ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of School Finances in New York State School Districts, 2013-14
Author: New York State Education Department
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Educational Finance,School Districts,Expenditures,State Aid,Expenditure per Student,Elementary Secondary Education,Public Schools,Comparative Analysis,Income,Operating Expenses,Tax Rates

The &quot;Analysis of School Finances in New York State School Districts&quot; is an annual publication providing a meaningful perspective to staff in the Division of the Budget, the Legislature, the Education Department, and school officials concerning school expenditures, State Aid, and local support. This edition of the Analysis summarizes the finances of major school districts in school year 2013-14, as well as public school expenditures and State Aid since 1995-96. In summarizing school district expenditures, the Analysis compares various percentiles of operating expenditures per pupil and describes the magnitude of the disparity in approved operating expenditures per pupil between districts in the 10th and 90th percentiles for each year. Also provided are decile tables ranked by wealth, expenditure per pupil and a need/resource index. These decile tables provide comparisons of school districts' expenditures per pupil, tax rates, and wealth per pupil. Another feature of the Analysis is its presentation of five-year trend data on full value, expenditures, State Aid, tax rates, and local revenue. These items are displayed on a per pupil basis for the entire State, New York City and the rest of State (school districts outside New York City). In terms of data collection, the total revenue from State sources displayed in the tables from 1995-96 through 2013-14 is the State Aid reported in the Annual Financial Report (Form ST-3) submitted by school districts. It should be noted that this data item may include prior year State Aid adjustment payments. Data for 2014-15 is based on State Aid payments to school districts and does not include some grants, prior year adjustments, and miscellaneous revenues from State sources. Total expenditures for 2014-15 are based on estimates provided by school districts. The 2013 Income data are as of November 2015. Other items contained in the Analysis are as of May 2015. School Tax Relief (STAR) revenue is also addressed in the report.
Analysis of School Finances in New York State School Districts, 2014-15
Author: New York State Education Department
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Educational Finance,School Districts,Expenditures,State Aid,Expenditure per Student,Elementary Secondary Education,Public Schools,Comparative Analysis,Income,Operating Expenses,Tax Rates

The &quot;Analysis of School Finances in New York State School Districts&quot; is an annual publication providing a meaningful perspective to staff in the Division of the Budget, the Legislature, the Education Department, and school officials concerning school expenditures, State Aid, and local support. This edition of the Analysis summarizes the finances of major school districts in school year 2014-15, as well as public school expenditures and State Aid since 1996-97. In summarizing school district expenditures, the Analysis compares various percentiles of operating expenditures per pupil and describes the magnitude of the disparity in approved operating expenditures per pupil between districts in the 10th and 90th percentiles for each year. Decile tables ranked by wealth, expenditure per pupil and a need/resource index are also included. These decile tables provide comparisons of school districts' expenditures per pupil, tax rates, and wealth per pupil. Another feature of the Analysis is its presentation of five-year trend data on full value, expenditures, State Aid, tax rates, and local revenue. These items are displayed on a per pupil basis for the entire State, New York City and the rest of State (school districts outside New York City). In terms of data collection, the total revenue from State sources displayed in the tables from 1996-97 through 2014-15 is the State Aid reported in the Annual Financial Report (Form ST-3) submitted by school districts. It should be noted that this data item may include prior year State Aid adjustment payments. Data for 2015-16 is based on State Aid payments to school districts and does not include some grants, prior year adjustments, and miscellaneous revenues from State sources. Total expenditures for 2015-16 are based on estimates provided by school districts. The 2014 Income data are as of October 2016. Other items contained in the Analysis are as of May 2016. School Tax Relief (STAR) revenue is also addressed in the report. [For the previous report, &quot;Analysis of School Finances in New York State School Districts, 2013-14,&quot; see ED579673.]
College Enrollment and Completion among Nationally Recognized High-Achieving Hispanic Students. CEPA Working Paper No. 16-12
Author: Gurantz, Oded
Date: 2016-06-00
Type: Reports - Research
Subjects: Enrollment,Educational Attainment,Hispanic American Students,High School Graduates,High Achievement,Recognition (Achievement),Grade 11,Aptitude Tests,High Schools,College Entrance Examinations,High School Students,College Choice,College Bound Students,College Attendance,National Programs,Program Effectiveness,Geographic Distribution,Graduation

