ethanporcaro/eric-fulltext-meta huggingface dataset:
Community Schools: A Vehicle for Educational Equity
Author: Honda, Michael
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Community Schools,Neighborhood Schools,Equal Education,Poverty,Community Responsibility,Access to Education,Access to Health Care,Educational Policy,Policy Formation,Scaffolding (Teaching Technique),Public Policy,State Policy,Block Grants,Politics of Education,Partnerships in Education,Educational Legislation

The impacts of poverty in this country cast a long shadow over the issues of education, social mobility, and global competitiveness. Although national conversations regarding income inequality have increased, the topic of poverty in America has not had as much attention. We seem to be at a loss about specific solutions that could address this overbearing issue. Where do we find solutions to these complex social issues? We have to look no further than our local neighborhood schools that have become community schools. Access to services is enhanced when communities take collective responsibility to strengthen families and support children through community schools. By strategically aligning resources, these intentional collaborations strive to guarantee each child has access to the academic, health, and social supports needed to succeed in school and life. The community schools approach provides a structure to solve problems, align efforts, and coordinate programs for maximum impact. By working together, each community can leverage its unique resources to focus on the needs of the whole child. This report provides perspectives on community schools as an effective equity strategy for California and nationwide, as well as the authors' (Congressman Michael Honda, and California State Senator Carol Liu) respective work and leadership to elevate this strategy in the discourse of education reform in the state legislature and in Congress.
Upside Down: Higher-Education Tax Spending
Author: Greer, Jeremie
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Taxes,Low Income Groups,Access to Education,Student Financial Aid,Grants,Disproportionate Representation,Educational Equity (Finance),Postsecondary Education,Income,Socioeconomic Status,Tax Credits,Paying for College

Access to higher education is critical for ending the cycle of poverty and expanding economic opportunity. Children who are educated to reach their potential are best able to become self-sufficient contributors to the national economy. These moral and economic grounds justify government investment in higher education. Although the federal government now spends more than $60 billion every year on nonloan higher-education support, college enrollment and graduation rates of America's low-income students remain disastrously low. Financial support strategies of higher education need to be reevaluated. As this paper illustrates, one of the largest sources of support for higher education is federal tax spending, which has regularly matched or exceeded federal spending on Pell Grants. Unlike Pell Grants, this tax spending disproportionately goes to households that need the least help--that is, to parents who could already finance the education of children who were already college bound. This is no way to expand opportunity. This paper serves as a guide for turning this upside-down spending right side up, and provides an overview of the size and shape of higher-education tax spending, the distribution of these benefits, the tax support for college savings, and federal policy recommendations that can expand educational opportunity for all Americans.
What the Research Says about Class Size, Professional Development, and Recruitment, Induction, and Retention of Highly Qualified Teachers: A Compendium of the Evidence on Title II, Part A, Program-Funded Strategies
Author: Krasnoff, Basha
Date: 2015-00-00
Type: Reports - Research
Subjects: Class Size,Professional Development,Teacher Recruitment,Beginning Teacher Induction,Teacher Persistence,Evidence,Literature Reviews,Teacher Improvement,Federal Legislation,Educational Legislation,Elementary Secondary Education,Teacher Qualifications,Grants,Federal Aid,Educational Improvement,Small Classes,Educational Benefits,Achievement Gains

States and districts have the flexibility to creatively use Title II, Part A funds to address teacher quality issues. Currently, three strategies predominate--class size reduction, professional development, and recruitment, induction, and retention of highly qualified teachers. Each strategy is implemented with the intention of improving teaching quality and, by extension, student achievement. To support decisions about which strategy would be most effective given organizational and structural constraints, states and districts need to consider the research evidence. This compendium comprises briefs developed from extensive literature searches, reviews, and analyses of the research evidence for each of the three common strategies. The purpose of the information presented here is to help inform states and districts as they plan their Title II, Part A, fund designations. (Individual chapters contain references.)
Teaching Online across State Lines. Keeping Pace with K-12 Digital Learning. Policy Brief
Author: Watson, John
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Educational Technology,Distance Education,Online Courses,Teacher Certification,State Standards,Alternative Teacher Certification,Elementary Secondary Education,Teacher Qualifications,Educational Policy,Technology Uses in Education,Charter Schools,Public Schools,Specialization

