ethanporcaro/eric-fulltext-meta huggingface dataset:
Schools in Crisis: Making Ends Meet. The Disproportionate Impact of Seniority-Based Layoffs on Poor, Minority Students
Author: Sepe, Cristina
Date: 2010-05-20
Type: Reports - Descriptive
Subjects: Intervention,Elementary Secondary Education,Job Performance,School Districts,Job Layoff,Minority Groups,Budgets,Teacher Effectiveness,Teaching Experience,Retrenchment,At Risk Persons,Poverty,Correlation,Teacher Retirement

As districts face another year of budget gaps, hundreds of thousands of teachers have been warned that, come the end of the school year, their jobs may be gone. In a policy now termed &quot;LIFO&quot; or &quot;last in, first out,&quot; most districts make layoff decisions based on seniority and not on job performance or effectiveness. Using seniority as the basis of layoff decisions has become increasingly controversial this past school year, as K-12 layoffs jumped and the total number of education jobs fell for the first time in over two decades. To understand how seniority-based layoffs may play out across schools within districts using recent data, this analysis relied on teacher experience data from the 2008-2009 school year from California--a state hardest hit by budget cuts. The largest 15 districts, which encompass a quarter of the state's students, were broken down within each district by teacher experience and quartiles based on concentrations of poor and minority students. Across the 15 districts, the evidence shows that teachers at risk of layoffs are indeed concentrated in schools with more poor students. Appendices include: (1) Percentage of teachers with two years or less teaching experience by school district and poverty quartile; and (2) Percentage of teachers with two years or less teaching experience by school district and minority quartile. (Contains 3 figures and 19 footnotes.)
The National Study of Charter Management Organization (CMO) Effectiveness. Report on Interim Findings
Author: Lake, Robin
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,School Organization,Program Effectiveness,School Districts,Minority Group Students,Low Income,School Administration,Longitudinal Studies,Educational Policy,Organizational Effectiveness,School Effectiveness,Educational Finance,Urban Schools,Interviews,Surveys,Case Studies,Economics,Administrative Organization,Nonprofit Organizations,Organizational Theories

The National Study of CMO (charter management organizations) Effectiveness is a national, longitudinal research effort designed to measure how nonprofit charter school management organizations (CMOs) affect student achievement, and to examine the internal structures, practices, and policy contexts that may influence these outcomes. The study began in May 2008 and will conclude in summer 2011. This is an interim report on the work; the final report will be issued in 2011. Outcomes of this interim report will inform the final report's analysis of CMOs' academic effectiveness, which uses a combination of experimental and quasi-experimental data. This interim report reveals that CMOs are still a young and regionally concentrated phenomenon. CMO schools serve a primarily low-income and minority population, similar to that of the big city school districts in which most operate. CMOs differ on the methods they use to create new schools and to support schools once they are up and running. CMOs may differ from traditional school districts in important ways, both in terms of central office and school organization. Most CMO business plans acknowledged early reliance on foundation funding, but projected break-even points when fees from affiliated schools would cover the cost of central offices and services to schools. Interviews with heads of CMOs indicate that many are struggling to find a way to operate at scale on fees obtainable from charter schools. Tough CMOs were created in part to compensate for the fact that charter schools receive less funding than district-operated public schools, some CMO heads suggest the "scaling up" problem cannot be solved without more equitable public funding or access to district-owned facilities. Appendices include: (1) List of All Identified CMOs as of 2007; (2) Construction of the Survey Indices; (3) CEO Survey; and (4) Case Study Protocol. (Contains 35 exhibits and 83 footnotes.)
Multiple Pathways to Graduation: New Routes to High School Completion. CRPE Working Paper #2010_2
Author: Marsh, Shannon
Date: 2010-05-00
Type: Reports - Research
Subjects: Dropout Programs,Graduation Rate,Dropout Rate,Dropout Prevention,Dropouts,Graduation,Alternative Teacher Certification,Instructional Materials,High Schools,Metropolitan Areas,Prevention,Interviews,School Districts,Administrator Attitudes,Program Descriptions,Program Effectiveness

