ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Schools in Rural and Nonrural Districts Allocate Resources Differently? An Analysis of Spending and Staffing Patterns in the West Region States. Issues &amp; Answers. REL 2011-No. 099
Author: Levin, Jesse
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Resource Allocation,Rural Schools,Urban Schools,Suburban Schools,Educational Finance,Regional Characteristics,Differences,Student Needs,Labor,Costs,Expenditure per Student,School Personnel,Student Transportation,Population Distribution,Geographic Location,Enrollment,Teacher Student Ratio,Poverty,Special Education,English (Second Language),Second Language Learning,School Districts,Comparative Analysis

This report presents the first detailed comparison of resource allocation between rural and nonrural districts in the West Region. Three regional characteristics often associated with rural districts were chosen for the analysis: district enrollment, student population density within a district (students per square mile), and drive time from the center of a district to the nearest urban area/cluster. Two other types of factors thought to be associated with resource allocation were also investigated: student need (incidence of poverty, English language learner students, and students receiving special education services) and geographic differences in labor costs. The report first examines how average regional characteristics, student needs, and labor costs differed across rural and nonrural district locale categories in 2005/06. Next it analyzes how average measures of resource allocation (per student expenditures on instruction, administration and student support, and transportation; ratios of administrative, instructional, and student support staff to students; and ratios of district central administration and maintenance and operations spending to school-level spending) varied across district locale categories. Using regression analysis, the study then models how these measures of resource allocation varied with the three regional characteristics and whether the relationship between resource allocation and regional characteristics differed across the study states. This study finds that rural districts in the West Region spent more per student, hired more staff per 100 students, and had higher overhead ratios of district- to school-level resources than did city and suburban districts. Regional characteristics were more strongly related to resource allocation than were other cost factors studied. Appended are: (1) Distribution of school districts and students in West Region states by locale category, 2005/06; (2) Data sources and variable construction; (3) Modifications made to raw Common Core of Data and School District Finance Survey data files; (4) Results of pair-wise comparisons for district locales; (5) Missing and recoded records and variables; (6) Regression analysis methodology and models; and (7) Regression model results. (Contains 2 boxes, 24 figures, 32 tables, and 10 notes.) [For the summary report, see ED515212.]
Do Schools in Rural and Nonrural Districts Allocate Resources Differently? An Analysis of Spending and Staffing Patterns in the West Region States. Summary. Issues &amp; Answers. REL 2011-No. 099
Author: Levin, Jesse
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: School Districts,Urban Schools,Rural Schools,Resource Allocation,Comparative Analysis,Regional Characteristics,Student Needs,Labor,Costs,Suburban Schools,Differences,Educational Finance

This report presents the first detailed comparison of resource allocation between rural and nonrural districts in the West Region. Three regional characteristics often associated with rural districts were chosen for the analysis: district enrollment, student population density within a district (students per square mile), and drive time from the center of a district to the nearest urban area/cluster. Two other types of factors thought to be associated with resource allocation were also investigated: student need (incidence of poverty, English language learner students, and students receiving special education services) and geographic differences in labor costs. The report first examines how average regional characteristics, student needs, and labor costs differed across rural and nonrural district locale categories in 2005/06. Next it analyzes how average measures of resource allocation (per student expenditures on instruction, administration and student support, and transportation; ratios of administrative, instructional, and student support staff to students; and ratios of district central administration and maintenance and operations spending to school-level spending) varied across district locale categories. Using regression analysis, the study then models how these measures of resource allocation varied with the three regional characteristics and whether the relationship between resource allocation and regional characteristics differed across the study states. This study finds that rural districts in the West Region spent more per student, hired more staff per 100 students, and had higher overhead ratios of district- to school-level resources than did city and suburban districts. Regional characteristics were more strongly related to resource allocation than were other cost factors studied. [For the main document, see ED515211.]
The Thurgood Marshall School of Law Empirical Findings:  A Six-Year Study of the First-Time and Ultimate Bar Exam Results of Students According to Law School Admission Council (LSAC) Index
Author: Kadhi, T.
Date: 2011-01-21
Type: Numerical/Quantitative Data
Subjects: Grade Point Average,Law Schools,College Admission,Law Students,Licensing Examinations (Professions),Occupational Tests,High Stakes Tests,Scores,School Statistics,Black Colleges,Legal Education (Professions),Test Results,Pass Fail Grading,Correlation,Cutting Scores

