ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Feedback Report for 2005 and 2006 Graduates
Author: Morris, Don
Date: 2008-07-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Vocational Schools,Feedback (Response),High School Graduates,Graduation,High Schools,Statewide Planning,School Restructuring,Public Schools,Geographic Location,School Districts,Trend Analysis,Educational Change,Success,Change Strategies,Comparative Analysis,Educational Indicators,High School Equivalency Programs,Standardized Tests,Scores,Reading Achievement,Mathematics Achievement,Algebra,Mathematics Instruction,Dual Enrollment,Science Instruction,Course Selection (Students),College Entrance Examinations,Advanced Placement,Postsecondary Education,Enrollment Trends,Public Colleges,Private Colleges,Community Colleges,Grade Point Average,College Credits,State Colleges,Technical Education,Out of State Students,In State Students,Remedial Programs,Language Arts

The &quot;High School Feedback Report&quot; prepared by the State of Florida's Department of Education provides pre-and-post-graduation data for public high school graduates throughout Florida. These data were used for this present report which contains individual data reports for all M-DCPS regular high schools and charter high schools graduating students in 2005 and 2006. Summary data by region and for the district is also provided. These data can be used to track the success of secondary school reform efforts at the region and school levels. Several data elements presented here are already being tracked by the district and are not considered new. However, additional data are presented which can shed further light on the extent to which the district is preparing graduates for the world-of-work and for post-secondary education. The state's format has been preserved but the data have been recomputed to show results at the region level. The district total of graduates has also been altered to reflect the removal of alternative/special education and adult vocational schools. Specifically, the data in this report are organized in the following manner. First, the region and charter school summaries are grouped together for comparison to each other and the district summary is also included. Then the individual schools are presented with data for 2005 and 2006 arranged side-by-side and grouped by region. The results for 21 indicators are presented including 13 pre-graduation indicators and eight post-graduation indicators. Data Sources and Definitions for the Indicators are appended.
High School Feedback Report for 2006 and 2007 Graduates
Author: Romanik, Dale
Date: 2009-05-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Vocational Schools,Feedback (Response),High School Graduates,Graduation,High Schools,Statewide Planning,School Restructuring,Public Schools,Geographic Location,School Districts,Trend Analysis,Educational Change,Success,Change Strategies,Comparative Analysis,Educational Indicators,High School Equivalency Programs,Standardized Tests,Scores,Reading Achievement,Mathematics Achievement,Algebra,Mathematics Instruction,Dual Enrollment,Science Instruction,Course Selection (Students),College Entrance Examinations,Advanced Placement,Postsecondary Education,Enrollment Trends,Public Colleges,Private Colleges,Community Colleges,Grade Point Average,College Credits,State Colleges,Technical Education,Out of State Students,In State Students,Remedial Programs,Language Arts

The &quot;High School Feedback Report&quot; prepared by the State of Florida's Department of Education provides pre-and-post-graduation data for public high school graduates throughout Florida. These data were used for the present report which contains individual data reports for all M-DCPS regular high schools and charter high schools graduating students in 2006 and 2007. Summary data for the district are also provided. These data can be used to track the success of secondary school reform efforts at the school level. Several data elements presented here are already being tracked by the district and are not considered new. However, additional data are presented which can shed further light on the extent to which the district is preparing graduates for the world-of-work and for post-secondary education. Data for 2006 and 2007 are arranged side-by-side and grouped by region, first for the District and State followed by summaries for individual schools. The results for 21 indicators are presented including 13 pre-graduation indicators and eight post-graduation indicators. Data Sources and Definitions for the Indicators are appended.
College Readiness: A Compendium of M-DCPS Results from the Florida College Entry-Level Placement Test (FCELPT), 2000 to 2003
Author: Miami-Dade County Public Schools, Research Services
Date: 2005-08-00
Type: Numerical/Quantitative Data
Subjects: Scoring,Community Colleges,Communication Skills,College Freshmen,High Schools,Testing Programs,State Universities,Test Results,State Legislation,Student Placement,Standardized Tests,Computer Literacy,Public Colleges,State Colleges,High School Graduates,Academic Degrees,College Preparation,African American Students,White Students,Hispanic American Students,Minority Groups,American Indians,Asian American Students,School Districts,Mathematics Achievement,Reading Achievement,Writing Achievement,Academic Achievement,College Entrance Examinations,Racial Differences

