ethanporcaro/eric-fulltext-meta huggingface dataset:
Say Yes to Education: Leading a Movement to Improve Access to Postsecondary Learning Opportunities in Cities Nationwide. Principles for Effective Education Grantmaking. Case Study No. 9
Author: Maeroff, Gene I.
Date: 2014-10-00
Type: Tests/Questionnaires
Subjects: Access to Education,Postsecondary Education,Scholarships,Public Schools,History,Private Financial Support,Nonprofit Organizations,Municipalities,Case Studies,Cooperation,Graduates

What incentive could be stronger in a community than full-tuition college scholarships for all graduates of a public school system? Could this be an answer to the question of how the nation can support children growing up in poverty so that they may access middle-class opportunities? When George Weiss, a successful young money manager, pledged to pay for the college tuitions of a class of 112 fifth-graders in one of Philadelphia's poorest neighborhoods in 1987, he couldn't have imagined what would unfold. Two decades later, his vision, passion, and determination galvanized a movement for entire communities to support every public school graduate in their quest to gain access to, afford, and complete a postsecondary education. This case study provides a history of the Say Yes to Education organization, as well as the details of the organization's growth that has incorporated a complex network of schools, governmental systems, service providers, and community organizations needed to have a successful citywide implementation. This document includes lessons learned and future plans of the organization. The following exhibits are included: (1) Timeline of Say Yes Chapters: From School-Based Cohorts to Whole Cities; (2) Say Yes Higher Education Compact; (3) Five Criteria for Readiness; (4) Student Monitoring and Intervention System (SMIS) Indicators; (5) Educational Audits; (6) School District Financial Audits; and (7) A Pathway to Postsecondary Education and Career.
Strategic Reinvention: The Rodel Foundation of Delaware's Journey to Catalyzing a System of World-Class Schools. Principles for Effective Education Grantmaking. Case Study No. 10
Author: Jenkins, Lynn
Date: 2014-10-00
Type: Tests/Questionnaires
Subjects: Public Schools,Public Education,Academic Standards,State Standards,Elementary Secondary Education,Alignment (Education),Educational Improvement,Case Studies,Educational History,Philanthropic Foundations,Donors,Private Financial Support,Agency Cooperation,Strategic Planning,Parent Participation,Stakeholders,Educational Finance,Politics of Education,Community Involvement,Educational Change,Role,Change Strategies,Partnerships in Education

As the summer of 2014 began, Paul Herdman, President and CEO of the Rodel Charitable Foundation of Delaware, paused to reflect on what Delaware had accomplished over the past decade in the public education realm. Academic standards had been raised across the K-12 system, and a new assessment system aligned to those standards was being implemented. The state's data infrastructure was now one of the best in the country, and principals and teachers were using that information to rethink how they could better support students. There was better alignment in how the adults in the system--teachers as well as principals--were being trained, evaluated, and coached. New, highly selective pipelines for teachers and leaders were growing. The number of seats available in good schools in Delaware's highest need communities was on track to double over the next few years, and stronger bridges to college and careers were being built. With an influx of federal and state funding, and much help from the Rodel Foundation and other private and public sector leaders, Delaware's public education system had moved from &quot;below average&quot; to &quot;good.&quot; The new challenge was to move the public education system from good to excellent. This case study discusses the journey that led to a &quot;Vision for Education in Delaware&quot; (ED25)--the state's new 10-year education plan--which embodies the challenge set forth as a result of previous accomplishments attained due to Delaware's Vision 2015 plan, the state's Race To The Top work, and other efforts. Contains 2 exhibits. The following attachments are included: (1) Snapshot of Delaware Public Education Context (2013); (2) Rodel Foundation Strategic Planning Process, 2012 Strategy Overview; (3) A Sampling of Rodel Foundation Dashboard, FY2014; (4) Rodel Foundation Grants by Dashboard Area and Expenses by Category, FY2014; (5) Rodel Foundation Organizational Chart, 2014; (6) Rodel Foundation Core Values, 2014; (7) Vision Coalition &amp; ED25 Leadership; and (8) ED25 Working Group &quot;Ideal State&quot; Vision Statements (Draft). [Additional support for this case study was provided by Sandra Licon.]
Functional Requirements: 2014 No Child Left Behind--Annual Measurable Achievement Objectives
Author: Minnesota Department of Education
Date: 2014-10-02
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Language Proficiency,Language Skills,English Language Learners,Achievement Gains,Standardized Tests,State Standards,Scores,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Reading Comprehension,Enrollment,Student Records,Educational Assessment,English (Second Language),Student Evaluation,Computation,Comparative Analysis,Elementary Secondary Education

