ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborating for Equity: A Scan of the Los Angeles Educational Ecosystem. Summary
Author: Potochnik, Tracie
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Cooperation,Public Schools,Partnerships in Education,School Districts,Community Schools,Neighborhoods,School Community Relationship,Goal Orientation,Educational Practices,Role,Case Studies,Alignment (Education),At Risk Students,Holistic Approach,Sustainability,Elementary Secondary Education,Poverty,Empowerment,Interviews,Stakeholders,Qualitative Research,Program Implementation

Los Angeles has an educational ecosystem that is rich with partners committed to providing equitable access to learning opportunities for students. Throughout the 2014-2015 school year, the &quot;Annenberg Institute for School Reform at Brown University&quot; (AISR) spent time meeting with a range of partners, including the Los Angeles Unified School District (LAUSD), and consistently heard a need and desire to work and learn across three major approaches that have taken root in several of the district's schools and neighborhoods: community schools, Linked Learning, and Promise Neighborhoods. The goals of this scan were to: (1) advance discussions about the commonalities in vision and goals across these three approaches; (2) highlight the systems, practices, and structures that are in place to support these approaches at the district and community levels; and (3) identify where there are gaps or needs for further support system-wide. This work was designed to complement the national &quot;Time for Equity&quot; project, which includes case studies of teacher knowledge, ownership, and leadership of the three approaches in Los Angeles schools. The authors hope that this scan has succeeded in surfacing shared lessons and priorities that will inform leaders of partner organizations and LAUSD how to better align, support, and expand these approaches systemically and maximize their impact across LAUSD. The authors also hope it will provide funders with valuable information about how they can best continue to support equitable educational opportunities in Los Angeles. Appended to the report is: Ecosystem Partner Organizations. [See the &quot;Time for Equity&quot; project report: &quot;Leveraging Time for School Equity: Indicators to Measure More and Better Learning Time,&quot; at ED546772.]
The Business of Charter Schooling: Understanding the Policies That Charter Operators Use for Financial Benefit
Author: Baker, Bruce
Date: 2015-12-00
Type: Reports - Research
Subjects: Charter Schools,School Policy,Privatization,Ethics,Public Schools,Traditional Schools,Legal Responsibility,Governance,Financial Support,Educational Finance,Expenditures,Resource Allocation,School Funds,Public Education,Disclosure,Educational History,School Districts,Accountability,Severe Disabilities,Operating Expenses,Budgeting,Educational Administration,Bond Issues,Taxes,Real Estate

This research brief details some of the prominent ways that individuals, companies, and organizations secure financial gain and generate profit by controlling and running charter schools. To illustrate how charter school policy functions to promote privatization and profiteering, the authors explore differences between charter schools and traditional public schools in relation to three areas: the legal frameworks governing their operation; the funding mechanisms that support them; and the arrangements each makes to finance facilities. They conclude with recommendations for policies that help ensure that charter schools pursue their publicly established goals and that protect the public interest. Four major policy concerns are identified: (1) A substantial share of public expenditure intended for the delivery of direct educational services to children is being extracted inadvertently or intentionally for personal or business financial gain, creating substantial inefficiencies; (2) Public assets are being unnecessarily transferred to private hands, at public expense, risking the future provision of &quot;public&quot; education; (3) Charter school operators are growing highly endogenous, self-serving private entities built on funds derived from lucrative management fees and rent extraction which further compromise the future provision of &quot;public&quot; education; and (4) Current disclosure requirements make it unlikely that any related legal violations, ethical concerns, or merely bad policies and practices are not realized until clever investigative reporting, whistleblowers or litigation brings them to light. Contains notes and references.
Research-Based Options for Education Policymaking: Regulating Charter Schools
Author: Mathis, William J.
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Educational Research,Charter Schools,Educational Policy,Policy Analysis,Educational Quality,Quality Assurance,Accountability,Academic Achievement,Equal Education,Educational Opportunities,School Safety,Educational Finance,Child Welfare,Educational Legislation,Money Management,Educational Facilities,Discipline Policy,School Administration,Governance,Elementary Secondary Education,School Effectiveness

