ethanporcaro/eric-fulltext-meta huggingface dataset:
Evidence Based Education Request Desk. EBE #890
Author: Regional Educational Laboratory Southeast (ED)
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Evidence,Nonprofit Organizations,Scholarships,Funding Formulas,Elementary Secondary Education,Dual Enrollment,Tuition,State Aid,Educational Finance,Grants,Business,Federal Aid,High School Students,College Role,School Districts,Educational Policy,State Policy,Educational Legislation,Paying for College,Parent Financial Contribution,Student Costs

The National Center for Education Statistics (NCES) produced a study reviewing the K-12 funding formulas of all 50 states. In a section of the report, NCES examined whether states had designated funding for dual enrollment programs. They found that: "Sixty-four percent of institutions with dual enrollment programs reported that parents and students were a source for tuition for courses taken as part of the programs, 37 percent said that high schools and public school districts were a source, and 26 percent said that their state was a source for tuition. Nine percent indicated that there was some other source(s) for tuition. The most commonly cited other sources included various federal and county grants, as well as scholarships from local businesses and nonprofit organizations" (Waits, Setzer, Lewis, & Lewis, 2005). This paper provides the following highlights: (1) Students and parents are responsible for paying the cost of tuition for dual programs in 22 states; (2) In six states, the tuition is provided by the student's school district; (3) In three states, tuition is provided by participating postsecondary institutions; (4) In three states, tuition is provided by the state department of education or another state organization; and (5) Four states have multiple dual enrollment programs that have different groups that are primarily responsible for tuition. This paper responds to a question asking how other states fund their enrollment programs.
Evidence Based Education Request Desk. EBE #778
Author: Regional Educational Laboratory Southeast (ED)
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: School Effectiveness,Teacher Effectiveness,Accountability,Evidence,Program Effectiveness,Leadership Effectiveness,Educational Change,Merit Pay,Measurement,Evaluation Methods,Educational Testing,Federal Legislation,Program Descriptions,Program Implementation,State Programs,Educational Improvement,Educational Policy,State Policy,Federal Programs

The state's Race to the Top (RTT) application requires changes to the state's evaluation/accountability system. It requires a teacher effectiveness measure, district effectiveness measure, leader effectiveness measure. Regarding the teacher effectiveness measure, RTT requires linking the data of individual students to individual teachers as part of teacher evaluation (value added modeling). This paper responds to a request asking for information on which of the 50 states may currently have or have had in the past, a school level pay for performance/merit pay evaluation/accountability program. This paper identifies the states and provides information on what the program involved and/or its implementation, including any relevant URL links to further detail. (Contains 1 footnote.)
Evidence Based Education Request Desk. EBE #741
Author: Regional Educational Laboratory Southeast (ED)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Educational Finance,Evidence,Virtual Classrooms,Web Based Instruction,Electronic Learning,Educational Policy,State Policy,Federal Programs,Educational Resources,Funding Formulas,Budgeting,State Aid,Charter Schools

This Evidence Based Education (EBE) request asks for information relating to funding for virtual schools. The EBE Request Desk was asked to provide a scan of states for information on how they fund virtual schools and what the current funding levels are (most current year for which such data is available). This paper provides answers to this request. The response is provided in a table format.
Evidence Based Education Request Desk. EBE #774
Author: Regional Educational Laboratory Southeast (ED)
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Charter Schools,Evidence,School Choice,Outcomes of Education,Educational Improvement,Competition,Academic Achievement,Disproportionate Representation,Educational Legislation,Educational Research,Annotated Bibliographies,Educational Resources,Program Effectiveness,Educational Policy,State Policy,Racial Integration,Racial Composition,Web Sites,Federal Programs

It is difficult to make a clear impact statement about charter schools. Much of the available research is equivocal, and many important questions related to the impact of charter schools remain unanswered. Researchers have primarily examined four general topics with respect to the impact of charter schools; (1) Do charter schools raise student achievement?; (2) Do charter schools provide competition that result in improved traditional public schools?; and (3) Do charter schools results in less racial and ethnic integration and/or result in a lower-achieving student body in local public schools by skimming white and better-achieving students from traditional public schools? This report offers current thinking on these topics. This report is a response to the following questions: What is the Regional Educational Laboratory's (REL's) position on school choice for private or charter schools? Is there research or evidence that shows that schools who compete for students serve their customers better? A bibliography is included.
Evidence Based Education Request Desk. EBE #510
Author: Regional Educational Laboratory Southeast (ED)
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Evidence,Educational Research,Annotated Bibliographies,Educational Resources,Intervention,Program Effectiveness,Instructional Effectiveness,Reading Comprehension,Working Class,Disadvantaged Youth,Reading Instruction,Reading Research,Elementary School Students,Socioeconomic Status,Vocabulary Development,Federal Programs

