ethanporcaro/eric-fulltext-meta huggingface dataset:
Changing Enrollment, Fiscal Strain, and Facilities Challenges in California&apos;s Urban Schools
Author: Spurrier, Alex
Date: 2019-05-00
Type: Reports - Research
Subjects: Enrollment Trends,Educational Trends,Trend Analysis,Urban Schools,Public Schools,Charter Schools,Educational Finance,School Districts,Educational Change,Educational Facilities,Educational Policy,Shared Facilities,Declining Enrollment,Financial Problems

Many of California's urban public schools, both traditional and charter, have seen dramatic changes in enrollment during the past two decades. These trends have contributed to fiscal and facilities issues for both types of schools, but they also represent an opportunity for better cross-sector collaboration. In our new report, &quot;Changing Enrollment, Fiscal Strain, and Facilities Challenges in California's Urban Schools,&quot; we analyzed enrollment trend data for district and charter schools in six of California's urban centers: Los Angeles, San Diego, Oakland, San Francisco, Sacramento, and Fresno. In particular, we looked at how declines in district enrollment compared to growth in charter school enrollment within these communities. We found that the growth in charter school enrollment in these urban areas was equal to only 40 percent of the decline in district school enrollment from 2002-03 to 2018-19. Because school funding is predicated in large part on student enrollment, these declines contributed significantly to declining district revenues. However, it's also clear that larger trends of declining district school enrollment -- and not simply charter school enrollment growth -- drove the majority of change across these six urban school districts. While significant enrollment decline has left districts with excess capacity in facilities that charter schools should be able to access under Proposition 39, it remains difficult for charter schools to access affordable and stable school facilities. We examine several policy options to provide more transparent data on school facility usage and foster better collaboration between districts and charter schools to optimize the use of public facilities. [Funding for this project was provided by the California Charter Schools Association.]
Leveraging LCFF for Equity and Coherence: The Case of San José Unified School District. Policy and Practice Brief
Author: Castro, Marina
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: School Districts,School District Autonomy,Funding Formulas,Educational Finance,Educational Equity (Finance),Financial Policy,Accountability,State Policy,Program Implementation,Resource Allocation,Compliance (Legal),Strategic Planning

California's transition to a new governor, superintendent of public instruction, legislators, and members of the state board of education is an opportunity to reflect on the implementation of the Local Control Funding Formula (LCFF). Namely, has the school finance system achieved its original goals of promoting local control, equity, and greater coherence in school districts? Some policy discussions about improving LCFF--including those on the campaign trail--have centered on increasing transparency requirements to understand how districts are achieving these goals, but those conversations too often treat transparency as an end in itself. A new brief from the California Collaborative on District Reform shines a spotlight on San José Unified School District (SJUSD), where implementing the new state policy helped the district maintain high levels of coherence, honor the priorities of their community, and promote equitable resource allocation. This brief asks new state leaders working to refine LCFF to consider examples like SJUSD, where key priorities of the policy--and not compliance--are the guiding principles behind all the district's actions.
Future Skills, Future Cities: New Foundational Skills in Smart Cities
Author: Markow, Will
Date: 2019-00-00
Type: Reports - Research
Subjects: Job Skills,Basic Skills,Influence of Technology,Municipalities,Community Characteristics,Labor Needs,Employment Opportunities,Salaries

In recent decades, communities across the globe have been transformed by the spread of technology to all corners of life. This transformation has extended to the world of work and has disrupted the skills that workers must develop to remain competitive. In a 2018 special report, &quot;The New Foundational Skills of the Digital Economy: Developing the Professionals of the Future,&quot; the Business-Higher Education Forum (BHEF) commissioned Burning Glass Technologies to identify the skills that form the foundation of the new digital economy. An examination of more than 150 million unique U.S. job postings revealed 14 New Foundational Skills that converge around three interrelated groupings: Human Skills, Digital Building Blocks, and Business Enablers. To fully grasp the impact of these new skills, however, it is necessary to look beneath broader economic trends and investigate how these skills are affecting communities at a local level. This report aims to do just that by turning the lens on a specific cohort of communities that are pioneers of the new digital economy: smart cities. [This report was prepared with Burning Glass Technology for the Center for Innovative Technology.]
The Boston Opportunity Agenda: Seventh Annual Report Card
Author: Boston Foundation
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: School Readiness,Kindergarten,Reading Skills,Grade 3,High School Graduates,College Graduates,Program Effectiveness,Elementary Education,Primary Education,Government Role,Partnerships in Education,Agency Cooperation,Educational Objectives,Public Schools,Adult Learning,Postsecondary Education,Educational Attainment,Educational Quality,Accountability,Performance,Educational Change,Community Involvement,Grade 8,Algebra,Grade 10,Gender Differences,Grade 9,Outcomes of Education,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Graduation Rate,Family Involvement,Summer Programs,Elementary Secondary Education,College Readiness,Career Readiness,Dropout Rate,Charter Schools

