ethanporcaro/eric-fulltext-meta huggingface dataset:
Number of Voucher Schools Relatively Unchanged since 2003 While Enrollment Has Doubled. Research Brief. Volume 102, Number 1
Author: Public Policy Forum
Date: 2014-04-00
Type: Reports - Research
Subjects: Educational Vouchers,Enrollment Trends,Public Schools,Urban Schools,School Choice,Student Mobility,School Segregation,Academic Achievement,Standardized Tests,Elementary Secondary Education,Scores,Private Schools,Institutional Characteristics

Milwaukee's Parental Choice Program (MPCP) includes 110 schools today, having experienced both exits and entrants from its roster of 111 schools in the past decade. According to the Wisconsin Department of Public Instruction (DPI), fall 2013 voucher enrollment was 25,820 students, about double the 13,268 enrolled in 2003-2004. Thus, while the number of voucher schools is relatively unchanged, the number of voucher students has grown at an annual rate of 6.9% each year over the decade, including a 4% bump from the 2012-13 to the 2013-14 school year. As reported in previous Public Policy Forum MPCP briefs, several legislative changes adopted as part of the 2011-13 Wisconsin State Budget paved the way for growth in the use of vouchers and for new schools to begin accepting voucher students. For example, the income threshold for voucher eligibility was raised from 150% of the Federal Poverty Level (FPL) to 300%. Because the FPL for a family of four in 2013 was $23,500, a family of four earning up to $70,500 met the threshold, making nearly 60% of families in the city of Milwaukee eligible for a voucher in 2013. In addition, the voucher participation cap set at 22,500 students in 2005 was removed, and schools outside the City of Milwaukee were allowed to participate in the MPCP.
Economic and Workforce Development Program Annual Report, 2014
Author: California Community Colleges, Chancellor's Office
Date: 2014-08-04
Type: Reports - Research
Subjects: Community Colleges,Economic Development,Labor Force Development,Educational Finance,Financial Support,Educational Needs,Grants,School Business Relationship,Employment Patterns,Small Businesses,Entrepreneurship,Visual Arts,Theater Arts,Retailing,Hospitality Occupations,Tourism,Biological Sciences,Biotechnology,Internship Programs,Manufacturing,STEM Education,Nursing Education,Nurses,Transportation,Energy Conservation,Partnerships in Education,College Programs,Annual Reports

California's community colleges continue to play a crucial role in the state's economy by providing students with the skills and knowledge to succeed and by advancing the economic growth and global competitiveness of California and its regional economies through the Economic and Workforce Development Program (EWD). The EWD program invests in the skills of California's workforce. It brings together members of the business community and academia throughout the state to create job opportunities for Californians. This report highlights the efforts in helping to build the workforce development programs in the state and discusses California's seven macroeconomic regions through the 10 important economic sectors or industries that have been targeted for investment. The data for this report were collected through both quantitative and qualitative methods. During 2012-13, EWD continued its commitment to provide training and technical assistance to California's students, colleges, workers, employers, and entrepreneurs. The strength of the program stems from the continued support of industries and organizations that see the value in economic development. Moreover, EWD helps to serve regional economic workforce employment needs. Statewide Strategic Priority Initiatives are appended.
Distance Education Report, 2011-2012
Author: California Community Colleges, Chancellor's Office
Date: 2013-08-00
Type: Reports - Research
Subjects: Distance Education,Community Colleges,Management Systems,Information Systems,College Faculty,College Students,Teacher Student Relationship,Delivery Systems,Online Courses,Surveys,Teacher Attitudes,Enrollment,College Credits,Gender Differences,Ethnicity,Disabilities,Best Practices,Integrity,Educational Strategies,Age Differences,Services,Academic Persistence,Institutional Cooperation

