ethanporcaro/eric-fulltext-meta huggingface dataset:
The NYC Teacher Pay-for-Performance Program: Early Evidence from a Randomized Trial. Civic Report No. 56
Author: Springer, Matthew G.
Date: 2009-04-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Elementary Secondary Education,Academic Achievement,Program Effectiveness,School Districts,Educational Environment,Comparative Analysis,Incentives,Motivation,Merit Pay,Accountability,Parent Attitudes,Student Attitudes,Teacher Attitudes,Educational Quality,Instructional Effectiveness,Achievement Gains,Mathematics Achievement,Mathematics Tests,Teachers

Paying teachers varying amounts on the basis of how well their students perform is an idea that has been winning increasing support, both in the United States and abroad, and many school systems have adopted some version of it. Proponents claim that linking teacher pay to student performance is a powerful way to encourage talented and highly motivated people to enter the teaching profession and then to motivate them further inside the classroom. Critics, on the other hand, contend that an extrinsic incentive like bonus pay may have unfortunate consequences, including rivalry instead of cooperation among teachers and excessive focus on the one or two subjects used to measure academic progress. In this paper, a researcher from the Manhattan Institute for Policy Research and another from the National Center on Performance Incentives at Vanderbilt University present evidence on the short-run impact of a group-level incentive pay program operating in the New York City Public School System. The School-Wide Performance Bonus Program (SPBP) is a pay-for-performance program that was implemented in approximately 200 K-12 public schools midway into the 2007-08 school year. Participating schools can earn bonus awards of up to $3,000 per full-time union member working at the school if the school meets performance targets defined by the city's accountability program. This study examines the impact of the SPBP on student outcomes and the school learning environment. More specifically, the study is designed to address three research questions: (1) Did students enrolled in schools eligible for the SPBP perform better on the high-stakes mathematics assessment than students enrolled in schools that were not eligible? (2) Did participating schools with disparate characteristics perform differently from one another? And did subgroups of students in these schools perform differently from one another? (3) Did the SPBP have an impact on students', parents', and teachers' perceptions of the school learning environment or on the quality of a school's instructional program? Overall, the authors found that the SPBP had little to no impact on student proficiency or school environment in its first year. (Contains 13 tables, 2 figures and 30 endnotes.) [This paper was supported, in part, by the National Center on Performance Incentives at Vanderbilt University.]
Preparing Prisoners for Employment: The Power of Small Rewards. Civic Report No. 57
Author: Piehl, Anne Morrison
Date: 2009-05-00
Type: Reports - Evaluative
Subjects: Employment,Correctional Education,Work Ethic,Institutionalized Persons,Employment Qualifications,Recidivism,Unemployment,Transitional Programs,Socialization,Program Effectiveness,Accountability,Job Applicants,Supervision

To the average citizen, the reasons for obtaining gainful employment and obeying the law seem obvious: the freedom to pursue, and the ability to afford, the good things in life--such as a home, a family, and a comfortable standard of living. The high rates of recidivism and unemployment among ex-offenders suggest that the reasons to make an honest living--and to take the necessary steps toward doing so--are anything but obvious. Far more than a lack of education or skills, discrimination, or other external obstacles, it is ex-offenders' impulsiveness and unfamiliarity with the world of work and its trade-offs between sacrifice and reward that explain their poor outcomes after release from incarceration and, for that matter, their lapses preceding it. That is the theory behind a residential prisoner-release program in Montgomery County, Maryland. Realizing that neither the powerful incentives of freedom and financial solvency nor the powerful disincentives of re-incarceration and impoverishment have sufficiently reshaped this troubled population's behavior, the program has resorted to the &quot;small stuff&quot;: (1) later curfews; (2) access to phone cards; and (3) more frequent visits from family to induce program participants to get and keep jobs in the surrounding community. This study concludes with a discussion of how the principles of this and similar programs might be adopted by parole agencies, which today focus on getting parolees to comply with the rules governing their release, not on instilling a work ethic in those they supervise. The Montgomery County PRC provides an alternative to incarceration and a bridge to employment and social reintegration. It recognizes the social and psychological deficits common to the incarcerated population and has constructed an effective and instructive system to compensate for them. (Contains 2 tables and 46 endnotes.)
How Special Ed Vouchers Keep Kids from Being Mislabeled as Disabled. Civic Report No. 58
Author: Winters, Marcus A.
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: Public Schools,Private Schools,Learning Disabilities,Educational Vouchers,Disability Identification,Disproportionate Representation,School Choice,Educational Finance,Special Education,Scholarships,Elementary School Students

