ethanporcaro/eric-fulltext-meta huggingface dataset:
Our Separate &amp; Unequal Public Colleges: How Public Colleges Reinforce White Racial Privilege and Marginalize Black and Latino Students
Author: Carnevale, Anthony P.
Date: 2018-00-00
Type: Reports - Research
Subjects: African American Students,Hispanic American Students,White Students,College Attendance,At Risk Students,Racial Differences,Ethnicity,College Graduates,Graduation Rate,Educational Attainment,Bachelors Degrees,Institutional Characteristics,Public Colleges,Racial Bias,Selective Admission,College Entrance Examinations,Disproportionate Representation,Geographic Location,Scores,Educational Finance,Resource Allocation,Tuition,State Aid,College Faculty

Since 1980, the Black college-going rate has nearly doubled, while the Latino college-going rate has more than doubled. As a result, the Black and Latino share of public college enrollment has grown from 15 percent in 1980 to 35 percent in 2015. However, those impressive college-going gains are not being matched by gains in college completion. Today, even with their elevated college-going rates, Black and Latino students are only about half as likely as Whites to attain a bachelor's degree or higher. In fact, over the past 35 years, as Black and Latino college-going rates have climbed, the deficit in bachelor's degree attainment between Whites and Blacks and Latinos has actually increased from 15 percentage points to 21 percentage points. A reason for the widening deficit: while White students inordinately attend selective four-year public colleges to pursue bachelor's degrees, Black and Latino students in disproportionate numbers go to open-access public colleges, most of them community colleges where the highest possible credential is an associate's degree. This report tracks levels of minority enrollment and postsecondary expenditures in public colleges by state. Public colleges are exclusively looked at for two major reasons: (1) public colleges collectively enroll more than three out of every four college students, and (2) since public colleges are funded significantly by tax dollars, they have missions that include serving all of their states' residents. [For the executive summary, see ED594582.]
Facilitating Long-Term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT). Intervention Brief. Transition to College
Author: What Works Clearinghouse (ED)
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: College Readiness,Graduation Rate,Higher Education,Mentors,Scholarships,Disadvantaged Youth,Middle School Students,High School Students,High School Graduates,College Applicants,College Attendance,Transitional Programs,Academic Persistence,School Holding Power,At Risk Students,Advocacy

Large numbers of qualified students do not apply to and enroll in college. Yet, earning a college degree is one of the primary pathways for economic success and is increasingly required for good jobs and high wages. A number of programs and practices aim to improve college readiness and enrollment, including &quot;Take Stock in Children's® (TSIC's®) Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow&quot; (&quot;FLIGHT&quot;) program. &quot;FLIGHT&quot; provides mentoring, scholarships, and additional support services to help disadvantaged middle and high school students stay on track for graduation, apply to college, and enroll in college. &quot;FLIGHT&quot; students also have access to college transition and retention services in their first three semesters of college. This &quot;What Works Clearinghouse&quot; (WWC) report, part of the WWC's Transition to College topic area, explores the effects of the &quot;FLIGHT&quot; program on student success. The WWC identified six studies of &quot;FLIGHT,&quot; and one study met WWC standards. [For the full report, see ED594579. For the Intervention Snapshot, see ED594578.]
Facilitating Long-Term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT). Intervention Snapshot. Transition to College
Author: What Works Clearinghouse (ED)
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Educational Improvement,Graduation,Higher Education,Middle School Students,High School Students,Enrollment,College Preparation,College Readiness,Transitional Programs,Program Implementation,Program Effectiveness,Improvement Programs

Large numbers of qualified students do not apply to and enroll in college. Yet, earning a college degree is one of the primary pathways for economic success and is increasingly required for good jobs and high wages. A number of programs and practices aim to improve college readiness and enrollment, including &quot;Take Stock in Children's® (TSIC's®) Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow&quot; (&quot;FLIGHT&quot;) program. &quot;FLIGHT&quot; provides mentoring, scholarships, and additional support services to help disadvantaged middle and high school students stay on track for graduation, apply to college, and enroll in college. &quot;FLIGHT&quot; students also have access to college transition and retention services in their first three semesters of college. This What Works Clearinghouse (WWC) report, part of the WWC's Transition to College topic area, explores the effects of the &quot;FLIGHT&quot; program on student success. The WWC identified six studies of &quot;FLIGHT,&quot; and one study met WWC standards. [For the full report, see ED594579. For the Intervention Brief, see ED594577.]
Facilitating Long-Term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT). Intervention Report. Transition to College
Author: What Works Clearinghouse (ED)
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Educational Improvement,Graduation,Higher Education,Middle School Students,High School Students,Grade 7,Grade 9,Grade 11,Enrollment,College Preparation,College Readiness,Outcome Measures,Randomized Controlled Trials,Experimental Groups,Control Groups,Transitional Programs,Program Implementation,Program Effectiveness,Improvement Programs,Attendance

