ethanporcaro/eric-fulltext-meta huggingface dataset:
Wyoming Community Colleges Annual Partnership Report, 2007
Author: Wyoming Community College Commission
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Enrichment Activities,Community Colleges,Partnerships in Education,Educational Needs,School Community Relationship,College School Cooperation,Agency Cooperation,Remedial Programs,Adult Basic Education,English (Second Language),Business Education,Health Sciences,Fine Arts,Technical Education,Labor Force Development,Biological Sciences,Social Sciences,Language Arts,Physical Sciences,Family Life Education,Leadership Training,Academic Libraries,Bachelors Degrees,Early Childhood Education,Distance Education,Elementary Education,Teacher Education Programs,College Transfer Students,Student Recruitment,Foreign Students,Educational Resources,High School Equivalency Programs,Lifelong Learning

The &quot;Annual Partnership Report&quot; catalogs all partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships assist the colleges in meeting the higher educational needs of Wyoming's citizens and communities. In 2007, Wyoming community colleges partnered with many public and private firms, educational institutions, and state agencies. These diverse partnerships were cultivated in all areas of community college education including: remedial education, adult basic education (ABE), English as a second language (ESL), business, health sciences, fine arts, technical education, workforce training, education, language arts, social sciences, physical sciences, biological sciences, family skills/studies, personal enrichment and leadership studies. The information provided in this report indicates that the partnerships initiated and maintained by the seven community colleges, the University of Wyoming, and the Wyoming Community College Commission are relevant to the educational programs offered at each institution. This information also indicates that these programs are beneficial to students, staff, faculty, and community stakeholders in each respective community college service area. [For the 2006 edition of this report, see ED502736.]
Wyoming Community Colleges Annual Partnership Report, 2009
Author: Wyoming Community College Commission
Date: 2009-10-26
Type: Reports - Descriptive
Subjects: Enrichment Activities,Community Colleges,Partnerships in Education,Educational Needs,School Community Relationship,College School Cooperation,Agency Cooperation,Remedial Programs,Adult Basic Education,English (Second Language),Business Education,Health Sciences,Fine Arts,Technical Education,Labor Force Development,Biological Sciences,Social Sciences,Language Arts,Physical Sciences,Family Life Education,Leadership Training,Academic Libraries,Bachelors Degrees,Early Childhood Education,Distance Education,Elementary Education,Teacher Education Programs,College Transfer Students,Student Recruitment,Foreign Students,Educational Resources,High School Equivalency Programs,Lifelong Learning

The &quot;Annual Partnership Report&quot; catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships assist the colleges in meeting the higher educational needs of Wyoming's citizens and communities. In fiscal year 2009, Wyoming community colleges partnered with many public and private firms, educational institutions, and state agencies. These diverse partnerships were cultivated in all areas of community college education including: remedial education, adult basic education (ABE), English as a second language (ESL), business, health sciences, fine arts, technical education, workforce training, education, language arts, social sciences, physical sciences, biological sciences, family skills/studies, personal enrichment and leadership studies. The information provided in this report indicates that the partnerships initiated and maintained by the seven community colleges, the University of Wyoming, and the Wyoming Community College Commission are relevant to the educational programs offered at each institution. This information also indicates that these programs are beneficial to students, staff, faculty, and community stakeholders in each respective community college service area. [For the 2008 edition of this report, see ED535834.]
Wyoming Community Colleges Annual Partnership Report, 2008
Author: Wyoming Community College Commission
Date: 2009-02-24
Type: Reports - Descriptive
Subjects: Enrichment Activities,Community Colleges,Partnerships in Education,Educational Needs,School Community Relationship,College School Cooperation,Agency Cooperation,Remedial Programs,Adult Basic Education,English (Second Language),Business Education,Health Sciences,Fine Arts,Technical Education,Labor Force Development,Biological Sciences,Social Sciences,Language Arts,Physical Sciences,Family Life Education,Leadership Training,Academic Libraries,Bachelors Degrees,Early Childhood Education,Distance Education,Elementary Education,Teacher Education Programs,College Transfer Students,Student Recruitment,Foreign Students,Educational Resources,High School Equivalency Programs,Lifelong Learning