This is a section of &quot;Research-Based Options for Education Policymaking,&quot; a multipart brief that takes up a number of important policy issues and identifies policies supported by research. Each section focuses on a different issue, and its recommendations to policymakers are based on the latest scholarship. A founding premise of charter schools is that deregulation will free teachers, principals, and schools to excel. Regulation or accountability in the conventional sense would be unnecessary, as competition and the market model would be the driving quality control force. Schools not doing a good job of educating children would either have to adapt or go out of business. Embracing this philosophy, 43 states and the District of Columbia have adopted some form of charter schools. Like many new enterprises that have a free hand in the beginning, cracks and fissures erupted. This brief discusses four broad domains of charter accountability: (1) academic performance; (2) equal opportunity and non-discrimination; (3) financial solvency and stability; and (4) safety. The laws and/or regulations for charter schools vary widely in content and focus. These need to be periodically updated; otherwise state policymakers will not have fulfilled their obligation to protect the safety, welfare, and educational entitlements of children. This brief provides a list of recommended policies focused on the four domains of charter accountability. A list of notes and references is included.
Law and Order in School and Society: How Discipline and Policing Policies Harm Students of Color, and What We Can Do about It
Author: Scott, Janelle
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Critical Theory,Race,Racial Factors,Social Influences,Violence,Discipline,Legal Responsibility,Minority Group Students,Racial Bias,Social Bias

Systemic violence and disparate school discipline policies hinder equitable, just, and safe schooling. They also restrict access to social opportunities and civil liberties. Research shows that schooling contexts and social policies set up the conditions for young people of color to experience violence in regularized, systematic, and destructive ways. This policy report centers on questions of race and disparate racial impacts. The authors draw from critical race theory (CRT) to redirect how educators might talk more productively about students' social contexts, violence, and school discipline. They also explore how CRT might help educators consider how attempts to achieve &quot;law and order&quot; unfairly target students of color with a systemic form of violence that harms their ability to secure equitable, just schooling, and social opportunity. The report ends with recommendations for shifting state and local policy to better reflect research evidence on the best approaches to keeping all children safe as they make their way through schools and society. A focus on state and local action becomes critical under the current federal civil rights and education policy context. A list of notes and references is included.
Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males. Executive Summary
Author: Tung, Rosann
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: African American Students,Hispanic American Students,Males,Equal Education,Educational Quality,Achievement Gap,Case Studies,Qualitative Research,Teaching Methods,Educational Practices,Culturally Relevant Education,Teacher Collaboration,Individualized Instruction,Family Involvement,Elementary Secondary Education,Best Practices,Curriculum,School Culture,Instructional Leadership,School Policy,School Community Relationship,Critical Theory,Race,Multicultural Education,Student Characteristics,Caring,Masculinity,Learner Engagement,High Schools,Elementary Schools,Teacher Expectations of Students,Intention,Athletics,Racial Factors,Gender Issues,Institutional Mission

Boston Public Schools (BPS) commissioned companion studies as part of its efforts to address achievement gaps for Black and Latino males. The first study revealed the increasing diversity of Black and Latino males and stark opportunity gaps throughout the system that contribute in large part to wide attainment gaps for these students. We hypothesized that in schools doing comparatively better with Black or Latino males than their counterparts, educators would be strategically and comprehensively implementing evidence-based cultural, structural, and instructional practices tailored to meet these students' needs and aspirations. Through qualitative case studies of four schools, we identified several cross-cutting themes that provide the district and school leaders with some positive news about effective practices found in all good schools: strong school cultures, professional collaboration, differentiated instruction, and, in the elementary schools, family engagement. While we observed pockets of best practices specific to Black and Latino male education, we also brought to light unfinished business, in that none of the four case study schools had an intentional and comprehensive schoolwide approach to educating Black and Latino males. This lack of intentionality resulted in a paucity of evidence that the school administration and faculty as a whole: (a) know and value students' cultural and linguistic backgrounds; (b) adopt explicit and responsive approaches to race and gender; and (c) develop and implement a comprehensive approach to culturally responsive curriculum and instruction. We posit that lack of knowledge, intentionality, and coherence impedes further progress in educating Black and Latino males, and has implications for educators in schools, for staff members in community partner organizations, and for family members of BPS students. [This executive summary was prepared by the Annenberg Institute for School Reform and the Center for Collaborative Education on behalf of the Boston Public Schools. This Phase II report is part of a larger study, &quot;Analyzing Enrollment, Outcomes, and Excellent Schools for Black and Latino Male Students in the Boston Public Schools.&quot; For the full report, see ED574737.]
Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males
Author: Tung, Rosann
Date: 2015-04-00
Type: Reports - Research
Subjects: African American Students,Hispanic American Students,Males,Equal Education,Educational Quality,Achievement Gap,Case Studies,Qualitative Research,Teaching Methods,Educational Practices,Culturally Relevant Education,Teacher Collaboration,Individualized Instruction,Family Involvement,Elementary Secondary Education,Best Practices,Curriculum,School Culture,Instructional Leadership,School Policy,School Community Relationship,Critical Theory,Race,Multicultural Education,Student Characteristics,Caring,Masculinity,Learner Engagement,High Schools,Elementary Schools,Teacher Expectations of Students,Intention,Athletics,Racial Factors,Gender Issues,Institutional Mission