Among the ways in which states attempt to ensure quality in K-12 education is by requiring that most teachers in public schools be licensed via state-level requirements that vary by state. This patchwork of requirements has not been a problem for most teachers over the last century, because so few teachers taught in multiple states concurrently. Mechanisms to allow experienced teachers to gain a license in a new state (sometimes temporarily until obtaining a permanent license) were created by many states for teachers who moved to a new location. In addition, many states created alternative licensing mechanisms for professionals with subject-area expertise who wished to switch careers and teach in public schools. Neither of these mechanisms is sufficient, however, for a new kind of 21st century professional--teachers who are teaching online and therefore reaching students in multiple states concurrently. These teachers often must go through a laborious and time-consuming process to become licensed in each of the states in which their students reside. Streamlining the teaching licensing process to allow teachers to more easily work across multiple states would increase high-quality online educational opportunities for students, and extend the reach of high-quality teachers. This policy brief explores key teacher licensing issues, and proposes an online teacher specialization that would allow a licensed teacher to teach online students in multiple states. Appended is: &quot;Current state online learning options and teacher licensure requirements in select states.&quot; [A list of sponsors of &quot;Keeping Pace with K-12 Digital Learning 2014&quot; can be found on page 2 of the attached document.]
Modern Segregation
Author: Rothstein, Richard
Date: 2014-03-06
Type: Reports - Descriptive
Subjects: Racial Segregation,School Segregation,Educational History,Educational Policy,Disadvantaged Environment,Neighborhood Integration,Public Policy,Residential Patterns,Racial Discrimination,Housing,Social Discrimination

School reform alone cannot substantially improve the performance of the poorest African American students. This performance problem must be addressed primarily by improving the social and economic conditions that bring too many children to school unprepared to take advantage of what schools have to offer. Integrating disadvantaged black students into schools where more privileged students predominate can narrow the black-white achievement gap, but the conventional wisdom of contemporary education policy notwithstanding, segregated schools with poorly performing students cannot be &quot;turned around&quot; while remaining racially isolated. The racial isolation of schools cannot be remedied without undoing the racial isolation of the neighborhoods in which they are located. This paper discusses the importance of remembering the history of racial segregation, which is a step towards confronting the problems that segregation has created and will continue to create throughout generations. Remembering and learning racial history is the foundation for an understanding that aggressive policies to desegregate metropolitan areas are not only desirable, but a constitutional obligation. [This work was presented at the Atlantic Live Conference, &quot;Reinventing the War on Poverty,&quot; March 6, 2014, in Washington, D.C.]
Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Eleventh Edition
Author: Watson, John
Date: 2014-00-00
Type: Reports - Research
Subjects: Educational Policy,Electronic Learning,Elementary Secondary Education,Profiles,State Policy,Blended Learning,Educational Finance,Online Courses,Accountability,State Legislation,Educational Legislation,Charter Schools,School Districts,Student Characteristics,Academic Achievement,Access to Education,Access to Computers,Asynchronous Communication,Synchronous Communication,Computer Assisted Instruction,Distance Education,Dual Enrollment,Educational Practices,Educational Resources,Educational Technology,Public Schools,Private Schools

&quot;Keeping Pace with K-12 Digital Learning&quot; (2014) is the 11th in a series of annual reports that began in 2004 that examine the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. It summarizes that at a very high level the following two points, which may appear contradictory at first glance, describe the current state of digital learning in K-12 education: (1) More students have access to more types of digital learning than ever before. Digital learning options are available to many students in a rapidly expanding range of forms, including online courses from multiple sources, dedicated schools built around aggressive digital instruction models, and many digital learning opportunities in traditional school settings; and (2) Wide gaps remain in the availability of digital learning. There are still vast differences among schools in the availability of technology, data communications capabilities, and digital content and tools. In addition, limitations placed on schools and students vary by local and state policies, and in decisions made by districts. Online schools and courses are meeting needs for students in those cases where students do not have access to adequate physical school and course options. However, meaningful information and evidence are lacking for most digital learning activity. Plenty of examples show that digital content and tools can assist in boosting outcomes, but the broad base of digital learning usage and effectiveness is unstudied. The 11 years of &quot;Keeping Pace&quot; have chronicled the remarkable growth of online learning. But that is only a small part of the full digital learning field, all of which, in many ways, is still in a nascent stage. Appended are: (1) Methodology; and (2) Definitions. [Research and writing assistance for this report was provided by Sara Frank Bristow and Stacy Hawthorne. A list of sponsors of &quot;Keeping Pace with K-12 Digital Learning 2014&quot; can be found on page 2 of the attached document.]
Success Starts at Home: Using the Federal Affirmatively Furthering Fair Housing Rule to Tackle Education Inequalities for Minority Children
Author: Wilson, Mitria
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Minority Group Children,Housing,Social Justice,Public Policy,Access to Education,Equal Education,Neighborhood Schools,Educational Quality,Federal Government,Federal Aid,Elementary Secondary Education

