ethanporcaro/eric-fulltext-meta huggingface dataset:
AISD Central Office Work Environment Survey Results for Chief Performance Office, Spring 2013 and Spring 2014. DRE Publication # 13.49 RB d
Author: Gross, Raymond
Date: 2014-06-00
Type: Reports - Research
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 and 2014 for AISD employees in the Chief Performance Office. Separate reports also were published for other central office departments and offices as well as an overview report for all central offices.
AISD Central Office Work Environment Survey Results for Chief Academic Office, Spring 2013 and Spring 2014. DRE Publication # 13.49 RB e
Author: Gross, Raymond
Date: 2014-06-00
Type: Reports - Research
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 and 2014 for AISD employees in the Chief Academic Office. Separate reports also were published for other central office departments and offices as well as an overview report for all central offices.
Students&apos; Hidden Networks: Relationship Mapping as a Strategy to Build Asset-Based Pathways
Author: Fisher, Julia Freeland
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Elementary School Students,High School Students,College Students,Social Networks,Peer Relationship,Interpersonal Relationship,Concept Mapping,Social Capital,Career Development

Efforts to invest in students' networks--either to bolster support or expand professional opportunities--should start with a deep understanding of and appreciation for the networks of which they are already members. Recognizing and respecting students' inherent resources and cultural wealth is what this report refers to as an asset-based approach. Luckily, a host of innovative organizations focused on more equitably building and maintaining students' social capital are doing just that. This report describes the profound potential of these organizations' approaches to mapping and mobilizing students' existing social networks, and details emerging strategies and tools that schools should consider. To surface these examples, the authors interviewed and convened program leaders from a variety of schools, nonprofits, and social enterprises. These leaders have all endeavored to help students map out, reflect on, and mobilize their existing networks in some form or fashion. Because deficit-based approaches may be more common among institutions serving low-income students, first-generation students, and students of color, the majority of the programs interviewed explicitly focus on serving students from these backgrounds, with strategies attuned to their students' racial and cultural identities. This paper explores the research behind relationship mapping and the basic tenets of building a relationship map. To illustrate how and when schools can use relationship mapping to serve a variety of short- and long-term goals, it highlights examples of current programs. Finally, it offers recommendations for furthering the vision and unlocking the potential of relationship mapping.
AISD Central Office Work Environment Survey Results for Chief Schools Office, Spring 2013 and Spring 2014. DRE Publication # 13.49 RB a
Author: Gross, Raymond
Date: 2014-06-00
Type: Reports - Research
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 and 2014 for AISD employees in the Chief Schools Office. Separate reports also were published for other central office departments and offices as well as an overview report for all central offices.
AISD Central Office Work Environment Survey Results for the Office of the Superintendent and Chief of Staff, Spring 2013 and Spring 2014. DRE Publication # 13.49 RB b
Author: Gross, Raymond
Date: 2014-06-00
Type: Reports - Research
Subjects: Work Environment,Leadership,Group Dynamics,Expectation,Professional Development,Resources

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 and 2014 for AISD employees in the Chief Schools Office. Separate reports also were published for other central office departments and offices as well as an overview report for all central offices.
Doss Elementary Mandarin Foreign Language Immersion (FLI) Program Parent Survey 2014. DRE Publication 14.16 RB
Author: Sanchez Fowler, Laura T.
Date: 2014-09-00
Type: Reports - Research
Subjects: Mandarin Chinese,Parent Attitudes,Immersion Programs,Second Language Learning,Kindergarten,Young Children,Grade 1,Grade 2,Parent Surveys

The Doss Elementary Mandarin FLI Program parents participated in an in-depth survey of their experiences as parents and their perceptions of their child's experiences in the Mandarin language immersion program in grades kindergarten through 2.
Education Workforce Housing in California: Developing the 21st Century Campus
Author: Vincent, Jeffrey M.
Date: 2022-01-00
Type: Reports - Research
Subjects: Public School Teachers,Housing,Labor Force,School Districts,Housing Needs,School Personnel,Campuses,Design,Financial Support

