ethanporcaro/eric-fulltext-meta huggingface dataset:
The i3 &quot;We Are a Village&quot; Grant: Successes, Challenges, and Lessons Learned about Supporting Family Engagement in Early Childhood. Final Evaluation Summary
Author: Geller, Joanna D.
Date: 2016-00-00
Type: Reports - Research
Subjects: Grants,Early Childhood Education,Primary Education,Educational Environment,School Culture,Agency Cooperation,Bilingualism,Family Involvement,Family School Relationship,Leadership Training,Parent Participation,Family Programs,Teachers,School Personnel,Program Effectiveness,Tables (Data),Staff Development,Interviews,Focus Groups,Observation,Surveys,Pretests Posttests

In January 2013, Rhode Island's Central Falls School District (CFSD) was awarded a $3 million Investing in Innovation (i3) grant from the U.S. Department of Education. The grant, named &quot;We Are A Village,&quot; focused on developing an early childhood education culture (from pre-K to grade 3) where families would feel welcome, valued, and respected; connected to their peers, schools, and communities; and able to support their children socially, emotionally, and academically. Children's Friend, a local social service agency, and Bradley Children's Hospital partnered with CFSD on the grant. Through the grant, Children's Friend hired five bilingual i3 collaborators who were each assigned to engage with parents and families in one of the five participating Central Falls schools. &quot;We Are A Village&quot; activities fell into four major areas: (1) creating family-friendly schools; (2) building parent leadership; (3) supporting families; and (4) supporting teachers and staff. The evaluation covered school years 2013-2014 and 2014-2015, and focused on the following questions: (1) To what extent was the i3 grant implemented as intended? What conditions facilitated or hindered implementation?; (2) Do parents feel more welcome, valued, and respected at their children's schools and have improved connections and involvement with their peers and community? What conditions facilitated or hindered improvement?; (3) Are parents and teachers more capable of supporting children socially and academically? What conditions facilitated or hindered improvement?; and (4) Do students have improved behavior and attendance? Researchers used a mixed-methods approach, which combined qualitative research (interviews, focus groups, and observations) with quantitative research (student assessments and surveys). The activities of the i3 &quot;We Are A Village&quot; grant led to positive changes for families, students, teachers, and the community. This summary describes the Central Falls context, the theoretical frameworks that guided the evaluation, a summary of findings, and recommendations for the future. The following are appended: (1) Student Outcome Tables; (2) Teacher Outcome Tables; and (3) Considerations for Cross-Sector Partnerships When Implementing New Family Engagement Initiatives.
Getting to Teacher Ownership: How Schools Are Creating Meaningful Change. Executive Summary
Author: Saunders, Marisa
Date: 2017-00-00
Type: Reports - Research
Subjects: Teacher Surveys,Interviews,Teacher Role,Ownership,School Culture,Change Strategies,Teacher Attitudes,Neighborhoods,Community Schools,Mixed Methods Research,Case Studies,High Schools,Student Records,Administrator Attitudes,Knowledge Level,Teacher Leadership,Faculty Development,STEM Education,Social Justice,Global Approach

This executive summary presents highlights from a study exploring the concept of teacher ownership and how it can bring about the deep and meaningful changes that schools need and that all students deserve. Based on teacher surveys and interviews in twenty-one schools in Los Angeles that are implementing major reforms, the study suggests that teacher ownership -- a teacher's sense of alignment with an improvement effort and agency to influence it -- exists where teachers are able to co-construct knowledge and to influence and lead school improvement efforts. Further, teacher ownership develops when supports and practices are in place that allow teachers to break down barriers and work collectively to build system coherence. Teacher ownership is not built in isolated classrooms. Rather, it is nested within a school culture that recognizes and values teachers' deep understanding that schools are social and cultural institutions and that values teachers' expertise and knowledge. This study builds on previous research by aiming to measure the degree of ownership that teachers have gained in a network of schools within the Los Angeles Unified School District (LAUSD) that is working to transform and ameliorate educational inequalities by broadening students' learning opportunities. Findings are based on a mixed-methods study that included the administration of teacher and administrator surveys across twenty one schools implementing three approaches as well ad interviews and observations at three case study sites. Recommendations are presented. [For the full report, see ED574745.]
Getting to Teacher Ownership: How Schools Are Creating Meaningful Change
Author: Saunders, Marissa
Date: 2017-00-00
Type: Reports - Research
Subjects: Teacher Surveys,Interviews,Teacher Role,Ownership,School Culture,Change Strategies,Teacher Attitudes,Neighborhoods,Community Schools,Mixed Methods Research,Case Studies,High Schools,Student Records,Administrator Attitudes,Knowledge Level,Teacher Leadership,Faculty Development,STEM Education,Social Justice,Global Approach