The following report of descriptive statistics addresses the matriculating class of 2001-2007 according to their Law School Admission Council (LSAC) index. Generally, this report will offer information on the first time bar and ultimate performance on the Bar Exam of TMSL students. In addition, graduating GPA according to the LSAC index will also be reported. More specifically, the report can be used to address the following research questions: 1. What are the Bar passing percentages of a normal sample of the matriculating classes of 2001-2007 according to their LSAC index and their first-time and ultimate performance on the bar examination? a. What was the lowest LSAC index that produced a 75% First Time Bar Passing Rate? 2. What are the descriptive statistics of a normal sample of the matriculating classes of 2001-2007 according to their LSAC index and their graduating GPA? a. What percentage of students admitted with an index of below 2.5 finished with a graduating GPA of less than 2.5? 3. What is the statistical relationship between below 2.5 index scores and below 2.5 graduates to the Bar Passage? LSAC Index Scores are appended.
The Heart and Mind Coming Together: A Case Study of the Implementation of a University-Children's Hospital Partnership
Author: O'Connor, C. Richele
Date: 2008-10-00
Type: Reports - Research
Subjects: Service Learning,Tutors,Hospitalized Children,Childhood Needs,Student Needs,Academic Achievement,Case Studies,Interviews,Hospitals,Oncology,Teacher Attitudes,Barriers,Change Agents,Student Motivation,Student Participation,Personality Traits,Experience,Expectation

The purpose of this qualitative study was to investigate the perceptions of university students serving as volunteers in an oncology ward at a local children's hospital. The implementation of this project was guided by the body of literature regarding service learning. Data were collected from the five students using a structured interview and was presented as case studies. A cross-case analysis was performed to identify emerging patterns and themes and to identify similarities and differences among the subjects. The main findings were discussed across the themes of pragmatics; personality profile; people who need people; life experiences; motivation to participate; great expectations; and perceived benefits and challenges. Questions for further research provided ways to sustain and improve the project. Five appendixes are included: (1) Agenda; (2) Service Learning Agreement; (3) Acknowledgement of Risk Statement; (4) Pre-Project Interview Protocol; and (5) Post-Project Interview Protocol. (Contains 1 table.)
Some Suggestions Pertaining to Teaching and Learning in Order to Improve Communication Skills in English as a Foreign Language in Japanese Middle and High Schools
Author: Yoriko, Iida
Date: 2008-12-00
Type: Reports - Evaluative
Subjects: High Schools,Foreign Countries,Communication Skills,English (Second Language),Teaching Methods,Middle Schools,Secondary Education,Second Language Instruction,Second Language Learning

This paper will examine English education, especially with regards to speaking and communications in Japanese middle and high schools using the theory of Language acquisition described by Lightbown and Spada. Firstly the study will speak about cases of English Education in Japan and after that, it will review Lightbown and Spada's theory. Finally, it will point out some suggestions and examples on how to teach and learn so as to develop English communication skills in Japanese middle and high schools by referring to the situations of English education in Japan and the theory of language acquisition.
The Place of Genre Analysis in International Communication
Author: Nodoushan, Mohammad Ali Salmani
Date: 2011-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),English (Second Language),English,Teaching Methods,Applied Linguistics,Writing (Composition)

Writing is most probably the most difficult skill for ESL/EFL learners to master. It is difficult not only because it requires junior writers to generate and organize ideas in a language other than their mother tongue but also because it forces them to present their already generated and organized ideas in such a text form that is understandable to readers from a wide range of socio-cultural backgrounds as well as to the native speakers of English. Therefore, the question of how to teach writing in a second/foreign language has been at the center of attention for a good number of researchers and educators over the past decades. Attempts at determining how to teach writing, and what to teach in writing courses, have resulted in the development of teaching methods, materials, and procedures which are based on an analysis of different genres, and the quest is still going on. This paper provides a brief overview of genre analysis, discusses the notions of Genre Constellations, Genre hierarchies, Genre chains, Genre Sets, Genre Networks, and Subgenres, and elaborates on the relationship of genre analysis to international communication.
What Works in Student Retention? Fourth National Survey. Private Four-Year Colleges and Universities Report
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Private Colleges,Academic Persistence,School Holding Power,College Students,Articulation (Education),Online Courses,Transfer Students,Educational Administration,Socioeconomic Status,Academic Aspiration,Coping,Relevance (Education),Extracurricular Activities,Cultural Influences,Dormitories,Physical Health,Student Behavior,School Safety,Internship Programs,Tutoring,Summer Programs,School Orientation,Educational Technology,Career Counseling,Leadership Training,Social Influences,Career Development,Honors Curriculum,Libraries,Family Involvement,Interdisciplinary Approach,Teaching Methods,On Campus Students,National Surveys,Academic Advising,Student Characteristics,Institutional Characteristics,Graduation Rate,Student Participation,Student Evaluation,Time Management,Student Financial Aid,Student Employment,College Preparation,Student Motivation,First Generation College Students,College Freshmen,Study Habits,Cognitive Style,Seminars,Workshops,Education Work Relationship,Family Influence,Student Personnel Services,Student Needs,Laboratories,Cooperative Learning,Minority Groups,Student Placement,Learning Laboratories,Goal Orientation

