ethanporcaro/eric-fulltext-meta huggingface dataset:
Evidence Required: A Critical Review of &apos;Improving Oversight of Michigan Charter Schools and Their Authorizers&apos;. Policy Brief No. S2020-03
Author: Van Beek, Michael
Date: 2020-10-14
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Administration,Educational Policy,Generalization,Accountability,Governance,Bias,Public Schools,State Legislation,School Law,Misconceptions,State Boards of Education,Error Patterns

This paper offers a critical review of a report published in March by the Citizens Research Council of Michigan titled &quot;Improving Oversight of Michigan Charter Schools and Their Authorizers.&quot; The report argues that charter schools and charter school authorizers need more oversight. Making the case for this position might include demonstrating that charter schools are performing poorly and showing how additional oversight would bring needed improvements. Surprisingly, the report does neither of those things, and instead rests on broad generalizations about charter school accountability that rely on questionable assumptions that are not explained or justified. The report suffers from other issues. There are several factual errors or misrepresentations of facts. It supports several seemingly contradictory positions. It is biased towards a particular governance model for public schools -- local school boards -- but never provides a rationale for that bias. This review explains each of these shortcomings in detail. While some of these issues only tangentially relate to the main argument of the paper, on the whole, it fails to sufficiently demonstrate that charter schools need more public oversight.
Lesson 1: Set a Vision to Guide the Future. Launching and Sustaining Early College Pathways at Charlestown High School. Three Big Lessons in Six Years
Author: Jackson, Sheila
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: High Schools,High School Students,Dual Enrollment,College Programs,College School Cooperation,Community Colleges,Partnerships in Education,Program Design,Marketing,Institutional Mission,Best Practices

&quot;Three Big Lessons in Six Years&quot; is both a reflection on the past and a look ahead to the future at Charlestown (C-Town) High School (Boston, Massachusetts) and other early college programs across the country. The purpose of this series is to document essential design elements, operational structures, and critical support for students to be successful. It also presents an authentic view of the troubleshooting required to overcome key initial challenges. The lessons--&quot;Set a Vision to Guide the Future,&quot; &quot;Build a Framework That Allows for Structure and Flexibility&quot; (ED614782), and &quot;Build a 'Both/And' Team&quot; (ED614784)--represent three integral parts of C-Town Pathways' journey. Starting a new early college initiative is complicated. Drawing from the experience of high school and college leaders involved in the launch of the C-Town Pathways early college program--a partnership between Charlestown High School (CHS) and the nearby Bunker Hill Community College (BHCC), supported by JFF--this report, the first of the three lesson reports, outlines strategies to bring partners together around a shared vision and non-negotiables. Starting with a strong unified vision allows for iteration and builds a foundation for future growth and sustainability.
State Compensatory Education Report, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-06-09
Type: Reports - Research
Subjects: State Programs,Academic Achievement,Dropout Rate,At Risk Students,State Aid,Educational Finance,Academic Support Services,Graduation Rate,School Districts,Campuses,Budgets,Educational Improvement,Longitudinal Studies,Nontraditional Education,Juvenile Justice,Pregnancy,Educational Indicators,Student Characteristics,Achievement Tests,Accountability,State Standards,Instructional Program Divisions,High School Graduates

The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state. Funds allocated under SCE law are to be channeled toward programs and services that eliminate disparities in performance on assessment instruments administered under Texas Education Code. Further, programs designated for SCE funding should reduce disparities in the rates of high school completion between students who are at-risk of dropping out of school and all other students. In order for SCE funds to be allocated to a campus, the campus must not only meet the state criteria for percent of students at-risk of dropping out of school, but the services provided to students must also be described in the district and/or campus improvement plan. The annual budget for SCE programs in the Houston Independent School District (HISD) for the 2019-2020 academic year was $115,565,863.55. This figure included $41,891,879.07 of supplemental campus-based funds. These amounts are budgeted amounts and not final expenditures for 2019-2020. The purpose of this report is to describe and evaluate the SCE-funded programs in HISD as required by law.
Essential for a Post-COVID Economy: Recommendations for a Fully Funded and Transformed Workforce Development System
Author: JFF (Jobs for the Future)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Educational Change,Labor Force Development,Job Skills,Job Training,Retraining,Economic Factors,Investment,Skill Development,Economic Development