Far too often, the question of how to improve educational outcomes for minority children living in the United States leads to familiar proposals involving school busing, educational vouchers, or the formation of mixed-community charter schools. The purpose of this report is to note that each of these shares a commonality that should not be ignored. More often than not, each involves an acceptance of the premise that transplanting minority children into worlds removed from their existing neighborhoods, in the hope that exposure to learning in a different community that is often comprised primarily of majority students, is the only way to produce the desired educational improvements. This proposal advances the idea that federal housing policy--specifically, the Department of Housing and Urban Development's (HUDS's) Affirmatively Furthering Fair Housing mandate--should be used to make a good education available in every community. This proposal then recommends that HUD modify its recently proposed fair housing mandate to specifically identify funding inequality data as a basis for determining whether the quality of a neighborhood's school should be deemed a fair housing impediment. Finally, it suggests that schools seeking to remedy states and localities should develop solutions that generate investment in communities with less student spending in order to generate greater property tax revenue.
Mother's Education and Children's Outcomes: How Dual-Generation Programs Offer Increased Opportunities for America's Families. Disparities among America's Children. No. 2
Author: Hernandez, Donald J.
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Mothers,Parent Influence,Academic Achievement,Intergenerational Programs,Socioeconomic Influences,Parent Background,Educational Attainment,Health,Poverty,Low Achievement,Intervention,Educational Quality,Early Childhood Education,Preschool Education,Kindergarten,Grade 1,Grade 2,Grade 3,Primary Education,Reading Achievement,Mathematics Achievement,Public Policy,State Policy,Educational Policy,High School Graduates,Graduation,Body Weight,Infant Mortality,Obesity,Health Insurance,At Risk Persons

Policies and programs aimed at increasing educational and economic opportunities typically target either low-income children or their mothers, but not both, which limits their impact in fostering intergenerational mobility. This insight undergirds the development and implementation of dual-generation strategies, which focus simultaneously on both children and mothers to foster long-term learning and economic success for low-income families. The results in this report highlight the need for dual-generation strategies, based on the first-ever analysis of 13 economic, education, and health indicators for children whose mothers have not graduated from high school, compared to children whose mothers have higher levels of education. The following are appended: (1) Data Sources; and (2) Percent of Children with Mothers Who Have Not Graduated from High School, and Four Indicators for Children of Family Economic Resources and Academic Proficiency, by State: 2010-2012.
What NAEP Once Was, and What NAEP Could Once Again Be
Author: Jacobsen, Rebecca
Date: 2014-02-26
Type: Speeches/Meeting Papers
Subjects: Educational History,National Competency Tests,Accountability,Scores,Mathematics Tests,Mathematics Achievement,Reading Achievement,Reading Tests,Outcomes of Education,Retention (Psychology),Student Behavior

In this commentary the authors open with the assertion that contemporary education policy, whatever else it may or may not have accomplished, has narrowed the school curriculum by holding schools accountable primarily for their student scores in math and reading. They pursue this argument by pointing out that in surveys, the American public, school administrators, school board members, and state legislators all insist that they want schools to pursue multiple goals. Basic academic skills are important, but so are critical thinking, the arts, preparation for skilled work, social skills and a work ethic, good citizenship, and physical and emotional health. Yet schools suffer no sanctions for ignoring all other goals, provided math and reading scores improve. The authors point toward the National Assessment of Educational Progress (NAEP), saying that today's NAEP has contributed to this distortion by its highly publicized biennial release of national and state-level results in math and reading alone. The authors believe that it is because of NAEP's focus and influence, that there exists little sense of how American schools perform in any other areas. They argue that for a public education system which spends more than half a trillion of public dollars annually, this is an inexcusable situation, however, it was not always thus, and it need not be thus in the future. A description is provided of NAEP, which was first designed in the 1960s by a team led by Francis Keppel, John Gardner, and Ralph Tyler. It was Tyler who proposed educators should assess the behavioral outcomes of education, since it is the goal of education to help the student grow in those areas as well as math and reading. Early NAEP assessed attitudes, social responsibility, ability to consider alternative viewpoints, and was more comprehensive in what it covered and whom it covered. The first assessment in 1960 focused on knowledge retention, as well as educational outcomes. Since then, NAEP has moved toward easily quantifiable basic skills, and the authors fear that NAEP's present more narrow coverage may have distorted impact on modern schools. The authors suggest reconsideration of the work of John Gardner and his design committee and of NAEP's experiences during its first decade. They agree that it is those experiences which illustrate how assessment could be used as part of a balanced accountability system for education, a system upon which the public could rely and where attention to improvement should be directed. [This work was presented at the National Assessment Governing Board's 25th Anniversary Celebration, Feb 26, 2014, in Washington, D.C.]
The Interim Results of a Randomized Control Trial of the SPARK Early Literacy Program/Milwaukee Community Literacy Project
Author: Jones, Curtis J.
Date: 2015-03-03
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Public Schools,Youth Programs,Clubs,Tutoring,Program Effectiveness,Control Groups,Experimental Groups,Comparative Analysis,Statistical Analysis,Reading Instruction,Reading Programs,Literacy Education,Program Evaluation,Intervention

