ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Choice in New York City: A Report on the School Choices and Placements of Low-Achieving Students
Author: Nathanson, Lori
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: School Choice,Neighborhoods,Public Education,School Policy,Low Achievement,Student Placement,At Risk Students,Academic Achievement,Comparative Analysis,Poverty,Disadvantaged Youth,Grades (Scholastic),Student Characteristics,High School Students

School choice policies, a fixture of efforts to improve public education in many cities, aim to enable families to choose a school that they believe will best meet their child's needs. In New York City (NYC), choice and the development of a diverse portfolio of options have played central roles in the Department of Education's high school reform efforts. This report examines the choices and placements of New York City's lowest-achieving students: those scoring among the bottom 20 percent on standardized state tests in middle school. Focusing on data from 2007 to 2011, the report looks at who these low-achieving students are, including how their demographics compare to other students in NYC, the educational challenges they face, and where they live. The bulk of the report reviews low-achieving students' most preferred schools and the ones to which they were ultimately assigned, assessing how these schools compare to those of their higher-achieving peers. The findings show that low-achieving students attended schools that were lower performing, on average, than those of all other students. This was driven by differences in students' initial choices: low-achieving students' first-choice schools were less selective, lower-performing, and more disadvantaged. Overall, lower-achieving and higher-achieving students were matched to their top choices at the same rate. Importantly, both low- and higher-achieving students appear to prefer schools that are close to home, suggesting that differences in students' choices likely reflect, at least in part, the fact that lower-achieving students are highly concentrated in poor neighborhoods, where options may be more limited. Two appendixes present: (1) The Shrinking Pool of Level 1 and Level 2 Students; and (2) Supplemental Tables and Figures. (Contains 30 endnotes, 26 figures, and 6 tables.)
Science Education and the Challenges Facing Its Integration into the 21st Century School System in a Globalized World: A Case of Igbo Nation
Author: Ezeudu, F. O.
Date: 2013-03-00
Type: Journal Articles
Subjects: Science Education,Culturally Relevant Education,Global Approach,Indigenous Knowledge,Foreign Countries,Science Education History,Educational History,Educational Practices,Foreign Culture,Science Process Skills,Performance Factors,Educational Development,Integrated Curriculum

This paper is a study of historical foundations of science education in Igboland, its nature and scope as well as the challenges facing its integration into the 21st century school system in a globalized world. The authors found that there were many scientific activities in Igbo culture, but many problems hinder their integration into the basic needs of modern society. For instance, imposing the needs of a globalized world of the 21st century on modernized African (Igbo) science is like imposing industrial chemistry on non-industrialized society. Implications of the findings were discussed in this paper. (Contains 1 table.)
A Potential Approach to Support Pre-Service Teachers' Professional Learning: The Video Analysis of the Authentic Classroom
Author: Xiong, Wang
Date: 2013-03-00
Type: Journal Articles
Subjects: Teaching Methods,Video Technology,Knowledge Base for Teaching,Classroom Observation Techniques,Lesson Observation Criteria,Protocol Materials,Microteaching,Preservice Teacher Education,Professional Development,Performance Based Assessment,Questionnaires,Feedback (Response),Group Discussion,Transcripts (Written Records),Foreign Countries

This article focused on a deeper analysis of pre-service teachers' observations of video lessons based on the authentic classrooms across three stages in eight sessions in order to reveal their changes in the abilities to understand pedagogical content knowledge and the effects of specific observation frameworks introduced in the observation sessions. With those aims, we developed the coding schemas at the content and the method level to analyze the pre-service teachers' observation reports and reflections. It was found that the video lesson analysis based on the authentic classroom teaching has a great potential to support pre-service teachers' professional learning with the appropriate guidance. (Contains 7 figures and 2 tables.) [The outcome of this paper is a part of the achievements of the project &quot;The Development and Application of a Method to Research Classroom Based on Discourse Analysis&quot; (B12031) funded by Shanghai Municipal Education Commission, and the project &quot;The Development and Application of a Method to Research Mathematics Classroom Based on Discourse Analysis&quot; (No. SK201209) funded (2012-2013) by Shanghai Normal University.]
Encouraging Second Language Use in Cooperative Learning Groups
Author: Jacobs, George
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Teaching Methods,Second Languages,Group Activities,Native Language,Second Language Learning,Language Usage,Interpersonal Relationship