This report presents the findings for private four-year colleges that participated in ACT's 2010 What Works in Student Retention survey. The report contains information pertinent to only these institutions. Appended are: (1) Data for Private Four-Year Colleges and Universities; and (2) What Works in Student Retention: Instrument. (Contains 15 tables.) [For the main report, "What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities", see ED510474.]
What Works in Student Retention? Fourth National Survey. Public Four-Year Colleges and Universities Report
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Academic Persistence,School Holding Power,College Students,Articulation (Education),Online Courses,Transfer Students,Educational Administration,Socioeconomic Status,Academic Aspiration,Coping,Relevance (Education),Extracurricular Activities,Cultural Influences,Dormitories,Physical Health,Student Behavior,School Safety,Internship Programs,Tutoring,Summer Programs,School Orientation,Educational Technology,Career Counseling,Leadership Training,Social Influences,Career Development,Honors Curriculum,Libraries,Family Involvement,Interdisciplinary Approach,Teaching Methods,On Campus Students,National Surveys,Academic Advising,Student Characteristics,Institutional Characteristics,Dropout Rate,Graduation Rate,Student Participation,Academic Achievement,Economic Impact,Program Development,Student Evaluation,At Risk Students,Cost Effectiveness,Time to Degree,Student Financial Aid,Student Employment,College Preparation,Student Motivation,First Generation College Students,College Freshmen,Income,Study Habits,Cognitive Style,Seminars,Workshops,Education Work Relationship,Family Influence,Student Personnel Services,Student Needs,Laboratories,Cooperative Learning,Minority Groups,Student Placement,Learning Laboratories,Goal Orientation

This report presents the findings for public four-year colleges and universities that participated in ACT's 2010 What Works in Student Retention survey. The report contains information pertinent to only these institutions. Appended are: (1) Data for Public Four-Year Colleges and Universities; and (2) What Works in Student Retention: Instrument. (Contains 15 tables.) [For the main report, "What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities", see ED510474.]
Financing Community Schools: Leveraging Resources to Support Student Success
Author: Blank, Martin J.
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Community Schools,Success,Educational Resources,Educational Finance,Partnerships in Education,Institutional Characteristics,Case Studies,School Surveys,School Support,Organizational Objectives,Change Strategies,Effective Schools Research

Community schools are one of the most efficient and effective strategies to improve outcomes for students as well as families and communities. Community schools leverage public and private investments by generating additional financial resources from partners and other sources. This report looks at how community schools finance their work. It describes the resources, partnerships, and activities community schools generate with the dollars they have; where monies come from; and the mechanisms community schools use to leverage additional funding and build their capacity to achieve agreed upon results. The report draws on survey results and case studies from a purposeful sample of experienced community schools--both individual sites as well as district-sponsored initiatives. Findings show that in the experienced community schools in this report: (1) The bulk of resources go directly to assist schools in meeting their core instructional mission, while also strengthening the health and well-being of students, families and neighborhoods; (2) Community schools leverage diversified funding streams. For example, community schools leverage district dollars 3:1; (3) Collaborative leadership structures support finance and other key functions at the site and system level; (4) A mix of public and private sector partners expands financial, as well as technical and political capacity; and (5) Full-time site coordination contributes essential site level capacity at minimal cost. This report also includes a set of recommendations that policy makers can adopt to support the sustainability and expansion of community schools. Appendices include: (1) Study Methodology; (2) Data Collection Matrix; (3) Fund-Raising Framework; and (4) Major Federal Funding Opportunities. (Contains 4 tables, 8 figures and 21 endnotes.) [For the executive summary, see ED515223.]
Financing Community Schools: Leveraging Resources to Support Student Success. Executive Summary
Author: Coalition for Community Schools
Date: 2010-11-00
Type: Reports - Research
Subjects: Community Schools,Success,Educational Finance,Partnerships in Education,Educational Resources,Case Studies,School Surveys,Effective Schools Research,Change Strategies,Financial Support,Institutional Characteristics

