ethanporcaro/eric-fulltext-meta huggingface dataset:
Oxfordshire Reading Campaign: Interim Evaluation Report, September 2012-July 2013
Author: Bailey, Bianca
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Reading Programs,Literacy Education,Reading Instruction,Reading Skills,Elementary Education,Reading Achievement,Volunteers,Intervention,Program Effectiveness,Community Programs,Family Involvement,Educational Improvement,Faculty Development,Parent Participation

In July 2012 the National Literacy Trust were commissioned by Oxfordshire County Council to deliver the Oxfordshire Reading Campaign, a two-year initiative targeting Oxfordshire primary schools and the wider community, with the aim of substantially improving reading levels at Key Stage 1 and to increase the number of pupils reaching level 2b+. This report evaluates the first year of the Oxfordshire Reading Campaign, which took place from September 2012 to July 2013. It outlines the success of the campaign which has led to an increase in literacy levels and literacy engagement at Key Stage 1 across Oxfordshire. It also shows that there has been a positive change in the confidence of parents and community members who now feel more confident to support their child's literacy development. Two appendices are included: (1) Evaluation Methodology; and (2) Project X Code Annual Report.
Premier League Reading STARS 2013/14. Evaluation Report
Author: Pabion, Clémence
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Reading Programs,Intervention,Children,Early Adolescents,Reading Motivation,Literacy Education,Reading Skills,Librarians,Teachers,National Curriculum,Team Sports,Athletics,Reading Strategies,Computer Mediated Communication,Student Motivation,Program Evaluation,Program Effectiveness,Age Differences,Gender Differences,Socioeconomic Influences,Foreign Countries,Elementary School Students,Secondary School Students,Reading Habits,Student Surveys

The National Literacy Trust's Premier League Reading Stars programme (PLRS) is a reading intervention for children aged 8 to 13 that captures the motivational power of football to inspire children and young people to read more and to improve their literacy skills. PLRS is delivered by teachers and librarians. The programme delivers statutory requirements of the national curriculum through 10 football-themed literacy sessions. The sessions include activities to help children choose texts that are at the right level for them and of interest to them, and teaches them how to skim and scan for relevant information. In addition to lesson plans, supporting packs include challenge wall posters, reading journals, promotional posters, wristbands and pencils. The programme is further supported by online resources in which Premier League footballers talk about what, where and why they like reading. In 2013/14, 888 children participated in the evaluation. Of the children and young people who participated, 74% were boys, 46% were in primary school and 33% were eligible for free school meals (FSMs). The proportion of children eligible for free school meals within PLRS participants is higher than the national average: disadvantaged children tend to have lower literacy than their better-off peers so they are more likely to be selected by teachers to take part in this motivational programme. The children were aged between nine and 13. Attainment data were available for 812 of the participating children. Approximately 70% were boys and 30% were girls, and 29% of the sample were children on free school meals. Attainment data were also available for 231 non-participating children. The results of the evaluation are presented in this report. Charts comparing by gender are appended.
The Achievement Checkup: Tracking the Post-Elementary Outcomes of Baltimore Need-Based Scholarship Students
Author: Schuh, Alex
Date: 2015-04-00
Type: Reports - Research
Subjects: School Choice,Scholarships,Educational Experience,High Schools,Graduation Rate,College Attendance,Private Schools,Elementary Schools,Low Income Students,Urban Education,Educational Attainment,Outcomes of Education,Parent Surveys,College Preparation,Educational Environment,Social Capital,Enrollment

