following the Career Development and College Preparation program and Noncredit Enhanced Funding criteria. Students who attain this education and training are better equipped to succeed in the world. Details on these approved noncredit programs and courses for 2016-17 show the expansion of program opportunities and funding investment (the full-time equivalent students). Following the summary of the current year's activities is a comprehensive exhibit section. The legislative and regulatory requirements for the Career Development and College Preparation and Noncredit Enhanced Funding are included. In addition, Career Development and College Preparation certificates for each district are listed. Noncredit enhanced funding courses that had full-time equivalent students enrolled in 2016-17 are listed by college. [This report was prepared by the Basic Skills and Special Programs Unit, Academic Affairs Division. For the 2015-16 report, see ED572272.]
Is Public Schooling a Public Good? An Analysis of Schooling Externalities. Policy Analysis No. 842
Author: DeAngelis, Corey A.
Date: 2018-05-09
Type: Reports - Research
Subjects: Public Schools,Educational Benefits,Outcomes of Education,Educational Vouchers,Evidence,Educational Policy,Government Role,Educational Finance,Taxes,Parent Financial Contribution

Is public schooling a public good, a merit good, or a demerit good? Public schooling fails both conditions specified in the standard economic definition of a public good. In order to place public schooling into one of the remaining two categories, I first assess all of the theoretical positive and negative externalities resulting from public schooling as opposed to publicly financed universal school vouchers. Then, in an original contribution to the literature, I quantify the magnitude and sign of the net externality of government schooling in the United States using the preponderance of the most rigorous scientific evidence. While the counts of theoretical positive and negative externalities are about equal, the empirical evidence leads me to estimate that public schooling in the United States has a net negative externality of at least $1.3 trillion--over the lifetime of the current cohort of children in government schools--relative to publicly funded universal school vouchers. I conclude with three policy recommendations: (1) the U.S. government should not operate schools at the local, state, or federal level on the basis of schooling's being a public good; (2) U.S. citizens should not fund government schooling indirectly through the tax system on the basis of schooling being a merit good; and (3) the United States should instead fund education directly--rather than schooling--through a universal Education Savings Account (ESA) program.
Economic and Workforce Development Program Annual Report, 2017
Author: California Community Colleges, Chancellor's Office
Date: 2017-03-01
Type: Reports - Descriptive
Subjects: Community Colleges,Labor Force Development,Economic Development,School Business Relationship,Vocational Education,Industry,Labor Market,Labor Needs,Career Development,Curriculum,College Faculty,Financial Support,Grants,State Legislation,Investment,Success

The California Community Colleges, through the Economic and Workforce Development Program (EWD), is an incubator of educational and workforce innovation that results in a growing economy for California. The system collaborates with industry to develop and deliver cutting-edge career and technical education (CTE) skills training so Californians can earn well-paying jobs with employers that need them. In 2015-16, EWD awarded $24.8 million to initiatives to fund 95 grants statewide, compared with the $22.9 million in 2014-15. These initiatives strengthened regional collaboration and supported alignment between career and technical programs at the community colleges and the needs of industry sectors. Ten industry sectors received priority based on current and emerging labor market needs and opportunities to prepare students to compete in a global economy. This annual report highlights California's efforts to build a strong workforce through its seven macroeconomic regions: (1) Student Success; (2) Career pathways; (3) Workforce data and outcomes; (4) Curriculum; (5) CTE faculty; (6) Regional coordination; and (7) Funding. [For the 2016 Annual Report, see ED572256.]
Economic and Workforce Development Program Annual Report, 2018
Author: California Community Colleges, Chancellor's Office
Date: 2018-03-01
Type: Reports - Descriptive
Subjects: Community Colleges,Labor Force Development,Economic Development,School Business Relationship,Vocational Education,Industry,Labor Market,Labor Needs,Career Development,Curriculum,College Faculty,Financial Support,Grants,State Legislation,Investment,Success

