ethanporcaro/eric-fulltext-meta huggingface dataset:
Disabled Student Programs and Services, 2018 Report
Author: California Community Colleges, Chancellor's Office
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Disabilities,College Faculty,Teacher Attitudes,Student Attitudes,Program Effectiveness,Enrollment,College Credits,Noncredit Courses,Full Time Equivalency,Academic Persistence,Dropout Rate,Academic Degrees,Certification,College Transfer Students,Vocational Education,Accessibility (for Disabled),State Aid,Budgets,Resource Allocation,Educational Finance,Management Information Systems

The California Community Colleges served 2.1 million students in 2015-16 and 2.1 million students in 2016-17. It is the largest system of higher education in the nation. Each of the 115 colleges in all 73 districts use state funding allocated for Disabled Student Programs and Services (DSPS) to assist in providing support services and educational accommodations to students with disabilities so they can have full and equitable access to the community college experience. This report reflects the 2015-16 and 2016-17 academic years and is written in response to Education Code section 67312(b). This section requires the Board of Governors of the California Community Colleges to report every two years to the governor and the education policy committees of the Legislature on its system for evaluating &quot;state-funded programs and services for disabled students on each campus at least every five years.&quot; The Chancellor's Office is pleased to report on the four elements mandated by legislation: (1) staff and student perception of program effectiveness; (2) data on the implementation of the program; (3) physical accessibility requirements; and (4) outcome data. The report also includes a statewide review of the enrollment, retention, transition and graduation rates of community college students receiving services through DSPS compared to non-DSPS students. This data was collected from all 114 colleges and has been analyzed in this report. The data compiled for this report show that students with disabilities represent five percent of the population of the community colleges. This student population is typically located in the lower margins in different performance and completion metrics. This report shows those metrics are increasing slowly. This student population: (1) take and complete both credit and non-credit courses at the same rate as their non-disabled peers; (2) both DSPS and non-DSPS students take credit courses at higher rates than they take non-credit courses; (3) DSPS students continue to persist year after year without reaching a point of transfer preparedness, transfer or degree or certificate attainment. DSPS students attend California community colleges for much longer than non-DSPS students; (4) demonstrate much greater persistence from spring to fall and retention from fall to fall in most classes; and (5) DSPS students perform similarly in both workforce preparation courses and short-term vocational courses when compared to their non-disabled peers.
Thought Leadership Forum Brief: Turnaround Leadership and Leadership Competencies
Author: Center on School Turnaround at WestEd
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Instructional Leadership,School Turnaround,State Departments of Education,Competence,Public Education,Principals,Administrator Qualifications,Models,Sustainability,Teamwork,Accountability,Leadership Qualities,Professional Development,Mentors,Achievement Gains,Program Effectiveness

This brief summarizes the January and February 2018 Thought Leadership Forum presentations. January featured a content-based presentation by William Robinson from the University of Virginia on turnaround leadership competencies and February featured Hannah Peria and Elisabeth Peterson from the New Mexico Public Education Department profiling New Mexico's Principals Pursuing Excellence program. This brief concludes with recommendations for SEAs [state education agencies] on how to support and develop turnaround leaders.
Thought Leadership Forum Brief: Talent Development and Opportunity Culture
Author: Center on School Turnaround at WestEd
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Talent Development,Leadership Training,Capacity Building,State Departments of Education,Educational Improvement,School Turnaround,Educational Quality,Teacher Role,Specialists,Teamwork,Faculty Development

In March and April 2018, the Center on School Turnaround at WestEd continued its Thought Leadership Forum series, hosting two online forums on talent development for state education agency officials who are members of the Leadership Council of the Network of State Turnaround and Improvement Leaders. The monthly forums for 2018 are intended to build the capacity of state education agencies and regional comprehensive centers to support rapid school improvement. This brief summarizes the information presented in the March and April 2018 forums, which addressed Opportunity Culture as a strategy to support talent development. The March presentation was by Bryan Hassel, Co-President of Public Impact. The April forum featured Denise Watts, who leads Project LIFT (Leadership &amp; Investment for Transformation), a philanthropic initiative that is implementing an Opportunity Culture program in North Carolina's Charlotte-Mecklenburg Schools. The brief concludes with recommendations for local and state education agencies interested in further exploring Opportunity Culture.
Jump-Starting Instructional Transformation for Rapid School Improvement: A Guide for Principals. The Center on School Turnaround Four Domains Series
Author: Redding, Sam
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Principals,Transformative Learning,Faculty Development,Instructional Leadership,Teacher Collaboration,Administrator Role,Teamwork,Educational Quality,Barriers,Educational Change,Educational Improvement,Change Strategies,Trust (Psychology),Time,Teacher Improvement

