ethanporcaro/eric-fulltext-meta huggingface dataset:
The Tapestry of American Public Education: How Can We Create a System of Schools Worth Choosing for All?
Author: Cookson, Peter W., Jr.
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Public Education,School Choice,Access to Education,Equal Education,Inclusion,School Segregation,School Desegregation,Academic Achievement,Public Schools,Open Enrollment,Magnet Schools,Charter Schools,Diversity

School choice is a hotly debated issue in today's press, politics, and public discourse. In principle, the idea of families being able to choose the public school that is best for their children has widespread appeal. Interest in choice has been fueled in part by distinctive views about educational approaches and in part by the fact that disparities in school funding and quality result in unequal learning opportunities across schools and districts. In practice, though, efforts to create greater choice for families through privately controlled options have also raised questions about the nature of the social contract to provide education to all children and about the efficacy of markets to provide good schools for all. In addition, states and school districts struggle to provide school options that are universally high-quality, publicly accountable, and equitably available. The central question for our public education system is not whether school options exist, but whether they are good ones that are available to all children. In this report, the authors describe the many forms of public school choice currently available in the United States and examine evidence about equitable access, student outcomes, and diversity and inclusion. Based on that analysis, they present key lessons and recommendations to inform policies to create, manage, and lead systems of choice that provide all students with access to high-quality schools. This report cites examples in which the introduction of choice variously expanded or restricted access, increased or decreased segregation, and led to positive or negative impacts on student achievement, depending on how it was designed and managed. The challenge ahead is to expand quality and access within this tapestry so that every child chooses, and is chosen by, a school worth choosing. [Core ideas in this report draw on two previous documents: &quot;Expanding high-quality educational options for all students: How states can create a system of schools worth choosing&quot; (ED606633) and Shields, P. M., &amp; Ali, T. T. (2018). Building a system of excellent public education. Los Angeles, CA: UniteLA &amp; UCLA IDEA.]
Measuring Student Socioeconomic Status: Toward a Comprehensive Approach. School Finance Series
Author: Cookson, Peter W., Jr.
Date: 2020-05-00
Type: Reports - Research
Subjects: Measurement Techniques,Socioeconomic Status,Economically Disadvantaged,Low Income Groups,Lunch Programs,Eligibility,Poverty,Public Schools,Certification,Welfare Services,Elementary Secondary Education

Accurately measuring the family incomes of students is essential to allocating school resources that meet the educational needs of all students, particularly the needs of students from low-income families. With the onset of the COVID-19 health and economic crisis, the need to accurately assess the financial condition of families who are suffering a loss of income and employment has taken on new and urgent importance. Public school districts are experiencing a significant loss of funding, making them more dependent on federal dollars to meet children's needs. Measuring student socioeconomic status (SES) accurately is essential if schools educating students from low-income and impoverished families are to receive the funds they need to offer quality education to those students furthest from opportunity. The Free and Reduced-Price Lunch (FRPL) program has been the most commonly used measure of student poverty in the United States, but that is changing. This report examines the limitations of FRPL as a sole proxy for student poverty and the shift away from its use. It considers &quot;direct certification,&quot; a newer process for determining students' eligibility for free or reduced-price meals, Title I-sponsored student services, and other programs. This report offers several considerations for state policymakers who are seeking to accurately count students from low-income families through the direct certification process. The report concludes with a call for the continuous development of up-to-date, comprehensive measures of students' SES that will better serve the needs of policymakers, researchers, educators, and families.
National Adult Student Satisfaction and Priorities Report. A Joint Study by RNL and Lumina Foundation
Author: Ruffalo Noel Levitz (RNL)
Date: 2019-00-00
Type: Reports - Research
Subjects: Adult Students,Student Satisfaction,Undergraduate Students,Student Needs,Public Colleges,Private Colleges,Community Colleges,College Students,Racial Differences,Ethnicity,College Choice,Geographic Location,Minority Group Students,White Students,College Faculty,Teacher Characteristics,Student Personnel Services,Age Differences,Enrollment,Costs,Student Financial Aid,Reputation,Academic Advising,Instruction,Educational Quality,College Environment,School Registration,School Safety,Access to Information,Value Judgment