In the last three decades, special-education programs in the United States have grown at a tremendous pace. Much of this growth reflects a growing incidence of students diagnosed with the mildest form of learning disability, called a Specific Learning Disability (SLD), and thus the hardest to distinguish from an ordinary cognitive deficit. Between 1977 and 2006, the proportion of public school students diagnosed with SLD trebled, from 1.8 percent to 5.6 percent. By the end of that period, 40.7 percent of all students enrolled in special education had been identified as having an SLD. A limited but growing body of research suggests that financial and other incentives may be responsible for a portion of these increases. The question examined in this report is whether special-education voucher programs change the likelihood that students will be diagnosed with an SLD. Voucher programs allow disabled students to attend a private school, which receives payments in the form of full or partial tuition that would have otherwise been directed to the transferring student's public school. Special-education voucher programs appear to reduce a local public school's financial incentive to diagnose a marginal student who is merely struggling academically as suffering from an SLD by offering him the chance to leave the public school, enter a private school, and take all of his funding with him. (Contains 5 tables and 10 endnotes.) [This paper was supported by the Walton Family Foundation.]
Underfunded Teacher Pension Plans: It's Worse than You Think. Civic Report No. 61
Author: Barro, Josh
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Retirement Benefits,Teacher Retirement,Public School Teachers,State Government,Financial Support,Legal Responsibility,Economic Climate,Financial Problems

To all the other fiscal travails facing this country's states and largest cities, now add their pension obligations, which are far greater than they may realize or are willing to admit. This paper focuses on the crisis in funding teachers' pensions, because education is often the largest program area in state budgets, making it an obvious target for cuts. Although it is generally acknowledged that education is the foundation of every modern society's future prosperity, schools unfortunately will have to compete with retirees for scarce dollars. This competition is uneven, because retirees have a legal claim on promised pension benefits that supersedes schools' budgetary needs. Consequently, Americans can look forward to higher taxes and cuts in services, resulting in fewer teachers, bigger classes, and facilities that are allowed to deteriorate. In several states, these developments have already arrived. A complete table of shortfall amounts for each individual pension plan is appended. The purpose of this paper is not to instruct pension funds in how to invest their funds. Rather, it is to recommend that they account for their liabilities in the manner of private pension plans, which must estimate the present cost of future liabilities on the basis of the lower returns that high-quality corporate bonds pay. They do so because the likelihood that these instruments will fail to make payments to their owners, the pension funds, is about as great as the risk that retirees will not receive their promised payments in the promised amounts. Using these accounting rules, public plans (like private ones) would be denied the opportunity to short-change their pension plans by assuming strong asset performance. An appendix is included. (Contains 3 charts and 15 endnotes.)
Everyone Wins: How Charter Schools Benefit All New York City Public School Students. Civic Report No. 60
Author: Winters, Marcus A.
Date: 2009-10-00
Type: Reports - Research
Subjects: Charter Schools,Educational Quality,Public Schools,Urban Schools,Competition,Academic Achievement,Reading Skills,Mathematics Skills,Comparative Analysis,Language Arts,African American Students,White Students,Hispanic American Students

Charter schools have recently emerged as popular and effective alternatives to traditional public schools. Less than two decades since charter schools first came on the scene, the nation has 4,578 charter schools dispersed across forty-one states and the District of Columbia. These schools enroll 1.4 million students, and their rapid growth shows no sign of abating. As charter schools continue to grow in size and number, so does their influence on traditional public school systems. Critics charge that charters rob traditional public schools of their most promising and motivated students and the resources they need to provide a quality education, since the size of school budgets corresponds to the number of students enrolled. Charter schools' proponents, relying on market theory, argue that traditional public schools can be expected to respond to competition for students--who are proxies for customers--by improving the quality of education they offer. Using student-level data, this paper examines the impact of charter schools on the academic performance of students who remain in the local public schools of New York City, instead of joining its rapidly expanding charter sector. In particular, it tests whether there is a relationship between how much math and reading skill a regular public school student has acquired during a school year and the percentage of his or her classmates who left for a charter school at the end of the previous school year, controlling for both observed and unobserved factors pertaining to the student and his or her school. (Contains 4 tables and 15 endnotes.) [Funding for this report was provided by the Bodman Foundation.]
School Choice in Sweden: An Interview with Thomas Idergard of Timbro. WebMemo. No. 2828
Author: Lips, Dan
Date: 2010-03-08
Type: Opinion Papers
Subjects: Private Schools,School Choice,Foreign Countries,Educational Vouchers,Interviews,Public Officials,Low Income Groups,Academic Achievement,Achievement Gains,Parent Attitudes,Student Attitudes,Competition,Teacher Attitudes,Union Members,Unions

