ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Stress. Information Capsule. Volume 1006
Author: Blazer, Christie
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,High Stakes Tests,Grade Point Average,College Admission,Extracurricular Activities,College Bound Students,Stress Variables,Scores,High Achievement,At Risk Students,Physical Health,Cheating,Intervention,Incidence,High School Students,Developmentally Appropriate Practices,Homework,Peer Relationship,School Schedules,Elementary School Students,Middle School Students,Stress Management,Educational Practices,Testing,Test Anxiety,Student Personnel Services,Parent Role,Health Promotion,Student Role,Health Behavior,School Role

Students are under pressure from teachers, parents, and college admissions counselors to maintain high grade point averages, score well on high-stakes tests, participate in a variety of extracurricular activities, and gain admission to top colleges. In fact, surveys have found that most students identify academic pressure as the main reason for their stress. While it has long been assumed that struggling students are most prone to academic stress, recent studies indicate that high achievers are especially vulnerable to school-related stress. This Information Capsule summarizes the consequences of chronic school-related stress, including decreases in academic performance, frequent physical illnesses, and cheating. Causes of school-related stress, such as overly demanding academic content, overbooked schedules, and pressure to maintain high grades and gain acceptance to prestigious colleges, are also reviewed. Finally, strategies designed to help schools, parents, and students alleviate school-related stress are presented. (Contains 1 table.)
Summer Learning Loss: Why Its Effect Is Strongest among Low-Income Students and How It Can Be Combated. Information Capsule. Volume 1011
Author: Blazer, Christie
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Reading Skills,Reading Programs,Enrichment Activities,Low Income Groups,Summer Programs,At Risk Students,Access to Education,Socioeconomic Influences,Program Effectiveness,Educational Research,Academic Education,Class Size,Teacher Competencies,School Safety,Interpersonal Relationship,Parent Participation,School Community Relationship

Summer vacation is one of the predominant causes of the achievement gap in America's schools. While middle- and higher-income children spend their summers engaged in activities and enrolled in programs that strengthen and reinforce learning, the vast majority of children in low-income communities have little or no access to such opportunities. By the time school begins each year, low-income children's lack of access to enriching summer activities results in their falling weeks, if not months, behind their more advantaged peers. This Information Capsule summarizes research indicating that low-income students experience greater learning loss over the summer months than their higher-income peers because they are less likely to participate in summer enrichment activities. This report also reviews the characteristics of effective summer learning programs and provides a brief summary of research suggesting that participation in these programs helps students maintain or even increase their academic skills over the summer months, especially in reading. Finally, research conducted on summer book reading programs is discussed. Studies suggest that providing books to low-income children and encouraging them to read is a cost-effective and replicable approach that can help to develop their reading skills over the summer. (Contains 1 table.)
Teacher Burnout. Information Capsule. Volume 1003
Author: Blazer, Christie
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Work Environment,Self Efficacy,Stress Management,Feedback (Response),Personality Traits,Teaching (Occupation),Teacher Burnout,Psychological Patterns,Teaching Conditions,Mental Health,Teacher Effectiveness,Workshops,Social Support Groups,Positive Reinforcement,Recognition (Achievement),Leadership Responsibility,Student Behavior,Educational Environment,Intervention,Time Management,Professional Development

