ethanporcaro/eric-fulltext-meta huggingface dataset:
Nothing but Net: Helping Families Learn the Real Price of College. Education Outlook. No. 10
Author: Kelly, Andrew P.
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Parent Student Relationship,Low Income Groups,Paying for College,Tuition,Educational Finance,Academic Aspiration,College Applicants,College Bound Students,College Choice,Cost Effectiveness,Economic Impact,Decision Making,Student Financial Aid,Access to Information,Holistic Approach,Higher Education,Computation,Models,Barriers,Costs,Economic Status

In recent years, students and parents have seen tuition costs at colleges and universities rise, to the extent that many low-income families may feel a college education for their child is out of their financial reach. However, this sky-high tuition is often partially, or even largely, subsidized by various forms of financial aid. For families to accurately evaluate the cost of higher education--and decide whether it is a viable option for their students--they must understand the &quot;net price&quot; concept. (Contains 2 tables, 3 figures and 16 notes.)
How the Supplement-Not-Supplant Requirement Can Work against the Policy Goals of Title I: A Case for Using Title I, Part A, Education Funds More Effectively and Efficiently. Tightening Up Title I
Author: Junge, Melissa
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Educational Strategies,Elementary Secondary Education,Federal Programs,Educational Change,Politics of Education,Efficiency,Program Effectiveness,Program Implementation,Educational Policy,Policy Analysis,Federal Aid,Federal Legislation,Federal Regulation,Change Strategies,Academic Support Services,Poverty Programs,At Risk Students,Educational History,Program Improvement

Title I of the Elementary and Secondary Education Act, a federal program to provide additional assistance to academically struggling students in high-poverty areas, has long contained a provision called the &quot;supplement-not-supplant&quot; requirement. This provision was designed to ensure Title I funds were spent on extra educational services for at-risk students, but in practice, the rule as it is currently enforced can prevent school districts and schools from spending federal money on effective educational strategies. Complying with the supplement-not-supplant rule also carries an enormous administrative burden. This paper briefly describes the origins of Title I's supplement-not-supplant requirement and provides examples of how the rule affects state and local implementation of Title I programs. This paper also offers three options for reforming the rule: (1) Replace the current &quot;cost-by-cost test&quot; with a test that focuses on the amount of state and local funding Title I schools receive to ensure such funds are allocated neutrally without regard to the Title I funds available to the school; (2) Allow the U.S. Department of Education, and perhaps state educational agencies, to waive the supplement-not-supplant requirement as needed to promote effective and efficient educational strategies for at-risk students; and (3) Eliminate the supplement-not-supplant test altogether. The purpose of this paper is to explore the ways in which the supplement-not-supplant requirement works against the goals of Title I and to offer suggestions for alternatives that better promote the responsible use of Title I funds. (Contains 29 endnotes.)
Who Benefits from Pension Enhancements? Working Paper 76
Author: Koedel, Cory
Date: 2012-06-00
Type: Reports - Research
Subjects: Teacher Retirement,Retirement Benefits,Government Employees,Age Differences,Beginning Teachers,Experienced Teachers,Educational Finance,Resource Allocation,Educational Policy,Government School Relationship,Locus of Control,Politics of Education,Funding Formulas,Economic Impact,Teacher Attitudes,Teaching (Occupation)

During the late 1990s public pension funds across the United States accrued large actuarial surpluses. The seemingly flush conditions of the pension funds led legislators in most states to substantially improve retirement benefits for public workers, including teachers. In this study we examine the benefit enhancements to the teacher pension system in Missouri. These enhancements resulted in large windfall gains for teachers who were close to retirement when the legislation was enacted. By contrast, novice teachers, and teachers who had not yet entered the labor force, were made &quot;worse off&quot;. The reason is that front-end contribution rates have been raised for current teachers to offset past liabilities accrued from the enhancements. Other things equal, the teaching profession in Missouri is now less appealing for young teachers than it was before the pension enhancements were enacted. Pension-Wealth Calculations are appended. (Contains 2 figures, 7 tables and 31 footnotes.)
The Green Screen Effect
Author: Becker, Rick
Date: 2012-06-11
Type: Opinion Papers
Subjects: Video Technology,Production Techniques,Editing,Teaching Methods,Planning,Writing (Composition),Communication Skills,Cooperation,Thinking Skills,Educational Technology,Computer Software,Photography

