ethanporcaro/eric-fulltext-meta huggingface dataset:
Profiles of For-Profit Education Management Organizations: Ninth Annual Report, 2006-2007
Author: Molnar, Alex
Date: 2007-08-00
Type: Numerical/Quantitative Data
Subjects: Proprietary Schools,Industry,Status,Enrollment Trends,Annual Reports,Profiles,Charter Schools,Virtual Classrooms,Government School Relationship,Primary Education

The for-profit education management industry has, based on the available data, entered a period of relative stability. The industry's actual condition, however, is more difficult to determine than ever. This is because companies that dominate the industry are privately held and do not have to provide information to the public that they choose not to share. As a result a large portion of the Education Management Organization (EMO) industry is not subject to independent scrutiny of either financial results or academic performance. An examination of enrollment patterns reported by large-size education management companies--those that run 10 or more schools--finds that the charter schools they manage typically have larger enrollments than the U.S. charter school average. This pattern is most prevalent among primary schools where large-size EMOs enroll the bulk of their students. These findings suggest a business model that relies on primary education and volume for profits. The "Profiles of For-Profit Education Management Organizations: 2006-2007" is the ninth annual "Profiles" report. Profiled EMOs are categorized into three size categories: small (those operating three or fewer schools); medium (those operating four to nine schools); and large (those operating ten or more schools). The "2006-2007 Profiles' report identifies a total of 23 companies categorized as large- or medium-size, the same number as identified in the 2005-2006 Profiles. EMOs now operate in 31 states, up two from last year, however. In 2006-2007, large- and medium-size EMOs managed a total of 457[superscript 2] schools, down from 480 in the "2005-2006 Profiles". Edison Schools lost the greatest net number of school contracts (four) among large- and medium-size EMOs. Seven appendices are included: (1) Reader's Guide; (2) Special Notes on Company Profiles; (3) No Longer Profiled Companies; (4) Methods; (5) National Average Enrollments; (6) District Comparison; and (7) Small Companies. (Contains 7 tables.) [For "Profiles of For-Profit Education Management Organizations: Eighth Annual Report, 2005-2006", see ED508524.]
Ending the Blame Game on Educational Inequity: A Study of &quot;High Flying&quot; Schools and NCLB
Author: Harris, Douglas N.
Date: 2006-03-00
Type: Reports - Evaluative
Subjects: Equal Education,Research Reports,School Effectiveness,Research Problems,Educational Research,Disadvantaged Youth,Outcomes of Education,Achievement Gap,Socioeconomic Status,Racial Differences,Federal Legislation,Educational Legislation,Statistical Analysis,Regression (Statistics),Poverty,Disadvantaged Schools,Cutting Scores,Academic Achievement,Databases

Recent policy studies by the Education Trust and Heritage Foundation have tried to identify &quot;high-flying&quot; schools--schools that help students reach very high levels of achievement, despite significant disadvantages. This policy brief demonstrates three major problems with the findings of these reports. (1) Due to questionable methodological assumptions, the number high-flying schools is significantly smaller than the number reported in those studies; (2) The numbers in these reports are being misused in a way that that understates the significance of, and need to address, socioeconomic disadvantages; and (3) these reports fail to directly address the vast amount of evidence that inequity in educational outcomes is primarily due to students' social and economic disadvantages. It is therefore recommended that: (1) Policy makers continue the recent focus on measurable student outcomes, such as test scores, but redesign policies to hold educators accountable only for those factors within their control; (2) Policy makers take a comprehensive approach to school improvement that starts in schools but extends into homes and communities, and addresses basic disadvantages caused by poverty; and (3) All educational stakeholders acknowledge that educational inequity is caused by problems in both schools &quot;and&quot; communities--and avoid trying to blame the problem on schools alone. (Contains 1 figure, 3 tables, and 33 notes.)
The Learning that Begins after the Bell. After Words: A Newsletter of the SEDL National Center for Quality Afterschool
Author: Shankland, Laura, Ed.
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Youth Programs,State Departments of Education,Enrichment,After School Programs,Newsletters,Academic Standards,National Standards,State Agencies,State Standards,Lesson Plans,Academic Achievement

