ethanporcaro/eric-fulltext-meta huggingface dataset:
The Link between Musical Achievement and Academic Achievement of Young Children
Author: Costley, Kevin C.
Date: 2011-01-15
Type: Reports - Evaluative
Subjects: Multiple Intelligences,Core Curriculum,Music Education,Music,Academic Achievement,Young Children,Cooperative Learning,Kinesthetic Perception,Mathematics Skills,Language Skills,Educational Quality,Achievement Gains,Creativity,Individual Development,Elementary Education

During the twentieth century it has been theorized that there is a link between musical achievement and academic achievement of young children. In support of this controversial view, many educators and music specialists promote the relationship between, parent, teacher, and child. The theory is: with cooperative learning experiences in the study of music in general and with a performing medium specifically, as the child grows musically, he likewise will grow academically. This paper seeks to find any correlations between intelligence and a quality music education? Does the study of music build multiple intelligence and kinesthetic perception in the areas of language skills, mathematics skills and other academic skills? Does the study of music and positive mentoring build character and creativity? The research indicates positive correlations between music study and academic gains. There is a very high level of cognitive and effective learning in quality music programs. When the arts are integrated carefully into the core curriculum, overall academic achievement is affected positively.
Interdistrict Choice as a Policy Solution: Examining Rochester's Urban-Suburban Interdistrict Transfer Program (USITP)
Author: Finnigan, Kara S.
Date: 2009-10-00
Type: Reports - Research
Subjects: Suburban Schools,Urban Schools,School Districts,School Choice,Politics of Education,Enrollment Influences,Participation,Program Administration,Program Implementation,Barriers,Minority Group Students

This study examines one of the longest standing interdistrict choice programs in the country: Rochester, New York's Urban-Suburban Interdistrict Transfer Program (USITP). Based upon quantitative and qualitative data, including analysis of approximately forty years of program records, review of program documents and newspaper articles, and interviews with key stakeholders, this paper examines the following: (1) What is the political context of USITP and to what extent has this changed over time?; (2) Who participates in USITP and what are the driving forces affecting enrollment?; and (3) How is USITP implemented at the school and district level and what obstacles exist with regard to program expansion? Findings of this study suggest the importance of understanding the political dynamics and formal and informal processes and practices that facilitate or limit participation in interdistrict choice. Perhaps the most important aspect of this story has to do with the political underpinnings of selection, implementation, and expansion. Key support was necessary in the early stages of development from a variety of interest groups, including the media, politicians, school board members, district administrators, parent groups, and community organizers. This type of mobilization may be necessary for the program to expand both within the current districts and to a larger proportion of the suburban communities located in this region.  However, as clearly illustrated throughout this paper, a constant tension exists between the benefits of integration and the self interests of the taxpayer in allowing students to cross district boundaries, particularly in a program that only involves city residents enrolling in the suburbs. Finally, a key finding from this study is that the broader community in Rochester and elsewhere should develop a greater understanding of the negative effects of segregation on the larger community. The USITP governing board (made up of the participating district superintendents) could consider sponsoring events to not only share information about the program but to encourage additional districts to join in its efforts. While this may prompt the program to expand, any broader regional solution will likely require mandates or incentives from state or local policymakers. (Contains 5 tables and 8 footnotes.) [This paper was prepared for School Choice and School Improvement: Research in State, District and Community Contexts, Vanderbilt University, October 25-27, 2009.]
State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps
Author: Kober, Nancy
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Income,Federal Legislation,American Indians,Academic Achievement,Mathematics Tests,National Competency Tests,Scores,Grade 4,White Students,Educational Legislation,Reading Tests,Educational Trends,Trend Analysis,Achievement Gains,Achievement Gap,African American Students,Asian American Students,Hispanic American Students,Low Income Groups,Gender Differences,Racial Differences,Grade 8,Comparative Analysis