The purpose of this study was to examine the impact of the i3-funded SPARK program on the literacy development of students in kindergarten through third grade. The SPARK program represents a collaboration between Boys &amp; Girls Clubs of Greater Milwaukee and the Milwaukee Public Schools. In the study, two cohorts of students were randomly selected in seven Milwaukee Elementary Schools to participate in SPARK. SPARK students receive one-on-one tutoring three times per week for two years. SPARK also engages parents through monthly family nights, phone calls home, emails, and home visits. The first cohort, selected in 2011, included 245 SPARK and 251 control students. The second cohort, selected in 2013, included 286 SPARK and 290 control students. After two years of attrition, primarily due to student mobility between schools, the first cohort shrunk to 135 SPARK and 139 control students. After one year, the second cohort shrunk to 266 SPARK and 263 control students. The MAP for Primary Grades (MPG) Reading assessment was used to test the impact of SPARK in the first cohort while the MPG and the Phonological Awareness Literacy Screening (PALS) were used in the second. Results indicate SPARK had a small but statistically significant impact on MAP reading scores in both cohorts (0.12 standardized effect in both cohorts). After just one year, SPARK was also found to have a large impact on PALS scores in the second cohort (0.40 standardized effect). These results suggest that SPARK is a promising program for helping to address the challenge facing the Milwaukee Public Schools of teaching students to read. The full results for the second cohort will be included in subsequent reports.
New Teacher Center Induction Model. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Beginning Teacher Induction,Beginning Teachers,Teacher Persistence,Elementary School Teachers,Teacher Effectiveness,Mentors,Faculty Development,Program Effectiveness,Professional Development,Principals,School Districts,Academic Achievement,Educational Research,Surveys,Control Groups,Experimental Groups,Comparative Analysis

The &quot;New Teacher Center (NTC) Induction Model&quot; is a systemic approach to support beginning teachers (i.e., teachers new to the profession). Based on the research, the &quot;NTC Induction Model&quot; was found to have no discernible effects on teacher retention in the school district, teacher retention in the profession, or teacher retention at the school for beginning elementary school teachers after one year of implementation. The following are appended: (1) Research details for Glazerman et al., (2008); (2) Outcome measures for each domain; (3) Findings included in the rating for the teacher retention in the school district domain; (4) Findings included in the rating for the teacher retention in the profession domain; and (5) Findings included in the rating for the teacher retention at the school domain. WWC Rating Criteria and a Glossary of Terms are also included. [The following study is reviewed in this intervention report: Glazerman et al., (2008). &quot;Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034.&quot; See ED503061 to view the study.]
Tap™: The System for Teacher and Student Advancement. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Science Achievement,Language Arts,Reading Achievement,Mathematics Achievement,Grade 4,Grade 5,Grade 6,Grade 8,Grade 7,Quasiexperimental Design,Teacher Effectiveness,Teacher Influence,Teacher Motivation,Incentives,Teacher Leadership,Teacher Salaries,Faculty Development,Teacher Evaluation,Urban Schools,Accountability,Program Effectiveness,Mentors,Master Teachers,Intervention,Standardized Tests,Scores

&quot;TAP&quot;™: &quot;The System for Teacher and Student Advancement (TAP™)&quot; is an educator effectiveness program that aims to improve student achievement through supports and incentives for teachers. Based on the research, &quot;TAP&quot;™ teachers were found to have no discernible effects on student achievement in science, English language arts, or mathematics for students in grades 4 through 8 during the first year of implementation. The following are appended: (1) Research details for Glazerman &amp; Seifullah (2012); (2) Outcome measures for each domain; (3) Findings included in the rating for the science achievement domain; (4) Findings included in the rating for the English language arts achievement domain; (5) Findings included in the rating for the mathematics achievement domain; (6) Supplemental quasi-experimental design findings for the science achievement domain; (7) Supplemental quasi-experimental design findings for the English language arts achievement domain; and (8) Supplemental quasi-experimental design findings for the mathematics achievement domain. WWC Rating Criteria and a Glossary of Terms are also incuded. [See ED530098 to view the study (Glazerman et al., 2012) that met WWC group design standards with reservations.]