Adult students (age 25 and older) make up almost 40 percent of the national undergraduate population. Since they are often balancing their college experience with work, family, and other responsibilities, adult students may have different priorities and challenges. What can campuses do to serve these students better and help more of them succeed? This report from RNL and Lumina Foundation examines data from nearly 370,000 adult and traditional-aged students at community colleges, four-year public institutions, and four-year private colleges and universities. Inside you'll find: (1) Comparisons of overall satisfaction and priorities for adult students and traditional-age students by institution type; (2) Which factors were the most critical in their decisions to enroll; (3) National trends for strengths and challenges across key aspects of the educational experience: Financial aid, academic quality, registration, overall campus climate, value of tuition, and more; and (4) Comparisons by race and ethnicity for students age 25 and older. This report compiles data from the RNL Student Satisfaction Inventory, a benchmarking assessment used by more than 2,900 colleges and universities for the last 25 years.
Evaluating Socioeconomic Gaps in Preschoolers&apos; Vocabulary, Syntax, and Language Process Skills with the Quick Interactive Language Screener (QUILS)
Author: Levine, Dani
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Skills,Socioeconomic Status,Screening Tests,Social Differences,Profiles,Preschool Children,Academic Achievement,Syntax,Vocabulary Development,Comparative Analysis,Language Processing,Language Acquisition,Language Tests,Correlation,Learning Processes,English,Case Studies,Low Income Groups,Advantaged

Early language competence is a reliable and powerful predictor of children's success in school, and word gaps linked to socioeconomic status disparities have cascading effects on academic outcomes. While early research -- such as the work of Hart and Risley (1995) -- focused on gaps in vocabulary, growing evidence reveals wide gaps in syntax as well. Language is an interdependent developing system of vocabulary, syntax, and language processes, yet existing research has not evaluated how SES gaps compare for these language components or how these components are linked for children from lower- and higher-SES families. Such a profile is sorely needed to understand the course of language development in all children.A new language measure, the Quick Interactive Language Screener (QUILS), expands on other measures by evaluating preschoolers' vocabulary and syntax knowledge, along with their language-learning process skills. This screener was administered to a large, diverse sample of English-speaking children ages 3 through 5. Results indicated that the effect of SES was significant and comparable for all three language components, at all ages tested. Additionally, correlations among syntax, vocabulary and process were robust for low- and mid-SES children. These findings highlight the importance of looking beyond vocabulary to language syntax and process to better understand the SES gap in language.
Looking Back, Ahead, and in New Directions
Author: Rubel, Laurie H.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Equal Education,Mathematics Education,Politics of Education,Cultural Background,Cultural Influences,Research Needs,Futures (of Society),Thinking Skills,Cultural Differences,Teaching Methods,Minority Group Students,Speeches

In this paper, I respond to and expand on Civil's plenary address (this volume), in which she articulates key themes related to funds-of-knowledge orientations to mathematics education. I review the themes selected by Civil: funds of knowledge, participation, and valorization of knowledge, and provide additional analysis. Next, I accentuate the often absent but inherent political dimensions of work in mathematics education that emphasizes the cultural, as well as the often absent but inherent cultural dimensions of work in mathematics education that emphasizes the political. Finally, I contribute additional perspectives to future directions for the research community around equity in mathematics education. [For the complete proceedings, see ED606531.]
Principles for a High-Quality Pre-Apprenticeship: A Model to Advance Equity
Author: Tieszen, Noel
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Apprenticeships,Program Development,Educational Policy,Program Design,Planning,Equal Education,Wages,Gender Differences,Racial Differences,Career Development,Goal Orientation,Equal Opportunities (Jobs),Diversity,Persistence,Industry,Barriers,Recruitment,Models,Social Capital,Career Exploration,School Business Relationship

In the United States, apprenticeships have traditionally been considered the purview of the construction industry and a handful of other trades. But recent interest in developing nontraditional career paths has led to an expansion of apprenticeships into industries such as healthcare, childcare, advanced manufacturing, public safety, hospitality, information technology, cybersecurity, and more. Diverse pre-apprenticeships have the potential to help people access a career path that offers livable wages and benefits. As public investment in apprenticeships grows at both the federal and state levels, we must proactively ensure equitable access to these opportunities. This report outlines principles to guide federal, state, and local decision-makers and partners in developing equitable pre-apprenticeship programs and policy. These principles can mitigate the risk of investing in low-quality programs that lead to nowhere. Policy research involved examining: (1) Program goals; (2) Integrating successful apprenticeship practices; (3) Program design, including equitable access, recruitment and placement; (4) Compensation; (5) Regional planning; and (6) Pathways to postsecondary education.
Learning to Lead: Understanding California&apos;s Learning System for School and District Leaders. Research Brief
Author: Sutcher, Leib
Date: 2018-10-00
Type: Reports - Research
Subjects: Instructional Leadership,School Administration,State Policy,Educational Policy,Administrator Education,Administrator Attitudes,Principals,Superintendents,Educational Attitudes,Faculty Development,21st Century Skills,Administrator Effectiveness,Elementary Secondary Education,Social Development,Emotional Development,Education Work Relationship,Barriers,Management Development

