ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of University Technical Colleges Report - Year One
Author: McCrone, Tami
Date: 2017-11-00
Type: Reports - Research
Subjects: Student Projects,Teaching Methods,Employers,Participation,Program Effectiveness,Barriers,Foreign Countries,Active Learning,Curriculum Development,Employer Attitudes,Vocational Education,Postsecondary Education,Secondary Education,College Role,Enrollment,Student Attitudes,Academic Achievement,Job Skills,Employment Qualifications,Recruitment,School Holding Power,Relevance (Education)

The overall aim of the study is to understand effective practice and lessons that can be learned from the approaches currently being adopted, particularly in relation to curriculum design and employer engagement, as well as the broader challenges facing University Technical Colleges (UTCs). More specifically the objectives of the research are to: (1) ascertain the use of project-based learning and employer engagement in the development and delivery of the curriculum within UTCs at Key Stage 4 and post-16; and (2) share the most effective practice and identify lessons learned, including areas that have been less successful, in order to inform future sector-wide practice. Key findings in this report include: (1) Employer engagement; (2) Perceived impact on young people; (3) Challenges; (4) What works well and advice for other UTCs; and (5) Next steps. The final report, will systematically draw together findings from phases one and two of this research,will share the most effective practice and will identify lessons learned in order to inform future sector-wide practice. [The Royal Academy of Engineering and the Edge Foundation commissioned this work. To read the final report, &quot;Evaluation of University Technical Colleges,&quot; see ED594397.]
Louisiana Striving Readers: Final Evaluation Report
Author: Vaden-Kiernan, Michael
Date: 2012-03-00
Type: Reports - Research
Subjects: Program Effectiveness,Program Implementation,Fidelity,Grade 6,Grade 7,Middle School Students,Reading Comprehension,Reading Achievement,Reading Difficulties,Student Motivation,Learner Engagement,Early Adolescents,Gender Differences,Age Differences,Socioeconomic Status,Ethnicity,Evidence Based Practice,Direct Instruction,Vocabulary Development,Word Study Skills,Content Area Reading,Institutional Characteristics,Professional Development,Class Size,Teacher Student Ratio,Educational Technology,Technology Uses in Education,Teaching Methods,Reading Skills,Decoding (Reading),Reading Fluency,Writing Instruction,Reading Programs,Reading Instruction,Intervention

The Louisiana Striving Readers evaluation assessed the implementation and effectiveness of the Voyager &quot;Passport Reading Journeys&quot; (PRJ), a widely used supplemental literacy intervention for struggling adolescent readers that reflects the research-based practices recommended by the National Reading Panel (2000) and other more recent syntheses (Biancarosa &amp; Snow, 2004; Edmonds, et al., 2009; Kamil, et al., 2008; Scammacca et al., 2007; Torgesen et al., 2007). To date, PRJ has been adopted in 45 states across the country in almost 470 districts and over 2,200 schools, and has served over 268,000 students. PRJ offers four levels of instruction appropriate for middle and high school students. The PRJ curriculum uses direct, explicit instruction in reading comprehension, vocabulary, and word study for adolescents who struggle with reading using age-appropriate fiction and non-fiction texts. The Louisiana Striving Readers Program, funded by the Louisiana Department of Education (LDOE) through a grant from the U.S. Department of Education, targeted over 1,200 struggling readers in grades 6-7 from ten middle schools across the state of Louisiana. The grant required a rigorous, independent experimental evaluation, conducted by SEDL, addressing fidelity of program implementation and program impacts on student motivation and reading achievement. The study reported here had two specific aims: (1) determine the fidelity of implementation, or the extent to which the program was delivered as the grant indicated it should be implemented; and (2) determine the impacts of PRJ on student reading and other related outcomes (i.e., student motivation and engagement in reading) and how the effects may have varied by student subgroups. This report details the intervention, the implementation study design and results, and the impact study design and results.
A Growing Movement: America&apos;s Largest Public Charter School Communities. Thirteenth Annual Edition
Author: Hesla, Kevin
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Public Schools,Charter Schools,Educational Innovation,School Choice,School Districts,Enrollment Trends,Elementary Secondary Education,Geographic Location

