ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Assessment Program
Author: California Community Colleges, Chancellor's Office
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,State Legislation,Educational Legislation,Educational Policy,State Policy,State Standards,Program Implementation,College Readiness,English,Mathematics Achievement,Student Evaluation,High School Students,Achievement Rating,Consortia,Statistical Data

The California Community Colleges serves approximately 2.1 million students each year and is the largest system of higher education in the nation. The state's 112 community colleges are charged with providing workforce training, basic skills education and preparing students to transfer to four-year universities. Currently, 78 of our 112 community colleges accept an Early Assessment Program college-ready result in English and/or math in lieu of their own assessments for placement into transfer-level courses. This report is written in response to Education Code section 99301, which requires the California Community Colleges Board of Governors to make a one-time report to the governor and the Legislature on the implementation and results of the Early Assessment Program. The topics discussed in this report include: (1) Background of Early Assessment Program; (2) Legislative Changes; (3) Common Core State Standards; (4) Smarter Balanced Assessment Consortium; and (5) Early Assessment Program Implementation Data.
Undocumented College Students in the United States: In-State Tuition Not Enough to Ensure Four-Year Degree Completion. IESP Policy Brief No. 01-13
Author: Conger, David
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: Undocumented Immigrants,College Students,Tuition,In State Students,Graduation,Public Colleges,Urban Universities,Comparative Analysis,Student Financial Aid,Grade Point Average,Associate Degrees,Bachelors Degrees,Graduation Rate

This brief provides a comparison of the performance of undocumented students to that of U.S. citizens and other legal migrants using restricted-access data from one of the largest urban public university systems in the U.S. where many undocumented students are eligible for in-state tuition. Overall, undocumented students perform well in the short-term, earning higher grades and higher rates of course and associate degree completion than their U.S. citizen counterparts. But undocumented students are less likely to earn their bachelor's degrees within four years. This finding suggests that, despite their earlier college successes and their access to in-state tuition rates, at some point after enrollment, undocumented students experience higher costs to completing their bachelor's degrees than they had anticipated upon enrollment. The authors offer a number of policy considerations for university officials and policymakers who aim to help undocumented college students succeed in postsecondary institutions.
Kids and Foreclosures: New York City
Author: Been, Vicki
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Children,Housing,Loan Default,Urban Schools,Public Schools,Student Characteristics,Institutional Characteristics,Students,Elementary School Students,Middle School Students,African American Students,Hispanic American Students,White Students,Asian American Students,Economically Disadvantaged,Neighborhoods

The mortgage foreclosure crisis has affected millions of households around the country. Researchers and policy makers have begun to pay attention to the external costs that these foreclosures impose on surrounding properties and neighborhoods (Schuetz et al., 2008; Harding et al., 2009). But few have considered the collateral costs for children, who may, as a result of foreclosures, be forced to leave their homes, communities, and schools. Moreover, even children whose families are able to stay in their homes may experience considerable stress from the foreclosure process. In this report, the authors use a unique data set on New York City students to examine the characteristics of the City's students and schools that have been affected by foreclosures. Specifically, they link student-level academic records to building-level foreclosure data in New York City to address three questions about children living in properties entering foreclosure. First, how many students live in properties entering foreclosure? Second, what are the characteristics of those students and how do they compare to those of the full population of students attending New York City's public schools? Third, are students living in properties going through foreclosure concentrated in particular schools, and if so, what are the characteristics of those schools? The focus is on students from the 2003-04 and 2006-07 academic school years. Key findings include: (1) The number of public school students facing foreclosure has increased over time; in the 2006-07 school year, the number of students living in homes that received a foreclosure notice rose to 18,525; (2) 57 percent of students facing foreclosure are black, as compared to just 33 percent of public school students in New York City as a whole; (3) Students facing foreclosure are no more likely to be poor than other public school students in New York City; (4) Half of the students living in properties entering foreclosure in 2006-07 attended just 17 percent of all City schools; (5) A small number of schools--mostly located Brooklyn and Queens-- educate a large number of students facing foreclosure; and (6) The schools with larger shares of students facing foreclosure on average have: (a) Larger percentages of black students; (b) Higher shares of students receiving free or reduced-priced lunch; and (c) Lower shares of students scoring proficient on standardized math and reading tests. &quot;Identifying Students Affected by Foreclosure&quot; is appended.
Can Formal-Informal Collaborations Improve Science Literacy in Urban Middle Schools? The Impact of Urban Advantage. IESP Policy Brief 03-11
Author: Weinstein, Meryle
Date: 2011-06-00
Type: Reports - Research
Subjects: Urban Schools,Middle Schools,Educational Cooperation,Scientific Literacy,Informal Education,Public Schools,Program Effectiveness,Science Achievement,Cooperative Programs,Science Programs,Science Education,Middle School Students,Grade 8,Academic Achievement,Longitudinal Studies

