ethanporcaro/eric-fulltext-meta huggingface dataset:
Current Trends in Civic Education: An American Perspective
Author: Murphy, Madonna
Date: 2004-04-00
Type: Speeches/Meeting Papers
Subjects: Citizenship Education,Civics,Educational Trends,Values Education,Democratic Values,Social Studies,Decision Making Skills,Caring,Moral Values,Awards,Recognition (Achievement),Program Effectiveness,Moral Development,Elementary Education

&quot;Citizenship&quot; is a quality that most Americans would agree should be promoted in the schools. &quot;Values education,&quot; as we have seen, provokes controversy and the question &quot;Whose values are you going to teach?&quot; An acceptable response is: &quot;Values of citizenship, American democratic values, and the values upon which our country was founded.&quot; This paper shows us how the U.S. Blue Ribbon schools use their citizenship programs to assist in the development of the character of their students. Citizenship programs are usually found within the social studies curriculum but are also found integrated throughout the school in various other programs. This paper presents answers to the following questions: (1) What are the essential characteristics that make a citizenship program character education and not just civic education?; (2) What are the democratic values that we want to foster in our nation's schools?; (3) Why is it important to involve students in decision making in order to develop character and citizenship?; and (4) What are some ways that students can develop good character by caring within the classroom? This paper reports on documentary and qualitative research conducted on the U.S. Department of Education Blue Ribbon Schools to see the different ways in which these schools promote the character of their students through their citizenship programs. A character-building citizenship program emphasizes the development of specific &quot;democratic&quot; qualities such as justice, respect, fairness, cooperation, persistence, moral responsibility, empathy, and caring. In order to develop these virtues, schools have given students opportunities in the classroom to practice actions of caring, concern for others, generosity, and kindness. Evaluations of these activities in the Blue Ribbon schools and in other schools that have also implemented these programs have shown them to be effective in helping students develop their character and thereby act as good citizens.
In Search of a Match: A Guide for Helping Students Make Informed College Choices
Author: Byndloss, D. Crystal
Date: 2015-04-00
Type: Guides - Non-Classroom
Subjects: High School Students,College Bound Students,College Choice,Low Income Groups,First Generation College Students,Selective Admission,College Preparation,Student Financial Aid,Financial Aid Applicants,Decision Making,Parent Participation,Paying for College,Educational Counseling,College Applicants,College Entrance Examinations,Scholarships,Academic Advising

This guide is designed for counselors, teachers, and advisers who work with high school students from low-income families and students who are the first in their families to pursue a college education. It offers strategies for helping these students identify, consider, and enroll in &quot;match&quot; colleges, that is, selective colleges that are a good fit for students based on their academic profiles, financial considerations, and personal needs. Many of the suggestions in this guide are based on insights and lessons learned from the College Match Program, a pilot program that MDRC codeveloped with several partners and implemented in Chicago and New York City to address the problem of &quot;undermatching,&quot; or what happens when capable high school students enroll in colleges for which they are academically overqualified--or do not apply to college at all. Each section of the report suggests tools and resources in the form of websites and printed materials that counselors, advisers, and students can use, as well as case studies to illustrate the experiences of &quot;College Match&quot; participants throughout the process. An appendix contains a comprehensive list of online tools and resources. [Additional funding for the College Match Program was provided by The Heckscher Foundation for Children.]
Laying the Foundations: Early Findings from the New Mathways Project
Author: Zachry Rutschow, Elizabeth
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Mathematics Instruction,College Mathematics,College Students,Student Attitudes,Remedial Mathematics,Developmental Studies Programs,Intervention,Program Effectiveness,Program Development,Program Implementation,Outcomes of Education,Student Needs,Course Content,Statistics,Mathematical Logic,Teacher Attitudes,Interviews,Student Recruitment,Mathematics Skills,Active Learning,STEM Education

National studies reveal that 50 percent to 70 percent of community college students are required to take developmental, or remedial, math courses upon enrollment, and only 20 percent of developmental math students ever successfully complete a college-level math course. Taking up the challenge is the &quot;New Mathways Project&quot; (NMP), developed by the Charles A. Dana Center at the University of Texas at Austin in partnership with the Texas Association of Community Colleges. This new initiative aims to change the standard pathways to and through colleges' traditional math sequences. This report analyzes the development of the &quot;New Mathways Project&quot; (NMP) from spring 2012 through its first year of rollout at nine colleges in Texas in 2013-2014, as well as student outcomes at the colleges before and during the first year. Overall, this study found that the Charles A. Dana Center made significant progress in laying the groundwork for the implementation of multiple math pathways in Texas, helping to foment change in how two-year and four-year colleges view students' math requirements. Appended to the report is &quot;College Systems Implementing the NMP.&quot; [This report was written with Elena Serna-Wallender.]
New Pathways to Careers and College: Examples, Evidence, and Prospects
Author: Visher, Mary G.
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Career Development,Career Education,Technical Education,Vocational Education,Postsecondary Education,College Readiness,Job Skills,Employment Qualifications,High School Students,College Students,Interviews,Models,Skill Development,Educational History,Educational Change,Decision Making,Academic Aspiration,Occupational Aspiration,Integrated Curriculum,Relevance (Education),School Business Relationship,College School Cooperation,Partnerships in Education,Academic Standards,Accountability,Career Academies,High Schools