The opening sentence in an article posted on edutechteacher.org titled "Video in the Classroom" states "In addition to being fun and motivating, video projects teach students to plan, organize, write, communicate, collaborate, and analyze (2012)." The author goes on to say "With the proliferation of webcams, phone cameras, flip cams, digital recorders, and editing tools, video has exploded in the media lives of students." In other words, creating video clips in the classroom is a powerful tool for the advancement of student learning and it is something which children really like to do. As an added bonus I discovered how to add different backgrounds to video clips using something called the green screen effect. The green screen effect is a technique used in video editing to replace one part of a image with another. The technique, called chroma key, is used by video editing software to select one color in the original video clip or picture (in this case green) and make it transparent so the image placed "behind" it comes through. The purpose of this paper is to demonstrate how easy it is to use the green screen effect with still photographs to make a short video clip with a cool background.
Observations on the State of Indigenous Human Rights in Light of the UN Declaration on the Rights of Indigenous Peoples: Guatemala
Author: Cultural Survival
Date: 2008-01-00
Type: Reports - Evaluative
Subjects: Cultural Maintenance,Public Health,Violence,Water Quality,Water,Indigenous Populations,Racial Discrimination,Bilingual Education,War,Living Standards,Foreign Countries,Civil Rights,Disadvantaged,Poverty,Crime,Government Role,Laws,Land Settlement,Peace,Conflict Resolution,American Indians,American Indian Culture,International Organizations

Since the 1996 Peace Accords ended the Guatemalan civil war, the country has made strides to legally recognize the rights of its indigenous peoples and has criminalized racial discrimination. However, political exclusion, discrimination, and economic marginalization of indigenous peoples still regularly occur due to the lack of resources and political will to stop them. Precarious land tenure, delays in land restitution, disproportionately extreme poverty, and geographical remoteness result in indigenous Guatemalans having less access to healthcare, clean water, and security, and lower living standards than the country's &quot;Ladino&quot; population. Most indigenous children do not have access to bilingual education. Many crimes against indigenous peoples are not investigated or go unpunished; by comparison, indigenous leaders are frequently attacked or prosecuted for defending their claims to their lands. The government needs to energetically address discrimination, and to take steps to secure land rights and economic equality for its indigenous peoples. It also needs to strengthen the rule of law and increase indigenous access to effective legal remedies, and to or extradite prosecute those responsible for war crimes and crimes against humanity during the country's civil war.
Observations on the State of Indigenous Human Rights in Light of the UN Declaration on the Rights of Indigenous Peoples: Morocco
Author: Cultural Survival
Date: 2007-11-20
Type: Reports - Evaluative
Subjects: Indigenous Populations,Courts,Foreign Countries,Civil Rights,Social Change,Cultural Traits,Elementary School Students,Native Language,Language of Instruction,Translation,Afro Asiatic Languages,Cultural Maintenance,Self Determination,Governance

Since the ascent of King Mohammed VI in 1999, Morocco has made strides to recognize the rights of its Amazigh (Berber) population. But the pace of progress is far too slow. One significant problem is the government's unwillingness to recognize the Amazigh as an indigenous people, which in turn undermines the Amazigh's ability to participate in government or to determine their own futures in accordance with their customs and traditions. Although Amazigh land rights have received some legal recognition, the government tends to respect these rights only in cases where there is no competing outside interest, and ignores them completely when they compete with such activities as oil exploration. Discriminatory governmental attitudes further impede the Amazigh from taking effective action to protest violations of their rights. Despite promises to the contrary, the government has yet to ensure that all Amazigh primary school-age children receive adequate education in their language, or that the country's courts have adequate capacity to provide translation into Amazigh. The government also needs to ensure that the country's civil registries recognize and register Amazigh names.
Toward the Effective Teaching of New College- and Career-Ready Standards: Making Professional Learning Systemic. Research-to-Practice Brief
Author: Coggshall, Jane G.
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Educational Change,Professional Development,Theory Practice Relationship,College Readiness,Readiness,Academic Standards,Alignment (Education),Change Strategies,State Standards,Professional Education,Government Role,Human Capital,Resource Allocation,Educational Opportunities,Partnerships in Education,Models,Educational Improvement,Improvement Programs,Educational Quality,Developmental Studies Programs,Teaching Skills

To meet the more rigorous expectations embodied in new college- and career-ready standards, students will need teachers who teach in ways that are distinctly different than how most have been teaching. Students will need, for example, English and science teachers who give students more guided practice in reading nonfiction texts that are more complex than ever. Students will need mathematics teachers who cover fewer topics more deeply and who emphasize conceptual understanding with more intense application as well as procedural skill and fluency. Students will need teachers who continually work to deepen their own knowledge of the content so that they can help their diverse students make multiple connections to the standards. Students will need teachers who can work and learn together to sustain continuous improvement to ensure that &quot;all&quot; students have opportunity to learn at high levels. To ensure that students have such teachers, in addition to high-quality aligned curricular resources, materials, and tools, high-quality opportunities for teachers to learn to meet the demands of college- and career-ready standards are crucial. The purpose of this Research-to-Practice Brief is to describe the elements necessary to align state-level policies and practices with one another and to move away from professional development and to move toward professional learning so that more teachers in more schools have access to the conditions, incentives, and the opportunities for engaging in professional learning that is less fragmented and more coherent, more relevant, and better differentiated. In this brief, the author discusses how state-level professional development policy, teacher certification policy, teacher evaluation policy, and teacher compensation policy can come together to build systems to support true professional learning. Throughout the brief, the author provides examples of states that are beginning to take important steps toward ensuring that all teachers are ready and able to prepare their students for college and careers in the 21st century. Tool 1: Prompts for Finding Ways to Make Professional Learning More Systemic in Your State is appended. (Contains 2 figures.)
Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning. Research &amp; Policy Brief
Author: Goe, Laura
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Evidence,Teacher Effectiveness,Teacher Evaluation,Accountability,Outcomes of Education,Academic Achievement,Teacher Improvement,Faculty Development,Instructional Leadership,Feedback (Response),Principals

