ethanporcaro/eric-fulltext-meta huggingface dataset:
Foreclosure and Kids: Does Losing Your Home Mean Losing Your School?
Author: Been, Vicki
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Housing,Loan Default,Children,Public Schools,Student Mobility,Incidence,African American Students,Urban Schools,Elementary School Students,High School Students,School Effectiveness,Neighborhoods

The recent foreclosure crisis has plagued nearly every city in the U.S., including New York City. Despite considerable attention to the causes of these mortgage foreclosures and the consequences they have had for communities, we know little about their impacts on individual families and children. Given that more than 2.8 million U.S. property owners received a foreclosure notice in 2010 alone; it is likely that large numbers of children are leaving their homes and moving schools, as well. This policy brief examines the prevalence of foreclosure among buildings housing New York City public school students and explores the relationship between foreclosures and student mobility. Specifically, the authors examine whether children who live in properties entering foreclosure are more likely than their peers to switch schools. Such mobility is of potential concern because research suggests that changing schools is often damaging to children's academic performance (Hanushek et al., 2004; Schwartz et al., 2007). This brief also explores how the new schools the children attend after moving differ from their origin schools, in terms of student demographics and performance. Our research focuses primarily on elementary and middle school students who attended New York City public schools in the 2003-04 and 2006-07 school years. For additional information on our data and methods, see Been et al. (2011), &quot;Kids and Foreclosures: New York City.&quot; Key finding include: (1) 20,453 public school students lived in buildings that entered foreclosure in 2006-07; (2) 61 percent of students living in buildings that entered foreclosure lived in 2-4 family or larger multi-family properties; (3) 57 percent of students living in buildings that entered foreclosure in 2006-07 were black, compared to 33 percent of all other students; (4) Public school students living in buildings in foreclosure were more likely to change schools in the year following a foreclosure notice than other students, and the effect was amplified for children in multi-family buildings; (5) Students living in properties that entered foreclosure were significantly less likely than their peers to leave the New York City public school system in the subsequent year; and (6) Students who moved to new schools after a foreclosure moved to lower-performing schools on average. The change in school quality was no more dramatic, however, than that experienced by other students who moved schools.
Career Technical Education Enhancement Fund Report
Author: California Community Colleges, Chancellor's Office
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Vocational Education,Educational Finance,Financial Support,Intercollegiate Cooperation,School Business Relationship,State Aid,Alignment (Education),Resource Allocation,Consortia,Labor Market,Outcomes of Education,Information Utilization

The California Community Colleges serve more than 2.1 million students and is the largest system of higher education in the nation. The state's 112 colleges provide workforce training, teach basic math and English, and prepare students for transfer to four-year universities and colleges. Senate Bill 852 established the Career Technical Education (CTE) Enhancement Fund, which allocated $50 million in the 2014- 15 budget year to expand, enhance, and improve upon CTE programs statewide. This funding was designed to help community college CTE programs purchase equipment, align and develop curriculum, and provide professional development training to better meet the employment needs of the regional economy in each of seven macro-economic regions. The chancellor of the California Community Colleges distributed funds to the districts designated as fiscal agents according to a formula that factored in CTE full-time students, all full-time students, and the number of colleges in each region. This one-time award created opportunities for community colleges to collaborate with each other and industry representatives in seven different macro-economic regions. This collaboration allowed the community colleges to better address the ongoing challenges of providing high quality CTE programs. By providing high quality CTE education, California community colleges can help address the skills gap. More than 30 percent of jobs in the seven macro-economic regions will require a postsecondary education credential, certificate or associate degree. Likewise, students need the opportunity to earn credentials and advance their skills in order to find high-wage employment. Increased education leads to higher wages for workers and greater prosperity for the region. The full cost of CTE, however, exceeds apportionment funding. While the CTE Enhancement Fund in the 2014-15 budget went a long way toward helping community colleges by funding much-needed equipment upgrades and professional development, these additional costs are ongoing. Continuing to provide money in future state budgets for the CTE Enhancement Fund will help thousands of CTE students to achieve their academic goals and find jobs and provide new skills to incumbent workers. Moreover, the investment in regional collaboration through intensive comparison of current CTE courses and programs to labor market needs is the most effective way to address the high cost of CTE programs.
Economic and Workforce Development Program Annual Report, 2015
Author: California Community Colleges, Chancellor's Office
Date: 2015-00-00
Type: Reports - Research
Subjects: Economic Development,Labor Force Development,Community Colleges,State Programs,College Programs,Program Effectiveness,Regional Cooperation,School Business Relationship,Qualitative Research,Statistical Analysis,Financial Support,Educational Cooperation,Annual Reports