This document describes the Minnesota No Child Left Behind (NCLB) calculation as it relates to measuring Title III districts for Annual Measurable Achievement Objectives (AMAO). In 2012, a new assessment was used to measure language proficiency skills for English Learners. New AMAO targets were created, and new values for determining individual student growth were established. In 2013, the AMAO targets were reevaluated using two years of data. This analysis resulted in an increase in the targets for individual student growth. The assessments used for the 2013 AMAO calculation are: 2010 and 2011 Test of Emerging Academic English (TEAE); 2010 and 2011 Minnesota Student Oral Language Observation Matrix (MN SOLOM); 2012, 2013, and 2014 ACCESS for ELLs® (ACCESS); and 2013 and 2014 Alternate ACCESS for ELLs® (ALTACCESS). These assessments are referred to as the English Language Proficiency (ELP) assessments. Beginning in 2012, the ELP assessments include a composite score. The composite score is derived from the four domains: Listening, Speaking, Reading, and Writing. To compare results of previous ELP assessment (the TEAE and MN SOLOM) to results of the current ACCESS assessment, a study was conducted and a calculation was designed to transform the previous ELP assessment scores into composite scores equivalent to current ACCESS composite scores. These calculated composite scores for the TEAE and MN SOLOM can used in the AMAO Progress measurement (AMAO I) for those students taking the ACCESS assessment. Students taking the ALTACCESS assessment are not included in the Progress measurement (AMAO I). The following attachments are included: (1) Mapping ELP assessment elements to District Student Results (DSR) file elements; (2) Sample AMAO report; and (3) Districts included in the AMAO calculation.
Learning to Reduce Recidivism: A 50-State Analysis of Postsecondary Correctional Education Policy
Author: Erisman, Wendy
Date: 2005-11-00
Type: Tests/Questionnaires
Subjects: Correctional Education,Institutionalized Persons,Higher Education,Recidivism,Educational Policy,State Policy,Educational Finance,Surveys,Access to Education,State Aid,Outcomes of Education,Barriers,Correctional Institutions

