ethanporcaro/eric-fulltext-meta huggingface dataset:
District Dollars 2: California School District Finances, 2004-5 through 2016-17. Technical Report. Getting Down to Facts II
Author: Bruno, Paul
Date: 2018-09-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Educational Finance,State Aid,Income,Resource Allocation,School District Wealth,Costs,Expenditures,Elementary Secondary Education,Preschool Education,Expenditure per Student,Students with Disabilities,Special Education,Vocational Education,English Language Learners,Bilingual Education,Services,School Personnel,Salaries,Fringe Benefits,Institutional Characteristics,Student Characteristics,Funding Formulas

California's school funding system has changed in several very significant ways since the original &quot;District Dollars&quot; report (Loeb, Grissom, and Strunk 2007), so the purpose of this report is to update that analysis and to track the evolution of district finances over the intervening 12 years, as well as to consider a few other issues relevant to understanding public school finding in the Golden State. To those ends, the remainder of this report proceeds as follows. The first section briefly describes the manner in which school revenues are generated, distributed, and spent in California, including several major recent economic and policy developments with potentially important implications for districts. The next section describes the annual financial reports that provide the majority of the data in this report and the manner in which the author weighs districts when comparing them to one another and across time. This is followed by four sections describing the composition and levels of districts' resources and expenditures, considering measures of districts' overall financial health, and examining the roles of non-district entities in educational service provision in California. The final section compares districts' resources and expenditures in California to those of districts in other states. Most of these sections include cross-sectional analyses of California districts in 2016-17, the most recent year for which data are available, including comparisons of districts with different characteristics. Additionally, statewide trends are considered longitudinally to illustrate changes since the 2004-5 school year.
New York City Pre-K Leadership Study
Author: Smith, Sheila
Date: 2019-04-00
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,Leadership Responsibility,Preschool Education,Preschool Teachers,Educational Needs,Educational Quality,Teaching Methods,Observation,Feedback (Response),Barriers,Principals,Administrator Role

In recent years, the role of leaders in Early Care and Education (ECE) programs has been recognized as critical to achieving and maintaining effective teaching and other aspects of quality. These leaders are often called education directors in community-based ECE programs; in public schools, principals or assistant principals may serve as PreK leaders. In either type of setting, Pre-K leaders can provide a variety of supports to teachers, including guidance about their use of effective practices, coaching, and the facilitation of peer to peer learning and professional development outside of the program. This brief presents key findings from a study of Pre-K leaders in New York City preschool programs. The following questions were addressed: (1) How do leaders at diverse sites support teachers' practices to strengthen program quality? and (2) What factors help or hinder leaders' efforts to positively influence learning for all children through teacher support? [This report was co-produced by Bank Street College of Education's Center on Culture, Race &amp; Equity.]
Supporting the Education of Unaccompanied Students Experiencing Homelessness. Updated. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Homeless People,At Risk Students,Student Rights,Student Needs,Federal Legislation,Barriers,Elementary Secondary Education,Public Schools,Access to Education,Enrollment,Attendance,Educational Legislation,Parent Rights,Privacy,Student Records,Learner Engagement,Higher Education,College Readiness,Agency Cooperation

Homelessness is a devastating circumstance for any child or youth; but for youth on their own, the stresses of homelessness are multiplied. The myriad of challenges faced by youth experiencing homelessness on their own puts these students at risk of dropping out or school failure. Subtitle VII-B of the McKinney-Vento Homeless Assistance Act, reauthorized in 2015 by Title IX, Part A of the Every Student Succeeds Act (42 U.S.C. § 11431 et seq.; hereafter the McKinney-Vento Act), guarantees educational rights and supports for students experiencing homelessness, including specific supports for unaccompanied youth. This brief explains the Act's provisions related to unaccompanied youth and suggests strategies for implementation.
Issue Brief: Case Management in High Schools
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2017-07-00
Type: Reports - Research
Subjects: At Risk Students,High Schools,High School Students,Dropout Prevention,Public Schools,Intervention,Educational Improvement,Prevention,School Size,Poverty,Geographic Location,Graduation Rate,Program Effectiveness,Progress Monitoring,Student Behavior,Learner Engagement,Coaching (Performance),Family Influence