Hispanic high school graduates have lower college completion rates than academically similar white students. As Hispanic students have been theorized to be more constrained in the college search and selection process, one potential policy lever is to increase the set of colleges to which these students apply and attend. In this paper, we investigate the impacts of the College Board's National Hispanic Recognition Program (NHRP), which recognizes the highest scoring 11th grade Hispanic students on the PSAT/NMSQT, as a mechanism of improving college choice and completion. The program not only informs students about their relative ability, but it also enables colleges to identify, recruit and offer enrollment incentives. Overall, we find that the program has strong effects on college attendance patterns, shifting students from two-year to four-year institutions, as well as to colleges that are out of state and public flagships, all areas where Hispanic attendance has lagged. NHRP shifts the geographic distribution of where students earn their degree, and increases overall bachelor's completion among Hispanic students who traditionally have had lower rates of success. These results demonstrate that college outreach can have significant impacts on the enrollment choices of Hispanic students. College outreach may also serve as an important policy lever for colleges or states looking to draw academically talented students.
Understanding Loan Aversion in Education: Evidence from High School Seniors, Community College Students, and Adults. CEPA Working Paper No. 16-15
Author: Boatman, Angela
Date: 2016-08-00
Type: Reports - Research
Subjects: Student Loan Programs,Student Financial Aid,Resistance (Psychology),College Students,Student Surveys,Incidence,High School Seniors,College Bound Students,Community Colleges,Two Year College Students,Gender Differences,Racial Differences,Hispanic American Students,White Students,Comparative Analysis,Economic Factors,Decision Making,Cultural Differences,Likert Scales,Paying for College,Adults,Hypothesis Testing,Debt (Financial),Statistical Analysis

Student loans are a crucial aspect of financing a college education for millions of Americans, yet we have surprisingly little empirical evidence concerning individuals' unwillingness to borrow money for educational purposes. This study provides the first large-scale quantitative evidence of levels of loan aversion in the United States. Using survey data collected on more than 6,000 individuals, we examine the frequency of loan aversion in three distinct populations. Depending on the measure, between 20 to 40 percent of high school seniors exhibit loan aversion with lower rates among community college students and adults not in college. Women are less likely to express loan averse attitudes than men, and Hispanic respondents are more likely to be loan averse than white respondents.
Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning during Kindergarten. CEPA Working Paper No. 16-18
Author: Doss, Christopher
Date: 2017-05-00
Type: Reports - Research
Subjects: Kindergarten,Intervention,Educational Benefits,Child Development,Individualized Family Service Plans,Parent Education,Control Groups,Experimental Groups,Reading Achievement,Parent Participation,Emergent Literacy,Program Effectiveness,Program Evaluation,Electronic Mail,Delivery Systems,Randomized Controlled Trials,Statistical Analysis,Regression (Statistics),Teacher Surveys,Parent Surveys

Recent studies show that texting-based interventions can produce educational benefits in children across a range of ages. We study the effects of a text-based program for kindergarten parents, distinguishing a general program from one that adds differentiation and personalization based on the child's developmental level. Children in the differentiated and personalized program were 50 percent more likely to read at a higher level (p&lt;0.01) compared to the general group; and their parents reported engaging more in literacy activities by 0.31 standard deviations (p&lt;0.01) compared to the control group. Effects were driven by children further from average levels of baseline development.
Factors That Drive RTO Performance: An Overview. Synthesis Report
Author: Misko, Josie
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Training Centers,Vocational Education,Performance Factors,Organizational Effectiveness,Efficiency,Educational Indicators,Comparative Education,Accountability,Technical Education,Alignment (Education),Apprenticeships,Education Work Relationship,National Programs

This paper provides an overview of recent research on the factors that drive the performance of registered training organisations (RTOs), with a view to identifying areas for future research. Initially it explores the drivers of RTO performance; then discusses findings from available literature from Australia and from overseas, and discusses some implications for further research. The discussion is structured under the organising themes of: (1) high performance organisations and frameworks; (2) effectiveness and efficiency indicators of performance; (3) trials of RTO performance indicators; (4) international approaches (including for United State of America, United Kingdom, European Union, Germany, and New Zealand); and (5) concluding remarks. This is a companion piece to another National Centre for Vocational Education Research (NCVER) report, &quot;Are We All Speaking the Same Language? Understanding &quot;Quality&quot; in the VET Sector&quot;, written by Tabatha Griffin (ED579516).
Social Media and Student Outcomes: Teacher, Student and Employer Views. Research Report
Author: Callan, Victor J.
Date: 2017-00-00
Type: Reports - Research
Subjects: Social Media,Outcomes of Education,Teacher Attitudes,Student Attitudes,Employer Attitudes,Foreign Countries,Vocational Education,Questionnaires,Semi Structured Interviews,Student Surveys,Use Studies,Technology Uses in Education,Video Technology,Delivery Systems,Student Journals,Electronic Journals,Information Dissemination,Career Readiness,Preferences,Users (Information),Learner Engagement

