ethanporcaro/eric-fulltext-meta huggingface dataset:
Shadow Education: A Role of Private Tutoring in Learning
Author: Subedi, Khim Raj
Date: 2018-08-00
Type: Reports - Research
Subjects: Tutoring,Tutors,Private Education,Foreign Countries,Secondary School Students,Student Attitudes,Secondary School Teachers,Instructional Effectiveness,Feedback (Response),Self Esteem,Outcomes of Education,Tests,Attention,Private Financial Support,Barriers,Tuition,Incidence,Educational Practices,Learning Motivation,Stress Variables,Peer Influence,Parent Attitudes

This article explores the process, reasons and consequences of private tutoring as perceived by the secondary level teachers and students of community schools. This is a qualitative study based on the data generated from the focus group discussions and interviews. The article argues that the students perceived improved learning through private tutoring even though there is no any significant difference in pedagogical practices than in the mainstream schooling. Exam focused learning, poor classroom teaching, peer culture, parental pressure and indirect pressure from their teachers are the main reasons behind receiving private tutoring. However, improved learning by immediate support and feedback from their teachers and development of self-confidence among students are positive consequences of private tutoring. Similarly, there are negative consequences of private tutoring learning such as to pass examination, lack of students' attention during classroom hours, extra financial burden for parents and teachers and less classes during the regular teaching hours.
State-Level Assessments and Teacher Evaluation Systems after the Passage of the Every Student Succeeds Act: Some Steps in the Right Direction
Author: Close, Kevin
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Standardized Tests,Teacher Evaluation,Educational Legislation,Federal Legislation,State of the Art Reviews,Accountability,Teacher Effectiveness,Educational Change,Educational Policy,State Policy,Program Implementation,Educational Trends

Federally mandated standardized testing (i.e., in core subject areas and certain grade levels), as an element of educational accountability, began in 2002 with the No Child Left Behind Act. With that step, large-scale assessments came to serve as one of the foundations of accountability-based systems and policies not only for districts, schools and students, but for teachers as well. Yet, as a result of identified weaknesses of such practices, especially at the student and teacher levels, Congress passed the 2015 Every Student Succeeds Act (ESSA). The new law reduced federal oversight and gave states more control over their state assessment and accountability systems. This brief examines the results of this element of ESSA, and offers a thematic analysis of state-level assessments in ESSA plans from every state and the District of Columbia. It also includes results of a detailed survey, completed by department of education personnel from 34 states and the District of Columbia, which explores additional information pertinent to state teacher evaluation systems.
The State of Education Savings Account Programs in the United States
Author: Jimenez-Castellanos, Oscar
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Money Management,Educational Finance,Educational Vouchers,Private Schools,School Choice,Educational Policy,State Legislation,Educational Legislation,Court Litigation,Constitutional Law

Arguably the most strongly promoted approach by voucher advocates is a new form of government subsidy for private education, Education Savings Accounts (ESAs). Parents are provided a set sum which they can use for a variety of educational services including private school tuition and fees, online courses, extracurricular activities and private tutoring. Students enrolled in an ESA program are not allowed to concurrently attend a public school. This policy brief examines this emerging policy, considering similarities and differences with conventional voucher approaches, and examining the legal issues that the policy raises.
Organizing and Managing Instruction in US Public School Districts: Considerations for Families, Communities, and States
Author: Peurach, Donald J.
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Educational Administration,Public Schools,School Districts,Educational Change,Family Involvement,Community Involvement,Community Organizations,Educational Policy,Educational Objectives,Educational Improvement,Educational Practices,Educational Legislation,Federal Legislation,Central Office Administrators

This policy brief examines new ways that US public school districts are organizing and managing instruction, ways that family and community organizations can engage those efforts, and ways that states can support them in doing so. In a complex education reform landscape, understanding the different ways districts are reforming instructional organization and management can be helpful for guiding family and community organizations in strategically directing their efforts. The brief offers recommendations for states committed to sustaining new patterns of instruction while also expanding the influence of family and community organizations. [This policy brief was made possible in part by funding from the Education Justice Network and the Spencer Systems Study at Northwestern University and University of Michigan.]
What Might Happen if School Vouchers and Privatization of Schools Were to Become &quot;Universal&quot; in the U.S.: Learning from a National Test Case--Chile
Author: Trevino, Ernesto
Date: 2018-06-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Vouchers,Privatization,Politics of Education,Outcomes of Education,School Choice,Case Studies,Middle Class,Economically Disadvantaged,Teaching (Occupation),Social Integration,Educational Change,Resistance to Change,Citizenship