Concerned about the persistently high dropout rates from big-city secondary schools, education leaders are trying a new approach to increasing the graduation rate--multiple pathways to graduation. Multiple pathways initiatives are relatively new and far from proven. Even the most advanced examples face significant issues, i.e., the need to demonstrate that students who graduate via multiple pathways are as well prepared as graduates from regular high schools. However, multiple pathways initiatives are clearly a significant new development, using analysis of student data to provide much better targeted remedies to students' individual problems than were possible in earlier dropout prevention programs. This report is based on interviews with district and foundation leaders and scholars who were among the originators of the multiple pathways idea. This report provides snapshots of different approaches to multiple pathways evident in New York, Portland, Oregon, other Eastern and Midwestern cities, and a California multi-district collaborative. This report distinguishes three different approaches to providing multiple pathways to graduation: (1) Targeted Population approach; (2) District-Wide approach; and (3) Linked Learning approach. This report describes these approaches in detail, provides examples of each, and analyzes what district leaders must do if they want to implement one or another of the approaches. The report ends with an analysis of how well the different multiple pathways approaches are likely to work in districts with particular characteristics. Appendices include: (1) Interview Questions; (2) Interviewees; (3) Graduation Rate Measurements; and (4) Suggested Effectiveness Dashboard. (Contains 1 figure and 23 footnotes.) [This paper was written with Paul Hill.]
Seniority Rules: Do Staffing Reforms Help Redistribute Teacher Quality and Reduce Teacher Turnover? CRPE Working Paper 2010-1
Author: Gross, Betheny
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Disadvantaged Schools,Teacher Persistence,Personnel Selection,School Districts,Educational Change,Faculty Mobility,Personnel Policy,Personnel Management,Employment Practices,Tenure,Work Experience,Teacher Effectiveness,Teacher Distribution,Teacher Transfer,Teaching Experience,Case Records,Data Analysis

Education reformers routinely call on school districts to stop hiring teachers based on seniority, which they argue interferes with effective staffing, especially in disadvantaged schools. The few researchers who have empirically studied the issue, however, disagree about whether seniority-based hiring is systematically associated with staffing problems for disadvantaged schools. We approach the question by examining what happens when a single urban school district eliminates seniority-based hiring preferences. We conduct an interrupted time-series analysis of data from 1998-2005 and find that the shift from a seniority-based hiring system to a "mutual consent" hiring system leads to an initial increase in both teacher turnover and share of inexperienced teachers, especially in the district's most disadvantaged schools. For the most part, however, these initial shocks are corrected within four years leaving little change in the distribution of inexperienced teachers or levels of turnover across schools of different advantage. The results suggest that although it might be necessary for school districts to lift hiring constraints to improve school staffing, lifting seniority-based constraints alone is unlikely to be sufficient. (Contains 5 tables, 10 figures and 13 footnotes.)
Australian Vocational Education and Training Statistics: Apprentices and Trainees. September Quarter, 2010
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Mathematical Models,Foreign Countries,Vocational Education,Trainees,Apprenticeships,Statistical Data,Trend Analysis,Tables (Data)

This publication presents estimates of apprentice and trainee activity in Australia for the September quarter 2010. The figures in this publication are derived from the National Apprentice and Trainee Collection no.66 (December 2010 estimates). The most recent figures in this publication are estimated (those for training activity from the March quarter 2009 to the September quarter 2010). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. Estimated data are presented in this publication on a seasonally adjusted, quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. The seasonally adjusted data involve the use of a mathematical model to smooth out fluctuations due to seasonal influences. Seasonally adjusted data are useful to illustrate trends from one quarter to the next, but cannot be further disaggregated.   There were 448 800 apprentices and trainees in-training as at 30 September 2010, an increase of 5.1% from the previous year. In the 12 months to 30 September 2010, compared with the previous year: (1) commencements increased by 14.2%, to 305 400; (2) completions increased by 4.5%, to 166 100; and (3) cancellations and withdrawals increased by 2.9%, to 128 600. For seasonally adjusted data, comparing the September quarter 2010 with the June quarter 2010: (1) commencements in trades occupations increased by 1.0%; (2) commencements in non-trades occupations increased by 1.9%; (3) completions increased by 1.0%; (4) cancellations and withdrawals increased by 0.9%; and (5) in-training numbers increased by 0.6%. (Contains 19 tables, 3 figures, and 5 notes.) [For related documents, see &quot;Apprentices and Trainees: September Quarter 2010. Terms and Definitions. Support Document&quot; (ED516825) and &quot;Adjustment Notes for Apprentice and Trainee Estimates. Technical Paper&quot; (ED516872).]
Adjustment Notes for Apprentice and Trainee Estimates. Technical Paper
Author: National Centre for Vocational Education Research
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Trainees,Apprenticeships,Contracts,Computation,Statistical Data,Tables (Data),Foreign Countries