The Southwest Educational Development Laboratory (SEDL) National Center for Quality Afterschool helps state education agencies and local practitioners develop high-quality programs for academic enrichment as well as youth development activities. This newsletter contains the following: (1) Afterschool News; (2) Planning Lessons; and (3) Events Calendar.
Sexual Victimization in Juvenile Facilities Reported by Youth, 2008-09. Bureau of Justice Statistics Special Report. NCJ 228416
Author: Beck, Allen J.
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Rape,Correctional Institutions,Juvenile Justice,Victims of Crime,Sexual Abuse,Crime,Institutionalized Persons,Criminals,Federal Legislation,Interviews,At Risk Persons,Gender Differences,Age Differences,Sexual Orientation,Racial Differences,Whites,African Americans,Hispanic Americans,Juvenile Gangs,Employees

The Prison Rape Elimination Act of 2003 (P.L. 108-79) (PREA) requires the Bureau of Justice Statistics (BJS) to carry out a comprehensive statistical review and analysis of the incidents and effects of prison rape for each calendar year. This report fulfills the requirement under Sec. 4(c)(2)(B)(ii) of the Act to provide a list of juvenile correctional facilities according to the prevalence of sexual victimization. It presents findings from the first National Survey of Youth in Custody (NSYC), representing approximately 26,550 adjudicated youth held nationwide in state operated and large locally or privately operated juvenile facilities. Overall, 91% of youth in these facilities were male; 9% were female. Tables are appended. (Contains 18 tables.)
Engaging Students to Perceive Nature of Science through Socioscientific Issues-Based Instruction
Author: Nuangchalerm, Prasart
Date: 2010-02-00
Type: Journal Articles
Subjects: Scientific Literacy,Science Education,Scientific Principles,Science and Society,Social Justice

In the relation to world of change, learning science is stimulated by source of scientific  knowledge and various kind of pedagogical strategies. Some issues that concerns science  and social dimension are raised and critiqued in many areas. Socioscientific issues are  widely distributed in terms of promotion nature of science and leads scientific literacy. In  this way, environmental concerns, technological concerns, discussions about the nature of  science and its socially dependent nature can be addressed. It is a natural place for  discussion about social justice to occur within science. These are very important in science  curriculum, defined as one of the direction of science literacy and it also is developed as a  part of national science education effort. This article reviewed and discussed ways to  engage students to perceive nature of science through socioscientific issues-based  instruction in a professional science education community.
Teaching Effectiveness and the Conditions that Matter Most in High-Needs Schools: A Policy Brief
Author: Berry, Barnett
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Educational Change,Teacher Effectiveness,Achievement Gains,Academic Achievement,Researchers,Evaluation,Scores,Educational Improvement,Teacher Education,Professional Development,Work Environment,Mentors,High Stakes Tests,Surveys,Leadership,Case Studies,Teaching Experience,Administrators,Student Mobility