In contemporary education policy debates in the United States, school voucher programs and school privatization--the entry of many private for-profit corporations and nonprofit and other organizations into the education arena--are under the spotlight. Following in the footsteps of several prior administrations, the current federal administration is actively supporting vouchers and privatization as ways to expand school choice for American parents and students. Some state governments have followed suit. Currently, the vast majority of students in the U.S. go to public schools. Experiments with vouchers and privatization are still relatively peripheral in the U.S. But what might happen if vouchers and privatization were to become universal features of American publicly funded education? A national test case of such conditions is available in Chile. By looking at that country's experience, we can imagine what might happen if the U.S. were to take the route of universal privatization and vouchers.
Elementary/Secondary School Register, School Year 2017-2018. Revised
Author: Vermont Agency of Education
Date: 2017-06-16
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Public Schools,Enrollment,Transfer Students,Dropouts,Graduation,Admission (School),Part Time Students,Attendance,Courses,Student Records,Drills (Practice),School Security,Emergency Programs,Public School Teachers,Students

Vermont Education Statute requires each Vermont public school to maintain a Vermont School Register. The purpose of the school register is to record each student's participation in an approved program of instruction. The Vermont School Register is a student record-keeping document required by Vermont Statute. The purpose of the school register is to document each Vermont school's continuous year-to-year cycle of enrolling students, to record daily attendance, to report dropouts and graduates, and to report year-end attendance to the Agency of Education. It is the source document for calculating Average Daily Membership, which is a critical aspect in the state funding system. The mechanism for transferring this information to the Agency of Education is the Vermont Student Census, which is collected at the beginning and end of each school year. The Vermont School Register consists of the Yellow Pages. The Yellow Pages, along with the list of students and student information, serve as a public record and should be maintained as such. Schools are expected to maintain a computerized student information system.
Elementary/Secondary School Register, School Year 2018-2019. Revised
Author: Vermont Agency of Education
Date: 2018-04-03
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Public Schools,Enrollment,Transfer Students,Dropouts,Graduation,Admission (School),Part Time Students,Attendance,Courses,Student Records,Drills (Practice),School Security,Emergency Programs,Public School Teachers,Students

The Vermont School Register is a student record-keeping document required by Vermont Statute. The purpose of the Vermont School Register is to document each Vermont school's continuous year-to-year cycle of enrolling students, to record daily attendance, to report dropouts and graduates, and to report year-end attendance to the Agency of education. It is the source document for calculating Average Daily Membership, which is a critical aspect in the state funding system. Beginning in 2018 the mechanism for transferring this information to the Agency of Education will be the Statewide Longitudinal Data System (VT SLDS), which will collect data throughout the school year. Each school must keep an enrollment record of the students who enroll, transfer, withdraw, and drop out of the required program of instruction. Each school must also keep a daily record of attendance, excused absences, and unexcused absences of each enrolled student. Beginning in the 2013-2014 school year the Vermont School Register must include course offerings along with educators teaching courses. [For the 2017-2018 edition of this report, see ED591998.]
Improving Prospective Primary School Teachers&apos; Skill in Playing Gamelan Degung: An Action Research in Indonesia
Author: Julia, J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teaching Methods,Memorization,Action Research,Skill Development,Foreign Countries,Music,Preservice Teacher Education,Music Education,Student Attitudes,Prior Learning,Musical Composition,Teacher Education Programs

Prospective primary school teachers had low skill in playing &quot;gamelan degung&quot; (Indonesian Gamelan). To improve skills in playing &quot;gamelan degung&quot; correctly, prospective primary school teachers need to be taught techniques of ringing, muffling (&quot;menengkep&quot;), and memorizing the compositions. Therefore, this research seeks to improve students in playing &quot;gamelan degung.&quot; The action research report presented in this article exemplified the work of the involved collaborative team in making reflective-critical steps to change the students' ability from their initial state of being unable to play &quot;gamelan degung&quot; properly to be able to play gamelan composition properly. The results of the action had shown changes in the ability of students in playing &quot;gamelan degung&quot; with 97.6% skill change level of the students and 57.15% success rate of students improving from the inept category to the adept category in playing &quot;gamelan degung.&quot; As a result, the skills of prospective primary school teachers in playing &quot;gamelan degung&quot; can be improved through some development steps in action research.
Improving Skills through America&apos;s Workforce Development System
Author: Bauman, Kevin
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Skill Development,Labor Force Development,Efficiency,Federal Legislation,Labor Legislation,Educational Policy,Federal Programs,Vocational Education,Job Training,Adult Education,Dislocated Workers,Youth Programs,Rehabilitation Programs,Interstate Programs