Apprentice and trainee data are reported by the State and Territory Training Authorities to NCVER (National Centre for Vocational Education Research) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. NCVER publishes data on the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or suspend and the time at which these events occur (referred to as the &quot;date of effect&quot;). From these events, the number of contracts in training at a given time can be calculated. Due to time delays in reporting data on the status of contracts to NCVER, the most recent data are estimated.  Further details regarding this methodology are provided in the technical paper produced by NCVER, Estimation of Apprentice and Trainee Statistics, which can be found at http://www.ncver.edu.au/publications/2267.html. The purpose of this technical paper is to document the adjustments that are made to the estimates at each collection, and produce a cumulative document of these adjustments, commencing at Collection 60, June 2009 estimates. (Contains 15 figures.) [For the main report, &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees. September Quarter, 2010&quot;, see ED516870.]
Review of the Survey of Employer Use and Views of the VET System. Discussion Paper
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Foreign Countries,Surveys,Technical Education,Career Education,Interviews,Employees,Employment,Feedback (Response),Apprenticeships,Trainees

The Survey of Employer Use and Views of the VET System is designed to provide detailed   information on the way employers interact with the vocational education and training (VET)   system and their satisfaction with these dealings. The aim of the survey is to provide   information enabling the Australian Government and state and territory governments to   monitor, over time, employer engagement and satisfaction with vocational education and   training in meeting the skill needs of the workforce. The survey also identifies and ranks the   factors that influence employer engagement and satisfaction with vocational education and   training. As part of the review of the survey, the National Centre for Vocational Education Research (NCVER) is consulting with users to identify their information requirements and how the survey may be modified to better meet their needs. This paper has been prepared to: (1) confirm the survey is collecting data relevant to policy and information requirements; (2) provide information on data items currently collected in the survey; (3) determine the most suitable scope and methodology for ongoing surveys; and (4) canvas ideas on options for 2013 onwards. Appendices include: (1) Excerpt from the National Agreement for Skills and Workforce Development; and (2) List of data items available from the 2005, 2007, 2009 and 2011 surveys. (Contains 5 tables and 1 footnote.) [For related report, &quot;Australian Vocational Education and Training Statistics: Employers' Use and Views of the VET System, 2009&quot;, see ED507550.]
Going Exponential: Growing the Charter School Sector's Best
Author: Hassel, Emily Ayscue
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Quality,Educational Change,Change Strategies,Educational Development,Best Practices,Effective Schools Research,Barriers,Educational Opportunities,Excellence in Education,Educational Practices,Organizational Effectiveness,Organizational Change,Organizational Theories,Disadvantaged,School Choice

Though controversy rages about the overall contribution of charter schools to U.S. education reform, few doubt that a subset of charter schools has achieved extraordinary results with disadvantaged students. Relative to the enormous need for quality education, the number of children served by the best charter schools is far too low. Numerous growth barriers confront even the best charter institutions. The charter sector's best must aim for high exponential growth similar to that of the best growth organizations in the for-profit and nonprofit sectors. Millions more children would be reached with excellence every year if the charter sector's best pursued sustained, rapid growth. To develop fresh insights to spur growth of the charter sector's best, the authors researched the distinguishing characteristics of organizations in other sectors that have grown at sustained, high-exponential rates. This paper summarizes the lessons that emerged from that research and the authors' initial recommendations for the charter sector. (Contains 2 figures and 133 endnotes.)
Outcomes of Stakeholder Consultations to Identify the LSAY Analytical Program for 2011-13. Longitudinal Surveys of Australian Youth
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Labor Market,Young Adults,Education Work Relationship,Politics of Education,Social Capital,Vocational Education,Stakeholders,Research Methodology,Longitudinal Studies,Youth,Outcomes of Education,Well Being,Educational Policy,Research Utilization,Data,Adolescents,Postsecondary Education

