ethanporcaro/eric-fulltext-meta huggingface dataset:
Milwaukee Parental Choice Program: Descriptive Report on Participating Schools, 2010-11. SCDP Milwaukee Evaluation Report #33
Author: McShane, Michael Q.
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,School Choice,Demonstration Programs,Program Effectiveness,Educational Vouchers,Program Evaluation,Annual Reports,Research Reports,Institutional Characteristics,Participation,Comparative Analysis,Public Schools,Enrollment Rate,Institutional Research,School Statistics,Statistical Distributions,Statistical Surveys

This report is the fifth in a series of annual reports produced by the School Choice Demonstration Project (SCDP) providing descriptive information about the schools participating in the Milwaukee Parental Choice Program (MPCP). Following a brief history of the MPCP, this year's report contains descriptive statistics about schools participating in the MPCP and provides comparisons to Milwaukee Public Schools (MPS) when possible. A total of 107 schools participated in the MPCP for the entire 2010-11 academic year, with 20,996 students enrolled in private schools using MPCP vouchers. Generally speaking, MPCP students made up a large part of participating schools' total enrollment--the average school-level percentage of MPCP students in these schools was 83 percent. Seventy-three percent of participating schools had student enrollments that were greater than 80 percent MPCP students, while 58 percent had MPCP enrollment percentages above 90 percent. Collectively, private schools participating in the MPCP in 2010-11 offered the full range of grade options, from Kindergarten to 12th grade. Eighty-nine percent of schools served elementary students, while 79 percent served middle school students. Twenty-five percent offered high school. Appended are: (1) Details of Non-Respondents; (2) List of Schools that Participated in the MPCP for the Entire 2010-11 School Year; and (3) MPCP Participating Schools No Longer Receiving Public Funds, 2006-07 through 2010-11. (Contains 17 tables, 8 figures and 6 footnotes.) [For the &quot;The Milwaukee Parental Choice Program: Descriptive Report on Participating Schools, 2009-2010. SCDP Milwaukee Evaluation. Report #27&quot;, see ED518705. Additional support for this project was provided by the Robertson Foundation.]
The MPCP Longitudinal Educational Growth Study Second Year Report. SCDP Milwaukee Evaluation Report #10
Author: Witte, John F.
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,School Choice,Academic Achievement,Demonstration Programs,Program Effectiveness,High School Students,Educational Vouchers,Longitudinal Studies,Comparative Analysis,Statistical Analysis,Program Evaluation,Urban Schools,Low Income Groups,Educational Finance,State Legislation,Educational Attainment,Dropouts,Graduation Rate,Mathematics Achievement,Reading Achievement,Elementary School Students,Matched Groups,Educational Policy,Student Characteristics,White Students,American Indians,Hispanic American Students,Asian American Students,African American Students,Gender Differences,Transfer Students,Attrition (Research Studies)

This is the second year report in a five-year evaluation of the Milwaukee Parental Choice Program (MPCP). This program, which began in 1990, provides government-funded vouchers for low-income children to attend private schools in the City of Milwaukee. The maximum voucher amount in 2007-08 was $6,607, and approximately 20,000 children use a voucher to attend either secular or religious private schools. The MPCP is the oldest and largest urban educational voucher program in the United States. This evaluation was authorized by Wisconsin Act 125 enacted in 2005. The general purposes of the evaluation are to analyze the effectiveness of the MPCP in terms of longitudinal student achievement growth and grade attainment, dropping out, and graduating from high school. The former will be primarily accomplished by measuring and estimating student growth in achievement as measured by the Wisconsin Knowledge and Concepts Examinations (WKCE) in math and reading in grades three through eight over a five-year period. The latter will be accomplished by following the 2006-07J12 and ninth grade cohorts over a five-year period or longer. The general research design consists of a comparison between a random sample of MPCP students and a matched sample of Milwaukee Public School (MPS) students. Throughout the report, the authors describe a range of cautions and caveats, with the most important being that this is only the second year of a five-year study, and that student achievement trajectories often take time to change. Thus, while at the present time in terms of achievement as measured by one year of achievement growth they conclude that there is no significant difference overall between MPS students and MPCP students, this result may change in future analyses. This report and its companion reports continue a series of annual reports on the Milwaukee Parental Choice Program (MPCP) that will be conducted by the School Choice Demonstration Project (SCDP). Appended are: (1) Additional Tables; and (2) Constructing the Sample for Study. (Contains 2 figures, 15 tables and 23 footnotes.) [Additional support for this report was provided by Robertson Foundation. For the &quot;Review of &quot;The MPCP Longitudinal Educational Growth Study Second Year Report&quot;&quot;, see ED530058.]
Student Attainment and the Milwaukee Parental Choice Program: Final Follow-Up Analysis. SCDP Milwaukee Evaluation Report #30
Author: Cowen, Joshua M.
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: School Choice,Program Evaluation,Graduation Rate,Program Effectiveness,Grade 9,Grade 8,Tuition,High School Graduates,Student Characteristics,Family Characteristics,Student Records,Comparative Analysis,Family Structure,Colleges,Educational Attainment,Statistical Significance,College Attendance,Surveys,Parents,Secondary School Students,Dropouts

