ethanporcaro/eric-fulltext-meta huggingface dataset:
Children's Food Security and Intakes from School Meals. Final Report. Contractor and Cooperator Report No. 61
Author: Potamites, Elizabeth
Date: 2010-05-00
Type: Reports - Research
Subjects: Breakfast Programs,Lunch Programs,Nutrition,Food,Economic Research,Family (Sociological Unit),Hunger,Poverty,Eating Habits,Comparative Analysis,Socioeconomic Status

Using 2005 data from the U.S. Department of Agriculture's Third School Nutrition Dietary Assessment survey, this study examines the contribution of school meals to the food and nutrient intake of children in food-secure, marginally secure, and food-insecure households. The study finds that children from food-insecure and marginally secure households receive a larger proportion of their food and nutrient intakes at school than do children from highly secure households. This difference is partially explained by the higher participation rates of the insecure and marginally secure in school meal programs. The average amount of foods and nutrients consumed were similar across food security levels, except that children from marginally secure households consumed fewer calories (and thus nutrients) than both other groups. Breakfast skipping was significantly more common among the food-insecure and marginally secure children. Even at schools with breakfast programs, 20 percent of children from food-insecure and marginally secure households did not eat breakfast, for reasons that will require further study to explore. Appendices include: (1) Regression Models and Results; and (2) Percentage Consumed for School Lunch Foods. (Contains 29 tables, 1 figure and 55 footnotes.) [This report is submitted to USDA Economic Research Service.]
Student Achievement in New York City Middle Schools Affiliated with Achievement First and Uncommon Schools. Final Report
Author: Teh, Bing-ru
Date: 2010-07-00
Type: Reports - Research
Subjects: Charter Schools,Middle Schools,Grade Repetition,Academic Achievement,Nonprofit Organizations,Program Evaluation,School Administration,Program Effectiveness,School Demography,Scores,Educational Improvement,Student Characteristics,Longitudinal Studies,Comparative Analysis,Mathematics Achievement,Reading Achievement,Cohort Analysis,Language Arts,Urban Schools

In recent years, some of the most ambitious charter school operators, with the support of philanthropic investors, have sought to increase the scale and scope of their work by creating charter management organizations (CMOs) that aim to replicate effective charter school models across multiple campuses. CMOs are nonprofit organizations with unified management teams that have operational responsibility for delivering the educational program and supervising the school leaders for groups of charter schools. CMOs are now sufficiently mature to permit a systematic evaluation of their effectiveness. In New York City, the authors have access to a comprehensive data set that provides an opportunity to examine the impact of two established CMOs, Achievement First and Uncommon Schools (referred to hereafter as AF and Uncommon, respectively). In this report, the authors present findings from a nonexperimental analysis in which they estimate the effect of five New York City middle schools affiliated with AF and Uncommon on the achievement of their students. This report draws on the data collected for the National Study of CMO Effectiveness, which is being conducted by Mathematica Policy Research and the University of Washington's Center for Reinventing Public Education. The focus of this analysis is the achievement impacts of New York City middle schools operated by AF and Uncommon. The five schools examined here were included because they (1) were in a jurisdiction (New York City) in which the authors had data available; (2) are schools for which achievement data can be examined prior to entry (in third and fourth grades) and for each year of enrollment; and (3) have been operating long enough to include at least one year of outcome data for at least one cohort of students. The estimated impacts cover school years from 2005-2006 through 2007-2008. The authors compare alternate methodological approaches to ensure the robustness of estimated impacts. The analyses they present in this report include adjustments to minimize potential biases caused by student selection, grade repetition, and attrition during middle school. Appendices include: (1) Baseline Test Scores and Demographic Characteristics; and (2) Two Alternate Grade Repetition Models. (Contains 7 tables and 10 footnotes.)
Implementing Structured English Immersion in Arizona: Benefits, Costs, Challenges, and Opportunities
Author: Rios-Aguilar, Cecilia
Date: 2010-07-00
Type: Reports - Research
Subjects: Immersion Programs,English (Second Language),Program Implementation,Program Costs,Educational Benefits,Telephone Surveys,Grouping (Instructional Purposes),Student Experience,Educational Policy,Inservice Teacher Education,Language Proficiency,Student Needs,Social Isolation,Time to Degree,Readiness,Program Effectiveness,Role Models,Peer Relationship