After eight years of implementing the federal No Child Left Behind Act (NCLB) and other school reforms, how much progress have states, school districts, and schools made in raising achievement for students from all backgrounds and closing achievement gaps based on race, ethnicity, income, and gender? To help answer this question, the Center on Education Policy (CEP) analyzed trends in reading and mathematics performance and achievement gaps for several groups of students: African American, Asian, Latino, Native American, and white students, as well as low-income, male, and female students. The authors looked at trends on state tests from 2002 (or a more recent year in some states) through 2009 at grades 4, 8, and the high school grade tested for NCLB. They also compared the direction of trends between 2005 and 2009 on state tests and the federally sponsored National Assessment of Educational Progress (NAEP). All 50 states and the District of Columbia participated in this study, which marks the fourth year of CEP's research on student achievement. Not all states had the data needed for every analysis, however. States were considered to have sufficient data for an analysis if they had three or more years of comparable test data through 2009 and if the number of students in a particular subgroup was large enough to yield reliable trends. Four main conclusions emerged from this study: (1) Achievement gaps are large and persistent; (2) Every major student group has made gains since 2002 on state reading and math tests. But even when achievement has increased for all groups, gaps have not always narrowed; (3) For most student groups, gaps on state tests have often narrowed since 2002. Gap trends vary, however, based on the student group and indicator of achievement examined; and (4) Although gaps have narrowed more rapidly for some groups than for others, at the current rates of progress it would take many years to close most gaps. (Contains 52 tables and 11 footnotes.) [For &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED511842.]
Catalysts for Change: Three Case Studies of Quality Education Worldwide = Catalizadores del Cambio: Tres Casos de Estudio sobre la Educacion de Calidad en el Mundo
Author: Puriefoy, Wendy D.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Democracy,Educational Quality,Foreign Countries,Public Education,Educational Finance,Educational Change,Advocacy,Access to Education,Academic Achievement,Rural Areas,Rural Schools

Public education is the cornerstone of democracy and is absolutely fundamental to a democratic, civil and prosperous society. Beyond the boundaries of the United States, other countries are working to provide quality education to their children through civil society institutions. In particular, there are three extraordinary organizations in Peru, Mexico and the Philippines dedicated to making quality education available to their youth. These Public Education Network (PEN) members are the subjects of the studies contained within Catalysts for Change.
Profiles of For-Profit Education Management Organizations: Twelfth Annual Report, 2009-2010
Author: Molnar, Alex
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Privatization,Profiles,Private Sector,Charter Schools,Enrollment,Enrollment Trends,Rating Scales,Measurement Techniques,Educational Administration,Educational Indicators,Educational Change,Educational Innovation,Annual Reports,Educational Quality,Outcomes of Education,Academic Achievement,Private Schools,Charts,Tables (Data)

The 2009-2010 school year marked another year of relatively slow growth in the for-profit education management industry. The greatest increase in profiled companies occurred in the category of small EMOs (education management organizations) (i.e., EMOs that manage three or fewer schools). The authors believe their key finding from the 2007-2008 and 2008-2009 report, i.e., that the growth of the EMO sector is slowing, still holds true for the 2009-2010 academic year overall. While the number of new schools under for-profit EMO management has slowed, the enrollments in these schools continue to grow at a more rapid pace. This "Profiles" report shows that generally large for-profit EMOs are managing fewer schools, and that small and medium for-profit EMOs are growing. While past annual "Profiles" reports have focused on descriptive data related to the number of EMOs and schools under EMO management, this year's report adds new variables on school performance as measured by federal or state rating systems. Appendices include: (1) Reader's Guide; (2) State Resources Table; (3) EMO Responses; (4) No Longer Profiled Companies; and (5) Methods for Compiling School Profiles. (Contains 6 tables, 8 figures, and 2 footnotes.) [This paper was produced with the Study Group on Education Management Organizations.]
Case Study: Calling the Question Portland Schools Foundation (PSF) Portland, OR
Author: Chrismer, Sara Schwartz
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Educational Finance,Public Schools,Financial Support,Philanthropic Foundations,Partnerships in Education,Teacher Effectiveness,Beginning Teacher Induction,Beginning Teachers

Procuring resources for public school reform can be a powerful focusing incentive. The Portland Schools Foundation (PSF), an independent, community-based organization, has learned how to leverage its funding and relationships to call the question and bring local and national attention to bear on local educational issues. PSF has been diligent about partnering with national organizations to procure funding and resources so that the work of the district can move forward. The Meyer Memorial Trust donated funds for district redesign and community engagement. The Spenser Foundation invested in developing capacity for independent data analysis. PSF recruited the Bill and Melinda Gates Foundation to invest heavily in secondary school reform, district redesign, and community engagement. Additionally, PSF has worked closely with Barnett Berry, President of the Centre for Teaching Quality (CTQ) to understand and frame issues of teaching quality within the district.
Enhancing State Clean Energy Workforce Training to Meet Demand. Issue Brief
Author: Saha, Devashree
Date: 2010-11-04
Type: Reports - Evaluative
Subjects: Labor Force Development,Energy Education,Training Objectives,State Programs,Educational Strategies,Change Strategies,Barriers,Partnerships in Education,State Federal Aid,Power Technology,Profiles,Strategic Planning,Statewide Planning,Best Practices,Energy Management