This brief presents findings from a study on Urban Advantage (UA), a collaboration between the American Museum of Natural History (AMNH), other New York City informal science institutions, and the New York City Department of Education (NYCDOE) to improve the science literacy of NYC public school students. The analysis draws on a rich longitudinal database, containing student- and school-level data for all NYC public schools and students from 2004-05 to 2009-10. Results indicate that these collaborations can have a positive impact on student achievement and science learning. Key findings include: (1) Students at UA schools outperform students at non-UA schools. In 2006- 07, the third year of the program, 44.2% of students at UA schools are proficient on the Intermediate Level Science Test (ILS) exam, compared to 40.5% at non-UA schools. In 2008-09, 55.5% of students at UA schools are proficient, compared to 46.2% of students at non-UA schools; (2) The magnitude of the difference between students at UA and non-UA schools increases over time. Little change is seen in student performance on ELA or math for eighth-grade students, suggesting the effect is not merely reflecting coincident overall school improvement; (3) UA has grown from 35 schools and 63 teachers in 2005 to 174 schools and 386 teachers in 2010 and serves approximately 35% of middle schools and 20% of students in NYC; and (4) UA schools are similar to other NYC schools serving eighth graders, despite larger enrollments.
More than a Paycheck? The Impact of Summer Youth Employment on Students' Educational Engagement and Success. IESP Policy Brief No. 02-12
Author: Leos-Urbel, Jacob
Date: 2012-06-00
Type: Reports - Research
Subjects: Urban Areas,Summer Programs,Student Employment,Program Effectiveness,Public Schools,High School Students,Correlation,Attendance Patterns,Academic Achievement,Learner Engagement,Student Records,Job Placement,At Risk Students,Probability,Low Income Groups

This policy brief presents initial findings of the impact of New York City's Summer Youth Employment Program (SYEP) on academic outcomes for public school students. Despite the broad appeal of providing summer jobs for urban youth, there is little research documenting the relationship between summer employment and educational outcomes for high school students. Because SYEP participation is determined through a random lottery system, our research provides a causal estimate of the impact of summer work. This brief examines SYEP's impact on school attendance, test taking, and performance in the following school year.
Public School Safety and Discipline: 2013-14. First Look. NCES 2015-051
Author: Gray, Lucinda
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: Public Schools,School Safety,Discipline,National Surveys,School Surveys,School Security,Security Personnel,Bullying,Violence,Elementary Schools,Middle Schools,High Schools,Training,Discipline Policy,Emergency Programs,Discipline Problems

This report provides nationally representative data on public school safety and discipline for the 2013-14 school year. The National Center for Education Statistics (NCES) previously collected data on this topic in the School Survey on Crime and Safety (SSOCS), which was last conducted in the 2009-10 school year (Neiman 2011). This report presents results from the survey, School Safety and Discipline: 2013-14, which collected information on specific safety and discipline plans and practices, training for classroom teachers and aides related to school safety and discipline issues, security personnel, frequency of specific discipline problems, and number of incidents of various offenses. NCES, in the Institute of Education Sciences, conducted this survey in spring 2014 using the Fast Response Survey System (FRSS). FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The survey on school safety and discipline was mailed to approximately 1,600 regular public schools in the 50 states and the District of Columbia. The cover letter indicated that the survey was designed to be completed by the person most knowledgeable about safety and discipline at the school. Respondents were asked to provide information for the 2013-14 school year to date, and were offered options of completing the survey on paper or online. The unweighted survey response rate was 86 percent and the weighted response rate using the initial base weights was 85 percent. The survey weights were adjusted for questionnaire nonresponse and the data were then weighted to yield national estimates that represent all eligible regular public schools in the United States. Because the purpose of this report is to introduce new NCES data from the survey through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the data collected. The findings are based on self-reported data from public schools. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire.
The Shaping of Federal Education Policy over Time. The Progress of Education Reform. Volume 16, Number 2
Author: Cross, Christopher T.
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Educational Policy,Public Policy,Educational Change,Educational History,Government Role,Federal Government,Federal Legislation,Educational Legislation,Elementary Secondary Education,Educational Improvement