The &quot;Seventh Annual Report Card&quot; provides the most up-to-date information available on Boston's education pipeline, from kindergarten through college graduation, including measures for school readiness, 3rd-grade reading proficiency, 6th-grade mathematics proficiency, 10th-grade academic proficiency, high school completion, dropout rates, college enrollment, and completion rates for youth and adults. The measures for the public systems--the Boston Public Schools and Boston's Charter public schools--use the state assessments. Some of the changes in this new report card are the result of changes in the way student success is assessed throughout the system. Public schools in Massachusetts underwent yet another state- initiated change in assessments this year. Over the past four years, schools have moved from administering the Massachusetts Comprehensive Assessment System MCAS in all grades to Partnership for Assessment of Readiness for College and Careers (PARCC) (except 10th grade) to Next Generation MCAS in most grades and subjects. Since the results of these different assessments are not comparable, this report card uses the recently released 2016/2017 Next Generation MCAS results to set new baselines. The data analysis reveals that many Boston students, particularly low-income students of color, fail to achieve a postsecondary degree because they lack the necessary preparation. As a result, the Boston Opportunity Agenda is focused on ensuring that all students graduate high school ready for college, career, and life. Since the release of last year's report card, the Boston Opportunity Agenda has worked with leaders from across K-12, higher education, and workforce development and created a shared definition of College, Career and Life Readiness which can be found in this report card. [The Boston Indicators Project, Boston Public Schools Office of Data and Accountability, and the Catholic Schools Office assisted in analyzing and reporting on the metrics in this report. For the sixth Annual Report, see ED596514.]
College to Work: Findings from a Study of the Career Readiness Internship Program
Author: Rutschow, Elizabeth Zachry
Date: 2019-06-00
Type: Reports - Research
Subjects: Career Readiness,Internship Programs,Work Experience Programs,College Students,Low Income Students,Program Implementation,Employer Attitudes,Student Recruitment,Job Skills,Skill Development,Disadvantaged,Educational Benefits

Despite increased national attention on work-based learning opportunities, internship programs vary markedly from college to college, and very few mechanisms exist for evaluating the quality of the experiences they offer students. Hoping to overcome these challenges, Ascendium Education Group established the Career Readiness Internship (CRI) program in 2015. The CRI program provided funding and support to 33 colleges in four states for the development of quality paid internships for low-income students. This report presents findings from an analysis of the implementation of the CRI program at these colleges as well as student and employer perspectives of the program. Overall, the study found that colleges were successful at recruiting large numbers of low-income and traditionally underserved students into the program and providing them valuable career-focused internship experiences. Additionally, employers tended to have high regard for the program and their collaborations with the colleges. Nevertheless, colleges had difficulties maintaining and expanding the CRI program at the conclusion of the grant period, suggesting that more needs to be done to help colleges institutionalize the program.
Collaborating towards Kindergarten Readiness at Scale: A Funder Group Case Study
Author: Kaufmann, Katherine
Date: 2018-08-00
Type: Reports - Research
Subjects: School Readiness,Preschool Teachers,Caregivers,Pediatrics,Cooperative Planning,Child Development,Early Childhood Education,Child Health,Financial Support,Teacher Competencies,Health Services

In mid-2016, two years after 12 leading funders had launched an ambitious early childhood development collaborative, the group still had not settled on any investments. Noting the lack of progress, the group's principal convener, asked the group, &quot;Should we stop meeting?&quot; Posing this question helped prompt the collaborative to alter course--and pick up speed. Eighteen months later, two teams within the group had pooled $26 million to pursue co-investments in two areas: strengthening the early childhood workforce of teachers and other professional care givers, and changing the standard of care in pediatric well-child visits. This is a case study of how one collaborative set a fixed goal and continuously evolved its methods to achieve it. In sharing the choices these funders made and the turning points they faced, it is the hope that this case study presents as a how to guide to help other funders chart their own course to successful collaboration.
Practitioner Perspectives on Equity in Career and Technical Education
Author: Rosen, Rachel
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Vocational Education,Equal Education,Barriers,Access to Education,Student Diversity,Academic Advising,Career Exploration,Maps,Access to Information,Peer Influence,Social Bias,Parent Attitudes,Enrollment,Transitional Programs,Skill Development,Job Skills,Communication Skills,Teamwork,Cooperation,Problem Solving,Mentors,Employers