Boston Public Schools (BPS) commissioned companion studies as part of its efforts to address achievement gaps for Black and Latino males. The first study revealed the increasing diversity of Black and Latino males and stark opportunity gaps throughout the system that contribute in large part to wide attainment gaps for these students. We hypothesized that in schools doing comparatively better with Black or Latino males than their counterparts, educators would be strategically and comprehensively implementing evidence-based cultural, structural, and instructional practices tailored to meet these students' needs and aspirations. Through qualitative case studies of four schools, we identified several cross-cutting themes that provide the district and school leaders with some positive news about effective practices found in all good schools: strong school cultures, professional collaboration, differentiated instruction, and, in the elementary schools, family engagement. While we observed pockets of best practices specific to Black and Latino male education, we also brought to light unfinished business, in that none of the four case study schools had an intentional and comprehensive schoolwide approach to educating Black and Latino males. This lack of intentionality resulted in a paucity of evidence that the school administration and faculty as a whole: (a) know and value students' cultural and linguistic backgrounds; (b) adopt explicit and responsive approaches to race and gender; and (c) develop and implement a comprehensive approach to culturally responsive curriculum and instruction. We posit that lack of knowledge, intentionality, and coherence impedes further progress in educating Black and Latino males, and has implications for educators in schools, for staff members in community partner organizations, and for family members of BPS students. Methods are appended. [This executive summary was prepared by the Annenberg Institute for School Reform and the Center for Collaborative Education on behalf of the Boston Public Schools. This Phase II report is part of a larger study, &quot;Analyzing Enrollment, Outcomes, and Excellent Schools for Black and Latino Male Students in the Boston Public Schools.&quot; For the executive summary, see ED574736.]
The Importance of Communication Skills in Young Children. Research Brief. Summer 2013
Author: Gooden, Caroline
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Communication Skills,Young Children,Early Childhood Education,Evaluation Methods,Child Development,Guides,Knowledge Level,Skill Development

Learning communication is one of the major developmental tasks in early childhood. Few tasks in early childhood are as important for children as being able to communicate with the people in their world to have their needs met. This also includes gaining skills to understand and express thoughts, feelings and information. Understanding communication begins before birth, and continues throughout life, as a child hears, sees, and interprets information from other people. Expression of a child's language begins with head, eye, and body movements as well as through simple vocalizations, and hand movements. Language progression moves to words, sentences, and conversations through many methods including gestures, spoken words, sign language, pictorial language systems and communication boards. It is essential that a child have one of these functional means of expressive language before going to kindergarten. Kentucky (KY) has a progressive early childhood plan for gathering information on children's development as outlined in a guidance document called Kentucky's Early Childhood Continuous Assessment Guide (KDE, 2004). This guide explains recommended ways to assess children's development from birth until kindergarten. Most educational programs in KY follow this process by continuously assessing children's growth in the child care, First Steps, Head Start, and preschool programs in which they are enrolled. As a further result of this early childhood plan, assessment results are gathered for children in First Steps and state-funded preschools by a project at the Human Development Institute called the KY Early Childhood Data Systems or KEDS. of assessing and gathering data through the KEDS projet As a result of KY's progressive system, there are several important sources of information about children's language development. First and most importantly, teachers, child care providers, and families who follow the Assessment Guide process gather detailed information about individual children's communication skills on a daily basis. A second source of information about Kentucky children's communication is the state-wide progress reports that KEDS sends to First Steps and the KY Department of Education (KDE) preschool administrators. Information about children's progress, including their communication skills, is summarized in this report. Resources for teachers and families are also provided.
Learning, Independence, and Relationships: The Impact of Supported Higher Education on Students with Intellectual Disabilities. Research Brief. Winter 2015
Author: McKay, David
Date: 2015-00-00
Type: Reports - Research
Subjects: Higher Education,Intellectual Disability,Longitudinal Studies,Case Studies,College Students,Student Attitudes,Semi Structured Interviews,Student Experience,Program Effectiveness,Interpersonal Competence,School Safety,Educational Environment,Student Needs,Mentors,Peer Relationship,Skill Development,Career Readiness,Job Skills,Educational Legislation,Federal Legislation

