ethanporcaro/eric-fulltext-meta huggingface dataset:
In-State Tuition Policies under the Veterans Access, Choice and Accountability Act. ECS Education Policy Analysis
Author: Fulton, Mary
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Tuition,In State Students,Veterans Education,Access to Education,Accountability,School Choice,Policy Analysis,Postsecondary Education,Educational Policy,Eligibility,Educational Change,Educational Opportunities,Federal Programs,Institutional Role,Population Distribution,Educational Practices,Federal Legislation

Ensuring access and affordability to a postsecondary education for veterans and their dependents has long been a focus of federal and state education policy. Developing policy to support educational attainment among these individuals has required state policymakers to address residency requirements for veterans to determine eligibility for in-state tuition benefits. Yet recent revisions to federal statute--changes that go into full effect in July 2015-- have shifted the policy landscape in a significant and meaningful way. Beginning July 1, 2015, the Veterans Access, Choice and Accountability Act (Choice Act) requires that all public postsecondary institutions offer in-state tuition rates to qualified veterans and their dependents, regardless of state residency status. This ECS Policy Analysis provides state and postsecondary leaders with a review of the Choice Act requirements, key information on deadlines, considerations for evaluating state policy for compliance and examples of policy actions. Appended to the document are: (1) Data Snapshot: Veteran population; Percent Change in Veteran Population by State; and Endnotes.
Dual Enrollment Course Content and Instructor Quality. ECS Education Policy Analysis
Author: Dounay Zinth, Jennifer
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,Course Content,Educational Policy,Policy Analysis,Teacher Effectiveness,Curriculum Evaluation,Context Effect,College School Cooperation,High Schools,Partnerships in Education,Accreditation (Institutions),Standard Setting,Contracts,Arbitration,Group Dynamics,Postsecondary Education

Knowing that the majority of dual enrollment courses are taught on high school campuses by high school instructors, it is critical that mechanisms are in place to ensure the quality of the curriculum and the many components surrounding the curriculum--including textbooks, learning outcomes, course syllabuses, assignments, grading practices, periodic assessments and final exams, etc. It is also essential that colleges ensure high school instructors have a clear grounding in the curriculum and these course components, and have the knowledge and skills necessary to deliver postsecondary-level content. This report explores some of the reasons for the increase in delivery of dual enrollment courses at high schools, and the importance of ensuring course and instructor quality. The report then examines four distinct state approaches to ensuring dual enrollment course and instructor quality, noting the potential benefits and tradeoffs of each. The document includes an appendix detailing the National Alliance of Concurrent Enrollment Partnerships (NACEP) Concurrent Enrollment Partnership Standards.
A Simple Model for Learning Improvement: Weigh Pig, Feed Pig, Weigh Pig. Occasional Paper #23
Author: Fulcher, Keston H.
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Educational Assessment,Evaluation Utilization,College Students,Higher Education,Models,Intervention,Student Improvement,College Faculty,Educational Change,Outcomes of Education,Evaluation Methods,Readiness,Change Strategies,Educational Objectives

Assessing learning does not by itself result in increased student accomplishment, much like a pig never fattened up because it was weighed. Indeed, recent research shows that while institutions are more regularly engaging in assessment, they have little to show in the way of stronger student performance. This paper clarifies how assessment results are related to improved learning--assess, effectively intervene, re-assess--and contrasts this process with mere changes in assessment methodology and changes to pedagogy and curriculum. It also explores why demonstrating improvement has proven difficult for higher education. We propose a solution whereby faculty, upper administration, pedagogy/curriculum experts, and assessment specialists collaborate to enhance student learning.
Lessons Learned. Community Change: Lessons from Making Connections
Author: Annie E. Casey Foundation
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Family Involvement,Change Strategies,Program Development,Program Implementation,Program Evaluation,Parent Participation,Barriers,Community Involvement,Research Utilization,Child Development,Environmental Influences,Disadvantaged,Urban Areas,Minority Groups,Neighborhoods,Intervention,Child Health,Economic Factors,Socioeconomic Influences,Family Programs,Community Needs,Data Collection,Housing,Poverty,At Risk Persons,Surveys,Agency Cooperation,Teamwork,Public Policy,Advocacy,Community Programs