Even before the COVID-19 crisis, the United States was overdue for a transformation of its postsecondary education and workforce development systems to meet the vast skill and employment needs of today's workers and employers. The pandemic has exponentially increased this need for change, with millions of Americans permanently out of work and in need of reskilling. We must learn from this crisis and use its momentum to make the kinds of changes that are necessary if our economy is to rebound, our employers are to remain competitive, and our workers are to survive.
The Effect of Discipline Reform Plans on Exclusionary Discipline Outcomes in Minnesota. REL 2021-115
Author: Linick, Matthew A.
Date: 2021-09-00
Type: Reports - Research
Subjects: Civil Rights,Suspension,Expulsion,Discipline,Disproportionate Representation,Racial Differences,Ethnicity,Minority Group Students,White Students,Students with Disabilities,Educational Change,Discipline Policy,School Districts,Educational Practices,American Indian Students,African American Students,Best Practices,Cooperative Planning,Elementary Secondary Education,Low Income Students,Geographic Location,Special Education

In 2017 the Minnesota Department of Human Rights identified 43 local education agencies in the state as being in violation of the Minnesota Human Rights Act for their use of exclusionary discipline practices (suspensions, exclusions, and expulsions) at higher rates for American Indian and Black students and students in special education than for White students and students not in special education as well as overall use. The department agreed not to pursue legal action against any identified local education agency that created and implemented a plan to reform its discipline practices. This study examined the use of exclusionary discipline practices by Minnesota local education agencies from 2014/15 through 2018/19 and the extent to which the creation of discipline reform plans by identified local education agencies was associated with changes in discipline outcomes. The study found that creating a discipline reform plan was not associated with a statistically significant change in exclusionary discipline actions experienced by students. [For the Study Snapshot, see ED614778. For the Study Brief, see ED614779. For the appendixes, see ED614780.]
The Effect of Discipline Reform Plans on Exclusionary Discipline Outcomes in Minnesota. Study Snapshot. REL 2021-115
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Civil Rights,Suspension,Expulsion,Discipline,Disproportionate Representation,Racial Differences,Ethnicity,Minority Group Students,White Students,Students with Disabilities,Educational Change,Discipline Policy,School Districts,Educational Practices,American Indian Students,African American Students,Best Practices,Cooperative Planning,Elementary Secondary Education,Low Income Students,Geographic Location,Special Education

This Study Snapshot highlights key findings from a study that examined the use of exclusionary discipline practices by Minnesota local education agencies. The Minnesota Department of Human Rights identified 43 local education agencies in the state as being in violation of the Minnesota Human Rights Act for their use of exclusionary discipline practices (suspensions, exclusions, and expulsions) at higher rates for American Indian and Black students and students in special education than for White students and students not in special education as well as overall use. The study found that creating a discipline reform plan was not associated with a statistically significant change in exclusionary discipline actions experienced by students. [For the full report, see ED614777. For the Study Brief, see ED614779. For the appendixes, see ED614780.]
The Effect of Discipline Reform Plans on Exclusionary Discipline Outcomes in Minnesota. Study Brief. REL 2021-115
Author: Linick, M. A.
Date: 2021-09-00
Type: Reports - Research
Subjects: Civil Rights,Suspension,Expulsion,Discipline,Disproportionate Representation,Racial Differences,Ethnicity,Minority Group Students,White Students,Students with Disabilities,Educational Change,Discipline Policy,School Districts,Educational Practices,American Indian Students,African American Students,Best Practices,Cooperative Planning,Elementary Secondary Education,Low Income Students,Geographic Location,Special Education

In 2017 the Minnesota Department of Human Rights identified 43 local education agencies in the state as being in violation of the Minnesota Human Rights Act for their use of exclusionary discipline practices (suspensions, exclusions, and expulsions) at higher rates for American Indian and Black students and students in special education than for White students and students not in special education as well as overall use. The department agreed not to pursue legal action against any identified local education agency that created and implemented a plan to reform its discipline practices. This study examined the use of exclusionary discipline practices by Minnesota local education agencies from 2014/15 through 2018/19 and the extent to which the creation of discipline reform plans by identified local education agencies was associated with changes in discipline outcomes. The study found that creating a discipline reform plan was not associated with a statistically significant change in exclusionary discipline actions experienced by students. [For the full report, see ED614777. For the Study Snapshot, see ED614778. For the appendixes, see ED614780.]
The Effect of Discipline Reform Plans on Exclusionary Discipline Outcomes in Minnesota. Appendixes. REL 2021-115
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Research
Subjects: Civil Rights,Suspension,Expulsion,Discipline,Disproportionate Representation,Racial Differences,Ethnicity,Minority Group Students,White Students,Students with Disabilities,Educational Change,Discipline Policy,School Districts,Educational Practices,American Indian Students,African American Students,Best Practices,Cooperative Planning,Elementary Secondary Education,Low Income Students,Geographic Location,Special Education

