ethanporcaro/eric-fulltext-meta huggingface dataset:
Approaches of Bill & Melinda Gates Foundation-Funded Intermediary Organizations to Structuring and Supporting Small High Schools in New York City. Executive Summary
Author: Foley, Eileen
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Philanthropic Foundations,School Restructuring,Small Schools,High Schools,Educational Change,Grants,Resource Allocation,Politics of Education,Educational Facilities Design,Curriculum Guides,Exhibits,Urban Education

In 2003, a few years after the Bill & Melinda Gates Foundation began implementing its small schools reform agenda, the Chancellor of the New York City Department of Education (DOE) announced a plan to replace large failing high schools in New York City with 200 small schools. In short order, the foundation and the Chancellor became partners with city labor unions, several other foundations, and several intermediary organizations in carrying forward this initiative. This study examines the role that intermediary organizations, the groups responsible for distributing grant funds and starting and advising new small schools, played in the Gates Foundation initiative. The study is part of a collaborative evaluation effort funded by the foundation and led by MDRC that included the Academy for Educational Development (AED) as well as Policy Studies Associates (PSA). Together the three groups, through four studies, aimed to clarify the characteristics, implementation, and impact of the New York City small schools initiative. The authors conclude that intermediary approaches to school design and support were multi-dimensional and coherent overall. Intermediaries also offered interestingly different perspectives on college-readiness, on balancing "proven" with tailored-made curricula, on organizing school time, and on enabling teacher learning. Based on these considerations, they make several recommendations. [This paper was prepared with Erickson Arcaira, Stephen Coleman, Elizabeth Reisner, Troy Scott, Tandra Turner, and Yvonne Woods. For the full report, see ED510236.]
Helping Students Succeed. Annual Report, 2009
Author: Mulry, Laura J., Ed.
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Public Education,Educational Opportunities,American Indians,American Indian Education,Disabilities,Special Education,Labor Force Development,Environment,Nursing Education,State Legislation,Accountability,Educational Quality,Financial Support,Special Schools,Educational Policy,Part Time Faculty,Information Technology,Allied Health Occupations,Dentistry,Private Schools,Administration,Services

This annual report shows the breadth and scope of the work achieved on behalf of the students across New Mexico. This document is a reflection of the commitment from the higher education and public education communities as well as that of the New Mexico Higher Education Department to further educational and professional opportunities for every student. Although the authors acknowledge that more must be done to increase educational attainment for all New Mexicans, the contents of this report demonstrate that much is currently under way toward reaching that goal. (Contains 64 tables.)
Scholarships for New York City Students, 2009-2010
Author: New Visions for Public Schools
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: High School Graduates,College Graduates,Scholarships,Grants,Tuition

A college education is an important investment in an individual's future. In fact, according to the U.S. Census Bureau, college graduates earn twice as much income as high school graduates over a lifetime. While the expense of attending college is significant, the benefits associated with a college degree dramatically outweigh the costs. Financial aid in the form of scholarships and grants, loans and federal work-study can make it possible for individuals to go to college even if they and their families cannot afford the full cost of tuition, room and board. The most attractive types of financial aid come in the form of scholarships and grants, as it is money that individuals do not have to pay back. Scholarships are great ways to both help lower the amount of tuition and fees that they and their families have to pay, as well as the loans a college may expect them to take out. Like the college search process, the scholarship application process requires a lot of research and hard work. This scholarship guide provides a great starting point and focuses on scholarships available to students who live in New York City. It is designed to help students find scholarships that fit their interests and qualifications. Because some scholarships fall into multiple categories, they are encouraged to check the index at the end of the guide for a complete listing.
Mindful Learning 2020. Occasional Paper #8
Author: Fluellen, Jerry E., Jr.
Date: 2010-06-08
Type: Reports - Evaluative
Subjects: Learning Theories,Research Papers (Students),Multiple Intelligences,Figurative Language,Information Literacy,Ethnography,Measures (Individuals),Student Centered Curriculum,Teaching Methods,Reflection