The California Community Colleges, through the Economic and Workforce Development Program (EWD), is an incubator of educational and workforce development that collaborates with industry to develop and deliver cutting-edge career and technical education (CTE) skills training. Guiding the work taking place at the regional and state levels is the Workforce Innovation and Opportunity Act State Plan, which provides strategies to develop multi-agency metrics and create a cross-agency data system that fosters regional collaboration and alignment of workforce and educational systems. In 2016-17, EWD awarded $29.2 million to fund 85 grants statewide, compared with $24.8 million in 2015-16 for 95 grants. These initiatives strengthened regional collaboration and supported alignment between career and technical programs at the community colleges and the needs of industry sectors. This report describes efforts to align with the Doing What MATTERS for Jobs and the Economy framework, a four-pronged strategic approach to close California's skills gap. It highlights California's efforts to build a strong workforce through its seven macroeconomic regions via: (1) Student Success; (2) Career pathways; (3) Workforce data and outcomes; (4) Curriculum; (5) CTE faculty; (6) Regional coordination; and (7) Funding. [For the 2017 Annual Report, see ED586210.]
Teacher Supply in California: A Report to the Legislature. Annual Report, 2013-2014. Submitted Pursuant to AB 471 (Chap. 381, Stats. 1999)
Author: Suckow, Marjorie A.
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Certification,Public Schools,Credentials,Alternative Teacher Certification,Vocational Education,Specialization,English (Second Language),Age Differences,Gender Differences,Racial Differences,Ethnicity,Teacher Characteristics,Faculty Development,Internship Programs,State Universities,State Legislation,Elementary Secondary Education,Teacher Qualifications,Geographic Regions

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms. Assembly Bill 471 (Chap. 381, Stats. 1999) requires the Commission to report to the Governor and the Legislature each year on the number of teachers who received credentials, authorizations, permits and waivers. The report includes the type and number of documents initially issued authorizing service to teach in California public schools or schools under public contract for fiscal year 2013-14. The report responds to the requirements specified in statute and provides a tool for policymakers and others interested in teacher supply.
Teacher Supply in California: A Report to the Legislature. Annual Report, 2014-2015. Submitted Pursuant to AB 471 (Chap. 381, Stats. 1999)
Author: Suckow, Marjorie A.
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Certification,Public Schools,Credentials,Alternative Teacher Certification,Vocational Education,Specialization,English (Second Language),Age Differences,Gender Differences,Racial Differences,Ethnicity,Teacher Characteristics,Faculty Development,Internship Programs,State Universities,State Legislation,Elementary Secondary Education,Teacher Qualifications,Geographic Regions

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms. Education Code §44225.6 (Assembly Bill 471, Chap. 381, Stats. 1999) requires the Commission to report to the Governor and the Legislature each year on the number of teachers who received credentials, authorizations, permits and waivers. The report includes the type and number of documents initially issued authorizing service to teach in California public schools or schools under public contract for fiscal year 2014-15. The report responds to the requirements specified in statute and provides a tool for policymakers and others interested in teacher supply. [For the 2013-2014 Annual Report, see ED586212.]
Teacher Supply in California: A Report to the Legislature. Annual Report, 2016-2017. Submitted Pursuant to AB 471 (Chap. 381, Stats. 1999)
Author: Suckow, Marjorie A.
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Certification,Public Schools,Credentials,Alternative Teacher Certification,Vocational Education,Specialization,English (Second Language),Age Differences,Gender Differences,Racial Differences,Ethnicity,Teacher Characteristics,Faculty Development,Internship Programs,State Universities,State Legislation,Elementary Secondary Education,Teacher Qualifications,Geographic Regions

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms. Education Code §44225.6 (Assembly Bill 471, Chap. 381, Stats. 1999) requires the Commission to report to the Governor and the Legislature each year on the number of teachers who received credentials, authorizations, permits and waivers. The report includes the type and number of documents initially issued authorizing service to teach in California public schools or schools under public contract for fiscal year 2016-17. The report responds to the requirements specified in statute and provides a tool for policymakers and others interested in teacher supply. [For the 2015-2016 Annual Report, see ED579161.]
The Public Benefit of Private Schooling: Test Scores Rise When There Is More of It. Policy Analysis No. 830
Author: DeAngelis, Corey A.
Date: 2018-01-22
Type: Reports - Research
Subjects: Private Schools,Educational Benefits,Access to Education,School Choice,Scores,Mathematics Achievement,Reading Achievement,Science Achievement,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Student Improvement

The potential benefits of increased access to private school choice programs in the United States remain a hot topic in educational policy. According to economic theory, private schooling should improve student achievement by increasing competitive pressures on educators to provide high-quality educational experiences. In addition, since children have differing interests, abilities, and learning styles, private school choice would allow for an improved match between educators and students. To see if these market benefits materialize, the author examined the effect that increased access to private schooling has on international student test scores in 52 countries around the world. Notably, this study establishes causal relationships by comparing these countries to themselves over time while controlling for any fluctuations in gross domestic product, government expenditures, population, school enrollment, life expectancy, and infant mortality. The author found that a 1 percentage point increase in the private share of total primary schooling enrollment would lead to moderate increases in student math, reading, and science achievement within nations.
Not Just Treading Water: In Higher Education, Tuition Often Does More than Replace Lost Appropriations. Policy Analysis No. 810
Author: McCluskey, Neal
Date: 2017-02-15
Type: Reports - Evaluative
Subjects: Educational Finance,State Aid,Financial Support,Tuition,Fees,Student Financial Aid,Public Colleges,Private Colleges,Two Year Colleges,Budgeting,Retrenchment,Costs,Income

