ethanporcaro/eric-fulltext-meta huggingface dataset:
Grade Configuration
Author: Williamson, Ronald
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Grouping (Instructional Purposes),Grade 8,Academic Achievement,Educational Environment,Grade 7,Educational Policy,Educational Resources,Web Sites,Annotated Bibliographies,Educational Research,Educational Practices,Program Effectiveness,School Organization

Where to locate the 7th and 8th grade is a perennial question. While there are many variations, three approaches are most often used---include them in a 7-12 secondary campus, maintain a separate middle grades campus, or include them as part of a K-8 program. Research says that grade configuration is inconclusive at best and there is no research that shows one configuration is better at improving student learning. There is some evidence that each of the three approaches can positively, or negatively impact students. But reorganizing grades is merely a shifting of students, teachers and programs from one site to another. Research shows that there is greater impact on student learning when the emphasis is not on location of the students but on the educational experience students receive. Grade configuration is merely a tool that can create the potential to improve student learning. This paper provides a brief summary of what the research says. (Contains 6 resources.)
Philosophy behind and Pros &amp; Cons of Various Grade Configurations. Research Brief
Author: Walker, Karen
Date: 2003-00-00
Type: Reports - Descriptive
Subjects: Grouping (Instructional Purposes),Middle Schools,High Schools,Educational Principles,School Districts,Educational Policy,Educational Practices,Program Descriptions,Educational Resources,Web Sites,Annotated Bibliographies,Educational Research,Educational Environment

The most common configuration for the middle level is for grades 6-8 to be housed together. Although not a common configuration, there are some ninth grade only campuses sprinkled throughout the United States. Many of these schools were designed to address overcrowding issues either at the middle or high school while some were designed to help encourage a higher retention rate. The most common high school configuration is for grades 9-12 to be together. Schools for 11th &amp; 12th grades seem to be mostly vocational. Although solid data on student achievement and its relationship to which configurations are thought to be the best is sparse, the research does cite areas for consideration when a district is examining various grade configurations. Cited in this paper are the areas for general consideration; the philosophy of meeting the needs of students in the middle grades according to the National Middle School Association and for high school according to &quot;Breaking Ranks&quot;; and some pros and cons for an 8th &amp; 9th grade campus and a 9th grade only campus. (Contains 10 online resources.)
Goal Setting for School Site Administrators. Research Brief
Author: Walker, Karen
Date: 2006-11-06
Type: Reports - Descriptive
Subjects: School Location,Goal Orientation,Principals,Community Leaders,Conflict Resolution,Instructional Leadership,Educational Environment,School Culture,Teacher Administrator Relationship,Faculty,Students,Achievement Gains,School Administration,Educational Change

"The principal is the instructional leader of the school" has been reiterated and restated repeatedly in the past 30 years. Theoretically this concept is the idea, however, the reality of building administrators' lives seldom leave appropriate time to plan, let alone implement reasonable curricular and building goals. When an administrator is new to a building, they must immediately learn about the culture and climate of the school as well as get acquainted with the faculty, staff and community leaders. This is a tall order for anyone, yet there are many outstanding site administrators who manage to do it all exceptionally well, make it look effortless and their students make impressive academic gains. This paper highlights things that should be considered in setting realistic goals for curricular and building goals. (Contains 6 online resources.)
Future Skills. Research Brief
Author: Walker, Karen
Date: 2004-05-29
Type: Reports - Descriptive
Subjects: Literacy,Labor Force Development,Job Skills,Employment Qualifications,Language Proficiency,English,Reading Skills,Thinking Skills,Creative Thinking,Computer Literacy,Communication Skills,Productivity,Science Process Skills,Information Literacy,Visual Literacy,Information Technology,Cultural Pluralism,Interpersonal Competence,Information Seeking

Most of the occupations for which students need to be prepared have not yet been designed, however, it is acknowledged that the majority of employment will be in service related fields. According to the research, the jobs most people will perform will only exist for three to five years, therefore, training for a specific job is not what is important. What will be critical for them to have is a common skills set that will allow them to be qualified for subsequent lifelong employment. Those necessary skills are: being adaptable, multitasking, making decisions, using different types of techniques to problem solve, participating in the community, having flexibility, being aware of and respecting diversity, working as a valuable member of a team, having strong interpersonal skills, being aware of the global community, speaking and communicating well in English, using numbers appropriately, and thinking critically. Having strong literacy skills was continuously referenced in the research, yet in more than just the areas of reading and mathematics. According to enGauge, in agreement with other reports and findings, there are four general areas in which the future work force will need skills: Digital, Inventive Thinking, Effective Communication and High Productivity. (Contains 10 online resources.)
Resource Brief: Gangs. Inquiry Response
Author: Johnston, Howard
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Resource Units,Public Agencies,Principals,Juvenile Justice,Law Enforcement,Juvenile Gangs,Group Membership,Educational Strategies,Police School Relationship,Parent School Relationship