Higher education for prisoners, often the subject of public controversy, remains a crucial strategy in efforts to reduce recidivism and slow the growth of the nation's incarcerated population. New research conducted by the Institute for Higher Education Policy shows that corrections officials are finding innovative ways to support postsecondary programs in their prison systems. Despite the loss of Pell Grant eligibility a decade ago, prisoners are participating in higher education in record numbers nationwide. With additional funding and concentrated efforts to reduce the many barriers that still make it difficult for prisoners to gain access to higher education, postsecondary correctional education programs offer the potential to provide incarcerated men and women with a second chance at productive citizenship. This report is based upon several primary assumptions that reflect current research in the field of justice policy. Data collected by the federal government show that prisoners nationwide are far less educated than the general U.S. population, and before incarceration, were significantly more impoverished. Research studies provide strong evidence that postsecondary correctional education can achieve a variety of important purposes. Higher education can improve conditions within correctional facilities, enhance prisoner self-esteem and prospects for employment after release, and function as a cost-effective approach to reducing recidivism. Educating prisoners also allows them access to the many economic and social benefits associated with higher education. Postsecondary correctional education offers a chance to break the cycle of inequality and benefit both the formerly incarcerated person and the society in which he or she lives. This report examines what postsecondary correctional education programs exist, and how corrections officials fund and implement those programs. The Institute for Higher Education Policy undertook an original survey of correctional education administrators to gather data about these questions. This report uses that survey to examine the details of postsecondary correctional education programs in the state and federal prison systems as of 2003-04. Key findings are included in this report. Recommendations include: (1) Additional funding is needed to increase the number of prisoners who have access to higher education; (2) State-level support is essential if postsecondary correctional education programs are to thrive; and (3) Building state-level support for postsecondary correctional education will necessarily involve educating policymakers and the public. The following are appended: (1) Survey Methodology; and (2) Survey Instrument.
Awareness and Misconceptions of High School Students about Renewable Energy Resources and Applications: Turkey Case
Author: Tortop, Hasan Said
Date: 2012-00-00
Type: Journal Articles
Subjects: High School Students,Interviews,Student Attitudes,Misconceptions,Knowledge Level,Foreign Countries,Energy,Energy Conservation,Geographic Location,Sustainable Development,Case Studies,Private Schools

Turkey is the one of the countries in the world which has potential of renewable energy resource because of its geographical position. However, being usage of renewable energy resources and applications (RERAs) is low, it shows that awareness and consciousness of RERAs is very low too. Education must play a key role in growing out of an energy culture at a nationwide scale, which means developing an energy awareness of environmental, scientifically and economical respects. Energy awareness is a concept that includes multiple aspects and this situation closely related to sustainable development. In this study high school students' awareness of RERAs has been investigated and data was obtained from interview forms of 127 students who have been attending different high school in Isparta city. As the results of this study it has been found out that high school students' awareness of RERAs is very low, they have lots of misconceptions about RERAs, they mostly wouldn't have a career plan about RERAs and they mostly are not aware of research centre about RERAs at the university, which is in the city they live. High school students being keen on arranging field trip to research centre related to RERAs at the university give us signs about renewable energy education.
Development of Teacher Attitude Scale towards the Field Trip
Author: Tortop, Hasan Said
Date: 2012-00-00
Type: Journal Articles
Subjects: Test Construction,Field Trips,Teacher Attitudes,Test Items,Test Reliability,Test Validity,Foreign Countries,Factor Analysis,Likert Scales,Science Teachers,Social Studies,Elementary School Teachers,Secondary School Teachers,Teaching Methods

A field trip is an excursion by group of students with teachers to a place away from classroom such as natural field, science center, and zoo. So, it is an important tool for renewable energy education. This study was carried out to develop a new scale for measuring teacher attitudes towards the field trip. Teacher attitude scale towards the field trip (TASFT) was an inventory made up of 15 items and two dimensions. This study included such stages as literature review, the preparation of the item pool and the reliability and validity analysis. Firstly, the draft scale including 30 items was prepared depending on field trip studies and interviews of teachers. The draft version of scale was applied to 389 teachers from the cities of Zonguldak and Isparta in Turkey. The results of the exploratory factor analysis revealed that TASFT consists of two factors included such dimensions as educational contribution and organizational difficulty. The final version of the scale included 15 items. The reliability coefficients were found to be 0.86 and 0.70 respectively, and explained variances were calculated as 27.29 and 11.20 respectively. Total variance of TASFT was 38.50, and the cronbach alfa coefficient was 0.75. The results of study indicated that this new &quot;Teacher Attitude Scale towards the Field Trip&quot; was a valid and reliable scale for measuring teachers' field trip attitudes.
The Once and Future Publishing Library
Author: Okerson, Ann
Date: 2015-07-00
Type: Reports - Research
Subjects: Publishing Industry,Library Services,Success,Sustainability,History,Institutional Cooperation,Surveys,Financial Support,Academic Libraries,Research Libraries