Accessing and posting on social media has become a daily habit for many Australians. Social media is used by individuals to keep in touch with friends and family, by groups to inform their members of relevant information, and by organisations to market their services and products. However, is there a role for social media in vocational education and training (VET)? This report looks at how social media is being used within the VET sector as a tool in teaching and learning. The researchers conducted interviews with teachers, students, and employers across three different registered training organisations (RTOs) to determine the types of social media most useful in teaching and learning, how they are being used, and whether the outcomes for students are being improved. Key messages include the following: (1) Given the scope and purpose of this study, it appears that there are currently only a limited number of Australian VET institutions actively using social media in their teaching; (2) The main types of social media currently used in VET are Facebook and YouTube; (3) The use of social media in courses encourages greater engagement in learning in some students and, based on the anecdotal evidence presented, may result in higher completions than in those courses not using social media; (4) In order to present evidence for audits of teaching and assessment that utilises social media, teachers are having to transfer exemplar information from the social media platform to the institute's learning management system rather than presenting it as is, thus double-handling information; (5) Another practical consideration for VET teachers and institutions is that students do not necessarily understand the privacy issues surrounding social media in the classroom context; and (6) Employers found social media prompted them to be more connected to the theory side of the student's learning. The current study reveals that future VET research needs to investigate further the advantages and disadvantages of different types of social media, its impacts across different types of VET students, by delivery mode (for example, traditional delivery versus online and distance learning), and by levels of teacher input and support.
The Long Run Impacts of Merit Aid: Evidence from California&apos;s Cal Grant. CEPA Working Paper No. 16-13
Author: Bettinger, Eric
Date: 2016-06-00
Type: Reports - Research
Subjects: Merit Scholarships,Grants,State Aid,Eligibility,Grade Point Average,Family Income,Student Financial Aid,College Students,Regression (Statistics),Outcomes of Education,Educational Attainment,College Choice,Income,Social Mobility,Cost Effectiveness

We examine the impacts of being awarded a Cal Grant, among the most generous state merit aid programs. We exploit variation in eligibility rules using GPA and family income cutoffs that are ex ante unknown to applicants. Cal Grant eligibility increases degree completion by 2 to 5 percentage points in our reduced form estimates. Cal Grant also induces modest shifts in institution choice at the income discontinuity. At ages 28-32, Cal Grant receipt increases by three percentage points the likelihood of living in California at the income discontinuity, and raises earnings by four percentage points at the GPA discontinuity.
The Geography of Racial/Ethnic Test Score Gaps. CEPA Working Paper No. 16-10
Author: Reardon, Sean F.
Date: 2017-01-00
Type: Numerical/Quantitative Data
Subjects: Racial Differences,Achievement Gap,Scores,Standardized Tests,Mathematics Tests,Reading Tests,Public Schools,Elementary School Students,Secondary School Students,Demography,Economic Factors,Racial Segregation,School Segregation,Institutional Characteristics,Geographic Regions,Correlation,Family Income,Parent Background,Socioeconomic Background,School Districts,Metropolitan Areas,Statistical Analysis

We estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and reading tests administered to public school students from 2009-2013. We show that achievement gaps vary substantially, ranging from nearly 0 in some places to larger than 1.2 standard deviations in others. Economic, demographic, segregation, and schooling characteristics explain roughly three-quarters of the geographic variation in these gaps. The strongest correlates of achievement gaps are local racial/ethnic differences in parental income, local average parental education levels, and patterns of racial/ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly though residential and school segregation patterns. Contains appendices. [This paper was written with the assistance of Ross Santy, Michael Hawes, and Marilyn Seastrom.]
When Less Is More: Prioritizing Open Access
Author: Mullin, Christopher M.
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Access to Education,Community Colleges,Enrollment Rate,Full Time Equivalency,Selective Admission,At Risk Students,Risk,Community Change,Funding Formulas

In policy circles, the first question of the year often relates to college enrollment. Most common is the question: &quot;Are you up or down in enrollment?&quot; More often than not, the enrollment question may be answered in terms of full-time equivalent (FTE) enrollment. While the answer does have programmatic implications, the initial interest is more directly related to its implications on funding. This is because the majority of public college revenues originate in part from tuition and fee revenues which are, in most cases, charged on a per credit hour basis. It may, therefore, seem logical to quantify all sources of support on a per FTE basis. However, doing so may be damaging to community colleges in terms of funding and the support services needed for all students. For the purpose of this report, the focus is on the following: (1) One FTE does not equal one person, which can contribute to underfunding; (2) Community colleges are open access; they don't stabilize enrollment through selective admissions; and (3) Community colleges are affected by shifts in their community, which contributes to FTE enrollment fluctuations that may be used as a rationale to cut college budgets. Understanding these ways in which enrollment is discussed and perceived is important to ultimately reframe the way community colleges as a sector discuss the critical role community colleges play in providing access to the middle class for more than 12 million students each year.
More Education = Better Jobs. Data Points: Volume 5, Issue 9
Author: American Association of Community Colleges
Date: 2017-05-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,Educational Benefits,Salary Wage Differentials,Employment Opportunities,Unemployment,Elementary Secondary Education,Postsecondary Education

