ethanporcaro/eric-fulltext-meta huggingface dataset:
2011-2012 Overview of M-DCPS' Academic Performance. Information Capsule. Volume 1203
Author: Blazer, Christie
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Public Schools,Academic Achievement,School Effectiveness,Grading,Achievement Tests,Reading Tests,Writing Tests,Science Tests,Mathematics Tests,Achievement Gains,Scoring,Elementary School Students,Middle School Students,High School Students,Algebra,Standardized Tests,Graduation Requirements,Achievement Gap,White Students,African American Students,Hispanic American Students

This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2011-2012 school year. Over the past year, the Florida Department of Education made over 28 changes to the school grading formula, including the transition to new, more rigorous assessments, new accountability components, and inclusion of students with disabilities and English language learners in all parts of the school grade calculations. In spite of these major changes, M-DCPS posted stronger than expected School Performance Grades, with almost half of the District's schools earning an &quot;A&quot; and only 2% of schools receiving an &quot;F.&quot; Overall, M-DCPS earned a District Performance Grade of &quot;B.&quot; More rigorous scoring criteria used for the 2012 FCAT Writing led to decreases in the percentages of M-DCPS students passing the exam at all three grade levels tested. On the FCAT 2.0 Reading and FCAT 2.0 Science, results were mixed for M-DCPS students with performance gains noted at some grade levels but not at others. On the FCAT 2.0 Mathematics, the percentages of M-DCPS students scoring at the higher achievement levels increased at all of the six grade levels tested. The percentages of M-DCPS students receiving passing scores on the Algebra 1 End-of-Course (EOC) Assessment increased at four of six grade levels. The District's middle grades students performed remarkably well, with 89-90% achieving scores required to earn high school credit. The District made some progress reducing the achievement gap on the FCAT 2.0 Reading, Mathematics, and Science, with improvements at some grade levels noted. On the FCAT Writing, however, the more stringent criteria used to score the exam led to a widening of the achievement gap at all three grade levels tested. On the Algebra 1 EOC Assessment, the gap between White students and both Black and Hispanic students decreased across all grade levels tested. (Contains 7 figures and 5 tables.) [For the 2010-11 edition, see ED536517.]
Social Networking in Schools: Benefits and Risks; Review of the Research; Policy Considerations; and Current Practices. Information Capsule. Volume 1109
Author: Blazer, Christie
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Social Networks,Internet,Web Sites,Computer Uses in Education,Educational Benefits,Risk,Bullying,Child Safety,Educational Research,Public Schools,Administrative Policy,School Policy

The role that social media should play in education is being hotly debated in school districts across the country. The adoption of social networking for educational purposes lags behind the public's general usage because educators fear that students will be exposed to inappropriate online content, unwanted adult interactions, and bullying from peers. Advocates of social networking in the classroom, on the other hand, contend that when schools restrict students' access to these sites, they deprive them of the opportunity to use new communication tools to research, create, and learn. This Information Capsule reviews the benefits and risks associated with education-based social networking, summarizes the research conducted to determine the impact of social media on student learning, and provides recommendations for school districts to follow when they are establishing social networking policies. Examples of the ways in which social networking activities are currently being used in schools are also provided. Finally, this report includes a summary of Miami-Dade County Public Schools' Network and Internet Responsible Use Policies, along with information on the District's proposed  Bring Your Own Device initiative, Internet Content Filter, and Bullying and Harassment Policy. Although most school districts around the country still prohibit social networking in the classroom, some educators and policymakers are reconsidering the ban on social media. Social networking sites may expose students to potential risks, most notably cyberbullying, but early studies suggest that their use in the classroom can promote academic learning and increase student engagement. Before allowing social networking in the classroom, it is imperative that school districts formulate strong policies that address harmful online interactions and provide educators and students with guidance and oversight in the use of social media. Many non-commercial education-based social networking sites are emerging in response to mounting concerns over student safety and the security risks associated with commercial social networking sites. These non-commercial sites provide a compromise solution for school districts attempting to strike a balance between unrestricted access to social media and its total exclusion from classrooms. (Contains 1 table.)
Chronic Absenteeism in the Elementary Grades. Information Capsule. Volume 1009
Author: Blazer, Christie
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Attendance,Pilot Projects,Elementary Schools,Public Agencies,Truancy,Prevention,School Districts,Intervention,Incidence