The debate about high school reform is increasingly focused on the role of career-technical education (CTE) in helping to prepare &quot;all&quot; students for success in &quot;both&quot; postsecondary education and the workforce. The stand-alone vocational courses into which high school students with lower academic achievement were often channeled are becoming a thing of the past. Instead, programs that merge CTE, rigorous academic coursework, and career exploration opportunities, while creating clear pathways through high school, college, and beyond, are gaining momentum. This report describes some of the most prominent of these &quot;pathway&quot; models, identifies localities where the approach has gained the most traction, discusses the underlying principles that characterize the most promising programs, and briefly presents the evidence of their potential to make a difference. The report concludes with a set of recommendations for future investment to strengthen and scale such programs. The following are appended: (1) Pathway Approaches and Models; and (2) National Experts Interviewed for This Report.
Summer Melt&quot; and the Entering First-Year College Student: Insights from the College Match Pilot Program. College Match Issue Focus
Author: MDRC
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: High School Graduates,Low Income Groups,College Bound Students,Paying for College,Personal Narratives,Intervention,College Applicants,Student Needs,Summer Programs,Outreach Programs

Many students fail to enroll in college even after they have made a formal commitment to attend. Research has shown that nationally, between 10 percent and 40 percent of high school graduates who intend to go to college don't enroll the following fall. Among low-income students, these &quot;summer melt&quot; rates are even higher. The College Match pilot program--a college advising intervention designed to help moderate- and high-achieving, low-income students identify, apply to, and enroll in selective colleges that are a good match for them--tried to prevent summer melt. In addition to supporting students during the school year, &quot;near-peer&quot; advisers--trained advisers who are recent college graduates--counseled and supported them during the crucial final months before the first semester of college. Here former College Match advisers reflect on their summer outreach to students and describe the concerns and challenges that students shared with them leading up to college matriculation.
An Analysis of the Effects of an Academic Summer Program for Middle School Students
Author: Somers, Marie-Andrée
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Summer Programs,Middle School Students,Grade 6,Grade 8,Grade 7,Literacy Education,Reading Skills,Mathematics Skills,Social Development,Program Effectiveness,Attendance,Learner Engagement,Statistical Analysis,School Districts,Teacher Attitudes,Reading Achievement,Mathematics Achievement,Surveys,Student Characteristics,Experimental Groups,Control Groups,Comparative Analysis,Student Records,Reading Tests,Mathematics Tests,Program Implementation,Learning Activities,Intervention,Scores

This report examines the implementation and effects of the academic summer program for middle school students offered by Building Educated Leaders for Life (BELL). BELL's middle school program serves rising sixth- through eighth-grade students who are performing one to two years below grade level. The goals of the program are to increase students' literacy and math skills and to enhance their social development. Overall, the findings from this study indicate that BELL mounted a fairly well-run and well-staffed five-week summer program in summer 2012 and that students attended at a high rate even though the program was voluntary. The pattern of impact estimates suggests that, on returning to school in fall 2012, BELL students may have had stronger math skills than they would have had otherwise, equivalent to a little over one month of learning, which is the effect that one would expect from a five-week program during the regular school year. While additional research would be required to confirm these preliminary findings, if true, this suggests that strategies for teaching reading skills to middle school students may need to be different than the approaches used with elementary school students. The following are appended: (1) The Statistical Model and Statistical Power of the Evaluation, (2) Surveys and Testing: Timeline, Survey Scales, and Data Collection Instruments, (3) Characteristics of Students in the Study and Response Analysis, (4) Data Collection During the Site Visits, (5) Sensitivity Analyses, (6) Characteristics of the Study Districts and the Nonstudy Districts.
Mobilizing Volunteer Tutors to Improve Student Literacy: Implementation, Impacts, and Costs of the Reading Partners Program
Author: Tepper Jacob, Robin
Date: 2015-03-00
Type: Reports - Research
Subjects: Reading Programs,Volunteers,Reading Difficulties,Tutoring,Reading Skills,Program Implementation,Elementary School Students,School Community Relationship,Program Effectiveness,Experimental Groups,Control Groups,Comparative Analysis,Surveys,Scores,Effect Size,Community Involvement,At Risk Students,Reading Achievement,Achievement Gains,Training,Costs,Educational Policy,Student Characteristics,Racial Differences,Ethnic Groups,Age Differences,Institutional Characteristics