Public charter schools are unique public schools that foster innovative approaches to solving some of today's most difficult educational challenges. Free from many of the constraints that traditional schools face, the charter school movement has been a leader in innovation, school choice, and education reform for more than 25 years. At the same time, charter schools are held accountable for advancing student achievement by the communities and states they serve. The unique combination of innovation and accountability have allowed charter schools to demonstrate that all children are capable of academic achievement that prepares them to succeed in college, their career, and their life. Because charter schools have a successful track record of meeting students' specific needs, parental demand for them remains high. In fact, a 2016 survey commissioned by the National Alliance for Public Charter Schools shows that 78 percent of parents support a new charter school opening in their neighborhood. This report identifies communities that have the highest percentage and the highest number of students enrolled in charter schools. The National Alliance collected public school enrollment data from 2017-18 to identify communities across the country where the highest proportions of students were enrolled in charter schools. To calculate these proportions, charter schools were mapped to geographic school district boundaries based on their address. This report compares the enrollment of charter schools located within geographic school district boundaries with district-run schools in the same area, resulting in &quot;enrollment share.&quot; [For &quot;A Growing Movement: America's Largest Public Charter School Communities. Twelfth Annual Edition,&quot; see ED581544.]
Unified Enrollment: Lessons Learned from across the Country
Author: Hesla, Kevin
Date: 2018-09-00
Type: Reports - Research
Subjects: Enrollment,School Districts,School Choice,Public Schools,Urban Schools,Charter Schools,Elementary Secondary Education,Student Placement,Access to Education

Unified enrollment systems have become increasingly popular because they facilitate public school choice, streamline burdensome application processes, and ideally increase equity, but there are pros and cons to these systems for charter schools and in general. Our report, &quot;Unified Enrollment: Lessons Learned from Across the Country,&quot; provides an overview of how these systems have been designed and implemented in six public school districts and reviews the available outcome related research.
Trends in Education Philanthropy: Benchmarking 2018-19
Author: Lawrence, Steven
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Private Financial Support,Donors,Benchmarking,Educational Finance,Elementary Secondary Education,Federal Government,Government Role,Holistic Approach,Equal Education,Cooperation,Public Policy,Postsecondary Education,Early Childhood Education,State Policy,Educational Policy,Community Involvement,Educational Technology,Technology Uses in Education,Charter Schools,School Choice,Philanthropic Foundations,Grants

Grantmakers for Education's &quot;Trends in Education Philanthropy: Benchmarking 2018-19&quot; report offers insights on the current and evolving priorities of the education funding community. It can help funders to understand their role in supporting education innovation and identify future priorities that hold the greatest promise for benefiting America's learners. This latest report in Grantmakers for Education's series of benchmarking studies identifies what's now and what's next for education philanthropy. Findings are drawn from the survey responses of Grantmakers for Education members and other education funders and presented in the context of the 10-year anniversary of the benchmarking report. This new benchmarking study comes at a time of seemingly rapid evolution in the priorities of education funders. Three trends stand out based on the speed with which they have come to the fore, their crosscutting focus and the scale of their current or potential impact on education philanthropy. Based on survey responses: (1) Education funders have markedly increased their focus on the learning stages before and after K-12 education; (2) Education funders have ramped up support for strategies embracing the whole learner, while moving away from the academic areas of focus that characterized the prior decade of education reform; and (3) Education funders have lost confidence in federal government leadership on and funding for education reform. [Celine Coggins, Ana Tilton, and Rebecca Smith contributed to this report. For the 2015 report, see ED570109.]
Ready Texas: A Study HB5 Implementation in Texas and Implications for College Readiness
Author: Bojorquez, Hector
Date: 2018-05-00
Type: Reports - Research
Subjects: State Legislation,Educational Legislation,College Readiness,High School Students,Graduation,Graduation Requirements,Program Implementation,College Preparation,Program Evaluation,Program Effectiveness,Algebra,College Admission,Mathematics Education,Educational Indicators,Academic Achievement,College Planning,School Counseling,Curriculum