This study examined the high school experiences, graduation rates and post-secondary attendance rates of students who received need-based scholarships to attend private elementary schools from the Children's Scholarship Fund Baltimore (CSFB). CSFB provides funds to students from low-income families in the Baltimore area to attend the private or parochial schools of their choice in kindergarten to eighth grade. One of the goals of CSFB is to increase high school graduation rates and improve postsecondary education success rates of low-income students living in and near the city. This study is significant as, to date, few studies have examined the long-term educational attainment outcomes of recipients of need-based scholarships in the elementary grades. The researchers conducted a cross-sectional survey of parents of former scholarship recipients three to eight years after they completed eighth grade, inquiring into their experiences with their elementary and high schools, the high school graduation status of their children, college attendance and/or work following high school, and the college preparation climate of their child's high school. The author suggests that, to encourage more school choice students to enter challenging colleges, scholarship organizations should help to connect those students with more college preparatory resources and work with a wide variety of local high schools to provide more low-cost, college preparatory resources to low-income students.
Transforming Writing. Final Evaluation Report
Author: Rooke, Jonathan
Date: 2013-11-00
Type: Numerical/Quantitative Data
Subjects: Action Research,Writing Instruction,Formative Evaluation,Teaching Methods,Training,Program Effectiveness,Peer Evaluation,Transformative Learning,Writing Evaluation,Writing Achievement,Achievement Gains,Foreign Countries,Student Characteristics,Elementary School Students,Faculty Development,Interpersonal Communication,Discussion (Teaching Technique),Workshops,Surveys,Journal Writing,Interviews

Transforming Writing was a two-year action research project, sponsored by the Esmée Fairbairn Foundation, which developed a model for the teaching and learning of writing that embedded formative assessment. This report evaluates to what extent the model of writing developed by the teachers during the research period impacted on children's writing in terms of attainment, confidence and engagement. It also evaluates the effectiveness of a training model to spread the approaches to other teachers within the participating school, which was developed in the second year. The evidence suggests that the focused use of formative assessment by teachers with children and by children with peers can make a major difference to children's writing progress in terms of attainment, engagement and confidence. It also suggests that the model of training effectively supports dissemination of Transforming Writing approaches to other teachers. The following are appended: (1) Glossary; (2) Explanation of the 12 classroom approaches; (3) Control group--additional charts; and (4) Impact on children's confidence and engagement--additional charts.
Public Rules on Private Schools: Measuring the Regulatory Impact of State Statutes and School Choice Programs
Author: Catt, Andrew D.
Date: 2014-05-00
Type: Reports - Research
Subjects: Private Schools,State Regulation,School Choice,State Government,Government School Relationship,Educational Vouchers,Scholarships,Tax Credits,Low Income Students,Disabilities,Comparative Analysis,Elementary Secondary Education

This report provides a framework for understanding the impacts of state government statutes regulating private schools, regulations distinct to a given school choice program, and any regulatory growth over a program's lifespan. Examining school choice programs in operation for at least a few years provides important context and comparisons for policymakers considering additional regulations on current programs, as well as for school choice advocates pursuing new or expanded programs. In this report, the author attempts to address several core questions: (1) How do the regulatory environments before the enactment of private school choice programs compare to the regulatory environments brought about by those programs? (2) To what extent do private school choice programs change the existing relationship between state governments and private schools? (3) What types of regulations burden private schools the most? Has the nature of the regulatory burden changed over time? The author highlights findings from the report and recommendations for proponents of school choice that include: educate policymakers, the media, and the general public on the longstanding regulatory relationship between state governments and private schools. Also included are the appendices: (1) Statutes Analyzed for Figures and Tables with Programs' Statutes; (2) Additional Tables; (3) Types of School Choice Average Program Scores for Each Regulation Category's Removal; and (4) Current School Choice Programs within the Analyzed Program Types.
Sector Switchers: Why Catholic Schools Convert to Charters and What Happens Next
Author: McShane, Michael Q.
Date: 2014-04-00
Type: Reports - Research
Subjects: Catholic Schools,Charter Schools,Urban Schools,Organizational Change,School Closing,Mixed Methods Research,Enrollment,Minority Group Students,Racial Composition,Declining Enrollment,Competition,Institutional Survival,Decision Making,School Choice,Interviews,Educational Finance,Elementary Secondary Education

