ethanporcaro/eric-fulltext-meta huggingface dataset:
What Works Clearinghouse Quick Review: &quot;Looking Beyond Enrollment: The Causal Effect of Need-Based Grants on College Access, Persistence, and Graduation&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Grants,Access to Education,Academic Persistence,Graduation,High School Seniors,Public Schools,Eligibility,College Attendance,College Credits,Bachelors Degrees,Educational Research

This study examined whether eligibility for the Florida Student Access Grant, a need-based grant for low-income students in Florida, affects college enrollment, credit accumulation, persistence over time in college, and, eventually, graduation. The sample for this study included seniors in Florida public high schools in 1999-2000 who submitted a Free Application for Federal Student Aid (FAFSA) and were within $1,000 on either side of the family income cutoff for eligibility for a Florida Student Access Grant. Students whose family's ability to pay (known as Estimated Family Contribution) was less than $1,000 below the cutoff were eligible for the grant program and served as the intervention group. Students whose family's ability to pay was less than $1,000 above the cutoff were not eligible for the grant program and served as the comparison group. The study reported that eligibility for the Florida Student Access Grant significantly increased the likelihood of attending a 4-year public institution in Florida immediately after high school, but not the likelihood of attending a 2-year institution. The study also reported that grant-eligible students had accumulated significantly more college-level credits 1 year after high school than students above the grant-eligibility cutoff. This margin increased over the following 3 years. The study reported that grant eligibility did not increase the probability that students earned a bachelor's degree in 4 years, but did have a significantly positive impact on earning a bachelor's degree within 5, 6, or 7 years after high school. In contrast, study authors reported that the impact of eligibility for the grant program did not significantly impact associate's degree attainment. The study could potentially &quot;meet WWC regression discontinuity design evidence standards.&quot; A more thorough review (forthcoming) will determine the rating for the study and report more fully on its results. [The following study is reviewed in this What Works Clearinghouse Quick Review: Castleman, B. L., &amp; Long, B. T. (2013). &quot;Looking beyond enrollment: The causal effect of need-based grants on college access, persistence, and graduation&quot; (NBER Working Paper 19306). Cambridge, MA: National Bureau of Economic Research. Retrieved from: http://www.nber.org. This quick review was prepared for the What Works Clearinghouse by Development Services Group, Inc. under contract ED-IES-12-C-0084.]
A New Partnership: Reshaping the Federal and State Commitment to Need-Based Aid
Author: Doyle, William R.
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Federal Aid,State Aid,College Students,Student Costs,Student Loan Programs,Federal State Relationship,Loan Repayment,Tax Credits,Grants,Change

The Committee for Economic Development (CED) is pleased to present these research findings regarding ways to reform student financial aid. In 2012, CED released &quot;Boosting Postsecondary Education Performance&quot;--calling on business to become active advocates at the state level for broad-access institutions that are so vital to the nation's economic future. In this spirit, CED presents this latest analysis of possible ways to strengthen student financial aid. This  paper includes Trustee feedback from some of the members of CED's Postsecondary Education Subcommittee. CED believes this paper is an important contribution to the larger debate regarding student financial aid. The five principles of reform outlined in the paper include: (1) The purpose of federal financial aid is to ensure that individuals who can benefit from college and would not otherwise attend are able to enroll. (2) Efforts to reform financial aid must limit the unsustainable increase in college prices. (3)  Financial aid at all levels--institutional, state and federal-- should be focused on those students who would not go to college without additional funding. This is the most efficient use of scarce resources. (4) The federal financial system should ensure access to higher education, not reward academic success nor attempt to steer students into certain sectors of the labor market. (5) Simplification of the process for application for aid and the process of repaying loans should be encouraged for the purposes of increased access and more efficient use of resources. An appendix provides details of the impact of proposed changes. (Contains 4 figures and 9 endnotes.) [To access the executive summary for this report, please see ED544420.]
Unfinished Business: Continued Investment in Child Care and Early Education is Critical to Business and America's Future
Author: Committee for Economic Development
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Investment,Human Capital,Outcomes of Education,Educational Finance,Public Support,Financial Support,Private Financial Support,Economic Development,School Business Relationship,Preschool Education,Kindergarten,Partnerships in Education,Foreign Countries,Primary Education,Access to Education,Achievement Gap