This study reports on an evaluation of the &quot;Reading Partners&quot; program, which uses community volunteers to provide one-on-one tutoring to struggling readers in underresourced elementary schools. Established in 1999 in East Menlo Park, California, the mission of &quot;Reading Partners&quot; is to help children become lifelong readers by empowering communities to provide individualized instruction with measurable results. This report builds on those initial findings by describing the &quot;Reading Partners&quot; program and its implementation in greater detail, exploring whether the program is more or less effective for particular subgroups of students, and assessing some of the potential explanations for the program's success to date. In addition, this report includes an analysis of the cost of implementing the Reading Partners program in 6 of the 19 sites. The following are appended: (1) Implementation Study Methods; (2) Impact Study Methods and Teacher Survey; (3) Tutor Background Characteristics and Additional Impact Findings; (4) Cost Study Methods; and (5) Additional Cost Findings. [This report was written with A. Brooks Bowden and Yilin Pan.]
Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study
Author: Bloom, Howard S.
Date: 2015-03-00
Type: Numerical/Quantitative Data
Subjects: Program Evaluation,Program Effectiveness,Early Intervention,At Risk Students,Disadvantaged Youth,Control Groups,Experimental Groups,Comparative Analysis,Bilingual Students,Second Language Learning,Spanish Speaking,Pretests Posttests,Limited English Speaking,Institutional Characteristics,Scores,Participation,Enrollment,Effect Size,Statistical Analysis,Receptive Language,Mathematics Skills,Vocabulary Development,Student Characteristics,Meta Analysis,Reading Skills,Numeracy,Behavior Problems,Self Control,Family Characteristics,Disabilities,Child Behavior,Check Lists

This paper uses data from the Head Start Impact Study (HSIS), a nationally representative multisite randomized trial, to quantify variation in effects of Head Start during 2002-2003 on children's cognitive and socio-emotional outcomes relative to the effects of other local alternatives, including parent care. We find that (1) treatment and control group differences in child care and educational settings varied substantially across Head Start centers (program sites); (2) Head Start exhibited a compensatory pattern of program effects that reduced disparities in cognitive outcomes among program-eligible children; (3) Head Start produced a striking pattern of subgroup effects that indicates it substantially compensated dual language learners and Spanish-speaking children with low pretest scores (two highly overlapping groups) for their limited prior exposure to English; and (4) Head Start centers ranged from much more effective to much less effective than their local alternatives, including parent care. The following are appended: (1) Departures from the HSIS Analysis; (2) Further Detail About Our Outcome Measures; (3) Estimating Head Start Participation Effects (LATE); (4) Subgroup Estimates of the Effect of Head Start Assignment on Head Start Enrollment; (5) Baseline Balance Tests for Key Subgroups; (6) Cross-Site Grand Means and Standard Deviations for Head Start Effect Sizes Estimated With and Without a Pretest Covariate; (7) Using a Random-Effects Meta-Analysis to Estimate Variation in Program Effect Sizes Across Past Studies; and (8) A Constrained Empirical Bayes Method for Estimating Site-Specific Mean ITT Program Effects to Reflect the Estimated Cross-Site Variance of True Program Effects.
Adapting to Local Context: Findings from the Youthbuild Evaluation Implementation Study
Author: Wiegand, Andrew
Date: 2015-02-00
Type: Reports - Research
Subjects: Dropouts,Adolescents,Young Adults,Youth Programs,Barriers,Empowerment,Recruitment,Goal Orientation,Vocational Education,Student Needs,Program Evaluation,Fidelity,Program Content,Selective Admission,Enrollment,Program Effectiveness,Youth Leaders,Transitional Programs,Community Programs,Postsecondary Education,Job Skills,Training,Counseling,College Preparation,Intervention,High School Equivalency Programs

