ethanporcaro/eric-fulltext-meta huggingface dataset:
The Fiscal Impact of the Milwaukee Parental Choice Program in Milwaukee and Wisconsin, 1993-2008. SCDP Milwaukee Evaluation Report #2
Author: Costrell, Robert M.
Date: 2008-02-00
Type: Numerical/Quantitative Data
Subjects: Funding Formulas,School Choice,Program Effectiveness,Educational Vouchers,Cost Effectiveness,Economic Impact,Audits (Verification),Program Evaluation,School Restructuring,Expenditures,Enrollment Trends,Predictor Variables,Equalization Aid,Educational Finance,Educational Equity (Finance)

Throughout the history of publicly-funded voucher programs--enacted and proposed--the impact on taxpayers has been a recurring issue. As the nation's longest-running program, the Milwaukee Parent Choice Program (MPCP) provides an important case study. The fiscal impact of Milwaukee's program has evolved in very significant ways over its 18-year history, both in size, as the program grew, and in its allocation among different groups of taxpayers--Milwaukee property taxpayers, non-Milwaukee property taxpayers, and Wisconsin state taxpayers. This report closely examines the features of the MPCP funding formula, and its interaction with the state's regular district funding formula over the program's history to better understand the impact on taxpayers. The fiscal impact of vouchers can be broken down into two distinct questions: (i) the amount of public funds potentially freed up by the transfer of students from district schools to voucher schools; and (ii) the allocation of those funds among various taxpayers by the funding formulas. With regard to the first question, the MPCP has long featured a voucher that is significantly below the per pupil revenues in the Milwaukee Public Schools (MPS). This difference provides significant potential taxpayer savings, much like those that would be generated by voluntary enrollment shifts from high-spending to low-spending districts. The magnitude of these potential savings depends on the enrollments, and the number of voucher-users who would have attended MPS in their absence. These variables are examined in the first part of this report to estimate the net impact of the MPCP over the life of the program, compared to likely scenarios had the MPCP never existed. The size of the net impact is somewhat sensitive to assumptions, but for most likely scenarios the net impact is positive taxpayer savings. The second part of this report provides an analytical dissection of the funding formulas over the life of the MPCP, to help estimate and understand the allocation of the MPCP's net impact among the various classes of taxpayers. This analysis explains why the funding formula changes adopted thus far have not eliminated the problem. Concluding remarks suggest possible lessons from the MPCP funding history. Three appendices are included: (1) Review of Selected Previous Literature; (2) Further Details in Funding Formulas; and (3) Equations Underlying Tables and Figures. (Contains 9 figures, 8 tables and 66 footnotes.) [For &quot;The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Baseline Reports. SCDP Milwaukee Evaluation Report #1&quot;, see ED508631.]
The Milwaukee Parental Choice Program: Baseline Descriptive Report on Participating Schools. SCDP Milwaukee Evaluation Report #3
Author: Kisida, Brian
Date: 2008-02-00
Type: Numerical/Quantitative Data
Subjects: School Choice,Demonstration Programs,Program Descriptions,Participation,Program Evaluation,Annual Reports,Student Surveys,Principals,Institutional Characteristics,Administrator Attitudes,Comparative Analysis,School Statistics

This report is the first in a series of annual reports produced by the School Choice Demonstration Project (SCDP) that will provide descriptive information about the schools participating in the Milwaukee Parental Choice Program (MPCP). Following a brief history of the MPCP, this year's report contains a set of baseline descriptive statistics about schools participating in the MPCP or &quot;Choice&quot; program and provides comparisons to Milwaukee Public Schools (MPS) whenever possible. Appendices include: (1) Details of Non-Respondents; (2) List of Schools that Participated in the MPCP for the Entire 2006-07 School Year. (Contains 14 tables, 4 figures and 10 footnotes.) [Funding for this report was provided by the Kern Family Foundation, Robertson Foundation, and the Walton Family Foundation. For &quot;The Fiscal Impact of the Milwaukee Parental Choice Program in Milwaukee and Wisconsin, 1993-2008. SCDP Milwaukee Evaluation Report #2&quot;, see ED508632.]
MPCP Longitudinal Educational Growth Study: Baseline Report. SCDP Milwaukee Evaluation Report #5
Author: Witte, John F.
Date: 2008-02-00
Type: Numerical/Quantitative Data
Subjects: School Choice,Academic Achievement,Demonstration Programs,Achievement Tests,Program Effectiveness,Educational Development,Program Evaluation,Longitudinal Studies,Parent Attitudes,Student Attitudes,Comparative Testing,Program Descriptions,Program Implementation,Program Design