Many of California's public school teachers cannot afford to live in the communities where they work, forcing them to commute long distances or pushing them out of the education system altogether. Attracting new teachers has also grown more challenging. Housing prices have climbed across the state, yet the majority of the nearly one thousand local educational agencies (LEAs) in California offer entry-level teacher salaries below the Area Median Income. As housing affordability challenges intertwine with staffing challenges, more and more LEAs are considering building workforce housing on land they own. The Teacher Housing Act of 2016 authorizes California LEAs to pursue affordable housing for employees and shifts the playing field on development finance. LEAs can now address employee housing by leveraging a range of programs and fiscal resources available to other housing developers. This report provides an extensive review of the need for public education workforce housing solutions, where and how such strategies can--and are--being implemented, and recommendations to advance housing solutions on LEA-owned land. [Additional collaborators on this Research Report are cityLAB at the University of California Los Angeles and the Terner Center for Housing Innovation at the University of California, Berkeley.]
The Kindergarten Lessons We Never Learned. Early Childhood History, Organizing, Ethos, and Strategy Project
Author: Whitebook, Marcy
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Kindergarten,Young Children,Preschool Teachers,Educational History,Public Education,Public Schools,War,World History,Student Participation,Private Schools,State Aid,Educational Finance,Enrollment,Barriers,Racism,Educational Legislation,Intervention,Federal Government,Federal Programs,State Legislation

Today, free public kindergarten for five-year-old children is available in every state and community throughout the United States, and public education is routinely referred to as K-12. But kindergarten did not start out this way. Kindergartens in the United States once served children as young as three and four years old. In fact, today's movement for public pre-kindergarten (pre-K) is a consequence of the gradual exclusion of almost all three- and four-year-olds from public kindergarten. A century ago, the U.S. kindergarten landscape looked similar to preschool today. Kindergarten had limited public funding and was predominantly composed of private programs paid for by families and charitable donations. It took more than a hundred years to establish kindergarten as a public good. This report explores the history of Kindergarten in the United States and seeks to answer the following questions: How did kindergarten become a public good?; Why were children under age five excluded from public kindergartens?; How did that impact the evolution of services for younger children?; and How can the kindergarten story inform the establishment of free early care and education for infants, toddlers, and preschoolers today?
AISD Central Office Work Environment Survey Results for Chief Financial Office, Spring 2013 and Spring 2014. DRE Publication # 13.49 RB c
Author: Gross, Raymond
Date: 2014-06-00
Type: Reports - Research
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 and 2014 for AISD employees in the Chief Finance Office. Separate reports also were published for other central office departments and offices as well as an overview report for all central offices.
How States Used COVID Relief Funding to Engage Child Care Stakeholders: Five Lessons for Policymakers
Author: Kashen, Julie
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Child Caregivers,Child Care,Stakeholders,COVID-19,Pandemics,Federal Aid,Federal Legislation,Emergency Programs,State Policy,Educational Policy,Partnerships in Education,Justice,Educational Equity (Finance),Decision Making

The exclusion of caregivers and other stakeholders from conversations about child care policy design exacerbates inequities in the sector. By design, women, people of color, parents, people without wealth or high incomes, and child care providers are severely underrepresented in positions of power, including the government positions that influence child care policy investments. Bringing these diverse voices into the policymaking conversation increases the ability of these constituency groups to ensure that policy decisions result in equitable outcomes that value the needs of children and families and the work of child care providers. When the COVID-19 pandemic hit, child care programs shut down or reduced their capacity, and parents pulled their children from programs due to health concerns and struggled to manage work without child care. As the backbone of a sector already suffering from a chronic lack of public investment, child care providers were asked to do even more, including paying for protective equipment and additional cleaning supplies, often with fewer resources as a result of a system that typically pays based on attendance rather than enrollment. For early educators who already struggled with chronically low pay and lack of benefits, the added strain caused by the pandemic created new challenges that drove many away from the sector. This report looks at five key lessons learned from how Michigan, North Carolina, and Mississippi engaged child care stakeholders in the distribution of their emergency child care funding granted as part of the COVID-relief packages passed by Congress in 2020 and 2021.
From Evidence to Scale: Lessons Learned from the Quality Education India Development Impact Bond
Author: Gustafsson-Wright, Emily
Date: 2022-11-00
Type: Reports - Research
Subjects: Educational Quality,Pandemics,COVID-19,Equal Education,Access to Education,Foreign Countries,Disadvantaged,School Closing,Educational Finance,Financial Support,Risk,Social Services,Credit (Finance),Outcomes of Education,Governance,Management Systems,Decision Making,Sustainability,Intervention,Private Financial Support,Elementary Secondary Education,Incentives,Program Evaluation