Recent state policy and federal funding initiatives are driving the demand for clean energy in both the short and long term. This increased demand has created the need for many more workers trained or retrained in a variety of clean energy jobs. In response, states are utilizing funding under the American Recovery and Reinvestment Act of 2009 (ARRA) to expand existing workforce training efforts and to create new programs that will meet the demand. ARRA funding provides an opportunity for states to build upon and expand existing workforce efforts now and to develop innovative solutions that can help sustain their progress in the future, beyond the end of ARRA funding. Many strategies are similar to those used for other sectors. In addition, states are developing new ways to partner with a diverse set of players, leverage private sector resources, and make workforce training more accessible. (Contains 40 notes.)
2010 Fast Facts: Building a Nation of Learners by Advancing America's Community Colleges
Author: American Association of Community Colleges
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Advocacy,National Organizations,Educational Change,Access to Education,Job Skills,Tuition,Employment Level,Educational Finance,Enrollment Trends,Supply and Demand,Federal Legislation

The American Association of Community Colleges (AACC), a 501(c)3 not-for-profit organization, serves as the primary advocacy organization for the nation's community colleges. AACC's programs and services are at the forefront of change in education, including programs that address student access and success, acute shortages of health-care professionals, the growing need to reengage millions of adult learners to strengthen the workforce, and acute shortages of students in science, technology, and math fields. This paper presents several facts about AACC for 2010.
Recovery Act: Head Start Grantees Expand Services, but More Consistent Communication Could Improve Accountability and Decisions about Spending. Report to the Congress. GAO-11-166
Author: Ashby, Cornelia M.
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Federal Programs,Early Childhood Education,Preschool Children,Low Income,School Readiness,Early Intervention,Human Services,Public Agencies,Accountability,Federal Legislation,Federal Aid,Enrollment Rate,Program Evaluation,Improvement,Interpersonal Communication

This report responds to two mandates for GAO under the American Recovery and Reinvestment Act of 2009 (Recovery Act). First, it is the latest report on the uses of and accountability for Recovery Act funds in selected states and localities. Second, it comments on recipients' reports of the jobs created and retained. The Recovery Act provided $2.1 billion for Head Start and Early Head Start, primarily to expand services. GAO addressed four questions: (1) How have Head Start and Early Head Start grantees used Recovery Act funds, including for expanding enrollment? (2) What challenges have grantees encountered in spending Recovery Act funds? (3) How has the Office of Head Start (OHS) monitored the use of Recovery Act funds? (4) How has the quality of jobs data reported by Recovery Act recipients, particularly Head Start grantees, changed over time? In this report, GAO also updates the status of open recommendations from previous bimonthly and recipient reporting reviews. To address these questions, GAO interviewed grantees, analyzed federal agency and recipient reported data, and interviewed officials. GAO recommends OHS verify the definition of enrollment, clearly communicate it to grantees along with policies for extending the use of Recovery Act funds, and incorporate known risks into review planning. HHS generally agreed with GAO's recommendations. Appended are: (1) Objectives, Scope, and Methodology; (2) Comments from the Department of Health and Human Services; (3) Status of Prior Open Recommendations and Matters for Congressional Consideration; and (4) GAO Contacts and Staff Acknowledgments. (Contains 7 tables, 8 figures and 46 footnotes.)
American Association of Community Colleges 2010 Fact Sheet
Author: American Association of Community Colleges
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Associate Degrees,National Organizations,Professional Associations,Educational Finance,Educational Quality,Accountability,Sustainable Development,Advocacy,Professional Development,Educational Policy,Outreach Programs,Federal Aid,Tuition,Student Characteristics,Enrollment Trends,Student Financial Aid,State Aid,Grants,Student Loan Programs,Bachelors Degrees,Employment Level

The American Association of Community Colleges (AACC) is the primary advocacy organization for the nation's community colleges, representing nearly 1,200 two-year, associate degree-granting institutions and more than 11 million students. Founded in 1920, AACC is a 501(c)(3) nonprofit association. AACC is governed by a 32-member board of directors, elected for 3-year staggered terms. This paper presents several facts about AACC for 2010. [For the "American Association of Community Colleges 2009 Fact Sheet", see ED509578.]
Estimating Cause: Teacher Turnover and School Effectiveness in Michigan
Author: Keesler, Venessa
Date: 2010-00-00
Type: Reports - Research
Subjects: Teaching (Occupation),Teacher Persistence,Educational Improvement,Teacher Supply and Demand,School Effectiveness,Career Change,Faculty Mobility,Labor Turnover,Predictor Variables,Academic Achievement,High Schools,Secondary School Teachers,Educational Quality