In 2013, the 83rd Texas Legislature established the Foundation High School Program, which allows for significant local variation in graduation planning and represents one of the most substantial changes to Texas curricula in recent history. The new policy (HB5) lowered graduation requirements for mathematics, science and social studies; implemented a new graduation requirement for career readiness, called endorsements; and added a &quot;Distinguished Level of Achievement&quot; designation that closely resembles the previous graduation requirements. Each one of these changes has implications for the future of Texas students. Lowering graduation requirements across the board could possibly affect college readiness and preparation. How these changes are implemented and what this implies for students, families and schools can have a deep impact on post-secondary preparation, access and completion, particularly for students underrepresented in degree attainment. With funding from the Greater Texas Foundation, the Intercultural Development Research Association conducted Ready Texas, a mixed-method study of HB5 implementation to examine: (1) Statewide, what effects has HB5 had on course-taking patterns, specifically Algebra II? (2) How are educators, families, and students in school districts navigating implementation of the new high school graduation requirements? What does this mean for post-secondary preparation?
IDRA Newsletter. Volume 46, No. 2
Author: Goodman, Christie L., Ed.
Date: 2019-02-00
Type: Collected Works - Serial
Subjects: Governance,Educational Policy,Futures (of Society),Sex Fairness,Educational Legislation,Federal Legislation,Higher Education,Administrator Characteristics,Educational Change,Females,School Safety,Gender Discrimination,Rape,Disclosure,School Policy,Victims,Personnel Selection,Policy Analysis,Equal Education,Accountability,English Language Learners,Dropouts

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The theme of this issue is &quot;Purposeful Governance.&quot; Contents include: (1) New IDRA CEO Carries on IDRA's Legacy and Future (Celina Moreno); (2) Meet Morgan Craven -- IDRA's National Director of Policy; (3) Red Flags Wave in Proposed Changes to Title IX: Gender Equity in Schools Needs Diligence not Relaxation (Aurelio M. Montemayor); (4) IDRA Priority Policy Issues for Texas in 2019; and (5) IDRA Texas School Attrition Study, 2017-18.
National Alliance for Public Charter Schools 2018 Annual Report: Privileged to Lead
Author: National Alliance for Public Charter Schools
Date: 2019-04-23
Type: Reports - Descriptive
Subjects: Charter Schools,National Organizations,Nonprofit Organizations,Federal Aid,Educational Finance,Advocacy,Partnerships in Education,Court Litigation,School Law,Conferences (Gatherings),Awards,Elementary Secondary Education

The National Alliance for Public Charter Schools is the leading national nonprofit organization committed to advancing the charter school movement. This 2018 annual report shares many of the accomplishments achieved by the National Alliance for Public Charter Schools for the year, including securing a record $440 million in funding for the federal Charter Schools Program, helping Mississippi and Alabama launch new high-quality charter schools, and winning precedent-setting legal battles in Washington state and Louisiana. The report shares the National Alliance for Public Charger Schools' federal, state, and legal accomplishments. The report contains the following contributions: (1) Delivering Federal Funding for State Partners (Terry Ryan); (2) Ensuring a Strong Start for Alabama Charter Schools (J. J. Wedgeworth); and (3) The National Alliance Helped Mark a Major Victory for Students and Families in Washington State (Patrick D'Amelio). [For the report from the previous year, &quot;National Alliance for Public Charter Schools 2017 Annual Report: I Am the Future,&quot; see ED583594.]
2014 NMC Technology Outlook: Australian Tertiary Education. A Horizon Project Regional Report
Author: Johnson, L.
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Postsecondary Education,Technology Uses in Education,Educational Technology,Adoption (Ideas),Technology Integration,Handheld Devices,Electronic Learning,Blended Learning,Game Based Learning,Learning Analytics,Internet,Artificial Intelligence,Computer Interfaces,Awards,Credits,Access to Information

