ethanporcaro/eric-fulltext-meta huggingface dataset:
Trends in College Spending: 2003-2013. Where Does the Money Come From? Where Does It Go? What Does It Buy?
Author: Desrochers, Donna M.
Date: 2016-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Private Colleges,Expenditures,Educational Finance,Educational Trends,Economic Climate,Financial Exigency,Resource Allocation,Paying for College,Economic Factors,Expenditure per Student,Retrenchment,Community Colleges,Enrollment Trends,Student Costs,Tuition,Operating Expenses,Academic Degrees,Budgets,Institutional Characteristics,Income,Federal Aid,Trend Analysis,Financial Support,Teacher Salaries,School Policy

This report examines college and university finances during one of the most turbulent economic periods in decades. The financial ramifications of the 2008 recession were vast, affecting students' ability to pay for college, lawmakers' prioritization of public resources, and the budgetary environment facing higher education leaders. The challenges brought by the fiscal crisis also provided colleges and universities with an opportunity to reevaluate how they allocated resources and rethink how to manage costs and improve student outcomes. Like previous Trends in College Spending reports, this update is meant to aid readers in developing a deeper understanding of how colleges collect and spend money and the outcomes they produce. Financial and performance trends during the 2003-2013 decade suggest that, five years after the onset of the recession, higher education finally began to show signs of a fiscal recovery. Spending increases were widespread in 2013, with all types of public and private institutions spending, on average, more per student than the year before. Public and private research and master's institutions experienced the strongest resurgence, as educational spending per student returned near the peak levels observed before the recession. Highlights from this 2016 &quot;Trends in College Spending&quot; report are: (1) Spending increased across all types of public and private institutions from 2012 to 2013; (2) The financial position of community colleges showed significant improvement in 2013 as enrollment continued to decline; (3) After four years of significant declines, sharp cuts in state and local appropriations subsided in 2013; (4) Colleges and universities no longer shifted additional operating costs onto students in 2013, but tuition revenue still financed a majority of education-related spending at public and private four-year institutions; and (5) Degree and certificate production grew throughout the decade amid steadily declining costs in the recession's aftermath; in 2013, however, a reversal occurred at some types of institutions. . [For &quot;Trends in College Spending: 2001-2011. A Delta Data Update,&quot; see ED558474.]
How to Recruit High-Performing Charter Management Organizations to a New Region: Results from the 2015 CMO Survey
Author: National Alliance for Public Charter Schools
Date: 2016-00-00
Type: Reports - Research
Subjects: Charter Schools,Nonprofit Organizations,School Effectiveness,High Achievement,Organizational Effectiveness,Performance Factors,Institutional Autonomy,Educational Resources,Educational Facilities,Funding Formulas,Personnel Policy,Demography,Preferences,Governance,School Location,Administrator Surveys,Influences

Charter Management Organizations (CMOs) are nonprofit entities that manage at least two charter schools. They play an important role in increasing the number of high-quality charter public schools by enabling the replication and expansion of models that work, creating economies of scale, encouraging collaboration, and building support structures for schools. This report is designed to help policymakers and community leaders around the country understand CMO preferences for expansion. State and local lawmakers are working more deliberately and aggressively to attract the country's best CMOs to their cities and states. These leaders understand that successful CMOs can develop and grow schools designed to meet the needs of children and families. Building on the results of a survey of over 20 high-performing CMOs conducted in fall 2015, this paper explains CMO preferences related to city and state demographics and policies. The data provide a rich picture of the factors that CMOs assess when considering whether and where to expand. Issues of interest include the following: (1) the process and timing for CMO growth; (2) the autonomies and freedoms CMOs view as &quot;must have&quot; versus &quot;nice to have&quot; to operate effectively in a new geography; (3) the level of funding and facilities support CMOs need to operate effectively; (4) the human capital policies and supports CMOs need to open new schools; (5) the demographic characteristics of a new geography that CMOs seek; and (6) the preferences of CMOs around charter authorization and governance. Based on survey results, the paper suggests three fundamental &quot;CMO types&quot;: (1) Established CMOs; (2) Entrepreneurial CMOs; and (3) Niche CMOs. The paper introduces a simple set of &quot;market types,&quot; which are city or regional charter markets grouped by characteristics of student need, policy, funding, and talent infrastructure, as well as political climate. Together, these CMO and market types will enable local and state leaders to begin to assess their markets and build relationships with the CMOs that are best suited to their communities' needs and opportunities.
Academic Success of Montgomery College Students in the Achieving Collegiate Excellence and Success (ACES) Program: 2014-2015
Author: Cooper-Martin, Elizabeth
Date: 2016-06-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Counties,Academic Achievement,Program Evaluation,Program Effectiveness,Institutional Cooperation,College School Cooperation,College Applicants,Regression (Statistics),College Readiness,College Entrance Examinations,College Credits,Student Financial Aid,Enrollment,Grade Point Average,Outcomes of Education,First Generation College Students