This study conducted telephone interviews with 26 randomly selected English Language Coordinators from 26 Arizona school districts with enrollment patterns that were representative of the state as whole. Three primary questions were posed to the respondents: (a) How is the 4-hour ELD block being implemented?; (b) What are the benefits of the 4-hour ELD block for students and for schools?; and (c) What are the concerns about implementing the 4-hour ELD block? The study found that all districts included in the study were implementing the 4 hour ELD block mandated for ELL students, but that there was considerable variation in some aspects of implementation. Although some districts recognized that their ELL students required additional support outside the 4-hour block, such as after school or summer programs (particularly for secondary students who were unable to take the courses they needed for graduation) and provided these services, two-thirds either chose not to or could not provide these services. With respect to benefits, the vast majority of ELCs focused on ELL students' English language development and additional teacher training that was provided. ELCs appreciated that the English instruction was less fragmented than in the past. Although most respondents did not feel teacher training was of better quality than they had received in the past, they were pleased that there was more of it. Regarding the costs/concerns of the program, ELCs mentioned that the implementation of the 4-hour ELD block has: (1) neglected core areas of academic content that are critical for ELL students' academic success and graduation, (2) contributed to ELL students' isolation, (3) limited ELL students opportunities for on-time high school graduation--potentially increasing drop out--and for college readiness, and (4) assumed that English language learning can be accomplished for all ELL students within an unrealistic timeframe and under a set of unrealistic conditions. Appendices include: (1) Survey Questions asked to English Language Coordinators; and (2) Codes for Data Analysis. (Contains 7 footnotes and 3 tables.)
Alabama Education News. Volume 28, Number 2
Author: White, Rebecca Leigh, Ed.
Date: 2004-09-00
Type: Collected Works - Serial
Subjects: Parent Participation,Libraries,Educational Indicators,Public Education,Educational Finance,Academic Achievement,Superintendents,Parent School Relationship,Awards,Faculty Development,Educational History,Reading Achievement,Mathematics Achievement,Federal Legislation,Student Characteristics,Reading Tests,Mathematics Tests,State Standards,Educational Improvement

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) What Does Adequate Yearly Progress Mean for Alabama Schools?; (2) New State Superintendent of Education Makes Staff Changes; and (3) Parent Involvement Urged During Statewide Parent Visitation Month in October. Regular features include: (1) Board Briefs; (2) Good News in Alabama Schools; (3) Awards, Opportunities and Professional Development; and (4) Calendar.
Legislative Update, June 2010. Report 10-13
Author: Blair, Julia
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: State Legislation,Postsecondary Education,Access to Education,Paying for College,Student Costs,Fees,Data Collection,Educational Finance,Student Evaluation,Educational Facilities,Private Colleges,Student Financial Aid,Educational Legislation,Institutional Mission,Public Colleges,Public Education,Labor Force Development,College Transfer Students,Transfer Policy

This update contains analyses of legislation being tracked by California Postsecondary Education Commission (CPEC) staff. It has updated positions on bills as adopted in the Commission meeting on June 8. A matrix of bills tracked by CPEC staff is included.
Do States Have Certification Requirements for Preparing General Education Teachers to Teach Students with Disabilities? Experience in the Northeast and Islands Region. Issues &amp; Answers. REL 2010-No. 090
Author: Bocala, Candice
Date: 2010-07-00
Type: Information Analyses
Subjects: General Education,Disabilities,State Departments of Education,Special Education Teachers,Teacher Certification,Special Education,Teacher Education,Outcomes of Education,Educational Legislation,Federal Legislation,Comparative Analysis,Intervention,Interviews,Standards,Web Sites,Elementary Secondary Education,Inclusive Schools,Knowledge Base for Teaching,Teacher Competencies,Regular and Special Education Relationship

With more than half of children with disabilities being educated in the general education classroom, and with federal education law requiring improved learning outcomes for these students, preparing general education teachers to work effectively with all students is critical. This report on teacher certification requirements in the nine Northeast and Islands Region jurisdictions finds that eight of them require some coursework in teaching students with disabilities for initial licensure of general education teachers. It finds commonalities and differences both in how jurisdictions require general education teacher candidates to develop knowledge in special education and in the specific knowledge and skills required as part of teacher preparation. The study was requested by education policymakers and practitioners in the Northeast and Islands Region, who expressed interest in learning more about teacher preparation requirements for initial licensure of general education teachers that prepare educators to teach students with disabilities. Specifically, education officials from Maine and Puerto Rico requested information on current policies and pending changes to requirements, along with more detail on the specific content or program of study required by state education agencies. Appendices include: (1) Methodology; (2) Consent Form to Accompany Interview Protocol; (3) Expanded Tables of Publicly Available Documents from Northeast and Islands Region State Education Agency Web Sites; (4) State Education Agency Web Site Document Review Summary Sheet; (5) Interview Summary Sheet; (6) Interstate New Teacher Assessment and Support Consortium Model Standards for Licensing General and Special Education Teachers of Students with Disabilities (2001); (7) Jurisdiction Summaries of Requirements for Preparing General Education Teachers To Teach Students With Disabilities In General Education Classrooms; and (8) Knowledge and Skills in Special Education Recommended for General Education Teachers, by Jurisdiction. (Contains 3 boxes, 8 tables, and 7 notes.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Northeast and Islands administered by Education Development Center, Inc.]
Actions that Could Increase Work Participation for Adults with Disabilities. Highlights of a Forum. GAO-10-812SP
Author: Bertoni, Daniel
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Incentives,Disabilities,Barriers,Accessibility (for Disabled),Feasibility Studies,Change Strategies,Brainstorming,Government Role,Institutional Role,Staff Role,Normalization (Disabilities),Attitudes toward Disabilities,Supported Employment,Community Based Instruction (Disabilities),Transitional Programs,Adults