Policymakers at the state and federal levels have expressed concern over the emerging &quot;skills gap&quot;--the mismatch between the job skills employers are looking for and the skills that applicants in the labor market possess. The skills gap is most acute for middle-skilled jobs; that is, jobs that require training beyond high school but less than a four-year college degree program. To address labor market challenges, many have turned to America's workforce development system. If the goal is to increase the number of job seekers that participate in high-quality training programs, more can be done to improve the coordination between the Department of Labor and these groups. This report offers recommendations for enhancing the federal workforce development system by reviewing and identifying inefficiencies in the current system. It concludes by forwarding several policy suggestions aimed at improving the way that Workforce Innovation and Opportunity Act funding is used by job seekers and training providers.
Summary of the Annual Statistical Report of Schools: Describing and Summarizing the FY2014 School Statistical Report Reported by School Districts by August 15, 2014
Author: Vermont Agency of Education
Date: 2015-04-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,School Statistics,School Districts,Income,Educational Trends,Trend Analysis,Elementary Secondary Education,Data,Public Education,Public Schools,Expenditure per Student,School District Spending,Unions

The Summary of the Annual Statistical Report of Schools (SASRS) report provides Local Education Agencies (LEAs) and other interested parties the data submitted to the National Center for Education Statistics (NCES) by the Agency of Education. Consequently, data in SASRS are organized according to federal definitions. NCES uses this information to identify issues and trends in school finance, to assess the condition of school finance in each state and for making comparisons among states. Data submitted to NCES are also used to determine state allocations for some federal programs. Highlighted findings for this year's report include: (1) 339 Public Local Education Agencies (including 15 technical centers), submitted the FY14 Annual Statistical Report of Schools; (2) Total public school revenues are $1,854,533,097 but this amount includes $221,400,210 in inter-district receipts for tuition, assessments, transportation and other services. Unduplicated public school revenues are $1,633,132,886; (3) There is a reported $1,444,003,421 in total public education PK-12 current expenditures. This represents an increase in spending of $29.6 million (2.1%) from the previous year's spending level; and (4) The FY14 statewide average Current Expenditure per Student in Membership is $17,152. [For the FY2013 report, see ED591320.]
Second Chance or Second Track? Credit Recovery Participation in US High Schools
Author: Malkus, Nat
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Repetition,Required Courses,High School Students,High Schools,Institutional Characteristics,Student Characteristics,Student Participation,Academic Failure,Credits,School Demography,Graduation Rate,Reading Achievement,Mathematics Achievement,Graduation Requirements

Education reform in recent decades has focused on raising standards, pushing more students to reach them, and measuring the performance of all students. While test-score growth has lagged recently, upward progress on graduation rates has not, and record graduation rates have been offered as proof of progress. However, the fact that rising graduation rates have not been accompanied by broad-based increases in high school test scores should raise a red flag. That pattern suggests that record graduation rates flow from additional supports that schools are providing to students who--in prior years--might not have graduated without them. Chief among these supports are credit recovery programs, which help students who have failed a class get back on track for graduation without repeating a year of school. These programs are available in approximately three in four US high schools and serve 6 percent of high school students. Despite their broad scope, relatively little is known about these programs' effectiveness, administration, or where they are used most liberally. In this report, the author uses a number of data sources to describe the landscape of credit recovery programs and participation across the nation's high schools, focusing on those with high participation. The author combines four sources of 2015-16 universe data to look at the characteristics of schools and students participating in credit recovery and how these programs operate. Done well, credit recovery can give students a second chance to stay on track to graduation. Done poorly, it creates a second track that threatens school cultures and lowers expectations for the most disadvantaged students and the schools that serve them.
The Implementation of Character Education at Senior High School
Author: Julia, J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,High Schools,Secondary School Teachers,Student Evaluation,Educational Practices,Teacher Attitudes

This paper is aimed at analyzing the implementation of character education at Senior High School in Sumedang Regency, West Java, Indonesia. A content analysis method was employed to collect the data with interviews with six teachers from six different senior high schools, which represent the rural, transitional, and urban areas. The findings revealed that: (1) not all teachers understand the concept of character education; (2) the character education has not been done systematically or has not had the specific design/model for the teaching and learning process. Most teachers embedded the character values during the teaching and learning process as a form of character education. For example, through Quran recitation, learning tasks, group discussion, lecture, sociodrama, observation and admonition, and even through teachers' model. Meanwhile, outside the class, character education was implemented through competition and extracurricular activities; (3) the evaluation of character education was relatively varied, such as an observation followed by admonition, group guidance, and also focusing on behavior and affective assessment in the classroom learning process. This research implied that it is needed to make a policy on a program development through the Bureau of Education to improve Senior High School teachers' knowledge and skills in implementing the character education.
The Inheritance of Values in Sundanese Song of Cianjuran in West Java
Author: Julia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Singing,Musicians,Values,Music,Cultural Background,Music Education