This article begins by discussing whether students of second and foreign languages (hereafter, "second language" will be used to refer to both foreign and second languages) should be encouraged to use their second language (L2) with classmates when doing group activities. Reasons for both L2 and L1 (first language) use are discussed with reference to Second Language Acquisition (SLA) theory. Practical issues are also explored. Thereafter, the bulk of the article contains ideas about how to encourage students to use their L2 for peer interaction. Twenty-nine such ideas are explained. These are divided into five sections: a role for the L1; understanding the issue; creating a conducive climate; providing language support; and the task.
Central Office Review for Results and Equity. School Communities That Work: A National Task Force on the Future of Urban Districts
Author: Foley, Ellen
Date: 2002-06-00
Type: Reports - Descriptive
Subjects: Urban Education,Equal Education,School Districts,Educational Administration,Evaluation,Administrative Change,Administrative Policy,Improvement

School Communities That Work envisions urban education systems in which all schools meet high academic performance standards, with no significant differences in achievement based on race, ethnicity, or family income. Few city school districts currently meet these criteria. Many urban districts face major constraints--such as fiscal instability, difficult politics, and poor labor-management relations--that hamper their efforts to improve student achievement. In some cities, achieving this goal will mean a radical re-visioning of the district, such as breaking it up into smaller districts, moving the central office from service provision to contracting and brokering, or creating networks of autonomous schools. But existing districts can also be redesigned to provide an infrastructure of services, policies, and expectations that support school-level improvements in teaching and learning and that ensure equivalent results across whole systems of schools. To do so will require, among other things, more effective alignment of central office practices, resources, and policies with the varying needs of individual schools in the context of a shared set of teaching and learning priorities. The Central Office Review for Results and Equity is designed to help districts develop overarching policies that allow for variation in implementation according to the varying needs of schools, their staff, and their students. (Contains 2 footnotes.)
Settle for Segregation or Strive for Diversity? A Defining Moment for Maryland's Public Schools
Author: Ayscue, Jennifer B.
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: School Desegregation,School Segregation,Racial Segregation,Magnet Schools,Counties,Educational History,Busing,Hispanic American Students,African American Students,White Students,Public Schools,Enrollment,Low Income Groups,Racial Composition,Urban Schools,State Legislation,Federal Legislation,Equal Education

Maryland, as one of 17 states that had de jure segregation, has an intense history of school segregation. Following the 1954 Brown decision, school districts across the state employed various methods to desegregate their schools, including mandatory busing in Prince George's County, magnet schools in Montgomery County, and a freedom of choice plan in Baltimore. Although the districts made some progress in desegregating their schools, after plans that had the explicit goal of decreasing segregation ended, many of the schools in Maryland again reached high levels of segregation. This report investigates trends in school segregation in Maryland over the last two decades by examining concentration, exposure, and evenness measures by both race and class. After exploring the overall enrollment patterns and segregation trends at the state level, this report turns to the Baltimore-Washington CMSA to analyze similar measures of segregation. Given the trends presented in this report, it is likely that segregation will continue to intensify if nothing is done to address it. Having already reached high levels of segregation for the state's students of color, it is necessary that Maryland now take steps to reverse these trends by being proactive in addressing the segregated nature of its public schools. Appended are: (1) Additional Data Tables; and (2) Data Sources and Methodology. (Contains 32 tables, 20 figures and 83 footnotes.) [Foreword by Gary Orfield. This paper was written with Greg Flaxman, John Kucsera, and Genevieve Siegel-Hawley.]
Miles to Go: A Report on School Segregation in Virginia, 1989-2010
Author: Siegel-Hawley, Genevieve
Date: 2013-03-13
Type: Numerical/Quantitative Data
Subjects: School Segregation,Racial Segregation,State Government,School Desegregation,Metropolitan Areas,Race,Pattern Recognition,School Districts,Educational Trends,Sustainability,Student Diversity,Racial Differences

Virginia has a long and complicated history with school desegregation efforts. It is a state that can lay claim both to advancing the goals of &quot;Brown v. Board of Education&quot; and to impeding them. Over the years, this history has helped shape contemporary patterns of school segregation across Virginia and in her major metropolitan areas. This report examines school segregation trends in the state between 1989 and 2010. Drawing on federal data from the National Center for Education Statistics, it explores patterns at the state, metropolitan and school district level. More than fifty years after &quot;Brown v. Board of Education,&quot; significant and rising shares of the Virginia's black students enroll in segregated schools that are intensely isolated by race and poverty. Broadly, findings also indicate that enrollments in the state, its major metros and districts have become rapidly more diverse, particularly in the past decade. Rising levels of racial diversity bring many opportunities for integration, but a key challenge will be to ensure that metros and districts that become diverse remain diverse--and do not resegregate. Even as levels of segregation between school districts in some of Virginia's major metros decline, swift racial transition is occurring within districts. Appended are: (1) State, Metropolitan and District Tables; and (2) Data and Methodology. (Contains 51 tables, 44 figures and 66 footnotes.) [This paper was written with Jennifer Ayscue, John Kuscera, and Gary Orfield.]
Rigorous Program Evaluations on a Budget: How Low-Cost Randomized Controlled Trials Are Possible in Many Areas of Social Policy
Author: Coalition for Evidence-Based Policy
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Evidence,Costs,Researchers,Program Effectiveness,Program Evaluation,Research Methodology,Data,Child Welfare,Substance Abuse,Intervention,Elementary Secondary Education,Parenting Skills,Incentives,Correctional Rehabilitation