The median weekly earnings for individuals age 25 and older who worked full time and had less than a high school diploma was $504 in 2016 (approximately $26,200 per year), compared to $819 (approximately $42,600 per year) for individuals with an associate degree. Data show that more education not only leads to higher earnings but also to lower unemployment rates. For example, individuals with less than a high school diploma had the highest unemployment rate of 7.4 percent. Those with some postsecondary education had an unemployment rate of 4.4 percent. The unemployment rate was 3.6 percent for individuals with an associate degree and 2.7 percent for bachelor's degree holders.
Trends in Performance-Based Funding. Data Points: Volume 5, Issue 19
Author: American Association of Community Colleges
Date: 2017-12-00
Type: Numerical/Quantitative Data
Subjects: Funding Formulas,Trend Analysis,Postsecondary Education,State Policy

States' use of postsecondary performance-based funding is intended to encourage colleges to improve student outcomes. The model relies on indicators such as course completion, time to degree, transfer rates, number of credentials awarded and the number of low-income and minority graduates served. Currently, 21 states use performance-based funding for both two and four-year higher education institutions. Five states use it only for two-year institutions, and five use it only for four-year institutions. At the time of the report, there were five other states (South Dakota, Iowa, Georgia, Rhode Island, Vermont and Connecticut) in the process of implementing a performance-based funding model for their colleges and universities.
Race to the Top--Early Learning Challenge (RTT-ELC): Descriptive Study of Tiered Quality Rating and Improvement Systems (TQRIS). Master Data Collection Protocol
Author: Mathematica Policy Research, Inc.
Date: 2015-01-00
Type: Tests/Questionnaires
Subjects: Data Collection,Educational Quality,Educational Improvement,Competition,Interviews,Administrator Surveys,Position Papers,Content Analysis,State Officials,Administrative Organization,Eligibility,Program Implementation,Observation,Outcome Measures,Educational Indicators,Alternative Assessment,Rating Scales,Evaluation Criteria,Preschool Children,Preschool Education,Student Participation,Kindergarten,Program Evaluation,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation

This master data collection protocol describes the data that Mathematica collected for the Race to the Top-Early Learning Challenge Study of Tiered Quality Rating and Improvement Systems. This study was conducted for the Department of Education's Institute of Education Sciences. The data were collected from reviews of applications, documents, and interviews with state administrators.
Features of Professional Development and On-Site Assistance in Child Care Quality Rating Improvement Systems: A Survey of State-Wide Systems
Author: Smith, Sheila
Date: 2010-10-00
Type: Reports - Research
Subjects: Educational Quality,Rating Scales,Professional Development,Early Childhood Education,Child Care,Child Care Centers,Interviews,Child Caregivers,Program Evaluation,Educational Improvement,Program Implementation,Surveys,Coaching (Performance),Best Practices,Technical Assistance,Credentials,Educational Assessment

Quality Rating Improvement Systems (QRIS) are now operating state-wide in 18 states. An additional 13 states are implementing QRIS in selected regions or as pilot initiatives. While highly varied in their specific features, these systems all use a set of interrelated strategies that aim to raise the quality of early care and education programs. These strategies include quality standards that programs must meet to obtain ratings at different levels, financial incentives for programs to meet quality standards, and assistance to help center-based programs and home-based providers improve the quality of supports for children's well-being and early learning. As these systems increase in number across the states, ongoing examination of their characteristics and impacts can inform efforts to strengthen them. This report presents findings from an interview study that investigated features of the professional development and on-site assistance available to center-based staff and home-based providers who participate in states' Quality Rating Improvement Systems. The report's five sections address the following topics: (1) Rational for the study and research that helped frame the project; (2) Project overview and methods; (3) Key findings: (a) Supports used during the &quot;entry phase&quot;; (b) Availability and targeting of on-site assistance; (c) Features of on-site assistance; (d) Features of group training; and (e) Credentials and support of trainers and technical assistance providers; (4) Summary of findings; and (5) Recommendations.