ethanporcaro/eric-fulltext-meta huggingface dataset:
Point of Proof: A Template for Evaluating Early College High Schools and Demonstrating Their Value to the Community
Author: Rochford, Joseph A.
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Associate Degrees,High Schools,Sustainability,Low Income,Educational Assessment,Program Effectiveness,Quasiexperimental Design,Higher Education,Acceleration (Education),Dual Enrollment,Disproportionate Representation,Alignment (Education),Student Development,Measures (Individuals),Outcomes of Education,Academic Achievement

Early College High Schools are unique, almost counter intuitive, creations. By design, they are to enable low income, minority, and even low performing students to earn a high school diploma and up to two years of college or an Associate Degree simultaneously. In order for this to happen youth, often as young as 14 or 15 years of age, must begin to tackle and succeed at demanding college coursework. How well they do this can be measured and counted. This report maintains that there are much broader issues centered on how well educators evaluate ECHSs that may be critical to the future sustainability of such schools. Evaluation must become more than mere numbers; it must become a point of proof. Such proof will increasingly become necessary given the real and perceived expense of ECHSs in a climate where education budgets become constrained. On a global scale, ECHS evaluation has taken place in two specific contexts, neither one of which may be immediately useful in local situations. The first context is the evaluation of the overall initiative for the Bill and Melinda Gates Foundation by the American Institutes for Research (AIR) and SRI International. This series of six reports contains a wealth of knowledge on the implementation and growth of the initiative but no data that can be attributed to individual schools or communities. The second context is the emergence of quasi-experimental studies that seek to establish the impact of ECHS. (Contains 26 footnotes.)
The School Counselors' Ideas on Features, Determinant and Intervention on Child Negligence and Abuse Cases
Author: Usakli, Hakan
Date: 2012-10-00
Type: Journal Articles
Subjects: Child Abuse,Negligence,Intervention,Guidance,Qualitative Research,Child Psychology,School Counselors,Counselor Attitudes,Semi Structured Interviews,Conferences (Gatherings),Sexual Abuse,Antisocial Behavior,Family Violence,Parent Responsibility,Content Analysis,Teacher Characteristics,Teacher Responsibility

It is sad to know that many of the child negligence and child abuse cases, which are being frequently encountered in the society today, still remains unknown. This perhaps is due to lack of information on the part of the administrators, school counselors and other related bodies in the management of such cases. In this study, 50 school counselors shared their knowledge about features, determinants and intervention on child abuse and neglect. Counselors are key factors in the determination of child negligence and abuse cases. They usually have child psychology knowledge, and are regarded as specialist of such cases.  Method: In this study, a qualitative research was carried out and interviewed with 50 school counselors working in Sinop. 350 minutes interview recorded and 60 pages and 26100 words transcribed in the interview recorded. Analysis: Data collected via semi constructed interviews have been subjected to descriptive and content analyses. Three questions asked to participant counselors. Findings: In this study, the counselors have been able to differentiate features and determination of negligence and abuse cases. However, it has been determined that the counselors' information on intervention is limited. Conclusion: Although counselors have enough information on features and determination of neglected and abused child they think that their knowledge is insufficient. It is apparent that counselors have lack of information on how they intervene to negligence and abuse cases. Counselors should participate in conferences, seminars, symposiums or any information sharing process on child negligence and abuse. Faculties that have counseling and guidance program should open courses as elective or obligatory about negligence and abuse. (Contains 5 tables.)
Evidence Based Education Request Desk. EBE #254
Author: Regional Educational Laboratory Southeast (ED)
Date: 2008-04-00
Type: Reports - Descriptive
Subjects: Alternative Teacher Certification,Academic Achievement,Teacher Certification,Mathematics Achievement,Science Achievement

This response looks specifically at the research related to teacher certification, alternative certification, and student achievement in science or mathematics. The research findings are inconclusive, and there is a need for more experimental and quasi-experimental studies to further define causality. (Contains 1 footnote.)
Evidence Based Education Request Desk. EBE #155
Author: Regional Educational Laboratory Southeast (ED)
Date: 2007-08-00
Type: Reports - Descriptive
Subjects: Annotated Bibliographies,Internet,Response to Intervention,Educational Legislation,Middle Schools,High Schools,Secondary Schools,High School Students,Middle School Students,Disabilities,Special Education,Student Needs,Evaluation Methods,Postsecondary Education,Federal Legislation,Peer Teaching,Behavior Modification

This paper responds to a request asking for an annotated bibliography of articles and resources concerning Response to Intervention (RI), with a focus on 1) RtI monitoring tools; and 2) RtI in the upper grades. Information on RtI state activity is also provided. The articles in this paper were obtained through searches on EBSCO Host and Google Scholar.
Evidence Based Education Request Desk. EBE #492
Author: Regional Educational Laboratory Southeast (ED)
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Evidence,Intervention,Dropout Prevention,Grade 9,Transitional Programs,At Risk Students,Learner Engagement,Academic Achievement