Section 1008.30 (formerly 240.117), Florida Statutes, requires the State Board of Education to develop and implement a common placement testing program to assess the basic computation and communication skills of students who intend to enter a degree program at any public community college or state university. Every year the State provides reports to districts and high schools on their graduates' performance on these entry-level placement tests administered at Florida public community colleges and state universities. All entering freshmen must demonstrate certain basic skills before beginning college-level courses. This report focuses on the test results for students who: (1) graduated during the 1999-2000, 2000-01, 2001-02, and 2002-03 school year with a standard diploma from a Florida High School; and (2) entered a Florida public university or community college as degree-seeking students. These students represent roughly half of the 2000-03 graduates in Florida and a little more than half of the M-DCPS graduates. The compendium is organized by M-DCPS senior high schools and it provides test results for students graduating in 1999-2000, 2000-01, 2001-02, and 2002-03. Data include the number of students tested and the percent of students scoring above the established criteria or cutoff established by Section 1008.30, Florida Statutes. The present compendium has been completed to assist M-DCPS high schools in preparation of students for college. These results can be used by high schools to determine the extent to which graduates are prepared for college-level courses.
Virtual Schools. Literature Review
Author: Blazer, Christie
Date: 2009-03-00
Type: Information Analyses
Subjects: Academic Achievement,At Risk Students,Cost Effectiveness,Program Effectiveness,Electronic Learning,Online Courses,Educational Technology,Computer Uses in Education,Internet,Literature Reviews,Academic Persistence,Satisfaction,Student Attitudes,Models

The majority of school districts in the U.S. are providing some form of online learning for their students. In the past, virtual schools primarily targeted advanced students who didn't have access to certain courses in their regular schools. Recently, however, many virtual schools have shifted their focus to credit recovery as a way to provide failing or at-risk students with an alternative to traditional credit recovery courses. This Literature Review summarizes research conducted on the impact of virtual schools on students' achievement, course retention rates, and levels of satisfaction. Studies conducted on the cost effectiveness of virtual schools are also reviewed. Strategies to increase the effectiveness of online learning programs are discussed and a brief description of virtual schools within the state of Florida, including the Miami-Dade Virtual School, is provided. Finally, model programs operating around the U.S. are summarized. (Contains 3 tables.)
College Readiness: A Compendium of M-DCPS Results from the Florida College Placement Test, 2004 to 2007
Author: Romanik, Dale
Date: 2009-05-00
Type: Numerical/Quantitative Data
Subjects: Scoring,Community Colleges,Communication Skills,College Freshmen,High Schools,Testing Programs,State Universities,Test Results,State Legislation,Student Placement,Standardized Tests,Computer Literacy,Public Colleges,State Colleges,High School Graduates,Academic Degrees,College Preparation,African American Students,White Students,Hispanic American Students,Minority Groups,School Districts,Mathematics Achievement,Reading Achievement,Writing Achievement,Academic Achievement,College Entrance Examinations,Racial Differences

Section 1008.30 (formerly 240.117), Florida Statutes, requires the State Board of Education to develop and implement a common placement testing program to assess the basic computation and communication skills of students who intend to enter a degree program at any public community college or state university. Every year the State provides reports to districts and high schools on their graduates' performance on these entry-level placement tests administered at Florida public community colleges and state universities. All entering freshmen must demonstrate certain basic skills before beginning college-level courses. This report focuses on the test results for students who: (1) graduated during the 2003-04, 2004-05, 2005-06, and 2006-07 school year with a standard diploma; and (2) entered a Florida public university or community college as degree-seeking students. These students represent roughly half of the 2004-07 graduates in Florida and a little more than half of the M-DCPS graduates. The compendium is organized by M-DCPS senior high schools and includes the number of students tested as well as the percent of students scoring above the established criteria or cutoff established by Section 1008.30, Florida Statutes. The present compendium has been completed to assist M-DCPS high schools in preparation of students for college. These results can be used by high schools to determine the extent to which graduates are prepared for college-level courses.
State Civic Education Requirements. CIRCLE Fact Sheet
Author: Godsay, Surbhi
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Citizenship Education,Civics,United States Government (Course),United States History,Economics,Social Studies,Graduation Requirements,State Standards,Academic Standards,State Legislation,Achievement Tests,Test Format,Service Learning,Educational Legislation,Federal Legislation