Large numbers of qualified students do not apply to and enroll in college. Yet, earning a college degree is one of the primary pathways for economic success and is increasingly required for good jobs and high wages. A number of programs and practices aim to improve college readiness and enrollment, including &quot;Take Stock in Children's® (TSIC's®) Facilitating Long-term Improvements in Graduation&quot; and &quot;Higher Education for Tomorrow&quot; (&quot;FLIGHT&quot;) program. &quot;FLIGHT&quot; provides mentoring, scholarships, and additional support services to help disadvantaged middle and high school students stay on track for graduation, apply to college, and enroll in college. &quot;FLIGHT&quot; students also have access to college transition and retention services in their first three semesters of college. This What Works Clearinghouse (WWC) report, part of the WWC's Transition to College topic area, explores the effects of the &quot;FLIGHT&quot; program on student success. The WWC identified six studies of &quot;FLIGHT&quot;, and one study met WWC standards. [For the Intervention Snapshot, see ED594578. For the Intervention Brief, see ED594577.]
Suggested Blended Learning Models to Teach English for Senior High School Teachers in Indonesia
Author: Buwono, Muhammad Agung
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Learning Processes,English (Second Language),Second Language Learning,High School Teachers,Internet,Technology Uses in Education,Teaching Models,Web Based Instruction,Second Language Instruction,Foreign Countries,Electronic Learning

Teaching English at schools could not be separated from the use of Internet in this digital era. Most students and teachers especially on cities are accustomed to the Internet in their daily lives. However, some of them are not accustomed to use the Internet to learn English in a classroom setting. Thus, blended learning models are important to be promoted to help teachers selecting appropriate ways to teach English. This paper intends to give suggestion about teaching models of blended learning to teach English for Indonesian teachers at Senior High School level. The organization of the paper is divided into two parts. Firstly, it is about the Indonesian context of teaching English in schools. Secondly, suggested blended learning techniques based on web-based language learning to teach English. [Paper published in the 5th International Language and Language Teaching Conference (LLTC) Proceedings, p53-60.]
Our Separate &amp; Unequal Public Colleges: How Public Colleges Reinforce White Racial Privilege and Marginalize Black and Latino Students. Executive Summary
Author: Carnevale, Anthony P.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: African American Students,Hispanic American Students,White Students,College Attendance,At Risk Students,Racial Differences,Ethnicity,College Graduates,Graduation Rate,Educational Attainment,Bachelors Degrees,Institutional Characteristics,Public Colleges,Racial Bias,Selective Admission,College Entrance Examinations,Disproportionate Representation,Geographic Location,Scores,Educational Finance,Resource Allocation,Tuition,State Aid,College Faculty

This is the executive summary for the report, &quot;Our Separate &amp; Unequal Public Colleges: How Public Colleges Reinforce White Racial Privilege and Marginalize Black and Latino Students.&quot; America's selective public colleges should be among the great equalizers in our society. Funded primarily by taxpayers and carrying a relatively low price tag, these colleges are meant to be engines of opportunity for all. In reality, however, the doors of these colleges are open wider to White students than to their Black and Latino peers. Whites have almost two-thirds (64%) of the seats in selective public colleges even though Whites make up barely half (54%) of the nation's college-age population. Blacks and Latinos are making unprecedented gains in college-going, but the vast majority of Black and Latino students enroll in overcrowded and underfunded open-access colleges, primarily community colleges. Consequently, fewer Black and Latino students receive a bachelor's degree. [For the full report, see ED594576.]
Power to the Profession Task Force Decision Cycles 3-5: Back to the Drawing Board to Do Better for Children and the Profession.
Author: Foundation for Child Development
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Preschool Teachers,Faculty Development,Teacher Education,Teacher Competencies,Teaching Conditions,Primary Education,Equal Opportunities (Jobs),Standards,Diversity (Faculty),Teacher Salaries,Educational Change