California's community colleges continue to play a crucial role in the state's economy by providing students with the skills and knowledge to succeed and by advancing the economic growth and global competitiveness of California and its regional economies through the Economic and Workforce Development Program (EWD). Under the Doing What Matters for Jobs and the Economy (DWM) framework, EWD supports community colleges working within and across economic regions as they: (1) partner closely with businesses and other organizations; (2) train students for the in-demand skills employers require through contract education, and credit and non-credit instruction; (3) provide these students with career pathways and stackable credentials; (4) promote their success and improve program completion; (5) build the skills of current employees; and (6) get Californians into jobs. The DWM strategy of increasing outreach to employers within regions and priority industry sectors has contributed to upward trends in EWD's outcomes. The data for this report is collected through both quantitative and qualitative methods. Financial data and select performance information are collected through online grant reporting systems. Qualitative data, such as success stories, are collected through the Sector Navigators. The new initiatives funded in fiscal year 2013-14 created and strengthened the alignment between community colleges and the industries in their economic regions. Sector Navigators and Deputy Sector Navigators increased the number of businesses served. Industry Driven Regional Collaboratives provided employers and colleges the opportunity to work together to create and improve course offerings to prepare students with the skills and education needed to fill high-demand jobs. The Centers of Excellence provided colleges with labor market research with which to base their decisions. The increased collaboration with industry enabled California community colleges to supply in-demand skills for employers, create relevant career pathways and stackable credentials, promote student success and get Californians into open jobs. EWD decisions are becoming more data-driven and evidence-based, resulting in strategic investments based on proven practices. Continuing the work of the EWD program gives California community colleges the ability to build upon their current success and positively impact California's economy into the future. Appended are: (1) Priority Sector Summaries; (2) EWD CCCCO and Regional Consortia Resources; (3) EWD Program Advisory Committee.
Adult Education Regional Planning
Author: California Community Colleges, Chancellor's Office
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Educational Planning,Regional Planning,State Legislation,Educational Legislation,Elementary Secondary Education,Community Colleges,Educational Needs,Consortia,Access to Education,Educational Demand,Educational Innovation,Student Placement,Accountability,Regional Cooperation,Program Improvement,Adult Students,Student Evaluation,Alignment (Education)

For more than one hundred and fifty years, until 2008, California was an undisputed national leader in its commitment to adult education. The state's investment in adult learners topped $750 million, a sum greater than the combined total of every other state in the nation. However, for the past several years recession and fiscal crisis have left adult education battered and underfunded. Since the late 1960s California's adult education system has been shared between the K-12 adult schools (K-12 Adult) and the community colleges. This governance structure exists with little coordination or alignment of policy and practice. Institutional practices impede the transition of students from basic skills courses into postsecondary education and training programs. In response, the 2013-14 Assembly Bill 86, Section 76, Article 3 (AB 86) charged the California Department of Education (CDE) and the California Community Colleges Chancellor's Office with jointly implementing a planning process to integrate and improve adult education. The legislation appropriated $25 million to distribute to 70 regional consortia, composed of at least one community college and one K-12 district, as well as other partners, to assess their regions and develop shared plans. Under the leadership of State Superintendent Tom Torlakson and Chancellor Brice W. Harris, the CDE and Chancellor's Office engaged in a collaborative effort, created a Cabinet, appointed a Work Group, and established the principles that would guide the two year planning process: transparency, inclusion, and a focus on students. The unified response and commitment to creating an improved adult education system was shared by both the CDE and the Chancellor's Office. As directed by AB 86, this report details the needs that emerged from the 70 consortia's reports and the joint recommendations of the CDE and the Chancellor's Office. Senate Bill 173 (Liu) also required this report to address the following in the provision of adult education through the K-12 Adult and community college systems: accountability; assessment, evaluation, and data collection; and fees. The recommendations in this report are designed to strengthen the foundation for a new adult education system in California. Maps containing enrollment data submitted by the seventy AB 86 consortia in their 12/31/2015 reports for the 2012-13 school year are appended.
Public Housing and Public Schools: How Do Students Living in NYC Public Housing Fare in School? Policy Brief
Author: New York University, Institute for Education and Social Policy (IESP)
Date: 2008-11-00
Type: Reports - Research
Subjects: Public Housing,Public Schools,Urban Schools,Academic Achievement,Achievement Gap,Outcomes of Education,Comparative Analysis,Standardized Tests,Minority Group Students,Neighborhoods,Poverty,Institutional Characteristics,Grade 5,Elementary School Students,High School Students