The Committee for Economic Development (CED) has a decades-old commitment to quality early childhood education. CED Trustees have always been in the forefront of the effort to promote early learning and development for all children. Over recent years, the case for investment in the early years of childhood has become stronger and more urgent. Scholars from several disciplines have learned more in fields that range from the first stages of development of the brain to the demonstrable life-long consequences of past high-quality investments in young children. Accordingly, the Subcommittee on Early Childhood Education reconvened to accumulate this knowledge, and to explain it to the newest generations of business leaders. CED continues to believe that these human investments are among the most important that the nation can make, and that the business community should take the lead in making this case to both policymakers and the public at large. (Contains 3 figures and 74 endnotes.)
Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 4. Boston Arts Academy
Author: Shields, Regis Anne
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Urban Schools,Small Schools,High Schools,Case Studies,Academic Achievement,School Effectiveness,Governance,Educational Quality,Time Management,Educational Finance,Teacher Competencies,Staff Utilization,Relevance (Education),Curriculum Development,Interpersonal Relationship,Educational Environment,College Preparation,Student Diversity,Public Schools,Expenditure per Student,Operating Expenses,Personnel Selection,Resource Allocation,Professional Development,Academic Standards,Student Characteristics,Leadership Training,Art Education,Teacher Collaboration,Language Arts,School Schedules

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report &quot;Strategic Designs: Lessons from Leading Edge Small Urban High Schools.&quot; These nine schools were dubbed &quot;Leading Edge Schools&quot; because they stand apart from other high schools across the country in designing new ways to &quot;do school&quot; while outperforming most high schools in their local districts. Leading Edge Schools deliberately create high-performing organizational structures, or Strategic Designs, that deliberately organize people, time, and money to advance their specific instructional models--the set of decisions the schools make about how they organize and deliver instruction. They create these Strategic Designs through four interconnected practices: (1) Clearly defining an instructional model that reflects the schools' vision, learning goals, and student population; (2) Organizing people, time, and money to support this instructional model by (a) investing in teaching quality, (b) using student time strategically, and (c) creating individual attention for students; (3) Making trade-offs to invest in the most important priorities when faced with limits on the amount, type, and use of people, time, and money; and (4) Adapting their strategies in response to lessons learned and changing student needs and conditions. ERS hopes that these case studies will serve multiple purposes: (1) to generate ideas about implementing strategies in schools; (2) to help develop new small schools; (3) to reform existing schools; and (3) to engage colleagues, principals, and teachers in conversations about what is possible in their districts. Appended are: (1) Resource Strategies; (2) Boston Arts sample student schedules; (3) Boston Arts sample teacher schedule; (4) Boston Arts graduation requirements; and (5) Boston Arts staff list. (Contains 6 figures and 14 notes.)
Strategic Designs: Lessons from Leading Edge Small Urban High Schools
Author: Shields, Regis Anne
Date: 2008-00-00
Type: Reports - Research
Subjects: High Schools,Small Schools,Case Studies,Educational Finance,Financial Support,Expenditure per Student,School Administration,Unions,Comparative Analysis,Academic Achievement,Resource Allocation,Educational Resources,Urban Schools,Charter Schools,School Effectiveness,Governance,Educational Quality,Teaching Methods,Teacher Competencies,Staff Utilization,Relevance (Education),Curriculum Development,Educational Environment,Operating Expenses,Personnel Selection,Professional Development,Academic Standards,Student Characteristics,School Schedules