In 2014-15, the high school graduation rate reached a record high of 83 percent (U.S. Department of Education 2016). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. The U.S. Department of Education (Department) sponsored the &quot;National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS)&quot;, which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. All findings are based on self-reported data from school principals. This brief on &quot;case management&quot; is the tenth in a series of briefs being released this year with key findings about these high school improvement strategies.
Issue Brief: College-Level Coursework for High School Students
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2017-04-00
Type: Reports - Research
Subjects: High School Students,At Risk Students,Graduation Rate,Public Schools,Educational Improvement,Advanced Placement Programs,College Credits,Dual Enrollment,Honors Curriculum,School Size,Poverty,Geographic Location,Student Characteristics,College Readiness,Academic Support Services,Mentors

In 2014-15, the high school graduation rate reached a record high of 83 percent (U.S. Department of Education 2016). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. The U.S. Department of Education (Department) sponsored the &quot;National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS)&quot;, which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. This brief on &quot;college-level coursework for high school students&quot; is the eighth in a series of briefs being released with key findings about these high school improvement strategies.
Effects of the Teaching-Learning Process on New Students in the Area of Modern Language
Author: Tejada Reyes, Venecia
Date: 2019-04-00
Type: Reports - Research
Subjects: Teaching Methods,Learning Processes,Modern Languages,College Students,English (Second Language),Language Skills,Language Tests,Teacher Attitudes,Student Attitudes,Teacher Education,Psycholinguistics,Educational History,Universities,College Faculty,Foreign Countries

The teaching and learning of a foreign language is a complex process; since there has been a change in the pedagogy of the foreign language from a specific foreign language method to the measurement of linguistic performance and competence. In all areas of learning, motivation is essential to succeed. The aim of this study is to analyze the effects on the teaching-learning process of new students in the area of Modern Languages, at UASD, during the second semester of 2018. To know the incidence of this effect, a quantitative and qualitative methodology (written test, questionnaire and interview) was used to better understand the problem. The study was carried out with 33 new university students from the language area. In order to improve the development or improvement of English language skills, the exam note of the first partial was used as an experimental group, and finally, to know the level of teacher satisfaction, students used the survey. The results achieved, as well as the favorable level of satisfaction of teachers and students show us the significance and value of the experience, especially in terms of participation, interaction and communication that was established among the participants; they are also indicated. Some limitations are found regarding the need for continuing education in the area of language, especially in English.
State and District Implementation of the Education for Homeless Children and Youth Program
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2015-02-00
Type: Reports - Research
Subjects: Homeless People,Access to Education,Program Implementation,At Risk Students,Geographic Location,Resource Allocation,School Districts,Financial Support,Technical Assistance,Agency Cooperation,Eligibility,Student Needs,Transportation,Resources,Tutoring,Expenditures,School Visitation,Data Collection,Academic Achievement,Graduation Rate,Attendance,Barriers,Family Needs,Student Records,Homework,Coordinators,Administrators,Role,Federal Programs,Federal Aid,Federal Legislation

This report examines state and school district implementation of the Education for Homeless Children and Youth (EHCY) program, based on surveys of state EHCY coordinators and district homeless liaisons and analysis of extant data. The study included state and school district surveys to examine program implementation during the 2010-11 school year; the surveys were administered in spring 2012. In addition, the report also includes some comparisons with previous state surveys that were conducted in 1994 and 1998, as well as analysis of state-submitted data on homeless children and youth that are contained in the U.S. Department of Education's ED&quot;Facts&quot; database. Key findings include: (1) Sixteen states used a regional approach to suballocating EHCY funds; these 16 states accounted for 84 percent of all school districts that received EHCY funds and services; (2) State coordinators reported spending the most time on providing technical assistance to districts and coordinating with other organizations, while district liaisons reported spending the most time on identifying eligible students and ensuring that homeless students and families received services; (3) District liaisons indicated that transportation, school supplies, and tutoring and supplemental instruction accounted for the largest expenditures of EHCY funds; (4) State coordinators were more likely to report using site visits and integrated monitoring visits in 2012 than in 1998, and the number who reported monitoring non-EHCY districts through site visits and desk monitoring more than doubled; (5) In addition to collecting required data such as homeless students' achievement on state assessments, many states also collected other data such as graduation rates and attendance rates; and (6) Barriers to school enrollment and attendance for homeless students that were most frequently identified by district liaisons were transportation and family or student preoccupation with survival needs. Other barriers included delays in obtaining school records and inability to complete school assignments because of the lack of an appropriate study area.
Early Childhood Education in California. Technical Report. Getting Down to Facts II
Author: Stanford University, Policy Analysis for California Education (PACE)
Date: 2018-09-00
Type: Collected Works - General
Subjects: Early Childhood Education,Students with Disabilities,Preschool Teachers,Teacher Education,Labor Force Development,Educational Quality,Educational Improvement,Primary Education,Alignment (Education),At Risk Students,Child Care,State Programs,Child Development,Low Income Groups,Educational Vouchers,Enrollment,State Aid,Educational Finance,Young Children,Agency Cooperation,Screening Tests,Infants,Toddlers,Preschool Children