This report focuses on the initial design, implementation and baseline results of the five-year Longitudinal Educational Growth Study (LEGS) of the Milwaukee Parental Choice Program (MPCP) being conducted by the School Choice Demonstration Project (SCDP). The LEGS will be the first evaluation of the participant effects of the MPCP using student-level data since the initial pilot program expanded dramatically in 1995. Included in this initial report are baseline descriptions of achievement tests for a representative sample of MPCP students in grades 3 through 9, as well as outcomes for comparable samples of students in Milwaukee Public Schools (MPS). Also included are a descriptive analysis of survey results of MPCP parents and a carefully matched sample of MPS parents as well as a brief description of the results of student surveys for both samples. The first section of the baseline report discusses the construction of a sample of 2,727 MPCP students in grades 3-9. The report also discusses the selection of 2,727 similar Milwaukee Public School students. For both samples the core of this longitudinal study will be to track educational progress through school year 2011-12. The authors demonstrate that the sample of MPS students constructed by the SCDP is more similar to the representative MPCP sample along demographic and initial achievement criteria than other potential comparison groups of MPS students. Because this is a baseline report, readers should infer no causal links between participation in MPCP and test score outcomes. Five appendices are included: (1) Description of the Study Mandate; (2) Constructing the Sample for Study; (3) Data Collection Procedures and Protocols; (4) Parental Survey Tables; and (5) Student Survey Tables. (Contains 3 figures, 6 tables and 17 footnotes.) [For &quot;Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report. SCDP Milwaukee Evaluation Report #4,&quot; see ED508634. This report was also funded by the Kern, Robertson, and Walton Family foundations. ]
The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Second Year Reports. SCDP Milwaukee Evaluation Report #6
Author: Wolf, Patrick J.
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: School Choice,Program Effectiveness,Longitudinal Studies,Program Evaluation,Research Reports,Economic Impact,Cost Effectiveness,Educational Testing,Institutional Characteristics,Educational Development,Achievement Gains,Educational Experience,Program Descriptions,Educational Vouchers

This report discusses the progress of the Milwaukee Parental Choice Program (MPCP) evaluation and presents a brief summary of the main findings of the seven distinct topical reports that have been completed for 2007-08--the second year of the evaluation. Those seven specialized reports build on the five reports that were released in 2008 and are: (1) The Fiscal Impact of the Milwaukee Parental Choice Program: 2009 Update (Report #7); (2) Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2007-08 (Report #8); (3) The Milwaukee Parental Choice Program: Descriptive Report on Participating Schools (Report #9); (4) The MPCP Longitudinal Educational Growth Study: Second Year Report (Report #10); (5) The Effect of Milwaukee's Parental Choice Program on Student Achievement in Milwaukee Public Schools (Report #11); (6) School Choice and Home Prices: Evidence from Milwaukee, Wisconsin (Report #12); and (7) Parent and Student Experiences with Choice in Milwaukee, Wisconsin (Report #13). (Contains 1 figure, 1 table and 30 footnotes.) [Funding for this report was provided by the Kern Family Foundation, Robertson Foundation, and the Walton Family Foundation. For &quot;MPCP Longitudinal Educational Growth Study: Baseline Report. SCDP Milwaukee Evaluation Report #5&quot; see, ED508635.]
The Fiscal Impact of the Milwaukee Parental Choice Program: 2009 Update. SCDP Milwaukee Evaluation Report #7
Author: Costrell, Robert M.
Date: 2009-03-00
Type: Reports - Research
Subjects: Funding Formulas,School Choice,Demonstration Programs,Educational Vouchers,Cost Effectiveness,Economic Impact,Educational Equity (Finance),Educational Finance,Educational Policy,Policy Analysis,Program Evaluation,Audits (Verification),Error of Measurement,Educational Change,Research Reports

