ethanporcaro/eric-fulltext-meta huggingface dataset:
Charter School Funding: Inequity Expands
Author: Batdorff, Meagan
Date: 2014-04-00
Type: Reports - Research
Subjects: Charter Schools,Statistical Data,School Statistics,Funding Formulas,Financial Support,Public Schools,Comparative Analysis,Outcomes of Education,Economic Impact,State Legislation,Access to Education,Educational Practices,Annual Reports,Longitudinal Studies,Economic Climate,Expenditure per Student,Resource Allocation,Income,State Federal Aid,Bias,Advantaged,Disadvantaged,Elementary Secondary Education

This revenue study is based on Fiscal Year 2010-11 (FY11) data for each of 30 selected states plus the District of Columbia (D.C.). Traditional school districts and public charter schools were analyzed and aggregated &quot;statewide.&quot; For each state, one to three &quot;focus areas&quot; were selected based on larger concentrations of charter students--most focus areas are large cities, some are metropolitan counties. Traditional school districts and charter schools were analyzed separately in each focus area. The analytic team collected and analyzed all revenues, public and private, flowing to traditional district and public charter schools. FY11 funding includes Federal, State, Local, Other, PublicIndeterminate, and Indeterminate sources. This revenue study relies on one general standard: find and analyze 100% of the dollars for the states and cities under review. Certain adjustments were made to FY11 figures, eliminating adult education and PreK revenues. The goal was to make district and charter figures as comparable as possible. The study findings raise several concerns: a 55% increase in the weighted per pupil disparity amount favoring districts between FY07 and FY11; little improvement in charter schools' access to local public tax revenues or facilities funding; and, state aid systems that systematically deny charter students the same funding levels provided to district students. When will charter schools see a reduction in the funding disparity? When will public school students experience resource equity? Clearly, neither of these events occurred in the FY11 round of research. School finance and policy levers are available to state education agencies that want to equalize charter funding. It is not a matter of intellect but, instead, of building political will to advance the goal of equity for district and charter school students.
New Mexico Rising: New Mexico&apos;s State Plan for the Every Student Succeeds Act
Author: New Mexico Public Education Department
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Statewide Planning,State Agencies,State Departments of Education,Federal Legislation,Educational Legislation,Goal Orientation,Academic Achievement,Graduation Rate,English,Language Proficiency,Stakeholders,Participation,Planning,Educational Quality,Student Evaluation,Accountability,Educational Improvement,Educational Indicators,Progress Monitoring,School Support,Low Achievement,Educational Resources,Technical Assistance,Evidence Based Practice,Grants,Intervention,Academic Support Services,Teacher Competencies,Faculty Development,Teacher Persistence,Empowerment,Migrant Children,Child Neglect,Delinquency,At Risk Students,English Language Learners,Immigrants,English (Second Language),Community Programs,Rural Schools,Low Income Groups,Homeless People

Each state education agency (SEA) must address all required elements of the consolidated State plan. Although the information an SEA provides for each requirement will reflect that particular requirement, an SEA is encouraged to consider whether particular descriptions or strategies meet multiple requirements or goals. In developing its consolidated State plan, an SEA should consider all requirements to ensure that it develops a comprehensive and coherent consolidated State plan. This report presents New Mexico's State Plan for the Every Student Succeeds Act. Following instructions for completing the Consolidated State Plan and programs included in the Consolidated State Plan, this report contains the following sections: (1) Long-term Goals; (2) Consultation and Performance Management; (3) Academic Assessments; (4) Accountability, Support, and Improvement for Schools; (5) Supporting Excellent Educators; and (6) Supporting All Students.
Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class
Author: Sutherland, Kevin S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Child Behavior,Behavior Problems,Teacher Student Relationship,Interaction,Randomized Controlled Trials,Comparative Analysis,Program Effectiveness,Preschool Children,Early Childhood Education,Behavior Modification,Hypothesis Testing,Preschool Teachers,Screening Tests,At Risk Students,Child Development,Measures (Individuals),Rating Scales,Observation,Pretests Posttests,Statistical Analysis