Unifying and strengthening the early childhood workforce may be the single most important step towards closing the opportunity/achievement gap. The Foundation for Child Development has committed its energies and resources towards professionalization of the early childhood field, improving the quality of professional practice, and enhancing early childhood teacher preparation. The reality is that children in the greatest need deserve early care and education provided by professionals with the highest qualifications--yet they are least likely to get them. A diverse group of competent, qualified, and fairly compensated early childhood professionals, working in every community, is a force that can eliminate the gap and lift an entire generation out of poverty to make sure that each child--regardless of the zip code in which they live-- has a clear path to their full potential. The end goals should be: (1) All young children reach their full potential; the opportunity/achievement gap has been closed; (2) All early childhood educators are well-prepared, appropriately compensated, and supported in their professional growth, regardless of settings in which they work across the birth-third grade continuum; and (3) Systems are in place to ensure equity and diversity across the workforce, including a clear path for upward mobility across early childhood professional roles.
Using Feature Analysis to Examine Career Readiness in High School Assessments. CRESST Report 858
Author: Kao, Jenny C.
Date: 2018-12-00
Type: Reports - Research
Subjects: Career Readiness,High School Students,Language Arts,Mathematics,Grade 8,Grade 11,Mathematics Skills,Writing Skills,Reading Skills,Logical Thinking,Test Items,Student Evaluation,Job Skills,Listening Skills,Problem Solving,Critical Thinking,Reading Comprehension,Attention

This report is the second in a series considering career-readiness features within high school assessments. Experts in English language arts and math were trained to rate a selection of active Grade 8 and Grade 11 Smarter Balanced items using feature set lists that were refined within the items' respective content areas (30 features for ELA items; 22 features for math items). A total of 264 ELA items and 186 math items were rated. ELA items contained between three and 13 career-readiness features, with an average of 6.0. The most frequent features were importance of being exact or accurate, written comprehension, time sharing, deductive reasoning, and reading comprehension. Math items contained between two and 15 career-readiness features, with an average of 7.8. The most frequent features were deductive reasoning, analyzing data or information, reading comprehension, number facility, and processing information. Feature ratings of the target items were analyzed with item metadata difficulty parameters in order to explore relationships between features and item difficulty. A number of career-readiness features showed associations with item difficulty, notably, reading comprehension for Grade 8 math and deductive reasoning for Grade 11 ELA. Because career-readiness features can be used to explain item difficulty, results suggest that such features are prevalent in content-based assessments, and inferences for career readiness can thus be drawn from test performance.
Validating Career-Readiness Features in High School Assessments. CRESST Report 860
Author: Kao, Jenny C.
Date: 2018-12-00
Type: Reports - Research
Subjects: Career Readiness,Test Validity,Student Evaluation,High School Students,Test Items,Emergency Medical Technicians,Web Sites,Two Year College Students,Scores,Job Skills,College Readiness,Grade 12,Self Efficacy,Item Response Theory,Language Arts,Mathematics

This report is the fourth in a series considering career-readiness factors within existing high school assessments. The primary goal of this study was to provide a preliminary validation of the career-readiness features identified in prior reports by exploring how different participant groups with different levels of experience in the career/vocational world perform on a selection of test items with high numbers of career-readiness features. Two exemplar careers, emergency medical technician (EMT) and web developer, were targeted for participation in this study. A total of 103 high school students, 111 community college students studying to become either EMTs or web developers, and 84 working EMTs or web developers participated in the study. A selection of ELA and math test items rated for career-readiness features were adapted into an 18-item test booklet. As expected, results indicated that workforce individuals scored significantly higher on the test than community college students, who in turn scored significantly higher on the test than high school students. These results suggest that having added experience in their field may lead to refining certain career-readiness skills found in high-school-level content-based assessments. Preparation for such assessments can help high school students prepare for college and/or a career, and inferences for both college and career readiness can be drawn from test performance.
A Focus on Teaching and Learning in Pre-K through 2nd Grade: Lessons from Boston
Author: Bornfreund, Laura
Date: 2018-11-00
Type: Reports - Research
Subjects: Educational Improvement,Early Childhood Education,Primary Education,Kindergarten,Grade 1,Grade 2,Public Schools,Classroom Environment,Teaching Methods,Curriculum,Educational History,Student Characteristics,Accreditation (Institutions),Educational Quality,Faculty Development,Data Collection,Barriers