Making Connections was the Annie E. Casey Foundation's signature place-based, community-change initiative of the 2000s. It sought to build on previous work and launch an effort focused firmly on the framework of family strengthening. The Foundation started Making Connections in 22 places, focusing eventually on first 10, then seven sites. It invested in the initiative for more than 10 years and spent more than $500 million. This effort led to a range of innovations in the field and both started and strengthened many local initiatives. Making Connections' positive outcomes are still influencing Casey and the broader field. In many notable cases, the programs and partnerships created during the initiative continue to thrive. Assessments of Making Connections have already produced a variety of lessons on program development, implementation, evaluation and other topics, with valuable implications for practitioners, public policymakers, funders and others involved in community development. This report takes a step back and outlines key findings from the initiative that can provide guidance to those involved with community-change efforts in the future. These principles can serve as guideposts at an exciting time in the community-change field. Many smart and promising initiatives are underway, fueled by foundations, nonprofits and others in the private sector. The federal government is also making important investments at the neighborhood and community levels. And learning communities of local leaders and state and local officials are actively sharing information and hard-won insights. The principles and strategies in this report can help inform and sustain these efforts and those to come in a field with so much to contribute to the strengthening and success of families living in disinvested communities.
To Imagine a Verb: The Language and Syntax of Learning Outcomes Statements. Occasional Paper #24
Author: Adelman, Clifford
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Educational Objectives,Guidelines,Syntax,Semantics,Language Usage,Verbs,Writing (Composition),Higher Education,National Organizations,Accreditation (Institutions)

This essay provides language-centered principles, guidelines and tools for writing student learning outcome statements. It is focused on syntax and semantics, and takes considerable issue with both the lack of such guidance in earlier literature and specific words, phrases, tenses, voices, and abstraction in diction levels, along with ellipses and tautologies, that one reads in extant attempts to set forth such learning outcomes. While placing the verb at the center of all student learning outcomes, it distinguishes between active and operational verbs, voting for the latter on the grounds that they are more likely to lead, naturally and logically, to assignments that allow genuine judgment of student performance, and offers, as more constructive cores of student learning outcomes, 20 sets of operational verbs corresponding to cognitive activities in which students engage and faculty seek to elicit. Lastly, it advocates strategies for involving umbrella national academic organizations and accrediting organizations in realizing its vision.
What about the Non-Completers? The Labor Market Returns to Progress in Community College. CAPSEE Working Paper
Author: Zeidenberg, Matthew
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Community Colleges,Outcomes of Education,Education Work Relationship,Labor Market,Dropouts,College Graduates,Classification,Income,Enrollment Trends,Models,Accuracy,Educational Attainment,Associate Degrees,College Credits,Intellectual Disciplines,Certification,Gender Differences

Of the copious research on the labor market returns to college, very little has adequately modeled the pathways of non-completers or compared their outcomes with those of award holders. In this paper, we present a novel method for linking non-completers with completers according to their program of study. This method allows us to calculate the labor market returns to programs of study, accounting both for those who obtain an award and those who do not. We use a large dataset of community college transcripts matched with earnings data. We find that different classification systems--by algorithm, intent, or goal--yield very different enrollment patterns across programs. These classifications make a substantial difference to earnings patterns. Our results show that returns vary not only by program completion, but they also vary by program non-completion. Consequently, combining completers and non-completers yields a new pattern of returns. For some awards, this leads to wider earnings differentials. However, we find that the variance in returns by subject of study is reduced when we combine data on completers and non-completers. Finally, we find that progression in a program &quot;per se&quot; does not lead to higher earnings for students who do not complete (even as it demonstrably does for students who complete their program). If validated, these findings have significant implications for policies on program choice and on student retention policies. Appended is Figure A.1: Assignment of Students to Programs.
Race Equity and Inclusion Action Guide. Embracing Equity: 7 Steps to Advance and Embed Race Equity and Inclusion within Your Organization
Author: Annie E. Casey Foundation
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Inclusion,Racial Integration,Guides,Organizational Theories,Organizational Effectiveness,Social Change,Social Justice,Change Strategies,Best Practices,Organizational Climate,Administrative Principles,Stakeholders,Outreach Programs,Data Collection,Data Interpretation,Systems Analysis,Etiology,Resource Allocation,Policy Analysis,Program Effectiveness,Program Evaluation,Fundamental Concepts

Advancing race equity and inclusion can sometimes seem daunting and often leaves many wondering how and where to start. One way to achieve social change in an organization is to incorporate race equity and inclusion at every stage of work. The seven steps in this guide provide a clear framework for undertaking this important work. This tool adds to the resources already created by partners who have been working in the field. It works by demonstrating how a race equity lens can be adopted by foundations or other organizations that work directly with systems, technical assistance providers and communities. [This guide was written in partnership with Terry Keleher.]
College Counseling in High Schools: Advising State Policy. The Progress of Education Reform. Volume 15, Number 6
Author: Zinth, Jennifer Dounay
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: College Bound Students,College Preparation,Postsecondary Education,Educational Counseling,Counseling Techniques,Enrollment Trends,Disproportionate Representation,High School Students,State Policy,School Counselors,Counselor Role,Video Technology,Coaching (Performance),Telecommunications,Handheld Devices,Program Effectiveness