Improving student learning in our country's highest need schools is and endeavor that is challenging, complicated, and imperative. The major school reform efforts of the last few decades have largely failed to influence student achievement or to impact the ever-widening achievement or opportunity gap. These disappointing results have led policymakers, foundations, districts, and educators to search for remedies, many of which focus on teacher competence and accountability. While discussions of education reform rightly turn to the influence of teachers, there are various views regarding how best to involve teachers and what effective teacher involvement requires. To inform this debate, this study explores the concept of teacher ownership -- that is, a teacher's sense of alignment with an improvement effort and agency to influence it. The study aims to measure how teachers experience this sense of ownership, the conditions and supports that most allow for it, and how it can help effect meaningful change in schools. The study examined a network of schools within the Los Angeles Unified School District (LAUSD) that is working to transform and ameliorate educational inequalities by broadening students' learning opportunities.1 Through the implementation of one or more of three approaches -- community schools, Linked Learning, and Promise Neighborhoods -- these schools are striving to ensure that all students graduate ready for college, career, and civic life. Findings indicate that teacher ownership exists where: (1)Teachers are able to co-construct knowledge and influence and lead school improvement efforts; (2) Supports and practices are in place that allow teachers to break down barriers and work collectively to build system coherence; and (3) A school's culture values teachers' collective expertise and knowledge and recognizes that schools are social and cultural, as well as academic, institutions. Important insights into policies that can support and strengthen teacher ownership are detailed. Implications for policy and practice are discussed. [For the executive summary, see ED574744.]
TNTP Teaching Fellows. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Public Schools,At Risk Students,Alternative Teacher Certification,Career Change,College Graduates,Fellowships,Online Courses,Teaching Skills,Teacher Competencies,Randomized Controlled Trials,Program Effectiveness,Mathematics Achievement,Secondary Schools,Comparative Analysis

&quot;TNTP Teaching Fellows&quot; is a highly selective route to teacher certification that aims to prepare people to teach in high-need public schools. The program recruits professionals seeking to change careers and recent college graduates who are not certified teachers. &quot;TNTP Teaching Fellows&quot; expects its participants to teach for many years, but does not require them to make a minimum time commitment to teaching. Program participants complete online coursework and receive 5-7 weeks of in-person training focused on foundational teaching skills during the summer before they begin teaching. They must demonstrate mastery of these core skills to be eligible to teach. They receive continued professional development and coaching from &quot;TNTP Teaching Fellows&quot; during their first year of teaching, and additional support provided by their schools and districts. As full-time employees of the public schools in which they work, new &quot;TNTP Teaching Fellows&quot; teachers receive the same salary and benefits as other beginning teachers in their school district. The What Works Clearinghouse (WWC) identified eight eligible studies that investigated the effects of &quot;TNTP Teaching Fellows&quot; on teacher and student outcomes. An additional 34 studies were identified but do not meet WWC eligibility criteria for review in this topic area. Citations for all 42 studies are in the References section. The WWC reviewed eight eligible studies against group design standards. One study is a randomized controlled trial that meets WWC group design standards without reservations. This report summarizes the study. The study included 4,116 middle and high school students in nine school districts in eight states. According to the WWC review, the extent of evidence for teachers trained through &quot;TNTP Teaching Fellows&quot; on the academic achievement of middle and high school students was small for one student outcome domain--mathematics achievement. The remaining seven studies do not meet WWC group design standards. Appendices include: (1) Research details for Clark et al. (2013); (2) Outcome measure for the mathematics achievement domain; (3) Findings included in the rating for the mathematics achievement domain; (4) Supplemental school level findings for the mathematics achievement domain; and (5) Supplemental teacher subgroup findings for the mathematics achievement domain. Contains WWC Rating Criteria and a glossary of terms.
Can Public Transportation Improve Students' Access to Denver's Best Schools of Choice?
Author: Gross, Bethany
Date: 2017-06-00
Type: Reports - Research
Subjects: Access to Education,School Choice,Urban Areas,Minority Group Students,Student Transportation,Bus Transportation,Educational Quality,Neighborhoods,Socioeconomic Influences,At Risk Students,Public Schools,Racial Differences,Ethnic Groups,Databases,Grade 6,Grade 9,Middle School Students,High School Students,Place of Residence