As attention to ninth grade transitions has grown, so has the need to carefully gauge the impacts of efforts to improve student outcomes. The What Works Clearinghouse (WWC), supported by the Institute for Education Sciences at the US Department of Education, sorts interventions based on the quality and the outcomes of the scientifically based research designed to evaluate interventions. The WWC offers interventions organized by topic, in this case "Dropout Prevention." Interventions are then sorted into improvement outcomes, as relevant here: "Staying in School" and "Progressing in School." The table in this paper includes eight interventions that have been the subject of at least one scientifically-based research study. All information contained in the table has been pulled from the WWC's intervention ratings and profiles. Interventions have been included only if they target students preparing for or going through eighth to ninth grade transitions. This paper is a response to a request asking for examples of 9th grade transition programs. (Contains 3 resources.)
Evidence Based Education Request Desk. EBE #591D
Author: Regional Educational Laboratory Southeast (ED)
Date: 2010-05-00
Type: Information Analyses
Subjects: Teacher Effectiveness,Teacher Influence,Academic Achievement,Educational Research,Accountability,Evaluation Methods,Teacher Certification,Educational Attainment,Pedagogical Content Knowledge,Teaching Experience,Merit Pay,Faculty Development,Teacher Recruitment,Teacher Persistence,Labor Turnover,Annotated Bibliographies,Outcomes of Education

Teacher quality research and the study of teacher effects received renewed attention and emphasis with Sanders and Rivers' (1996) startling finding that teacher effects are both additive and cumulative, persisting up to an estimated two years after the student has left the teacher's classroom. Sanders and Rivers estimated that a student receiving regular assignments (even by chance) to more effective teachers resulted in differential impact on math achievement by as much as 50 percentile points. Although these findings have undergone subsequent criticism and dispute, they serve to underscore the importance of teaching quality on student learning. This Evidence Based Education (EBE) Request seeks to provide an overview of recent research regarding teacher quality with special concentration on the teacher effects literature. Particular emphasis has been placed on more recent research (post-2005, with some exceptions) and more quantitative studies. Some parameters were required since this literature is quite extensive. Advances in both the availability of administrative data sets and in analytical techniques have substantially transformed the research in teacher quality over the past fifteen years, providing a level of accuracy and insight previously not always attainable. The response is divided into eight main sections in an attempt to provide a broad survey of the current state of the literature: (1) Accountability/Evaluation, (2) Certification/Licensure, Degree Level/Content Knowledge, & Experience, (3) Incentive/Merit/Performance Pay, (4) Professional Development, (5) Recruitment/Retention/Turnover, (6) Guide to the Literature & Research, (7) Additional Resources, and (8) Bibliography/References. All subheadings and discussions are relative to teacher quality/teacher effects. (Contains 9 footnotes.)
Effect of Defaulted Student Loans on Return to Work Efforts. Policy & Practice Brief #7
Author: Cebula, Ray
Date: 2003-03-00
Type: Reports - Evaluative
Subjects: Loan Default,Student Loan Programs,Disabilities,Federal Aid,Grants,Loan Repayment,Student Financial Aid,College Students,Welfare Services

Many individuals with disabilities may have attempted college either before or after they became disabled. If prior college attempts were unsuccessful, the student may have defaulted on student loans. When the loans are secured by the federal government, the individual will not be eligible for further financial assistance, including all federal grants and loans, for college until the prior loans are no longer in default. For individuals with disabilities who are attempting to go to work, the dual impact of not being eligible for additional federal aid to obtain higher education and the potential drain on income to repay the defaulted loans can be devastating. It is, therefore, very important for both Benefits Planning, Assistance and Outreach (BPA&O) counselors and Protection and Advocacy for Beneficiaries of Social Security (PABSS) advocates to be aware of the effects of defaulted student loans, the increased federal efforts to collect on those loans, and some of the remedies that are available to debtors. This article will explore each of these issues in some detail. There is also an extremely well written and well-documented resource available from the National Consumer Law Center for those who may be interested in a more in-depth treatment of this subject. (Contains 65 footnotes.)
Funding of Assistive Technology to Make Work a Reality, Part II: Using the Americans with Disabilities Act to Fund AT. Policy &amp; Practice Brief #13
Author: Hager, Ronald M.
Date: 2004-01-00
Type: Reports - Evaluative
Subjects: Disabilities,Assistive Technology,Legal Aid,Financial Support,Federal Legislation,Equal Opportunities (Jobs),Work Environment,Social Services,Court Litigation,Accessibility (for Disabled),Barriers,Females,Case Studies,State Government,Local Government

