ethanporcaro/eric-fulltext-meta huggingface dataset:
Data Dashboards for School Directors: Using Data for Accountability and Student Achievement
Author: Washington State School Directors' Association
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Educational Improvement,Academic Achievement,Charts,School Effectiveness,Accountability,Statistical Data,Evaluation Utilization,Information Utilization,Data Interpretation,Management Information Systems,Visual Aids,Administrator Guides,Use Studies,School Policy

This guide is designed to inform school directors about the value of a data dashboard and to provide information on how districts can create a data dashboard for school directors. A data dashboard is a tool for viewing and analyzing student achievement and performance data. Key data for monitoring student achievement and directing policy level decisions is presented in a series of charts and graphs or &quot;gauges&quot; much like a car's dashboard displays. This guide provides questions for each chart and graph that will help school directors understand the data and arrive at strategies for monitoring progress and improving district performance. Appended are: (1) WASL: A Brief Introduction (Washington Assessment of Student Learning); (2) Glossary; and (3) Resources. A review/feedback form is also included.
Effective Advocacy: A Guide for School Directors in Washington State
Author: Washington State School Directors' Association
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Educational Change,Boards of Education,Public Education,Advocacy,Administrator Guides,Educational Policy,Educational Legislation,Federal Legislation,State Legislation,Board Candidates,Board of Education Role,Mass Media Role,Consciousness Raising,Change Strategies

An elected school director works every day as an advocate for public education in his community. At each board meeting, crucial decisions that affect the lives and education of children are made as he determines the needs of the students and families he is accountable to. But are those needs being communicated to his elected representatives in Olympia and Washington, D.C.? If not, his board may be forced to revise or even reverse decisions made to improve schools because of legislative and policy actions taken at the state and federal levels. School board members are charged with the responsibility and duty to communicate the needs of public education. Because a school director has been elected to ensure the success of public education in his community, he is in an excellent position to inform and influence policymakers on public education issues. School board members' participation in the legislative process is vital to encourage support for local decision-making, oppose unfunded mandates and adequately fund public education--just to name a few important issues. As a school director, he can make a difference and have a significant impact on the legislative process. Remember, as an elected representative, he shares a common bond with legislators and members of Congress--the same constituents that elected them have elected him! But, like him, legislators can not read their constituents' minds. They must hear from school directors and their boards about how legislative decisions will impact the lives of children in classrooms. The purpose of this manual is to encourage and assist school directors in influencing state and federal education policy. Being involved in the legislative process does not have to be intimidating and, in fact, it is surprisingly simple to make their voice heard by legislators when they make advocacy a year-round part of their service as school board members. By using this manual and other resources provided through the Washington State School Directors' Association, along with the development of a director's own board's legislative strategy, one can strengthen one's political voice and make a positive difference in the lives of Washington's students. A glossary of terms is included.
Maryland Higher Education Commission Data Book 2011. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Distance Education,Academic Persistence,School Holding Power,Graduation Rate,Outcomes of Education,Income,Expenditures,Student Financial Aid,Proprietary Schools,Educational Indicators,School Statistics,Vocational Education,Remedial Instruction,Racial Differences,Gender Differences,Undergraduate Students,Graduate Students,Community Colleges,Academic Degrees,Teacher Characteristics,Student Characteristics,Tables (Data),College Transfer Students,Transfer Rates (College),Two Year College Students,Comparative Analysis,Student Costs,Grades (Scholastic)

This document presents statistics about higher education in Maryland for 2011. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues and Expenditures; (6) Tuition and Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2010. Creating a State of Achievement,&quot; see ED521641.]
Maryland Higher Education Commission Data Book 2010. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Distance Education,Academic Persistence,School Holding Power,Graduation Rate,Outcomes of Education,Income,Expenditures,Student Financial Aid,Proprietary Schools,Educational Indicators,School Statistics,Vocational Education,Remedial Instruction,Racial Differences,Gender Differences,Undergraduate Students,Graduate Students,Community Colleges,Academic Degrees,Teacher Characteristics,Student Characteristics,Tables (Data),College Transfer Students,Transfer Rates (College),Two Year College Students,Comparative Analysis,Student Costs,Grades (Scholastic)

