ethanporcaro/eric-fulltext-meta huggingface dataset:
City-Wide Systems of Charter Schools: Proceed with Caution. Policy Brief
Author: Bracey, Gerald
Date: 2004-03-00
Type: Reports - Evaluative
Subjects: Charter Schools,Urban Schools,Educational Change,Boards of Education,Literature,Educational History,Change Strategies,Educational Improvement,Governance,Parent Participation,Networks,School Districts,Accountability,Academic Achievement,Special Needs Students,Educational Quality,Public Schools

The charter school movement dates from the late 1980s and became a popular education reform tool in the 1990s. Some 3,000 charter schools exist today. Charter advocates made a number of claims regarding how charter schools would improve education. The charter, or contract, would free the school of many state and local district rules and regulations. Liberated from these onerous bureaucratic rules, charter schools would be more efficient and would also offer parents more choices. Most of all, the fundamental promise of charter schools was that they would improve achievement. The City of Buffalo, New York has proposed to establish a network of charter schools under the aegis of the district school board. This appears to be the first time a large urban area has made such a proposal. This report addresses what the research literature to date has said about the performance of charter schools. It reviews the record of charter schools in the context of six questions asked in the planning document, "Creating a Network of Charter Schools in Buffalo", prepared by the Education Innovation Consortium, a Buffalo think-tank, at the direction of the Buffalo School Board. (Contains 2 tables and 59 notes.) [For the executive summary of this report, see ED508469.]
City-Wide Systems of Charter Schools: Proceed with Caution. Executive Summary
Author: Arizona State University, Education Policy Research Unit
Date: 2004-03-00
Type: Reports - Descriptive
Subjects: Charter Schools,Urban Schools,Educational Change,Boards of Education,Literature,Educational History,Change Strategies,Educational Improvement,Governance,Parent Participation,Networks,School Districts,Accountability,Academic Achievement,Special Needs Students,Educational Quality,Public Schools

The charter school movement dates from the late 1980s and became a popular education reform tool in the 1990s. Some 3,000 charter schools exist today. Charter advocates made a number of claims regarding how charter schools would improve education. The charter, or contract, would free the school of many state and local district rules and regulations. Liberated from these onerous bureaucratic rules, charter schools would be more efficient and would also offer parents more choices. Most of all, the fundamental promise of charter schools was that they would improve achievement. The City of Buffalo, New York has proposed to establish a network of charter schools under the aegis of the district school board. This appears to be the first time a large urban area has made such a proposal. This report addresses what the research literature to date has said about the performance of charter schools. It reviews the record of charter schools in the context of six questions asked in the planning document, "Creating a Network of Charter Schools in Buffalo", prepared by the Education Innovation Consortium, a Buffalo think-tank, at the direction of the Buffalo School Board. [For the full report, see ED508468.]
The AFT Charter School Study: Not News. Point of View Essay
Author: Bracey, Gerald
Date: 2004-08-20
Type: Opinion Papers
Subjects: Charter Schools,National Competency Tests,Unions,Teacher Associations,Educational Assessment,Comparative Analysis,Educational Research

The recent flap over the American Federation of Teachers' (AFT) charter school report is surprising, not because the study used the wrong methods or reached the wrong conclusions, it didn't, but because AFT's conclusions are nothing new. The AFT study &quot;is&quot; the first to use the National Assessment of Educational Progress (NAEP) as its database but state-level reports from around the country have documented charters' problems for years. The author discusses the problems of charter schools by reviewing the summary statements from evaluations in three of the most active charter states, Ohio, Michigan and California.
Bad Data Poison Language Study. Point of View Essay
Author: MacSwan, Jeff
Date: 2004-08-13
Type: Opinion Papers
Subjects: Institutional Research,Researchers,Data,Educational Policy,Instructional Effectiveness,Research Methodology,Bilingual Education,English (Second Language),Second Language Instruction,Politics of Education

Just 10 weeks ago, a consortium of researchers from Arizona's universities and research institutes released a comprehensive report indicating that a lack of good data has the state largely in the dark about the effectiveness of its education policies. Regrettably, concerns raised over the adequacy of available data did not prevent state schools Superintendent Tom Horne from releasing a study of the anti-bilingual education policy upon which his campaign for office had been based, using the very data researchers had warned about. Horne's study concluded that his department's vigorous ban on Spanish was working wonders for students. In this essay, the author discusses why even modest boasting of the study's results would be unjustified.
Data on Charters Lacking. Point of View Essay
Author: Molnar, Alex
Date: 2004-09-12
Type: Opinion Papers
Subjects: Charter Schools,National Competency Tests,Unions,Student Improvement,Academic Achievement,Achievement Gains,Educational Legislation,Federal Legislation,Public Officials,Educational Assessment