The report explores the revitalization of library publishing and its possible future, and examines elements that influence the success and sustainability of library publishing initiatives. The authors trace the history of library publishing and factors that have transformed the publishing landscape, and describe several significant library-press collaborations forged over the past two decades. Authors include results of a survey they conducted to better understand how current library publishing initiatives are supported financially. They conclude with a series of observations about the range of publishing initiatives in American academic libraries. The report was funded by a grant from The Goodall Family Charitable Foundation. The following are appended: (1) Sources Consulted--References and Bibliography; (2) Survey; and (3) Current Enterprises.
Health and Safety in the South Texas Border Region: A Culturally Relevant Health Risk Prevention Program for Hispanic Youth and Their Families
Author: Russell, Todd T.
Date: 2003-00-00
Type: Reports - Research
Subjects: Chronic Illness,At Risk Persons,Prevention,Hispanic Americans,Public Health,Cultural Relevance,Emotional Development,Self Control,Interpersonal Competence,Behavior,Grade 5,Elementary School Students,Knowledge Level,Health Promotion,Hispanic American Students,Pretests Posttests,Rating Scales,Likert Scales,Public Schools,Statistical Analysis

Millions of Americans suffer from chronic physical illness. The U.S.-Mexico border region has significantly higher rates of infectious and communicable diseases than other areas of the nation. The purpose of this study was to assess the effects of a comprehensive culturally relevant health risk prevention program on Hispanic youth and their families. The results indicated highly significant improvement in emotional competence, self-control, social competence, behavioral awareness, and learning skills of the fifth grade participants. Additionally, as a result of the prevention program, the parents and caregivers of the target youth demonstrated significant improvement in their knowledge of health and safety issues.
Where Are Students Getting Science Bachelor's Degrees? What Are They Paying? Data Brief. The Price and Cost of Science Degrees Series
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Bachelors Degrees,Science Instruction,Majors (Students),Debt (Financial),College Students,Paying for College,Institutional Characteristics,STEM Education,Minority Group Students,Disproportionate Representation,Public Colleges,Private Colleges,Undergraduate Study,Masters Degrees,Student Financial Aid,Racial Differences,Ethnic Groups,Social Sciences,Behavioral Sciences,Economics,Graduate Study

This AIR Data Brief examines where STEM and SBE majors are earning their degrees and what these students typically pay for their undergraduate education, with special emphasis on underrepresented minority populations. Students are seeking more affordable options, the brief finds, but student loan debt is a growing concern for broaden participation in STEM fields. This data brief is the first of four in the series. [See the second at ED558222; the third at ED558225, and the fourth at ED558229.]
How Much Debt Do Science Bachelor's Degree Recipients Accrue? Data Brief. The Price and Cost of Science Degrees Series
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Bachelors Degrees,Science Instruction,Majors (Students),Debt (Financial),College Students,Paying for College,Institutional Characteristics,STEM Education,Minority Group Students,Disproportionate Representation,Public Colleges,Private Colleges,Undergraduate Study,Masters Degrees,Doctoral Programs,Student Financial Aid,Racial Differences,Ethnic Groups,Social Sciences,Behavioral Sciences,Economics

Concerns over college costs and student debt are at an all-time high. This AIR Data Brief looks into the impact that certain types of institutes, and degree programs (STEM or SBE sciences) can have on a student's potential debt load, particularly among students who are underrepresented in the STEM fields. This data brief is the second of four in the series. [See the first at ED558216; the third at ED558225, and the fourth at ED558229.]
How Much Debt Do Science Ph.D.s Accrue? Data Brief. The Price and Cost of Science Degrees Series
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Bachelors Degrees,Science Instruction,Majors (Students),Debt (Financial),College Students,Paying for College,STEM Education,Minority Group Students,Disproportionate Representation,Undergraduate Study,Doctoral Programs,Student Financial Aid,Racial Differences,Ethnic Groups,Social Sciences,Behavioral Sciences,Economics,African American Students,Hispanic American Students,White Students