After a period of decline, gang membership and gang activity are on the increase in the United States. Recent Department of Justice figures indicate that there are currently over 26,000 gangs involving over 800,000 members active in virtually every community in the nation. No longer territorial, gang activity extends from the most impoverished and blighted communities to the most affluent suburbs and isolated rural areas. Beyond engagement in illegal activity, and the economic rewards that brings, gangs provide a sense of power, belonging and recognition for their members. The fastest growth in gang membership is among middle level youngsters, a group that has changed its status from gang "wannabees" to "gonnabees." The Principals' Partnership is pleased to bring this resource unit on gangs and gang activity in school. This resource unit provides information, tools and links on these topics: (1) The extent and nature of gang activity in communities and schools; (2) Strategies for dealing with gangs in schools and communities; (3) Strategies for discouraging gang membership; (4) Ways to curtail gangs and gang activity in and around the school community; and (5) How schools, parents, the police and juvenile justice officials can form partnerships to control gang membership and activity in the community. Gangs and gang membership are complex topics and a large number of private foundations, government agencies, schools and law enforcement agencies are working on the problem. This resource brief provides useful information and links to many of these groups. It is organized so one can move quickly to the information needed in a school or community situation. A list of resources is included. ("The Ten Most Asked Questions about Gangs" was written by Mike Muir.)
Best Practices in Grading. Research into Practice
Author: Johnston, Howard
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Grading,Video Technology,Best Practices,Educational Practices,Academic Achievement,Student Evaluation,Academic Standards

Grading is one of the most enduring features of schooling. No matter what other reforms occur in a school, grading remains as one of the cornerstones of educational practice. But recently this long-standing tradition has come under scrutiny with some alarming results. Many traditional grading practices actually "depress" achievement, and may, in fact, even lead to school failure and dropping out! Indeed, in his engaging video presentation on toxic grading practices Doug Reeves says that two of the most common practices--averaging and giving zeros for missing work--are "an academic death sentence." Fortunately, there is a lot of guidance for school leaders and faculty on how to structure meaningful, helpful grading systems that actually promote student achievement. From the resources provided at the end of this brief, schools can construct a list of best practices for their own setting. These include: (1) Start the Conversation; (2) Determine the Audience; (3) Establish Standards-Based Rubrics; (4) Eliminate Toxic Grading Practices; (5) Allow Re-dos and Updating of Assessments; and (6) Don't Penalize Practice. (Contains 7 online resources.)
Grading of ELL Students. Research Brief
Author: Walker, Karen
Date: 2004-11-00
Type: Reports - Descriptive
Subjects: Grading,Portfolio Assessment,English (Second Language),Feedback (Response),Second Language Learning,High School Students,Literacy Education,Language Skills,Teacher Role,School Role,Teaching Methods,Vocabulary Development,Reading,Inquiry,Writing Instruction

Grading work is one method that provides students with feedback to know how well they are doing in a course and for teachers to know how well their students are comprehending the material they have taught. In the literature, there was one recurring idea for the type of grading that appeared to be successful for high school English Language Learners (ELLs) and that was through portfolio assessment, where students compile their work and discuss their progress on an on-going and regular basis. This paper lists general characteristics that should be in place, as well as suggested ideas for helping students develop literacy within a content. (Contains 17 online resources.)
Grading. Research Brief
Author: Walker, Karen
Date: 2006-03-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Grades (Scholastic),Grading,Feedback (Response),Academic Achievement,Educational History

