ethanporcaro/eric-fulltext-meta huggingface dataset:
Changing Tires En Route: Michigan Rolls out Millions in School Improvement Grants
Author: Scott, Caitlin
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Federal Aid,Grants,Public Schools,School Effectiveness,Low Achievement,Educational Improvement,State Legislation,Community Schools,Interviews,Educational Change,Case Studies

A recent massive infusion of federal funding marked a dramatic shift in the federal approach to helping low-performing schools. As part of the broad array of economic stimulus efforts included in the American Recovery and Reinvestment Act of 2009 (ARRA), the U.S. Congress appropriated an extra $3 billion for school improvement grants (SIGs) to help reform persistently low-achieving schools. When added to the $546 million that had already been appropriated for school improvement grants for fiscal year 2009, the ARRA appropriation brings the total funding for these grants to more than $3.5 billion, available for use through September 30, 2013. This report by the Center on Education Policy (CEP) takes an early look at the roll-out of the ARRA SIG funding in Michigan, a state that has been the subject of CEP research on school improvement since 2004. Michigan is a useful site for tracking implementation of ARRA SIGs because the state legislature has passed new state laws incorporating some of the ARRA SIG provisions. Data for this report were collected by interviewing state and local decision makers in Michigan and reviewing ARRA SIG applications and other state and school documents. CEP also conducted case studies of local implementation of ARRA SIGs by interviewing school staff and reviewing documents in three Michigan schools--Lincoln High School in the Van Dyke Public Schools, Phoenix Multi-Cultural Academy in the Detroit Public Schools, and Romulus Middle School in the Romulus Community Schools. Several key findings emerged from this analysis: (1) For school years 2010-11 through 2012-13, a small number of schools will receive far more federal funding for school improvement than ever before; (2) Michigan's &quot;persistently lowest-achieving&quot; schools are different from those in the later stages of NCLB school improvement; (3) Among Michigan's ARRA SIG grantees, the transformation model of school improvement was by far the most popular of the four federally endorsed improvement models; (4) State technical assistance to ARRA SIG schools adds new elements and closer monitoring to the supports the state already provides to schools in NCLB improvement; and (5) Staff at the three case study schools appreciated the additional funding and focus on major improvements that accompanied ARRA SIGs but were challenged by the rapid application and implementation process. Michigan's Evaluation of Local ARRA SIG Applications and Ongoing Implementation Goals is appended. (Contains 4 tables, 2 figures, 2 boxes and 5 footnotes.) [This paper was written with assistance from Kenne Dibner.]
Improving Middle Grades Math Performance: A Closer Look at District and School Policies and Practices, Course Placements, and Student Outcomes in California. Follow-Up Analysis
Author: Williams, Trish
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Middle School Students,Middle Schools,Mathematics Achievement,Educational Practices,Mathematics Teachers,Credentials,Followup Studies,Accountability,Administrator Role,Algebra,Cooperative Planning,Mathematics Curriculum,Educational Improvement,Grade 6,Grade 7,Grade 8,Grade 9,Educational Policy,Goal Orientation,Instructional Program Divisions,Intervention,Mathematics Instruction,Parent Responsibility,Institutional Mission,Predictor Variables,Principals,Public Schools,Charter Schools,Regression (Statistics),Research Methodology,Research Utilization,School Districts,Socioeconomic Influences,Standardized Tests,State Standards,Superintendents,Surveys,Scores

This report is a follow-up to &quot;Gaining Ground in the Middle Grades&quot; (Williams, Kirst, Haertel, et al., 2010). That study specified a comprehensive set of actionable practices that differentiated higher academic achievement among 303 middle grades schools in California. In doing so, the study provided a compelling and coherent account of middle grades schools that are achieving better student outcomes than their peer schools serving similar students. This follow-up analysis provides a different, more in-depth look at middle grades mathematics practices and policies. Appendices include: (1) Further data on Algebra I placement; and (2) The credentials of middle grades mathematics teachers differ depending on school grade configuration and teachers' grade levels. A technical appendix is included. (Contains 50 figures and 53 footnotes.) [For the related report, &quot;Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report&quot;, see ED508673.]
The Rural Dropout Problem: An Invisible Achievement Gap
Author: Johnson, Jerry
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Rural Schools,Poverty,Income,Graduation Rate,Dropout Rate,Dropouts,Second Language Learning,School Districts,White Students,High School Students,Cultural Pluralism,Expenditure per Student,Achievement Gap,Academic Achievement,School District Size,Minority Groups,High Achievement,Low Achievement

This report reviews high school dropout rates and related factors in rural high schools throughout 15 Southern and Southwestern states. These schools are in districts that are among the 800 rural districts with the highest student poverty rate nationally. Seventy-seven percent of the "Rural 800" districts and 87 percent of the students in them are in these fifteen targeted states. These high-poverty rural school districts are more racially and ethnically diverse than all other rural school districts and all other districts of any kind. Nearly three in five of the students in these districts are people of color. Rural 800 school districts in the 15 target states operate with less state and local funding per pupil ($7,731) than for all other rural districts ($8,134) or all non-rural districts ($9,611). The gap is caused by differences in local revenue that are partially, but not adequately, mitigated by somewhat higher state revenue. Among Rural 800 districts in the 15 target states, just over 6 in 10 students can be expected to graduate, compared with 70% among other rural districts and 67% among non-rural districts. The authors identified 20 Rural 800 school districts within the 15 target states with (1) graduation rates in the top 20%, (2) 2007-08 reading proficiency rates in the top 20%, and (3) 2007-08 math proficiency rates in the top 20%. The only statistically significant difference between the 20 highest performing Rural 800 districts and all other Rural 800 districts in the same states was that higher performance is associated with smaller district size. More significant, the racial/ethnic characteristics of these districts is very different from that of the Rural 800 overall. Eighty three percent of the students in these high-performing, high-poverty district are white and fewer than one percent are English language learners. This reinforces the widely recognized reality that an achievement gap separates the performance of students of color and white students. (Contains 5 tables, 14 figures and 6 footnotes.)
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Atlanta was 127. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Atlanta who performed at or above the NAEP &quot;Proficient&quot; level was 10 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Atlanta who performed at or above the NAEP &quot;Basic&quot; level was 33 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Austin was 149. This was higher than the average score of 134 for public school students in large cities. The percentage of students in Austin who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2009. This percentage was greater than large cities (17 percent). The percentage of students in Austin who performed at or above the NAEP &quot;Basic&quot; level was 61 percent in 2009. This percentage was greater than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Baltimore was 113. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Baltimore who performed at or above the NAEP &quot;Proficient&quot; level was 4 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Baltimore who performed at or above the NAEP &quot;Basic&quot; level was 20 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Boston Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Boston was 130. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Boston who performed at or above the NAEP &quot;Proficient&quot; level was 15 percent in 2009. This percentage was not significantly different from large cities (17 percent). The percentage of students in Boston who performed at or above the NAEP &quot;Basic&quot; level was 39 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Charlotte was 141. This was higher than the average score of 134 for public school students in large cities. The percentage of students in Charlotte who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2009. This percentage was greater than large cities (17 percent). The percentage of students in Charlotte who performed at or above the NAEP &quot;Basic&quot; level was 52 percent in 2009. This percentage was greater than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Cleveland was 121. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Cleveland who performed at or above the NAEP &quot;Proficient&quot; level was 6 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Cleveland who performed at or above the NAEP &quot;Basic&quot; level was 26 percent  in 2009. This percentage was smaller than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]