The Americans with Disabilities Act (ADA)--now in its 20th year--calls for the full participation of individuals with disabilities in society, including the workforce. Yet, many barriers exist that may prevent them from staying connected or returning to employment. For instance, eligibility requirements for receiving public disability benefits or health coverage are not always consistent with helping to keep individuals at work or facilitating their return. Also, employers may not know how to accommodate employees with disabilities or may lack financial incentives to do so. GAO (Government Accountability Office) convened a forum on March 16, 2010, to explore policy options and actions that could be taken to help adults with a current or past work history improve their participation in the workforce. Participants included experts and officials representing a variety of views. Prior to the forum, GAO surveyed a larger group of experts to help inform the discussion. Comments expressed during the forum or on the survey do not necessarily represent the views of all participants, the organizations they represent, or GAO. Although GAO is not making recommendations, based on our prior work and consistent with a past GAO proposal to Congress, GAO agrees with forum participants that strong federal leadership is essential for achieving the level of coordination required to effectively leverage resources to improve work participation for Americans with disabilities. Appendices include: (1) Scope and Methodology; (2) First Delphi Survey; (3) Second Delphi Survey; (4) Forum Agenda; (5) Forum Participants; and (6) GAO Contacts and Staff Acknowledgments. (Contains 2 tables, 2 figures and 45 footnotes.)
Student Characteristics and Achievement in 22 KIPP Middle Schools: Final Report
Author: Tuttle, Christina Clark
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Middle Schools,Low Income,Academic Achievement,Program Effectiveness,Educational Opportunities,Student Characteristics,Educational Innovation,Networks,Longitudinal Studies,Comparative Analysis,Achievement Gap,Matched Groups,Time Factors (Learning),Program Descriptions,Grade Repetition,Program Evaluation,School Demography,Scores,Educational Improvement,Mathematics Achievement,Reading Achievement,Cohort Analysis

The Knowledge Is Power Program (KIPP) is a bold effort to create a network of charter schools designed to transform and improve the educational opportunities available to low/income families. KIPP schools seek to actively engage students and parents in the educational process, expand the time and effort students devote to their studies, reinforce students' social competencies and positive behaviors, and dramatically improve their academic achievement. Ultimately, the goal of KIPP is to prepare students to enroll and succeed in college. The KIPP Foundation is guiding this effort by selecting and training school leaders, promoting the program model, and supporting the KIPP network schools. This report presents preliminary findings from a matched, longitudinal analysis designed to estimate KIPP's effect on student achievement. The author's preliminary work estimates effects in 22 KIPP middle schools--making this the first report that applies a rigorous (nonexperimental) methodological approach across a nationwide sample of KIPP schools. They selected schools for which they were able to collect longitudinal, student/level data, and that were established by the 2005/06 school year or earlier to ensure that a minimum of two entering cohorts of students per school would be observed for multiple years. They find that students entering these 22 KIPP schools typically had prior achievement levels that were lower than average achievement in their local school districts. For the vast majority of KIPP schools studied, impacts on students' state assessment scores in mathematics and reading are positive, statistically significant, and educationally substantial. Estimated impacts are frequently large enough to substantially reduce race/ and income/based achievement gaps within three years of entering KIPP. They describe these findings in more detail in this report. Appendices include: (1) Administrative Data; (2) Supplemental Tables for Chapter II; (3) Analytic Methods; (4) Alternative Specifications; and (5) Subgroup Analyses. (Contains 34 tables, 21 figures and 28 footnotes.) [This paper was submitted to KIPP Foundation. For the accompanying report, see ED511108.]
Supplemental Analytic Sample Equivalence Tables for Student Characteristics and Achievement in 22 KIPP Middle Schools: A Report from the National Evaluation of KIPP Middle Schools
Author: Tuttle, Christina Clark
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: Control Groups,Middle Schools,Student Characteristics,Tables (Data),School Statistics,Research Methodology,Charter Schools,Academic Achievement,Program Effectiveness,Longitudinal Studies,Comparative Analysis,Matched Groups,Program Evaluation,School Demography,Scores,Mathematics Achievement,Reading Achievement,Cohort Analysis,Sampling,Statistical Analysis