Based on a survey of California principals and interviews with superintendents, this study examines professional learning experiences for the state's school leaders. We find that California's education leaders experience elements of high-quality preparation, with significantly better initial training reported by the state's new principals. However, most principals' learning opportunities are piecemeal and often do not include the elements principals most value. Access to professional learning is especially poor for principals in rural areas. The state's educational leaders do not consistently participate in professional learning opportunities that support them in leading schools that develop students' deeper learning and social and emotional competencies. They do, however, want more of it. [For the full report &quot;Learning to Lead: Understanding California's Learning System for School and District Leaders. Technical Report. Getting Down to Facts II&quot;, see ED594687.]
2018 High School Seniors&apos; Perceptions of College Financing
Author: Ruffalo Noel Levitz (RNL)
Date: 2018-00-00
Type: Reports - Research
Subjects: Paying for College,Costs,Higher Education,High School Seniors,Student Attitudes,College Applicants,Student Financial Aid,Federal Aid,Information Dissemination,Student Satisfaction,Communication Strategies,Information Sources,Decision Making,Enrollment,Student Loan Programs,Racial Differences,Ethnicity,First Generation College Students,College Choice,Parent Participation,Institutional Characteristics,Telecommunications,Parent Attitudes,Debt (Financial)

The perception of college affordability and financing is a grim one, fueled by the very real rising costs of higher education, as well as media coverage of how much students and their families are borrowing. While this perception is understandable given the realities of paying for college, how do students and parents feel about the process of college financing? The debt levels they expect to take on? The award packages they receive? The answer: more positive than one might expect. Ruffalo Noel Levitz polled graduating high school seniors about their perceptions of financing college. This report contains valuable insights about students and parents that illustrates how to engage students in the awarding process, address their needs for information on cost and financial aid, and communicate more strategically about their aid packages.
2019 National Student Satisfaction and Priorities Report: A Focus on Trends over the Past 10 Years
Author: Ruffalo Noel Levitz (RNL)
Date: 2019-00-00
Type: Reports - Research
Subjects: College Students,Student Satisfaction,Student Attitudes,Public Colleges,Private Colleges,Community Colleges,Adult Students,Graduate Students,Undergraduate Students,Online Courses,Distance Education,Student Experience,Student Characteristics,Institutional Characteristics,Enrollment,Costs,Student Financial Aid,Reputation,Student Personnel Services,Student Needs,Academic Advising,College Choice,College Admission,School Registration,Educational Quality,College Faculty,Feedback (Response),School Security,School Counseling,Career Development,Access to Information,Student School Relationship,College Environment,Interpersonal Relationship,Value Judgment,Teacher Competencies,Educational Facilities,Student Recruitment,School Safety,Technical Institutes

Higher education has seen significant changes in the student experience in the past 10 years. For the past decade, everything from student attitudes about college to the technology they use every day has impacted their satisfaction with, and perception of, the college experience. This report is a comparison of student satisfaction, separated by 10 years. Each data set includes student responses from three academic years: fall 2006 through spring 2009 compared with fall 2016 through spring 2019. Six different student populations are reflected in these comparisons: (1) Students attending four-year private institutions; (2) Students attending four-year public institutions; (3) Students attending community colleges; (4) Adult undergraduate students at both four-year publics and privates; (5) Graduate students at both four-year publics and privates; and (6) Online learners at four-year and two-year institutions. [For &quot;2018 National Student Satisfaction and Priorities Report: Focusing on Satisfaction Levels for Demographic Subpopulations,&quot; see ED606626.]
2017 National Student Satisfaction and Priorities Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2017-00-00
Type: Reports - Research
Subjects: College Students,Student Satisfaction,Student Attitudes,Public Colleges,Private Colleges,Community Colleges,Adult Students,Graduate Students,Undergraduate Students,Online Courses,Distance Education,Student Experience,Student Characteristics,Institutional Characteristics,Enrollment,Costs,Student Financial Aid,Reputation,Student Personnel Services,Student Needs,Academic Advising,College Choice,College Admission,School Registration,Educational Quality,College Faculty,Feedback (Response),School Security,Tutoring,School Counseling,Career Development,Access to Information,Student School Relationship,College Freshmen,College Environment,Interpersonal Relationship,Racial Relations,Value Judgment,Teacher Competencies,Educational Facilities