The Office of Shared Accountability in Montgomery County Public Schools (MCPS) is conducting a multiyear evaluation of the Achieving Collegiate Excellence and Success (ACES) program. The ACES program is a collaboration between MCPS, Montgomery College (MC) and the Universities at Shady Grove to create a seamless pathway from high school to college completion. It focuses on identifying and supporting both students who are underrepresented in higher education and those who would be the first in their family to attend college. A central element to the ACES program is the presence of coaches at each institution. School year 2014-2015 was Year Two of the ACES program. These students participated in Year One of ACES as 12th graders and graduated from MCPS in 2014. As part of a series of reports about Year Two of ACES, this document concerns the first year of participants at MC and addresses the following outcome evaluation questions: (1) What is the academic success of the ACES students at MC? (2) Are there variations in academic success among subgroups of ACES students at MC? Subgroups included race/ethnicity and services received in high school, and (3) Are there differences in academic success between ACES students and a comparison group of students at MC? Many positive outcomes for the first group of ACES students at MC included almost all being enrolled in at least one college-credit course and largely successful, in terms of academic standing, mean GPA, and pass rate. This study analyzed measures of academic success for the students who were enrolled in the ACES program at MC for the 2014-2015 year. Data were gathered from ACES program staff, MC student-level records, and MCPS student-level records. An appendix with one table is included.
Class of 2015 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Navarro, Maria V.
Date: 2016-04-21
Type: Reports - Evaluative
Subjects: Public Schools,Advanced Placement,Advanced Placement Programs,Tests,Academic Achievement,Student Participation,Counties,Scores,African American Students,Achievement Gains,College Readiness,High School Graduates,Hispanic American Students,White Students,Statistical Data,Performance

This memorandum describes the Advanced Placement (AP) and International Baccalaureate (IB) exams participation and performance of 2013 to 2015 public school graduates in Montgomery County Public Schools (MCPS) and the state of Maryland. The results are disaggregated by demographics and high schools. Students in the MCPS Class of 2015 continued to demonstrate strong performance on AP examinations based on AP results released by the Maryland State Department of Education and the College Board. In 2015, 65.7 percent of MCPS graduates took one or more AP exams. From 2014 to 2015, the AP exam participation rate decreased 1 percentage point for MCPS graduates. More than one half of the 2015 MCPS graduates earned at least one AP exam score of 3 or higher (51.1 percent). The rate of earning a 3 or higher on at least one AP exam remained steady for 2015 MCPS graduates (51.1 percent) as opposed to students in the Class of 2014 (51.5 percent). In addition to AP programs, MCPS also provides the IB program for students at selected high schools as an option for experiencing college-level coursework and earning college credits in high school. The IB program continues to grow, and MCPS high school students demonstrate a steady increase in IB course and exam participation. In 2015, the percentage of MCPS graduates who took one or more IB exams (7.8 percent) remained steady compared with 2013 MCPS graduates. The stable participation of graduates in IB exams also was reflected in the proportion of graduates who earned at least one IB exam score of 4 or higher--6.4 percent in 2013 and 2015. A similar trend was observed with regard to IB exam participation and performance for all racial/ethnic groups except for Black or African American graduates. Between 2013 and 2015, Black or African American graduates demonstrated a notable increase in the rate of taking at least one IB exam. Concurrently, Black or African American graduates had an increase in the rate of earning an IB score of 4 or higher from 4.4 percent in 2013 to 5.1 percent in 2015. The tables included in this memorandum provide the results of the AP and/or IB exam participation and performance, and the attainment of college readiness scores--at least one AP exam score of 3 or higher or one IB exam score of 4 or higher. [For the 2014 report, see ED557735.]
A Closer Look at the Charter School Movement: Schools, Students, and Management Organizations, 2015-16
Author: National Alliance for Public Charter Schools
Date: 2016-02-03
Type: Reports - Research
Subjects: Charter Schools,Enrollment Trends,Institutional Administration,Statistical Distributions,State Surveys,Population Trends,School Statistics,School Expansion,School Closing,Educational Development