For decades, Catholic schools, particularly inner-city Catholic schools, have seen declines in enrollment and an increasing need for subsidies from their dioceses. Many dioceses, however, have been unable to shoulder that burden, forcing schools to close. In response to difficult financial circumstances, the archdioceses of Indianapolis, Miami, and Washington, D.C., put a new twist on the typical story, &quot;closing&quot; a set of their inner-city schools, but allowing them to reopen as independently managed public charter schools. That phenomenon raises interesting questions about the future of urban Catholic schooling. In this paper, the authors examine, both qualitatively and quantitatively, the effect of this conversion on the schools and communities involved. Tracking enrollment information from before and after the conversion for both schools that switched as well as schools with similar demographics, the authors were able to conclude: (1) Switching from private to charter significantly increased enrollment in affected schools; and (2) Switching from private to charter meaningfully increased the percentage of minority students in the schools. Through interviews with key personnel in those school systems, the authors discovered several interesting implications from the decision to convert schools. The report concludes with the appendix: &quot;Names and Dates of Interviews.&quot;
Reading Stars. 2013 Report
Author: National Literacy Trust (England)
Date: 2013-10-00
Type: Reports - Evaluative
Subjects: Reading Attitudes,Team Sports,Athletics,Reading Motivation,Reading Skills,Intervention,Program Evaluation,Program Effectiveness,Student Interests,Children,Adolescents,Athletes,Libraries,Foreign Countries

The National Literacy Trust's Premier League Reading Stars has now been running for 10 years. During this time, hundreds of thousands of children and families have been inspired by the power of football to develop a love of reading. Although the programme has grown and evolved over this period, the premise remains the same: harnessing the motivational power of football to inspire young people to read more and to improve their literacy skills. The reading intervention targets children and young people who are not yet fans of reading but who are passionate about football. In 2013 the National Literacy Trust undertook an in-depth research study into the impact of the programme. There was a dramatic effect on young people who had previously struggled with literacy, which was even greater than in 2012: (1) 3 out of 4 children made at least 6 months' progress in just 10 weeks. 1 child in 3 made a year's progress, or more; (2) The number of children who enjoy reading &quot;very much&quot; tripled as a result of taking part; (3) The number of children who read every day doubled; (4) 7 out of 10 say that they are now proud to be readers; (5) Nearly half joined their public library; (6) 2 out of 3 say that as a result of taking part they now have a favorite author; and (7) Nearly 9 out of 10 participants said that seeing Premier League footballers read has made them want to read more.
Children's and Young People's Reading in 2013: Findings from the 2013 National Literacy Trust's Annual Survey
Author: Clark, Christina
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,National Surveys,Literacy,Children,Adolescents,Reading,Literature Appreciation,Reading Ability,Reading Materials,Reading Attitudes,Recreational Reading,Incidence,Reading Tests,Reading Achievement,Gender Differences,Age Differences,Literary Genres,Socioeconomic Background,Racial Differences,Comparative Analysis,Tables (Data),Elementary Secondary Education