While research and policy debates center on residents moving out of public housing, many families still live in public housing around the country; it is important to consider how to improve their well-being. Approximately 1.2 million units of public housing provide housing for about 3 million tenants throughout the country. In New York City, there are 180,000 units of public housing--more than any other city in the United States. These developments house an estimated 130,000 children, or about one out of every nine students in New York City's public schools. Despite these large numbers, there has been little examination of the life chances of the families and children living in the City's many public housing complexes. There has been virtually no work done in any city to analyze the academic performance of children and teens living in public housing. To fill this gap, NYU's Furman Center for Real Estate and Urban Policy and its Institute for Education and Social Policy came together to examine the school performance of children living in housing managed by the New York City Housing Authority (NYCHA) and compare their educational outcomes with the outcomes of other comparable students who do not live in public housing. While this policy brief points to an achievement gap between students who live in NYCHA housing and those who do not, the data does not allow for the isolation of the reason for the disparity. Key findings include: (1) Public school students living in NYCHA housing are concentrated in a handful of schools; (2) NYCHA students attend schools in which their peers are more likely to be poor and more likely to be racial and ethnic minorities; (3) Even controlling for differences in race, gender, nativity status, and school characteristics, 5th grade students living in public housing perform worse on standardized tests than those living elsewhere; (4) The gap persists at the high school level, but is a little less pronounced; and (5) Neighborhoods matter--NYCHA students living in high-poverty neighborhoods score lower on standardized tests than NYCHA students living in lower poverty neighborhoods. The challenge for policymakers is to undertake research that will provide better understanding of the factors that contribute to the troubling gap between the academic performance of NYCHA students and that of their peers.
State Pre-K Funding: 2014-15 Fiscal Year
Author: Atchison, Bruce
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: State Aid,Educational Finance,Kindergarten,Preschool Education,Investment,Funding Formulas,National Surveys,State Surveys,Educational Needs,Relevance (Education),Politics of Education,Statistical Data

Once considered a strategy to support working parents with child care needs, the majority of states now view access to high-quality preschool programs as a critical long-term economic investment in the future workforce. For the third year in a row both Republican and Democratic policymakers made significant investments in state-funded pre-K programs. This report is an analysis of 2014-15 appropriations by the 50 states, which found that 28 states plus the District of Columbia increased their investments in pre-K, and state investments in pre-K rose by 12 percent nationally. California led the nation with a 79 percent funding increase, to a total of $397,500,000. The findings in this report include: (1) A national overview of state funding for pre-K; (2) A state-by-state breakdown of total pre-K funding, as well as funding by program; and (3) Highlights of 2014 measures taken by four states: California, Hawaii, Indiana, and Maryland.
Assessment to Support Competency-Based Pathways
Author: Domaleski, Chris
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Student Evaluation,Summative Evaluation,Educational Assessment,Elementary Secondary Education,Standardized Tests,Test Construction,Testing,Test Results,Test Validity,College Readiness,Career Readiness