The &quot;2014 NMC Technology Outlook for Australian Tertiary Education: A Horizon Project Regional Report&quot; reflects a collaborative research effort between the New Media Consortium (NMC) and Open Universities Australia to help inform Australian education leaders about significant developments in technologies supporting teaching, learning, and creative inquiry in tertiary education. This report was produced to explore emerging technologies and forecast their potential impact expressly in a tertiary education context. In the effort that took place from January through March 2014, a carefully selected panel of experts was asked to consider hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for Australian tertiary education over the next five years. [This report was written in collaboration with Open Universities Australia.]
2014 NMC Technology Outlook: Brazilian Universities. A Horizon Project Regional Report
Author: Johnson, L.
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technology Integration,Homework,Video Technology,Educational Games,Computer Games,Telecommunications,Handheld Devices,Computer Oriented Programs,Online Courses,Data Collection,Data Analysis,Shared Resources and Services,Laboratories,Distance Education,Computer Simulation,Internet,Geographic Information Systems,Computer Software,Automation,Barriers

The &quot;2014 NMC Technology Outlook for Brazilian Universities: A Horizon Project Regional Report&quot; reflects a collaborative research effort between the New Media Consortium (NMC) and Saraiva to help inform education leaders in Brazil about significant developments in technologies supporting teaching, learning, and creative inquiry in higher education. The 12 &quot;technologies to watch&quot; presented in the report reflect an expert panel's opinions as to which of the nearly 60 technologies considered will be most important to Brazilian universities over the five years following the publication of the report. Key trends and significant challenges are also described as they relate to accelerating and impeding educational technologies. [This report was written in collaboration with Saraiva.]
2015 NMC Technology Outlook: Brazilian Universities. A Horizon Project Regional Report
Author: Freeman, A.
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Higher Education,Technology Integration,Barriers,Information Storage,Internet,Electronic Publishing,Online Courses,Social Media,Ownership,Homework,Video Technology,Data Collection,Data Analysis,Telecommunications,Handheld Devices,Computer Simulation,Semantics,Translation,Laboratories,Distance Education,Computer Software,Automation

The &quot;2015 NMC Technology Outlook for Brazilian Universities&quot; is a collaborative research effort between the New Media Consortium and Saraiva to inform Brazilian higher education leaders and decision-makers about important developments in technologies supporting teaching, learning, and creative inquiry in higher education across the country. An expert panel identified the top 10 key trends, the top 10 significant challenges, and 12 important developments in educational technology. Each of the 12 developments in educational technology are profiled, on a single page that describes and defines the technology, and are ranked as very important for Brazilian higher education over the next year, two to three years, and four to five years. Every page opens with a definition of the highlighted technology, outlines its educational relevance, points to several real-life examples of its current use, and ends with a short list of additional readings for those who wish to learn more. Preceding those discussions are sections that detail the expert panel's top ranked trends and challenges, illuminating why they are seen as highly influential factors in the adoption of technology across the country. [This report was written in collaboration with Saraiva. For the 2014 report, see ED595164.]
IDRA Newsletter. Volume 45, No. 10, November-December 2018
Author: Goodman, Christie L., Ed.
Date: 2018-00-00
Type: Collected Works - Serial
Subjects: Hispanic Americans,Cultural Differences,Equal Education,Mexican Americans,Foreign Countries,Student Adjustment,Acculturation,African Americans,Social Bias,Public Education,Elementary Secondary Education,Postsecondary Education,Minority Group Students,Democracy,Poverty,At Risk Students