This is a continuation of &quot;Funding of Assistive Technology to Make Work a Reality&quot; (Work and AT), Article # 3 in this Policy and Practice Brief Series. This article will review the provisions of the Americans with Disabilities Act (ADA), with a particular emphasis on how the ADA can be used to ensure that a person with a disability has access to needed AT to do the job, or to ensure the AT user has access to the job site. Once again, the author and his colleagues are writing this for a primary audience of individuals who work for either a Benefits Planning, Assistance and Outreach (BPA&amp;O) project or a Protection and Advocacy for Beneficiaries of Social Security (PABSS) program, both of which are mandated to serve individuals with disabilities who receive either SSI or Social Security Disability Insurance (SSDI) benefits. They assume that this article will also be distributed to many SSI and SSDI beneficiaries, their families, and the agencies that serve them. Accordingly, this article will not be overly technical. However, it will review the major Supreme Court cases interpreting the ADA to date, in at least some detail. The reader interested in more specific, Circuit court decisions interpreting the ADA, is referred to the Neighborhood Legal Services website, for a summary, by Circuit, of many of these decisions. Additional ADA-related resources and technical supports are available by region through the network of ADA &amp; IT Centers. (Contains 134 footnotes.) [For related report, &quot;Funding of Assistive Technology to Make Work a Reality. Policy &amp; Practice Brief #3,&quot; see ED537109.]
Evidence Based Education Request Desk. EBE #150
Author: Regional Educational Laboratory Southeast (ED)
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Evidence,Educational Research,Communities of Practice,Faculty Development,School Culture,Academic Achievement,Leadership,Teacher Effectiveness,Foreign Countries

This paper is a response to a request asking for information on professional learning communities (PLCs) and their effect on teachers, students, and school culture. In order to respond to the request, a search for articles related to the subject was conducted using combinations of words such as &quot;professional learning communities,&quot; &quot;learning teams,&quot; &quot;student outcomes,&quot; &quot;school culture,&quot; &quot;teacher impact,&quot; and &quot;professional development.&quot; The majority of articles identified were case studies, school reform evaluations, and many anecdotal and &quot;lessons learned&quot; articles. In addition, reports from two other Evidence-Based Education Request Desk (EBE) requests were utilized to compile information--(1) Request #70, on PLCs and student achievement which provided a review of the literature, study summaries, and findings; and (2) Request #151, on PLCs and the influence of leadership. This response summarizes findings of the literature review as related to PLCs and school culture, teacher impact, and student achievement. A chart with a brief summary of each article and study findings has been provided. Request #151--which provides an overview of PLCs, potential barriers, and the role of leadership on PLCs--has also been included. (Contains 1 table.)
Work Study and Supplemental Security Income (SSI). Just the Facts
Author: Cebula, Ray
Date: 2004-08-00
Type: Reports - Descriptive
Subjects: Income,Welfare Services,Federal Aid,College Students,Wages,Work Study Programs,Federal Legislation,Educational Legislation,Disabilities

The Supplemental Security Income (SSI) program is essentially a needs-based welfare program. As a needs-based program, SSI must consider the income and resources of the individual applicant or recipient. The Code of Federal Regulations (CFR) discusses both income and resources at length. When considering Work Study income it is necessary to consult the CFRs, the Program Operation Manual System (POMS), as well as other federal law. Income is defined as anything the recipient receives in cash or in kind that can be used to meet the need for food, clothing and shelter (20 CFR 416.1102). As Work Study programs provide wages to the working student that can be used to meet basic needs, at first blush, these wages raise a concern as to the impact on SSI benefits. The CFRs continued to discuss income in terms of &quot;countable&quot; and &quot;excluded.&quot; The regulations discuss excluded income at 20 CFR 416. 1112. SSA will not count earned income that has been excluded by other federal laws.
Evidence Based Education Request Desk. EBE #555
Author: Regional Educational Laboratory Southeast (ED)
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Low Achievement,Educational Change,Educational Improvement,Change Strategies,School Effectiveness,Educational Research,Academic Standards,Standard Setting,Accountability,Academic Achievement,Achievement Gains,Systems Approach,Intervention,Leadership Responsibility,Instructional Effectiveness,Educational Quality,Parent Participation,Community Involvement,Professional Development,Student Centered Curriculum

This Evidence Based Education (EBE) Request seeks to provide an overview of recent research regarding school improvement and reform with special concentration on turning around chronically low-performing schools. The response is divided into four main sections: Research on Effective Methods for Turning Around Low-Performing Schools, Frameworks for School Improvement and Turnaround, Additional Resources, and Bibliography and References. PDFs are provided for journal articles where online access is not available. (Contains 2 figures, 2 resources and 3 footnotes.) [For an updated version, "Evidence Based Education Request Desk. EBE #798," see ED537094.]
Evidence Based Education Request Desk. EBE #500
Author: Regional Educational Laboratory Southeast (ED)
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Evidence,Educational Research,Teacher Effectiveness,Teacher Evaluation,Academic Achievement,Models,Achievement Gains,Statistical Analysis,Validity,Educational Researchers,Expertise,Educational Testing,Accuracy,Correlation,School Districts,State Programs