This is a report on distance education in the California Community College. This is the seventh report to the California Community Colleges Board of Governors (BOG) per BOG Standing Order 409 (b) &quot;that evaluates the effectiveness of distance education and education technology system wide and provides analysis of data demographically (by age, disability, ethnicity, and gender) of student accessibility to instruction, and enrollment and completion rates.&quot; The first distance education report by the Chancellor's Office was issued in January 2002. It recognized the extent to which DE was offered in the community colleges and covered 1995-2000. Starting in 2003 and every two years since, this report is updated to include data from the prior two fiscal years. The last report was done in April 2011 and covered the five year period of 2004-05 to 2009-10. This report adds distance education data for fiscal years 2010/11 and 2011/12 and covers the five year period from 2006/07 to 2011/12. This report looks at multiple forms of distance education that is using all types of technology both low and high tech. Regardless of the method of delivery there are two types of time based delivery modes for distance education: synchronous and asynchronous. Online instruction using asynchronous delivery is by far the most widely used method of conducting distance education because it offers students the greatest flexibility in taking courses. Currently over 90 percent of all distance education courses are internet asynchronous courses. Nearly 27 percent of all students take at least one distance education course per term and over 12 percent of all courses are distance education courses. This report uses data from four primary sources: Chancellor's Office Management Information System (COMIS) and three Chancellor Office generated surveys. The following are appended: (1) Summary of Methods of How DE Faculty Interact With DE Students; (2) Success Rates for Credit Distance Education and Traditional Education Course Sessions; (3) Student services available via the Internet, telephone, or on-campus; (4) Student Enrollment and Completion Rate by Age in Distance Education Credit Course Sessions; (5) Student Enrollment and Completion Rate by Ethnicity in Credit Course Sessions; (6) Student Enrollment and Completion Rate by Gender in Credit Course Sessions; (7) Student Enrollment and Completion Rate by Type of Disability in Distance Education Credit Course Sessions; (8) Number of Distance Education Course Sessions by Delivery Method 2005-12; and (9) Best Practice Strategies to Promote Academic Integrity in Online Education.
Every Child Is an Artist: Arts Education in Milwaukee and Insights from Other Cities
Author: Chapman, Anne
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Art Education,Case Studies,Models,Success,Comparative Analysis,Best Practices,Literature Reviews,Concept Mapping,Sustainability,Educational Practices,Outcomes of Education,Community Involvement,Stakeholders,Program Effectiveness,Governance,Accountability,Evidence Based Practice,Advocacy,Strategic Planning,Leadership Role,Delivery Systems,Capacity Building,Professional Development

In this report, a follow-up to the June 2013 report: &quot;Community-Led Arts Education Models in the U.S.: Potential Lessons for Milwaukee&quot;, the authors use a case study approach to delve deeper into the underlying mechanics and structural factors of four successful models: Boston's BPS Arts Expansion Initiative, Dallas' Big Thought, Denver's Think 360 Arts, and Portland's The Right Brain Initiative. The report begins by viewing these four models in the aggregate, with primary emphasis on the common processes and key factors by which they engage the community, build momentum, and achieve large-scale reach and impact. Using insights gained from these four case studies, brief research on other cities' models, and a review of best practices literature, the authors distill their observations into a conceptual map--or logic model--that provides a snapshot of the general structure and approach underlying successful, sustainable community-wide arts education frameworks. Applying the map to the four cities then allows for the discussion of some of the distinctive factors of success in each. This document provides an overview of the extensive array of arts education efforts already in place in Greater Milwaukee, using the conceptual map of large-scale arts education systems to structure an analysis of the major contours of the current state of arts education by highlighting representative examples of Milwaukee's assets and strengths, as well as areas where there appear to be gaps or room for growth. This report's emphasis on systemic approaches, it should be noted, is only one type of lens through which to examine the status of arts education in Milwaukee. Smaller-scale approaches abound, and they can carry advantages relative to centralized, large-scale approaches. Overall, the authors seek to inform Milwaukee policymakers and stakeholders about ways in which they might look to established models to generate ideas about how to enhance the quality and availability of arts education in Milwaukee. It is hoped that this report--combined with earlier research--will be used to guide a community-wide dialogue about the value of arts education and the appropriate role of civic leaders, school districts, schools, arts organizations, artists, funders, business leaders, parents, and other stakeholders in pursuing and implementing systemic improvement. Includes a list of selected sources for case study research on models in other cities. The following is appended: List of Milwaukee organizations used in this report.
The Biological Embedding of Child Abuse and Neglect Implications for Policy and Practice. Social Policy Report. Volume 28, Number 1
Author: Jaffee, Sara R.
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Child Abuse,Child Neglect,Victims,At Risk Persons,Aging (Individuals),Diseases,Chronic Illness,Diabetes,Heart Disorders,Physiology,Neurology,Low Achievement,Physical Health,Mental Health,Well Being,Stress Variables,Metabolism,Brain Hemisphere Functions,Emotional Response,Prevention,Intervention