The &quot;Annual Partnership Report&quot; catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships assist the colleges in meeting the higher educational needs of Wyoming's citizens and communities. In fiscal year 2008, Wyoming community colleges partnered with many public and private firms, educational institutions, and state agencies. These diverse partnerships were cultivated in all areas of community college education including: remedial education, adult basic education (ABE), English as a second language (ESL), business, health sciences, fine arts, technical education, workforce training, education, language arts, social sciences, physical sciences, biological sciences, family skills/studies, personal enrichment and leadership studies. The information provided in this report indicates that the partnerships initiated and maintained by the seven community colleges, the University of Wyoming, and the Wyoming Community College Commission are relevant to the educational programs offered at each institution. This information also indicates that these programs are beneficial to students, staff, faculty, and community stakeholders in each respective community college service area. [For the 2007 edition of this report, see ED535832.]
Wyoming Community College Commission Annual Accreditation Report, April 1, 2007-March 31, 2008
Author: Wyoming Community College Commission
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Program Evaluation,Educational Quality,State Standards,Quality Control,Program Improvement,Community Colleges,Institutional Mission,Integrity,Resource Allocation,Program Effectiveness,Lifelong Learning,College Role,Peer Evaluation,Institutional Evaluation,Self Evaluation (Groups),Quality Assurance

The Higher Learning Commission (HLC), a commission of the North Central Association of Colleges and Schools (NCA), accredits Wyoming's seven community colleges. Institutional accreditation is a voluntary process that serves the critical purposes of quality assurance and institutional and program improvement. Colleges that are accredited by the HLC continually evaluate their programs and overall institutions in light of the criteria for accreditation set forth by the HLC. Currently, most of the Wyoming community colleges follow the HLC Program to Evaluate and Advance Quality (PEAQ) to maintain accreditation status. This brief report presents the criteria for accreditation and activity of seven Wyoming community colleges during 2007-08. An accreditation schedule is also included at the end of this report for easy reference. [For the April 1, 2006-March 31, 2007 accreditation report, see ED502735.]
Wyoming Community College Commission Annual Accreditation Report, April 1, 2008-March 31, 2009
Author: Wyoming Community College Commission
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Program Evaluation,Educational Quality,State Standards,Quality Control,Program Improvement,Community Colleges,Institutional Mission,Integrity,Resource Allocation,Program Effectiveness,Lifelong Learning,College Role,Peer Evaluation,Institutional Evaluation,Self Evaluation (Groups),Quality Assurance

The Higher Learning Commission (HLC), a commission of the North Central Association of Colleges and Schools (NCA), accredits Wyoming's seven community colleges. Institutional accreditation is a voluntary process that serves the critical purposes of quality assurance and institutional and program improvement. Colleges that are accredited by the HLC continually evaluate their programs and overall institutions in light of the criteria for accreditation set forth by the HLC. Currently, most of the Wyoming community colleges follow the HLC Program to Evaluate and Advance Quality (PEAQ) to maintain accreditation status. This brief report presents the criteria for accreditation and activity of seven Wyoming community colleges during 2008-09. An accreditation schedule is also included at the end of this report for easy reference. [For the April 1, 2007-March 31, 2008 accreditation report, see ED535835.]
Return on Educational Investment: A District-by-District Evaluation of U.S. Educational Productivity
Author: Boser, Ulrich
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Productivity,Academic Achievement,School Districts,Public Education,Investment,Educational Assessment,Educational Indicators,Efficiency,Effective Schools Research,School Effectiveness,Change Strategies,Educational Change,Best Practices,Cost Effectiveness,Input Output Analysis,Expenditures,Audits (Verification),Data Analysis,Outcome Measures