Recently, teacher evaluation has become a major focus in educational policy debates and research efforts. This increased attention to teacher evaluation has raised questions about the relationship between evaluation and student outcomes. Rivkin, Hanushek, and Kain (2005) and others have demonstrated with value-added research that there are sizeable differences among teachers in their ability to help students learn at high levels--not just across schools but within schools. These differences lie at the heart of the current approaches to measuring teacher effectiveness through teacher evaluation. The results of these evaluations will be used in many districts and states for accountability purposes to make high-stakes decisions about teachers. Evaluation may be a tool to help teachers improve, but school leaders often lack training in how to use evaluation results to guide teachers toward professional growth. However, both outcomes of evaluation--for accountability and for improvement--rely on the same foundation for making decisions: reliable and valid evidence about teacher performance and student learning. Questions to Support Alignment are appended. (Contains 1 figure and 2 tables.)
Generating Teaching Effectiveness: The Role of Job-Embedded Professional Learning in Teacher Evaluation. Research &amp; Policy Brief
Author: Coggshall, Jane G.
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Teacher Effectiveness,Faculty Development,Public Policy,Federal Legislation,Learning,Teacher Collaboration,Educational Research,Alignment (Education),Evidence,Feedback (Response),Measures (Individuals)

State and district leaders across the country are working intensely to respond to legislation calling for revised teacher evaluation systems that incorporate multiple measures of student learning and teacher practice. Whether through strengthened accountability or more formative support, the primary goal of this work is the continuous improvement of teaching and learning. To meet this goal, teacher evaluation systems need to be designed and implemented with teacher learning and development at their core, rather than appended later as an afterthought. Professional development is regularly associated with the &quot;results&quot; of evaluation, instead of recognized as an integral part of the evaluation process itself. Thus, the power of evaluation to generate greater teaching effectiveness is severely diminished. The purpose of this Research &amp; Policy Brief is to support the thinking and efforts of state and district leaders who are designing and implementing evaluation systems that not only measure teaching effectiveness but generate it. The brief begins by describing the federal policy changes that animate this work. It then highlights the research on how teachers learn best, specifically how teachers learn from evaluation to generate increased teaching effectiveness. It also provides guidance on how to assess teachers' engagement in learning and collaboration to incentivize teachers' participation in job-embedded professional learning as well as to recognize and account for teachers' commitment to continuous improvement. Finally, the brief concludes with a description of the essential conditions for this important work. (Contains 2 tables.)
Observations on the State of Indigenous Human Rights in Light of the UN Declaration on the Rights of Indigenous Peoples: Japan
Author: Cultural Survival, Cambridge, MA.
Date: 2008-01-14
Type: Reports - Evaluative
Subjects: Indigenous Populations,Nationalism,Racial Discrimination,Foreign Countries,Employment Opportunities,Minority Groups,Civil Rights,Indigenous Knowledge,Cultural Awareness,Political Attitudes,International Organizations

Over the past 20 years, Japan has taken legislative and symbolic steps to recognize the Ainu as an indigenous people and to eliminate state-sanctioned racial discrimination. But the Ainu still experience discrimination from other sectors of society as a result of Japan's mono-cultural national identity, and the lack of judicial remedies to respond to discrimination. Ainu children face discrimination in school, which has lead to high drop-out rates and limited job opportunities. Despite new laws to protect Ainu culture, the government has not followed through with appropriate implementation. Today, the Ainu possess only ten percent of their ancestral lands, and are greatly limited in their capacity to engage in traditional occupations. The government has pledged to protect the Ainu language but has not incorporated it into the educational curriculum for Ainu children. Because Japan's political system does not provide mechanisms for minority representation, the Ainu lack parliamentary representation. Japan needs to take proactive steps to ensure that the Ainu can retain their culture while participating in the political life of the country. Those steps should include educating all Japanese to respect the Ainu; strengthening laws to combat discrimination; ensuring that Ainu have political representation; and taking meaningful action to redress past abuse and discrimination.
[Opportunities and Obstacles: Implementing Stimulus-Funded School Improvement Grants in Maryland, Michigan, and Idaho. Maryland Case Study]
Author: McMurrer, Jennifer
Date: 2012-03-00
Type: Reports - Research
Subjects: Grants,School Turnaround,Case Studies,Program Effectiveness,Program Evaluation,Elementary Schools,Middle Schools,Program Implementation,African American Students,Suburban Schools,Urban Schools,Hispanic American Students,Low Achievement,Principals,School Administration,Student Behavior,Academic Support Services,Outreach Programs,School Community Relationship,After School Programs,Personnel Policy,Federal Legislation,Educational Improvement,Improvement Programs,Educational Policy,Low Income,English Language Learners,Special Education,School Personnel,Dismissal (Personnel),Interviews,Educational Change,School Districts,Sustainability,School Effectiveness,Educational Finance,Charter Schools,Vendors,White Students,Federal Programs,Educational Indicators,Mathematics Achievement,Reading Achievement,Comparative Analysis,School Culture,Educational Environment,Asian American Students