Currently, one of the foremost questions many in the career and technical education (CTE) field are asking is: How can the design and delivery of CTE programs promote equity? CTE is currently enjoying a resurgence in popularity with policymakers and practitioners, and its proponents want to avoid repeating the history of vocational education, which was too often used to &quot;track&quot; low-income and minority students away from college and into low-paying jobs that did not offer clear opportunities for career advancement. In contrast, many of today's CTE initiatives attempt to offer access to middle-skill jobs in high-wage, high-demand fields. The most promising programs provide clearly articulated pathways from high school through postsecondary education, stackable credentials that pave the way for career advancement, and work-based learning experiences. In the spring of 2019, MDRC invited practitioners from innovative CTE programs to discuss questions of equity. MDRC wanted to bring these people together so that they could share their knowledge about the barriers they must overcome to achieve their equity goals and their approaches to those barriers. While many of these programs serve different populations and have different aims, the conversation revealed that they share challenges. Topics of common concern included how to define &quot;equity&quot; and how to increase equity in both access and outcomes. This policy brief summarizes the most common equity challenges that were raised in the discussion, along with ideas that emerged for how to address them. While the bulk of the brief comes directly from this conversation, several examples also come from MDRC's other research activities. The brief begins with a short overview of how the group defined equity and the main causes of inequity. It continues with discussions of inequity in access and outcomes, covering the challenges identified in both areas and some proposed solutions. It concludes with a discussion of how research can help practitioners address equity, and how policymakers can support equitable delivery and outcomes. [This brief was prepared by MDRC Center for Effective Career and Technical Education.]
Beyond the Basics: Integrating Workforce and College-Readiness Training into California&apos;s Adult Basic Skills Programs
Author: Rutschow, Elizabeth Zachry
Date: 2019-07-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Job Skills,Adult Basic Education,Basic Skills,Literacy,Numeracy,Poverty,Educational Attainment,Holistic Approach,Program Development,State Programs,Educational Needs,Minority Groups,Vocational Education,English (Second Language),Secondary Education,Geographic Regions

In the United States, approximately one in ten adults -- nearly 36 million people -- lack basic literacy and numeracy skills, while 27 million adults lack a high school diploma. Over the last decade, new models for adult education have emerged that integrate basic skills education with workforce and college-readiness training. These integrated programs show new promise for increasing the academic and labor market successes of low-skilled adults -- and they have been catching on across the country. With one of the nation's largest educational systems, California provides a unique environment for studying these trends. State leaders have been highly active in developing career pathway models that integrate academic and workforce training in their K-12 and workforce sectors; however, less is known about how these programs are being integrated into adult basic skills education. The Manpower Demonstration Research Corporation (MDRC) researchers conducted phone interviews and site visits with 39 adult basic skills programs and leaders throughout California to learn more about the state's programming and offerings. This report analyzes the need for adult basic skills programming across the state of California, the status of programs in high-need areas, and promising models that integrate workforce and college-readiness training with adult basic skills education. [This report was written with Osvaldo Avila.]
Merit Matters: Student Perceptions of Faculty Quality and Reward
Author: Sabic-El-Rayess, Amra
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Competence,Teacher Effectiveness,Social Mobility,College Faculty,Faculty Promotion,Foreign Countries

This empirical research explores a role that the quality of teaching and students' competence play in shaping students' views about the upward mobility opportunities in their higher education institutions. It is often understood that the principal role of higher education is to promote merit-based mobility amongst students, as well as espouse the merit-based upward mobility amongst its faculty. How exactly students in higher education form their views about the presence of meritorious upward mobility is the question that remains largely unanswered, especially in developing societies. To help answer this question, the study relies on the binary logistic regression of data collected via 762 surveys from 6 public higher education institutions in Bosnia and Herzegovina and determines what factors help predict students' views on whether faculty promotions are merited or not. Findings in this article are subselected from a broader empirical work, and they point to a novel link: the quality of teaching and students' views on whether the most competent students are first to graduate in their faculties are the key predictors of whether students believe the faculty members within their higher education institutions are promoted based on merit. In the absence of meritocracy, students are, as this research finds, likely to categorize the educational system as corrupt. When the merit-based competition does not determine who moves up within higher education, one's belonging to the political, social, and economic elites tends to become the alternative basis for the upward mobility. Moving away from the merit-based mobility can have broad social consequences particularly in developing countries that are poorly equipped to react to such digressions, underlining the relevance of this work cross-nationally.
Favor Reciprocation Theory in Education: New Corruption Typology
Author: Sabic-El-Rayess, Amra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Higher Education,Classification,Antisocial Behavior,Compensation (Remuneration),Social Status,College Students,Student Attitudes