Transportation remains a vexing concern in cities that offer students school choice. Time and again, research has shown that families typically want high-performing schools or schools with unique academic programs. But those schools tend to be concentrated in a city's affluent neighborhoods, often long distances from low-income households and students of color. Parents' choices are constrained by how their children can get to school and how long it will take. A choice system can't truly be equitable if the best schools aren't accessible to many students. Many cities--particularly larger ones--have public transportation systems that, in theory, could help connect students to their desired schools. Indeed, cities with robust public transportation networks, such as New York and Washington, D.C., already use their public transit systems to transport students. But in many cities, the transit systems are designed to transport workers to the city's economic centers (usually downtown), while schools are located in residential neighborhoods. So transit networks designed for workers can't always help students get to school. And they can't always connect students from low-income households and students of color to the city's highest-performing schools, which tend to be concentrated in affluent neighborhoods. To better understand these challenges and how they might be surmounted, we analyzed how one city, Denver, approaches its transportation challenges. The authors found that for all students to have reasonable access to a high-performing school, the city will have to look beyond the transit system for solutions. Because of difficult-to-reach neighborhoods, economically, racially, and ethnically segregated communities, and a supply of high-performing schools that remain concentrated in a few regions, many Denver students do not have reasonable access to the city's best schools, and wouldn't--even with free access to public transit. To provide all students with the best opportunities for learning, Denver, and other cities as well, must make strategic investments in improving the distribution of quality schools and will likely have to consider creative solutions like building enrollment partnerships with neighboring school districts, developing micro schools, or providing more students with virtual access to classrooms in the city's best schools.
Alaska's Public Schools: 2012-2013 Report Card to the Public
Author: Alaska Department of Education and Early Development
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Public Schools,State Legislation,School Districts,Academic Achievement,Educational Policy,Academic Standards,Standardized Tests,High School Graduates,Exit Examinations,Instructional Program Divisions,Graduation Rate,Attendance Patterns,Dropout Rate,Accreditation (Institutions),Teacher Competencies,Mentors,State Programs,Charter Schools,State Schools,Low Income Groups,Ethnic Groups,Racial Differences,Socioeconomic Status,Immigrants,Limited English Speaking,Disabilities,Accountability,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Language Arts,African Americans,Alaska Natives,American Indians,Whites,Hispanic Americans,Multiracial Persons,College Entrance Examinations,National Competency Tests,Educational Legislation,Elementary Secondary Education,Federal Legislation,Occupational Tests

This &quot;Report Card to the Public&quot; is published in accordance with Alaska Statute 14.03.120 for the school year 2012-2013. Under state law, each school district is required to report information about its plans and performance to its community. This report includes a statewide summary of performance results. Public knowledge of the school system is an important part of Alaska's school accountability system. This publication is a source of information for Alaska's educational policymakers, including legislators, the Governor, the State Board of Education &amp; Early Development, local boards of education, parents, and community members. Through this report, readers can learn at-a-glance information about Alaska education and review the performance and participation rate of students statewide on assessments in reading, writing, and mathematics from grades 3 through 10; science in grades 4, 8, and 10; and on our state's high school graduation qualifying examination. The ultimate goal at the Alaska Department of Education and Early Development is for every student to achieve academically at a high level through the guidance of outstanding teachers in quality schools. [Cover Title: &quot;State of Alaska Department of Education &amp; Early Development 2012-2013 Report Card to the Public.&quot; For &quot;Alaska's Public Schools: 2011-2012 Report Card to the Public,&quot; see ED544715.]
Early Millennials: The Sophomore Class of 2002 a Decade Later. Statistical Analysis Report. NCES 2017-437
Author: Chen, Xianglei
Date: 2017-06-00
Type: Reports - Research
Subjects: High School Students,Longitudinal Studies,Achievement,Young Adults,High School Graduates,Graduation,Postsecondary Education,Student Loan Programs,Marital Status,Child Rearing,Family Structure,Employment Level,Socioeconomic Status,Influences,Probability,Statistical Analysis

This Statistical Analysis Report tracks a cohort of 2002 high school sophomores over 10 years, examining the extent to which cohort members had reached such life course milestones as finishing school, starting a job, leaving home, getting married, and having children. The analyses in this report are based on data from the Education Longitudinal Study of 2002 (ELS:2002), a multifaceted survey sponsored by the U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (NCES) and designed to study the 2002 sophomore cohort's transition from adolescence to adulthood. Launched in spring 2002, ELS:2002 started with a nationally representative sample of more than 15,000 high school sophomores from public and private high schools across the United States. Over the next 10 years, these sample members were resurveyed three times--in 2004, 2006, and 2012. The final (2012) data collection occurred at a key stage of life for the 2002 sophomore cohort--most members were 26 years old and had been out of high school for 8 years, and many also had completed postsecondary education and formally entered the labor market. This study is designed to examine the extent to which 2002 high school sophomores achieved various milestones of early adulthood as of 2012, including high school completion, entrance into postsecondary education, progress toward or completion of a postsecondary credential, family formation, and employment and earnings. Specifically, the study addresses the following questions: (1) Where did 2002 high school sophomores stand a decade later in education, the labor market, and family formation?; (2) Did 2002 sophomores from different demographic backgrounds and with different academic characteristics in high school achieve the same or different outcomes in these areas?; (3) Did various demographic and high school academic characteristics have unique associations with 2002 sophomores' later outcomes in education and the labor market when other factors were taken into account?; and (4) How did 2002 sophomores who achieved various levels of education--from not completing high school through post-baccalaureate attainment--fare in the labor market in 2012? This study addresses these questions by analyzing longitudinal data from ELS:2002. The following are appended: (1) Glossary; (2) Technical Notes and Methodology; and (3) Appendix Tables.
Skilling for Tomorrow. 26th National VET Research Conference &quot;No Frills&quot;
Author: Payton, Anna
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Labor Market,Education Work Relationship,Part Time Employment,Employment Patterns,Job Skills,Educational Trends,Social Change

