ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploratory Study of the HOPE Foundation[C] Courageous Leadership Academy: Summary of Findings
Author: Brown, Seth
Date: 2011-03-01
Type: Reports - Research
Subjects: School Restructuring,Intervention,Program Effectiveness,Exhibits,Citations (References),Educational Change,Inferences,Instructional Leadership,Models,Educational Research,Data Analysis,Decision Making,Academic Achievement,Outcomes of Education,Professional Development,Elementary Secondary Education

The HOPE Foundation (HOPE) commissioned the American Institutes for Research (AIR) to conduct an exploratory study of the implementation and impact of the Courageous Leadership Academy (CLA). In this report, the authors introduce the school reform model, describe the study methodology, present findings for each of the three research questions explored, and discuss the implications for the intervention and additional research. This school reform model builds on the principles in Failure is Not an Option (FNO) Six Principles to structure and inform the thoughtful development and use of School Leadership Teams (SLT) functioning as professional learning communities (PLC) and embedded professional development to build school staff as change leaders. The FNO Six Principles are: (1) Developing core mission, vision, values, and goals; (2) Ensuring achievement for all students: Systems for intervention and prevention; (3) Collaborative teaming focused on teaching and learning; (4) Using data to guide decision making and continuous improvement; (5) Gaining active engagement from family and community; and (6) Building sustainable leadership capacity. This exploratory study suggests that implementation of the CLA is generally strong, and that there may be a causal relationship between implementation and student outcomes. It is too early in the implementation to conclude that CLA improves student outcomes, and this exploratory study was not designed to make causal inferences or to make a definitive statement on impact. Appended are: (1) &quot;Failure Is Not an Option&quot;[R] Critical Success Factors; (2) Sample Description; (3) Failure is Not an Option Readiness Survey Levels; (4) Mansfield ISD Growth; and (5) References. (Contains 3 exhibits, 13 tables and 10 footnotes.)
State of College Opportunity in Ohio, 2005
Author: Engle, Jennifer
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: First Generation College Students,Access to Education,Public Policy,Paying for College,Low Income Groups,Educational Opportunities,Outreach Programs,College Preparation,Educational Needs,School Readiness,Program Descriptions,College Choice,Graduation Rate,Educational Improvement,Improvement Programs,Change Strategies,Educational Change,State Programs

In order to meet the need for more educated workers in the state, the Governor's Commission on Higher Education and the Economy (CHEE) has set an ambitious goal of increasing college and university enrollment in Ohio by 30 percent or 180,000 students over the next decade (CHEE, 2004). This goal can arguably only be met if the state takes measures to expand postsecondary opportunity to populations who have previously lacked college access, namely Ohio's low-income and first-generation college students. This report, prepared by the Council for Opportunity in Education, examines the current status of opportunity for postsecondary education in Ohio, focusing particularly on young people and adults from low-income families. The Council has produced this report through funding from the GE Foundation. The report reviews the educational pipeline that brings students to college, and addresses key questions about higher education opportunity in the state including: (1) Are low-income students ready for college?; (2) Do they go to college at rates comparable to their peers?; (3) Where do low-income students go to college?; (4) What do low-income students pay for college? and (5) Do low-income students graduate from college at rates similar to their peers? Finally, the report concludes by recommending actions to improve college access and opportunity for low-income and other educationally at-risk students in Ohio. The information used in this report was compiled from published reports and data requested from national and state-level organizations and agencies, such as the Ohio Board of Regents (OBR), the U.S. Census Bureau, and the National Center for Public Policy and Higher Education (NCPPHE). The data presented in this report are for the most recent year available. In some cases, the sources for state and national level data are different due to availability. As a result, the data may represent different years and/or slight variations in the definitions of groups/populations. Direct comparisons of these data should be made with care. Ohio College Access Programs are appended. (Contains 11 footnotes.)
Transforming School Conditions: Building Bridges to the Education System that Students and Teachers Deserve
Author: Daughtrey, Alesha
Date: 2010-11-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Educational Change,Instructional Innovation,Instructional Improvement,Educational Principles,Best Practices,Educational Practices,Educational Policy,Academic Achievement,Educational Quality,Case Studies,Teaching Conditions,Educational Improvement,Teacher Education,Meta Analysis

In this report the TeacherSolutions Teacher Working Conditions team--a group of 14 accomplished teachers who work in mostly high-needs schools and districts, both urban and rural, draw on current research and Center for Teaching Quality case studies to identify essential, research-based principles that must undergird sustainable and effective teaching reforms. America's teachers must have the opportunity to make decisions about instruction in their classrooms and schools in order to reach students with diverse and unique needs. Funded by the Ford Foundation, their year of TeacherSolutions work has identified both the policies and practices needed to ensure great teaching for all students.
Black College Dollars: Scholarships for African-American Students. 2007-2008 Directory
Author: Fritsch, Adrienne
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: African American Students,Black Colleges,Scholarships,Costs,Paying for College,Internet,Organizations (Groups)