This Evidence Based Education (EBE) request focused on research-supported vocabulary interventions for middle elementary students. Limited vocabulary is an important factor in underachievement of children in disadvantaged homes. Children with larger vocabularies find reading easier, read more widely, and do better in school (Lubliner & Smetana, 2005). Research indicates that children from low-SES families enter school with half the vocabulary of children from professional homes and 2/3 of the vocabulary of children from working class homes (Hart & Risley, 1995). Consensus among researchers is that disadvantaged children need to learn more vocabulary (Lubliner, 2005). However, an extensive search for effective vocabulary interventions revealed that limited research exists that points toward such programs. As a result, this response includes not only the available research on effective vocabulary interventions but also some research focused on reading comprehension, as vocabulary is highly correlated with and supports reading comprehension (Lubliner, 2005).
Evidence Based Education Request Desk. EBE #755
Author: Regional Educational Laboratory Southeast (ED)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: College Credits,Evidence,College Programs,Dual Enrollment,Program Evaluation,Philanthropic Foundations,Synthesis,Outcomes of Education,Academic Achievement,Educational Indicators,Educational Research,Annotated Bibliographies,Program Effectiveness,Educational Policy,Federal Programs

The Bill and Melinda Gates Foundation created the Early College High School Initiative in 2002, opening more than 200 hundred early college programs across the nation and every year a new report is created to evaluate the progress of the program (Berger, Adelman, &amp; Cole, 2010). Staff at the Regional Educational Laboratory Southeast (REL-SE) identified the latest synthesis report and other studies that examined secondary school outcomes for early college students. In general, the studies concluded that dual-enrollment students: outperformed district averages on statewide math and ELA assessments; graduated from high school with approximately one year's worth of college credit; and were more likely to graduate from high school and to enroll in college than their non-dual-enrollment counterparts. The reports are summarized in this paper. This paper is a response to a question asking research conducted on students in the early college. An annotated bibliography is included.
Evidence Based Education Request Desk. EBE #791
Author: Regional Educational Laboratory Southeast (ED)
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Evidence,Web Based Instruction,Electronic Learning,Virtual Classrooms,Online Courses,Models,Funding Formulas,Educational Finance,State Programs,Educational Research,Educational Resources,Educational Policy,State Policy,Federal Programs,Expenditure per Student

Would anyone in your network be aware of any states that might provide differentiated funding for virtual programs based on the model used--for example, curriculum-in-a-box vs. one with high student-teacher interaction? Are you aware of any research that examines what factors to consider when developing this type of differentiated funding? This paper provides answers to these questions. Answers are provided in table format.
Evidence Based Education Request Desk. EBE #833A
Author: Regional Educational Laboratory Southeast (ED)
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Dropout Prevention,Evidence,At Risk Students,Dropout Research,Annotated Bibliographies,Databases,Predictor Variables,Dropout Characteristics

Over the past decade, research on dropout prevention has become focused on using evidence-based practice, and data-driven decisions, to mitigate students' dropping out of high school and instead, support and prepare students for career and college. Early warning systems or on-track indicators, in which readily available student-level data are used to predict whether a student is likely to drop out, are being harnessed by schools, districts, states, and support organizations nationwide to help prevent students from falling off the track to graduation and offer additional educational and support services to those who need them (Pinkus, 2008). Initiatives to create early warning systems are aligned with the What Works Clearinghouse Dropout Prevention Practice Guide recommendation that &quot;utilizing data systems that support a realistic diagnosis of the number of students who dropout and that help identify individual students at high risk of dropping out&quot; is a &quot;critical first step&quot; in effective intervention (Dynarski et al., 2008, p. 12). This paper provides information on K-12 early warning and success indicators. An annotated bibliography is included. (Contains 1 table and 1 footnote.)
Evidence Based Education Request Desk. EBE #845
Author: Regional Educational Laboratory Southeast (ED)
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Talent,Academically Gifted,Information Technology,Cognitive Style,Electronic Learning,Online Courses,Learning Modalities,Best Practices,Educational Needs,Web Based Instruction,Educational Technology,Minority Group Students,Urban Schools,Higher Education,At Risk Students,Evidence,Educational Research,Annotated Bibliographies,Educational Policy,Federal Programs,Gifted,Student Needs,Special Education,Homebound