In February 2008, the School Choice Demonstration Project (SCDP) issued its first report on the fiscal impact of the Milwaukee Parental Choice Program (MPCP) on taxpayers in Milwaukee and the state of Wisconsin. There are two reasons to update the 2008 report. First, the figures will naturally change with the continuing growth of the voucher program, along with changes in per pupil revenue allocations to Milwaukee Public Schools (MPS) and MPCP. So it is of interest to see how these developments play out on the net fiscal impact and its allocation among groups of taxpayers. To summarize the results of this update, readers will find that: (1) The net fiscal benefits of the MPCP have continued to grow, due to rising voucher enrollments, and also because of the widening gap between per pupil allocations to MPS and MPCP. For FY09, the researchers estimate the net fiscal benefit of the MPCP to be $37.2 million; (2) The net fiscal benefits continue to be very unevenly distributed, with an adverse impact on Milwaukee property taxpayers. The &quot;funding flaw&quot; persists, despite a recent legislative effort to address it. For Milwaukee property taxpayers, the adverse impact is estimated at $44.7 million for FY09, while other property taxpayers and state taxpayers benefit by $52.0 million and $30.0 million, respectively; (3) The alternative measure of the funding flaw that has led some to wonder if the flaw has ceased to exist is a misleading measure, due to a misunderstanding of how the funding formulas work. This report will try to explain the nature of that misunderstanding. It will also show that the recent policy change intended to address the flaw has only modestly mitigated the problem. (Contains 2 tables, 4 figures, and 12 footnotes.) [Funding for this paper was provided by the Kern Family Foundation, Robertson Foundation and Walton Family Foundation.]
The Milwaukee Parental Choice Program: Descriptive Report on Participating Schools. SCDP Milwaukee Evaluation Report #8
Author: Kisida, Brian
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: School Choice,Demonstration Programs,Program Descriptions,Program Evaluation,Participation,Annual Reports,School Statistics,Comparative Analysis,Institutional Characteristics,Educational Vouchers,Accountability,Teacher Qualifications,Enrollment Trends,Student Diversity,Intellectual Disciplines

This report is the second in a series of annual reports produced by the School Choice Demonstration Project (SCDP) providing descriptive information about the schools participating in the Milwaukee Parental Choice Program (MPCP). Following a brief history of the MPCP, this year's report contains a set of baseline descriptive statistics about schools participating in the MPCP and provides comparisons to Milwaukee Public Schools (MPS) whenever possible. Appendices include: (1) Details of Non-Respondents; and (2) List of Schools that Participated in the MPCP for the Entire 2007-08 School Year. (Contains 6 footnotes, 5 figures, and 13 tables.) [Funding for this paper was provided by the Kern Family Foundation, Robertson Foundation, and Walton Family Foundation.]
New Approaches to Improving College Access, Persistence, and Success: Three Exemplary Postsecondary Opportunity Programs. A Report from the Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE) and the MHEC Promising Practices Series
Author: Vaade, Elizabeth Stransky
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Change,Access to Education,Academic Persistence,Educational Practices,Program Descriptions,Best Practices,Educational Improvement,Low Income Groups,Scholarships,State Aid,Partnerships in Education,College School Cooperation,Change Strategies