In this report the authors continue the examination of high school graduation and post-secondary enrollment in the Milwaukee Parental Choice Program (MPCP). They consider students enrolled in the MPCP in either 8th or 9th grade in 2006, and a comparison sample of students enrolled in the Milwaukee Public Schools. They find that, as of September 2011: (1) Students enrolled in MPCP in 2006 in either 8th or 9th grade compared to students enrolled in MPS at the same time: (a) Were somewhat more likely to have graduated high school; (b) Were less likely to enroll in a two-year or technical post-secondary institution; (c) Were more likely to enroll in a four-year post-secondary institution; and (d) Dropped out of high school for similar reasons, most notably a poor academic experience; (2) MPCP students who were in 9th grade in 2006 were more likely to both graduate and persist with two years of enrollment in a four-year post-secondary institution; (3) MPCP and MPS students who did enroll in a post-secondary institution were most likely to attend one of three colleges: University of Wisconsin-Milwaukee, the University of Wisconsin-Whitewater, and Alverno College; and (4) Among MPCP and MPS students who attended other post-secondary institutions: (a) MPCP students were more likely to enroll in a religious or otherwise private four-year institution; (b) MPCP students attended institutions with slightly higher average tuition levels; (c) MPCP students attended institutions with slightly lower SAT and ACT scores; and (d) MPCP students attended institutions with statistically similar rates of applicant acceptance. Four tables are appended. (Contains 13 tables and 8 footnotes.)[Additional funding provided by the Robertson foundation.]
Milwaukee Independent Charter Schools Study: Final Report on Four-Year Achievement Gains. SCDP Milwaukee Evaluation Report #31
Author: Witte, John F.
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Achievement Gains,Program Evaluation,Program Effectiveness,Academic Achievement,Comparative Analysis,Public Schools,School Choice,Scores,Achievement Tests,Mathematics Achievement,Reading Achievement,Age Differences,Racial Differences,Socioeconomic Status,Low Income Groups