This fact sheet summarizes state requirements related to civic education, which means learning about citizenship, government, law, current events, and related topics. Civic education is most directly addressed in courses labeled &quot;civics,&quot; &quot;government,&quot; or &quot;U.S. government.&quot; Social studies is a broader category that also includes such disciplines as history, economics, and geography. However, standards and tests in the social studies often include content relevant to civics. Thus the authors examine requirements for the social studies with a special emphasis on provisions that relate explicitly or implicitly to civics and government. What states &quot;should&quot; require is a complex and controversial matter, dependent on what constitutes good citizenship and how states should influence education. This fact sheet, however, is a strictly factual analysis that is meant to inform debates about policy by summarizing the state requirements that are now in place. (Contains 4 figures, 2 tables, 1 footnote, and 11 notes.)
Left out of No Child Left Behind: Teach for America&apos;s Outsized Influence on Alternative Certification
Author: Russo, Alexander
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Alternative Teacher Certification,Educational Change,Federal Legislation,Advocacy,Educational Policy,Program Descriptions,Federal Aid

One of the intriguing developments of the past couple years has been the emergence of a new school of reform advocacy groups committed to driving policy change. This is a healthy development, as such policy changes are essential to rethinking and redesigning American schooling for the challenges and opportunities of a new era. For decades, would-be education reformers have struggled with the vagaries of the policy process. Those involved in today's efforts can, and should, learn from these precursors. One of the best-known and most relevant of those is Teach for America (TFA), which endured a trial by fire as it found its way into the policy sphere. In this paper, the author explains how TFA edged into the policy debates and was nearly undone by its reluctance on that front. He connects TFA's increasing presence on Capitol Hill with the debates and ultimate passage of No Child Left Behind (NCLB) in the early 2000s. He argues that it was primarily luck that TFA was able to escape the NCLB process unscathed. After that scare, TFA recognized that it would do well to engage policymakers more systematically and aggressively so it could pursue federal funding, expand to new locales, and retain flexibility around teacher certification. (Contains 29 notes.)
Research Comparing Charter Schools and Traditional Public Schools. Literature Review
Author: Blazer, Christie
Date: 2010-10-00
Type: Information Analyses
Subjects: Academic Achievement,Charter Schools,Evidence,Program Effectiveness,Achievement Gains,Student Mobility,Teacher Persistence,Faculty Mobility,Comparative Analysis,Educational Research,Teacher Qualifications,Competition,Public Schools,School Segregation

During the 2008-09 school year, over 5,000 charter schools operated in 40 states and Washington, D.C. and were attended by over 1.5 million students, or about three percent of the nation's public school students. Although the first U.S. charter schools opened in 1992, debate continues over whether they provide students with a better education than traditional public schools. This Literature Review summarizes studies that compared the achievement of students attending charter and traditional public schools and found mixed results. Most studies have found that charter schools produce achievement gains that are about the same or lower than those found in traditional public schools, although a few studies have concluded that charter schools have a positive effect on student achievement. These inconsistent findings have led some researchers to conclude that the rapid growth of the charter school movement has significantly outpaced the evidence supporting its impact on student achievement. Because there is such wide variation from state to state in charter schools' mission, funding, student populations, size, grade level coverage, and independence from regulations and teacher contracts, there may never be a single definitive study that determines if charter or traditional public schools provide students with better learning opportunities. In addition to reviewing studies conducted on overall charter school performance, this report summarizes research that examined the following issues: student achievement at new versus more established charter schools; student achievement at conversion versus start-up charter schools; student mobility at charter schools; charter school teacher attrition rates and qualifications; demographic characteristics of students attending charter schools; extent of segregation in charter schools; and the impact of charter school competition on the achievement of students remaining in traditional public schools. Finally, information on charter schools operating within the state of Florida and in Miami-Dade County is provided. (Contains 4 tables.)
English Language Learners and Their Academic Progress: 2010-2011
Author: Shneyderman, Aleksandr
Date: 2012-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Grade Repetition,State Standards,Public Schools,English (Second Language),Second Language Learning,Graduation Rate,Counties,Limited English Speaking,Language Tests,Achievement Gains,Trend Analysis,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Dropout Rate,Student Characteristics,Standardized Tests