The &quot;Effect of Discipline Reform Plans on Exclusionary Discipline Outcomes in Minnesota&quot; study examined the use of exclusionary discipline practices by Minnesota local education agencies from 2014/15 through 2018/19 and the extent to which the creation of discipline reform plans by identified local education agencies was associated with changes in discipline outcomes. The study used administrative data on exclusionary discipline actions, student background characteristics and academic achievement, and local education agency characteristics that the Minnesota Department of Education shared with the Regional Educational Laboratory Midwest. The study found that creating a discipline reform plan was not associated with a statistically significant change in exclusionary discipline actions experienced by students. This document presents the following two appendixes that accompany the study: (1) Methods; and (2) Supporting analysis. [For the full report, see ED614777. For the Study Snapshot, see ED614778. For the Study Brief, see ED614779.]
2008/18 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/18). Data File Documentation. NCES 2021-141
Author: Cominole, Melissa
Date: 2021-08-00
Type: Reports - Research
Subjects: Bachelors Degrees,College Graduates,Longitudinal Studies,Data Collection,Data Processing,Data Analysis,Sampling,Research Design,National Surveys,College Students,Student Financial Aid,Computation,Statistical Analysis

This publication describes the methods and procedures used for the 2008/18 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/18). The B&amp;B graduates, who completed the requirements for a bachelor's degree during the 2007-08 academic year, were first surveyed as part of the 2008 National Postsecondary Student Aid Study (NPSAS:08), and then followed up with in 2009 and 2012. The 2018 follow-up is the third and final survey for the B&amp;B:08 cohort, conducted 10 years after completion of the bachelor's degree. This report details the methodology and outcomes of the B&amp;B:08/18 student survey data collection and administrative records matching. [For &quot;Baccalaureate and Beyond (B&amp;B:08/18): First Look at the 2018 Employment and Educational Experiences of 2007-08 College Graduates. First Look. NCES 2021-241,&quot; see ED609932.]
Lesson 2: Build a Framework That Allows for Structure and Flexibility. Launching and Sustaining Early College Pathways at Charlestown High School. Three Big Lessons in Six Years
Author: Jackson, Sheila
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: High Schools,High School Students,Dual Enrollment,College Programs,Open Enrollment,Community Colleges,College School Cooperation,Partnerships in Education,Individualized Instruction,Curriculum Design,Best Practices,Academic Advising

&quot;Three Big Lessons in Six Years&quot; is both a reflection on the past and a look ahead to the future at Charlestown (C-Town) High School (Boston, Massachusetts) and other early college programs across the country. The purpose of this series is to document essential design elements, operational structures, and critical support for students to be successful. It also presents an authentic view of the troubleshooting required to overcome key initial challenges. The lessons--&quot;Set a Vision to Guide the Future&quot; (ED614773), &quot;Build a Framework That Allows for Structure and Flexibility,&quot; and &quot;Build a 'Both/And' Team&quot; (ED614784)--represent three integral parts of C-Town Pathways' journey. As new early college programs welcome the first cohorts of students, an important asset is a pathways framework that lays out a sequence of courses, aligns to degree programs offered at the partnering college, and provides windows into future careers. This report, the second of the three lesson reports, details how staff from the C-Town Pathways early college program--a partnership between Charlestown High School (CHS), an open enrollment high school in Boston Public Schools in Massachusetts, and the nearby Bunker Hill Community College (BHCC), with support from JFF--created a more structured experience that also allows for flexibility and individualization of students' early college journeys.
Hybrid Instructional Approaches and COVID-19 Infection Trends in a Sample of Pennsylvania School Districts, Fall 2020
Author: Gill, Brian
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Blended Learning,COVID-19,Pandemics,School Districts,Educational Change,Disease Control,Educational Trends,Disease Incidence

To educate students while mitigating the spread of COVID-19 during the fall of 2020, schools across the country used different operational approaches, ranging from fully remote instruction to fully in-person instruction with various &quot;hybrid&quot; approaches in between. This report was prepared for the Pennsylvania Department of Education (PDE) to determine whether there is evidence that districts using hybrid approaches (alongside precautions such as mask-wearing and physical distancing) can successfully mitigate in-school virus transmission. Mathematica identified seven school districts across the state to examine whether COVID-19 incidence trends for students and staff in Pennsylvania school districts using hybrid instruction paralleled or exceeded trends in the local community during the fall of 2020.
Lesson 3: Build a &apos;Both/And&apos; Team. Launching and Sustaining Early College Pathways at Charlestown High School. Three Big Lessons in Six Years
Author: Jackson, Sheila
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: High Schools,High School Students,Community Colleges,College School Cooperation,Partnerships in Education,Success,Dual Enrollment,College Programs,Program Development,Best Practices,Program Design,Work Experience Programs,Educational Planning,Teacher Role,Coordinators,Occupational Information,College Role,Administrative Organization