Burnout is a state of physical, mental, and emotional exhaustion resulting from chronic stress. It is characterized by feelings of alienation, indifference, and low self-regard, a loss of interest in work, and an inability to perform one's day-to-day job duties. Burnout within the teaching profession has been recognized as a serious problem. Studies indicate that teacher burnout has a negative effect on student motivation and learning. It has been estimated that between five and 30 percent of teachers show distinct symptoms of burnout at any given time. Teacher burnout costs school districts billions of dollars annually through absenteeism, disability claims, and high rates of turnover. Stressful environments can lead to teacher burnout and personal factors, such as levels of self-efficacy and self-esteem and the existence of strong social support networks, can influence the likelihood that teachers will develop burnout. Most researchers believe burnout is the result of an interaction between school conditions and teachers' personality characteristics, but studies have produced contradictory findings regarding which variables play the most important role in the development of burnout. Strong feelings of self-efficacy in particular appear to act as a buffer between stressful school environments and burnout. To the extent possible, district and school administrators have a responsibility to minimize stressors in the school environment. Activities schools can engage in to eliminate teacher burnout and reduce work-related stress include stress management workshops, peer support groups, and the provision of feedback, recognition, and supportive leadership. A list of strategies to help teachers manage chronic stress and avoid burnout is provided in this report. At the local level, results from administration of Miami-Dade County Public Schools' 2009-10 School Climate Survey indicated that staff morale and principal support were perceived as high by the majority of staff, but a large number of staff reported that they were frequently overloaded and overwhelmed in their jobs. (Contains 1 table.)
A Review of the Research on Magnet Schools. Information Capsule. Volume 1105
Author: Blazer, Christie
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Charter Schools,Program Effectiveness,School Choice,Teaching Methods,Racial Integration,Magnet Schools,Counties,Graduation Rate,Educational Research,Public Schools,Comparative Analysis,Educational Innovation,Enrollment Trends,Student Diversity,Positive Attitudes,Student Attitudes,Student Behavior

Nationwide, magnet programs enroll more than twice the number of students served by charter schools, making them the most popular form of school choice. Across the U.S., over 1.5 million U.S. children attend magnet schools. In Miami-Dade County Public Schools, over 42,000 students are enrolled in magnet programs. The bulk of this report focuses on studies that have compared the academic achievement of magnet school students to that of students attending traditional public schools. A review of the research led to the following conclusion: Research examining whether magnet schools are associated with improved academic performance has produced mixed results, with some studies finding that magnet students have higher levels of achievement and other studies finding comparable performance between magnet and non-magnet students. Nevertheless, these studies indicate that students enrolled in magnet schools can benefit from their unique course offerings and innovative instructional practices while maintaining or increasing their achievement levels in core areas. The research reviewed for this Information Capsule also indicated: (1) Magnet schools tend to enroll larger proportions of Black and Hispanic students than traditional public schools. They have also been found to reduce high concentrations of poverty by attracting a more diverse population of students. However, research on magnet schools' success in promoting racial integration is mixed; (2) Students attending senior high magnet schools have higher graduation rates than students attending traditional public high schools; and (3) In most cases, students attending magnet schools are more likely to exhibit positive academic attitudes and behaviors than their peers enrolled in traditional public schools. A brief summary of the magnet programs offered in Miami-Dade County Public Schools (M-DCPS) is provided at the conclusion of this report.
2010-11 Overview of M-DCPS' Academic Performance. Information Capsule. Volume 1101
Author: Blazer, Christie
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Gap,State Standards,Scores,Elementary School Students,Middle School Students,Achievement Gains,Mathematics Achievement,Science Achievement,Writing Achievement,Reading Achievement,Racial Differences,School Districts

This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2010-11 school year. M-DCPS earned a performance grade of &quot;B&quot; in 2011 and was only six points short of an &quot;A.&quot; Over half of the District's schools (56 percent) earned an &quot;A.&quot; In Writing, the percent of students receiving higher scores increased at two of the three grade levels tested. In Science, the percent of students scoring at the higher achievement levels increased substantially at all three grade levels. This school year, the state administered the FCAT 2.0 in reading and mathematics for the first time. The FCAT 2.0 is a new test designed to measure the state's Next Generation Sunshine State Standards. The results were mixed for M-DCPS students during this transitional year with performance gains noted at some grade levels but not at others. The District made some progress closing the achievement gap. Most noteworthy are the nine percent reduction in the Black-White writing gap at grade 4, the six percent reduction in the Black-White mathematics gap at grade 8, and the five percent reduction in the Black-White mathematics gap at grade 5. (Contains 6 figures and 4 tables.) [For the 2009-10 edition of this report, see ED536504 .]
What the Research Tells Us: Class Size Reduction. Information Capsule. Volume 1001
Author: Romanik, Dale
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Teacher Effectiveness,Cost Effectiveness,Program Effectiveness,Class Size,Small Classes,Educational Research,Teacher Competencies,Costs,Educational Change,Public Schools