This is the 2010-11 annual report on the academic progress of English language learners in the Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL) in the Miami-Dade County Public Schools (M-DCPS); (2) Provide data regarding ELL students' academic performance on the 2010 and 2011 Florida Comprehensive Assessment Test Sunshine State Standards (FCAT-SSS); (3) Describe the progress made by ELL students in English language acquisition based on the results of the 2010 and 2011 Comprehensive English Language Learning Assessment (CELLA); (4) Discuss the district progress in achieving the Annual Measurable Achievement Objectives (AMAOs); (5) Provide an analysis of the long-term trends in academic performance of different cohorts of ELL students on the FCAT-SSS during the 2007-2011 period; (6) Contrast 2011 high school graduation percentages of ELL and all M-DCPS students; and (7) Examine 2011 in-grade retention rates for ELL students. Each of these seven areas is described in a separate section of the report. (Contains 2 figures and 19 tables.)
North Carolina's Higher Education System: Success or Failure?
Author: Gillen, Andrew
Date: 2008-02-00
Type: Reports - Research
Subjects: Higher Education,Educational Finance,Evidence,Population Growth,Costs,Private Schools,Public Policy,State Government,Tuition,Educational Quality,State Aid,Access to Education,Economic Progress,Taxes,College Graduates,Accountability,Productivity,Outcomes of Education,Incentives,Change Agents

North Carolina has long prided itself on what many perceive to be one of the finest systems of higher education in the country. Aside from having a number of nationally recognized private schools of distinction (e.g., Duke, Wake Forest, Davidson), the state has invested aggressively with public funds. State government appropriations for higher education in general have risen over time, even after adjusting for both considerable amounts of inflation and robust population growth. Higher appropriations were successfully promoted on the grounds that this will increase the access of students to college and enhance the state's economic condition. It is a point of pride among some politicians that North Carolina in modern times has tended to outspend peer states and the nation as a whole on higher education. However, the authors' objective analysis of the data suggests that another interpretation of higher education public policy is possible. Despite the massive increases in taxpayer support, the state lags behind both the national average and most neighboring states in the proportion of adults with college degrees. Tuition costs have soared. A huge and growing portion of resources have been devoted to noninstructional activities. A lack of transparency prevents some of the most elementary questions from being answered. In general, both the colleges and general public are clueless as to the answers to these questions. Thus, one could say that the higher education system lacks transparency and accountability, and is increasingly costly and inefficient. Productivity is hard to measure without good measures of outcomes, but it is more likely falling rather than rising in North Carolina higher education. The purpose of this study is to present factual evidence suggesting that the system of universities is deserving of greater public scrutiny. The evidence also shows areas where reform is needed the most--cost containment, for example. The authors will make some suggestions of areas where cost containment might legitimately occur. Higher education currently lacks the incentives or motivation to make the vigorous changes needed to make higher education a positive force for change and progress in the Tar Heel State. (Contains 33 figures, 7 tables, and 13 notes.) [This study was supported by the John William Pope Foundation.]
The Law of Unintended Consequences Revisited: The Case of Ricci v. DeStefano
Author: Vedder, Richard
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Civil Rights,Race,Civil Rights Legislation,Court Litigation,Test Results,Higher Education,Racial Discrimination,Faculty Promotion,Promotion (Occupational),Enrollment Rate,Educational Attainment,Salary Wage Differentials,Tuition,Institutional Characteristics,Policy Analysis,Affirmative Action,Case Studies

Deciding it necessary to review the earlier ruling of the Second Circuit court, on January 9, 2009 the U.S. Supreme Court granted certiorari in the case &quot;Ricci v. DeStefano.&quot; The case originates from New Haven, Connecticut where a group of firefighters argue that city officials violated their Title VII rights by dismissing the results of tests they had taken for consideration in job promotion. After reviewing the results city officials feared that they had unintentionally created a disparate racial impact, as those of white backgrounds tended to outperform other racial groups. Consequently, they threw out the test results believing it necessary so as to not violate the Supreme Court precedent put forth in &quot;Griggs v. Duke Power.&quot; The 1971 &quot;Griggs v. Duke Power&quot; decision ruled that employment tests that created a disparate racial impact violated Title VII provisions of the 1964 Civil Rights Act. Furthermore, the Supreme Court declared that a specific intent to discriminate was not necessary in order to find a particular test in violation. Rather, any test that had even unintentionally created a disparate impact based on race was outlawed. In &quot;Ricci v. DeStefano,&quot; the plaintiffs argue that the proposition put forward under &quot;Griggs&quot; is flawed. The main question for the Court will be whether a municipal government can legitimately decline certification of test results for promotion that would disproportionately enhance the chance for promotion among whites. While the outcome will certainly have enormous economic implications, this brief paper explores the impact of &quot;Griggs&quot; on higher education since the 1971 decision and argues that an affirmation of &quot;Griggs&quot; in the forthcoming &quot;Ricci&quot; case would actually exacerbate the problem of growing inequalities between racial groups in America. (Contains 7 figures and 25 footnotes.)