What do grades mean? Is there a commonly understood and acceptable definition for what a grade stands? The current grading system is approximately 100 years old. In the 1700s, students were given feedback but not grades. In 1780, Yale University began using a 4.0 system that is similar to the current system. In the 1830s, Harvard University implemented a point scale that was divided into divisions. By 1897, Mt. Holyoke College designed a letter grade system that is the most universally and widely one used today. According to an extensive survey, about 80% of schools use letter grades from the fourth grade forward. Schools need to work together to discuss and develop criteria for grading that is accurate, fair and consistent and must make the meaning known to all stakeholders. Questions to consider include the following: (1) What is/are the purpose(s) of grading?; (2) What is the definition of a grade?; (3) What should a grade represent?; (4) Is the grading system fair and equitable? How?; and (5) What learning results are expected? (Contains 11 online resources and 1 resource.)
Economic Costs of Incarceration versus Education in the Juvenile Population in Tennessee
Author: Radu, Valerie L.
Date: 2012-10-17
Type: Reports - Research
Subjects: Dropouts,Costs,Delinquency,Institutionalized Persons,Correctional Institutions,Economic Impact,Social Influences,Access to Education,African Americans,Racial Differences,Whites,American Indians,Hispanic Americans,Disproportionate Representation,High School Graduates,Graduation,Dropout Rate,At Risk Persons,Social Services,Employment Level,Educational Attainment,Early Intervention

Purpose: The purpose of this research brief was to examine the economic costs of incarceration versus education in the juvenile population in Tennessee. Methodology: State and national level data was reviewed in terms of the economic and social costs associated with incarcerating versus educating juveniles. Disparity rates between African-Americans and other groups were examined in terms of high school completion, dropout, and incarceration.   Results: Each high school dropout costs Tennessee approximately $750 per year. Furthermore, each dropout costs the state more than $950 a year in incarceration costs, which includes capital outlays and staffing. It costs the state nearly $1,100 in Medicaid services each year to meet the basic healthcare needs of dropouts. Conclusions: At a cost of nearly $3,000 per individual annually, dropouts cost the state more than $2 billion a year (D'Andrea, 2010). Furthermore, this group shares similar characteristics of: being either unemployed, in need of Medicaid assistance, or incarcerated. As the general level of education increases (from associate's degree to bachelor's degree, etc) the use of public assistance programs decreases. Recommendations: Early collaboration with school systems to identify at-risk children combined with culturally relevant interventions created with multiple points of entry for child and family are potential ways to address this issue in southeast Tennessee.
Keeping Students on Track for Graduation. Research Brief
Author: Muir, Mike
Date: 2004-05-16
Type: Reports - Descriptive
Subjects: Academic Achievement,At Risk Students,Grade Repetition,Dropouts,Social Promotion,School Holding Power,Individualized Instruction,Caring,Educational Change,Outcomes of Education,Student Improvement,Achievement Gains,Program Effectiveness,Educational Environment,Teacher Student Relationship,Parent Participation,Graduation

No Child Left Behind is one of several factors motivating more and more high schools to work with their students to stay on track to graduating within four years. Unfortunately, research shows that neither by themselves works especially well: retention and social promotion are expensive failures. They are ineffective in improving student learning and achievement. Grade retention is ineffective. It is often imposed for nonacademic reasons, fails to improve academic achievement, and exacerbates the dropout problem. The alternative to these failed strategies is to personalize the learning environment. Personalization occurs when a school is committed to high achievement from at-risk learners; when opportunities are presented for early prevention of school failure; when at-risk students and teachers know, trust, and respect each other; when at-risk students find curricula meaningful and relevant; when instructional practices increase at-risk students' personal investment in learning; when extra time and extra help are provided to support learning; and when there is strong parental involvement in students' academic progress. Meaningful instruction taught by competent teachers in caring school environments helps at-risk students become competent learners, thus preventing the need for retention and social promotion. (Contains 5 online resources.)
Getting Students to Graduation and beyond. Research Brief
Author: Walker, Karen
Date: 2006-04-10
Type: Reports - Evaluative
Subjects: Educational Indicators,Federal Programs,Educational Improvement,Standardized Tests,Education Work Relationship,Graduation,Graduation Rate,Federal Legislation,Educational Legislation,Career Readiness,College Readiness,Goal Orientation,Educational Objectives,Academic Persistence

With higher expectations for graduation, what are ways to keep students in school and graduate? To have a 100% graduation rate with students who are prepared for higher education or the work place is certainly a major goal of high schools. This has been strongly reinforced by schools needing to meet Adequate Yearly Progress (AYP) as mandated by No Child Left Behind. Many schools across the United States have implemented programs that will help their students attain an appropriate level of literacy in the different content areas, do better on standardized tests and other assessments, inspire them to stay in school and graduate, and participate in a post-secondary program. This paper describes common themes expressed throughout the literature that should be considered and implemented prior to establishing specific programs. A list of program ideas is also mentioned. (Contains 19 online resources.)
Grading Considerations in Mathematics Classrooms. Research Brief
Author: Williamson, Ronald
Date: 2009-05-01
Type: Reports - Descriptive
Subjects: Mathematics Achievement,Grades (Scholastic),Grading,Mathematics Instruction,High School Students,Teacher Influence,Teacher Role,College Bound Students,Educational Change