This Information Capsule examines the background and history in addition to research findings pertaining to class size reduction (CSR). This Capsule concludes that although educational researchers have not definitively agreed upon the effectiveness of CSR, given its almost universal public appeal, there is little doubt it is here to stay in some form. That is not to say CSR does not benefit student achievement particularly in the primary grades, but rather the effects may be small and the optimism of educators regarding CSR should be tempered with the real world problems to which it is directly and indirectly associated. If large-scale CSR programs lead to lower teacher quality which in turn leads to negative impact on student achievement, this may offset any positive gains of smaller classes and therefore greatly reduce the effectiveness of CSR. The most prominent among its drawbacks appears to be high cost and the lack of cost effectiveness. These issues of course take on additional significance given the current economic climate. Some experts claim improvements in teacher quality and restructuring teacher preparation programs are more cost effective alternatives. These topics will be addressed in a future Information Capsule prepared by Research Services.
Research Comparing Charter Schools and Traditional Public Schools. Information Capsule. Volume 1007
Author: Blazer, Christie
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Charter Schools,Evidence,Program Effectiveness,Achievement Gains,Teaching Experience,Racial Segregation,Student Mobility,Teacher Persistence,Faculty Mobility,School Demography,Teacher Qualifications,Effective Schools Research,School Effectiveness,Public Schools,Comparative Analysis,Urban Areas,Urban Schools,Low Income Groups

During the 2008-09 school year, over 5,000 charter schools operated in 40 states and Washington, D.C. and were attended by over 1.5 million students, or about three percent of the nation's public school students. Although the first U.S. charter schools opened in 1992, debate continues over whether they provide students with a better education than traditional public schools. This Information Capsule reviews studies that compared the achievement of students attending charter and traditional public schools and found mixed results. Most studies have found that charter schools produce achievement gains that are about the same or lower than those found in traditional public schools, although a few studies have concluded that charter schools have a positive effect on student achievement. These inconsistent findings have led some researchers to conclude that the rapid growth of the charter school movement has significantly outpaced the evidence supporting its impact on student achievement. Because there is such wide variation from state to state in charter schools' mission, funding, student populations, size, grade level coverage, and independence from regulations and teacher contracts, there may never be a single definitive study that determines if charter or traditional public schools provide students with better learning opportunities. This Information Capsule also reviews research comparing the qualifications of teachers at charter schools and traditional public schools and student segregation in charter schools. Most studies have found that charter school teachers have less teaching experience than teachers at traditional public schools. In addition, charter schools appear to intensify racial and economic segregation. Finally, information on charter schools operating within the state of Florida and in Miami-Dade County is provided. A more comprehensive Literature Review on charter school research is available at Research Services' Web site (http://drs.dadeschools.net). The Literature Review also summarizes research conducted in the following areas: student achievement at new versus more established charter schools; student achievement at conversion versus start-up charter schools; student mobility at charter schools; charter school teacher attrition rates; demographic characteristics of students attending charter schools; and the impact of charter school competition on the achievement of students remaining in traditional public schools. (Contains 4 tables.)
Is South Korea a Case of High-Stakes Testing Gone Too Far? Information Capsule. Volume 1107
Author: Blazer, Christie
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: High Stakes Tests,Foreign Countries,Memorization,Reading Achievement,Mathematics Achievement,Scores,Creativity,Creative Thinking,College Entrance Examinations,Educational Change,Change Strategies,Cultural Differences,Teaching Conditions,Classroom Techniques,After School Programs,Study Habits,Access to Education,Postsecondary Education,Costs,Delivery Systems,National Curriculum,Discipline

South Korea's students consistently outperform their counterparts in almost every country in reading and math. Experts have concluded, however, that the South Korean education system has produced students who score well on tests, but fall short on creativity and innovative thinking. They blame these shortcomings on schools' emphasis on rote memorization and the country's use of a single university entrance exam as the sole determinant of success. While American educators and policymakers continue to praise the South Korean education system, South Korea has actually introduced a set of reforms designed to westernize its schools. Experts in both countries now believe that the most effective policies and practices from the U.S. and South Korean education systems should be combined in order to form one successful hybrid system.
National Trends in End-of-Course Assessment Programs. Information Capsule. Volume 1202
Author: Blazer, Christie
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Standardized Tests,Student Evaluation,High School Students,Educational Testing,Secondary School Curriculum,Courses,Grades (Scholastic),Graduation Requirements,State Policy,Transfer Policy,Testing Problems,Educational Trends