This document presents statistics about the higher education in Maryland for 2010. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues and Expenditures; (6) Tuition and Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2009. Creating a State of Achievement,&quot; see ED521642.]
Maryland Higher Education Commission Data Book 2009. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Distance Education,Academic Persistence,School Holding Power,Graduation Rate,Outcomes of Education,Income,Expenditures,Student Financial Aid,Proprietary Schools,Educational Indicators,School Statistics,Vocational Education,Remedial Instruction,Racial Differences,Gender Differences,Undergraduate Students,Graduate Students,Community Colleges,Academic Degrees,Teacher Characteristics,Student Characteristics,Tables (Data),College Transfer Students,Transfer Rates (College),Two Year College Students,Comparative Analysis,Student Costs,Grades (Scholastic)

This document presents statistics about the higher education in Maryland for 2009. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues and Expenditures; (6) Tuition and Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education.  [For &quot;Maryland Higher Education Commission Data Book 2008. Creating a State of Achievement,&quot; see ED521643.]
Maryland Higher Education Commission Data Book 2008. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Distance Education,Academic Persistence,School Holding Power,Graduation Rate,Outcomes of Education,Income,Expenditures,Student Financial Aid,Proprietary Schools,Educational Indicators,School Statistics,Vocational Education,Remedial Instruction,Racial Differences,Gender Differences,Undergraduate Students,Graduate Students,Community Colleges,Academic Degrees,Teacher Characteristics,Student Characteristics,Tables (Data),College Transfer Students,Transfer Rates (College),Two Year College Students,Comparative Analysis,Student Costs,Grades (Scholastic)

This document presents statistics about the higher education in Maryland for 2008. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues and Expenditures; (6) Tuition and Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2007. Creating a State of Achievement,&quot; see ED498659.]
Performance of Maryland Community College Transfer Students at Public Four-Year College and Universities
Author: Maryland Higher Education Commission
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: College Transfer Students,Grade Point Average,Community Colleges,Minority Groups,Bachelors Degrees,Time to Degree,Public Colleges,Colleges

This data report provides statistics about the number and percentage of Maryland community college students, who earned a bachelor's degree from a public four-year campus in the state within a specified period of years. These students are: (1) Community college students who transferred during the 2004-2005 academic year who received a bachelor's degree within five years after transferring; (2) Community college students who transferred during the 2005-2006 academic year who received a bachelor's degree within four years after transferring; (3) Community college students who transferred during the 2006-2007 academic year who received a bachelor's degree within three years after transferring; and (4) Community college students who transferred during the 2007-2008 academic year who received a bachelor's degree within two years after transferring. The cumulative grade point average earned by community college transfer students (2008-2009) at their four-year institution in their first year after transferring. For each of the above cohorts, figures are provided for all transfer students and for certain racial/ethnic breakdowns (whites, African-Americans, and all minorities combined). The figures in this report may understate the number and percentage of students who have actually earned a bachelor's degree, since they reflect only those students who graduated from the first institution to which they transferred. Students who transferred more than once, and earned a degree from a subsequent campus, are not reflected in the graduation totals.
An Examination of Latina/o Transfer Students in California's Postsecondary Institutions. Latino Policy &amp; Issues Brief. Number 16
Author: Rivas, Martha A.
Date: 2007-05-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,College Transfer Students,Hispanic American Students,Minority Group Students,Articulation (Education),Academic Aspiration,Educational Attainment,Enrollment Rate,Graduation Rate,College Outcomes Assessment,Educational Policy,Postsecondary Education,Access to Education

California's three-tier public postsecondary system is meant to provide equal access to higher education for all students in the state. Yet even though Latina/os will soon make up the majority of students in K-12 education, the enrollment of Latina/os in the state's postsecondary institutions remains low. When compared to the percentage of Latina/os enrolled in grades K-12, Latina/os are underrepresented in all three segments of the state's postsecondary education system: California Community Colleges (CCC), the California State University (CSU), and the University of California (UC) (Ornelas and Solorzano 2004). This brief examines the transfer function from community college to four-year institutions as a critical segment of the education pipeline for Latina/o students. (Contains 3 figures.) [Research for this report was made possible in part through funding from the Latino Research Program of the UCLA Chicano Studies Research Center, which receives support from the University of California Committee on Latino Research.]
Struggling for Opportunity: Undocumented AB 540 Students in the Latina/o Education Pipeline. CSRC Research Report. Number 13
Author: Huber, Lindsay Perez
Date: 2009-05-00
Type: Reports - Evaluative
Subjects: College Students,Public Colleges,Tuition,Undocumented Immigrants,State Legislation,Social Capital,Educational Legislation,Shared Resources and Services,School Guidance,Organizational Climate,In State Students,Legal Responsibility,Financial Problems,Educational Opportunities,Change Strategies,Research Reports,Paying for College