Research has consistently linked early problem behavior with later adjustment problems, including antisocial behavior, learning problems and risk for the development of emotional/behavioral disorders (EBDs). Researchers have focused upon developing effective intervention programs for young children who arrive in preschool exhibiting chronic problem behaviors; however, Tier-2 interventions that can be delivered by teachers with fidelity in authentic settings are lacking. This study examined the effect of BEST in CLASS, a Tier-2 intervention delivered by teachers, on child problem behavior, teacher-child interactions and teacher-child relationships using a cluster randomized controlled trial design. Participants were 465 children (3-5 year olds) identified at risk for the development of EBDs and their 185 teachers from early childhood programs located in two southeastern states. Significant effects were found across both teacher reported (ES ranging from 0.23 to 0.42) and observed child outcomes (ES ranging form 0.44-0.46), as well as teacher-child relationships (ES ranging from 0.26 to 0.29) and observed teacher-children interactions (ES ranging from 0.26 to 0.45), favoring the BEST in CLASS condition. Results suggest the promise of BEST in CLASS as a Tier-2 intervention for use in authentic early childhood classroom contexts and provide implications for future research on transactional models of teacher and child behavior.
The Influence of Gender on Non-Academic Skills Associated with Post-School Employment and Further Education
Author: McConnell, Amber E.
Date: 2016-00-00
Type: Reports - Research
Subjects: Gender Differences,High School Students,Disabilities,Scores,Statistical Analysis,Student Behavior,Multivariate Analysis,Special Education Teachers,Family (Sociological Unit),Postsecondary Education,Employment,Likert Scales,Skills

Gender differences have been found in post-school outcomes of students with disabilities, yet these differences are rarely examined. To determine whether male and female high school students with disabilities scored differently in non-academic behaviors known to affect post-school education and employment measured by the Transition Assessment and Goal Generator, we analyzed scores provided by 1,537 high school students with disabilities, 836 family members, and 139 professionals from 30 states. Findings revealed no difference in full-scale scores on Professional or Student versions based on gender of the student. Family members' overall scores for females were significantly higher, yet the difference was slight. Some differences were found at the construct level on all three versions. Construct differences and implications are discussed. [This paper was published in &quot;Career Development and Transition for Exceptional Individuals&quot; (EJ1148498).]
The ABCs of School Choice: The Comprehensive Guide to Every Private School Choice Program in America. 2018 Edition
Author: EdChoice
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: School Choice,Private Schools,Geographic Location,Tax Credits,Money Management,Educational Vouchers,Scholarships,Standards,Legal Responsibility,Educational History,Charter Schools,Magnet Schools,Public Schools,Home Schooling,Online Courses,Tuition,Eligibility

This annual publication of &quot;The ABCs of School Choice&quot; is a comprehensive, data-rich guide to every private school choice program in America. This publication outlines how each program works, whom it serves, and offers feedback on how it could be changed to help even more families in a particular state. Programs are grouped alphabetically by state and by program type: education savings accounts (ESAs), vouchers, tax-credit scholarships, and individual tax credits and deductions. Following a preface by Robert C. Enlow, the President and CEO of EdChoice, contents of this report include: (1) Types of Private School Choice; (2) Other Types of School Choice; (3) School Choice Illustrated; (4) State Index; (5) Education Savings Account Programs; (6) School Voucher Programs; (7) Tax-Credit Scholarship Programs; (8) Individual Tax Credit and Deduction Programs; (9) Rules and Regulations; (10) Legal History; (11) Data Sources for Program Profiles; and (12) Methodology and Data Sources for Eligibility.
Special Education in New Orleans: Juggling Flexibility, Reinvention, and Accountability in the Nation&apos;s Most Decentralized School System. Portfolio Strategy
Author: Lake, Robin
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Special Education,Accountability,Educational Finance,Educational Policy,Enrollment,Equal Education,Educational Equity (Finance),Financial Support,Capacity Building,Educational Innovation,Grants,At Risk Students,Student Needs,Charter Schools,Public Schools,Graduation Rate,Disabilities,Governance,Incentives,Parents

While many charter school leaders across the country grapple with how to best provide and pay for special education, New Orleans recently became the first city in the nation to tackle special education on the fiscal, human capital, and program fronts in the context of a full-choice public education landscape. Over time, it may offer scalable solutions to other cities. We conducted a preliminary analysis of the city's efforts to make finance and enrollment policies more equitable, create citywide financial supports for the highest cost students, boost special education teachers' and leaders' capacity, and foster program innovation and offer grants to help create or scale-up programs to best serve high-needs students. While progress has been made, much work remains. Looking ahead, we identify key questions that require further study.
Success for All: Evaluation Report and Executive Summary
Author: Miller, Sarah
Date: 2017-07-00
Type: Reports - Research
Subjects: Holistic Approach,Literacy Education,Elementary Education,Faculty Development,Group Instruction,Teaching Methods,Phonics,Student Evaluation,Lesson Plans,Instructional Materials,Leadership Responsibility,Information Management,Ability Grouping,Parent Participation,Teacher Aides,Intervention,Longitudinal Studies,Program Implementation,Program Evaluation,Program Effectiveness,Achievement Gains,At Risk Students,Low Income Groups,Randomized Controlled Trials,Comparative Analysis,Foreign Countries,Achievement Tests,Reading Skills,Reading Instruction,Pretests Posttests,Statistical Analysis