There are almost 3,000 charter schools operating in the United States. In Arizona about 500 charters enroll about 74,000 students. The question of whether charter schools &quot;work&quot; is, therefore, of considerable interest to policymakers and the public nationally and in Arizona. To charter school proponents, the fact that charters exist is sometimes taken as evidence of their value because they believe charters create competition for students that push traditional public schools toward improvement. No wonder the release of a report by the American Federation of Teachers last month showing that National Assessment of Educational Progress data revealed charter school students were performing less well than their traditional public school counterparts caused an explosion of outrage among charter supporters. In this essay, the author discusses how several studies have failed to provide a complete and clear overall picture of the effectiveness of charter schools. What is needed are sound, comprehensive, longitudinal data that allow individuals to track the performance of charter schools over time.
Evolution of Federal Policy and Implications of No Child Left Behind for Language Minority Students. Executive Summary
Author: Wright, Wayne E.
Date: 2005-01-00
Type: Reports - Descriptive
Subjects: Language Minorities,Elementary Secondary Education,Federal Legislation,Minority Groups,Bilingual Education,Federal Government,Bilingualism,Educational Principles,Educational History,Educational Development,Educational Change,Policy Analysis

This brief details the history of the federal government's stance with language minority students, and analyzes the implications of changes to its guiding principles made   by the No Child Left Behind (NCLB) Act of 2001. With every federal re-authorization of the Elementary and Secondary Education Act prior to 2001, the importance of bilingual education had progressively appreciated. It had evolved into a program that, while giving schools greater flexibility in terms of types of programs offered, provided greater recognition of the societal benefits of bilingualism for all students, and increased support for developmental bilingual and dual-language immersion programs. This brief also brings to light the troubling issues with NCLB. [For the full report, see ED508474.]
Evolution of Federal Policy and Implications of No Child Left Behind for Language Minority Students. Policy Brief
Author: Wright, Wayne E.
Date: 2005-01-00
Type: Reports - Research
Subjects: Language Minorities,Elementary Secondary Education,Federal Legislation,Bilingual Education,Federal Government,Bilingualism,Administrative Principles,Educational Policy,Policy Analysis,Barriers,Educational Development,Language of Instruction,Limited English Speaking,Educational Improvement,Economically Disadvantaged,Psychometrics,Evaluation Problems,Testing Accommodations,Immersion Programs

This brief details the history of the federal government's stance with language minority students, and analyzes the implications of changes to its guiding principles made   by the No Child Left Behind (NCLB) Act of 2001. With every federal re-authorization of the Elementary and Secondary Education Act prior to 2001, the importance of bilingual education had progressively appreciated. It had evolved into a program that, while giving schools greater flexibility in terms of types of programs offered, provided greater recognition of the societal benefits of bilingualism for all students, and increased support for developmental bilingual and dual-language immersion programs. This brief also brings to light the troubling issues with NCLB. (Contains 1 figure, 1 table, and 138 notes.) [For Executive Summary, see ED508473.]
Educating the Adult Educator: Quality Provision and Assessment in Europe. ESREA|ReNAdET e-Book Conference Proceedings (1st, Thessaloniki, Greece, November 6-8, 2009)
Author: Papastamatis, Adamantios, Ed
Date: 2009-00-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Conferences (Gatherings),Adult Educators,Teacher Education,Teacher Role,Professional Development,Educational Quality,Instructional Effectiveness,Theory Practice Relationship

This e-book contains the proceedings of the inaugural meeting of the ESREA Network on Adult Educators, Trainers and their Professional Development (ReNAdET): Educating the adult educator - Quality provision and assessment in Europe. The network's first conference meeting was held in Thessaloniki, Greece (6-8 November 2009) at the University of Macedonia, and it was entirely devoted on issues of quality on the education and training of the adult educator in Europe. The meeting was a forum for exchanging theoretical considerations and empirical evidence, between researchers studying the different roles and tasks of the adult educator and trainer and the ways that these are assessed. The meeting also addressed issues relating to the quality of adult educators' training (initial and continuing), their professional development as well as how these parameters could contribute to the overall quality of adult educational provision in Europe today. In total 4 keynote presentations, 83 paper presentations and 18 e-poster presentations in eleven thematic workshops (divided in 5 parallel sessions) took place during the conference, as well as eight special presentations were made in six (6) plenary sessions. A name and subject index is included. (Individual papers contain references.) [Abstract revised to meet ERIC standards.]
Promising Start: An Empirical Analysis of How EdChoice Vouchers Affect Ohio Public Schools. School Choice Issues in the State
Author: Forster, Greg
Date: 2008-08-00
Type: Reports - Research
Subjects: Charter Schools,School Choice,Economically Disadvantaged,Educational Change,Scholarship Funds,Educational Vouchers,Program Effectiveness,Program Evaluation,Academic Records,Eligibility,Regression (Statistics),Educational Assessment,Educational Indicators,Achievement Gains