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. This issue is a commemorative issue. Contents include: (1) A Tribute to Dr. María &quot;Cuca&quot; Robledo Montecel: Crossing Borders with Faith, Courage, Insight &amp; Persistence (Aurelio M. Montemayor); (2) Commencement Address -- Our Lady of the Lake University, May 7, 2015 (María &quot;Cuca&quot; Robledo Montecel); (3) Sample Publications Written and Co-written by Dr. Robledo Montecel; (4) The Quotable Dr. María &quot;Cuca&quot; Robledo Montecel; (5) Dear colleagues, partners and friends: Greetings and abrazos, -- A letter from Dr. María &quot;Cuca&quot; Robledo Montecel; (6) Sample Awards &amp; Fellowships; (7) A Collection of Thanks and Farewells; and (8) Three Decades of Groundbreaking Dropout Research -- Reflections by Dr. Robledo Montecel, An Excerpt (Bricio Vasquez).
Do Charter Schools Cause Fiscal Distress in School Districts? California Charter Schools: Costs, Benefits, and Impact on School Districts
Author: Lake, Robin
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Charter Schools,Financial Problems,School Districts,Enrollment,Money Management,Evidence,Misconceptions,Educational Finance

The claim that charter schools cause financial harm to school districts is a major element in the debate around charter schools in California. Critics allege that enrollment in charter schools drains resources from school districts, forcing them to make cuts to staff and services and eventually contributing to fiscal distress. The charge that enrollment loss causes harm to students instead of inspiring school districts to improve is a critical question and requires good evidence to answer. This brief examines the relationship between charter school enrollment and fiscal distress in California. We find no evidence that charter school enrollments increase the likelihood of school districts entering fiscal distress. Prior research suggests a variety of factors contribute to fiscal distress and as a result, state policymakers are unlikely to find resolution to the problem in the charter sector. [For &quot;Charter Schools and District Enrollment Loss,&quot; see ED595191. For &quot;Do the Costs of California Charter Schools Outweigh the Benefits?&quot; see ED595193.]
Measuring up to the Model: A Ranking of State Public Charter School Laws. Tenth Annual Edition
Author: Ziebarth, Todd
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Law,State Legislation,Public Schools,Educational Legislation,Educational Trends,Accountability,Educational Quality,Educational Equity (Finance),State Aid

This tenth edition of &quot;Measuring up to the Model: A Ranking of State Charter School Laws&quot; presents the latest activity in charter public school legislation across the country. This report evaluates each state's public charter school law against the 21 essential components of a strong charter school law. These 21 components are drawn from the National Alliance's &quot;A New Model Law for Supporting the Growth of High-Quality Public Charter Schools: Second Edition&quot; (ED613003). Key takeaways include: (1) For the fourth year in a row, Indiana has the nation's strongest charter school law in the country, ranking No. 1 (out of 44); (2) Georgia made the biggest jump in this year's rankings, moving up 11 spots from No. 27 to No. 16; (3) New York experienced the largest drop in this year's rankings, falling from No. 14 to No. 17; (4) The Top 10 includes a mixture of states with more mature movements (Indiana at No. 1, Colorado at No. 2, Minnesota at No. 4, Florida at No. 7, D.C. at No. 9, and Nevada at No. 10) and states with newer movements (Washington at No. 3, Alabama at No. 5, Mississippi at No. 6, and Maine at No. 8); (5) States that are enacting laws for the first time and states that are overhauling their laws are bypassing states that were previously more highly ranked, such as Arizona, Louisiana, and New York; and (6) Maryland has the nation's weakest charter school law, ranking No. 44 (out of 44). The purpose of the analyses is to encourage state laws and regulations to require best practices and guarantee charter school rights and freedoms so that state charter school movements will benefit from a supportive legal and policy environment. [For the ninth edition, see ED581592.]