Success for All (SfA) is a whole-school approach to improving literacy in primary schools. Teachers receive training in areas including group learning strategies, phonics, and assessment, and are provided with structured daily lesson plans and teaching materials. There is also support for school leadership in areas such as data management, ability grouping, and parental engagement. In this trial, the programme was delivered over two academic years on a whole-school basis by teachers and classroom assistants who were trained and supported by the Success for All Foundation. In total, schools received 16 days of training and support. Although the intervention was delivered on a wholeschool basis, the evaluation focused only on the outcomes of 1,767 pupils starting in Reception class, following them through until the end of Year 1. Fifty-four schools took part in this effectiveness trial. An implementation and process evaluation ran alongside the trial to explore implementation and delivery challenges. The evaluation took place between September 2013 and June 2016. Key conclusions include: (1) Children who took part in Success for All (SfA) made 1 additional month's progress, on average, after two years compared to children in other schools. The 3 padlock security rating means that we are moderately confident that this difference was due to SfA; (2) Children eligible for free school meals (FSM) made 2 additional months' progress after two years, compared to FSM children in control schools. The smaller number of FSM pupils in the trial limits the security of this result, though combined with other findings in the report it provides some evidence that SfA does improve literacy ability for children eligible for free school meals; (3) Of the 27 schools receiving SfA, 7 dropped out of the programme completely, and 5 did not implement it to the minimum expected level. There is some indication that lack of engagement with the programme resulted in poorer implementation which may have affected the programme's impact; (4) Some schools found SfA prescriptive and adapted the content and delivery of the programme. However, there is some evidence that schools delivering SfA as prescribed by the developers saw larger gains in children's literacy after two years than those that completed fewer aspects of the programme; and (5) Overall, schools that successfully delivered SfA were enthusiastic and valued the programme in their school.
Rochdale Research into Practice: Evaluation Report and Executive Summary
Author: Speight, Sveltlana
Date: 2016-05-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Research,Evidence Based Practice,Teaching Methods,Elementary School Teachers,Faculty Development,Theory Practice Relationship,Elementary School Students,Student Attitudes,Metacognition,Self Management,Feedback (Response),Attitude Change,Academic Persistence,Program Effectiveness,Interviews,Observation,Case Studies,Surveys,Communities of Practice,Workshops,Intervention,Statistical Analysis,Qualitative Research

Research into Practice--Evidence-informed Continuing Professional Development (CPD) in Rochdale (UK) was a pilot intervention aimed at supporting teachers to use evidence-based teaching and learning strategies to improve pupil progress. The project ran for one year (2014/2015) in ten primary schools in the Rochdale area, all of which are members of the Inspirational Professional Learning Community Network (IPLCN), and was delivered by a senior CPD consultant based at one of the schools. It involved CPD sessions and direct consultant support designed to help teachers to: (1) have more positive views about the use of research for improving teaching and learning; (2) apply educational research findings in the classroom and at a strategic development level; and (3) establish a stronger culture of evidence-based inquiry and practice. In total, about 280 pupils were taught by participating teachers. The project aimed to improve pupil attainment as a longer-term outcome by improving pupils' attitudes to learning, and by using evidence-based teaching and learning strategies such as metacognition, self-regulation and feedback. The principle objective of this study was to explore whether, and to what extent, research communication and engagement strategies had the potential to improve teachers' use of, and attitudes towards academic research to support pupils' progress. Key conclusions from this project were: (1) there were some positive changes in teachers' attitudes towards research during the course of the pilot; (2) There was no evidence that teachers were more likely to use research to inform their teaching practice after being involved in the pilot; (3) the project was very well received by teachers suggesting that this model may be a promising way of engaging teachers in evidence-based practice; (4) finding time for working collaboratively on implementing research evidence in practice was considered a challenge, but overall the requirements of the program were feasible; and (5) before a trial is considered, further thought should be given as to which elements of the project are essential for its efficacy, and whether a trial should test the project structure as a model for research dissemination or both the structure and content of the project as piloted. Four appendices are included. [This project was also funded by the Mayor's London Schools Excellence Fund.]
Federal Student Aid Handbook with Active Index, 2015-2016
Author: Federal Student Aid (ED)
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Federal Aid,Student Loan Programs,Grants,Scholarships,Financial Aid Applicants,Records (Forms),Audits (Verification),Worksheets,Error Correction,Eligibility,Student Characteristics,Citizenship,Institutional Characteristics,College Programs,College Administration,Loan Default,Loan Repayment,Work Study Programs,Federal Programs,Recordkeeping,Withdrawal (Education),Expenditures,Sanctions,Program Evaluation,Program Termination,School Safety,Privacy,Distance Education,Student Costs,Money Management,Federal Legislation