This report reviews and analyzes California policies that are designed to support early learning in children from birth through age five years. The analysis is limited to early childhood (EC) education-related programs and supports that are likely to directly affect children's cognitive and social development. The information in the report comes primarily from state and locally collected data from original sources, extant reports that summarize information related to the topic, and research on effective early childhood practices and policies. Added to this information are findings from interviews with people who have firsthand experience and knowledge of early childhood programs and resources in California. The chapters include objective reviews of the facts and the evidence as well as the experiences, observations, and recommendations of people who live the policies. The goal is to inform, not to persuade. The document should, however, provide guidance for advocates and policymakers endeavoring to increase support and opportunities for young children in the state. The report is divided into the following chapters: (1) The Early Learning Landscape (Deborah Stipek and Peggy Pizzo); (2) Early Learning for Children with Disabilities (Nancy Hunt); (3) Preparation and Training for Professionals in Early Childhood Education (Deborah Stipek); (4) Strengthening California's Early Childhood Education Workforce (Lea J. E. Austin, Marcy Whitebook, and Raúl Chávez); (5) Program Quality Monitoring and Improvement (Deborah Stipek and Sarah Ruskin Bardack); (6) PreK-3 Alignment (Deborah Stipek); and (7) Early Child Care Data Systems (Deborah Stipek and Madhuvanti Anantharajan).
21st Century Attributes and Skills of a Teacher in the Perspective of College Students
Author: Asio, John Mark R.
Date: 2018-12-00
Type: Reports - Research
Subjects: 21st Century Skills,College Students,Teacher Characteristics,Student Attitudes,Correlation,Teaching Skills,Individual Characteristics,Teacher Improvement,Teacher Effectiveness,Pedagogical Content Knowledge,Parent Teacher Cooperation,Peer Relationship,Teaching Methods,Professionalism,Teacher Attitudes,Communication Skills,Technological Literacy,Gender Differences,Institutional Characteristics,Foreign Countries

Teaching is an ever evolving field of profession which comprises a magnitude of skills, talent, and dedication. This descriptive study intended to revisit some primary characteristics of a 21st century teacher in the standpoint of 123 conveniently selected college students in Olongapo City and southern portion of the province of Zambales using survey questionnaire. The findings of the study were as follows: The respondents answered &quot;Agree&quot; on the context of professional and personal attributes that a teacher should possess; while in terms of the primary skills exhibited by a teacher, it got an answer of &quot;Very Satisfactory.&quot; Significant differences were observed in Professional Attributes, Learning and Innovation Skills and Life Career Skills when grouped according to respondent's profile. Furthermore, there was a low to moderate evidence of relationship that existed between the Attributes of a teacher and skills. This was further confirmed through regression analysis and found out that the attributes of a teacher significantly affects the teaching skills. Based on the findings, practical suggestion on professional and personal improvements of a teacher were discussed and recommended.
Socioeconomic Status and Diagnosed Disability Relationship in a Disadvantaged Rural Junior-Senior High School
Author: Legutko, Robert S.
Date: 2019-05-00
Type: Reports - Research
Subjects: Socioeconomic Status,Students with Disabilities,Rural Schools,Middle Schools,Middle School Students,Disadvantaged Schools,Public Schools,Economically Disadvantaged,Grade 6,Grade 7,Grade 8