Little research is available specifically about grading practices in mathematics classrooms. However, there is research about grading practices in high schools, across content areas. Since their first use students, parents and others have assumed that grades are reliable measures of student achievement. "In short, most Americans have a basic trust in the message that grades convey" (Marzano, 2000). Many educational researchers are highly critical of traditional grading practices. They suggest that commonly used grading systems fail to accurately reflect what students know and are able to do. The criticisms contend that (a) teachers consider factors other than achievement when assigning grades; (b) teachers weigh factors differently, and (c) teachers misinterpret scores on many classroom assessments. The Mid-Continent Regional Educational Laboratory (McREL) found that teachers, when assigning grades, frequently considered several "nonachievement" factors. This lack of consistency showed that the grade received by a student depends on many factors including their assigned teacher. Changing grading systems can be controversial. Most school stakeholders assume that grades accurately portray student achievement. Because high school grades are one of the important factors used to predict performance in college (College Board, 1998) it is important that schools examine grading practices to assure that they are consistent and accurately reflect student learning. (Contains 7 online resources and 3 print resources.)
"Green" School Programs. Research Brief
Author: Johnston, J. Howard
Date: 2009-02-19
Type: Reports - Descriptive
Subjects: Environmental Education,Leadership,Sustainability,Educational Facilities Design,Educational Facilities Improvement,Conservation (Environment),Planning,Educational Environment,Social Responsibility

What are "Green School" programs and how do they benefit students, teachers and the community? Green School programs seek to weave concepts of sustainability and environmental awareness into the social and academic culture of the school community. Green schools are high performance facilities that have been designed, built, renovated operated or reused in an ecological and resource efficient manner. Components such as environmental education, leadership development, green behavior development, green facility operations and a focus on efficient resource management encourage students and staff to begin to foster sustainable environmental attitudes and behaviors that carry over into their daily lives. Schools can be leaders in the development of Green technology, programs while saving millions of tax dollars and instilling in young people a sense of pride and responsibility. However, Green school initiatives do take time and resources to plan and implement, so careful research and planning is, as always, the key to success. Fortunately the current focus on green initiatives provides interested educators with more than enough information to begin planning green programs for their schools. The more difficult task may be convincing stakeholders of the benefits of Green School Programs. Global Green, the American arm of Green Cross International, has developed a list of the Top Ten Reasons to build Green Schools. This list is presented in this paper. (Contains 9 resources.)
First Few Weeks on Campus. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Evidence,Drinking,Campuses,College Students,Alcohol Abuse,Student Adjustment,Violence,Sexual Abuse,Crime,Aggression,Death,Prevention,School Activities

Every fall, college and university campuses and communities brace for the onslaught of new and returning students. For first-year students, anecdotal evidence suggests that the first six weeks of enrollment are critical to success. Because many students initiate heavy drinking during these early days of college, the potential exists for excessive alcohol consumption to interfere with successful adaptation to campus life. This excessive drinking contributes to many problems, including vandalism, violence, sexual aggression, and even death. The transition to college is often so difficult to negotiate that about one-third of first-year students fail to enroll for their second year. Colleges and universities have initiated a number of activities during the first few weeks on campus aimed at helping students successfully transition into campus life and at reducing a range of problems related to student drinking, such as holding a number of alcohol-free social events and increasing enforcement to control potentially unruly parties and reduce underage drinking. This paper describes these initiatives.
Social Host Ordinances and Policies. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Laws,Legal Responsibility,Drinking,College Students,Criminal Law,Costs,Prevention,Public Colleges

Social host liability laws (also known as teen party ordinances, loud or unruly gathering ordinances, or response costs ordinances) target the location in which underage drinking takes place. Social host liability laws hold noncommercial individuals responsible for underage drinking events on property they own, lease, or otherwise control. They differ from laws prohibiting individuals from providing alcoholic beverages to underage persons; social host laws target providing the venue where underage drinking takes place. According to a College Alcohol Study report on access to alcohol, among the most common settings for underage and heavy drinking for college students are house parties, outdoor parties, or fraternity and sorority parties. This paper describes a review of the research evidence on the effect of social host liability in the Institute of Medicine 2004 report &quot;Reducing Underage Drinking: A Collective Responsibility.&quot; Lessons learned from social host ordinances implemented by colleges and universities are presented. (Contains 2 resources.)