In November and early December 2010, the National Centre for Vocational Education Research (NCVER) conducted consultations to identify research topics using the Longitudinal Surveys of Australian Youth (LSAY). LSAY tracks young people from the age of 15 to 25 as they move from school into further study, work and other destinations. It uses large, nationally representative samples of young people to collect information about education and training, work, and social outcomes. From the consultations emerged a consensus that the three research priorities which have shaped the research effort in the last couple of years have retained their currency. Those with an interest in youth transitions remain primarily concerned with: (1) better understanding the factors influencing education outcomes; (2) how to facilitate good transitions into the labour market; and (3) how the role of wellbeing affects young people's transitions. Those consulted also expressed a clear view on the importance of ensuring that this rich dataset is well used by researchers, policy-makers and others involved in youth transitions. They were also interested in seeing how the LSAY data can help inform broader attempts to devise measures of complex phenomena such as social capital and wellbeing. The results of the consultations are presented in this paper and will help to determine the research topics best suited to the LSAY data. These will be used to shape the 2011-13 LSAY analytical program of research that NCVER conducts on behalf of the Department of Education, Employment and Workplace Relations. (Contains 1 footnote.)
Arts Education in America: What the Declines Mean for Arts Participation. Based on the 2008 Survey of Public Participation in the Arts. Research Report #52
Author: Rabkin, Nick
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Art Activities,Participation,Adults,Children,Young Adults,Art Education,Adult Education,Educational Attainment,Access to Education,Educational Trends,Low Income Groups,African Americans,Hispanic Americans,National Surveys

The Surveys of Public Participation in the Arts (SPPAs), conducted for the National Endowment  for the Arts, have shown a steady decline in the rates of adult attendance at most "benchmark" arts events--specifically, classical music and jazz concerts, musical and non-musical plays, opera, and ballet performances--as well as declines in other forms of adult arts participation, including personal creation or performance of art and adult arts education--since 1982. The reasons for these declines, and potential strategies to mitigate or reverse them, are of vital importance to American artists, cultural policymakers, arts organizations, and other stakeholders concerned about the future of American culture. An analysis of 1992 SPPA data found that "arts education was the strongest predictor of almost all types of arts participation (arts performance being the exception)." The present study analyzes data from four administrations of the SPPA--1982, 1992, 2002, and 2008--to address several important questions prompted by that finding. Findings of this study include: (1) Reported rates of childhood arts education declined significantly from 1982 to 2008; (2) Declines were substantial in childhood music, visual arts, and creative writing, while dance and theater increased slightly; (3) It is likely that the declines in music, visual arts, and creative writing represent, in large measure, reductions in in-school arts education; (4) Childhood arts education rose across most of the 20th century before declining in its final decades; (5) Childhood arts education has not been equally distributed by socioeconomic status (SES) or race. Its decline has been concentrated among low-income children and among African American and Hispanic children in particular; and (6) Arts education rates among young adults were extremely volatile during this same period. Appendix on methodology is included. (Contains 26 figures and 57 notes.)
Live from Your Neighborhood: A National Study of Outdoor Arts Festivals. Volume One: Summary Report. Research Report #51
Author: Silber, Bohne
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Art Activities,Recreational Activities,National Surveys,Audiences,Program Administration,Community Characteristics,Experience,Art Education,Community Support,Volunteers,Income,Expenditures,Administrative Organization,Opportunities

This study began with a readily understandable impulse: to enumerate the nation's outdoor arts festivals and to identify their shared and divergent traits, considering factors such as event programming, staffing, finances, and audience demographics. The reason for this query is also straightforward. To date, no single report or database carries such comprehensive information about arts festivals nationwide. Given their pervasive role in American cultural life, this discrepancy is something more than a matter for regret. Repeat iterations of the National Endowment for the Arts' (NEA's) Survey of Public Participation in the Arts (SPPA) have shown that festivals and fairs collectively attract more unique audience members per year than most arts events. In aggregate, U.S.-based outdoor arts festivals surveyed by the NEA display the following characteristics: (1) Activities spanning a wide array of art forms converge in a single space; (2) Festival audiences describe a demographically diverse audience, one that appears to mirror characteristics of the U.S. population; (3) Most outdoor arts festivals appear committed to achieving a high-quality arts experience for their audiences; (4) Arts educational opportunities form a component of most outdoor arts festivals; (5) Most outdoor arts festivals are free of charge. Most others offer some form of discounted ticketing; (6) Most outdoor arts festivals occur in small to mid-sized communities; (7) They occur in publicly accessible places that are family-friendly; (8) Most outdoor arts festivals (59%) have occurred in the same community for more than a decade; (9) Support of local government agencies is crucial to the success of outdoor arts festivals; and (10) Outdoor arts festivals rely heavily on volunteers and a small number of dedicated staff. (Contains 13 tables, 58 figures and 57 footnotes.) [For related report, "Live from Your Neighborhood: A National Study of Outdoor Arts Festivals. Volume Two: Seven Case Studies. Research Report #51", see ED516880.]