The purpose of this paper is investigate issues related to within-school teacher supply and school-specific teacher turnover within the state of Michigan using state administrative data on Michigan's teaching force. This paper 1) investigates the key predictors of teacher turnover and mobility, 2) develops a profile of schools that are likely to experience higher rates of teacher turnover, and most importantly, 3) investigates the effect of high teacher turnover as measured by student achievement and school AYP status. Using propensity scores, this analysis seeks to isolate the potential treatment effect of lowering teacher turnover in schools that are plagued by high teacher turnover levels. Teacher supply is defined here as specifically the within-school number of FTEs in each subject area in a given year. Teacher turnover, or &quot;churn,&quot; is the rate at which teachers leave each school, but does not reference whether or not teachers leave the profession. Teacher attrition and retention refers to teachers leaving the teaching profession, or &quot;stopping out&quot; and returning at a later point. (Contains 1 table and 2 figures.)
Improving Student Learning through the Use of Classroom Quizzes: Three Years of Evidence from the Columbia Middle School Project
Author: Agarwal, Pooja K.
Date: 2010-00-00
Type: Reports - Research
Subjects: Testing,Academic Achievement,Educational Practices,Grade 8,Tests,Metacognition,Middle School Students,Grade 6,Grade 7,Educational Improvement,Intervention,Pretests Posttests,Social Studies,English Instruction,Science Instruction,Spanish

In this study, the authors examined whether a test-enhanced learning program, integrated with daily classroom practices, is effective in a middle school setting. Specifically, they implemented and experimentally evaluated a test-enhanced learning program in 6th-8th grade Social Studies, English, Science, and Spanish classes. Although laboratory studies documenting the benefits of quizzing on learning and retention are prominent, prior to their work little experimental work has assessed the effects of quizzing in classroom settings. The absence of classroom experiments relating to the testing effect represents a critical gap in extending the basic work to educational practice. In the typical laboratory experiment, the testing effect is demonstrated for material that subjects are exposed to once and for which they have no further access for review and study. Further, even when target material is educationally relevant (e.g., a text), it is an isolated passage not related to integrated content like that representing a classes' educational objectives. By contrast, material learned in a classroom context is seen under very different circumstances. The material is typically reinforced in homework and reading assignments, it is designated as important for the students to master, and the material is part of an integrated topic domain identified as core to the curriculum. To remedy this critical gap in verifying that the basic testing effect work can translate to effective educational practice, their ongoing work has focused on experimental evaluation of the effects of quizzing on learning course content in classroom settings. Their past three years of research at Columbia Middle School (CMS) have shown powerful positive effects of quizzing on student performance on chapter exams, semester exams, and even on final examinations given at the end of the school year. (Contains 1 figure.)
Art Therapy: The Visual Spatial Factor and the Hippocampus. 2nd Revision
Author: Del Giacco, Maureen
Date: 2010-12-14
Type: Reports - Descriptive
Subjects: Stimuli,Memory,Brain,Psychotherapy,Art Therapy,Spatial Ability,Cognitive Ability,Visually Impaired Mobility,Visual Impairments,Perceptual Motor Learning,Information Processing,Rehabilitation,Therapy

In this writing related to neuro-plasticity, we are shown that changes in the brain can occur with repeated use of sensory stimuli, with both visual and motor interventions. Keeping these important scientific contributions in mind, I will briefly summarize why the choice of the arts-based DAT method of psychotherapy over traditional verbally based therapies for emotional and cognitive treatment, may be advised. The DAT Neuro Art Therapy process is designed to work within the areas of the brain that are initially affected by stress and memory loss: they are the amygdala and hippocampus. The benefits from DAT are accomplished by using stimuli from color, abstract designs for complex mental processing, and visual/motor movement to help more parts of the brain become involved in the overall recovery process. It would follow that Del Giacco Neuro Art Therapy, used in a developmental approach, would be of significant benefit to those who need psychotherapy and memory rejuvenation. The applications of the DAT approach vary from client to client and therapist to therapist. The process is flexible and highly adaptable to each person's needs. It would follow then, that the DAT methods may be a hidden treasure to a multitude of clients who experience cognitive deficits and emotional challenges. A bibliography is included. [For previous version, see ED505742.]