This report outlines findings about children's and young people's reading from our fourth annual literacy survey conducted in November/December 2013. 29,422 young people aged eight to 16 participated. Some of the key findings for 2013 include: (1) Levels of reading enjoyment have improved for the first time since 2005 (see Figure 2, p. 9); (2) 32.2% of young people read outside class every day, with another 28.3% reading a few times a week. However, a fifth of young people (20.2%) say that they rarely or never read outside class (see Table 8, p. 31); (3) Technology-based formats such as text messages (70.3%), websites (54.5%) and magazines (52.7%) are most commonly read outside class at least once a month (see Table 7 , pp. 28); (4) 6 in 10 children and young people (60.4%) say that they have a favourite book or story. Figure 1 highlights some of the most frequently named stories or books that children and young people in 2013; (5) Many young people think positively about reading (see Tables 13.1 to 13.10, pp. 40). 82.5% agree that &quot;the more I read, the better I become&quot;, and 39.0% agree that &quot;reading is cool&quot;; (6) Young people who enjoy reading very much are nearly four times as likely to read above the level expected for their age compared with young people who do not enjoy reading at all; (7) The gap between boys and girls in terms of their enjoyment of reading continues to narrow; (8) Enjoyment of reading has increased slightly across all three key stages. The biggest increase was seen in KS3 pupils (aged 11 to 14), where levels of enjoyment increased by 4 percentage points from 45.5% to 49.5%; (9) Enjoyment levels have increased in both KS2 and KS4 boys in 2013; and (10) The gap in the enjoyment of reading between young people who receive free school meals and those who do not narrowed considerably between 2011 and 2012, decreasing from a 5.5 percentage point difference in 2011 to a 3 percentage point difference in 2012. Appended are: (1) An introduction to the annual literacy survey; (2) Methodology; and (3) Sample characteristics,
Children's Early Literacy Practices at Home and in Early Years Settings: Second Annual Survey of Parents and Practitioners
Author: Formby, Susie
Date: 2014-12-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,National Surveys,Emergent Literacy,Young Children,Parent Surveys,Socioeconomic Status,Gender Differences,Early Childhood Education,Teacher Surveys,Teacher Qualifications,Vocabulary,Reading Habits,Books,Access to Computers,Parent Child Relationship,Behavior Change

This report outlines findings from Pearson and the National Literacy Trust's second annual early years literacy survey, conducted in May to July 2014. 1,012 parents of children aged 3 to 5 and 567 early years practitioners who work with this age group participated. Attainment data in the form of vocabulary abilities were available for a subsample of 183 children. The report not only examines children's access to books and to technology, as well as their early reading habits, but it also examines the impact of these practices on young children's vocabulary. Within this report we seek to answer the following key questions: (1) How often do children look at or read stories at home and in early years settings, and what is the impact on children's vocabulary; (2) How do parents support their children in story-related activities; (3) Are there differences in engagement in reading activities at home and vocabulary outcomes for children from different socioeconomic backgrounds or by gender; (4) Does looking at or sharing stories using technology provide any additional benefit to children; and (5) What are the key changes between 2013 and 2014? Key findings are included. The following are appended: (1) Sample characteristics; and (2) Data Tables.
The Reading Lives of 8 to 11-Year-Olds 2005-2013: An Evidence Paper for the Read On. Get On. Coalition
Author: Clark, Christina
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Children,Reading Attitudes,Reading Habits,Surveys,Preadolescents,Correlation,Gender Differences,Socioeconomic Status,At Risk Students,Reading Materials,Libraries,Foreign Countries

This report focuses on children aged 8 to 11 and their enjoyment of reading, reading behaviour, and attitudes toward reading. It synthesises information from surveys that have been conducted since 2005, but most heavily exploits data from the fourth annual literacy survey conducted in November/December 2013 in which 10,946 8 to 11-year-olds participated. In addition, this report explores the link between reading, gender, and socio-economic background (assessed by free school meal uptake) for this age group and how certain subgroups of pupils are potentially doubly disadvantaged. Some general findings in this report include: (1) Nearly two-thirds (65.8%) of 8 to 11-year-olds enjoy reading either very much (34.4%) or quite a lot (31.4%); (2) Nearly three-quarters (72.8%) of 8 to 11-year-olds have a favourite book or story; (3) 84.6% of children aged 8 to 11 say that they have a book of their own at home; (4) Two-fifths (40.7%) read daily outside class, while over a third (34.7%) read a few times a week; (5) Nearly a quarter (22.8%) of 8 to 11-year-olds read for up to 10 minutes at a time, while another quarter (25.3%) read for up to 20 minutes; (6) When asked what types of materials they read outside class, most 8 to 11-year-olds say that they read text messages (56.4%), followed by magazines (51.6%) and fiction (50.5%); (7) A lot of 8 to 11-year-olds are avid readers of books; (8) Nearly 9 in 10 (87.0%) 8 to 11-year-olds have been given a book as a present, while 9 in 10 (92.7%) have also been to a library; and (9) Most 8 to 11-year-olds have positive attitudes toward reading. [The research for this report has informed the publication &quot;How reading can help children escape poverty&quot; produced by the Read On. Get On. coalition.]
Literacy Changes Lives 2014: A New Perspective on Health, Employment and Crime
Author: Morrisroe, Joe
Date: 2014-09-00
Type: Reports - Research
Subjects: Literacy,Foreign Countries,Financial Exigency,Risk,Social Isolation,Social Mobility,Employment,Health,Crime,Correlation,Economic Factors,Employment Qualifications,Productivity,Social Differences,Health Services,Costs,Institutionalized Persons,Correctional Institutions,Social Change,Poverty