This guide grew out of material used in the Transformation Academy, a professional learning program for principals charged with achieving the rapid improvement of their school. The intent of that program is to help principals get started with transforming instruction -- the change that is at the heart of school improvement. Transforming instruction is a big job, engaging administrators and teachers over multiple years. Because the challenge can seem so daunting, school leaders can profit from some guidance in knowing where and how to begin. This guide provides that starting point. In the approach laid out in this guide, the principal starts down the road to instructional transformation by convening a select group of teachers as an action team (or A-team) that will look closely at how the principal makes time for instructional leadership and how teachers help each other improve their practice. The team, which includes the principal, will examine every aspect of the school's instructional system, a system that consists of planning, providing, adjusting, and enhancing instruction. The team considers learning obstacles their students might face and how well the school builds students' capabilities as learners. At key points, the team solicits input from the entire faculty. Using the information drawn from this initial examination, the A-team sets a course for achieving instructional transformation. Like the Transformation Academy from which it is drawn, this guide rests on the research and practice base of &quot;Four Domains for Rapid School Improvement: A Systems Framework&quot; (Center on School Turnaround, 2017). That framework identifies four areas of focus, and key practices in each, that have been shown to be critical for achieving rapid and significant school improvement, including instructional transformation, the focus of this guide. The Center on School Turnaround at WestEd presents this guide to assist both those participating in the Transformation Academy and the many principals who are charged with significantly improving their schools, but are unable to attend the academy.
Thought Leadership Forum Brief: Formative Assessment and Agency as Drivers of Instructional Transformation
Author: Center on School Turnaround at WestEd
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: School Turnaround,Educational Improvement,Professional Development,Capacity Building,State Departments of Education,Communities of Practice,Teacher Evaluation,Discussion,Feedback (Response),Teamwork,Cooperation,School Districts,Educational Change

In May and June 2018, the Center on School Turnaround at WestEd hosted two online Thought Leadership Forums for state education agency officials who are members of the Leadership Council of the Network of State Turnaround and Improvement Leaders. The monthly forums are intended to build the capacity of SEAs and regional comprehensive centers to support rapid school turnaround. Forums are developed in pairs, with each pair focused on a key issue related to supporting school turnaround. The first of the two forums features a presentation by a recognized expert on that issue; the second forum, convened the following month, profiles work related to the topic, providing an on-the-ground example of the issue in action. This brief summarizes the information presented in the May and June 2018 forums, which examined how a structured approach to professional learning focused on collaborative feedback and self-reflection can transform instruction and learning for both teachers and students.
Progress Report to Districts and Schools: SEDL&apos;s Working Systemically Model. FY03 Report. Research Report
Author: SEDL
Date: 2003-12-00
Type: Reports - Descriptive
Subjects: School Districts,Models,Research and Development,Educational Development,Academic Achievement,Mathematics Achievement,Reading Achievement,Program Implementation,Educational Improvement,Partnerships in Education,Elementary School Teachers,Middle School Teachers,Capacity Building,Instructional Leadership,Faculty Development,Progress Monitoring,Administrators,Parents,School Personnel,Secondary School Teachers

In December 2000, the Southwest Educational Development Laboratory (SEDL) was awarded a five-year research and development (R&amp;D) contract to develop and refine a systemic model to improve student achievement in reading or mathematics in low-performing districts and schools. At the onset of the project, 20 districts in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas in which one or more of the schools were having difficulty meeting state expectations for student achievement agreed to participate. The purpose of this report is to present findings based on analyses of more than 260 interviews with teachers, administrators, parents, and other staff and field notes of SEDL coordinators who worked with the districts.
External Validity in Research on Rehabilitative Interventions: Issues for Knowledge Translation. FOCUS Technical Brief No. 33
Author: Dijkers, Marcel P. J. M.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Rehabilitation,Generalization,Information Dissemination,Validity,Research,Intervention,Randomized Controlled Trials,Evidence Based Practice,Program Effectiveness,Reports,Research Methodology