Across the United States, policymakers are increasingly adopting education policies that give families the power to choose their children's schools. Nonetheless, the idea of providing school vouchers to allow children to attend private schools remains controversial. For instance, congressional leaders and the Obama Administration have tried to end a successful school voucher program for low-income children in Washington, D.C. American policymakers on the Left and the Right may be surprised to learn that a universal school choice program has taken hold in Sweden. The author interviewed Thomas Idergard, Program Director of Welfare and Reform Strategy Studies at Timbro, a free-market think tank based in Stockholm. In this interview, Thomas Idergard talked about Sweden's voucher program. (Contains 1 footnote.)
Teacher Development and Evaluation: A Study of Policy and Practice in Colorado
Author: Ramirez, Al
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,School Districts,Professional Development,Teacher Education,Educational Practices,Educational Policy,Policy Analysis,Predictor Variables,Best Practices,Content Analysis,Position Papers,State Standards

This study undertook an investigation of policy and practice related to teacher evaluation and development among Colorado school districts. A conceptual analysis was applied to a sample of teacher evaluation policies and process materials from 30 school districts. The study was based on policy objectives stipulated in state statute and best practice as reported in the literature. Results of the study show little relationship to teacher development and an emphasis in the policies and processes toward summative evaluations. Student outcomes received modest attention while the processes of teacher evaluation seemed de-contextualized to other school district systems. (Contains 3 tables and 1 figure.)
Economic Impact of the Hawaii State Public Library System (HSPLS) on the Business and Tourism Industries Study: Final Report
Author: Ryan, Joe
Date: 2003-06-00
Type: Numerical/Quantitative Data
Subjects: Economic Impact,Program Effectiveness,Public Libraries,Library Services,Investment,Input Output Analysis,Systems Analysis,Library Research,User Satisfaction (Information),Change Strategies,Financial Support,Financial Needs,Library Administration,Audits (Verification),Cost Effectiveness,Evaluation Methods,Tourism,Comparative Analysis

Ryan Information Management conducted a return on investment (ROI) study of the economic value of the Hawaii State Public Library System (HSPLS) and identified potential additional sources of operating revenue. HSPLS economic value was examined from four viewpoints, HSPLS: direct economic impact, market value, peer comparison and value to library users. Principal findings were HSPLS pumped $20 million directly to the economy of Hawaii, providing over $280 million in market equivalent services, returning over $13 to the Hawaii taxpayer in library services for every tax dollar invested, saving every person $218 and saving the average Hawaii family $747 a year. The study also found that HSPLS is seriously under funded when compared to peer library systems, peer states or national norms. HSPLS would need an &quot;annual&quot; sustained increase in revenue of $7-$12 million to have support comparable to peers and to national norms. The study began August 2002 and was completed in June 2003. (Contains 149 footnotes, 14 tables, and 24 appendices.) [This report was submitted to the Hawaii Public Library System.]
Finding Funding: A Guide to Federal Sources for Asset-Building Initiatives. Finding Funding Series
Author: Lind, Christianne
Date: 2009-01-00
Type: Guides - General
Subjects: Federal Aid,Public Agencies,Grants,Investment,Profiles,Information Sources,Educational Resources,Federal Programs,Grantsmanship,Funding Formulas,Eligibility,Change Strategies,Partnerships in Education,Program Descriptions

This guide outlines strategies for financing asset-building initiatives and provides information on 71 federal funding sources that can be used to support a range of activities and services. It includes well-known sources of funding for asset building, for example, the Assets for Independence Demonstration Program and the Family Self-Sufficiency program. It also includes some less obvious sources, such as the Medicaid Infrastructure Grant program and the Housing Counseling Assistance Program. Section I looks at the funding landscape for asset-building initiatives. It provides an overview of public and private investments in asset building and outlines some of the key challenges facing policymakers and initiative leaders in financing and sustaining these initiatives. Section II describes the structure and requirements of the various federal mechanisms to fund asset-building initiatives. Section III presents strategies for maximizing federal funds and building partnerships to support asset-building initiatives. Section IV catalogs federal funding sources that can support asset-building initiatives. Each one-page summary describes the funding source and provides eligibility, application, and contact information. To help readers identify specific funding sources to support their programming, each source is also categorized according to the specific asset-building activities or services it can fund. Appendices include: (1) Funding Sources Listed by Federal Agency; and (2) Funding Sources Listed by Funding Type. (Contains 16 footnotes.)[This is a companion to ED509411, &quot;Making the Most of the American Recovery and Reinvestment Act of 2009: A Guide for Asset-Building Leaders.&quot;]
Child Care: Multiple Factors Could Have Contributed to the Recent Decline in the Number of Children Whose Families Receive Subsidies. Report to Congressional Requesters. GAO-10-344
Author: Brown, Kay E.
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Child Care,Federal Programs,State Federal Aid,Eligibility,Grants,Influences,Children,Employed Parents,Mothers,Low Income Groups,Public Policy,National Surveys