A mathematical metaphor for the power teaching prototype, P=fm expresses interactive factors that might characterize 21st Education given President Obama's &quot;Blueprint for Reform: Reauthorization of the Elementary and Secondary Schools Act.&quot; That is the more global perspective taken in this occasional paper. The factors become Ellen Langer's mindfulness theory, Harvard Project Zero Research Center's teaching for understanding framework, information literacy, and Howard Gardner's MI approach as well as his quintet of minds for the future. These factors interact to design and deliver student-centered instruction now and in the decade to come. On the local side, an ethnographic story explores the inquiry what counts as mindful learning? The story takes readers inside a future bent, writing/thinking intensive &quot;Theories of Learning&quot; seminar at Edward Waters College. Factors of the power-teaching prototype, thus, become contextualized in an exploration of mindful learning with students in real time. Based results from the Langer Mindfulness Scale, research papers on new paradigm perspectives about learning and GRE-like final written examinations, most students demonstrated mindful learning. (Contains 2 figures.)
Teach for America: A Review of the Evidence
Author: Heilig, Julian Vasquez
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Rural Schools,Low Income,Educational Objectives,Outcomes of Education,Teacher Shortage,College Graduates,Selective Admission,Substitute Teachers,Beginning Teachers,Teacher Qualifications,Teacher Effectiveness,School Districts,Reading Achievement,Mathematics Achievement,Teacher Persistence,Teacher Recruitment

Teach For America (TFA) aims to address teacher shortages by sending graduates from elite colleges, most of whom do not have a background in education, to teach in low-income rural and urban schools for a two-year commitment. The impact of these graduates is hotly debated by those who, on the one hand, see this as a way to improve the supply of teachers by enticing some of America's top students into teaching and those who, on the other hand, see the program as a harmful dalliance into the lives of low-income students who most need highly trained and highly skilled teachers. The question for most districts, however, is whether TFA teachers do as well as or better than credentialed non-TFA teachers with whom school districts aim to staff their schools. On this question, studies indicate that the students of novice TFA teachers perform significantly less well in reading and mathematics than those of credentialed beginning teachers. Thus, a simple answer to the question of TFA teachers' relative effectiveness cannot be conclusively drawn from the research; many factors are involved in any comparison. The lack of a consistent impact, however, should indicate to policymakers that TFA is likely not the panacea that will reduce disparities in educational outcomes. The evidence suggests that districts may benefit from using TFA personnel to fill teacher shortages when the available labor pool consists of temporary or substitute teachers or other novice alternatively and provisionally certified teachers likely to leave in a few years. Nevertheless, if educational leaders plan to use TFA teachers as a solution to the problem of shortages, they should be prepared for constant attrition and the associated costs of ongoing recruitment and training. (Contains 3 tables and 56 notes.)
Building Effective Green Energy Programs in Community Colleges
Author: Bozell, Maureen R.
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Energy Education,Community Colleges,Low Income,Federal Government,Grants,Sustainable Development,Career Development,Labor Force Development,Case Studies,Environmental Education,Employment Opportunities,Program Development,Construction Industry

Community colleges across the country are engaged in large-scale federal and state initiatives to train low-income individuals for the nascent field that's become known as "green jobs." Many green economy advocates believe that green jobs training can be part of career pathways that help move unemployed and disconnected individuals--who are often low-skilled--from entry-level positions into higher-skilled, higher-paying jobs. Amidst all the excitement and funding, even those colleges at the forefront of green energy education have been struggling to build green workforce development programs as a result of three factors: (1) the state of the U.S. economy; (2) the emerging nature of the green sector economy; and (3) the focus placed by the federal government on educating low-income and low-skilled individuals for this emerging sector in its training grants. This paper examines how community colleges leading the field in green energy education are grappling with these issues. It also makes the case that community colleges should be substantially involved in training low-income individuals, especially the low-skilled, if in fact the goal is to help them lead self-sustaining lives. This paper aims to help community colleges across the country navigate a path forward through evolving terrain as they develop green energy education and training programs for low-income populations. Their success will enable national and state policies incentivizing growth in the green economy to propel disadvantaged people towards family-supporting employment. Appended are: (1) Case Studies from the field; and (2) Colleges featured in the report. (Contains 13 footnotes and 1 table.)
Do School Districts Get What They Pay for? Predicting Teacher Effectiveness by College Selectivity, Experience, Etc.  Program on Education Policy and Governance Working Papers Series. PEPG 10-08
Author: Chingos, Matthew
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Predictor Variables,Reading Achievement,Mathematics Achievement,Student Characteristics,Elementary School Teachers,Middle School Teachers,Experienced Teachers,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Education Majors,Teacher Selection,Compensation (Remuneration),Teaching (Occupation)