Over the last decade, policy and business leaders have come to know what parents have always known: teachers make the greatest difference to student achievement. With new statistical and analytical methods used by a wide range of researchers, evidence has been mounting that teacher quality can account for a large share of variance in student test scores. The evidence on the distribution of qualified and effective teachers is also clear--and the findings are not good. Teachers who have met the demanding standards of National Board Certification and those who have generated higher "value-added" student achievement gains are far less likely to teach economically disadvantaged and minority students. As a result, high-poverty schools are more likely to be beset with teaching vacancies in math and special education, and much more likely to staff classrooms with out-of-field, inexperienced and less prepared teachers. Simply stated, the teaching quality gap explains much of the student achievement gap. While most researchers and policy analysts agree about the primary role that teachers play in advancing student achievement, they are often at odds over the best means to identify effective teachers and improve teaching effectiveness. Much controversy swirls around the relationship between the quality of teacher preparation and a teacher's subsequent effectiveness. Despite the growing complexity of teaching in the 21st century, some journalists have gone so far as to propose that effective teachers are born, not made--and the key to school reform is attracting more of the "right" people into teaching. In sum, the argument is that preparation--even for teaching in the most challenged public schools--is not really needed. What needs to be learned can be accomplished in a few weeks or months--and preferably not by the universities that have traditionally prepared teachers. This brief points out problems with the conventional wisdom about what makes a teacher effective in a high-needs school.
The Strategic Management of Human Capital: Making the Smart Investments in Teachers and Principals
Author: Berry, Barnett
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Human Capital,Creative Thinking,Private Financial Support,Teachers,Principals,Interviews,Educational Improvement,Public Schools,Academic Achievement,Evaluation,Teacher Effectiveness,School Districts,Mentors,Educational Change,Administrators,Recruitment

In this paper the author summarizes some of the most relevant issues, evidence, and divergent thinking relative to the strategic management of human capital in education. This paper has been built upon the most recent research, interviews with 20 of the leading experts around the nation, and structured conversations with leading-edge educators in Colorado--as well as 25 years of the author's own experiences in trying to advance teaching as a profession in America. This paper was supported, in part, by the Rose Community Foundation--a relatively small philanthropy that has significant local and national influence in ongoing efforts to improve teaching so that all students achieve at high levels. The author begins by outlining, in very brief form, the long tradition of human capital mismanagement in education, lessons learned nationally and globally, and issues and ideas surfaced from recent work in Colorado. While there is reason for optimism, state and local policymakers must act aggressively and strategically--especially given the current fiscal crises facing the nation's schools. Amid the challenges, leaders must also recognize the opportunities offered by the Obama administration and &quot;stimulus&quot; dollars that will instigate and push the public schools to &quot;race to the top.&quot; (Contains 10 endnotes.)
State Strategies to Help Schools Make the Most of Their National School Lunch Program. Issue Brief
Author: Mulheron, Joyal
Date: 2010-01-11
Type: Reports - Descriptive
Subjects: Lunch Programs,Nutrition,Change Strategies,Poverty Programs,Welfare Services,Enrollment Rate,Food Standards,Finance Reform,State School District Relationship,Federal Aid,State Standards,Food

The National School Lunch Program (NSLP) is the second largest federally subsidized food assistance program, serving approximately 31 million lunches each day. Nearly all public and private schools offer the federally reimbursed school meals program, which cost the federal government $9.3 billion to operate in 2008. This Issue Brief highlights the ways states can positively influence the diets of children at greatest risk for poor health by working with local schools to provide not just a reliable source of nourishment but the best nutrition possible for every dollar spent on the NSLP. In particular, it explores three key challenges schools face with respect to the NSLP and the strategies states can use to help them make the most of this important program: (1) Improving the nutritional quality of meal offerings; (2) Increasing NSLP enrollment rates; and (3) Making the most of limited NSLP funds. Working together, states and schools can find  the best solutions to help each community maximize their NSLP funds and ensure students get the best nutrition possible. (Contains 42 notes.)
Nonresident Tuition and Fees at SUNY. Rates, Policies, and Consequences
Author: Abbey, Craig W.
Date: 2010-02-22
Type: Reports - Evaluative
Subjects: Out of State Students,Tuition,Finance Reform,Policy Analysis,Educational Finance,Performance Factors,Feasibility Studies,Enrollment Influences,Fees,Economic Impact,Comparative Analysis,Higher Education,Cost Effectiveness,Budgeting