Each year within the US alone over 770,000 children are victimized by abuse and neglect (US Department of Health and Human Services, 2010), and this figure is likely to underestimate the extent of the problem. Researchers have long recognized that maltreatment has adverse effects on children's mental health and academic achievement. Studies of adults show that adverse childhood experiences like maltreatment increase risk for chronic diseases of aging, including Type II diabetes and cardiovascular disease. What the field does not fully understand is why maltreatment has such pervasive effects. Studies on the neuroscience of maltreatment have begun to offer some clues. Victims of maltreatment differ from non-victims with respect to brain structure and function, hypothalamic-pituitary-adrenal-(HPA) axis and autonomic nervous system function, immune function, and epigenetic markers. These studies identify potential mechanisms by which maltreatment increases risk for poor mental and physical health and poor school performance by affecting systems that subserve memory, attention, the response to stress, and inflammation. The findings highlight the importance of broadening the scope of child welfare beyond child protection to include child wellbeing. A focus on child well-being would require integrated services, wherein comprehensive mental and physical health care are routinely offered to victims of maltreatment and case workers, pediatricians, and psychologists would work as teams to determine how best to deliver care to children and families in the child welfare system. In working with the family, such efforts could potentially reduce the risk of re-victimization which commonly jeopardizes long-term gains in child well-being. [This document contains four commentaries: (1) &quot;Neuroscience and Child Maltreatment Research Discovery through Translation&quot; (Cheryl Anne Boyce, Valerie Maholmes, and Cathy Saptz Widom); (2) &quot;Neuroscience and Child Maltreatment The Role of Epigenetics in Risk and Resilience in Maltreated Children&quot; (Catherine Ann Orr and Joan Kaufman); (3) &quot;Neuroscience Enhanced Child Maltreatment Interventions to Improve Outcomes&quot; (Mary Dozier and Philip A. Fisher); and (4) &quot;A Call to Action: Promoting Effective Interventions for Children in Child Welfare Using Neuroscience&quot; (Bryan Samuels and Caryn Blitz).]
Career Technical Education Pathways Initiative
Author: California Community Colleges, Chancellor's Office
Date: 2013-08-00
Type: Reports - Evaluative
Subjects: Career Education,Technical Education,Community Colleges,Career Development,Articulation (Education),Partnerships in Education,Teacher Recruitment,Professional Development,Career Readiness,Program Evaluation,Career Planning,Career Awareness,Summer Programs,Education Work Relationship,College Credits,Internship Programs,Access to Education,Equal Education,Outcomes of Education,Context Effect,Relevance (Education),Geometry,Construction Industry,Evidence Based Practice,Measurement,Transformational Leadership,Educational Change,School Business Relationship,Labor Force Development,Grants

California's education system--the largest in the United States--is an essential resource for ensuring strong economic growth in the state. The Career Technical Education Pathways Initiative (referred to as the Initiative in this report), which became law in 2005, brings together community colleges, K-12 school districts, employers, organized labor and community partners to strengthen the connection between school and work. By focusing on priorities such as career pathways and articulation, expanding business and industry engagement and teacher recruitment and professional development, the Initiative enables educational institutions to integrate core academic coursework with technical and occupational knowledge and skills. This double skill set makes students competitive for high-wage careers and prepares them for transfer to four-year colleges. Following an introduction, this report includes the following: (1) Quick facts related to the Initiative, including a cumulative overview of participants and partnerships; (2) Key recommendations based on the evaluation study; (3) Initiative highlights illustrating the key recommendations in action; and (4) A table of all Initiative-funded grant types since 2005.
Common Core Development and Substance. Social Policy Report. Volume 28, Number 2
Author: Conley, David T.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,Educational Policy,Program Descriptions,Program Development,College Readiness,Career Readiness,Educational Quality,Educational Practices,Evidence Based Practice,Mathematics Education,Language Arts,Misconceptions,Adoption (Ideas),Educational Assessment,Teaching Methods,Sequential Approach,Professional Development,Case Studies,Program Implementation,Disabilities

This policy report provides an overview of the Common Core State Standards, how they were developed, the sources that were referenced in their development, the need for educational standards generally, what they entail, and what it will mean for educators to implement them. The report draws from research and reference material to outline the argument for the Common Core and the sources used in its development. These include college and career readiness standards developed over the past 15 years, high quality state standards, and the content specifications from other nations whose educational systems are widely respected. Additional research demonstrates the relationship between the Common Core and college and career readiness. While this report does offer insight into the structure of the standards, most of the information presented here is designed to help policymakers, educators, and other interested parties understand the effects on educational practice. [This document includes two commentaries: (1) &quot;Tracking Common Core Implementation in California&quot; (Andrea Venzia); and (2) &quot;Common Core for All--Reaching the Potential for Students with Disabilities&quot; (Martha L. Thurlow).]
System Strategic Plan for the California Community Colleges: Preparing the Foundation for California's Future. 2013 Update
Author: California Community Colleges, Chancellor's Office
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Strategic Planning,Access to Education,Success,College Readiness,Economic Development,Labor Force Development,Governance,Population Trends,Alignment (Education),Educational Policy,State Policy,Educational Change,Systems Approach,Values,Institutional Mission,Two Year College Students,Partnerships in Education,Organizational Effectiveness,Resource Allocation,Educational Finance