Community schools are one of the most efficient and effective strategies to improve outcomes for students as well as families and communities. Community schools leverage public and private investments by generating additional financial resources from partners and other sources. This report looks at how community schools finance their work. It describes the resources, partnerships, and activities community schools generate with the dollars they have; where monies come from; and the mechanisms community schools use to leverage additional funding and build their capacity to achieve agreed upon results. The report draws on survey results and case studies from a purposeful sample of experienced community schools--both individual sites as well as district-sponsored initiatives. Findings show that in the experienced community schools in this report: (1) The bulk of resources go directly to assist schools in meeting their core instructional mission, while also strengthening the health and well-being of students, families and neighborhoods; (2) Community schools leverage diversified funding streams. For example, community schools leverage district dollars 3:1; (3) Collaborative leadership structures support finance and other key functions at the site and system level; (4) A mix of public and private sector partners expands financial, as well as technical and political capacity; and (5) Full-time site coordination contributes essential site level capacity at minimal cost. This report also includes a set of recommendations that policy makers can adopt to support the sustainability and expansion of community schools. (Contains 2 figures.) [For the main report, see ED515222.]
Consolidated Grant. Title V, Part A: Innovative Programs. Annual Report (For Period of October 2008 to September 30, 2009)
Author: Guam Department of Education
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: School Activities,Teacher Effectiveness,Gifted,Talent,Educational Change,Educational Technology,Grants,Cooperative Education,Technology Education,Annual Reports,Educational Improvement,Teacher Improvement,Strategic Planning,Improvement Programs,Mathematics Achievement,Reading Achievement,Educational Opportunities,Allied Health Occupations Education,School Involvement,Expenditures,Nonprofit Organizations,Integrated Curriculum,Educational Innovation

This paper presents the annual report of the Consolidated Grant Title V, Part A: Innovative Programs for the fiscal year 2008-2009. This report contains three sections. Section I, "Progress Report by Program", contains the following programs: (1) Local Education Reform Plan To Improve Reading, Math, and Language Arts; (2) Reading and Math Reform Programs; (3) Improving Teacher Quality; (4) Expanded Learning Opportunities; (5) Alternative School Program; (6) Cooperative Education Services; (7) Technology Education; (8) Integrating Science and Allied Health; (9) Gifted and Talented Education; (10) Private, Non-Profit Schools Program Participation; and (11) Education Technology. Section II focuses on participating schools data. Section III focuses on financial expenditure data. Individual programs contain tables.
The Annual Condition of Education Report, 2010
Author: Iowa Department of Education
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Indicators,Academic Achievement,Educational Finance,Enrollment Trends,Teacher Characteristics,Demography,Educational Assessment,Elementary Secondary Education,Economic Factors,Annual Reports,Public Schools,Testing Programs,School Districts,Graduation Rate,Early Childhood Education,College Bound Students,Postsecondary Education,State Aid,Teacher Salaries,Poverty,Graduation Requirements,Budgets,Principals,Curriculum,Disabilities,English (Second Language),Limited English Speaking,Preschool Education,Public Education,Special Education,State Departments of Education,Class Size,School Surveys,State Surveys,Teachers

For 21 years the Annual Condition of Education Report has helped the Iowa Department of Education meet its goal, providing valuable information on everything from enrollment to student performance, from the teachers to finances to the demographics. The data for this annual report are presented according to: (1) Background Demographics; (2) Enrollment; (3) Staff; (4) Program; (5) Student Performance; and (6) Finance. (Contains 168 tables and 136 figures.)
Access to Democracy Project: Community Report on Attitudes Regarding Educational Attainment. Grand Rapids (Michigan) Surrounding Communities
Author: Daun-Barnett, Nathan J.
Date: 2005-06-01
Type: Reports - Research
Subjects: Educational Attitudes,Educational Attainment,Community Attitudes,Counties,Municipalities,Community Characteristics,Access to Education,Higher Education,Student Costs,Race,Family Role,College Preparation,Educational Change,Questionnaires

The &quot;Access to Democracy&quot; project has two broad goals. It is an effort to understand community beliefs, attitudes and conditions that shape educational outcomes for community youth, and it is a way to focus community discussions on efforts that support higher educational attainment for residents. This report focuses on the lessons learned in the City of Grand Rapids, Michigan and the four contiguous counties of Allegan, Kent, Muskegon, and Ottawa. Over the course of 6 months, more than 400 educators, students, neighbors, community members, business, and political leaders participated in one of 40 dialogues held throughout the region to discuss the question &quot;Who college is for?&quot; The dialogues suggest that residents of these communities care deeply about education and value it for themselves and their sons and daughters, but they differ in terms of who should have access and how to provide it. Based upon the dialogues organized within these communities, it was found that people's opinions become better informed by engaging others in the issues. Finally, when people viewed the dialogue as an opportunity for their voices to be heard by policy makers, they were eager to participate. Frequently people indicated they were disengaged from politics, but upon further discussion it is possible that this reflects a lack of appropriate opportunities to participate in political activity, and a resulting sense of powerlessness over key public decisions. Appendices include: (1) Who is College For?; (2) Pre- and Post-Discussion Questionnaire; and (3) Community Partners. (Contains 3 figures and 2 footnotes.) [This paper was created with the cooperation of the Grand Rapids Community.]