Holding a college major in education is not correlated with effectiveness in elementary and middle school classrooms, regardless of the university at which the major was earned. Teachers do become more effective with a few years of teaching experience, but (except in elementary reading) no gains--and some declines--in effectiveness appear in the second decade after a teacher has begun teaching. These and other results are obtained from estimations using value-added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects that estimate teacher effectiveness in reading and math for Florida students in 4th through 8th grades for six school years, 2001-02 through 2006-07. The findings suggest that teacher selection and compensation policies are in need of revision. (Contains 2 figures, 11 tables and 13 footnotes.) [This paper was prepared for the PEPG Conference &quot;Merit Pay: Will It Work? Is It Politically Viable?&quot;]
The Impact of a Universal Class-Size Reduction Policy: Evidence from Florida's Statewide Mandate. Program on Education Policy and Governance Working Papers Series. PEPG 10-03
Author: Chingos, Matthew M.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Class Size,Academic Achievement,Achievement Tests,Educational Policy,Evidence,Policy Analysis,Program Evaluation,Program Effectiveness,Comparative Analysis,Trend Analysis,Economics,Outcomes of Education,School Districts,Reading Achievement,Mathematics Achievement,Program Implementation,Data Analysis

Class-size reduction (CSR) mandates presuppose that resources provided to reduce class size will have a larger impact on student outcomes than resources that districts can spend as they see fit. I estimate the impact of Florida's statewide CSR policy by comparing the deviations from prior achievement trends in districts that were required to reduce class size to deviations from prior trends in districts that received equivalent resources but were not required to reduce class size. I use the same comparative interrupted time series design to compare schools that were differentially affected by the policy (in terms of whether they had to reduce class size) but that did not receive equal additional resources. The results from both the district- and school-level analyses indicate that mandated CSR in Florida had little, if any, effect on cognitive and non-cognitive outcomes. Thirteen tables are appended: (1) Effect of Required CSR at District Level on District Characteristics; (2) Effect of Required CSR at School Level on School Characteristics; (3) District-Level Models with Additional Years of Pre-Treatment Data (Effects in Student-Level Standard Deviations); (4) District-Level Estimates that Condition on Prior-Year Controls (Effects in Student-Level Standard Deviations); (5) District-Level Analysis Robustness Checks (Effects in Student-Level Standard Deviations); (6) Effects of District-Level CSR on FCAT Scores (Student-Level Standard Deviations), Standard Difference-in-Differences Specification; (7) Effects of District-Level CSR on Stanford Achievement Test (SAT) Scores (Student-Level Standard Deviations); (8) Achievement Effects of District-level CSR by Subgroup (Student-Level Standard Deviations); (9) Effects of District-Level CSR on Non-Cognitive Outcomes; (10) School-Level Estimates that Condition on Prior-Year Controls (Effects in Student-Level Standard Deviations); (11) Effects of School-Level CSR on FCAT Scores (Student-Level Standard Deviations), Standard Difference-in-Differences Specification; (12) Achievement Effects of School-Level CSR by Subgroup (Student-Level Standard Deviations); and (13) Effects of School-Level CSR on Non-Cognitive Outcomes. (Contains 3 figures, 21 tables and 32 footnotes.)
Access through Private Higher Education: &quot;Global Patterns and Indian Illustrations&quot;. PROPHE Working Paper Series. WP No. 11
Author: Levy, Daniel C.
Date: 2008-04-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Access to Education,Educational Trends,Public Colleges,Educational Demand,Higher Education,Privatization,Private Sector,Free Enterprise System,Private Colleges,Educational Finance,Politics of Education,Educational Development,Educational Environment,International Education,Global Approach,Comparative Analysis,Comparative Education,Institutional Characteristics,Social Status,Educational Policy,Proprietary Schools,Educational Supply,Enrollment

One of the salient concerns in contemporary higher education internationally is access, which is rapidly expanding. Another salient trend is the rapid expansion of private higher education. These two salient tendencies have not been treated in scholarship as heavily intertwined. Much of the reason is that many people associate &quot;private&quot; with  &quot;elite,&quot; in part because of the U.S. reality of leading private universities clearly associated with elite functioning. In much of the rest of the world, suspicion of privates runs deep and there is little disposition to couple the negative connotations of private with the positive connotations of access. Yet as enrolment has been rising rapidly and keeps increasing, there are strong limitations on what can be accommodated through public higher education. Practically, either access is spurned, widely considered politically, socially, and even economically untenable or there must be explosive growth of private higher education. This is largely a matter of demand for higher education greatly outdistancing at least the public supply of higher education. Thus, much of the link between access and private higher education concerns &quot;demand-absorbing&quot; institutions, which is not to overlook more specialized avenues of access to other types of private institutions. At any rate private higher education has grown powerfully in recent decades and seems destined to grow further. India is a marked case of still very low cohort enrolment in higher education but with great demand and rapid private growth. (Contains 10 endnotes.) [This working paper is slightly revised from a presentation at the PROPHE Panel on Access and Private Higher Education at the 52nd CIES Annual Conference, March 20, 2008.]
Indian Private Higher Education in Comparative Perspective. PROPHE Working Paper Series. WP No. 13
Author: Levy, Daniel C.
Date: 2008-10-00
Type: Reports - Evaluative
Subjects: Higher Education,Privatization,Private Sector,Democracy,Free Enterprise System,Foreign Countries,Private Colleges,Educational Finance,Politics of Education,Educational Development,Educational Environment,International Education,Global Approach,Comparative Analysis,Educational History,Program Descriptions,Comparative Education,Institutional Characteristics,Social Status,Role of Religion,Educational Policy,School Law,Proprietary Schools