For more than two decades, the national standard for benchmarking student satisfaction in higher education has been the Ruffalo Noel Levitz Satisfaction-Priorities Surveys. Since their beginning in 1994, these benchmark surveys have been used by more than 2,900 U.S. colleges and universities to evaluate students' concerns that correspond with student success, college completion, student recruitment, strategic planning, and re-accreditation. Highlighted in this 2017 report are: (1) students' overall satisfaction levels, reported separately for six groups of students ranging from traditional-age learners to nontraditional adults and online learners; (2) areas of greatest importance to students; (3) areas of strength; (4) key challenges for improvement; and (5) top factors in students' original decisions to enroll, for recruitment and strategic planning. [For &quot;National Student Satisfaction and Priorities Report. 2015-16 National Research Report,&quot; see ED602824.]
2018 National Student Satisfaction and Priorities Report: Focusing on Satisfaction Levels for Demographic Subpopulations
Author: Ruffalo Noel Levitz (RNL)
Date: 2018-00-00
Type: Reports - Research
Subjects: College Students,Student Satisfaction,Student Attitudes,Public Colleges,Private Colleges,Community Colleges,Adult Students,Graduate Students,Undergraduate Students,Online Courses,Distance Education,Student Experience,Student Characteristics,Institutional Characteristics,Enrollment,Costs,Student Financial Aid,Reputation,Student Personnel Services,Student Needs,Academic Advising,College Choice,College Admission,School Registration,Educational Quality,College Faculty,Feedback (Response),School Security,Tutoring,School Counseling,Career Development,Access to Information,Student School Relationship,College Environment,Interpersonal Relationship,Value Judgment,Teacher Competencies,Educational Facilities,Student Recruitment,Technical Institutes,Gender Differences,Racial Differences,Ethnicity,Employment Level

The Ruffalo Noel Levitz (RNL) Satisfaction-Priorities Surveys are the national standard for benchmarking student satisfaction in higher education. Since 1994, more than 2,900 colleges and universities have used the surveys to evaluate students' concerns that influence student success, college completion, student recruitment, strategic planning, and re-accreditation. The surveys take a broad look at the student experience, both inside and outside of the classroom, and are compared with peer institution benchmarks for particular student groups. The surveys identify areas of strength, where students report high satisfaction and high importance, and areas of challenge, where students report low satisfaction and high importance. The 2018 report aggregates three years of data (2015-16, 2016-17, 2017-18) and focuses on students' satisfaction levels, breaking the data down by demographic subpopulations, including race/ethnicity, gender, age, employment, type of learner (adult, online), and other key categories. [For the &quot;2017 National Student Satisfaction and Priorities Report,&quot; see ED606625.]
Examining Middle School Teacher Perceptions of the Next Generation Science Standards: A Qualitative Study
Author: Harris, Milton G.
Date: 2018-06-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Middle School Teachers,Science Education,Teacher Attitudes,Inquiry,Teaching Methods,Constructivism (Learning),Science Teachers,Grounded Theory,Faculty Development,Student Centered Learning,Time Management,Barriers,Lesson Plans,Teacher Collaboration,Curriculum Implementation,Educational Change,Educational History,Teacher Role,Technology Education,Engineering Education,Curriculum Development,Teacher Surveys

Science education in the US entered a period of reform in 2011 with the development and implementation of the Next Generation Science Standards (NGSS). The NGSS have subsequently been adopted in 18 states. School districts within these states are in the process of adjusting science curricula to align with the academic expectations described by the standards. Science teachers' perceptions have implications for the kinds of inquiry-based teaching employed in science classrooms. This dissertation examines middle school science teachers' perceptions of the NGSS. The research questions designed for this study address teachers' perceptions of (1) the 'seven conceptual shifts' proposed by the NGSS, (2) the resources and support systems provided for NGSS implementation, and (3) challenges to implementing the NGSS. A constructivist grounded theory methodology was used to explore these research questions. Data were collected from surveys and semi-structured interviews with teachers, and actual science lessons used by teachers. Teachers' perceptions of the NGSS were mostly consistent with the seven conceptual shifts expected during NGSS implementation. Sustained, relevant, professional development, collaboration with colleagues, availability of NGSS aligned resources, and flexible learner-centered classrooms were among the things teachers reported to be most beneficial during NGSS implementation. Teachers also reported barriers to implementation, including confusion regarding the organization of the standards, varying interpretations of the standards, insufficient time for proper implementation, and science teachers' personal expectations. This study provides insights regarding how pre-service educators, education leaders, and policymakers can best support middle school science teachers in implementing the NGSS.
2017 Effective Practices Report for Student Success, Retention, and Completion
Author: Ruffalo Noel Levitz (RNL)
Date: 2017-00-00
Type: Reports - Research
Subjects: Undergraduate Students,Educational Practices,Program Effectiveness,Academic Achievement,School Holding Power,Graduation Rate,Academic Advising,Two Year Colleges,Work Experience Programs,Minority Group Students,Honors Curriculum,Guidance Programs,Academic Persistence

This report contains ratings of effective practices used to improve student success, retention, and completion, based on a Ruffalo Noel Levitz (RNL) electronic poll of undergraduate officials at U.S. colleges and universities in June of 2017. The report includes: (1) effectiveness rankings for 28 general strategies and tactics, such as one-on-one advising by professional staff and giving students practical work experiences in their desired major; (2) quality ratings for three leadership practices, such as the use of a committee and a written plan to guide efforts for student success/retention/completion; and (3) effectiveness ratings for 13 population-specific programs, such as programs for under-represented students and honor students.