This is the first empirical study to examine the effects of Ohio's EdChoice voucher program. Using publicly available data, it measures the program's effect on academic outcomes in public schools where students are eligible for vouchers. The EdChoice program offers vouchers to students who are assigned to chronically underperforming public schools. Students can use these vouchers to attend private schools of their choice. One of the purposes of voucher programs such as EdChoice is to improve academic outcomes at public schools by allowing students to ind the schools that are best suited to them and by introducing competitive incentives. However, opponents often claim that voucher programs harm public schools. This study finds that the EdChoice program produced academic improvements in voucher-eligible public schools. It tracks the year-to-year change in test scores within each school from one grade level to the next grade level (e.g. the difference between third-grade scores in 2005-06 and fourth-grade scores in 2006-07). It uses regression analysis to compare the academic growth of voucher-eligible schools with that of other Ohio schools, controlling for demographic variables and for the presence of charter schools. The analyses were then repeated using only schools in districts designated by the state as &quot;major urban--very high poverty&quot;; this second round of analysis compares voucher-eligible schools in very poor urban districts to other schools in very poor urban districts, helping reduce the possibility that results may be tainted by a statistical phenomenon known as &quot;regression to the mean.&quot; Due to the restrictions of available data, the study is unable to include high schools. (Contains 3 tables and 13 endnotes.) [This study was released jointly by the Friedman Foundation for Educational Choice, Agudath Israel of America, Alliance for School Choice, Black Alliance for Educational Options, Buckeye Institute for Public Policy Solutions, Children's Scholarship Fund Cincinnati, Hispanic Council for Reform and Educational Options, Northwest Ohio Scholarship Fund, Inc., School Choice Ohio, and Thomas B. Fordham Institute.]
Equipped for the Future: 21st Century Skills for the New Economy
Author: National Institute for Literacy
Date: 2000-00-00
Type: Reports - Descriptive
Subjects: Daily Living Skills,Time Perspective,Social Change,Prediction,Futures (of Society),Labor Force Development,Human Capital,Interpersonal Communication,Decision Making Skills,Interpersonal Competence,Lifelong Learning

"Equipped for the Future" ("EFF") Standards have been developed to answer a complex question: What do adults need to know and be able to do in order to carry out their roles and responsibilities as workers, parents and family members, and citizens and community members? It is widely recognized that the demands of adult life changed dramatically in the last quarter of the 20th Century. In order to carry out daily responsibilities at home, in the community, and in the work-place, adults must now read critically, sifting through vast amounts of information before they can make decisions that affect the well-being of families, neighborhoods, and ultimately, this country. Research to identify the "EFF" Standards began by looking at these changes in what it takes to negotiate successfully the complexities of contemporary life. This paper discusses what the "EFF" Standards are, what the "EFF" can provide the workforce development system, and how these standards fit with SCANS (Secretary's Commission on Achieving Necessary Skills) competencies and foundation skills.
The Fiscal Impact of a Tuition Assistance Grant for Virginia's Special Education Students. Parent Choice Issues in the State
Author: Aud, Susan L.
Date: 2007-04-00
Type: Reports - Evaluative
Subjects: Educational Needs,Private Schools,Expenditure per Student,Disabilities,Public Policy,Grants,Tuition,Special Education,Financial Support,Special Needs Students,Access to Education,Public Schools,Student Placement,School Choice,Individualized Education Programs,State Legislation,Scholarships,Resource Allocation,Funding Formulas