This report is the culmination of a yearlong effort to study the efficiency of the nation's public education system and includes the first-ever attempt to evaluate the productivity of almost every major school district in the country. In the business world, the notion of productivity describes the benefit received in exchange for effort or money expended. This project measures the academic achievement a school district produces relative to its educational spending, while controlling for factors outside a district's control, such as cost of living and students in poverty. The aims for this project are threefold: (1) to kick-start a national conversation about educational productivity; (2) to identify districts that generate higher-than-average achievement per dollar spent, demonstrate how productivity varies widely within states, and encourage efforts to study highly productive districts; and (3) to encourage states and districts to embrace approaches that make it easier to create and sustain educational efficiencies. A summary of findings is presented, as well as recommendations for education policymakers. The hope is that the findings and recommendations highlighted in this paper will prompt a new way of thinking about educational success, one that does far more to guarantee that all schools and districts have the necessary data, tools, and incentives to be efficient with their school dollars. Appended are: (1) Select tables and figures; and (2) Frequently asked questions. (Contains 5 tables and 45 endnotes.)
Reclaiming the American Dream
Author: Bedsworth, William
Date: 2006-10-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Democratic Values,Feedback (Response),Graduation Rate,Low Income Groups,Incidence,College Preparation,Access to Education,Achievement Gains,Longitudinal Studies,Educational Improvement,Improvement Programs,Student Improvement,Educational Needs,Needs Assessment,Achievement Need,Developmental Studies Programs,Academic Support Services,Change Strategies,Educational Change

With the support of the Bill &amp; Melinda Gates Foundation, the authors' goal was to produce an analysis that would allow educators and policy makers to set priorities &quot;across&quot; categories of support (e.g., the relative importance of expectations as compared to information and awareness) and &quot;within&quot; categories (e.g., whether parent or peer support has a greater impact). To this end, they identified three questions the analysis would have to answer: (1) What is the increased likelihood of college matriculation or completion if a given category of supports is in place for an individual student?; (2) How prevalent are those supports among the low-income student population?; and (3) What, if any, positive feedback effects might exist between a particular college-access support and achievement of a higher level of academic preparation at the high school level? For their analysis they used a longitudinal database that tracks students' progression into and through college. Taken together, the findings indicate a clear action agenda for everyone who is committed to improving U.S. schools and the quality of their outcomes for every student. Methodology is appended. (Contains 6 exhibits and 22 footnotes.)
YES Prep Public Schools (Formerly YES College Preparatory School): Honing the Pathways of Growth
Author: Newstead, Barry
Date: 2006-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Student Development,Educational Change,Middle Schools,Comprehensive Programs,Change Strategies,Public Schools,Educational Improvement,Improvement Programs,College Preparation,Developmental Studies Programs,Educational Objectives,Organizational Objectives,Organizational Theories

Chris Barbic, a Teach For America corps member, started Project Youth Engaged in  Service (YES) in 1995. He wanted to offer his former elementary-school students an  alternative to the low-performing middle schools they otherwise would attend. Since then Barbic has led a high-energy team of educators in refining a comprehensive approach to helping students with limited resources achieve the dream of a college education. YES takes a comprehensive view of student development, preparing youth for four-year college graduation while at the same time instilling values of community service and good citizenship. Barbic and his leadership team initially kept the organization small, wanting to prove the YES educational model worked before expanding. But by 2004, with one integrated 6-12 campus in operation, two others in development, and 10 years of experience with the model, they were ready to grow. YES' leadership needed to take a step back, rigorously assess their options, and develop a business plan that would guide the organization through its next phase. They engaged the Bridgespan Group to help YES make the needed decisions to move forward with confidence. This paper describes how YES achieved its expansion goals. (Contains 1 exhibit.)
Expanding the Supply of High-Quality Public Schools
Author: Colby, Susan
Date: 2005-09-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Educational Facilities Design,Public Education,Educational Quality,High Achievement,Critical Path Method,Educational Improvement,Improvement Programs,Change Strategies,Educational Change,Leadership Responsibility,Design Preferences,Educational Development,Leadership Styles,Leadership Effectiveness,Administrative Policy,Administrative Principles