As Congress considers reauthorization of the laws which provide funding for the Child Care and Development Fund (CCDF), there is interest in understanding what accounts for recent trends in child care subsidy receipt among eligible families and what research says about subsidies' effects on parents' ability to obtain and maintain employment. The U.S. Department of Health and Human Services (HHS) administers CCDF, but states have flexibility in its implementation. As requested, GAO examined: (1) trends in federal estimates of the number and proportion of eligible children and families who receive child care subsidies, (2) factors that may affect trends in estimates of the number of children served, and (3) what is known about the extent to which access to subsidies supports low-income parents' employment. To address these issues, GAO reviewed recent federal estimates of the number and proportion of eligible children and families served; conducted a survey of state child care administrators in 50 states and the District of Columbia; interviewed HHS officials, state officials in four selected states, and researchers and experts in child care subsidies; and reviewed research on the relationship between subsidy receipt and employment outcomes. GAO is not making recommendations in this report. HHS generally agreed with the report and provided technical comments, which GAO incorporated as appropriate. Five appendices are included: (1) Objectives, Scope and Methodology; (2) Data Reliability Assessment for CCDF Administrative Data and Child Care Subsidy Coverage Rates; (3) Studies Examining the Effect of Child Care Subsidies on Employment Outcomes; (4) Comments from the U.S. Department of Health and Human Services; and (5) GAO Contact and Staff Acknowledgments. (Contains 2 tables, 14 figures and 46 footnotes.)
Moving Success from the Shadows: Data Systems that Link Education and Workforce Outcomes. Policy Brief 2010-01PBL
Author: Mullin, Christopher M.
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Program Descriptions,Content Analysis,Education Work Relationship,Outcomes of Education,College Outcomes Assessment,Graduate Surveys,Occupational Surveys,Position Papers,Information Sources,Longitudinal Studies,Data,Information Networks,Database Management Systems,Educational Policy

The need for better data on the performance of higher education has become a major focus of education policymakers, and this has been reflected in federal legislation. Community colleges are appropriately held accountable for the workforce outcomes of their students, but the data that are gathered to evaluate those outcomes must reflect the post-college occupational experiences of their students: child-care providers, engineers, nurses, general contractors, and members of the armed forces. To better understand the current state of linkages between education and workforce outcomes, the authors examined the following: (1) The assumptions federal legislation makes about linkages between education and workforce outcomes and the data needed to document those outcomes; and (2) How well current data collection systems capture the workforce outcomes of educational pursuits. Initially the authors conducted this inquiry by analyzing source documents, including federal legislation, program descriptions, technical manuals, and other publications developed by or related to the programs under review. Then they verified the accuracy of interpretations of these texts through conversations with program administrators and others familiar with the nuances of the relevant federal policies. (Contains 1 table, 1 figure and 34 notes.)
Plus 50 Students: Tapping into a Growing Market
Author: American Association of Community Colleges
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Baby Boomers,Two Year College Students,National Surveys,Institutional Mission,Student Educational Objectives,Mentors,Student Diversity,Nontraditional Students

At 78 million strong, the baby boomer generation is bringing a surge of older students to campus. In a national survey by the American Association of Community Colleges (AACC), 93% of the institutions reported demand for plus 50 programs and services. Community college is particularly appealing to this student population: half of all adults over age 50 who are pursuing higher education are choosing to enroll at community colleges, according to the American Council on Education. The number of adults over age 40 attending community college has doubled in the last decade, and these numbers are only going to increase. Many observers see the arrival of plus 50 students as the beginning of a new chapter in the community college movement, as education becomes more widely available to a broader range of students. "Reaching out to plus 50 students fulfills the long-standing community college mission to take education into the community," said Dr. George R. Boggs, AACC's president and CEO. "This new brand of student is going to revolutionize and reenergize community college campuses." To help community colleges meet student demands, AACC launched its Plus 50 Initiative in 2008, supported with a grant from the Atlantic Philanthropies. Interest among community colleges was so high that more than 60 colleges applied to be part of the project. AACC is currently working with 15 community colleges to develop model Plus 50 programs and benchmark best practices. This paper discusses why plus 50 students are drawn to community colleges, what benefits they can bring, and how community colleges are transforming to meet their needs.