In recent years, many states have set ambitious postsecondary completion or attainment goals, driven in part by concerns that other OECD (Organisation for Economic Co-operation and Development) nations are outpacing the United States in the number of adults holding a postsecondary credential. While the U.S. has made modest gains since 2000 in the number of adults who have completed postsecondary credentials or degrees, many other OECD nations, including Canada, Japan and Korea, have made markedly larger gains over the same period of time. Postsecondary redesign efforts aimed at achieving states' postsecondary completion or attainment goals are joined by a variety of state policies and initiatives intended to enhance secondary students' college and career readiness. This issue of &quot;The Progress of Education Reform&quot; explores: (1) Current state approaches to college advising that may not provide the hoped-for gains in college-going; (2) Recent research on approaches correlated with increased postsecondary enrollment, including approaches with traditionally underrepresented students; and (3) Promising state approaches to triage counselors' efforts with other means to provide college counseling.
Creating Opportunity for Families: A Two-Generation Approach. KIDS COUNT Policy Report
Author: Gencer, Arin
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Poverty Programs,Family Programs,Early Childhood Education,Program Descriptions,Job Training,Low Income Groups,Special Needs Students,Barriers,Childhood Needs,Family Needs,Family Income,Financial Support,Child Care,Child Development,Agency Cooperation,Holistic Approach,Mental Health Programs,Partnerships in Education,Change Strategies,Child Rearing,Public Policy

Nearly half of the nation's families with young children struggle to make ends meet. A new KIDS COUNT policy report makes the case for creating opportunity for families by addressing the needs of parents and their children simultaneously. &quot;Creating Opportunity for Families: A Two-Generation Approach&quot; describes a new approach to reducing poverty, which calls for connecting low-income families with early childhood education, job training and other tools to achieve financial stability and break the cycle of poverty--and recommends ways to help equip parents and children with what they need to thrive. [This report was written with the assistance of Shelley Waters Boots.]
Research on Implementing Big Data: Technology, People, &amp; Processes
Author: Rankin, Jenny Grant
Date: 2015-03-03
Type: Reports - Evaluative
Subjects: Data Collection,Information Technology,Data Analysis,Information Systems,Information Management,Governance,School Districts,Cooperation,Decision Making

When many people hear the term &quot;big data&quot;, they primarily think of a technology tool for the collection and reporting of data of high variety, volume, and velocity. However, the complexity of big data is not only the technology, but the supporting processes, policies, and people supporting it. This paper was written by three experts to address all parts of a big data system: technology, processes, and people. Randall Dennis is Chief Strategy Officer for an education data analytics firm listed three times on the INC 5000, founder of a strategic consulting firm, and is directly involved in education data analytics product development. Dr. Jenny Rankin has been a teacher, school administrator, district administrator, and Chief Education &amp; Research Officer of Illuminate Education. Dr. Margie Johnson has been the Business Intelligence Coordinator for Metro Nashville Public Schools for three years and empowers approximately 10,000 employees in data-informed decision-making.
Tenured Teacher Dismissal in New York: Education Law § 3020-a &quot;Disciplinary Procedures and Penalties.&quot; Working Paper 2014-1
Author: Stevens, Katharine B.
Date: 2014-10-00
Type: Reports - Research
Subjects: Teacher Dismissal,Tenure,Teacher Evaluation,Teacher Discipline,Case Studies,Hearings,Educational Legislation,State Legislation,School Law,Decision Making,Teacher Attendance,Antisocial Behavior,Verbal Communication,Punishment,Elementary School Teachers,Middle School Teachers,Secondary School Teachers