Enrollment in charter public schools has grown by 250,000 students in the 2015-16 school year, and more than 400 new charter public schools have opened their doors, according to, &quot;A Closer Look at the Charter School Movement: Schools, Students, and Management Organizations, 2015-16.&quot; The report also estimates that the total number of students currently attending charter public schools is nearly 3 million, representing a sixfold increase in charter school enrollment over the past 15 years. While more than 400 new charter schools opened this school year, the report finds that about 270 schools ceased operations. These schools closed for a variety of reasons, including low enrollment, inadequate financial resources and low academic performance. More than 6,800 charter public schools are now open across 42 states and the District of Columbia.
National Alliance for Public Charter Schools 2015 Annual Report
Author: National Alliance for Public Charter Schools
Date: 2016-05-16
Type: Reports - Descriptive
Subjects: Charter Schools,Public Schools,Annual Reports,Educational Finance,Educational Legislation,Federal Legislation,Educational Quality,Educational Improvement,Resource Allocation,School Law,Alignment (Education),Models,Accountability,Educational Change,Advocacy,Federal Aid,State Aid,Operating Expenses,National Organizations,Conferences (Gatherings),Expenditure per Student,Leadership

This 2015 annual report shares many of the accomplishments achieved by the National Alliance for Public Charter Schools in 2015 including the celebration of their 10th anniversary. Among other achievements, the report highlights: (1) At the end of 2015 Congress and the President agreed to an $80 million increase in support for the federal Charter Schools Program (CSP), bringing total funding to $333.1 million, the highest level of funding in the program's history. Lawmakers also acted on the National Alliance's recommendations for improving the CSP through the passage of the Every Student Succeeds Act (ESSA). As a result, the CSP will now provide dedicated funding for replicating and expanding high-quality charter schools and prioritize funding to states that treat charter schools fairly; (2) With the help of the National Alliance, Alabama became the 43rd state to enact charter legislation. Alabama's new law is closely aligned with the National Alliance's Model Charter School Law, particularly in the areas of innovation and accountability; (3) Oklahoma updated its charter law to allow charter schools statewide; (4) Indiana leaders approved one of the biggest new investments in charter schools in 2015, reducing the funding gap between charter and district-run public schools; and (5) Wisconsin's reforms will allow more entities to authorize charter schools, strengthen school and authorizer accountability, and provide more funding to charter schools.
Report on the Status of Students and Families Who Received Mental Health and Case Management Services at Linkages to Learning Sites, 2013-2014
Author: Wade, Julie
Date: 2016-06-00
Type: Reports - Research
Subjects: Mental Health,Caseworker Approach,School Health Services,Access to Health Care,Agency Cooperation,Caseworkers,Student Needs,Well Being,Family Programs,Community Education,Program Evaluation,Elementary School Students,Middle School Students,Attendance Patterns,Student Attitudes,Parent Attitudes,Program Effectiveness,Self Concept,Children,Self Concept Measures,Grades (Scholastic),Surveys,Records (Forms),Student Records,Student Participation,Family Involvement