Assembly Bill 540 (AB 540) was passed into law by the California state legislature in October 2001 and was implemented on January 1, 2002. Under AB 540, an undocumented student pays resident (in-state) fees at California's public colleges and universities if the student 1) attended a high school in California for at least three years (schooling does not have to be consecutive); 2) graduated from a California high school or received an equivalent degree (GED); and 3) files an affidavit with the institution stating that she or he will apply for legal permanent residency as soon as she or he is eligible. The legislation affects all public institutions of higher education in the state: the University of California (UC), California  State University (CSU), and California Community College (CCC) systems. Although AB 540 creates broader access to higher education by offering in-state tuition to undocumented students, for many low-income undocumented students, even in-state tuition is a financial burden for them and their families. AB 540 does not allow undocumented students to apply for state or federal financial aid programs, thus most of these students still struggle financially as they pursue a postsecondary degree. Unfortunately, their struggles go unacknowledged by most researchers, state policy makers, and officials of California's public colleges and universities. They know relatively little about the experiences of AB 540 college students. This report explores the critical issues that undocumented Latina/o AB 540 college students face. In the first part the authors review the provisions of AB 540 and describe a current legal challenge to the statute, and in the second part they discuss the issues that undocumented Latina/o students face. The report concludes with a set of recommendations for policy makers and college and university officials. The authors hope that the information contained in this report will not only contribute to a wider understanding of the experiences of Latina/o undocumented college students, but also inform state and local policy decisions in California regarding undocumented Latina/o students. (Contains 3 figures and 17 notes.) [Funding was provided by the University of California Committee on Latino Research.]
Improving Latino Education: Roles and Challenges for Superintendents and School Boards. CSRC Research Report. Number 11
Author: Fan, Peggy
Date: 2008-05-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Governance,Hispanic American Students,Superintendents,Board of Education Role,Administrator Role,Barriers,Performance Factors,Educational Improvement,Administrator Responsibility,Trend Analysis,Case Studies,Best Practices,Educational Change,Change Strategies,Research Reports,Urban Schools

The American education system is failing Latina/o students. Despite their significant representation in the student population, Latina/o students struggle in overcrowded, under-resourced schools and are too often limited to vocational curricula instead  of college-bound options. About half of Latina/o students complete their K-12 education, and less than 10 percent graduate from college. In this report we survey research that explores how school boards and school superintendents can contribute to efforts to improve education for Latina/o students. The first part of the report looks at the challenges that educators face in large urban school districts and examines the implications for Latino communities. Next is an overview of the roles and responsibilities of the governance team and the issues that superintendents and school boards confront, with a focused look on school governance in Latino communities. This is followed by a discussion of recent events affecting the governance of the Los Angeles Unified School District (LAUSD ), the district with the nation's highest percentage of Latino students--71 percent. Finally, we take a look at best practices for district governance in Latino communities and offer recommendations on how school boards and superintendents can raise the achievement of Latina/o students. (Contains 7 figures and 10 notes.) [This series is a project of the CSRC Latino Research Program, which receives funding from the University of California Committee on Latino Research.]
The Latino Workforce at Mid-Decade. CSRC Research Report. Number 10
Author: Catanzarite, Lisa
Date: 2007-11-00
Type: Numerical/Quantitative Data
Subjects: Employment Patterns,Labor Market,Labor,Labor Force,Hispanic Americans,Research Reports,Labor Force Development,Employment Level,Employment Opportunities,Educational Attainment,Salary Wage Differentials,Occupational Surveys,Social Indicators,Occupations

The Latino workforce is increasingly critical to the vitality of the U.S. economy. Despite the importance of Latinos in the labor market, their economic contributions are limited by significant disadvantages. This research report provides an overview of Latino workers in the United States at mid-decade. We provide background information on labor force share and labor force participation, then we delve into how Latinos are faring in the labor market by examining educational preparation, occupations, earnings, employment sectors, and unemployment. The presentation is intended to inform public discussion of Latino workforce incorporation and to guide policy interventions that will improve employment prospects for Latino workers. (Contains 7 figures, 1 table and 3 notes.)[This series is a project of the CSRC Latino Research Program, which receives funding from the University of California Committee on Latino Research.]
A Research Review: The Importance of Families and the Home Environment
Author: Cole, Jennifer
Date: 2011-03-00
Type: Information Analyses
Subjects: Parent Participation,Family Environment,Literature Reviews,Evidence,Trend Analysis,Family Life,Early Intervention,Performance Factors,Family Literacy,Child Development,Parent Education,Parent Influence,Parent Role,Parenting Skills