The two recently-filed New York lawsuits claiming that teacher tenure laws violate children's constitutional right to a &quot;sound basic education&quot; are finally dragging the long-obscure Section 3020-a of the state's Education Law into the spotlight. This attention is badly overdue because for decades § 3020-a has impeded efforts to ensure a minimum competence level among New York's teachers. Section 3020-a is a 3,000-word section of New York's Education Law, entitled &quot;Disciplinary Procedures and Penalties,&quot; which mandates that tenured teachers can be dismissed only after just cause has been established through statutorily-prescribed administrative hearings. Teachers are evaluated in their schools under the Annual Professional Performance Review, the state's high-profile new evaluation system. But decisions on whether poorly-performing teachers stay or go are still made according to the decades-old § 3020-a law. This report presents analysis of the official decisions filed at the conclusion of § 3020-a hearings for New York City teachers from July 1, 1997 through June 30, 2007. It aims to shed light on the role and function of § 3020-a, to further public awareness of the law's impact on New York's schools, and to promote wider debate around how to fix it. The report presents Key findings, and concludes that while teachers are legally entitled to due process to protect them from unfair dismissal and unjustifiable accusations of inadequate performance, the current system goes far beyond that, prioritizing the rehabilitation of ineffective teachers over ensuring adequate teaching for children. Fixing the broken § 3020-a system is not &quot;the&quot; solution to fixing the schools, but it is a problem that urgently needs to be addressed. The report includes two appendices: (I) Obtaining § 3020-a Decisions and (II) Convictions &amp; Penalties for § 3020-a Cases (July 1 1997-June 30, 2007).
The Rise and Fall of Supplemental Educational Services: Policy Implications for Government Markets
Author: Mesecar, Doug
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Supplementary Education,Educational Policy,After School Education,Low Income Groups,Federal Government,Charter Schools,Electronic Learning,Alignment (Education),Accountability,Federal Legislation,Educational Legislation,Elementary Secondary Education

Free after-school tutoring, known as supplemental educational services (SES), was brought to life by the No Child Left Behind Act (NCLB) in 2002. SES was designed to provide extra academic assistance to low-income students in schools failing to make accountability targets. SES is a cautionary tale, for there has never been an experiment like it in federal law, and its rise and fall provides important lessons in governing, policymaking, government markets, and the structure of the educational system. SES also offers lessons for ongoing efforts to improve charter school quality and authorizing, and developing online-learning marketplaces. SES produced some positive results for the individual students who received great services from quality providers. In fact, some studies showed that overall, SES produced some small positive academic outcomes.The political price to achieve these modest results, however, was too high, complex, and confrontational. The marketplace incentives exacerbated the fundamental flaws baked into America's uniquely federal education system. The future viability and potential of the charter school and online-learning sectors rest on the predictable and balanced operation of government-created markets. With charter schools, various government entities are responsible for creating, regulating, and funding a system of schools parallel to the traditional system. While this market has proven durable and grown steadily, it continues to operate in competition with a much larger system and in the context of political whims. As such, the charter sector must remain vigilant and expansionist, flexible but cautious.
Better Data, Better Decisions: Informing School Choosers to Improve Education Markets
Author: Valant, Jon
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: School Choice,Information Dissemination,Educational Change,Charter Schools,School Effectiveness,Information Sources,Elementary Secondary Education

School choice sits at the center of the education reform agenda. The most recent national study from Stanford University's Center for Research on Education Outcomes found that charter school students perform comparably in math and better in reading than their peers in traditional district schools. Often lost in the growing national enthusiasm around school choice, however, is the recognition that merely providing more options to parents will not create the kind of market that advocates envision. To help address this issue of the demand side of school choice, AEI Education has released a number of new reports to help better understand how parents make decisions about schools and how parents can be a political resource to lobby for school reform. In this report, Jon Valant adds to this growing discussion with an empirical look at how governments and other third-party organizations can help inform families about their school choice options.
Trends in Teacher Certification: Equipping Teachers to Prepare Proficient Readers
Author: Rowland, Julie
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Educational Trends,Teacher Certification,Reading Instruction,Teacher Competency Testing,Elementary School Teachers,Special Education Teachers,Preschool Teachers

Ensuring that students are reading proficiently by third grade is a key component of keeping students on track to graduate high school and pursue college and careers. Because of the magnitude of this academic milestone, states typically pursue policies that promote early identification and intervention for struggling readers. However, teachers are the most important school-based factor in student success. To ensure that teachers are well-prepared to guide students toward meeting the critical milestone of reading proficiency by third grade, states have begun to require that teacher candidates pass a reading instruction-specific assessment prior to licensure. These assessments address the science of reading instruction and target early childhood and elementary teacher candidates. States are expanding policies that hold teachers and teacher-preparation programs accountable for student success. Requiring rigorous, content-specific assessments prior to licensure is part of a broader trend of holding teachers to higher standards, requiring greater transparency in teacher-preparation programs and modernizing the teaching profession. Fourteen states require teacher candidates to demonstrate knowledge of the science of reading instruction on a stand-alone assessment prior to licensure. Six states use a state or as-yet unspecified test (California, Mississippi, New Mexico, Ohio, Oklahoma, Virginia). Five states use the Foundations of Reading test (Connecticut, Massachusetts, New Hampshire, North Carolina, Wisconsin). Three states use the Praxis Teaching Reading test (Alabama, Tennessee, West Virginia).