Although high rates of absenteeism at the secondary school level have long been recognized as a significant problem, low attendance in elementary schools is often overlooked. Research suggests that one in 10 students younger than grade three nationwide is considered chronically absent, defined as missing 10 percent or more of the school year. This Information Capsule reviews the causes and consequences of early chronic absenteeism. In addition, research-based strategies for combating early chronic absenteeism are provided. Attendance rates at Miami-Dade County Public Schools' elementary schools are summarized and a brief description of a multidisciplinary truancy prevention and intervention pilot program operating in 10 of the District's schools is provided. Suggestions for elementary schools, based on the research reviewed for this paper, include starting interventions early, addressing parental barriers and challenges that inhibit consistent school attendance, coordinating with parents and community agencies to intervene on behalf of chronically absent students, and contacting parents as soon as troubling patterns of absences begin to appear. (Contains 1 table.)
U.S. News &amp; World Report's Best High Schools: Methodology and Miami-Dade County Public Schools Rankings. Information Capsule. Volume 1106
Author: Blazer, Christie
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: High Schools,Public Schools,School Effectiveness,Awards,Research Methodology,Educational Quality,Access to Education,College Readiness,Disadvantaged Schools,Economically Disadvantaged,Secondary School Mathematics,Secondary School Science,Information Technology,Access to Computers

In December 2009, &quot;U.S. News &amp; World Report&quot; published its list of the nation's top 100 high schools. The magazine awarded an additional 1,687 high schools it judged to be deserving of special recognition with silver medals, bronze medals, and honorable mentions. High schools receiving awards demonstrated an ability to provide all students, including the least advantaged student groups, with a quality education and access to a college-level curriculum. The top 100 schools serving the greatest numbers of economically disadvantaged students were also recognized by the magazine as Top Economically Disadvantaged Schools. In 2011, &quot;U.S. News &amp; World Report&quot; published two additional lists: its list of Best High Schools for Math and Science in September, followed by its list of Most Connected Classrooms in October. This Information Capsule provides a brief description of the methodology used to calculate the four rankings and summarizes the awards received by Miami-Dade County Public Schools (M-DCPS).
Status of Teacher Performance Pay Programs across the United States. Information Capsule. Volume 1103
Author: Blazer, Christie
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Program Effectiveness,School Districts,Teacher Salaries,Merit Pay,Teacher Effectiveness,Correlation,Budgets,Educational Finance

An increasing number of states and school districts across the country are tying teacher pay to student performance. A recent RAND Education study found that nationwide spending on teacher performance pay increased from $99 million in 2006 to $439 million in 2010. However, many states and school districts face significant hurdles when they attempt to implement incentive pay programs. In fact, some states and school districts have scaled back or even discontinued their programs because of budgetary constraints and research that has found minimal impact on student achievement as a result of performance pay programs. Critics of incentive pay programs claim that there are currently no valid and reliable student growth measures that can be used for high-stakes decisions like teacher compensation. Furthermore, states and districts have found that it is particularly difficult to develop student achievement measures with which to accurately evaluate teachers in untested grades and subjects. This report summarizes the difficulties these states and school districts have encountered. A brief summary of the status of some of the more notable teacher performance pay plans around the U.S. is also included, divided into the following three sections: States and Districts Discontinuing or Reducing Funding for their Performance Pay Programs; States and Districts Implementing New Performance Pay Programs; and States and Districts with Continuing Performance Pay Programs. Based on strong encouragement from both the federal and state governments to implement performance pay programs and in spite of the difficulties locations have encountered when launching these initiatives, this report found that many states and school districts continue to investigate the use of performance pay as a way to improve student and teacher performance. It therefore appears that compensation systems linking teacher pay to student achievement will be a part of the national educational landscape for the foreseeable future.
Exploring Dreamspace through Video Art with At-Risk Youth
Author: Ehinger, Jon
Date: 2009-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: At Risk Persons,Males,Adolescents,High School Students,Art Therapy,Video Technology,Film Production,Visual Arts,Counseling Techniques