Parents are a child's first educator. A child's family and home environment has a strong impact on his/her language and literacy development and educational achievement. This impact is stronger during the child's early years but continues throughout their school years. Many background variables affect the impact of the family and home environment (such as socio-economic status, level of parental education, family size, etc.) but parental attitudes and behaviour, especially parents' involvement in home learning activities, can be crucial to children's achievement and can overcome the influences of other factors. Therefore, any policy aiming to improve literacy standards cannot be limited to formal educational settings, where children spend only a small proportion of their time. On the contrary, it needs to embrace the family as a whole and include parents as partners in their children's education from the very beginning of their children's lives. It should aim to raise parents' awareness of the difference they can make and set up systems that offer constant encouragement and support according to individual requirements and needs. This paper looks in detail at the range of research underpinning the National Literacy Trust's work with communities and local areas to embed a strategic approach to literacy. (Contains 6 figures and 9 footnotes.) [This work was written by Angelica Bonci in 2008, revised by Emily Mottram and Emily McCoy in June 2010, and revised by Jennifer Cole in March 2011.]
Latina/o Transfer Students: Understanding the Critical Role of the Transfer Process in California's Postsecondary Institutions. CSRC Research Report. Number 9
Author: Rivas, Martha A.
Date: 2007-05-00
Type: Numerical/Quantitative Data
Subjects: College Transfer Students,Postsecondary Education,Hispanic American Students,Community Colleges,State Universities,Student Characteristics,Educational Attainment,Bachelors Degrees,Doctoral Degrees,Educational Experience

The purpose of this report is to take a closer look at the experiences of Latina/o students who transfer from the California Community Colleges (CCC) to the California State University (CSU) or the University of California (UC). The authors examine the role of the CCC in the postsecondary education of Latina/o students, the characteristics of these students, the CCC's transfer function, the experiences of Latina/o transfer students at four-year institutions, and their baccalaureate and doctorate attainment rates. The report concludes with recommendations for policy and research initiatives that can increase Latina/o transfer rates and augment our understanding of the experiences of Latina/o students at &quot;all&quot; levels of postsecondary education. (Contains 1 table, 12 figures and 13 notes.) [Research for this report was made possible in part through funding from the Latino Research Program of the UCLA Chicano Studies Research Center, which receives support from the University of California Committee on Latino Research. Additional funding for this paper was provided by the Union Bank of California, UCLA Graduate Division, and UCLA Student Affairs.]
Young People's Reading and Writing: An In-Depth Study Focusing on Enjoyment, Behaviour, Attitudes and Attainment
Author: Clark, Christina
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Young Adults,Literature Appreciation,Foreign Countries,Student Attitudes,Preadolescents,Children,Reading Attitudes,Literacy,Reading Achievement,Writing Achievement,Books,Comparative Analysis,Recreational Reading,Surveys

At the end of 2009 the National Literacy Trust surveyed 17,000 children and young people  online in the United Kingdom's largest ever study of young people's attitudes to literacy and literate behaviour. This survey was of special interest as it repeated questions asked by the National Literacy Trust in a survey of attitudes and reading behaviour undertaken in 2005.  Since the 2005 survey there had been an unprecedented promotion of reading to children and young people, reaching a peak in the 2008 National Year of Reading. The focus of much of this activity had been on the &quot;narrowing the gap&quot; target audiences--those pupils who had been identified as being less likely to reach the expected levels in reading and writing. These groups are characterised by their gender, ethnicity and their eligibility for free schools. The new 2009 research describes how the decline up until 2005 in the number of children who say that they enjoy reading has been halted. Between 2005 and 2009 there has been no significant overall variation in the percentage of children who say that they enjoy it. Appended are: (1) Comparative additional analyses of reading enjoyment in 2005 and 2009; and (2) Comparative additional analyses of reading frequency in 2005 and 2009. (Contains 52 tables, 33 figures and 98 endnotes.)