Gifted students have unique educational needs. Although gifted students are as varied as other students in terms of their learning styles and preferences, all gifted learners have exhibited unusual performance or potential and they have distinctive characteristics, shared by most of these students, which require effective responses from educators. Research indicates that gifted students typically feel responsible for their own learning and often learn best alone; they may not need the structure provided by external organization of content and activities. Gifted students also tend to prefer tactile and kinesthetic learning, and may not respond as well to auditory learning modes. These students understand complex ideas, enjoy theory, and often prefer abstract themes and concepts. Gifted students tend to be open and flexible in their learning and to value logic and objectivity (Thomson, 2010). The characteristics gifted and talented students share present a challenge to educators. They must find ways to help these students learn effectively. Information technology offers a means to meet the challenge by merging research-based best practices for these students with online learning. This paper provides best practices in virtual learning environments for gifted students. An annotated bibliography is included.
Secondary Preservice Teachers' Attitudes toward and Experiences with Sharing Their Writing with Students
Author: Daisey, Peggy
Date: 2012-11-10
Type: Reports - Research
Subjects: Preservice Teacher Education,Writing Apprehension,Practicums,Writing Across the Curriculum,Preservice Teachers,Student Teacher Attitudes,Secondary School Teachers,Teacher Student Relationship,Surveys,Field Experience Programs,Barriers,Adolescents,Recreational Activities

Purpose: The purpose of this study was to explore 71 secondary preservice teachers' attitudes about and experiences with sharing their content area as well as recreational writing with teenage students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course in a Midwest university, including 48 in a 30-hour practicum connected to the course, and 23 who were not in the practicum because their majors included special education, music, and physical education participated in this study. All completed an anonymous survey at the end of the semester. Results: More preservice teachers in a field experience shared their writing than those not in the field experience. Preservice teachers who reported enjoying writing and had low writing apprehension were more likely to share their writing. Conclusion: Preservice teachers thought that it was motivating to students to share examples of their writing. Preservice teachers valued the students' input about their writing. Barriers included the effect of writing apprehension, the belief that students did not care, and lack of recreational writing. Recommendations: It is recommended that preservice teachers be shown how to share their writing with teenagers and be given an opportunity to do so during their teacher education coursework. An anonymous survey is appended. (Contains 9 tables.)
Community-Based Correctional Education
Author: Office of Vocational and Adult Education (ED)
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Correctional Education,Teaching Methods,National Organizations,Supervision,Public Officials,Curriculum Design,Teacher Educators,Partnerships in Education,Instruction,Public Policy,State Policy,Administrative Organization,Criminals

Although it is known that many persons under community supervision need and eventually want correctional education programs, little is known about the providers and characteristics of these educational programs. This report provides an overview of initiatives at the national and state levels supporting new approaches to community supervision and the types of education services available to those under community supervision. It is intended for adult education and criminal justice practitioners and administrators interested in establishing a community-based correctional education program or strengthening an existing program, as well as federal and state policymakers. The report outlines the characteristics of community-based correctional education programs, including their organizational structure, target population, curriculum, instruction, instructor preparation, and partnerships. It also describes the challenges of community-based correctional education, shares collected advice on how such services can be strengthened, and discusses implications for federal and state policy. The report is based on information gathered from discussions with representatives of 15 community-based correctional education programs in 10 states--Arizona, California, Georgia, Illinois, Indiana, New Hampshire, New Jersey, New Mexico, New York, and Texas--chosen according to recommendations from researchers and practitioners in the field. In examining these community-based correctional education programs, this report provides insight regarding the following questions: (1) What are federal and state policymakers and national organizations doing to support community-based correctional education programs?; (2) What are the various organizational structures of community-based correctional education programs?; (3) What target populations do these programs serve?; (4) What curriculum and instructional approaches do community-based correctional education programs use and how do they prepare their instructors?; (5) Who are their community partners?; (6) What challenges do these programs face and how are those challenges being addressed?; and (7) What additional support do community-based correctional education programs need? (Contains 11 footnotes.)
Take Charge of Your Future: Get the Education and Training You Need
Author: Fowler, Donna
Date: 2012-07-00
Type: Guides - Non-Classroom
Subjects: Credentials,Dropouts,Student Financial Aid,Federal Programs,Adult Education,Associate Degrees,Census Figures,High School Graduates,Law Enforcement,Guides,Role,Family Relationship,Goal Orientation,Employment,Educational Finance,Eligibility,Educational Attainment,Institutionalized Persons,Correctional Institutions,Criminals,Futures (of Society)