This issue of &quot;FOCUS&quot; discusses external validity and what rehabilitation researchers can do to help practitioners answer the question &quot;How far can we generalize this finding-- is it applicable to other clients/patients, with different characteristics, in dissimilar settings treated by other clinicians?,&quot; which clinicians and other practitioners ask whenever researchers publish evidence in support of a new or revised intervention. It is argued that there is no statistical basis for generalizing from the findings of a particular study, however well conducted, to a clinician's next patient/client or even to the groups a health care policy maker is responsible for. Generalizing is done by the decision maker based on the similarity of the case or cases to be treated to the people who were included in the research, and based on the resemblance of the clinicians and rehabilitative settings involved to the treater(s) and setting(s) in the research. Therefore, it is the responsibility of rehabilitation researchers to provide extensive information on their intervention study in their reports, well beyond issues impacting its internal validity. Only by reading such detailed reports on the characteristics of a study's patients/clients, treaters, treatments and outcomes, as well as on the wider health care and sociopolitical context of the study, can clinicians and their patients/clients begin to evaluate whether the same intervention might have a comparable feasibility and similar effect in their local situation. Unfortunately, reporting of issues relevant to external validity is much less common than of details relevant to internal validity, resulting in complaints by clinicians and other practitioners. This article provides and describes a checklist of 27 items that was designed to help rehabilitation researchers include more informative details in their research reports.
Shifting School Culture to Spark Rapid Improvement: A Quick Start Guide for Principals and Their Teams. The Center on School Turnaround Four Domains Series
Author: Redding, Sam
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: School Turnaround,School Culture,Educational Environment,Success,Academic Achievement,Cultural Influences,Principals,Educational Change,Student Participation,Family Involvement,Change Strategies

The Center on School Turnaround (CST) has identified four levers, or domains, for dramatic change to rapidly improve schools: (1) turnaround leadership; (2) talent development; (3) instructional transformation; and (4) culture shift (CST, 2017). These levers are highly integrated -- the only way for each to succeed is to ensure that all four are enacted and aligned. Yet each requires an understanding of the unique knowledge, skills, and tools required for its enactment. This paper focuses on Domain 4, culture shift -- what it means, why it is essential for rapid improvement in a school, and -- critically -- how to move a school from a negative culture to a positive one that fosters student learning and success. A school's culture is a powerful force that will work for or against improvement efforts. A school with persistent and chronic low achievement has, almost by definition, spiraled into a negative culture that contributes to and is worsened by its failures. Rapid improvement, then, requires culture shift, an enterprise that requires changes in mindsets, norms, and attitudes and is as difficult and uncertain as it is essential. In this paper, the authors address the nature of that challenge. They define what they mean by school culture and differentiate between the school's culture and the variety of cultural influences students and teachers bring with them to the school. Throughout, the authors emphasize that the unrelenting focus of a successful school's culture is student instruction and learning. They address why, in particular, that means ensuring that everyday school and classroom practices substantively respond to, rather than ignore or simplistically acknowledge, students' home and family cultures. Finally, the authors offer steps schools can take to prepare for culture shift and a tool that can help launch and guide the change process.
2017 Transfer Report: A Review of Improvements in Transfer
Author: Wootan, Gail
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Student Mobility,College Transfer Students,State Policy,Private Colleges,Public Colleges,Two Year Colleges,Undergraduate Students,Graduation,Academic Persistence,Intention,College Graduates,Bachelors Degrees,Associate Degrees

Transfer is the movement of students and their earned credits from one institution to another. This process includes how students' work from the sending institution is applied toward degree requirements at the receiving institution. The Washington Legislature has tasked the Washington Student Achievement Council (WSAC) with &quot;improving student transitions from secondary to postsecondary education and training and between and among postsecondary institutions.&quot; A strong transfer policy plays a critical role in improving transitions because it supports student access and completion. WSAC also has a statutory responsibility to establish and adopt transfer policies to improve educational transitions. WSAC sends a biennial report to the Legislature on improvements in transfer efficiency. The report covers progress on transfer indicators, and outlines development of additional transfer associate degrees. This report outlines improvements in transfer that will support underserved and underrepresented students as well as working-age adults. These improvements will contribute to the number of Washington adults who have a postsecondary credential. [For the 2015 Transfer Report, see ED613383.]
Support for Rapid School Improvement: How Federal Dollars Can Be Leveraged for Systemic Improvement. The Center on School Turnaround Four Domains Series
Author: Junge, Melissa
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Financial Support,Federal Aid,School Turnaround,Federal Legislation,Educational Legislation,Grants,School Districts,Disabilities,Equal Education,Elementary Secondary Education,Change Strategies,Educational Change,Cultural Influences,Student Needs,Teacher Competencies,Leadership Responsibility