Students who received mental health services at a Linkages to Learning (LTL) site showed improvement on some measures of well-being and school engagement, including self-ratings of self-concept and attendance. Families who received case management services showed improvement on multiple areas of self-sufficiency, and large percentages of parents/guardians agreed that LTL had helped them support their students' education and feel a part of the school. Recommendations include the following: (1) Utilize technology to strengthen the process for therapists and case managers to receive daily feedback about the attendance of students with whom they are working; (2) Explore ways to increase systematic collaboration between LTL service providers and teachers; (3) Explore additional ways to support families in areas that appear most challenging to impact; (4) Institute more regular and consistent administration of LTL program assessments; and (5) Increase means for feedback from students participating in LTL services. Appended are: (1) Logic Model of Linkages to Learning; (2) Table of Services and Activities Offered at Linkages Sites; (3) Linkages to Learning and Collaborative Structure; (4) Calculation of Effect Sizes; and (5) Tables E1-E3; and (6) Table F-1.
Outcome Evaluation of the Achieving Collegiate Excellence and Success Program at Montgomery County Public Schools: Year Two
Author: Wolanin, Natalie
Date: 2016-01-00
Type: Reports - Research
Subjects: Public Schools,Comprehensive Programs,College School Cooperation,College Preparation,Minority Group Students,First Generation College Students,High School Students,Academic Achievement,Success,Cohort Analysis,Student Characteristics,Demography,College Bound Students,College Applicants,Financial Aid Applicants,Enrollment Rate,Scholarships,Student Records,Data Analysis,Program Effectiveness,Program Evaluation,Grade Point Average,College Entrance Examinations

The ACES program is a collaboration between MCPS, Montgomery College (MC), and the Universities at Shady Grove (USG) to create a seamless pathway from high school to college completion. ACES focuses on identifying and supporting students who are underrepresented in higher education, the first in their family to attend college, or both. In 2014-2015, students in Grades 11 and 12 at 10 high schools participated in the second year of ACES. These students are the focus of this report which is one in a series of reports on outcome evaluations of ACES. This document describes students' academic success, applications to and attendance plans for college, and applications for financial aid, along with any differences across student subgroups. This report examines the following evaluation questions: 1. What is the academic success of the students in the ACES program? Are there differential patterns of achievement among student subgroups? 2. To what extent do the Grade 12 ACES students apply, gain acceptance, and attend a 2-year or 4-year college? 3. To what extent do the Grade 12 ACES students apply for financial aid and scholarships? In conclusion, as intended, the ACES program served students who were members of an underrepresented race/ethnicity group, low income, or first generation to college. Additionally, the focus on getting students to graduate from high school, apply for, and attend college has been successful. Almost all of the 12th grade ACES students graduated and almost all graduates had plans to attend a 2-year or 4-year college. Areas for improvement, as suggested by the findings, are to focus on ways to help more students meet the college readiness milestones on the SAT/ACT or ACCUPLACER as well as on AP/IB exams. Two tables are appended.
Comparative Evaluation: Participants versus Nonparticipants in the Achieving Collegiate Excellence and Success (ACES) Program at Montgomery County Public Schools in Year One and Year Two
Author: Modarresi, Shahpar
Date: 2016-04-00
Type: Reports - Research
Subjects: Public Schools,Comparative Analysis,Control Groups,Experimental Groups,College School Cooperation,College Preparation,College Readiness,Comprehensive Programs,Disadvantaged,Minority Group Students,First Generation College Students,Outcome Measures,Outcomes of Education,Academic Achievement,Statistical Significance,Program Effectiveness,Program Evaluation,Quasiexperimental Design,Grade Point Average,Attendance Patterns,Advanced Placement,Student Promotion,College Entrance Examinations,Graduation Rate,Student Placement,Statistical Analysis,Regression (Statistics)