This Guide is designed for people who are incarcerated and for those on community supervision (probation and parole). It will help you get started--or continue--on the path to further education and training. Earning a high school credential, getting a certificate or license in a career technical field, or earning an associate or bachelor's degree will help you advance in your career, and, ultimately, life. You'll have more to offer employers, and you'll improve your chances of getting and keeping a good job--and earning promotions. You'll increase the amount of money you can earn, gain new skills, and make new contacts. In fact, 2010 U.S. Census figures show that people with higher levels of education earn more money. On average, people with four-year college degrees who worked full time earned $57,026 a year, compared to $44,086 for those with an associate degree, $34,197 for high school graduates, and $27,470 for high school dropouts. Continuing your education and training also can help strengthen your role in your family and community. This Guide is designed so that you can go through it from start to finish, or just read or print out the chapters that you need most. It covers the steps involved in setting goals, getting organized, finding employment, and pursuing your education, from a high school credential to a college diploma. It also provides advice about getting money to pay for your education. It won't answer every question, but it will direct you to resources where you can get your questions answered and get more information. The Guide does not provide information on services in specific states, but, wherever possible, it suggests a way to find that information. Appended are: (1) Sample Resume; (2) Correspondence Courses; and (3) "Incarcerated Individuals and Eligibility for Federal Student Aid," a U.S. Department of Education Information Flyer. A glossary is included. (Contains 6 footnotes.)
Keeping Irreplaceables in D.C. Public Schools: Lessons in Smart Teacher Retention
Author: TNTP
Date: 2012-00-00
Type: Reports - Research
Subjects: Public Schools,Educational Change,Instructional Leadership,Urban Schools,Researchers,Teacher Persistence,Teaching (Occupation),Teacher Effectiveness,Teacher Evaluation,Teacher Salaries,Comparative Analysis,School Culture,Feedback (Response),Expectation,Teacher Dismissal

In &quot;The Irreplaceables,&quot; TNTP researchers argued that America's urban schools take a negligent approach to teacher retention, losing too many of their very best teachers--their &quot;Irreplaceables&quot;--and keeping too many of their weakest teachers, year after year. A combination of weak school leadership, poor working conditions and restrictive policies prevented schools in the four districts they studied from making smarter choices about the teachers they keep--with devastating consequences for students and the entire teaching profession. In this case study, researchers compare those findings with teacher retention patterns in District of Columbia Public Schools (DCPS). No large urban school district has changed its approach to teacher evaluation and compensation more dramatically in recent years. In the process, the district's reforms have drawn widespread attention and controversy. Especially in light of concerns about churn in DCPS's teacher workforce, it is important to explore whether the changes are helping the district keep more of its best teachers in the classroom. Researchers find that the policy changes are having a positive impact on teacher retention patterns in DCPS. DCPS's experience offers two overarching lessons for state, district and school leaders who want to make smart retention a top priority: (1) It takes more than policy changes to maximize smart retention; and (2) Districts can remove low-performing teachers without alienating top teachers. (Contains 10 figures and 16 footnotes.)
Unlocking Student Effort: How Five Irreplaceable Teachers Engage, Challenge and Inspire Students to Excellence. Fishman Prize Series
Author: Fishman, Shira
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Faculty Development,Teacher Effectiveness,Learner Engagement,Mathematics Instruction,Goal Orientation,Biology,Science Instruction,Teamwork,Competition,English Instruction,Social Studies,Personal Narratives,Accountability,Writing Instruction

Founded by TNTP, the Fishman Prize for Superlative Classroom Practice is an annual award for the nation's best teachers in high-poverty public schools. The goal is to shine a spotlight on great teaching and amplify the voices of some of the nation's best educators so that others can gain insight into their remarkable classrooms. No more than five teachers are selected for the prize each year. In addition to receiving $25,000--one of the country's largest monetary awards for practicing teachers--Fishman Prize winners collaborate with TNTP staff during a virtual summer residency. The residency provides a platform for the nation's finest teachers to engage with one another deeply over a short period of time without removing them from the classrooms where they do their most important work. As part of this experience, TNTP challenges the winners to capture in writing some essential elements of their practice and create a window into how they run their classrooms every day. This paper, the first in the Fishman Prize Series on Superlative Classroom Practice, includes the contributions of the 2012 winners. It presents thought-provoking often counterintuitive classroom narratives from these teachers who are having breakthrough success in some of the most challenging school settings. (Contains 1 figure and 8 footnotes.)