This thesis is an art-based research video demonstration of an alternate medium for art therapy. It postulates the value and validity of media arts as a therapeutic modality by way of adopting the major motion picture green screening technique for therapy with an at-risk youth population. Four male participants, raging from 16 to 19 years of age, completed videos in a group, using the green screen video process as a primary therapeutic tool. In a 3-week time period, the video experiential used green screening to explain personal dreams, wishes, and fantasies within a clinical studio environment. In this thesis, I have attempted to coin the term, &quot;Dreamspace&quot;[R], as a representation of clients' interactions with the second layer of video green screen within the context of a perceived interactive experience with the unconscious Self, as defined by Jung (1979). The therapeutic video environment in this thesis research offers transformative healing powers to the client by way of allowing them to virtually relive internalized experiences or invent new ones. Individual participants used the green screen process to imagine themselves within a wrestling fantasy, revenge strategy, urban walkabout, and space drama. Participants using the invisible second layer green screen as a healing image may be understood to be contained within a Winnicottian (1971) play space that is transitional and phenomenological. This media arts therapy green screen work can serve as a lab for more video resources in public school settings, as well as a viable mental health medium in treatment facilities. The following are appended: (1) Letter of Intent; (2) Consent Form; (3) Letter to Guardian; and (4) Letter of Support. (Contains 27 figures.) [DVD video is not included with the ERIC version of this document.]
Libraries, Archives, and Museums Helping Create Futures: Building on Culture, Knowledge, and Information through Collaboration and Resource Sharing. Selected Papers from PIALA 2010, Pacific Islands Association of Libraries, Archives, and Museums Annual Conference (20th, Weno, Chuuk State, Federated States of Micronesia, November 15-19, 2010)
Author: Drake, Paul B., Ed.
Date: 2012-00-00
Type: Collected Works - Proceedings
Subjects: Libraries,Archives,Museums,Professional Associations,Conferences (Gatherings),Foreign Countries,Library Education,Library Services,College Libraries,Community Colleges,Pilot Projects,Newspapers,National Programs,Health Personnel,Information Sources,Cataloging,Law Libraries,Leadership,Library Materials,Library Administration,Grants,Shared Resources and Services,Student Employment,Volunteers

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 20th annual conference was held in Weno, Chuuk State, Federated States of Micronesia, November 15-19, 2010. The volume begins with a listing of the members of the PIALA 2010 Planning Committee and PIALA Officers and Executive Board, Acknowledgements, and the Conference program schedule. Joakim Peter, Director of the College of Micronesia-FSM Chuuk State campus, provided the keynote address &quot;Building on Culture, Knowledge, and Information through Collaboration and Resource Sharing.&quot; Presentations include: (1) LEAP! Library Education in the U.S.-Affiliated Pacific (Yvonne Chandler and Jane Barnwell); (2) Palau Community College Library &amp; Information Services Pilot Program (Megan Beard, Journey Teruzi, Ilong Roduk, Joycelene Moses, Getta Setts, Halora Paulus, and Jeremiah Hagelilipiy); (3) &quot;Chronicling America&quot; Covering the Pacific: The National Digital Newspaper Program in Hawai'i (Dore Minatodani); (4) Blue Trunk Library: An information Resource for District Health Personnel (Julio Dizon); (5) Developing an Effective Student and Volunteer Program (Paul B. Drake); (6) Copy Cataloging (Ruth Horie); (7) Hawaii Library Association Report (Ruth Horie); (8) Hawaii-Pacific Law Libraries Initiative (Keiko Okuhara); and (9) Relationship Building and Leadership (Lance Linke). Includes a copy of PIALA's By-laws as revised at the Membership Meeting. The volume ends with an appended chronology of PIALA conferences (with links to fulltext availability) and selected photographs from the Conference.
New Digital Energy Game, the Use of Games to Influence Attitudes, Interests, and Student Achievement in Science
Author: Holmes, Venita
Date: 2012-05-31
Type: Reports - Research
Subjects: Academic Achievement,Science Achievement,State Standards,Science Tests,Correlation,Urban Schools,Science Education,Energy,Student Surveys,Online Surveys,Minority Group Students,Computer Games,Educational Games,Educational Technology,Web Based Instruction,Science Instruction,Scientific Attitudes,Science Interests,Middle School Students,High School Students,Low Income Groups,Mixed Methods Research,Pretests Posttests,Statistical Analysis,Instructional Effectiveness,School Business Relationship,Corporate Support,Partnerships in Education