This is the second in an occasional series called &quot;Promising Practices: What Works in the Midwest.&quot; The series was launched to showcase innovative initiatives and effective ways to address common challenges and unique opportunities in higher education. Promising practices enable educators and policymakers to compare and benchmark themselves to peer institutions and states and in the process learn more about their own needs, values, and unique context. This report focuses on three exemplary programs: the Illinois Promise at the University of Illinois at Urbana-Champaign; the state-run All Iowa Opportunity Scholarship; and Campus and Community: Together for Good, a partnership between Finlandia University and Hancock Public Schools in Hancock, Michigan. The sections include brief descriptions of the programs and discussion about why they stand out as promising practices. The report concludes with a summary of the lessons learned from these programs. (Contains 1 table and 22 notes.)
Language Classroom: A &quot;Girls' Domain&quot;? Female and Male Students' Perspectives on Language Learning
Author: Nikitina, Larisa
Date: 2007-00-00
Type: Reports - Research
Subjects: Second Language Instruction,Second Language Learning,Foreign Countries,Statistical Analysis,Gender Differences,Student Attitudes,Affective Behavior,Russian,Questionnaires,Teacher Student Relationship,College Students,Teaching Methods,Beliefs

Substantial research has been done on gender differences in relation to various aspects of learning and teaching. In the field of language learning learner's gender and its relationship with emotional (affective) components of language study has been a subject of numerous academic inquiries. These studies have focused on female and male students' motivational patterns, classroom behaviour, conceptions of teacher-student interaction, etc. However, research on beliefs about language learning from the gender perspective has been lacking. The present study aims to address this gap and examines beliefs held by one hundred seven students learning a foreign (Russian) language at Universiti Malaysia Sabah (UMS). The participants were asked to respond to questionnaires after which the obtained data were computed and the statistical analysis was performed to assess whether the male and female students' beliefs about language learning were significantly different. Pedagogical implications of the research findings are briefly discussed. (Contains 5 tables.)
The Main Features of Undertaking Technological and Vocational Curriculum Reform in Taiwan
Author: Lee, Lung-Sheng Steven
Date: 2003-12-13
Type: Reports - Descriptive
Subjects: Curriculum Development,Vocational High Schools,High Schools,Educational Change,Foreign Countries,Vocational Education,Technology Education,Evaluation,Two Year Colleges,Core Curriculum

In Taiwan, technological and vocational education (TVE) is primarily offered in vocational high schools (VHS's), career programs in comprehensive high schools (CHSs), junior colleges of technology (JCTs), colleges of technology (CTs), and universities of technology (UTs), which prepare practical technical and managerial personnel for industry and business. Entrusted by the Ministry of Education (MOE), the authors have worked for a project team to assist the MOE to plan and implement a nation-wide TVE curriculum reform. This paper presents the following six main features of the undertaking TVE curriculum reform: (1) Career clusters are created; (2) Courses of study at varied levels are simultaneously developed; (3) Standard-based development approach is utilized; (4) Core competencies are identified to serve as standards; (5) Core courses are mandated or suggested; and (6) School-based curriculum development is highly emphasized. (Contains 4 figures and 2 tables.)
Development of Key Performance Indicators for the Engineering Technology Education Programs in Taiwan
Author: Lee, Lung-Sheng
Date: 2004-06-00
Type: Information Analyses
Subjects: Program Effectiveness,Engineering Technology,Engineering,Foreign Countries,Technology Education,Higher Education,Accreditation (Institutions),Questionnaires,High Schools,Vocational Education,Evaluation,Colleges,Surveys

In comparison with engineering, engineering technology is more practical and purposeful. The engineering technology education programs in Taiwan have been mainly offered in 56 universities/colleges of technology (UTs/CTs) and are anticipated to continuously improve their performance to prepare quality engineering technologists. However, it is necessary to construct well-structured and up-to-date performance indicators for the programs. The authors completed a literature review and identified 22 key performance indicators (KPIs), which are outcome-based and compatible with ABET's accreditation criteria. Then a questionnaire including the KPIs was mailed to 160  randomly sampled engineering technology department chairs in the UTs/CTs in Taiwan to solicit their opinions. This paper presents the background, process and results of this research study. (Contains 1 table and 2 figures.)
Junior-High-School Technology Education in Taiwan
Author: Lee, Lung-Sheng
Date: 2003-12-13
Type: Reports - Evaluative
Subjects: Natural Sciences,Foreign Countries,Technology Education,Junior High Schools,Evaluation,Technological Literacy