The COVID-19 pandemic has re-emphasized the need to develop innovative solutions to unprecedented problems in health, education, and other sectors. The learning crisis in education is reaching catastrophic levels, the consequences of which are disproportionately felt in populations that are already marginalized. School closures, together with fiscal shortages, preexisting structural deficiencies, and lack of equitable access to alternative forms of learning have contributed to this dire situation, which is mirrored in indicators of learning levels. As the world is emerging from the uncertain times of the pandemic, the education community has a unique opportunity to explore innovative and alternative ways to avert the continuation of the global learning crisis. Considering fiscal constraints and reduced funding for education, it is imperative to harness lessons from initiatives that work. A culture where the incentives and interests of each actor involved in the process are aligned is crucial to effectively using limited resources and maximizing the welfare of the targeted populations. Impact bonds, which are the focus of this report, present one such alternative. An impact bond is a form of results-based financing in which one or more investors, often impact investors, provide risk capital to deliver social services, and are paid their principal plus some return for actual outcomes achieved. In theory, this arrangement tackles the moral hazard problem common in development finance and ensures that everybody is working to achieve agreed-upon results. [Support for this report was provided by the British Asian Trust (United Kingdom).]
Early Educator Engagement and Empowerment (E4) Toolkit
Author: Hess, Hopeton
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Early Childhood Teachers,Early Childhood Education,Needs,Work Environment,Teacher Education,Faculty Development,Access to Education,Teacher Salaries,Fringe Benefits,Teaching Experience,Educational Finance,Racial Differences,Salary Wage Differentials,Minority Group Teachers,Status,Data

Early educators are the best spokespeople about the conditions under which they work and what they need in order to thrive. Policy leaders have much to gain by actively engaging educators in identifying workable solutions to the child care crisis. The Center for the Study of Child Care Employment (CSCCE) believes that educators have the right to exercise power in their profession and should be able to organize and participate in the public discourse, free from interference. Through CSCCE's work and engagement with early educators over the past 23 years, they have learned that early educators need: (1) the conditions to engage in good preparation; (2) access to ongoing learning; (3) safe and supportive working environments; and (4) appropriate compensation, including a livable wage and benefits. CSCCE developed the solutions detailed in the &quot;Early Educator Engagement and Empowerment (E4) Toolkit&quot; based on the experiences early educators have shared and the research CSCCE has conducted. They created this toolkit to support early educators in their advocacy, power building, and engagement with stakeholders.
Rescuing Child Care: The American Rescue Plan Act&apos;s Positive Impact for Families
Author: Valle-Gutierrez, Laura
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Federal Aid,Emergency Programs,COVID-19,Pandemics,Child Care,Family Attitudes,Low Income Groups,Middle Class,Blacks,Hispanic Americans,Racism,Family Programs,Expenditures,Eligibility

To learn more about the experiences of families during the pandemic, and in particular their experience with additional support for child care, the Center for the Study of Social Policy (CSSP) interviewed families and experts in four states, and conducted a survey of 1,900 families across the country. CSSP's research efforts were designed to reach families with low and moderate incomes and families of color--especially Black and Latinx families who experience chronically high rates of poverty and economic insecurity due to historical and present-day racism. CSSP's interview and survey data show a snapshot of how families were impacted by the temporary American Rescue Plan Act (ARPA) funding, with a specific focus on Black families with incomes between $25,000 and $35,000 per year. This commentary looks at that data combined with research and analysis from additional sources to understand how families benefited from ARPA child care relief funds, with a particular look at Michigan and North Carolina.
Transforming Education Systems: Why, What, and How. Policy Brief
Author: Sengeh, David
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Educational Change,School Districts,State Departments of Education,Educational Improvement,Change Strategies,Foreign Countries,Futures (of Society),Social Justice,Educational Objectives,Systems Approach,Beliefs,Educational Policy,Equal Education,Alignment (Education),Advanced Placement Programs,Inclusion,Educational Practices

Today, the topic of education system transformation is front of mind for many leaders. Ministers of education around the world are seeking to build back better as they emerge from COVID-19-school closures to a new normal of living with a pandemic. In response, the authors have developed this shared vision of education system transformation. This brief is for any education leader or stakeholder who is interested in charting a transformation, journey in their country or education jurisdiction, such as a state or district. It is also for civil society organizations, funders, researchers, and anyone interested in the topic of national development through education. In it, the following questions are answered: (1) Why is education system transformation urgent now? (2) What is education system transformation? and (3) How can education system transformation advance in your country or jurisdiction?
Black Student Success: Improving Educational Outcomes for Black Kids through Increasing the Number of Black Teachers
Author: Stewart, Vince
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,African American Teachers,African American Students,Teacher Recruitment,Teacher Persistence,Preservice Teacher Education,Equal Education,Diversity (Faculty),Outcomes of Education,Teacher Shortage,School Districts,Incentives