Since 2008, the financial crisis has had a profound social and economic impact on the UK's most vulnerable communities. Literacy influences individual capability in all spheres of life. In times of economic instability, low literacy makes individuals and communities more vulnerable to inequality, increasing the risk of social exclusion and undermining social mobility. This report explores how low literacy in the UK affects both employment and economic outcomes, health levels and health inequalities, and exacerbates factors associated with criminal offending. Using &quot;Literacy Changes Lives&quot; (2008) as a starting point, the report goes further to uncover the impact of poor literacy on the individual, society and the UK. The report is published within a challenging national context that enables researchers to refocus upon why literacy is a fundamental issue in the UK. Furthermore, the economy is changing, with the number of jobs requiring graduate qualifications surpassing those requiring none. The UK is faced with a productivity gap and skills shortage. On top of this, health inequality within the UK remains high with a seven-year difference in life expectancy between the richest and poorest communities. This comes at a time when the National Health Service faces increasing pressure from rising costs. In relation to crime, the prison population continues to rise, with a high social and economic cost attached. On a more positive note, the report shows how improvements in literacy can impact the individual, society, and the UK to create positive long-lasting change. [This report was written by the National Literacy Trust and commissioned by Save the Children. The research for this report has informed the publication &quot;How reading can help children escape poverty&quot; produced by the Read On. Get On. Coalition. The Read On. Get On. campaign brings together teachers and other professionals, charities, businesses, publishers and local communities to argue for the historic goal of all children reading well by the age of 11 by 2025.]
Why Indiana Voucher Parents Choose Private Schools
Author: Friedman Foundation for Educational Choice
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Educational Vouchers,School Choice,Private Schools,Tax Credits,Scholarships,Student Characteristics,Parent Attitudes,Child Safety,Transportation,Public Schools,Parent Surveys,Satisfaction,Educational Quality,Institutional Characteristics

In 2011, Indiana enacted the broadest school voucher program in the country. In the program's first year, almost 4,000 families used vouchers to attend participating private schools, with the number of students applying for vouchers more than doubling in each of the following two years, to 9,324 students in 2012-13, and 19,809 in 2013-14. The state's other private school choice program, the School Scholarship Tax Credit, also has grown over time, from 978 students in 2011, to 2,890 in 2013. Who is using vouchers and tax-credit scholarships? The latest data from the program's second year are clear. Eighty-one percent of students using vouchers qualified for free and reduced-price lunch. Sixty-six percent came from metropolitan areas, almost half (48 percent) were minority, and 11 percent have special needs. Enrollees chose from among 313 participating private schools, up from 242 in 2011. Why are those parents leaving one school and choosing another school? How important is academic quality, safety, or transportation to their decisions? How easy is it for parents to find the right private school for their child? To assist policymakers to better understand why a parent chooses a different school for their child, a consortium of Indiana organizations--the Indiana Non-Public Education Association, School Choice Indiana, and the Friedman Foundation for Educational Choice--sponsored and administered a survey of private school parents, including parents who use vouchers and tax-credit scholarships. The result is a first-ever parental satisfaction survey of families using Indiana's school voucher and tax-credit scholarship programs.