While undergraduates in the STEM and SBE fields tend to accumulate considerable student loan debt, this AIR Data Brief finds the opposite is true for many individuals pursuing doctorates in the sciences. Early debt accumulation at the undergraduate level can have dramatic implications for participation in advanced degrees, the brief explains. This data brief is the third of four in the series. (See the first at ED558216; the second at ED558222; and the fourth at ED558229.]
How Much Does It Cost Institutions to Produce Stem Degrees? Data Brief. The Price and Cost of Science Degrees Series
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Bachelors Degrees,Science Instruction,Majors (Students),Debt (Financial),College Students,Paying for College,Institutional Characteristics,STEM Education,Minority Group Students,Disproportionate Representation,Public Colleges,Undergraduate Study,Social Sciences,Behavioral Sciences,Economics,Costs,Academic Degrees,Graduate Study,Expenditure per Student,Tuition,Fees,Educational Policy

This AIR Data Brief breaks down the &quot;cost per degree&quot; estimates for 28 disciplines, including those in the STEM fields, which among the most expensive degrees to produce. The brief points to ways colleges can change their tuition structure to finance STEM degrees more affordably. This data brief is the fourth of four in the series. (See the first at ED558216; the second at ED558222; and the third at ED558225.]
On Their Own Terms: Two-Year Minority Serving Institutions
Author: Nguyen, Thai-Huy
Date: 2015-02-00
Type: Numerical/Quantitative Data
Subjects: Two Year Colleges,Minority Group Students,Institutional Characteristics,Disadvantaged,College Role,Graduation Rate,Access to Education,Higher Education,Student Characteristics,Geographic Location,Educational Attainment,Labor Force Development,Performance Factors,Eligibility,Racial Distribution,Enrollment Rate,Grants,Educational Research

This report, published by the Center for Minority Serving Institutions in collaboration with CAPSEE, looks at the role of two-year Minority Serving Institutions (MSIs) in improving postsecondary access and degree completion for disadvantaged students in the United States. In doing so, it aims to prepare the groundwork for research that considers the contributions of two-year MSIs on their own terms, as a distinct and crucial institutional type on the landscape of American higher education. The report addresses the following questions: (1) What are two-year MSIs? (2) Who attends them? (3) Where are they located? (4) How do they contribute to educational attainment and the workforce? and (5) What are the critical and unanswered questions that might move our understanding of two-year MSIs beyond mere descriptions and anecdotes?
NAEP: Looking Ahead--The NAEP-State Partnership. Workshop Summary
Author: National Center for Education Statistics (ED)
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,State Programs,Organizational Change,Organizational Objectives,Organizational Theories,Institutional Role,Brainstorming,Focus Groups,Workshops,Strategic Planning,Testing Programs,Technology Uses in Education,Technology Integration,Delivery Systems,Shared Resources and Services,Knowledge Management,Relevance (Education),Research and Development,Best Practices,Organizational Communication,Educational Practices

In an effort to continuously advance the National Assessment of Educational Progress (NAEP) program, the National Center for Education Statistics (NCES) convened a series of meetings focusing on the future of NAEP. Participants engaged in productive discussions and debates, exchanging forward-thinking ideas about what role NAEP should play five, ten, and twenty years down the road. This summary highlights a workshop held in January, 2013, in which state and district assessment staff met to develop and prioritize recommendations for NAEP within the following four key areas: (1) An Innovations Laboratory: Thirteen Goals for Assessment Programs of the Future; (2) Using Technology in NAEP and State Assessments; (3) Delivering Meaningful Results; and (4) Sharing Data, Knowledge, and Information. Working groups in each of these areas came to the consensus that NAEP must embrace the changing landscape of education assessment, identify the place it will hold in the next 10 years, and work quickly to position itself for the future.