The Supported Higher Education Program (SHEP), administered by the Human Development Institute at the University of Kentucky, was one of the funded Transition Programs for Students with Intellectual Disabilities (TPSIDs). SHEP's central goal was to support students with intellectual disabilities toward a meaningful post-secondary education credential that would result in employment or a career of the student's choosing. As of January 2014, SHEP had supported thirty-four students with intellectual disabilities, enrolled primarily at Bluegrass Community and Technical College and Northern Kentucky University. To answer the research question &quot;How do students with intellectual disabilities supported by SHEP experience higher education from personal and academic perspectives?,&quot; a three-year longitudinal qualitative case study was conducted. A total of twenty-eight interviews were conducted across three academic years. Seventeen individuals took part in these interviews. Three of them were interviewed in each year of the study, and seven were interviewed twice. Individuals' ages ranged from 18 to 24 years old. The Evaluation Team at the University of Kentucky Human Development Institute collected data on SHEP students' perceptions through semi-structured face-to-face interviews, which allowed researchers to address the significance of students' personal experiences and gather contextually rich data as well as clarify meanings of interviewees' responses and relevant ideas. Key findings include: (1) Students had positive views of SHEP and believed it to be beneficial; (2) Students agreed that SHEP had a positive impact on their social skills; (3) Students found the independence of college particularly valuable; and (4) Students emphasized that college was a &quot;safe place.&quot; Additional research would be valuable to determine if the &quot;safety&quot; of college makes it a particularly beneficial forum for learning the skills crucial for the successful transition to adult life.
Latino Student Success Pilot at Rhode Island College: Research Findings and Recommendations. Executive Summary
Author: Martinez, Brandon C.
Date: 2016-12-00
Type: Reports - Research
Subjects: Hispanic American Students,College Students,Mixed Methods Research,Program Effectiveness,Intervention,First Generation College Students,Low Income Groups,Achievement Gap,Academic Persistence,Student Loan Programs,Grade Point Average,Correlation

Latinos, a growing population on U.S. college campuses, historically have had lower college enrollment and four-year degree-attainment rates than other racial/ethnic groups. The Latino Student Success Pilot (LSSP) is a novel program designed to support first-generation low-income students of Latino origins at Rhode Island College (RIC)--an institution ranked in the top ten in the nation for closing the gap between White and Latino graduation rates. This report, based on a mixed-methods study funded by Lumina Foundation, examines the successes and challenges of RIC's LSSP program. We hope the recommendations will also inspire other institutions of higher education to consider integration and retention strategies for an increasingly diverse student body.
We Made a Promise: School-Community Collaboration, Leadership, and Transformation at Promesa Boyle Heights
Author: Potochnik, Tracie
Date: 2016-12-00
Type: Reports - Research
Subjects: School Community Programs,Educational Practices,Partnerships in Education,Governance,Community Schools,Educational Objectives,Outcomes of Education,Evidence Based Practice,Parent Participation,Outreach Programs,Community Role,Leadership Training,Educational Change,School Culture,Student Needs,Ecological Factors

Promesa Boyle Heights, a neighborhood-level collaborative in Los Angeles, works to deliberately develop relationships, coordination, and alignment across multiple partners to benefit young people and families--with positive, measurable results. One unique aspect of Promesa is the substantive engagement of parents, youth, and residents as key stakeholders, decision-makers, and owners of the work. This engagement is too often missing in collaborative education and collective impact efforts, but lays crucial groundwork for ongoing support, sustainability, and success. This study by Annenberg Institute for School Reform at Brown University (AISR), with support from the Ford Foundation, was conducted with the hope that an exploration of the processes, structures, and belief systems of Promesa Boyle Heights, as well as the lessons learned by the collaborative, would be of value to those working to foster meaningful collaboration across the educational ecosystem. The following are appended: (1) Methods; (2) Promesa Governance and Staffing Structure; (3) Promesa Impacts; (4) Promesa Partners and Schools; and (5) Community Schools Background. [For the Executive Summary, see ED574742.]
We Made a Promise: School-Community Collaboration, Leadership, and Transformation at Promesa Boyle Heights. Executive Summary
Author: Potochnik, Tracie
Date: 2016-12-00
Type: Reports - Research
Subjects: School Community Programs,Educational Practices,Partnerships in Education,Governance,Community Schools,Educational Objectives,Outcomes of Education,Evidence Based Practice,Parent Participation,Outreach Programs,Community Role,Leadership Training,Educational Change,School Culture,Student Needs,Ecological Factors

Promesa Boyle Heights, a neighborhood-level collaborative in Los Angeles, works to deliberately develop relationships, coordination, and alignment across multiple partners to benefit young people and families--with positive, measurable results. One unique aspect of Promesa is the substantive engagement of parents, youth, and residents as key stakeholders, decision-makers, and owners of the work. This engagement is too often missing in collaborative education and collective impact efforts, but lays crucial groundwork for ongoing support, sustainability, and success. This study by Annenberg Institute for School Reform at Brown University (AISR), with support from the Ford Foundation, was conducted with the hope that an exploration of the processes, structures, and belief systems of Promesa Boyle Heights, as well as the lessons learned by the collaborative, would be of value to those working to foster meaningful collaboration across the educational ecosystem. [For the full report, see ED574741.]