This publication is intended for financial aid administrators and counselors who help students begin the aid process--filing the Free Application for Federal Student Aid (FAFSA®), verifying information, and making corrections and other changes to the information reported on the FAFSA. The Federal Student Aid Handbook consists of the Application and Verification Guide and six volumes: (1) Student Eligibility; (2) School Eligibility and Operations; (3) Calculating Awards &amp; Packaging; (4) Processing Aid and Managing Federal Student Aid (FSA) Funds; (5) Withdrawals and the Return of Title IV Funds; and (6) The Campus-Based Programs.
Why the Gap? Special Education and New York City Charter Schools
Author: Winters, Marcus A.
Date: 2013-09-00
Type: Reports - Research
Subjects: Special Education,Charter Schools,Urban Schools,Public Schools,Disabilities,Elementary School Students,Transfer Students,Student Mobility,Enrollment Rate

This study uses New York City Department of Education data to analyze the factors driving the gap in special education enrollment between charter and traditional public schools. Among the findings: (1) Students with disabilities are less likely to apply to charter schools in kindergarten than are regular enrollment students. This is the primary driver of the gap in special education enrollments; (2) The gap grows as students progress through elementary grades, largely because charter schools are less likely than district schools to place students in special education--and less likely to keep them there; (3) The gap also grows as students transfer between charter and district schools. Between kindergarten and third grade, greater proportions of regular education students enter charter schools, compared to students with special needs; and (4) There is great mobility among special education students, whether they attend a charter or traditional public school. Close to a third of students in special education leave their school by the fourth year of attendance, whether they are enrolled in charters or traditional public schools. Given the complex factors revealed by the study, the report cautions against simplistic policy solutions like quotas and enrollment targets. Instead, policy attention might be more usefully spent identifying and replicating effective academic or behavioral interventions that allow schools to declassify students with mild disabilities, and investigating why parents of students with special needs are not choosing charters early on. The study uses data from the NYC Department of Education and 25 NYC charter elementary schools. The Center on Reinventing Public Education (CRPE) is conducting research in other cities to find out whether the results from this study apply more broadly.
Social Justice Book List
Author: Bassett, Katherine, Ed.
Date: 2017-08-00
Type: Reference Materials - Bibliographies
Subjects: Social Justice,Reading Lists,Books,Preschool Education,Primary Education,Elementary Education,Secondary Education,Young Adults,Childrens Literature,Equal Education,Racial Bias,Social Class,Religious Discrimination,Gender Bias,Stranger Reactions,Homosexuality,Fiction,Nonfiction

This is the first in a series of booklists drawn from recommendations by State and National Teachers of the Year and Finalists for State Teacher of the Year. This booklist is a resource for educators, parents, community members, and policy makers interested in reaching young people on issues of social justice. The collection of more than 200 books is divided into five sections: (1) early learning (pre-K-3rd grade); (2) elementary reading and chapter books (grades 4-6); (3) young adult literature (grades 7-9); (4) secondary/adult literature; and (5) texts to help teachers create equitable learning environments. The titles touch on a variety of social justice issues, including racism, classism, religious persecution, sexism, xenophobia, LGBTQ issues, and other forms of othering. [Angie Williams wrote the introduction to the booklist, and the following National Network of State Teachers of the Year (NNSTOY) members wrote the introductions to the various genres of books included in this booklist: Brett Bigham, Revathi Balakrishnan, Abdul Wright, Monica Washington, and Chad Miller.]
Re-Imagining Teaching: Five Structures to Transform the Profession
Author: Bassett, Katherine
Date: 2013-10-04
Type: Reports - Evaluative
Subjects: Professional Continuing Education,Participative Decision Making,Teamwork,Partnerships in Education,Teacher Collaboration,Feedback (Response),Educational Principles,Teacher Promotion,Teacher Attitudes,Models,Leadership Styles,Professional Identity,Professionalism,Educational Practices

In recent years, there has been a focus on what constitutes effective teaching and how to measure teacher performance. Efforts to more rigorously evaluate teachers, to hold them accountable for student learning, and to help them improve practice have been initiated at the district, state, and federal levels. However, many teachers believe that additional accountability, in the absence of efforts to improve the conditions in which teachers work, is a step in the wrong direction. The National Network of State Teachers of the Year (NNSTOY) has identified five critical structures that is lacking in education: (1) professional career continuums; (2) distributed leadership models; (3) collaborative practice; (4) actionable feedback to inform practice; and (5) guiding professional principles developed by educators, for educators. In this white paper, the authors examine the five critical structures, with educators' perspectives, and advocates for the inclusion of these critical structures for two primary reasons: (1) educators are the best suited and best situated to determine what the profession should look like internally and externally; and (2) the inclusion of these structures in the profession creates an educator-developed framework around which district, state, and federal policies can be developed to support what educators have determined is needed most in their profession.