Two schools in Maryland received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement their turnaround efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) G. James Gholson Middle School; and (2) Commodore John Rodgers Elementary School. The experiences of these non-recipient schools are also described: (1) Buck Lodge Middle School; and (2) Nicholas Orem Middle School. [For the main report, &quot;Opportunities and Obstacles: Implementing Stimulus-Funded School Improvement Grants in Maryland, Michigan, and Idaho,&quot; see ED532799.]
[Opportunities and Obstacles: Implementing Stimulus-Funded School Improvement Grants in Maryland, Michigan, and Idaho. Idaho Case Study]
Author: Scott, Caitlin
Date: 2012-03-00
Type: Reports - Research
Subjects: Case Studies,Program Effectiveness,Program Evaluation,Elementary Schools,Middle Schools,Program Implementation,Federal Programs,Educational Indicators,Federal Legislation,Educational Improvement,Improvement Programs,Educational Policy,Low Achievement,Capacity Building,Technical Assistance,Professional Development,Educational Technology,Time Factors (Learning),Remedial Programs,American Indians,Hispanic American Students,White Students,African American Students,Low Income,English Language Learners,Special Education,Rural Schools,Mathematics Achievement,Reading Achievement,Incentives,Coaching (Performance),Principals,School Personnel,School Administration,Dismissal (Personnel),Curriculum Development,Comparative Analysis,Interviews,Educational Change,Grants,School Districts,Sustainability,School Effectiveness,Educational Finance,Tutoring,School Culture,Education Service Centers

Two schools in Idaho received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement improvement efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) Jefferson Middle School; and (2) Lakeside Elementary School. The experiences of this non-recipient school is also described: Wilder Elementary School. [For the main report, &quot;Opportunities and Obstacles: Implementing Stimulus-Funded School Improvement Grants in Maryland, Michigan, and Idaho,&quot; see ED532799.]
State Implementation and Perceptions of Title I School Improvement Grants under the Recovery Act: One Year Later. Online Appendix--State Responses to Open-Ended Questions about the ARRA SIG Program
Author: Center on Education Policy
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: State Programs,Elementary Secondary Education,Educational Change,Politics of Education,Grants,Program Implementation,Educational Improvement,Improvement Programs,Educational Policy,State Surveys,Administrator Attitudes,Transcripts (Written Records),State Action,State Federal Aid,Federal Legislation,Federal Programs,Change Strategies

To learn more about states' experiences with implementing school improvement grants (SIGs) funded through the American Recovery and Reinvestment Act (ARRA), the Center on Education Policy (CEP) administered a survey to state Title I directors. (Title I of the Elementary and Secondary Education Act provides federal funds to schools in low-income areas to educate academically struggling students.) These ARRA SIG funds are targeted on the &quot;persistently lowest-achieving schools&quot; within each state; these schools must implement one of four school improvement models outlined in U.S. Department of Education guidance. The survey, which was conducted from November 2011 through early January 2012, focused on state processes for renewing the ARRA SIG grants made for school year 2010-11, state assistance to school districts and schools to implement the ARRA SIG reforms, and general perceptions of the ARRA SIG program. A total of 46 states responded, including the District of Columbia. The major findings from this survey are described in the 2012 CEP report, &quot;State Implementation and Perceptions of Title I School Improvement Grants under the Recovery Act: One Year Later.&quot; A last question in the survey asked respondents to share any additional thoughts about their state's experiences with the ARRA SIG program. This appendix shares excerpts from direct quotations from all the responses of state Title I directors to this open-ended question. Responses have been grouped into three categories: positive remarks, frustrations with ARRA SIG, and suggestions for improvement. [For the main report, &quot;State Implementation and Perceptions of Title I School Improvement Grants under the Recovery Act: One Year Later,&quot; see ED532794.]