ethanporcaro/eric-fulltext-meta huggingface dataset:
Innovation and the Independent College: Examples from the Sector. Securing America&apos;s Future: Workshops for Leaders of Independent Colleges and Universities
Author: Hetrick, Barbara
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Workshops,Private Colleges,Administrators,Leaders,Higher Education,Barriers,Athletics,Career Development,Cooperation,Costs,Curriculum Development,Educational Finance,College Students,Courses,Partnerships in Education,Career Readiness,School Community Relationship,Institutional Cooperation

The signature activity of the Council of Independent Colleges' (CIC) initiative, &quot;Securing America's Future,&quot; was a series of eight workshops hosted by CIC member presidents on campuses across the nation in 2016-2017. The goals of these workshops were to help member colleges and universities prepare for the future more effectively and become more engaged in promoting the value of the liberal arts and of independent colleges and universities. These gatherings brought together teams of presidents, chief academic officers, other administrators, and faculty leaders to explore key trends in higher education and society, the pressures that individual colleges and universities face, and potential solutions that can be pursued by their institutions. This report presents an overview of the major points of discussion held during the workshops and references hundreds of examples of mission-driven innovations shared by the colleges and universities that sent teams to the workshops. This report devotes one section to each of these opportunities for innovation: (1) Athletics; (2) Career Connections; (3) Community Engagement; (4) Consortial Arrangements; (5) Cost Containment; (6) Curricular Reform; (7) New Academic Programs; and (8) New Student Populations. [Preface by Richard Ekman.]
School Quality Reviews: Promoting Accountability for Deeper Learning. Students at the Center: Deeper Learning Research Series
Author: Rothman, Robert
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Educational Quality,Accountability,Federal Legislation,Educational Legislation,Inspection,Foreign Countries,Elementary Secondary Education,Quality Assurance,Educational Improvement,Academic Achievement,Teacher Competencies,Evaluation Methods,Barriers,Costs,Institutional Evaluation,School Districts,Faculty Development,Scoring Rubrics,Reliability

This report examines the potential for school quality reviews to assess and promote a broader set of outcomes than are currently being measured in most districts and states. These outcomes include a deep understanding of content as well as the ability to use that knowledge to think critically to solve complex problems, communicate effectively, collaborate with others, and learn how to learn. Collectively, these competencies are known as &quot;deeper learning,&quot; and have gained currency in recent years among educators, business leaders, and others. [For the Executive Summary, see ED588398.]
School Quality Reviews: Promoting Accountability for Deeper Learning. Executive Summary. Students at the Center: Deeper Learning Research Series
Author: Rothman, Robert
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Educational Quality,Accountability,Federal Legislation,Educational Legislation,Inspection,Foreign Countries,Elementary Secondary Education,Quality Assurance,Educational Improvement,Academic Achievement,Teacher Competencies,Evaluation Methods,Barriers,Costs,Institutional Evaluation,School Districts,Faculty Development,Scoring Rubrics,Reliability

This executive summary highlights research findings regarding the potential for school quality reviews to assess and promote a broader set of outcomes than are currently being measured in most districts and states. These outcomes include a deep understanding of content as well as the ability to use that knowledge to think critically to solve complex problems, communicate effectively, collaborate with others, and learn how to learn. Collectively, these competencies are known as &quot;deeper learning,&quot; and have gained currency in recent years among educators, business leaders, and others. [For the full report, see ED588397.]
The Educational Success of Homeless and Highly Mobile Students in San Francisco Unified School District. Final Report
Author: Baharav, Hadar
Date: 2017-08-00
Type: Reports - Research
Subjects: Urban Schools,Homeless People,Student Mobility,Resilience (Psychology),Academic Achievement,Social Development,Emotional Development,School Districts,Student Characteristics,Federal Legislation,Elementary Secondary Education,Educational Experience,Attendance,Suspension,Graduation Rate,College Readiness,At Risk Students,Housing,Racial Differences