This report provides a summary of states currently administering end-of-course (EOC) assessments. The number of EOC assessments administered by states, the subjects most likely to have an associated EOC exam, and the purpose of EOC exams (for example, percentage of the final course grade and/or graduation requirement) are reviewed. State policies regarding the testing of students who transfer from private schools or out-of-state schools are summarized. In an effort to help school districts and states avoid similar difficulties, some of the problems encountered by Texas school districts during the initial administration of their spring 2012 EOC assessments are also discussed. Finally, a brief review of Florida's EOC assessment program is provided. (Contains 2 tables.)
Majority of Enterprise Resource Planning (ERP) Projects Fail--M-DCPS Is a Rare Exception. Information Capsule. Volume 1108
Author: Blazer, Christie
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Information Systems,Program Implementation,Failure,Program Effectiveness,Problems,Public Schools

A high percentage of ERP projects are classified as failures, leaving organizations with only partially functioning systems or, worse yet, with no ERP systems at all. Those that do succeed usually take significantly longer than expected and encounter staggering budget overruns. This Information Capsule summarizes 10 high profile ERP implementation failures that occurred over the last few years. In addition, the 10 factors most frequently associated with ERP system failures are reviewed. Finally, a brief description of the implementation of Miami-Dade County Public Schools' (M-DCPS) ERP system is provided. Contrary to the many failed experiences chronicled nationwide, M-DCPS' story is one of success. The District's Office of Information Technology (ITS) implemented all five modules of M-DCPS' ERP system in less than three years. Although final judgment on the efficacy of the ERP system cannot be made for at least another year, ITS staff were able to complete the project in a timely manner and within the District's original budget.
Pre-Kindergarten: Research-Based Recommendations for Developing Standards and Factors Contributing to School Readiness Gaps. Information Capsule. Volume 1201
Author: Blazer, Christie
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: School Readiness,Preschool Education,Standards,Program Administration,Academic Standards,Outcomes of Education,Influences,Family Income,Achievement Gap,Preschool Children,Family Environment,Parent Education,Parent Background,Educational Attainment,Ethnicity,Cultural Influences,Child Health,Parent Child Relationship,Public Schools

States across the country are developing pre-kindergarten standards that articulate expectations for preschooler's learning and development and define the manner in which services will be provided. There are two different types of standards: student outcome standards and program standards. Student outcome standards define the knowledge and skills children are expected to demonstrate by the end of their preschool year. Program standards describe characteristics of the preschool program, such as required teacher qualifications and student-teacher ratio. This Information Capsule provides a summary of research-based recommendations for policymakers and educators who are developing each type of standard. This paper also reviews factors that contribute to gaps in children's preschool readiness. The factor that has been found to correlate most highly with preschool learning disparities is family income level. Children's home learning environment, parents' level of educational attainment, ethnic and cultural influences, as well as parental beliefs and behaviors are also related to school readiness and school performance outcomes. However, since most of these factors are strongly tied to socioeconomic status, researchers have concluded that income level is the most powerful predictor of children's educational success. A brief discussion of the research, indicating that participation in high-quality preschool programs can significantly reduce early learning disparities by diminishing the negative effects of family and environmental risk factors, is included. Finally, a description of Miami-Dade County Public Schools' pre-K programs is provided. (Contains 1 table.)
The Impact of School Buildings on Learning. Information Capsule. Volume 1204
Author: Blazer, Christie
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: School Buildings,Physical Environment,Environmental Influences,Academic Achievement,Pollution,Climate,Lighting,Acoustics,Student Attitudes,Morale,Teacher Attitudes,Teacher Morale,Teacher Persistence,Job Satisfaction

This Information Capsule examines the impact of deteriorating school buildings on students and teachers. Research indicates that students attending schools that are in poor physical condition score lower on achievement tests than students in newer, functional buildings. Studies suggest that several specific factors contribute to lower levels of student performance, including poor air quality, excessive temperatures, poor lighting, and high levels of noise. Deteriorating schools have also been found to have a negative impact on student and teacher morale and have been linked to higher levels of teacher turnover.