Embedded in a systemic and chronic process, corruption in education is a pervasive element that exacerbates developing countries' efforts to educate their citizens. Understanding the cumulative impact rests upon exposing key features of educational corruption and bringing to light the varied forms in which corruption emerges within institutions of higher education. Classifying educational corruption may be elusive in the developing settings due to the acceptability and prevalence of the phenomenon; yet, it is imperative that more attention is focused on this area. Based on the empirical research conducted in Bosnia and Herzegovina's higher education, this paper broadens current understanding of typologies of educational corruption by incorporating the novel forms emerging in the post-war and developing environment of Bosnia and Herzegovina. In particular, the study surprisingly finds that elites gravitate towards and benefit from non-pecuniary corruption while the poor tend to bribe. The study places the onus on the lack of accountability of elite power maneuvers and aims to aid in creating further awareness to combat corruption.
Teaching and Learning for College Readiness: The Role of Standards, Feedback, and Support. Let&apos;s Talk
Author: Bill and Melinda Gates Foundation
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: College Readiness,Academic Achievement,Academic Standards,Feedback (Response),Educational Practices,Best Practices,Common Core State Standards,Teacher Effectiveness,Student Evaluation,Information Utilization,Educational Improvement,Value Added Models,Instructional Materials,Instructional Design,Teacher Evaluation,Faculty Development

Through extensive research, the Foundation has identified the most critical levers for success in the classroom -- high standards, high-quality feedback, and effective tools -- and worked with teachers to develop, test, and strengthen them. This report describes what we know about these factors, why they are important, and what we need to learn, along with recommendations and best practices for putting these levers into place. [Written by the Foundation's K-12 Education Team.]
School-to-Work Pathways. Research Report
Author: Ranasinghe, Rasika
Date: 2019-00-00
Type: Reports - Research
Subjects: Longitudinal Studies,Foreign Countries,Education Work Relationship,Adolescents,Young Adults,Multivariate Analysis,Labor Market,Employment Opportunities,Individual Characteristics,Classification,Vocational Education,Role of Education,Higher Education,Outcomes of Education,Employment Qualifications,Educational Attainment,Surveys

It is well established that a successful transition to the labour market has long-term social and economic implications for both individuals and society. However, the journey from school to the world of work is not straightforward and needs to be better understood. Based on data from the 2006 cohort of the Longitudinal Surveys of Australian Youth (LSAY Y06), this research explores the school-to-work transitions of Australian youth aged 16 to 25 years. The study uses sequence analysis in combination with cluster analysis to summarise complex longitudinal data in a meaningful way and to investigate transitions in their entirety as 'pathways'. This study captures the richness of the transition experience, both visually and analytically. Identifying the five key types of pathways taken by young people on their journey from school to work, this research describes these pathways and the implications of their evolution for labour market destinations over the 10 years from 2006 to 2016, when the cohort was aged 25 years. The study has two objectives: (1) identifying the different types of pathways followed by young people in their journey from school to work, with the aim of developing a topology of transitions; and (2) using this information to obtain a better understanding of the characteristics of young people in different pathways. [Funding for this report was provided through the Australian Government Department of Employment, Skills and Family Business.]
Supporting Children and Youth with Neuro-Diverse Special Needs. A Brief to the Select Standing Committee on Children and Youth from the British Columbia Teacher&apos;s Federation
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Special Needs Students,Inclusion,Public Schools,Neurological Impairments,Access to Education,Equal Education,Barriers,Disability Identification,Elementary Secondary Education,Student Needs,Educational Equity (Finance)

The British Columbia Teachers' Federation (BCTF) represents 43,000 teachers and associated professionals in public schools across BC. We are committed to the inclusion of all students in BC's public schools, believing that every student can learn, and every student is entitled to an appropriate education and full range of education services in their community. Every day, teachers bring this commitment into their classrooms, using their professional judgement to meet the needs of all students, including children and youth with neuro-diverse special needs. Unfortunately, there are many barriers and obstacles to identifying and providing accessible and appropriate supports to all students who need them. Over the past year, the BCTF has engaged intensively with our membership and other education stakeholders to better understand the barriers facing children and youth with exceptionalities and special needs in our education system. This has included research sessions, focus groups, workshops, teacher interviews, surveys, and participation on sector committees. Below are three key improvements that could be made to services and supports for children and youth with neuro-diverse special needs and their families.