Could this be the last generation of people to have traditional workplace arrangements, in permanent, ongoing full-time roles with one employer at a time? It is a reasonable question, considering the changes seen flowing through the labour market. In the year between April 2016 and April 2017, two-thirds of jobs created in Australia were part-time and the data show that part-time employment has increased three-fold since the 1970s. This steady and ongoing shift in the labour market is occurring at the same time as the economy adjusts and diversifies following the mining-boom between 2003 and 2013 and is being reshaped by significant technological, economic, demographic and social shifts, shifts that are &quot;disrupting&quot; business models and substantially changing the way we work and live. Think of the emergence of the &quot;gig&quot; economy (working independently on a task-by-task basis for various employers) and portfolio workers. Combined, these fundamental transformations are known as the Fourth Industrial Revolution. Given that the vocational education and training (VET) sector provides students with the skills they need to get a job or change jobs, the Fourth Industrial Revolution will change VET too. This will require new thinking by governments, training providers, employers and students. This paper provides a summary of research and discussion on the future world of work, drawing out points relevant to the theme of the 26th National VET Research Conference &quot;No Frills&quot;--Skilling for tomorrow. It explores the drivers changing the world of work, the skills predicted to need in the future and what this means for training. The paper aims to encourage conversations and discussions on the question of the role in skilling for tomorrow.
Competency-Based Education: What Is the Issue and Why Does It Matter? Policy Snapshot
Author: Anderson, Lexi
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Competency Based Education,Educational Benefits,Postsecondary Education,Role of Education,Adult Students,Reentry Students,Low Income Students,Educational Legislation,State Legislation,Board of Education Policy

The increasing need for highly-skilled employees in the workplace has policymakers and higher education leaders focused on innovative ways for students to access postsecondary education. These access points can include online programs, prior learning assessments and, the subject of this snapshot, competency-based education. The National Center for Education Statistics future projections show the adult population in postsecondary education growing at a higher percentage than students under the age of 25. With an influx of adult students, states are beginning to experiment with alternative modes of learning and accumulating credit, including competency-based education. Although competency-based education is not limited to the adult student population, these students typically encompass the majority of the population in these programs. Adult students have specific needs for postsecondary success including increased course flexibility through additional course section offerings in their major and multiple options for financial aid and affordability. Competency-based education programs often provide a lower cost, allow students to work at their own pace and may or may not incur assessment fees. The adult workforce population looking to up-skill may also benefit from competency-based education programs. Competency-based education policies may not be as far-reaching or prevalent statewide as prior learning assessments, as these policies may create a non-traditional education delivery model. Many of the introduced and enacted policies include studies on how to integrate competency-based education into current institutions or provide a specific program/institution for this delivery model. The main goal of competency-based education serves to award credit/degrees to students for meeting specific skill competencies agreed upon by faculty, industry leaders and workforce representatives. This innovative delivery model could create greater access to postsecondary education for returning adults, low-income students and working adults needing additional skills. This Policy Snapshot provides a summary of 2016 and 2017 legislative activities, as well as legislation, board policies and programs from previous years. A list of resources is included.
Using Innovations in Financial Aid to Support College Success. Looking Forward
Author: MDRC
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Higher Education,Paying for College,Success,Costs,Access to Education,Intervention,Grants,Academic Persistence,Debt (Financial)

The country faces three problems in higher education: increasing costs, increasing student debt, and low completion rates. Although most students receive financial aid, many are left with unmet financial needs and may take on loans or drop out of college as a result. But promising innovations in financial aid could help students pay for college &quot;and&quot; accelerate their studies. Year-round financial aid can boost enrollment and credit accumulation in the summer and help students accelerate their studies. This two-page &quot;Looking Forward&quot; memo provides an overview of the problem, the research evidence, and recommendations for the future.