In San Francisco, where both housing costs and income inequality continue to grow, the San Francisco Unified School District (SFUSD) is increasingly focused on supporting homeless children and families. To inform this work, SFUSD partnered with Stanford University's Graduate School of Education (GSE) and John W. Gardner Center for Youth and Their Communities (Gardner Center) to conduct research aimed at helping SFUSD better track, understand, and support their homeless and highly mobile (HHM) student population. The researchers aimed to further advance understanding of the student assets that promote resilient adaptation and educational success of HHM students. Specifically, they examined how HHM students' social and emotional learning (SEL) skills--including self-management, growth mindset, self-efficacy, and social awareness--may support their academic achievement by addressing the following research questions: 1) What is the size and distribution of HHM students in SFUSD across different grades, schools, racial ethnicities, and language backgrounds? 2) How heterogeneous is this student population in terms of chronicity of HHM status, instability of living arrangement, placement in foster care, and number of siblings? 3) What promotes resilience and positive outcomes for HHM students? [This research was conducted with support from the Stanford/SFUSD Incentive Fund.]
Paving the Way: Remaking Entry for Postsecondary Success. Next-Generation CBE
Author: Girardi, Amy
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Competency Based Education,College Students,College Readiness,College Preparation,Mastery Learning,Skill Development,Community Colleges,Best Practices,School Orientation,Student Placement,Barriers,College Admission,Selective Admission,Student Evaluation,Prior Learning,Portfolio Assessment

Competency-based education (CBE) is widely viewed as an innovative alternative to traditional higher education, yet most programs serve only a narrow slice of the postsecondary population. Few are intended for adults who need to boost basic skills in order to succeed in college coursework. However, if designed with the needs of a broader range of learners in mind, CBE could be an important piece of the national movement to increase educational access, equity, and credential attainment. This series recommends specific features likely to help more underprepared students in CBE settings master college-ready skills, persist in their postsecondary studies, and ultimately earn credentials. This paper focuses on the design elements necessary for effective entry; it examines current intake, placement, and orientation activities in both CBE and community college programs, and highlights the most promising practices. Fusing the best of both program types, it offers recommendations for designing entry to a CBE model shaped specifically for underprepared learners. Contains endnotes.
Solving the Four Big Problems Facing CBE for Underprepared College Learners. Next-Generation CBE
Author: Hilliard, Tom
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Competency Based Education,College Students,College Readiness,College Preparation,Skill Development,Mastery Learning,Pacing,Acceleration (Education),Online Courses,Electronic Learning,Outcomes of Education,Student Evaluation,High Stakes Tests,Test Anxiety,Barriers,Education Work Relationship,Developmental Studies Programs,Alignment (Education),Credentials

Competency-based education (CBE) is widely viewed as an innovative alternative to traditional higher education, yet most programs serve only a narrow slice of the postsecondary population. Few are intended for adults who need to boost basic skills in order to succeed in college coursework. However, if designed with the needs of a broader range of learners in mind, CBE could be an important piece of the national movement to increase educational access, equity, and credential attainment. This paper is part of a series that recommends specific features likely to help more underprepared students in CBE settings master college-ready skills, persist in their postsecondary studies, and ultimately earn credentials. This paper concludes the series by acknowledging--and addressing--the four biggest concerns identified by Jobs for the Future's research about CBE for underprepared learners: (1) Flexible pacing, which for some students can accelerate progress, can stall progress for others; (2) Online delivery models, which are common among CBE programs, show weak outcomes for underprepared learners; (3) Assessment, which is frequent in CBE models, can create high-stakes environments that impede the success of underprepared learners who have a history of test anxiety; and (4) Competencies, which form the foundation of CBE, can disadvantage underprepared learners if they do not directly align to future education or employment. Research shows that while CBE holds great promise, it can also present barriers to student success. Contains endnotes.
Forging Regional Connections: The Role of a Community College in High School Transformation. The Central Ohio Partnership for College and Career Readiness Expansion
Author: Hooker, Sarah
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Role,High Schools,Educational Change,College Readiness,Career Readiness,Partnerships in Education,College School Cooperation,School Districts,State Colleges,Educational Objectives,School Business Relationship,Employers,High School Students,Dual Enrollment

The Central Ohio Partnership for College and Career Readiness Expansion (CCRE) is a collaboration led by Columbus State Community College in partnership with Jobs for the Future (JFF), the Educational Service Center of Central Ohio (ESC), the SERVE Center at the University of North Carolina at Greensboro, and seven school districts that aims to increase college readiness and raise graduation rates by implementing early college designs. This brief, the first of a series, describes the history of cross-sector collaboration in central Ohio and the origins of the CCRE, and offers recommendations for other colleges. It begins with a review of the region's recent history of economic and talent development initiatives in which Columbus State has played a central role. The next section describes the strategic vision and early implementation of the CCRE, with a focus on lessons learned so far about the institutional changes and cultural shifts needed to build stronger partnerships and support the growing number of high school students accessing college courses. The brief concludes with a set of next steps and remaining questions to be answered as the CCRE continues. [Matching fund support was provided by JPMorgan Chase &amp; Co.'s New Skills at Work initiative and the American Electric Power Foundation's Credits Count initiative.]
Supporting Success for Underprepared College Learners. Next-Generation CBE
Author: Deegan, Joe
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Competency Based Education,College Students,College Readiness,Mastery Learning,Skill Development,Academic Persistence,Credentials,Student Personnel Services,Academic Support Services,Remedial Instruction,Developmental Studies Programs,Individualized Instruction,Coaching (Performance),College Preparation,Incentives,Outcomes of Education,Pacing,Social Support Groups