The general purpose of this five-year evaluation is to assess the effectiveness of Milwaukee's independent charter schools in promoting student achievement growth. Independent charter schools are authorized by nonschool-district entities and are considered &quot;independent&quot; because they are not a part of the Milwaukee Public School District (MPS). Throughout the course of this report the authors will estimate four-year achievement gains for independent charter school students who were in grades 3-8 during the 2006-07 school year using reading and math achievement data from the Wisconsin Knowledge and Concepts Examination (WKCE). Specifically, the report presents the results of an analysis comparing achievement gains of independent charter students to the achievement gains of a carefully matched sample of students attending MPS. This report draws upon a panel of 2,295 students attending 10 of Milwaukee's 14 independent charter schools who were in grades 3-8 in 2006-07 with test scores for that year. The four charter schools excluded from the sample either were not open for both the baseline and outcome years or did not enroll students in tested grades. The 2,295 tested Milwaukee independent charter school students were carefully matched to an identically sized sample of students attending MPS to provide a comparison group against which the achievement gains of independent charter students could be assessed. Students were matched on prior achievement and propensity scores, which help to control for differences between students on observable characteristics. Appended are: (1) Study Attrition; (2) School Switching; and (3) Matching Algorithm. (Contains 15 tables, 5 figures and 14 footnotes.) [For the &quot;MPCP Longitudinal Educational Growth Study: Fourth Year Report. SCDP Milwaukee Evaluation. Report # 23&quot;, see ED518597. Additional support for this report was provided by the Robertson Foundation.]
School Site Visits: What Can We Learn from Choice Schools in Milwaukee? SCDP Milwaukee Evaluation Report #34
Author: Stewart, Thomas
Date: 2012-02-00
Type: Reports - Research
Subjects: Teacher Effectiveness,School Culture,School Choice,Evaluation,Academic Achievement,Demonstration Programs,Leadership Effectiveness,Program Effectiveness,Annual Reports,Research Reports,School Visitation,Educational Practices,Institutional Characteristics,Mathematics Achievement,Reading Achievement,Cutting Scores,Interviews,Observation,Organizational Culture,Educational Facilities,Religious Factors,Student Surveys,Teacher Surveys

The School Site Visits study is part of the fifth series of annual reports produced by the School Choice Demonstration Project (SCDP). It describes some of the major challenges experienced and common practices demonstrated by thirteen (13) K-12 schools participating in the Milwaukee Parental Choice Program (MPCP). During the 2010-11 school year, there were 107 religious and secular schools participating in the MPCP. This report is based on visits to six of the high schools and seven K-8 schools that collectively reflect the wide range of characteristics associated with participating schools. This includes whether schools scored above or below average on the 2010-11 Wisconsin Knowledge and Concepts Examinations in math and reading. Teams of researchers from the SCDP conducted one-day visits to each school during the spring and fall of 2011. Using a variety of interview, survey and observation instruments, the research teams gathered information about school practices in six general areas: (1) school culture, (2) student academic success, (3) effective leadership, (4) teacher quality, (5) religious integration and accommodation, and (6) school facilities. The authors use the data collected during the visits to describe the most common challenges the schools face and the common practices and strategies they use to overcome these challenges. Overall, a number of general lessons were learned. A sample of high school interview instrument is appended. (Contains 15 tables, 3 figures and 46 footnotes.)
Special Education and the Milwaukee Parental Choice Program. SCDP Milwaukee Evaluation Report #35
Author: Wolf, Patrick J.
Date: 2012-02-00
Type: Reports - Research
Subjects: Educational Needs,Private Schools,Elementary Secondary Education,School Choice,Program Effectiveness,Enrollment,Special Education,Disabilities,Educational Vouchers,Urban Schools,Access to Education,Public Schools,Parents,Classification,Educational Finance

Special education and parental school choice are two of the most controversial issues in K-12 education in the United States. In certain places, especially Milwaukee, Wisconsin, those two sensitive education concerns intersect in ways that prompt regular interest on the part of policy makers, advocates, the media, and the public at large. In this report the authors examine evidence regarding the extent to which the Milwaukee Parental Choice Program (MPCP) serves students with special physical or educational needs. At issue is the difference between students being formally (and legally) identified as &quot;in special education&quot; and students who likely would be so identified if they were in public rather than private schools. Appended are: (1) Directions for Completing the Student Enrollment Verification Form; and (2) WKCE Test Forms Pertaining to Student Disability. (Contains 3 figures, 2 tables and 3 footnotes.)[Additional funding for this project was provided by the Robertson foundation.]
MPCP Longitudinal Educational Growth Study: Fifth Year Report. SCDP Milwaukee Evaluation Report #29
Author: Witte, John F.
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Private Schools,School Choice,Educational Attainment,Program Effectiveness,Longitudinal Studies,Achievement Gains,Annual Reports,Program Evaluation,Low Income Groups,Educational Vouchers,Enrollment Rate,Graduation Rate,High School Graduates,College Attendance,Mathematics Achievement,Reading Achievement,Matched Groups,Educational Assessment,Educational Indicators,Accountability