In this set of four supplemental tables, the authors compare the baseline test scores of the treatment and matched control group samples observed in each year after KIPP entry (outcome years 1 to 4). As discussed in Chapter III, the authors used an iterative propensity score estimation procedure to calculate each student's probability of entering KIPP in fifth or sixth grade, and then applied nearest-neighbor matching (without replacement) to identify a matched comparison group of students similar to KIPP students in terms of observed demographic characteristics and prior achievement at baseline. In that chapter, the authors also showed that the mean baseline math and reading scores of KIPP students in each of the 22 schools are not significantly different from their matched comparison students at the five percent level (see Table III.1). (Contains 1 footnote and 4 tables.) [This report was submitted to KIPP Foundation. For the accompanying document, see ED511107.]
For-Profit Colleges: Undercover Testing Finds Colleges Encouraged Fraud and Engaged in Deceptive and Questionable Marketing Practices. Testimony before the Committee on Health, Education, Labor, and Pensions, U.S. Senate. GAO-10-948T
Author: Kutz, Gregory D.
Date: 2010-08-04
Type: Reports - Evaluative
Subjects: Higher Education,Proprietary Schools,Enrollment Trends,Student Financial Aid,Student Loan Programs,Loan Default,Federal Aid,Investigations,Marketing,Deception,Employment Potential,Eligibility,Student Recruitment,Tuition,Geographic Regions,Comparative Analysis,Politics of Education,Testing,Grants

Enrollment in for-profit colleges has grown from about 365,000 students to almost 1.8 million in the last several years. These colleges offer degrees and certifications in programs ranging from business administration to cosmetology. In 2009, students at for-profit colleges received more than $4 billion in Pell Grants and more than $20 billion in federal loans provided by the Department of Education (Education). GAO was asked to (1) conduct undercover testing to determine if for-profit colleges' representatives engaged in fraudulent, deceptive, or otherwise questionable marketing practices, and (2) compare the tuitions of the for-profit colleges tested with those of other colleges in the same geographic region. To conduct this investigation, GAO investigators posing as prospective students applied for admissions at 15 for-profit colleges in 6 states and the District of Columbia. The colleges were selected based on several factors, including those that the Department of Education reported received 89 percent or more of their revenue from federal student aid. GAO also entered information on four fictitious prospective students into education search Web sites to determine what type of follow-up contact resulted from an inquiry. GAO compared tuition for the 15 for-profit colleges tested with tuition for the same programs at other colleges located in the same geographic areas. Results of the undercover tests and tuition comparisons cannot be projected to all for-profit colleges. Detailed Results of Undercover Tests is appended. (Contains 3 tables and 11 footnotes.)
Numbers and Types of Public Elementary and Secondary Local Education Agencies from the Common Core of Data: School Year 2008-09. First Look. NCES 2010-346
Author: Keaton, Patrick
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Public Education,School Districts,Elementary Secondary Education,Institutional Characteristics,Charter Schools,School Demography,Grouping (Instructional Purposes),State Boards of Education,Intermediate Administrative Units,Unions,Regional Programs,Federal Government,Public Agencies

This report presents findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and other jurisdictions in the 2008-09 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state education agencies to the National Center for Education Statistics through the U.S. Department of Education's ED&quot;Facts&quot; data collection system. Because the purpose of this report is to introduce new data through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available when using the CCD rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 5 tables and 3 footnotes.)
Research Study
Author: Glick, Ashley
Date: 2010-05-01
Type: Reports - Evaluative
Subjects: Student Behavior,Student Attitudes,Action Research,Grade 2,Urban Youth,Classroom Techniques,Behavioral Objectives,Urban Schools,Classroom Environment,Teacher Student Relationship,Positive Reinforcement,Rewards,Discipline

Background: Action Research about my 2nd grade classroom in the Buffalo School District. I examined three areas of interest and tried to find some conclusions related to behavior management. Purpose: The purpose of this study is how will implementing procedures, rules, and consequences help improve student behavior. Research Design: Descriptive; Single Subject; Other Quantitative. Findings: I found that by concentrating my action research study on three core subjects: fighting, walking in the hallway, talking when I'm taking-were three areas that my urban children could not comprehend. I found that with a little patience and respect, that urban children do indeed want to learn and will follow directions. Conclusion: Through helpful procedures and rules, I have found that students will listen and do want to learn. It is up to the teacher to make a productive learning environment for the students. Citation: The First Days of School by Wong; No Fear in my Classroom by Wootan; The Morning Meeting Book by Kriete.