To inform the discussion of out-of-state tuition, SUNY officials asked the Nelson A. Rockefeller Institute of Government to conduct a study that addresses three questions. First, how do SUNY's undergraduate nonresident tuition and fees compare to those charged by comparable higher education institutions? Second, what is known about the effects of hypothetical changes in nonresident policies and rates on student enrollment and total revenues? Third, what other important effects might result from changes in nonresident charges and enrollments, including effects on the state's economy and demographics. The study found that SUNY's nonresident tuition and fees are lower overall than those charged by other state university systems. But the picture varies depending on the type of campus. Although nonresident tuition for undergraduates at institutions granting bachelor's and master's degrees is comparable to national and regional averages, nonresident tuition for undergraduates at SUNY's research campuses is among the lowest in the nation. The study found, however, that increases in nonresident tuition and fees do not always yield increases in total revenues for universities or university systems. Increases in tuition and fee rates can reduce out-of-state student enrollments, and enrollment declines may, under some circumstances, produce substantial reductions in total revenues. The effects of nonresident tuition and fees on total revenues appear to depend on specific market circumstances  facing each campus. The study also found some evidence that nonresident enrollments can have significant economic and demographic effects on the communities and regions where  campuses are located. Taken as a whole, these findings suggest that the same changes in nonresident tuition and fees are likely to produce very different effects depending on the specific competitive and economic conditions facing each campus. Appended are: (1) Defining the Basic Cost of Attendance; and (2) Comparing Similar Institutions. (Contains 7 tables, 9 figures, and 53 endnotes.)
PostSecondary Education: College and University Endowments Have Shown Long-Term Growth, While Size, Restrictions, and Distributions Vary. GAO-10-393
Author: US Government Accountability Office
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Case Studies,Endowment Funds,Audits (Verification),Research Reports,Educational Finance,Student Financial Aid,Financial Audits,Fiscal Capacity,Economic Change,Finance Reform,Data Analysis,Federal Regulation,Accountability,Postsecondary Education

The nation's 4-year not-for-profit colleges and universities collectively held more than $400 billion in endowments in 2008. Some institutions' large endowments coupled with the high and growing cost of college have led to questions about institutions' use of endowments. This mandated report describes: (1) the size and change in value of endowments over the last 20 years; (2) the extent and manner to which endowment funds are restricted for financial aid and other purposes; and (3) institutions' distribution of endowment assets. GAO obtained and analyzed data on college and university endowments from the Department of Education and other sources. Because industry-wide data were not available on endowment restrictions and distributions, GAO selected 10 colleges and universities for case studies. The case-study institutions were selected to include a mix of public, private, large, small, and minority-serving institutions. Information from these schools cannot be generalized to all U.S. colleges and universities. GAO is not making any recommendations in this report. Officials at the schools GAO selected as case studies were asked to review information in this report concerning their institutions. The Department of Education also provided technical comments on GAO's characterization of Department of Education data. GAO incorporated these technical comments as appropriate.  Appended are: (1) Objectives, Scope, and Methodology; (2) Berea College Case Study; (3) Harvard University Case Study; (4) Howard University Case Study; (5) Smith College Case Study; (6) St. Mary's University Case Study; (7) Stanford University Case Study; (8) University of Colorado Case Study; (9) University of Kentucky Case Study; (10) University of Texas System Case Study; (11) University of Virginia Case Study; and (12) GAO Contact and Staff Acknowledgments. (Contains 19 tables and 27 figures.)
Higher Education: Information on Incentive Compensation Violations Substantiated by the U.S. Department of Education. GAO-10-370R
Author: Iritani, Katherine M.
Date: 2010-02-23
Type: Reports - Evaluative
Subjects: Higher Education,Compliance (Legal),Rewards,Compensation (Remuneration),Incentive Grants,Audits (Verification),Accountability,Federal Regulation,Case Records,Interviews,Content Analysis,Public Agencies