This is the final report in a five-year evaluation of the Milwaukee Parental Choice Program (MPCP). This report features analyses of student achievement growth four years after the authors carefully assembled longitudinal study panels of MPCP and Milwaukee Public Schools (MPS) students in 2006-07. The MPCP, which began in 1990, provides government-funded vouchers for low-income children to attend private schools in the City of Milwaukee. The maximum voucher amount in 2010-11 was $6,442, and 20,996 children used a voucher to attend either secular or religious private schools. The MPCP is the oldest and largest urban school voucher program in the United States. This evaluation was authorized by 2005 Wisconsin Act 125, which was enacted in 2006. The primary purpose of the evaluation is twofold: 1) to analyze the effectiveness of the MPCP in promoting growth in student achievement as compared to MPS; and 2) to examine the educational attainment--measured by high school graduation and college enrollment rates--of MPCP and MPS students. The first purpose is accomplished by gauging growth in student achievement--as measured by the Wisconsin Knowledge and Concepts Examinations (WKCE) in math and reading in grades 3 through 8 and grade 10--over a five-year period for a sample of MPCP students and a carefully matched group of MPS students. The second purpose is accomplished by following the 2006-07 8th and 9th grade MPCP and matched MPS cohorts over a five-year period during which they would have had the opportunity to graduate from high school and enroll in college. Appended are: (1) Descriptive Statistics; (2) Attrition Study; and (3) Stability of the Sample. (Contains 4 figures, 12 tables and 14 footnotes.) [For the &quot;MPCP Longitudinal Educational Growth Study: Fourth Year Report. SCDP Milwaukee Evaluation. Report # 23&quot;, see ED518597. Additional support for this report was provided by the Robertson Foundation.]
Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2010-11. SCDP Milwaukee Evaluation Report #32
Author: Jacob, Anna M.
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Private Schools,School Choice,Educational Testing,Standardized Tests,Demonstration Programs,Program Effectiveness,Scholarships,Longitudinal Studies,Annual Reports,Educational Legislation,State Legislation,Norm Referenced Tests,Scores,Educational Vouchers,School Effectiveness,Accountability,Program Evaluation,School Statistics,Achievement Rating,Low Income Groups,Educational Assessment,Educational Indicators

The Milwaukee Parental Choice Program (MPCP) is the nation's oldest and largest urban school choice program, offering private-school scholarships to low-income students in the city of Milwaukee since 1990. In the early years of the program, voucher schools were not required to test their students, though many of them did so using nationally normed standardized tests. That changed on March 10, 2006, when Wisconsin Governor Jim Doyle signed Wisconsin Act 125 into law. The Act required participating private schools to administer either the state test, the Wisconsin Knowledge and Concepts Examination (WKCE), or a nationally normed test annually in reading, mathematics and science to MPCP (aka &quot;Choice&quot;) students enrolled in 4th, 8th, and 10th grades. Beginning in 2006 and extending through 2011, the law required that the individual student results of the tests be provided to the School Choice Demonstration Project (SCDP), an independent research organization. This report describes the results of student testing conducted by MPCP schools during the 2010-11 academic year. Participating MPCP schools sent the WKCE scores from their test administration to the Department of Public Instruction, which shared the resulting scores with the School Choice Demonstration Project in the spring of 2011. Participating schools that opted to continue administering additional nationally normed tests reported those results directly to the SCDP, with most of them arriving in the summer of 2011. The SCDP staff carefully entered these scores into a single database and delivered the data to the Legislative Audit Bureau on December 16, 2011. Appended are: (1) Schools with MPCP students in tested grades in operation through May 2011 (N= 102); (2) Correspondence with Schools; and (3) DPI News Release--March 2011. (Contains 8 tables, 22 figures and 11 footnotes.) [For the &quot;Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2009-10. SCDP Milwaukee Evaluation. Report # 26&quot;, see ED518592. Additional support for this report was provided by the Robertson Foundation.]
Cultural Challenges Faced by Mexican Immigrant Students
Author: Zugel, Kevin
Date: 2012-03-00
Type: Reports - Research
Subjects: Cultural Differences,Immigrants,Mexican Americans,Teaching Methods,Self Concept,English Language Learners,English (Second Language),Second Language Learning,Vocabulary Development,Student Characteristics,Educational Background,Teacher Education,Parent Participation,Academic Achievement,Spanish Speaking,Cultural Awareness,Teacher Role