The technology education in Taiwan has been mainly implemented by means of the subject &quot;Living Technology&quot; (LT). Taken into effect in 2002 academic year (August 1, 2002-July 31, 2003), the newly implemented nation-wide junior-high-school course of study integrated LT with natural sciences (NS's) and formulated the learning area Natural Science and Living Technology (NS&amp;LT). This paper presents the status quo, opportunities and threats of the newly implemented LT. (Contains 2 figures and 2 tables.)
The College Writing Center: Best Practices, Best Technologies
Author: Moberg, Eric
Date: 2010-03-07
Type: Information Analyses
Subjects: Andragogy,Writing (Composition),Lifelong Learning,Adult Learning,Journal Articles,Tutors,Tutoring,Laboratories,Higher Education,Academic Discourse,College English

Lifelong learning is a must in our information age, especially in the worldwide recession that began in 2008. In order to gain the most from their education, adult learners in any subject, major, program, or school must master the basics of academic reading and academic writing. Towards this end, writing tutors and writing centers offer individualized attention to students who need more direction than their professors have time to share in class or during office hours. The training of these tutors, organization of their services, and management of the quality of the tutoring program stand out as key considerations in establishing and maintaining a quality writing support program. Whether writing centers stay within their bricks and mortar, move online, or blend their service delivery, the quality of their services will remain an essential part of the success of their students and their host school. The purpose of this study was to describe the best practices and technologies currently in use by college and university writing centers. The author reviewed 28 primary and secondary sources, many of which were peer reviewed journal articles, and interviewed two writing center educators. Results indicate that traditional research based writing instruction methods of andragogy still apply and are recommended in face-to-face centers, as well as their online counterparts. The research recommends rigorous training of tutors in both reading and writing development as well as ongoing in-service training to maintain and improve the overall organization and management of services. [Abstract modified to meet ERIC guidelines.]
Analysis of a Mentoring Program to Change Attitudes Related to Turnover of Special Needs Teachers
Author: Eson-Brizo, Jaimie
Date: 2010-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Educational Strategies,Mentors,Autism,Teacher Persistence,Faculty Mobility,Special Education Teachers,Special Needs Students,Etiology,Best Practices,Program Effectiveness,Pilot Projects,Pretests Posttests,Attitude Change,Change Strategies,Supervisory Methods,Beginning Teacher Induction,Preschool Teachers,Teacher Attitudes,Program Evaluation

High teacher turnover was a problem at the preschool for students with autism where this study took place. The primary purpose of this project was to create and implement a mentor program that would effectively decrease turnover rates of newly hired teachers. The secondary purpose was to determine whether newly hired teachers changed their attitudes about work after becoming involved in a mentor program. The researcher developed four research questions as a foundation for the study: (1) What are the reasons for high teacher turnover at the school under study? (2) What are the components of an effective mentoring program for newly hired teachers? (3) What is the best way to implement a mentoring program for newly hired teachers? and (4) How effective was a pilot mentoring program in changing attitudes and helping keep newly hired teachers from leaving the school? The mentor program involved semistructured interviews, class observations, individual support and training, and group support meetings. A pre- and postprogram interview questionnaire enabled participants to respond to direct questions and the researcher to acquire information to measure change in behaviors and opinions. The researcher compared participants' attitudes before and after being mentored and also compared pre- and postprogram classroom observation outcomes. As a result of the mentor guidance and training, the teachers began to use more effective instructional strategies and felt that they were supported. Four of the 5 participants decided to remain teaching at the subject preschool, and 1 decided to enter nursing training. Seven appendixes are included: (1) National Teacher Turnover Statistics; (2) Teacher Shortages for Preschool and Kindergarten Students With Disabilities; (3) Interview Questionnaires; (4) Topic Checklist for Mentor Program; (5) Weekly Program Outline; (6) Observation Checklist; and (7) Results of the Mentor Program.