This scholarship guide was created for African-American students as one way to make their scholarship search a little easier. Inside this guide, readers will find information about scholarships that are designed to reduce the cost of college for African-American students, and for all students of color. Along with the who's, what's, and how's for applying for scholarships, this guide also contains information to connect readers to sites where they can download online applications (where available) and details to contact the sponsoring organizations both in person and online. ["Black College Dollars: Scholarships for African-American Students. 2007-2008 Directory" was written with the additional assistance of Jennifer Engle and Jodi Koehn-Pike. Funding for this paper was provided by the BET Networks.]
National Dispute Resolution Use and Effectiveness Study
Author: Schrag, Judy A.
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Hearings,Disabilities,Program Effectiveness,School Personnel,Special Education,Conflict Resolution,Federal Legislation,Educational Legislation,Parents,Parent School Relationship,Individualized Education Programs,Grievance Procedures,Academic Accommodations (Disabilities),Meetings,Satisfaction,Comparative Analysis

The overall purpose of this Report is to present the findings of the &quot;National Dispute Resolution Use and Effectiveness Study&quot; conducted by the National Association of State Directors of Special Education (NASDSE), under subcontract with Consortium for Appropriate Dispute Resolution in Special Education (CADRE), regarding the use and effectiveness of formal complaint resolution, mediation, and due process hearings. The study design, methodology, and results are found in Section II of this Report. In order to put this &quot;National Dispute Resolution Use and Effectiveness Study&quot; into context, several items are included within Section I. First, brief background information is summarized regarding federal Individuals with Disabilities Education Act  (IDEA requirements for the dispute resolution procedures (i.e., complaints resolution, mediation, and due process hearings). Several initial studies are reviewed that were conducted by NASDSE, in its subcontract with CADRE, to determine the rates of dispute resolution within the states as well as the status of data systems to gather use and effectiveness data and information. As supplemental context information, several other related national studies regarding dispute resolution procedures are also summarized. Finally, Section III provides a summary discussion and conclusions. Appended are: (1) Comparison of Dispute Resolution System Information Participating States; and (2) Parent and School Official Survey Instruments. (Contains 9 figures and 26 tables.) [This paper was prepared for the National Association of State Directors of Special Education (NASDSE). For &quot;National Dispute Resolution Use and Effectiveness Study. Executive Summary,&quot; see ED519710.]
A Caring, Qualified, Well-Supported, and Effective Teacher for Every Student: Questions for Smart School Districts to Answer
Author: Berry, Barnett
Date: 2007-12-00
Type: Reports - Descriptive
Subjects: School Districts,Teacher Recruitment,Teacher Persistence,Faculty Development,Social Support Groups,Teacher Effectiveness,Caring,Teacher Student Relationship,Teacher Administrator Relationship,School Community Relationship,Effective Schools Research

Smart school communities ask and answer hard questions about which teachers they attract and how they are developed and supported, as well as whether they reward and retain the teachers they most need to help all students achieve. Designed to provoke and inspire, the framework described in this paper offers a blueprint for how school communities can develop a system for ensuring that all students benefit from quality teaching. The framework represents a "Top Ten" list of questions smart school districts ask and answer in ensuring a caring, qualified, well-supported, and effective teacher for every student. (Contains 4 footnotes.)
The Strategic Management of Human Capital: Brief Reflections and a Few Propositions
Author: Berry, Barnett
Date: 2008-08-19
Type: Reports - Evaluative
Subjects: Strategic Planning,Human Capital,Teacher Effectiveness,Educational Improvement,Educational Change,Agenda Setting,Reflection,Literature Reviews,Rhetoric,Educational Quality,Personnel Management,Change Strategies,Administrator Guides