This article examines the issue of inheritance that occurs in the Sundanese Song of Cianjuran. During this time, the inheritance is dominated by the transfer of skills only, while the transfer of value tends to be ignored. Consequently, the public cannot grasp the value of what is important to Sundanese Song of Cianjuran, so that over time the Sundanese Song of Cianjuran being abandoned. Through research conducted by observation into the studio and the training venues of Sundanese Song of Cianjuran, and interviews with the artists of Sundanese Song of Cianjuran, the study results showed two things. First, the Sundanese Song of Cianjuran contains the value both in lyrics and music accompaniment, in the lyrics have meaning is quite diverse, whereas the musical accompaniment contains any value in the form of symbolic treatment. Second, the process of inheritance value, on the one hand, occurs at certain times through a casual chat after training Sundanese Song of Cianjuran finished, and on the other hand, the value of inheritance is one drawback in the regeneration of Sundanese Song of Cianjuran, because teachers tend to pass on the skills aspect alone.
The Role of Stakeholder in Fostering Traditional Art Awareness (A Case Study of Sundanese Local Song &apos;Cianjuran&apos; Artist Training in Sumedang Regency West Java, Indonesia)
Author: Julia
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Stakeholders,Role,Folk Culture,Singing,Music Education,Musicians,Cultural Awareness,Socialization,Recruitment,Performance,Educational Facilities

This paper examines the process of seeding or training of Sundanese Song Cianjuran by artists in Sumedang regency that is conducted by a stakeholder of Sundanese traditional arts. The study was conducted using descriptive analytic methods, and data collection was done through observation and interviews. Results from the study explained that stakeholder participation was vital and influential towards the existence of Sundanese Song Cianjuran, especially in growing cultural awareness and in generating candidates for local traditional artists.
Low-Income Students at Selective Colleges: Disappearing or Holding Steady?
Author: Delisle, Jason D.
Date: 2018-07-00
Type: Reports - Research
Subjects: Low Income,College Students,Student Financial Aid,Selective Admission,Institutional Characteristics,Trend Analysis,Educational Trends,Enrollment Trends,Declining Enrollment,Family Income,Private Colleges,State Universities,Tuition,College Attendance,Student Characteristics

Much of the research on economic stratification at selective colleges relies on data with limitations that tend to restrict how comprehensively or accurately studies can assess the incomes of students enrolled at selective universities, particularly over time. Studies that use quality data tend to find that the share of students at selective colleges who are low income has remained remarkably stable since the turn of the century. In this report, the authors set out to address some of the limitations in the literature on enrollment at selective universities and test the popular narratives related to this topic. The authors use a data set that few researchers have enlisted for this type of analysis, the National Postsecondary Student Aid Study, and define selective colleges as the 200 most selective public and private institutions nationally. The authors also conduct a separate analysis for public flagship universities. They do not find evidence that the share of students enrolled at these 200 institutions who are from the lowest income quartile declined during the years covered in the study. Students from high-income families were a growing share of enrollment at these institutions in the mid-2000s. Meanwhile, the share of students at selective colleges who are from middle-income families has steadily declined over time, particularly students from the third income quartile.
Steps toward Sustainability: A Case Study of Lorain County Community College&apos;s Comprehensive Student Success Program
Author: Headlam, Camielle
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Sustainability,Acceleration (Education),Community Colleges,College Programs,Academic Achievement,Success,Academic Persistence,Graduation Rate,Two Year College Students,Low Income Students,Program Effectiveness,Achievement Gap,Program Implementation,Educational Finance

In 2014, as part of the Accelerated Study in Associate Programs (ASAP) Ohio Demonstration, Lorain County Community College launched Students Accelerating in Learning (SAIL), a comprehensive student success program that is substantially improving persistence and graduation rates among low-income students. Given the program's results, Lorain has committed to sustaining the program and expanding it to serve most of its low-income student population. If the college achieves this goal, it could close attainment gaps between low-income and more affluent students, markedly boost its overall graduation rate, gain revenue through increased tuition and performance-based funding, and, most important, significantly enhance the educational and career trajectories of its students. During early implementation, the college took several steps to fund and institutionalize SAIL that are now making it easier to sustain the program. This brief draws lessons from Lorain's experience to shed light on how other postsecondary institutions may adopt and sustain similar programs to increase student success.