India demonstrates many features characteristic of private higher education in much of the world. Among these features are proportional size, with roughly 30 percent of total enrollment, and fast growth. Also rather typical is finance, which comes almost exclusively from non-government sources, principally tuition, while public higher education is mostly though decreasingly funded by government. Related to rapid growth and finance is the private sector's preponderance of commercial over academically strong institutions, bringing criticisms about quality and even fraud, including as many legally nonprofit institutions appear to be for-profit in reality. There are also religious and semi-elite private institutions but the clear majority of private enrollments lie in the non-elite and demand-absorbing sub-sector. Unsurprisingly, then, the extent and form of regulation is vigorously debated. All this is common internationally. On the other hand, though less powerfully, Indian private higher education also stands out for a number of relatively unusual configurations. Some are functions of the country's huge size. Its private sector nearly rivals that of the United States as the world's largest in absolute enrollment. Yet India's overall higher education system remains notably small in cohort enrollment--which suggests large latitude for further growth in the system overall and for the private share in particular. Another set of relatively unusual configurations relates to the political system. The world's greatest private growth is occurring in developing countries, most of which are non-democratic or problematically democratic. India is remarkably democratic. Indeed it is remarkably decentralized in its democracy, with a large role for individual states, Congress, and even the courts, and with vigorous debate among political parties. Debate over private higher education is particularly intense as deeply held socialist and state-oriented beliefs clash with the overall political-economic trend of privatization. (Contains 27 notes.) [This working paper is revised from &quot;Commonality and Distinctiveness: Indian Private Higher Education in International Perspective,&quot; in eds. Asha Gupta, Daniel C. Levy, K.B. Powar, Private Higher Education: Global Trends and Indian Perspectives.]
Inside Thai Private Higher Education: Exploring Private Growth in International Context. PROPHE Working Paper Series. WP No. 12
Author: Praphamontripong, Prachayani
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Higher Education,Catholics,Private Sector,Institutional Characteristics,Developing Nations,Trend Analysis,Role of Religion,Business,Global Approach,Institutional Mission,Educational Legislation,Free Enterprise System,Foreign Countries,Private Colleges,Educational Development,Educational Environment,International Education,Comparative Analysis,Educational History,Comparative Education,Social Status,Educational Policy,Proprietary Schools,Supply and Demand,Educational Supply,Educational Demand,Enrollment,Educational Trends,Economics,Public Colleges

This paper examines different institutional characteristics of Thai private higher education in historical-organizational perspective. The analysis applies different conceptual categories of private emergence--Catholic, elite, demand-absorbing--drawn from international literature starting with Levy (1986) to the Thai case. The societal context of Thai private higher education is rooted fundamentally in the hands of both religious foundations and the business sector. Thai diversification partly conforms to international schema but also shows varying emphases. Catholic must be expanded to religious-oriented and elite reformulated as semi-elite. Although demand-absorbing institutions are the majority in the Thai private sector--as also seen elsewhere--the demand-absorbing subsector shows great internal variations. For all the three conceptual categories, missions may be assessed accordingly. Finally, the paper discusses a growing hybrid trend within the Thai private sector. (Contains 1 table and 17 endnotes.)
Private Higher Education: An International Bibliography
Author: Maldonado-Maldonado, Alma
Date: 2004-02-00
Type: Reference Materials - Bibliographies
Subjects: Foreign Countries,Higher Education,Private Education,Bibliographies,International Education,Masters Theses,Doctoral Dissertations,Journal Articles,Research

This volume's purpose is to provide a bibliographical guide to the literature on private higher education worldwide. "Private Higher Education: An International Bibliography" is organized mainly by geography: region and country. In addition, a cross-reference topical index and an author index are included to assist those interested in particular subjects regardless of geography. While geographical and author placement of citations is almost always straightforward, that is often not the case with topic placements. Some works could reasonably have been put under different topic headings or simultaneously under more headings than those under which they appear. The bibliography includes books, journal articles, and some reports in its main section. It also has a separate listing of doctoral dissertations and theses (and a few masters theses) on private higher education because much of the research on this topic has been produced as doctoral research. In all, 1,116 items are included. [This document was also funded by the Lynch School of Education, Boston College.]