Competency-based education (CBE) is widely viewed as an innovative alternative to traditional higher education, yet most programs serve only a narrow slice of the postsecondary population. Few are intended for adults who need to boost basic skills in order to succeed in college coursework. However, if designed with the needs of a broader range of learners in mind, CBE could be an important piece of the national movement to increase educational access, equity, and credential attainment. This paper is part of a series that recommends specific features likely to help more underprepared students in competency-based education (CBE) settings master college-ready skills, persist in their postsecondary studies, and ultimately earn credentials. Success depends heavily on providing individualized support services to address both academic and non-academic difficulties. This report recommends a comprehensive set of proven supports that can make the difference in a CBE model of remedial education. This paper concludes the series by profiling four of the most well-researched approaches to student support in developmental education: (1) personalized coaching; (2) college success classes; (3) monetary incentives; and (4) comprehensive support systems, a strategy that features several interrelated elements. Contains endnotes.
How Is My Child Doing? What Assessment Can Tell Parents about Their Child&apos;s Learning
Author: Herman, Joan L.
Date: 2018-04-00
Type: Guides - Non-Classroom
Subjects: Educational Assessment,Student Evaluation,Access to Information,Scores,Assignments,Scoring Rubrics,Evaluation Methods,Standardized Tests,Parents,Tests,State Standards

Testing--as any administrator, teacher, or student will share, there is a lot of it going on in schools. It is not only the formal testing that many parents may remember from their school days. There is now a wide array of different kinds of assessment initiated by states, districts, schools, and classroom teachers. Why all this attention to testing and assessment? The short answer is because assessment provides information about students' learning. Teachers and administrators use that information to help students achieve the standards--or learning expectations--for their grade level. And also, parents and guardians can use information from an assessment to support their child's learning. The purpose of this guide is to help parents interpret the many classroom assignments, score reports, and rubrics they receive in the mail or find in their child's backpack. The guide describes three common types of assessment: (1) classroom assessment; (2) district and school interim assessment; and (3) state annual assessment. The guide also includes examples of questions parents can ask teachers and administrators about assessment. The goal of these conversations is to devise a plan for how children will get the supports he or she needs--both in school and at home.
Accountability Requirements for Subgroups of Students. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Accountability,Educational Legislation,Federal Legislation,State Standards,Data Collection,Homeless People,Foster Care,Parent Background,Military Personnel,Educational Assessment,Minority Group Students,Economically Disadvantaged,Disabilities,English Language Learners,Academic Achievement,Graduation Rate,Progress Monitoring,Educational Quality,Teacher Qualifications

As the Every Student Succeeds Act (ESSA) is implemented, the Center on Standards and Assessment Implementation (CSAI) has received queries regarding accountability requirements, particularly in regard to reporting data for subgroups of students. CSAI recently sought to answer this latter question by reviewing the ESSA. Additionally, CSAI reviewed states' draft plans to get a sense of the subgroups of students that states are considering or will include for accountability reporting purposes. This CSAI Update provides the results of that review.
Effective Employer Engagement Practices: Observations from Select Technology Apprenticeship Programs
Author: Sullivan, Myriam
Date: 2018-06-00
Type: Reports - Research
Subjects: Employers,Job Skills,Job Training,Apprenticeships,Labor Force Development,Employer Attitudes,Personnel Selection,Barriers,Participation,Information Technology,Occupations