The author shares how he was fascinated by the recent interest in and focus on the strategic management of human capital (SMHC)--which has been defined as "the acquisition, development, performance management and retention of top talent in the nation's schools." It is one thing to identify talented educators; it is another to utilize them strategically. Granted, over the last two decades policymakers and researchers of most "stripes" have come to conclude that teachers make the most difference in raising student achievement, and strong principals are key to school improvement. As a result a wide array of initiatives have been launched to attract non-traditional recruits to education, measure effective teaching and label "highly qualified" teachers, train principals differently, and the like. No doubt--progress has been made. However, America's public schools still rest on a relatively dysfunctional system of teacher and principal development. The propositions presented in this paper are built from some of the SMHC literature and rhetoric that have surfaced of late. The "nine pairs" of propositions are designed to stimulate discussion and consideration on what is needed in a SMHC and how school communities might achieve their goals. They are by no means exhaustive, but they are meant to provoke deeper thinking around key issues. (Contains 4 footnotes.) [This paper was prepared for the Rose Community Foundation.]
Supporting and Staffing High-Needs Schools: Recommendations from Washington's National Board Certified Teachers[R]
Author: Berry, Barnett
Date: 2007-06-00
Type: Reports - Evaluative
Subjects: Educational Change,Teacher Leadership,School Support,Transformational Leadership,Teaching Skills,Expertise,Diversity (Faculty),Student Diversity,Cultural Pluralism,Incentives,Educational Resources,Change Strategies,Conferences (Gatherings),Focus Groups,Disadvantaged Schools,Teacher Recruitment,Teacher Persistence

On October 21, 2006, more than 200 Washington National Board Certified Teachers[R] (NBCTs) assembled in Seattle to address the vexing problem of recruiting and retaining accomplished teachers for high-needs schools. Before the Summit, NBCT participants read a number of background papers and research summaries. At the Summit, they listened to the state's leading policymakers and fellow educators articulate their views on the issues at hand and then participated in ten highly structured, small group work sessions. Facilitated by specially prepared teacher leaders, NBCTs analyzed the facts, grounded themselves in their own classroom experiences, and then quickly developed preliminary ideas about what needed to be done. After the meeting, they were invited to remain connected and to continue the conversation about policy strategies through a powerful listserv dialogue. What the NBCTs have to say about present barriers and possible solutions is focused, insightful and provocative. Their knowledge of classrooms, the students they teach and the communities in which they work clearly provide a powerful context for the recommendations that are assembled in this paper. This paper offers a fairly exhaustive list of NBCT ideas and recommendations that, if heeded, could help solve Washington's staffing problems in high-needs schools. While Washington policymakers have already begun to act on these recommendations, it is realized that it is unlikely that all of these will be implemented and certainly not all at once. Policymakers are urged, however, to give close attention to the proposed 31 solutions under each of these five critical issue areas and seek to understand their interconnections. Each approach is defined by both context and the voices of NBCTs. Only a comprehensive set of solutions will solve the complex problem of supporting accomplished teaching in high-needs schools. (Contains 28 notes.)
Children of Poverty Deserve Great Teachers: One Union's Commitment to Changing the Status Quo
Author: Berry, Barnett
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Student Needs,Excellence in Education,Poverty,Disadvantaged,Equal Education,Achievement Gap,Unions,Teacher Recruitment,Teacher Persistence,Teaching Conditions,Expertise,Evidence,Educational Policy,Instructional Leadership,Leadership Effectiveness,Professional Autonomy,Student Motivation,Discipline,Teacher Administrator Relationship,Teacher Evaluation

Great teachers, with the right policy supports, are the ideal agents of meaningful and sustainable change in the most challenged schools. Accomplished and effective teachers help students learn at high levels. They also spread their expertise throughout the school on behalf of all students. This report lays out compelling evidence about the actions required to identify and develop teachers and to recruit and retain them for high needs classrooms. This report also presents one union's commitment to advocate for principled changes in the status quo--signaling its determination to break ground for new teaching policy partnerships. It's time for policymakers and education leaders, including teachers, to strike agreement on a balanced approach to closing student achievement gaps--an agreement that recognizes the tight correlation among school leadership, working conditions, and teacher effectiveness. (Contains 80 endnotes.)
Supporting and Staffing High-Needs Schools: Recommendations from South Carolina's National Board Certified Teachers[R]
Author: Berry, Barnett
Date: 2007-02-00
Type: Reports - Evaluative
Subjects: Educational Change,Teacher Leadership,Educational Improvement,Disadvantaged Schools,Teacher Persistence,Teacher Recruitment,Change Strategies,Improvement Programs,Teacher Certification,State Licensing Boards,Conferences (Gatherings),Focus Groups,School Support

On August 5, 2006, more than 300 South Carolina National Board Certified Teachers[R] (NBCTs) assembled in Columbia at a policy summit to address the vexing problem of recruiting and retaining accomplished teachers in high-needs schools. Before this summit, the NBCTs read a number of background papers and research summaries. During the summit, they listened to the state's leading policymakers and other educators articulate their views on the issues at hand and then participated in highly-structured, small-group work sessions. Facilitated by specially-prepared teacher leaders, the NBCTs analyzed the facts, grounded them in their own classroom experiences and then developed preliminary ideas about what needed to be done. This paper offers a list of ideas and recommendations that, if heeded, could solve South Carolina's staffing problems in high-needs schools. While it is unlikely that all of these ideas and actions can be implemented immediately, policymakers are urged to give close attention to the proposals because only a comprehensive set of solutions can solve the complex problem of supporting and staffing high-needs schools. (Contains 14 notes.)
The Strategic Management of Human Capital: Issues and Ideas
Author: Berry, Barnett
Date: 2008-10-14
Type: Reports - Descriptive
Subjects: Educational Change,Strategic Planning,Human Capital,Teacher Effectiveness,Principals,Teacher Recruitment,Personnel Management,Performance Factors,Educational Improvement,Teacher Improvement,Change Strategies,Educational Quality