The Bridgespan Group, NewSchools Venture Fund, and the Bill &amp; Melinda Gates Foundation have been working individually and collectively with a wide range of school development organizations to increase the number of high-performing centers of learning. Through this work, we have sought answers to persistent questions of how to replicate the successes and raise the quality of U.S. public education. In the process, we have identified two levers that play critically important roles in determining how quickly and consistently successful schools and design models can be replicated. One is the degree of managerial responsibility, support, and control the organization chooses to exercise. The other is related to specificity of school design. Leadership's choices about each will affect not only how quickly the model can be deployed, but also the human and financial capital required--and ultimately the likelihood of achieving consistent high-quality results. This paper examines the school development landscape in the context of these levers, with examples of organizations that have chosen different paths with different tradeoffs and outcomes. (Contains 3 exhibits and 1 footnote.)
Next Generation Learning: Can We Crack Four Problems to Unleash Quality Education for All?
Author: Newstead, Barry
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Access to Education,Learning Processes,Generational Differences,Individualized Instruction,Teaching Methods,Adjustment (to Environment),Cognitive Style,Educational Change,Cost Effectiveness,Teacher Effectiveness,Educational Quality

Everyone knows that every single child should receive a high-quality education. Not only is it the ticket to opportunity in America and around the world, but also research has shown clearly that there are life-limiting implications for children who are not adequately educated. Where to start? As the authors reflect on their work and research in education, they hypothesize that at least four systemic problems, which have not been widely addressed in reform, are inhibiting the nation's ability to effect breakthrough change. These are: (1) Lack of personalization of content; (2) Lack of appeal to different learning styles; (3) Inability of teachers to play to their true strengths; and (4) Lack of effective reforms at a reasonable cost. The rest of this paper focuses on these high-potential innovations. The authors' intent however, is to generate ideas, not claim victory. These answers are: (1) Develop personalized learning pathways for all students; (2) Open up a variety of avenues for student learning by offering options beyond the traditional lecture format; (3) Deploy teachers in ways that leverage their individual strengths and increase their effectiveness; and (4) Create solutions that are cost-competitive with the existing system. The Economics of Next-Generation Learning Approaches is appended. (Contains 19 footnotes.)
Evaluating Teacher Effectiveness: How Teacher Performance Assessments Can Measure and Improve Teaching
Author: Darling-Hammond, Linda
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Evaluation,Public Education,Teacher Improvement,Teacher Education,Teacher Certification,Prediction,Faculty Development,Mentors,Beginning Teachers,Standards

Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers' success with children so that they can not only inform personnel decisions, but also leverage improvements in preparation, mentoring, and professional development. It outlines progress in the field of teacher assessment development and discusses policies that could create much greater leverage on the quality of teacher preparation and teaching than has previously existed in the United States. (Contains 3 figures, 1 table, and 35 endnotes.)
Increasing Principal Effectiveness: A Strategic Investment for ESEA
Author: Center for American Progress
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Leadership Effectiveness,Principals,Instructional Leadership,Human Capital,Elementary Secondary Education,Strategic Planning,Investment,Administrator Evaluation,Educational Improvement,Program Implementation,Critical Path Method,Change Strategies,Management by Objectives,Performance Technology,Job Performance

School principals are second only to teachers among school-based factors that influence student achievement and they are critical to attracting and retaining effective teachers and other school staff. Yet in the past, federal policymakers haven't given school leadership much attention. This reauthorization of the Elementary and Secondary Education Act (ESEA) should ensure that all 50 states develop definitions of principal effectiveness and next-generation principal evaluation systems that identify effective leaders based on student achievement and other rigorous measures of outcomes and practice. It should also ensure that states hold principal preparation programs accountable for preparing leaders that are effective in schools. While defining and evaluating principal effectiveness is not sufficient to ensuring strong leadership, it is a critical step to creating a coherent, statewide vision of effective school leadership that can inform other policies. States will also need to use these systems to drive all aspects of their human capital systems--from certification to compensation to professional development. Practitioners and researchers are continuing to learn about the best measures of effective leadership and next-generation evaluation systems. Therefore, this memo is intended to offer general principles for principal evaluation that signal the important elements that should be included. It is clear that ESEA needs to set forth the conditions that will allow for a dramatic improvement in teaching and learning and provide incentives as well as the freedom for states, districts, and schools to change and innovate. (Contains 3 endnotes.)