As of March 2018, there were 6.6 million job vacancies in the US, signaling a shortage of skilled workers. Furthermore, a 2017 McKinsey survey of young people and employers reported that 40 percent of employers said a lack of skills was the principal reason for entry-level job vacancies, which demonstrates that the current education and training systems do not provide the competencies that businesses need to close the talent gap. Alternative approaches to education and training--such as apprenticeships--may offer a potential solution by providing workers and learners with the skills and credentials needed to work in the occupations with the most demand in the 21st century workforce. The goal of this report is to highlight effective employer engagement practices and identify key lessons learned from implementing technology-focused apprenticeship programs. To identify effective practices, eight individuals who have implemented these types of programs through the American Apprenticeship Initiative (AAI) were interviewed to answer four questions: (1) How are tech apprenticeship programs engaging employers? (2) How do these programs identify employer hiring and training needs? (3) What are the primary barriers faced when working with employers to develop apprenticeship programs? and (4) How are apprenticeship programs addressing barriers to employer engagement? This report summarizes the findings from those interviews.
How Can We Measure School Performance?
Author: Babineau, Kate
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: School Effectiveness,Educational Assessment,Accountability,Best Practices,Models,School Districts,Educational Indicators,Alternative Assessment,Scoring,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Improvement,Academic Achievement,Poverty,Standardized Tests,Graduation Rate,Progress Monitoring,English Language Learners,Educational Environment,Attendance Patterns,Suspension,Expulsion,School Surveys,Social Development,Emotional Development,Goal Orientation,Self Efficacy,Self Management,Social Cognition,Performance Based Assessment,Charter Schools,Foreign Countries

Nationally, there are dozens of established indicators of school performance and thousands of possible combinations of those indicators to create an accountability framework. How do policy makers decide which variables are most important? This relates to measurement modeling -- that is, how to incorporate all pieces of the puzzle into a comparable, cross-school report or formula. To help explore a range of best-practice accountability models, the Cowen Institute undertook a comprehensive review of school performance frameworks and accountability measures from school districts and education departments across the U.S. and Europe. In addition to assessing both academic proficiency and academic growth, communities draw upon a number of quantitative non-cognitive measures of school performance and student well-being. As the Every Student Succeeds Act (ESSA) requires the inclusion of at least one non-cognitive measure in accountability models, it would be valuable for Orleans Parish and the state of Louisiana to draw upon proven-effective existing models and methods of assessment rather than work to create a unique system from scratch. This report includes descriptions of several such measures and identifies the potential benefit of including these non-academic indicators in accountability frameworks. The report also presents other accountability measures used nationally and provides suggestions for alternative models of scoring and reporting school performance.
High School Disconnection: Insights from the Inside
Author: Barad, Amy
Date: 2014-05-00
Type: Reports - Research
Subjects: High School Students,Student School Relationship,Student Attitudes,Intervention,Dropout Prevention,School Culture,Relevance (Education),Mentors,Interpersonal Relationship,Late Adolescents,Young Adults,Costs,Public Education,Administrator Attitudes,At Risk Students,Poverty,Educational Attainment,Student Characteristics,Coping,Family Influence,Environmental Influences,Student Needs,Advocacy,Student Centered Learning

This report explores the causes of high school disconnection by youth and potential solutions to address it. The study uses information gathered in interviews with high school administrators and staff, leaders of supporting youth development intermediaries, as well as focus groups with youth, to understand the root causes of youth disconnection and current practices and interventions targeting dropout prevention in New Orleans. The discussions centered around the issues of academic preparation, school culture, building relevant and rigorous curricula, and relationships with adult mentors and peers. Also known as disconnected youth, &quot;opportunity youth&quot; are 16- to 24-year olds who are disconnected from school and work. &quot;Opportunity youth&quot; cost the country $93 billion and the New Orleans metro area $195 million in 2011 due to lost tax revenues and increased spending on social services. This report confirms that youth want to succeed and, with support, they can.
Pre-Kindergarten and Kindergarten Entry Assessments. CSAI Report
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Evaluation Methods,Educational Assessment,Preschool Education,Grants,Kindergarten,Student Evaluation,State Standards,School Readiness

This report provides results from the most recent update of information about the early childhood assessment practices of individual states, the District of Columbia, and U.S. territories. It is divided into the following sections: (1) The Importance of Early Childhood Education; (2) The Role of Early Childhood Assessments; (3) Types of Assessment Tools; (4) Removal and Addition of Approved/Recommended Assessments (since September 2015); (5) Preschool Development Grants; and (6) Other Updates.
Assessment Opt-Out. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Educational Assessment,Standardized Tests,State Standards,Parent Attitudes,Federal Legislation,State Policy,Information Dissemination

This update discusses what states are doing to mitigate the trend of parents keeping their children out of statewide assessments. Over the last few years, the United States has seen growing opposition to statewide assessments, as evidenced in the increasing numbers of parents (or guardians) who are deciding not to have their children participate in this testing. In 2015, parents &quot;opted out&quot; approximately 20 percent of New York students from statewide assessments, and the opt-out movement continues to grow in other states. At the same time, federal law requires that states assess at least 95 percent of their students. The Center on Standards and Assessment Implementation (CSAI) recently reviewed relevant resources to find out how states are dealing with this issue. The goal of this review is to provide useful information to states and education organizations, leading to quality education policies and practices.