This purpose of this investigation is to explore the cultural challenges faced by Mexican immigrant students through the study of current literature. Four themes emerged as a result of the investigation: dominant pedagogy, educational skills, deficit model, and student identities. The themes are discussed and suggestions are made as to how these challenges may be addressed from a teacher perspective.
Incorporating Domestic Violence Awareness through an Undergraduate Reading Course Focused on Children's Literature
Author: Lelli, Colleen M.
Date: 2010-02-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Childrens Literature,Undergraduate Students,Preservice Teachers,Methods Courses,Teacher Education Curriculum,Family Violence,Picture Books,Consciousness Raising,Undergraduate Study,Student Teacher Attitudes,Reading Instruction,Pretests Posttests,Knowledge Level,Teacher Responsibility,Student Behavior,Behavior Problems,Surveys,Discussion (Teaching Technique),Interviews,Prevention,Intervention,School Role,Reader Text Relationship,Bibliotherapy

This mixed methods study examined preservice teachers' awareness of domestic violence through an undergraduate reading course which focused on children's literature. Pre and post surveys were administered to preservice teachers to determine whether their knowledge and skills in recognizing signs of domestic violence in behaviors of the elementary students they teach would change. In addition, professional development was provided to the preservice teachers to provide a clearer understanding of recognizing signs of domestic violence. The population sample consisted of approximately 50 undergraduate students from three classes of a reading methods course which is generally taken during senior year prior to student teaching. The questions which guided this research focused on preservice teachers' awareness and dispositions towards domestic violence, and how their awareness and dispositions changed as a result of using children's literature for instruction and reading professional literature related to domestic violence for their own professional growth.   This study provided information on preservice teachers' awareness of domestic violence prior to and following professional development and the preservice teachers' knowledge of domestic violence as a result of reading professional literature and children's literature pertaining to domestic violence. Lastly, this study examined preservice teachers' perceptions of specific traits of domestic violence via journal entries after reading children's literature. The results of this study showed an increase in preservice teachers' knowledge and skills pertaining to recognizing signs of domestic violence in behaviors of the students they teach. The data further revealed that the increase was due to the use of children's literature as part of instruction and trade journal articles as a part of teachers' professional development. The following appendixes are included: (1) Preservice Teacher Survey-Domestic Violence; (2) Consent Form; (3) List of Children's Picture Books for Domestic Violence Training; (4) Questions for Readings; (5) Using Children's Literature Activities to Discuss Feelings; (6) Using Children's Literature Activities to Discuss Domestic Violence; (7) Interview Questions; and (8) Permission to Conduct Research-Cabrini College. (Contains 9 tables.)
The Exploring Nature of Vocabulary Acquisition and Common Main Gaps in the Current Studies of Vocabulary Acquisition
Author: Fazeli, Seyed Hossein
Date: 2012-03-00
Type: Information Analyses
Subjects: Vocabulary Development,Second Language Learning,Learning Strategies,Learning Motivation,Teaching Methods,Language Research,Research Opportunities

Vocabulary can be a key factor for success, central to a language, and paramount to a language learner. In such situation, the lexicon may be the most important component for  learners (Grass and Selinker, 1994), and mastering of vocabulary is an essential component of second/foreign language teaching and learning that has been repeatedly acknowledged in theoretical and empirical second/foreign language acquisition research. The intent of the current study is to set out the nature of vocabulary acquisition alongside the expressing importance of vocabulary acquisition. The importance of the present study is to explore the current studies of vocabulary in order to find out common main gaps among such studies.