This guide delves into often-overlooked federal funding sources that can be used to support local efforts to pursue rapid turnaround. Although focused on spending at the district and school levels, this guide is appropriate for those involved in school improvement at the state, district, or school level because policies and procedures at all those levels impact how funds are spent at the local level. The guide builds on &quot;Four Domains for Rapid School Improvement: A Systems Framework,&quot; created by the Center on School Turnaround at WestEd to assist states, districts, and schools in leading and managing rapid school improvement efforts. The framework identifies four areas of focus that research and experience suggest are central to rapid and significant improvement. It also includes examples of practices, in each of these four areas, that can be put into action at the state, district, and school levels. This guide is organized into three sections. Section I highlights three ways ESSA facilitates spending on school improvement initiatives. Section II provides an overview of spending rules that apply to all federal grants, and summarizes the Title I Part A, Title II Part A, and IDEA Part B programs. Finally, Section III gives examples of how districts and schools can use Title I Part A, Title II Part A, and IDEA Part B funds to support the four domains for rapid school improvement. [The foreword for &quot;Support for Rapid School Improvement: How Federal Dollars Can Be Leveraged for Systemic Improvement&quot; was written by Carlas McCauley. For &quot;Four Domains for Rapid School Improvement: A Systems Framework,&quot; see ED584107.]
Building and Managing Quality Afterschool Programs. A Practitioner&apos;s Guide
Author: Jordan, Catherine, Ed.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,After School Programs,Educational Practices,Educational Objectives,Program Effectiveness,Program Descriptions,Governance,Program Development,Leadership,Teacher Characteristics,Student Characteristics,Student Behavior,Discipline Policy,Student Educational Objectives,Academic Standards,Curriculum Development,Alignment (Education),Faculty Development,Teacher Student Relationship,Cooperative Learning,Family Involvement,School Community Relationship,Accountability,Academic Achievement,Program Evaluation

This Guide is intended to share the insights of SEDL's National Partnership for Quality Afterschool Learning (the National Partnership) as well as information about both the academic and the organizational and management practices that successful afterschool programs use. The authors have organized these practices into the following four focus areas: (1) program organization; (2) academic programming practices; (3) supportive relationships in afterschool; and (4) achieving program outcomes. Within each focus area, the authors describe the key practices of successful programs. In addition, they provide a Quality-o-Meter tool to help reflect on practices. The authors then provide a Planning for Action tool to help document plans for implementing practices to increase the program's quality.
Choosing Our Future: Story of Opportunity in America
Author: Kirsch, Irwin
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Opportunities,Social Capital,Economic Factors,Political Issues,Socioeconomic Status,Socioeconomic Influences,Job Skills,Human Capital,Educational Attainment,Gender Bias,Technological Literacy,Racial Bias,Achievement Gap,Trust (Psychology)

This comprehensive report examines the magnitude of the crisis of opportunity in America and its long-term implications. Interactions among powerful global economic forces, government policies and business practices have generated a self-sustaining set of dynamics that have led to increasing economic, social and political polarization, with the accumulation of advantage or disadvantage experienced by one generation passed along to the next. &quot;Choosing Our Future&quot; argues that ignoring these forces will lead to growing disparities among our citizens and place an unsustainable strain on the nation's social fabric and the character of our democracy.
Do Cultural Competency Interventions Work? A Systematic Review on Improving Rehabilitation Outcomes for Ethnically and Linguistically Diverse Individuals with Disabilities. FOCUS Technical Brief No. 31
Author: Hasnain, Rooshey
Date: 2011-00-00
Type: Information Analyses
Subjects: Cultural Relevance,Cultural Awareness,Intervention,Rehabilitation,Disabilities,Student Diversity,Ethnic Diversity,Immigrants,Refugees,Student Needs,Culturally Relevant Education

This issue of &quot;FOCUS&quot; describes a systematic review that was conducted to address a critically important research question about cultural competency by taking stock of the current literature and evidence. The review examined whether cultural competency interventions improve rehabilitation outcomes for ethnically and linguistically diverse individuals with disabilities, and if so, for whom and under what conditions.
When the Best Is the Enemy of the Good: The Nature of Research Evidence Used in Systematic Reviews and Guidelines
Author: Dijkers, Marcel P. J. M.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Evidence Based Practice,Literature Reviews,Guidelines,Research Design,Randomized Controlled Trials,Intervention

Evidence-based practice, according to authoritative statements by the founders of this approach to health care, involves using the &quot;best available&quot; evidence in addition to clinical expertise and patient preferences to make decisions on the care of patients. However, many systematic reviewers interpret &quot;best available&quot; as &quot;best possible&quot; and exclude from their reviews any evidence produced by research of a grade less than the highest possible (e.g., the randomized clinical trial [RCT] for interventions), even if that means making no recommendations at all. Voltaire's comment that &quot;the best is the enemy of the good&quot; is applicable here. Rehabilitation would be disadvantaged especially, as it can boast few RCTs, because of its nature. The myopic focus on the &quot;strongest&quot; research designs may also steer researchers away from asking, &quot;What is the best design to answer 'this' research question?&quot; Lastly, rehabilitation and other clinicians need to know not just &quot;which&quot; interventions are effective, but also &quot;how&quot; these interventions need to be delivered; information relevant to this latter aspect of knowledge translation is typically produced using &quot;weak&quot; research designs.