In 2010, total student loan debt surpassed total credit card debt held by Americans. About two years later, total student debt broke the psychologically huge $1 trillion mark. These milestones brought to a boil long-simmering frustration with college price growth that has outstripped normal inflation, household income changes, and even spending-rate increases in the health-care sector. No one disputes that the sticker price of college--what schools charge, not necessarily what students end up paying--has for decades been rising at a very fast clip. What analysts disagree about is why. There are many possible explanations, but one that has a lot of adherents is that direct public support for colleges and universities, which is determined primarily by state, and to a lesser extent, local governments, has been in considerable decline. Schools have had to raise prices just to stay at level funding. Prices at public four-year institutions and community colleges have risen faster than at private schools. Can these results be explained by declining direct support? As this paper illustrates with breakdowns of appropriation and tuition-and-fee revenue for all 50 states, changes to direct subsidies are only part of the explanation, and that part varies from state to state.
High Schools of the Future: How States Can Accelerate High School Redesign
Author: Jerald, Craig
Date: 2017-12-04
Type: Reports - Descriptive
Subjects: High Schools,School Restructuring,Barriers,Graduation Rate,Educational Innovation,Outcomes of Education,Mastery Learning,Competency Based Education,Educational Change,Educational Opportunities,Independent Study,Student Projects,Active Learning,Teaching Methods,Educational Improvement,Educational Policy,Accountability,Charter Schools,State Legislation,Academic Standards,Difficulty Level,College Readiness,Career Readiness,Educational Finance,High School Graduates,Graduation Requirements

Recently, educators and policymakers have taken steps to improve high school graduation rates. Their efforts have already led to a record 83.2 percent graduation rate in 2016 and a 40 percent reduction over the past decade in the number of high schools graduating less than 6 in 10 students. Yet significant challenges for high schools remain. Research has shown that 40 percent to 60 percent of first-year college students require remediation in English, math, or both. Many innovators around the country are questioning and rethinking fundamental assumptions about the high school experience. While their motives may vary, these innovators share one overarching goal: to do a better job graduating students who are fully prepared to succeed after high school. This issue brief describes the current movement to redesign high school and it suggests ways in which state policymakers can support innovators--from removing barriers posed by current laws and regulations to soliciting and supporting on-the-ground redesign efforts.
Educator Pipeline at Risk: Teacher Labor Markets after the Great Recession
Author: Partelow, Lisette
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,Declining Enrollment,Teacher Education Programs,Economic Climate,Teacher Salaries,Personnel Management,Job Layoff,Job Security,Access to Information,Preservice Teachers

This report investigates potential reasons for the sharp decline in enrollments in teacher preparation programs in recent years and finds evidence that educator job losses resulting from the Great Recession were associated with diminished interest in teaching. Decreases in average teacher salary and the trend of what are termed &quot;last in, first out&quot; employment decisions were also associated with decreasing enrollment of prospective teachers in both traditional and alternative certification programs. As a result of these findings, the authors of this report conclude that teacher labor markets are more responsive to market conditions than once thought. Based on these findings, the authors recommend increasing teacher compensation, ending seniority-based layoff policies, and providing prospective teachers with relevant local labor market information in order to reduce shortages and prevent further declines in enrollment in teacher preparation programs.
After the Bell: Youth Activity Engagement in Relation to Income and Metropolitan Status. National Issue Brief Number 121
Author: Leonard, Sarah E.
Date: 2017-00-00
Type: Reports - Research
Subjects: Extracurricular Activities,Student Participation,Secondary School Students,Socioeconomic Status,Employment Patterns,Urban Youth,Rural Youth,Athletics,Clubs,Place of Residence

Research on narrowing the academic achievement gap between lower- and higher-income youth tends to focus on the inputs provided by schools. Little attention, however, is paid to extracurricular activities, both structured and unstructured, even though extracurricular participation and employment can have positive impacts similar to in-school experiences. This brief uses data from the 2012 National Survey of Children's Health to examine involvement in activities among youth ages 12-18 across income categories and metropolitan status in the hopes of informing policy aimed at attenuating inequalities in participation.