This report explains the work that has taken place over the last decade in Boston to not only improve pre-K, but to build on the successes of pre-K through reform of classroom environments, instructional practices, and curricula in pre-K, kindergarten, and, more recently, in first and second grade. It is a story of reforming from the bottom up, of realizing that the work of increasing student achievement is not confined to a single grade, but requires sustained efforts to improve the grades that follow, efforts that persist despite multiple changes in district leadership. It is a story of the importance of using research and data to drive continuous improvement. It is a story worthy of attention from all states and districts across the country working to build on the gains made as a result of high-quality pre-K programs.
Building a System of Support for School Improvement. Technical Report. Getting Down to Facts II
Author: Plank, David N.
Date: 2018-09-00
Type: Reports - Research
Subjects: Educational Improvement,Educational Finance,School Districts,State Programs,State Departments of Education,Counties,Public Agencies,Nongovernmental Organizations,Capacity Building,Politics of Education,Barriers

The Local Control Funding Formula (LCFF) was adopted by the California Legislature in 2013. The LCFF made fundamental changes in the way the state funds school districts and charter schools (Local Education Authorities or LEAs), shifting decisions about how to spend resources from the state to the local level. The LCFF also introduced a new accountability system, under which the first line of accountability is local. LEAs are expected to work closely with their local communities and stakeholders to develop Local Control Accountability Plans (LCAPs), which set goals for improvement and adopt strategies and align resources to advance local goals. Parents and other community members are expected to monitor the LEA's progress. In the event that progress falls short of expectations, the community can hold local leaders accountable and demand changes, either directly through the LCAP process or by voting out and replacing current members of the school board. The new system aims to support continuous improvement in the performance of schools and students, with a particular focus on reducing or eliminating gaps in opportunities and outcomes for different groups of students. The question that motivates this report is how California is progressing in building and sustaining this system of support. This report begins with a discussion of the challenges that LEAs face in moving from a system focused on compliance with state regulations to one focused on improving performance in cooperation with local communities. It then reviews the statutory and policy provisions under LCFF that aim to ensure that all LEAs have the knowledge and skill they need to improve the performance of local schools and students and close gaps between student sub-groups. The balance of the report focuses on the current state of California's emerging system of support, with a particular focus on County Offices of Education (COEs). COEs are at the center of California's current effort to construct a robust and effective system of support for LEAs, but a variety of other agencies also have important roles to play. The report concludes with some implications for future action.
Exploring Career-Readiness Features in High School Test Items through Cognitive Laboratory Interviews. CRESST Report 857
Author: Madni, Ayesha
Date: 2018-12-00
Type: Reports - Research
Subjects: Career Readiness,High School Students,Test Items,Student Evaluation,Mathematics,Language Arts,Problem Solving,Response Style (Tests),Critical Thinking,Reading Comprehension,Writing Skills,Mathematics Skills

This report is the first in a series of five reports considering career-readiness features within high school assessments. Utilizing feature analysis and cognitive lab interviews, the primary objective of this study was to verify and validate the existence of specific career-readiness features in select math and English language arts (ELA) test items. Feature analysis is a method to characterize items and tasks by components, so that item design, revision, and instruction may benefit. Seventeen students representing three high schools in Southern California participated. Results from the preliminary feature analysis on four math and two ELA items indicated that each test item contained between eight and 13 career-readiness features. Results from the cognitive labs supported the presence of these features. That is, these features were either part of the problem-solving process, and/or were necessary to solve the problem correctly.
Charter School Authorizing in California. Technical Report. Getting Down to Facts II
Author: Mumma, Kirsten Slungaard
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Charter Schools,Governance,School Administration,Administrative Organization,School Closing,Educational Policy

In 1992, California became the second state in the nation to adopt a charter school law. California now leads the nation in both number of charter schools and charter school enrollment, with more than 1,200 charter schools serving 620,000 students in the 2017-18 school year. California is also home to more charter school authorizers than any other state, with 336 different entities overseeing charter schools, including 294 local school districts, 41 county offices of education, and the State Board of Education. Though relatively understudied, authorizers are a critical governance structure for charter schools that influence the growth and quality of a state's charter school sector. Charter school authorizers play three essential roles: (1) vetting applications to open new charter schools, (2) monitoring existing charter schools, and (3) deciding to renew or close charter schools (Vergari, 2001). In this report, the authors review the state of charter school authorizing and oversight in California, compare its policies and practices to those of other states, and compile the best available evidence on how effective California's approach to authorization is in each of these three areas.