The increasing ability of social policy researchers to conduct randomized controlled trials (RCTs) at low cost could revolutionize the field of performance-based government. RCTs are widely judged to be the most credible method of evaluating whether a social program is effective, overcoming the demonstrated inability of other, more common methods to produce definitive evidence. In recent years, researchers have shown it is often possible to conduct high-quality RCTs at low cost, addressing a key obstacle to their widespread use. Costs are reduced by measuring study outcomes with administrative data already collected for other purposes (e.g., student test scores, criminal arrests, health care expenditures). These developments make it possible now, more than ever before, for policy officials to use scientific evidence about &quot;what works&quot; to increase government effectiveness. The purpose of this document is to illustrate the feasibility and value of low-cost RCTs for policy officials and researchers, by providing concrete examples from diverse program areas. This paper summarizes five well-conducted, low-cost RCTs, carried out in real-world community settings. Study costs range from $50,000 to $300,000, with random assignment itself comprising only a small portion of this cost (between $0 and $20,000). The studies all produced valid evidence that is of policy and practical importance. Individual sections contain footnotes.
Female Participation in ATE-Funded Programs: A Ten-Year Trend
Author: Westine, Carl D.
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Females,STEM Education,Grants,Trend Analysis,Program Evaluation,Surveys,Gender Issues,Response Rates (Questionnaires)

It is widely known that women are generally underrepresented in STEM disciplines (science, technology, engineering, and mathematics). The National Science Foundation (NSF) Advanced Technological Education (ATE) program has persistently worked to reduce this disparity. For example, the 2000 solicitation specified "increasing the participation of women" as a broader impact that projects should address (NSF, 2000, p. 19). In the current solicitation's section on "Integrating Diversity into NSF Programs, Projects, and Activities, "the importance of including women is noted as part of its attention to the "principle of diversity and deems it central to the programs, projects, and activities it considers and supports," (NSF 10-539, p.16). This briefing paper, which focuses strictly on the ATE program and is based on self-reported data by ATE grantees, represents a starting point for further research on trends in female representation in technology education. Appended are: (1) Documentation of Survey Versions; and (2) Survey Response Rates and Determination of Sample Sizes. (Contains 5 figures.)
Schoolhouse Sanitation: A Study of the Laws and Regulations Governing the Hygiene and Sanitation of Schoolhouses. Bulletin, 1915, No. 21. Whole Number 648
Author: Cook, William A.
Date: 1915-00-00
Type: Historical Materials
Subjects: Educational History,Elementary Secondary Education,Public Schools,Compulsory Education,School Buildings,Educational Facilities Design,Educational Facilities Planning,Sanitation,Sanitary Facilities,Hygiene,Plumbing,School Maintenance,State Regulation,State Legislation,State Agencies,School Law,State Policy,Educational Policy,Public Health,Child Health,Water,Lighting,Heat,Fire Protection,Ventilation,School Safety,Educational Equipment,Furniture,Bibliographies,Rural Areas,Inspection,Standards,Facility Guidelines,Student Transportation,Site Selection,Access to Education,National Surveys