Parents of students with disabilities face a number of difficult choices in determining how to get the best education for their children. Too often, the special education system in public schools fails its students. Parents must become both experts and advocates for their children in order to navigate a burdensome maze of regulations to fight for their children's education. And when this process fails to produce results, as it frequently does because it allows parents little to no power, parents' only option is to sue their own children's schools--an option that few can afford to exercise. A Tuition Assistance Grant (TAG) would provide a workable alternative for special education students enrolled in public schools that are not meeting their needs, by allowing parents to use a portion of the public funding associated with their child's education at a licensed private school of their choice. This would allow parents to place their child in the best setting for that child's unique educational needs, whether that setting happens to be in a public school or private school. This study analyzes the fiscal impact of implementing such a policy in Virginia. It uses the most recent available data on Virginia school division revenue to calculate the amount of revenue that does not vary with enrollment, which is left behind in school divisions after students leave, creating a financial windfall. It also uses the most recent available data on Virginia special education spending to calculate the difference between the funds generated for school divisions by each student and the amount that school divisions spend on special education services per student. (Contains 5 tables and 12 endnotes.) [This study was released jointly by the Milton and Rose D. Friedman Foundation, the Virginia Chamber of Commerce and the Thomas Jefferson Institute for Public Policy.]
Utah Public Education Funding: The Fiscal Impact of School Choice. School Choice Issues in the State
Author: Aud, Susan
Date: 2007-01-00
Type: Reports - Research
Subjects: Charter Schools,Private Schools,Elementary Secondary Education,School Choice,Educational Change,Taxes,Educational Vouchers,Public Schools,Funding Formulas,Educational Improvement,Educational Quality,Special Needs Students,Income,Educational Finance,School Districts,State Aid,Federal Aid

This study examines Utah's funding system for public education and provides an analysis of the fiscal impact of allowing parents to use a portion of their child's state education funding to attend a school of their choice, public or private. Like many states, Utah is facing pressure to improve its system of public education funding. The state's rapidly growing number of students and changing demographics have created the need for more teachers and schools. A school choice program would permit Utah to accommodate the growth of its educational needs while generating fiscal savings to both the state and local school districts. The proposed voucher program analyzed in this study results in a fiscal savings to the state, because it would cost less to give students vouchers than to educate them in the public school system. A voucher program would also result in a large revenue windfall to local districts, which would retain much of the revenue associated with voucher students even though the students themselves will have left the public system. (Contains 4 tables and 9 endnotes.) [This study was released jointly by the Milton &amp; Rose D. Friedman Foundation, Parents for Choice in Education Foundation and the Utah Taxpayers Association.]
Monopoly vs. Markets: The Empirical Evidence on Private Schools & School Choice. School Choice Issues in Depth
Author: Forster, Greg
Date: 2007-10-00
Type: Reports - Research
Subjects: Private Schools,School Choice,Evidence,Longitudinal Studies,Comparative Analysis,High Schools,Achievement Gains,Data Analysis,Dropout Rate,Special Programs,Educational Improvement,Democratic Values,School Segregation,Child Abuse,Racial Relations,Access to Education,Cost Effectiveness

This study presents new findings comparing public and private high schools using top-quality data from the Education Longitudinal Study (ELS), a long-term research project sponsored by the U.S. Department of Education. The ELS project tracks individual data on thousands of students, allowing researchers to conduct much better analyses than are possible with school-level data. This study also reviews the large body of previous empirical research on private schools and school choice programs. The ELS data show that students in private schools made better academic gains than students in public schools, even after controlling for race, income, parental education and family composition. (Contains 10 tables and 28 endnotes.)
The Inevitable Corruption of Indicators and Educators through High-Stakes Testing
Author: Nichols, Sharon L.
Date: 2005-03-00
Type: Reports - Evaluative
Subjects: Cheating,Dropouts,High Stakes Tests,Social Indicators,Teacher Morale,Decision Making,Public Schools,News Reporting,Administrator Behavior,Teacher Behavior,Testing,Low Achievement,Student Behavior,Accountability,Scores,Criticism,Testing Problems,Federal Legislation,Deception

This research provides lengthy proof of a principle of social science known as Campbell's law: &quot;The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.&quot; Applying this principle, this study finds that the over-reliance on high-stakes testing has serious negative repercussions that are present at every level of the public school system. Evidence of Campbell's law at work was found in hundreds of news stories across America, and almost all were written in the last few years. In addition to news stories, traditional research studies, and stories told by educators about the effects of high-stakes testing are also part of the data. The data fell into 10 categories. Taken together these data reveal a striking picture of the corrupting effects of high-stakes testing: (1) Administrator and Teacher Cheating; (2) Student Cheating; (3) Exclusion of Low-Performance Students From Testing; (4) Misrepresentation of Student Dropouts; (5) Teaching to the Test; (6) Narrowing the Curriculum; (7) Conflicting Accountability Ratings; (8) Questions about the Meaning of Proficiency; (9) Declining Teacher Morale; and (10) Score Reporting Errors. (Contains 10 tables and 115 notes.) [For Executive Summary, see ED508510.]