Across the nation, state and local leaders have embraced two critical goals for public education: quality and equity. Students should be better prepared than they have been in the past; the goal now is for all students to graduate from high school ready for college and career. All students, regardless of race, economic background or geographic location, should reach or exceed college and career readiness. A number of states, districts and schools have determined that competency-based pathways (CBP) are a promising way to meet these goals. A core tenet of CBP is that accurate, credible and useful student assessment information plays an essential role in supporting learning. Assessments should be a meaningful learning experience for students, provide rich information to educators so they can provide targeted support to students, and send students and parents clear signals about students' readiness for next steps. Yet, little practical guidance is currently available for those designing assessments associated with CBP systems. For example, can the basic principles and practices of assessment design be applied to CBP systems without modification? What is it about CBP that makes the design of comprehensive assessment systems challenging? Are there unique considerations for validating CBP assessment systems? This document addresses the role of summative assessment in supporting CBP, clarifies key assessment challenges, and provides examples and recommendations that will be useful in guiding those who wish to design and implement assessment systems to support CBP.
Success in Real-Time: Using Real-Time Labor Market Information to Build Better Middle-Skill STEM Pathways
Author: Rosenblum, Ian
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: STEM Education,Labor Market,Job Skills,Labor Force Development,Equal Opportunities (Jobs),Community Colleges,Skilled Occupations,Access to Information,Personnel Selection,Employment Qualifications,Career Development,Technical Assistance,Professional Development,Partnerships in Education,Skill Development,Data Collection,Information Dissemination,State Government,Government Role,Decision Making

The gap that separates so many workers from the prospect of good-paying, stable jobs demands urgent action by states--even as the unrelenting fast pace of economic change makes a sound response all the more difficult and as the &quot;rules of the game&quot; continue to evolve. This is especially true in the Science, Technology, Engineering and Math (STEM) fields, where rapid growth holds the potential for significant employment gains while a skills gap holds back would-be workers from the employers who seek their talents. By taking urgent action, states have the opportunity to level the playing field and create more equitable educational and career outcomes. Keeping up with the evolving needs of employers in this fast-changing economy is a daunting task for any state, much less an individual college or university. While alignment has been a popular buzzword in the education and training sector for years, the kind of alignment required in the twenty-first century economy is not between what employers need today and what a community college or training program can provide, but rather a shift towards alignment as an ongoing and continuous process by which education and training providers must evolve at the same pace as, and in direct coordination with, regional employers and emerging industries. Real-time labor market information stands at the intersection of these trends and can play a powerful role in meeting the need for an alignment process for the modern economy--and especially for the middle-skill STEM careers that hold so much potential for the nation's future. By providing a window into the dynamic needs of employers--the knowledge, skills, experience, credentials and other assets they seek while hiring--real-time labor market information (LMI) gives states and their community colleges the ability to keep up with labor shifts and better prepare their citizenry for exciting career opportunities and advancement. This document is intended to highlight some of the specific challenges states face in providing leadership to close the skills gap and to offer recommendations for harnessing real-time LMI to develop middle-skill STEM pathways to success at community colleges.
Committing to Equity and Inclusive Excellence: A Campus Guide for Self-Study and Planning
Author: Association of American Colleges and Universities
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Equal Education,Educational Quality,Access to Education,Higher Education,Postsecondary Education,Self Evaluation (Groups),Institutional Evaluation,Minority Group Students,Administrator Responsibility,Student Characteristics,Trend Analysis,Disadvantaged Youth,College Preparation,College School Cooperation,Educational Environment,Student Needs,Cultural Awareness,Social Justice,Alignment (Education),Goal Orientation,Cooperative Planning,Academic Achievement,Educational Objectives

To serve students and society well, higher education needs to make a pervasive commitment to equity and inclusive excellence--both preparing students for and providing them with access to high-quality learning opportunities, and ensuring that students of color and low-income students participate in the most empowering forms of college learning. This &quot;Campus Guide for Self-Study and Planning&quot; is part of a series of publications and activities designed to advance equity and inclusive excellence. It provides a framework for needed dialogue, self-assessment, and action. It can be used by campus educators as a tool for bringing leaders and educators together across divisions and departments to engage in an internal assessment process and to conduct necessary dialogues, all aimed at charting a path forward to improve all students' success and learning. The &quot;Guide&quot; is designed with particular attention to helping campus leaders and practitioners focus on the success of students who come from groups who traditionally have been underserved in higher education.