YouthBuild is intended to help high school dropouts, ages 16 to 24, who face an array of impediments to their educational and employment success as they progress into adulthood. Stemming from one program launched in the late 1970s, today over 270 YouthBuild programs operate nationwide. YouthBuild is a principles-based model that values a family-like environment, in which young people are cared for, respected, and empowered by staff members who understand their experiences and serve as role models, all while providing meaningful work and educational opportunities. Programs have rigorous recruitment processes and applicants undergo an extensive assessment process. YouthBuild staff members identify their needs and work with them to develop goals. Over 6 to 12 months, young people participate in youth-driven education and vocational training, community service and leadership development, case management and counseling, work-readiness training, and preparation for postsecondary education. The YouthBuild evaluation focused exclusively on a subset of 75 YouthBuild programs funded by the U.S. Department of Labor and the Corporation for National and Community Service, operating throughout the United States. The evaluation includes key findings. The following are appended: (1) Location and Study Sample Size of YouthBuild Evaluation Programs; (2) Comparison of YouthBuild USA Design Standards and Evaluation Design Standards; (3) Overview of Programs: Fidelity Scores; (4) Representativeness of Study Programs; (5) Site Recruitment and Random Assignment Design; (6) Baseline Characteristics of the Youth Sample, by Research Group; and (7) Department of Labor-Funded and Corporation for National and Community Service-Funded Program Comparisons. [See the follow-up report: &quot;Developing Positive Young Adults: Lessons from Two Decades of Youthbuild Programs&quot; at ED558490.]
Doubling Graduation Rates: Three-Year Effects of CUNY's Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
Author: Scrivener, Susan
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Acceleration (Education),Associate Degrees,Developmental Studies Programs,Remedial Programs,Community Colleges,Program Evaluation,Academic Advising,Career Counseling,Tutoring,Student Personnel Services,Enrollment,Block Scheduling,Tuition,Fringe Benefits,Textbooks,Scholarships,Transportation,Access to Education,Student Experience,Outcomes of Education,Academic Persistence,School Holding Power,College Credits,College Transfer Students,Cost Effectiveness,Program Effectiveness

Community colleges offer a pathway to the middle class for low-income individuals. Although access to college has expanded, graduation rates at community colleges remain low, especially for students who need developmental (remedial) courses to build their math, reading, or writing skills. The City University of New York's (CUNY's) Accelerated Study in Associate Programs (ASAP), launched in 2007, is an uncommonly comprehensive and long-term program designed to help more students graduate and help them graduate more quickly. This report presents results from a random assignment study of ASAP at three CUNY community colleges: Borough of Manhattan, Kingsborough, and LaGuardia. Low-income students who needed one or two developmental courses were randomly assigned either to a program group, who could participate in ASAP, or to a control group, who could receive the usual college services. Comparing the two groups' outcomes provides an estimate of ASAP's effects. Key findings from the report are included. The following are appended: (1) Additional Baseline Information; (2) MDRC Student Survey Documentation and Analyses; and (3) Additional Impact Tables. [See earlier CUNY's ASAP reports: &quot;What Can a Multifaceted Program Do for Community College Students? Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students&quot; at ED532840 and &quot;More Graduates: Two-Year Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students&quot; at ED546636.]
The Mother and Infant Home Visiting Program Evaluation: Early Findings on the Maternal, Infant, and Early Childhood Home Visiting Program. A Report to Congress. OPRE Report 2015-11
Author: Michalopoulos, Charles
Date: 2015-01-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Home Visits,Program Evaluation,Mothers,Infants,Needs Assessment,Early Intervention,Federal Legislation,Family Characteristics,Program Descriptions,Program Implementation,Federal Programs

&quot;The Mother and Infant Home Visiting Program Evaluation: Early Findings on the Maternal, Infant, and Early Childhood Home Visiting Program--A Report to Congress&quot; presents the first findings from the Mother and Infant Home Visiting Program Evaluation (MIHOPE), the legislatively mandated national evaluation of the Maternal, Infant, and Early Childhood Home Visiting program (MIECHV or the Home Visiting Program). The report includes an analysis of the states' needs assessments, as well as baseline characteristics of families, staff, local programs, and models participating in the study. The information in this report provides a foundation for understanding the implementation and impacts of MIECHV-funded home visiting programs. Later reports will explore the local and national implementation of those programs, and their effects on families with young children. The study is being overseen by OPRE and conducted by MDRC in partnership with James Bell Associates, Johns Hopkins University, Mathematica Policy Research, the University of Georgia, and Columbia University. The study's design and plans for the content of the Report to Congress reflect advice from the Secretary's Advisory Committee on the Maternal, Infant and Early Childhood Home Visiting Program Evaluation. The following are appended: (1) Home Visiting Programs in Existence Before MIECHV, as Reported in the 2010 State Needs Assessments; (2) Programs in Use in Only One State Prior to MIECHV, as Reported in the 2010 State Needs Assessments; (3) Indicators of Community Risk in Communities Chosen for MIECHV Funding, Based on the 2010 State Needs Assessments; (4) Fiscal Year 2010 and 2011 State Plans for MIECHV Funding; and (5) Chapter 5 Supplement: Additional Information on the Home Visiting Implementation Policies of National Models and Local Programs.