Most recently a number of school districts, with support from growing numbers of philanthropic foundations, have been honing in on the strategic management of human capital(SMHC)--which has been defined as "the acquisition, development, performance management and retention of top talent." Granted, over the last two decades policymakers and researchers of most "stripes" have come to conclude that teachers make the most difference in raising student achievement, and strong principals are key to school improvement. As a result, a wide array of initiatives have been launched to attract non-traditional recruits to education, measure effective teaching and label "highly qualified" teachers, train principals differently, and the like. And no doubt, progress has been made. However, America's public schools still rest on a relatively dysfunctional system of teacher and principal development. This paper highlights the issues concerning the recruitment of teachers. (Contains 16 endnotes.) [This paper was prepared for the Rose Community Foundation District Convening October 14, 2008.]
The Strategic Management of Human Capital: Extending the Conversation on Issues and Ideas
Author: Berry, Barnett
Date: 2008-10-30
Type: Reports - Descriptive
Subjects: Human Capital,Teacher Recruitment,Teacher Effectiveness,Teacher Persistence,Educational Change,Principals,Strategic Planning,Personnel Management

Over the last two decades policymakers and researchers of most &quot;stripes&quot; have come to conclude that teachers make the most difference in raising student achievement, and strong principals are key to school improvement. As a result, a wide array of initiatives have been launched to attract non-traditional recruits to education, measure effective teaching and label &quot;highly qualified&quot; teachers, train principals differently, and the like. And no doubt, progress has been made. However, America's public schools still rest on a relatively dysfunctional system of teacher and principal development. Several recent opinion polls indicate that the new generation of teachers is more open to major changes in their profession and the &quot;strategic management of human capital.&quot; However, the responses seem to be all over the map--suggesting there is a lot more to learn about what new teachers believe they need to be effective and how they differ or not with their more veteran counterparts. This paper presents several highlights from five recent reports. In addition to outlining key strategies, the authors are in the midst of assembling insights from a variety of experts who are engaged in the Strategic Management of Human Capital (SMHC) efforts nationwide as well as assembling data from local school districts, complemented by interviews with administrators, teacher educators, and teachers. This paper also discusses the issues raised so far. (Contains 15 endnotes.) [This paper was prepared for the Rose Community Foundation Leadership Convening October 30, 2008.]
Race/Ethnicity and Arts Participation: Findings from the Survey of Public Participation in the Arts
Author: Welch, Vincent,  Jr.
Date: 2010-06-13
Type: Numerical/Quantitative Data
Subjects: Art Activities,Art Appreciation,Art Expression,Art Products,Citizen Participation,Audience Participation,Audiences,Ethnicity,Income,Educational Attainment,Data Analysis

This report analyzes data from the 1982, 1985, 1992, 2002, and 2008 Surveys of Public Participation in the Arts (SPPA). Analyses focus on differential arts participation by race/ethnicity and the effect of race/ethnicity on arts participation. Descriptive and inferential analyses explore trends in arts participation by race/ethnicity across the five rounds of SPPA data. The authors find that, generally, the numbers and proportions of all race/ethnic groups that participate in the arts through attendance at arts events and arts creation are declining over time. The proportion of arts audiences that is white is not declining, despite the fact that the proportion of the national population that is white is declining. Race/ethnic group, per se, is not a strong predictor of attendance at arts events, but it is a good predictor of arts creation activities. Whites and Asians have had arts learning experiences at a greater rate than have blacks and Hispanics. Appendices include: (1) Descriptive statistics, 1982-2008; (2) Participation rate in core arts domains, by race/ethnicity, 1992-2008; (3) Participation rate in core arts creation domain, by race/ethnicity, 1992-2008; (4) Race/ethnic composition of arts creators, by arts creation domain, 1992-2008; (5) Effects of race/ethnicity, educational attainment, and their interactions on specific arts participation (full results); (6) Effects of race/ethnicity, household income, and their interactions on specific arts participation (full results); (7) Effects of race/ethnicity on specific arts creation (full results); and (8) Analysis of logistic regression assumptions. (Contains 36 figures, 40 tables and 7 footnotes.)