Over the course of our nation's existence, the federal role in K-12 education has evolved many times. From an initial limited role to one that is more focused today on access and equity, the federal role in education policy has seldom been without controversy. During each twist and turn there has been ongoing debate over federal versus state versus local jurisdiction for decisions on what is believed to be best for America's students. While all parties throughout time share the same overarching goal of success for students, consensus on the role of the federal government in education policy remains unlikely. This issue of The Progress of Education Reform provides an overview of major events in education policy history, events that shaped both today's individual opinions and current federal jurisdiction. With the 50-year-old Elementary and Secondary Education Act (ESEA) being the most significant K-12 education policy event in history, this report includes a synopsis of the current state of waivers, extensions and possible next steps for ESEA reauthorization.
State Approaches to Funding Dual Enrollment. ECS Education Policy Analysis
Author: Zinth, Jennifer
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,State Aid,Educational Finance,Funding Formulas,Educational Policy,Policy Analysis,Relevance (Education),Case Studies,Performance Factors,Barriers,Political Influences,Cultural Influences,Enrollment Trends,College Choice,High School Students,State Policy,Financial Support

Research shows that students who dually enroll are more likely to finish high school and succeed in postsecondary education than their peers with a similar grade point average (GPA), test scores, demographics, etc. Yet in many states, students and parents are largely--if not entirely--responsible for covering dual enrollment course costs, placing these courses out of reach of students in greatest need. This Education Commission of the States policy analysis explores approaches states are taking to minimize--or completely eliminate--tuition and other costs for dually enrolled students. For each state highlighted, this report describes the state's mechanism for funding dual enrollment, the potential benefits and drawbacks of each approach, student access and program outcomes, and considerations on the politics or culture underlying these funding approaches.
Comparing Postsecondary Enrollment and Persistence among Rural and Nonrural Students in Oregon. REL 2015-076
Author: Pierson, Ashley
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: Enrollment,Academic Persistence,Postsecondary Education,Enrollment Trends,Rural Education,High School Graduates,High School Students,Rural Urban Differences,College Students,Two Year Colleges,Public Colleges,Private Colleges,Academic Achievement

This REL Northwest study examined whether rural students at all achievement levels were less likely than their nonrural counterparts to enroll in college and persist to the second year. The researchers analyzed college enrollment patterns and persistence among rural and nonrural Oregon high school students, as well as variations among different types of students. The study found that rural students were less likely than nonrural students to enroll in college at any time after high school. In addition, rural and nonrural students were equally likely to enroll in college immediately after high school. Finally, rural students were less likely to persist into their second year of college than nonrural students. Appended are: (1) Previous research on factors that influence college enrollment and persistence; (2) Data and methodology; (3) Detailed results; and (4) List of Oregon higher education institutions not in the National Student Clearinghouse.
Financing Public Education in New York City and the Rest of the State. IESP Policy Brief No. 01-11
Author: Debraggio, Elizabeth
Date: 2011-02-00
Type: Reports - Research
Subjects: Urban Areas,School Districts,Educational Finance,Financial Support,Public Education,Income,Expenditures,Suburbs,Counties,Federal Aid,State Aid,Local Government,Expenditure per Student,Budgets,Elementary Secondary Education