With the increase of population, the lengthening of the school life of children, and the consolidation of small into large schools, often with many hundreds of children in one building, the care of the health of children while in school becomes correspondingly more important. Since the health of school children depends to a large extent on the location, heating, lighting, ventilation, and other sanitary arrangements of schoolhouses, the laws of States and the regulations of boards of education relating thereto are of great interest and importance to all. This bulletin features the result of a study by Mr. William A. Cook of the University of Colorado on schoolhouse sanitation. It reviews the standards that are set to-day in the different States concerning the physical environment to which the child is entrusted by compulsory attendance upon public schools. The school endeavors to instruct the child how to avoid ills of various sorts; the State, through inspection, is barring from the school those persons who may be a source of danger to others--these are facts that need not at present concern us, though they afford scope for a volume. This bulletin is confined to the hygienic provisions regarding the school site and the school plant. Contents include: (1) Introduction; (2) General control exercised by the State; (3) The school site; (4) The water supply; (5) Toilets; (6) Protect ion against fire and panic; (7) Lighting; (8) Heating; (9) Ventilation; (10) Cleaning and disinfecting; (11) Furniture and equipment; and (12) Miscellaneous. A bibliography is included. Individual sections contain footnotes. (Contains 5 tables.) [Best copy available has been provided.]
State versus Local Control of Elementary Education (Finance). Bulletin, 1915, No. 22. Whole Number 649
Author: MacDowell, Theodore L.
Date: 1915-00-00
Type: Historical Materials
Subjects: Elementary Education,State Aid,Educational Change,State Regulation,Legislators,State Schools,Intervention,Legislation,Public Schools

The relation that should exist between central and local authorities has long been a favorite theme for persons interested in various theories of government. Many arguments have been produced, some based upon fact and others upon opinion, as to the relative merits of centralized and localized plans of government. In the field of education, as in governmental activities in general, the question of control has long been debated; and material presenting the issues front a theoretical standpoint is available. Little attempt has been made, however, to ascertain by statistical investigation the facts as to the actual status of educational control, either in regard to any one State or in regard to the United States as a whole. As a step toward the accomplishment of this purpose, the present study has been conceived and prepared, and it is presented with the hope that it may be the starting point of other similar investigations into a rich field of educational polity. One practical value of such investigations lies in the fact that legislators are coining more and more to rely upon the advice of educators in framing school laws, frequently to the point of the adoption of new and complete codes. It is well, therefore, that both educators and legislators should realize the effect of a piece of proposed or existent legislation in its bearing upon control.  Contents include: (1) Basis for the distribution of State school moneys; (2) Extent of restriction attached to the local expenditure of State is school moneys; (3) State aid; (4) Restrictions upon the right of localities to borrow money and to issue bonds; (5) State regulation of the taxing duties and powers of localities; (6) State intervention; and (7) General summary. Individual sections contain footnotes. [Best copy available has been provided.]
Adjustment between Kindergarten and First Grade Including a Study of Double Sessions in the Kindergarten. Bulletin, 1915, No. 24. Whole Number 651
Author: Palmer, Luella A.
Date: 1915-00-00
Type: Historical Materials
Subjects: School Organization,Kindergarten,Grade 1,Student Adjustment,School Schedules,Family Environment,Cooperative Planning,Elementary School Teachers,Attendance,Public Schools,Outcomes of Education,Student Characteristics,Child Development,Teacher Characteristics

There are now in the United States nine thousand kindergartens, in which more than four hundred thousand children, mostly between the ages of 4 and 6, are taught according to the methods of the Froebel kindergarten, more or less modified to correspond to accepted principles of education and to American life and American forms of school organization. Most of the kindergartens are included in the public-school systems of cities and towns, and most of the kindergarten children later attend the public schools. One of the most persistent questions of kindergarten is how to bring about a better adjustment between the kindergarten and the first grade of school. This question has interest alike for kindergartners and teachers of primary grades in the schools, as well as for school officers responsible for the making of courses of study. This paper was prepared to assist in answering this question. Contents of this bulletin include: (1) Adjustment between kindergarten and first grade; and (2) Double sessions in the kindergarten. (Contains 2 tables and 2 footnotes.) [Best copy available has been provided.]
Public, Society, and School Libraries. Bulletin, 1915, No. 25. Whole Number 652
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1915-00-00
Type: Historical Materials
Subjects: Statistical Data,School Libraries,Library Schools,Public Libraries,College Libraries,Data Collection,Library Administration,Administrators,Books,Library Materials,Buildings,Classification,Income,Costs,Organization Size (Groups)

Special statistical reports on public, society, and school libraries have been published periodically by the United States Bureau of Education. Nine of these reports have appeared in the past 40 years, the last one, preceding the present 1913 report, presented the statistics of 1908. The earlier reports included the names of all libraries reporting over 300 volumes. In 1983, libraries of less than 1,000 volumes were not included in the published lists, and by 1908 the increase in the number of libraries made it necessary to limit the published list to libraries having 5,000, volumes and over. The special report for 1913 undertakes to present the statistics of libraries having 5,000 volumes and over, arranged in two groups. Contents include: (1) Public and society libraries; (2) Schools and college libraries; (3) Combined statistics; (4) The smaller libraries; (5) Collecting the statistics; (6) Executive officers of State library commissions; and (7) Directors of library schools. (Contains 38 tables.) [Best copy available has been provided.]