The COVID-19 pandemic created unprecedented uncertainty both within teacher preparation programs and in schools. While it has exacerbated existing and long-standing inequities in California's educational system, the pandemic also presents an opportunity to innovate teacher education programs and rethink how they prepare and sustain candidates of color, particularly Black teachers. Qualified, engaged teachers are critical for all students, but especially for students who face systemic barriers. Racism, poverty, immigration threats, and community violence hinder students' ability to achieve their full potential. Today, California is facing an acute teacher shortage, fueled in part by the pandemic, an overall workforce shortage, a dearth of applicants, as well as the unevenness of current teacher preparation programs. The result is inequities in instructional quality that disproportionately affect Black students. Well-prepared teachers who reflect the diversity of the students they serve are needed to ensure that all students, especially low-income students of color, have access to rigorous and engaging learning opportunities across the curriculum. To address the success of Black students, California must invest in programs to attract, support, and retain Black teachers. [This report was written with additional support from Adonai Mack, Laine Wherritt, Maya Kamath, Nima Rahni, and Ted Lempert.]
50-State Comparison: Arts Education Data Collection and Reporting
Author: von Zastrow, Claus
Date: 2019-04-08
Type: Reports - Research
Subjects: Art Education,Data Collection,Data Analysis,School Catalogs,Enrollment,Art Teachers,Time on Task,State Policy,Educational Policy

This 50-State Comparison assesses the capacity of all 50 states and the District of Columbia to aggregate and report on arts education data already housed in statewide education data systems. This interactive resource focuses on key arts education questions identified in &quot;Using State Data Systems to Report Information on Arts Education&quot; (see ED588347). To see how all states approach the metric, the following hyperlinks to data tables are included: (1) Do states publish or maintain a standard list of arts courses?; (2) Do states collect or publish data on student enrollments in arts courses?; (3) Do states collect or publish data on teachers (and their credentials) assigned to arts courses?; (4) Arts education data collection and reporting summary; and (5) All data points for all states. A specific state's approach can be viewed by going to the individual state profiles page. Key findings are also listed.
50-State Comparison: 12th Grade Transitions
Author: Zinth, Jennifer Dounay
Date: 2015-03-15
Type: Reports - Descriptive
Subjects: Grade 12,High School Students,College Readiness,Evaluation,State Policy,Postsecondary Education,Educational Policy,Intervention,Acceleration (Education),Definitions,Student Placement,Remedial Programs,Dual Enrollment,State Programs

Education Commission of the States has researched how states use college-readiness assessments to make the most of the 12th-grade year in all states. This interactive resource provides links to the 50-state comparisons showing how all states approach specific 12th-grade transitions policies: (1) Determinations; (2) Intervention; (3) Acceleration; and (4) State College-Readiness Definitions and Postsecondary Admissions/Placement. A link to the data points for all states and a key findings summary are also included.
50-State Comparison: Dual/Concurrent Enrollment Policies
Author: Jamieson, Carlos
Date: 2022-06-21
Type: Reports - Descriptive
Subjects: Dual Enrollment,Educational Policy,State Policy,High School Students,College Credits,Program Descriptions,Comparative Analysis

Dual enrollment courses provide students with the opportunity to access advanced learning experiences, earn high school and college credit simultaneously, and possibly lower their tuition burden toward a postsecondary degree. State policymaker interest in dual enrollment is driven by its potential to smooth transitions between high school and college, increase college persistence and completion rates, and reduce college costs. Education Commission of the States researched dual/concurrent enrollment policies in all states to provide this comprehensive resource. Data is provided by program within each state. This interactive resource includes policy found in statutes, regulations and other state policy documents and guidelines, as of May 2022. Data in this resource is divided into five sections: (1) program basics; (2) access, including state policies on student access to programs; (3) courses, including state policies on course offerings and limitations; (4) finance, including state policies on program finance; and (5) quality, including state policies on quality assurance mechanisms associated with the program. Hyperlinks to 50-State Comparisons showing how all states approach specific dual/concurrent enrollment policies are provided. To view a specific state's approach across all policy areas, visit the individual state profiles page.