The Achieving Collegiate Excellence and Success (ACES) program is a collaboration between MCPS, Montgomery College, and the Universities at Shady Grove to create a seamless pathway from high school to college completion; it targets students who are underrepresented in higher education, the first in their family to attend college, or both. As one of a series of reports about ACES, this document reports on differences in outcomes between ACES students and a comparison group of students at MCPS. There was evidence for a positive impact of ACES on promotion and graduation, with the strongest evidence related to high school graduation. Further, there was evidence that ACES positively impacted students' decisions while in the program, including school attendance and completing the ACT or SAT. However, there was no evidence that the ACES program improved students' high school grades or scores on college-readiness tests (i.e., ACT, SAT, ACCUPLACER). It is worth noting that these measures reflect students' decisions, achievement, coursework, and other experiences prior to their entry into the ACES program and that, during Year One, the 12th graders in ACES participated in the program for only one year. Appended are: (1) Characteristics of ACES and Comparison Students, and (2) Appendix B: Methodology and Findings for School-level Matching Comparison Group in Year One.
Impact of the Extended Learning Opportunities Summer Adventures in Learning (ELO SAIL) Program on Student Academic Performance: Part 1, Results from Fall 2012 to Fall 2015
Author: Cooper-Martin, Elizabeth
Date: 2016-04-00
Type: Reports - Research
Subjects: Extended School Day,Summer Programs,Educational Opportunities,Adventure Education,Early Childhood Education,Academic Achievement,Student Characteristics,Statistical Significance,Demography,Experimental Groups,Control Groups,Cohort Analysis,Reading Achievement,Mathematics Achievement,Outcome Measures,Program Effectiveness,Program Evaluation

Extended Learning Opportunities Summer Adventures in Learning (ELO SAIL) is a Montgomery County Public Schools summer program for students in all Title I elementary schools; it targets students who will be in kindergarten-Grade 2 in the fall following the program. This report analyzed demographic characteristics of attendees and the impact of the program on academic performance of participants, compared to non-participants. The report concluded that the positive impact of ELO SAIL was stronger on academic performance in the fall than on performance at the end of the year, based on statistically significant differences between attendees and non-attendees. Consistent with previous evaluations of ELO SAIL, the benefits varied by content area, with more positive findings in mathematics than in reading, and varied by grade level, such that positive findings in reading mainly were for kindergarteners, while positive findings in mathematics were limited mainly to first and second graders. However, in this study, unlike previous ones, a benefit for an entire grade level usually was evident for the majority of student subgroups. Appended are: (1) Findings for Question 2 on Fall Performance: Reading for Subgroups of Kindergarten Students;(2) Findings for Question 2 on Fall Performance: Mathematics for Subgroups of Kindergarten Students; (3) Findings for Question 2 on Fall Performance: Reading for Subgroups of Grade 1 Students; (4) Findings for Question 2 on Fall Performance: Mathematics for Subgroups of Grade 1 Students; (5) Findings for Question 2 on Fall Performance: Reading for Subgroups of Grade 2 Students; (6) Findings for Question 2 on Fall Performance: Mathematics for Subgroups of Grade 2 Students; (7) Findings for Question 3 on End-of-Year Performance: Reading for Subgroups of Kindergarten Students; (8) Findings for Question 3 on End-of-Year Performance: Reading for Subgroups of Grade 1 Students; (9) Findings for Question 3 on End-of-Year Performance: Reading for Subgroups of Grade 2 Students; (10) Findings for Question 3 on End-of-Year Performance: Mathematics for Subgroups of Kindergarten Students; (11) Findings for Question 3 on End-of-Year Performance: Mathematics for Subgroups of Grade 1 Students; and (12) Findings for Question 3 on End-of-Year Performance: Mathematics for Subgroups of Grade 2 Students.