Since the passage of the No Child Left Behind Act of 2001 (2002), there has been increased interest in using student achievement data (through standardized tests) to evaluate teacher effectiveness. Two U.S. Department of Education secretaries, Secretary Spellings and Secretary Duncan, have expressed interest in growth models and the need to improve the way teacher performance is evaluated. At the same time, there has been interest in creating longitudinal data systems so that student growth can be more accurately measured. The combined push for improvements in student assessments, teacher evaluation, and longitudinal student databases has led to the current educational agenda that lauds those systems that link student achievement to individual teachers. This paper describes four major value-added models (VAMs), concerns with VAMs as the &quot;sole measure&quot; of teacher effectiveness, some district and state examples, and other resources related to the issue of teacher effectiveness. (Contains 3 tables, 3 footnotes and 97 resources.)
Evidence Based Education Request Desk. EBE #170
Author: Regional Educational Laboratory Southeast (ED)
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Evidence,Response to Intervention,State Programs,Program Implementation,Status,Educational Policy,Models,Objectives,State Departments of Education,Agency Role,Responsibility,Consultants,Technical Assistance,Professional Development

This paper responds to a request asking for a Response to Intervention (RtI) background information and a scan of what states are doing in this area. This paper presents summaries that provide basic information about the status of state RtI initiatives in each of the southeastern states. The information was collected from State Education Agency (SEA) websites and the websites of entities working with the SEA. Information was collected in July-August 2007, and therefore represents what was publicly available about RtI and the SEAs at that time. (Contains 59 footnotes.)
Evidence Based Education Request Desk. EBE #359
Author: Regional Educational Laboratory Southeast (ED)
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Evidence,Coaching (Performance),Dropout Prevention,State Programs,School Personnel,Occupational Information,Employment Qualifications,Professional Development,Data Collection

This Evidence Based Education (EBE) response describes characteristics of graduation coach initiatives in three states (Georgia, Alabama, and California). Regional Educational Laboratory (REL) Southeast has received over 19 requests for information on various initiatives, programs or research related to improving graduation rates. For example, the staff received requests from two state departments interested in finding out what other states in the region were doing to improve graduation rates. They responded by compiling a state by state listing of some dropout prevention efforts underway in the six southeastern states. Given the high level of interest in initiatives to improve graduation rates, this response provides descriptive information on one state-level initiative identified (state funding for &quot;graduation coaches&quot;) that was common to two southeastern states. The information is organized into three tables discussed briefly in the text: (1) Overview of State Initiatives; (2) Roles and responsibilities; and (3) Data collection and coaches' reports. Methodology is appended. (Contains 3 tables and 2 footnotes.)
Evidence Based Education Request Desk. EBE #131
Author: Regional Educational Laboratory Southeast (ED)
Date: 2007-07-00
Type: Reports - Descriptive
Subjects: Evidence,Primary Education,Literacy,State Policy,State Legislation,Financial Support,Educational Finance,Federal Programs,Grants,Federal Aid,State Programs,Reading Programs,Program Administration,Program Evaluation,Educational Objectives,Educational Strategies,Curriculum,State Standards,National Competency Tests,Scores,Reading Tests,Writing Tests,Web Sites

To complement the information gathered on middle school and high school literacy initiatives as reported in &quot;Middle and High School Literacy across the Curriculum&quot; (Task 1.2 Fast Response Project), the Regional Educational Laboratory Southeast (REL-SE) staff conducted a scan of the six southeast states to gather the following information on grades K-3: (1) Does the state have a literacy plan or initiative that addresses grades K-3?; (2) What is the state law or policy? (What action did the state take or how did this initiative start?); (3) Who administers?; (4) Who monitors and evaluates?; (5) Is there funding? By whom? How much?; (6) What are the basic components of the initiative? What are the goals, curriculum, and/or strategies? Does this initiative align with state standards?; and (7) Are there any other states outside the southeast region that have effective literacy initiatives? Information collected on these questions is presented in Table 1 as a supplement to Appendix B in the Task 1.2 Fast Response Project on middle and high school literacy. This scan focused primarily on grades K-3. Excepting the alignment of the initiative with state standards, all of the research questions could be answered based on information collected. Also noted is any information found on new middle and high school initiatives not already reported in Appendix B. The scan did not address achievement gains of statewide initiatives, nor did they restrict themselves only to effective literacy initiatives that have shown achievement gains. Southeast Region NAEP Reading and Writing Scores are appended. (Contains 6 tables and 1 footnote.)