New York City (NYC) is home to the largest school district in the U.S., with over one million students and more than 1,600 schools. While it is only one of approximately seven hundred school districts in New York State (NYS), the city educates about one-third of the state's students. In recent work examining school finance during Mayor Bloomberg's first two terms, Stiefel and Schwartz (2011) compared NYC's funding sources with those for the rest of the state in entirety. The NYS statistics presented in that chapter were, therefore, averages for all other school districts in the state--including the fiscally-stressed &quot;Big Four&quot; (Buffalo, Rochester, Syracuse and Yonkers), rural districts with their own, unique challenges, and relatively wealthy suburban districts. This brief builds upon that research--describing the changes in revenues for the city, other large urban districts, wealthy downstate counties surrounding NYC, and the rest of the state. This analysis uses revenue data from the New York State Education Department's (NYSED) annual fiscal profiles to compare the educational resources available to NYC relative to other districts in New York State and probe the differences in greater detail. Specifically, the authors examine the change in total revenue, total state revenue, local revenue, and total expenditures excluding debt service and transportation expenses for New York City, the other Big Four, two wealthy downstate counties (Westchester and Nassau), and the remaining schools districts in New York State. An appendix contains supplemental tables.
Time to English Proficiency for English Language Learners in New York City and Miami-Dade County. IESP Policy Brief No. 01-12
Author: Conger, Dylan
Date: 2012-01-00
Type: Reports - Research
Subjects: English Language Learners,Language Proficiency,English (Second Language),Second Language Learning,Time Factors (Learning),Educational Policy,Educational Legislation,Federal Legislation,Elementary School Students,Urban Schools,Economically Disadvantaged,Hispanic American Students,African American Students,Age Differences,Educational Testing

Since the 2002 No Child Left Behind Act (NCLB) was signed into law, schools have been allowed to administer grade-level content reading exams in the native language of English Language Learner (ELL) students for up to three years after they enter the school system. From that point, the students are expected to take the state assessments in English. Districts and schools that fail to demonstrate gains for ELL students on these academic exams risk penalties that range from permitting parents to transfer their children to alternative schools to closing the school entirely. Some advocates, educators, and state education agencies have complained about the federal requirements, claiming that they ignore the variation in the speed with which students learn English (Kossan, 2008; Zehr, 2007). Students may show significant progress in acquiring English, but still struggle to meet proficiency standards when tested in English on grade-level content and, thus, the policy may be unfair to those students and to the schools that serve them. This brief aims to inform the three-year time limit policy. Specifically, the authors examine the variation in the speed with which young ELL students acquire minimum proficiency in English. They use data on New York City and Miami-Dade County ELLs, focusing first on all students, then separately on subgroups of students according to their poverty status, gender, race/ethnicity, and age of entry into the school system. An appendix entitled, &quot;Language Assessment &amp; Study Methodology&quot; is included.
Arts Education Quality Rubric and the &quot;ArtsCounts&quot; Initiative. IESP Policy Brief No. 01-09
Author: New York University, Institute for Education and Social Policy (IESP)
Date: 2009-03-00
Type: Reports - Research
Subjects: Art Education,Public Schools,Elementary Secondary Education,Educational Quality,Scoring Rubrics,Urban Schools,Accountability

In 1975, New York City found itself on the verge of bankruptcy, and newly-elected Mayor Abraham Beame was forced to enact massive cuts in the city's budget. Some of the hardest hit programs were arts education classes in the public schools--funding for programs in visual arts, dance, music and theater were slashed from the Board of Education's budget and arts teachers were laid-off from all public schools, essentially eliminating all arts education from the curriculum. Although many of the city's cultural and artistic organizations subsequently stepped in to provide arts programming for youth, it wasn't until the 1990's that funding for arts education was restored directly to the public school system through the establishment of the Center for Arts Education and the creation of ProjectARTS. In 2003, the DOE developed the &quot;Blueprint for Teaching and Learning in the Arts&quot; in an attempt to establish a city-wide pre-K-12 arts curriculum for schools to follow as a model. Four years later, Mayor Michael Bloomberg and Chancellor Joel Klein then outlined the first-ever accountability plan for arts education in terms of both student access and program quality, further signaling the importance of the arts to a students' overall education. As part of &quot;ArtsCounts,&quot; the Institute for Education and Social Policy at NYU, in conjunction with the DOE's Office of Arts and Special Projects and the Arts Education Task Force, was asked to refine and pilot-test a Quality Arts Education Rubric that could be used by school leaders, arts educators, and cultural organizations to measure program and instructional quality of arts education in their schools. This report looks at the development of this rubric as it fits into the larger &quot;ArtsCounts&quot; initiative and progress made toward the goal of providing all New York City children with a high-quality arts education. [Kate Landon, Meryle Weinstein and Robin Jacobowitz contributed to this brief.]