Purpose: To assess how the use of games contributes to students' science learning, interests, and attitudes about science. Methodology: The study sample was middle and high-school students in a large urban school district in 2012. A total of 1191 students participated in the game. The majority of students were Hispanic females of low socio-economic backgrounds. Students were recruited by science teachers at their schools. A mixed-method, pre-posttest design was used to measure students' science knowledge, attitudes, and interests. The instruments were piloted in the previous year with a comparable student group, and were found to be reliable measures. The instruments were distributed, using a web-based format, to students in their science classes. Items on the science test were developed based on state standards. Students were offered incentives to participate in the game. Results: Findings from a paired sample of 391 students revealed a statistically significant increase in the number of science test items answered correctly from pre- to posttests. Eta squared results indicated a moderate effect size. There was also a statistically significant increase in the overall mean interest rating, but a decrease in the mean attitude rating over the study period. Pearson's r revealed a strong, positive correlation between students' interests and attitudes about science. Conclusions: There was evidence that, as students' interests in science increased, their attitudes about science increased. Moreover, as students' pre-interests and attitudes about science increased, their post science assessment scores increased. Recommendations: There were limitations to the study, including the lack of a comparison group who did not participate in the game. Nevertheless, the findings suggest immediate benefits in the use of games to improve middle and high-school students' science performance. Future studies might investigate the long-term impact of the game on students' science achievement and career pathways. Additional data: (There are 7 tables and graphs included in the paper.) (Contains 3 tables and 4 figures.)
The Salience of Racial Isolation: African Americans' and Latinos' Perceptions of Climate and Enrollment Choices with and without Proposition 209
Author: Kidder, William C.
Date: 2012-10-00
Type: Numerical/Quantitative Data
Subjects: Affirmative Action,African American Students,Race,Campuses,Scores,Hispanic American Students,Student Attitudes,Enrollment,College Admission,College Students,Educational Policy,Admission Criteria,Stereotypes,College Preparation,College Entrance Examinations,Surveys,Comparative Analysis,Selective Admission,Racial Bias,State Legislation

One of the important arguments by critics of affirmative action is that it actually hurts the students it is supposed to help by subjecting them to the &quot;stigma&quot; of being admitted under policies explicitly seeking campus diversity. Such students, this theory argues, must feel embarrassed and uncomfortable as a result and would prefer to be somewhere with color blind admissions. Therefore, the critics conclude, it would be better to have more Latino and black students go to less demanding schools with no affirmative action even though those schools have lower completion rates and far less success in placing students in the best professional schools and jobs. There are numerous assumptions buried within this argument, including the assumption that we have some fair way to measure &quot;merit&quot; even though test score selection means ignoring the clear impact of segregated and unequal communities and schools on students' test scores and opportunities  to take strong college prep courses. Affirmative action supporters note that students admitted under diversity policies are chosen from a highly qualified pool and research shows they flourish both in college and in their professions and communities as leaders. If the critics were right, advocates of affirmative action would be unintentionally harming students of color. If they are wrong and affirmative action was rejected on that basis, those claiming to aid Latino and African American students would actually be seriously narrowing their opportunities. This paper says that they are wrong. This paper analyzes two very important dimensions of this debate. The first explores extensive survey data to determine whether black students feel better on University of California campuses, where there should be no stigma after 16 years of affirmative action bans. Since all consideration of race has been forbidden for a generation by the state constitution, the stigma theory would suggest that they would feel much more comfortable on campuses under race-blind policies. The second part of the study explores the proposition that black students should be more willing to come to  excellent post-stigma campuses in the nation's leading public university system. This study uses unique data from surveys of the University of California campuses and from their enrollment statistics and compares them to the University of Texas at Austin campus and two other selective campuses, one private and one public (whose names are kept confidential at their request).  (Contains 102 footnotes.) [Foreword by Gary Orfield.]