The &quot;System Strategic Plan for the California Community Colleges&quot; provides a comprehensive road map for restoring student access and improving student success. The Plan addresses the major demographic, economic and educational challenges that California will face over the coming decades. It presents clear system goals, specific strategies and implementation measures, as well as methods for assessing implementation and ensuring its ongoing renewal. Originally developed through consultation with the College's educational leaders and external partners, and revised by the Board of Governors in 2013, this Plan builds on the planning and work done by the individual Colleges and Districts, and provides a framework for all constituencies to work together. The updated Plan begins by addressing four major challenges faced by the California Community Colleges: (1) Demographic Change: A New California; (2) Educational Challenges; (3) Aligning State Educational Policies; and (4) Capacity for Change. Key opportunities facing the Colleges and the System are also outlined. Next, the Plan describes how the elements of the Guiding Framework will be implemented through five Strategic Goals: (1) College Awareness and Access; (2) Student Success and Readiness; (3) Partnerships for Economic and Workforce Development; (4) System Effectiveness; and (5) Resource Development. For each Strategic Goal, the Steering Committee identified key strategies. Each strategy is further described in terms of Needs and Issues, Desired Outcomes and Initiatives. Throughout this final section of the report, brief sidebar descriptions of recent achievements or innovations illustrate key concepts of the Strategic Plan. [Cover title varies: &quot;California Community Colleges System Strategic Plan: Preparing the Foundation for California's Future. 2013 Update.&quot;]
Military and Veteran Families and Children: Policies and Programs for Health Maintenance and Positive Development. Social Policy Report. Volume 28, Number 3
Author: Cozza, Stephen J.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Military Personnel,Public Policy,Children,Family (Sociological Unit),Family Needs,Access to Health Care,Child Development,War,Military Service,Economic Factors,Resilience (Psychology),Child Care,Injuries,Death,Parents,Intervention,Mental Health,Physical Health,At Risk Persons,Innovation

This &quot;Social Policy Report&quot; summarizes what is currently known about our nation's military children and families and presents ideas and proposals pertinent to the formulation of new programs and the policies that would create and sustain these initiatives. We emphasize the need for future rigorous developmental research about military children and families that could more definitively inform future programs and policies. These policies and programs should build on the resilience of military children and families in order to best maintain and enhance their health and positive development. The goal of our recommendations is to have better policy and program preparedness so that the next time the U.S. is engaged in a conflict, we can more quickly and efficiently provide the specific support and treatment that military families and children need and merit. [This document also contains two commentaries: (1) &quot;Children of Military Veterans: An Overlooked Population&quot; (Michelle D. Sherman); and (2) &quot;Expanding the Scope of Research on Military Children: Studying Adversity, Resilience and Promotion in Normative Social Contexts&quot; (Rami Benbenishty and Ron Avi Astor).]
Opportunities and Challenges in Evidence-Based Social Policy. Social Policy Report. Volume 28, Number 4
Author: Supplee, Lauren H.
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Public Policy,Social Problems,Evidence Based Practice,Intervention,Prevention,Program Effectiveness,Financial Support,Program Implementation,Scaling,Child Development,Decision Making,Research and Development,Theory Practice Relationship,Researchers,Role,College Role,Foreign Countries

Despite a robust body of evidence of effectiveness of social programs, few evidence-based programs have been scaled for population-level improvement in social problems. Since 2010 the federal government has invested in evidence-based social policy by supporting a number of new evidence-based programs and grant initiatives. These initiatives prioritize federal funding for intervention or prevention programs that have evidence of effectiveness in impact research. The increased attention to evidence in funding decision making is promising; however, to maximize the potential for positive outcomes for children and families, communities need to select programs that fit their needs and resources, the programs need to be implemented with quality, and communities need ongoing support. Drawing on experiences scaling evidence-based programs nationally, the authors raise a number of challenges faced by the field to ensure high-quality implementation and discuss specific proposals, particularly for the research and university communities, for moving the field forward. Recommendations include designing and testing intervention and prevention programs with an eye towards scaling from the start, increased documentation related to implementation of the programs, and working toward an infrastructure to support high-quality, effective dissemination of evidence-based prevention and intervention programs. [This document contains four commentaries: (1) &quot;Moving Research Evidence from the Fringe to the Mainstream in Social Policy&quot; (Brian K. Bumbarger); (2) &quot;The Importance of Quality Implementation in the Wide-Scale Use of Evidence Based Programs&quot; (Celene Domitrovich and Joseph A. Durlak); (3) &quot;Benefit-Cost Analyses of Child and Family Preventive Interventions&quot; (Kimber Bogard, Lynn A. Karoly, and Jeanne Brooks-Gunn); and (4) &quot;The Challenges of Scaling Up Early Childhood Development Programs in Latin America&quot; (Florencia Lopez Boo).]