Education Resource Strategies (ERS) works with school and district leaders to help them more strategically use resources--people, time, and money--to improve student performance. They have found that many school districts begin creating small high schools without a clear sense of how much they will spend or how to ensure that small schools organize in ways that will promote high performance. To begin to address these challenges, the Bill &amp; Melinda Gates Foundation supported ERS in a three-year effort aimed at building understanding and tools to support districts in creating cost-effective systems of high-performing urban high schools. This report summarizes ERS' four main findings from detailed case studies of
nine small urban high schools. They have dubbed these nine schools &quot;Leading Edge Schools&quot; because they stand apart from other high schools across the country in designing new ways to &quot;do school&quot; while outperforming most high schools in their local districts. This report explores how the Leading Edge Schools organize their resources--people, time, and money--including how they take advantage of their smallness to improve student performance. The report also looks at how much each of these schools spends to achieve their organizational designs and how the local context--funding levels, administrative policies, and union contracts--affects resource decisions. Although these schools spend varying amounts per pupil and organize resources in unique ways, they share a set of practices that distinguishes them from typical large urban high schools. The following appendices are included: (1) Project Description: Rethinking the Cost of Small High Schools; (2) Introduction to the &quot;Big 3&quot; Framework; (3) Comparative Leading Edge School Data on Diagnostic Resource Indicators (Average, Range); and (4) Comparative Leading Edge School Data on Diagnostic Resource Indicators (by School). (Contains 27 endnotes and 32 figures.) [For the executive summary, see ED544385.]
Strategic Designs: Lessons from Leading Edge Small Urban High Schools. Executive Summary
Author: Shields, Regis Anne
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Small Schools,Urban Schools,High Schools,Case Studies,Resource Allocation,High Achievement,Educational Finance,Governance,Charter Schools,Enrollment,Student Characteristics,Language Arts,Reading Achievement,Mathematics Achievement,Attendance Patterns,Graduation Rate,Models,Educational Methods,Student Needs,College Preparation,Relevance (Education),Interpersonal Relationship

Education Resource Strategies (ERS) works with school and district leaders to help them more strategically use resources--people, time, and money--to improve student performance. They have found that many school districts begin creating small high schools without a clear sense of how much they will spend or how to ensure that small schools organize in ways that will promote high performance. To begin to address these challenges, the Bill &amp; Melinda Gates Foundation supported ERS in a three-year effort aimed at building understanding and tools to support districts in creating cost-effective systems of high-performing urban high schools. This report summarizes ERS' four main findings from detailed case studies of
nine small urban high schools. They have dubbed these nine schools &quot;Leading Edge Schools&quot; because they stand apart from other high schools across the country in designing new ways to &quot;do school&quot; while outperforming most high schools in their local districts. This report explores how the Leading Edge Schools organize their resources--people, time, and money--including how they take advantage of their smallness to improve student performance. The report also looks at how much each of these schools spends to achieve their organizational designs and how the local context--funding levels, administrative policies, and union contracts--affects resource decisions. Although these schools spend varying amounts per pupil and organize resources in unique ways, they share a set of practices that distinguishes them from typical large urban high schools. (Contains 2 figures.) [For the full report, see ED544382.]
Strategic Professional Development Review of the School District of Philadelphia, School Year 2007-2008
Author: Education Resource Strategies
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Professional Development,Program Evaluation,Strategic Planning,School Districts,Educational Quality,Leadership Effectiveness,Educational Finance,Educational Improvement,Teacher Competencies,Financial Support,Data Collection,Human Capital,Resource Allocation,Accountability,Teacher Collaboration,Mathematics Education,Reading Instruction,Principals,Beginning Principals,Beginning Teacher Induction,Best Practices,Urban Schools,Budgeting,Contracts,Needs Assessment,Teaching Experience,Educational Attainment,Teacher Qualifications

In the fall of 2007, Education Resource Strategies (ERS) was invited by Philadelphia's School Reform Commission to conduct a Strategic Professional Development Review for the School District of Philadelphia (SDP). ERS is a nonprofit organization that is nationally recognized for its extensive work in partnering with urban school districts to make the most of their resources (people, time, and money). The Strategic Professional Development Review helps school districts create a coherent and comprehensive professional development strategy tied to system-wide and school-specific performance goals, plans, and needs. It also gives school districts a tool to understand their current professional development landscape and a framework for reshaping this landscape to align with each district's highest priorities and best practices in staff development. This report is organized to provide SDP with clear and actionable information. First, the report establishes the contextual challenges the district faces in improving teaching quality and leadership capacity. It then lays out three priority areas for professional development restructuring, and 10 leveraged opportunities available to SDP within these priority areas. For each leveraged opportunity, key areas are identified for additional analysis and some implications for practice and implementation in the full report. Five appendices are included: (1) Overall Professional Development Spending; (2) SDP Professional Development Initiative Descriptions; (3) Methodology; (4) Implications for Practice and Analysis; and (5) Endnotes. (Contains 28 endnotes, 32 figures, and 52 footnotes.)
Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 3. University Park Campus School
Author: Shields, Regis Anne
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Urban Schools,High Schools,Case Studies,Small Schools,High Achievement,School Effectiveness,Governance,Educational Quality,Time Management,Student Needs,Teaching Methods,School Culture,Educational Finance,Teacher Competencies,Staff Utilization,Relevance (Education),Curriculum Development,Interpersonal Relationship,Educational Environment,College Preparation,Student Diversity,Public Schools,Expenditure per Student,Operating Expenses,Personnel Selection,Resource Allocation,Professional Development,Academic Standards,College School Cooperation