This study employed a quantitative experimental correlational (action research) design utilizing Pearson's r correlation coefficient to determine whether or not there was a statistically significant relationship between students' socioeconomic status and having a diagnosed disability at one economically disadvantaged public, rural, co-educational junior-senior high school in the northeast region of the United States. Data from students in grades 6-8 who were considered economically disadvantaged were analyzed. It was determined that there is little to no correlation between students' socioeconomic status and having a diagnosed disability at the school utilized in this study. However, additional analyses indicated that almost 70% of students with a diagnosed disability were also economically disadvantaged, which suggested that a causation analysis is recommended for future study.
Insights on Standards Implementation in California&apos;s Schools. Technical Report. Getting Down to Facts II
Author: Finkelstein, Neal
Date: 2018-09-00
Type: Reports - Research
Subjects: State Standards,Governance,Educational Administration,School Districts,Academic Standards,Teacher Competencies,Principals,Administrator Role,Professional Development,Mathematics Instruction,English Language Learners,Networks,Language Arts,Instructional Materials,Superintendents,Teachers,Elementary Secondary Education

In this paper, the authors present qualitative data -- vignettes -- that describe how the professional learning systems and structures have changed for some of California's educators in recent years: organization of teachers within schools as professional learning hubs, management by school principals of the instructional mission, navigation by curriculum and instruction teams within districts, and models of support by providers including county offices of education (COEs). Key questions include: (1) How have school districts designed and implemented professional learning systems to support teachers through the transition to the new standards?; (2) What has been the role of support initiatives for school principals during these years of standards implementation? Are there particular models of support for school leaders that have surfaced that show promise?; and (3) How have the resources that the California Department of Education (CDE) has built around standards implementation found their way into the field? The authors have organized the paper around data reporting from several surveys, three case studies of field-based implementation, and the authors' reflections on a broad set of network structures and technical assistance strategies in California that support standards implementation initiatives. Their conclusions and recommendations are based on converging results from these different data sources.
Investments in Student Health and Mental Health in California&apos;s Public Schools. Technical Report. Getting Down to Facts II
Author: Reback, Randall
Date: 2018-09-00
Type: Reports - Research
Subjects: Mental Health,Health Services,Access to Health Care,Elementary Secondary Education,School Personnel,School Health Services,School Districts,Allied Health Personnel,State Aid,Clinics,Agency Cooperation,Nonprofit Organizations,Public Agencies,State Policy,Student Characteristics,Institutional Characteristics

This report explores access to school-site health and mental health services among the general population of K-12 public school students in California. These general health services are a major part of some schools' operations, yet they often &quot;fly under the radar&quot; of both education policy and health policy discussions (Lear, 2007). Across California, some public schools offer universal access to health and mental health services through one or more of six mechanisms: (1) Staff Employed by School Districts; (2) Fee-for-Service Providers via Medi-Cal Funding; (3) School-Based Health Centers; (4) Mobile Health Clinics; (5) Other Partnerships with Non-Profit Organizations; and (6) Partnerships with Government Agencies. This report investigates the following questions about these services in California: (1) How does California compare to other states in terms of policies and the rates of service provision? (2) What fraction of California's public school students have access to the various types of care described above? How does access vary by student characteristics? How does access vary by school and community characteristics? and (3) Given the inconsistent supply of health and mental health provision across California's public schools, what policy options are available to ensure that students do not &quot;fall through the cracks&quot;? What are the cost of these options? [For &quot;Investments in Students' Physical and Mental Health in California's Public Schools. Research Brief. Getting Down to Facts II,&quot; see ED594707.]
Transporting Children and Youth Experiencing Homelessness. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Student Mobility,Laws,Transportation,Access to Education,Transfer Students,Program Implementation,Educational Finance,School Buses,School Districts,School Responsibility,Parent Responsibility

Changing schools may greatly impede the academic achievement and social development of students experiencing homelessness. Research studies have demonstrated a link between high mobility due to homelessness and poor school performance (Cunningham, Harwood, &amp; Hall, 2010; Obradovic, Long, Cutuli, Chan, Hinz, Heistad &amp; Masten, 2009). Students who transfer to a new school often experience educational discontinuity and, as a result, lose academic credits. Moreover, the mobility experienced by these students separates them from their social network, and from teachers and school staff who know their academic strengths and weaknesses. Coupled with the distress caused by the loss of housing and the economic strain that often accompanies this, changing schools puts students in homeless situations at risk of academic failure. This brief: (1) summarizes the key provisions related to the transportation of children and youth experiencing homelessness included in the McKinney-Vento Act; (2) suggests transportation implementation strategies at the state and local levels; and (3) recommends resources for funding transportation costs. [For an earlier version of this report, see ED574595.]