&quot;Three Big Lessons in Six Years&quot; is both a reflection on the past and a look ahead to the future at Charlestown (C-Town) High School (Boston, Massachusetts) and other early college programs across the country. The purpose of this series is to document essential design elements, operational structures, and critical support for students to be successful. It also presents an authentic view of the troubleshooting required to overcome key initial challenges. The lessons--&quot;Set a Vision to Guide the Future&quot; (ED614773), &quot;Build a Framework That Allows for Structure and Flexibility&quot; (ED614782), and &quot;Build a 'Both/And' Team&quot;--represent three integral parts of C-Town Pathways' journey. Launching a successful early college program requires a dedicated team that can both create a vision for the program and keep that program running through day-to-day challenges, ensuring its success. This report, the third of the three lesson reports, shares lessons from the C-Town Pathways early college program--a partnership between Charlestown High School (CHS) and the nearby Bunker Hill Community College (BHCC), supported by JFF--about how to build a &quot;both/and&quot; team that can ensure the success of the partnership between institutions and, even more important, ensure student success.
Strategies to Support Young Men of Color in Early College High Schools. An Education Powerhouse: Massachusetts Early College High Schools
Author: Hoffman, Nancy
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: High Schools,Higher Education,Acceleration (Education),Dual Enrollment,College Preparation,Males,Minority Group Students,Student Recruitment,School Holding Power,Academic Persistence,College Attendance,Success,Best Practices,Cultural Influences,Self Advocacy,African American Students,Hispanic American Students,Barriers

Early college high schools are powerful instruments for success for young men of color, and school leaders must take an intentional approach to remove systemic barriers to their engagement. This report outlines strategies to better recruit and retain young men of color in early college programs and provides examples of successful and emerging practices that support all youth in preparing for their future careers through early college programs.
Prioritizing Principals Guidebook: Central Office Practices That Support School Leaders. The School Leadership District Cohort
Author: Ikemoto, Gina
Date: 2021-05-00
Type: Guides - Non-Classroom
Subjects: Principals,School Districts,Work Environment,Central Office Administrators,Administrator Role,Educational Needs,Administrator Qualifications,Interpersonal Relationship,Educational Practices,Administrative Organization,Expectation,Interaction,Interpersonal Communication,Human Capital,Participative Decision Making,Teamwork,Capacity Building

The George W. Bush Institute's School Leadership Initiative (SLI) District Cohort Research Project is a five-year effort with four school districts to test two frameworks--Principal Talent Management (PTM) and Effective Implementation. This collaboration is designed to improve how districts prepare, recruit, support, and retain principals. This guidebook, which focuses on principals' Working Environment, is the fourth in a series. Each guidebook addresses one or more components of the Bush Institute's PTM Framework, including Principal Preparation, Principal Recruitment and Selection, Principal Supervision, Principal Professional Learning, Principal Performance Evaluation, Principal Compensation and Incentives, and the Working Environment for Principals. This guidebook focuses on one aspect of the working environment: how central offices can organize themselves to serve schools so that schools can serve all children well. This guidebook provides concrete guidance on how to effectively focus central office culture on addressing school needs and supporting principals. The conclusion summarizes how these strategies may be used.
Growing Insights &amp; Innovations: A Research Agenda for the Modern Youth Mentoring Movement
Author: MENTOR: The National Mentoring Partnership
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Mentors,Youth Programs,Research,Identification (Psychology),Psychological Patterns,Social Isolation,Interpersonal Relationship,Institutional Environment,Social Change,At Risk Persons,COVID-19,Pandemics,Research Needs,Interaction,Group Activities,Social Justice,Citizen Participation

One of the simple truths about mentoring young people is that it is a complex activity, one that brings a wide variety of individuals together, often during moments of hardship or transition, to create something new, unique, and personally meaningful. Like all human relationships, mentoring relationships require not just initial connection, but also care and maintenance over time and a set of conditions that allow them to thrive and work toward a common purpose. Although the concept of mentoring is as old as civilization itself (and certainly embedded into the culture and ways of knowing of many communities), one of the defining features of the modern youth mentoring movement is the use of scientific research to better understand and scale these complex relationships -- what makes them work, how they support individuals' development, and how even more of these relationships than the world inhabits might produce naturally. This Research Agenda highlights four key areas for future mentoring research that MENTOR believes will help strengthen the mentoring movement over the next decade: (1) Increase research on the role of mentoring in supporting youth identity development and combating loneliness and isolation; (2) Study innovative strategies to expand natural mentoring relationships within systems and institutions; (3) Increase actionable research on mentoring that occurs in diverse programmatic settings; and (4) Invest in more research on the societal-level changes that are produced by mentoring relationships. These calls to action were developed in collaboration with a working group of leading researchers, practitioners, and thought-leaders and this document reflects their consensus on what is most critical to study in the years ahead so that the power of mentoring relationships can benefit even more young people. [For the summary, see ED614831.]