The Higher Education Opportunity Act (HEOA) mandated that GAO conduct a study on Education's enforcement of the incentive compensation ban in light of the safe harbors and report on the number of violations substantiated by the Secretary of Education since 1998, the nature of these violations, and the names of the institutions involved. This report provides information on violations of the incentive compensation ban substantiated by the Secretary since 1998. In summary, GAO found that between 1998 and 2009 Education substantiated incentive compensation violations at 32 schools. Of the 32 schools with substantiated violations, 17 schools were found to have violated the ban in the 5 years before final safe harbor regulations were published on November 1, 2002, and 15 schools were found to have violated the ban in the 7 years afterward. Many of the violations involved payments by schools to their staff in the form of bonuses or commissions for successfully enrolling students in the school, while a smaller number involved payments to third party contractors or noncash rewards to staff for successfully enrolling students. In addition to finding violations at 32 schools, Education entered into settlement agreements with 22 other schools. Education does not have data on the total number of school reviews and audits initiated by the Secretary and outside auditors for potential violations of the incentive compensation ban during the time period under review. For this reason, it is unknown whether the total number of reviews and audits conducted each year has changed over the course of this time period and what percentage of these cases have resulted in substantiated violations. This report contains three enclosures: (1) Department of Education Safe Harbor Regulations; (2) List of Violations Substantiated by the Department of Education; and (3) GAO Contact and Staff Acknowledgments. (Contains 1 table and 17 footnotes.)
What Would It Take? Employer Perspectives on Employing People with a Disability. A National Vocational Education and Training Research and Evaluation Program Report
Author: Waterhouse, Peter
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Employer Attitudes,Focus Groups,Disabilities,Employment Opportunities,Employment Practices,Employment Programs,Attitudes toward Disabilities,Accessibility (for Disabled),Change Strategies,Best Practices,Supported Employment,Performance Factors,Foreign Countries,Occupational Surveys

One focus of the Australian Government's social inclusion agenda is to help people with a disability into work. The government's new National Mental Health and Disability Employment Strategy acknowledges that a considerable barrier to employment for people with a disability is the lack of information for employers. It is therefore timely to examine employer views on employing people with a disability. Based on a series of focus groups with employers from small-to-medium-sized enterprises, this report describes the attitudes of employers towards hiring a person with a disability. It also sets out some strategies that would assist businesses to take on employees with a disability. The research confirmed that, even when employers are open to the idea of employing a person with a disability, they are often not confident that they have the knowledge, understanding and capability to do so. Employers are not looking for formal training in &quot;disability employment.&quot; They are looking for assistance in building their capacity to support the productive employment of people with a disability. The vocational education and training (VET) system already helps employers to employ people with disabilities (by providing group training organisation field officers, for example), but this report suggests a broader role could be developed. Inevitably, this would require financial support from governments. (Contains 2 figures.) [For the support document, see ED508545.]
What Would It Take? Employer Perspectives on Employing People with a Disability--Literature Review. Support Document
Author: Waterhouse, Peter
Date: 2010-00-00
Type: Information Analyses
Subjects: Social Justice,Economic Development,Employer Attitudes,Vocational Education,Disabilities,Literature Reviews,Change Strategies,Public Policy,Employment Opportunities,Employment Problems,Attitudes toward Disabilities,Policy Analysis,Best Practices,Skill Analysis

This literature review aims to provide the basis for informed and detailed discussions of what   kinds of strategies employers would respond to in hiring and retaining employees with disabilities, including any contribution the Vocational Education and Training (VET) sector might make. The review begins with discussion of the international and national policy context for this study. Governments' twin policy objectives of social inclusion (encompassing access, equity and social justice considerations) and economic development are canvassed.  The review then moves onto consideration of the dynamics of employment in general, before consideration of the research literature on disability employment issues. A section highlights some good news stories in disability employment--before the final summing up. This literature review is a support document for the project report &quot;What would it take? Employer perspectives on employing people with a disability.&quot; [For the main report, see ED508544.]