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report &quot;Strategic Designs: Lessons from Leading Edge Small Urban High Schools.&quot; These nine schools were dubbed &quot;Leading Edge Schools&quot; because they stand apart from other high schools across the country in designing new ways to &quot;do school&quot; while outperforming most high schools in their local districts. ERS found that Leading Edge Schools deliberately create high-performing organizational structures, or Strategic Designs, that deliberately organize people, time, and money to advance their specific instructional models--the set of decisions the schools make about how they organize and deliver instruction. They create these Strategic Designs through four interconnected practices: (1) Clearly defining an instructional model that reflects the schools' vision, learning goals, and student population; (2) Organizing people, time, and money to support this instructional model by (a) investing in teaching quality, (b) using student time strategically, and (c) creating individual attention for students; (3)  Making trade-offs to invest in the most important priorities when faced with limits on the amount, type, and use of people, time, and money; and (4) Adapting their strategies in response to lessons learned and changing student needs and conditions. Using these strategies as their framework, ERS assessed case study school practices and quantified their resource use. They did this by creating a set of &quot;diagnostic indicators&quot; that describe how schools best use their resources for improving student performance. They are used throughout the case studies to illustrate resource use. ERS  hopes that these case studies will serve multiple purposes: to generate ideas about implementing strategies in schools; to help develop new small schools and reform existing schools; and to engage colleagues, principals, and teachers in conversations about what is possible in their districts. Appendices present: (1) Resource strategies; (2) University Park sample student schedule; (3) University Park graduation requirements; and (4) University Park staff list. (Contains 8 notes and 5 figures.) [For the full report, &quot;Strategic Designs: Lessons from Leading Edge Small Urban High Schools,&quot; see ED544382.]
Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 1. Academy of the Pacific Rim
Author: Shields, Regis Anne
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,High Schools,Small Schools,Public Schools,Case Studies,Academic Achievement,School Effectiveness,Governance,Educational Quality,Time Management,Teaching Methods,Educational Finance,Teacher Competencies,Staff Utilization,Relevance (Education),Curriculum Development,Interpersonal Relationship,Educational Environment,College Preparation,Expenditure per Student,Operating Expenses,Personnel Selection,Resource Allocation,Professional Development,Academic Standards,Student Characteristics,School Schedules

This report is one of nine detailed case studies of small urban high schools that served as the foundation for  the Education Resource Strategies (ERS) report &quot;Strategic Designs: Lessons from Leading Edge Small Urban High Schools.&quot; These nine schools were dubbed &quot;Leading Edge Schools&quot; because they stand apart from other high schools across the country in designing new ways to &quot;do school&quot; while outperforming most high schools in their local districts. ERS found that Leading Edge Schools deliberately create high-performing organizational structures, or Strategic Designs, that deliberately organize people, time, and money to advance their specific instructional models--the set of decisions the schools make about how they organize and deliver instruction. They create these Strategic Designs through four interconnected practices: (1) Clearly defining an instructional model that reflects the schools' vision, learning goals, and student population; (2) Organizing people, time, and money to support this instructional model by (a) investing in teaching quality, (b) using student time strategically, and (c) creating individual attention for students; (3)  Making trade-offs to invest in the most important priorities when faced with limits on the amount, type, and use of people, time, and money; and (4) Adapting their strategies in response to lessons learned and changing student needs and conditions. Using these strategies as their framework, ERS assessed case study school practices and quantified their resource use. They did this by creating a set of &quot;diagnostic indicators&quot; that describe how schools best use their resources for improving student performance. They are used throughout the case studies to illustrate resource use. ERS  hopes that these case studies will serve multiple purposes: to generate ideas about implementing strategies in schools; to help develop new small schools and reform existing schools; and to engage colleagues, principals, and teachers in conversations about what is possible in their districts. Appendices present: (1) Resource strategies; (2) Pacific Rim high school sample student schedule; (3) Pacific Rim high school graduation requirements; and (4) Pacific Rim staff list. (Contains 12 notes and 7 figures.) [For the full report, &quot;Strategic Designs: Lessons from Leading Edge Small Urban High Schools,&quot; see ED544382.]