ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of the Charter School Facility Landscape in South Carolina
Author: National Alliance for Public Charter Schools
Date: 2013-11-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Educational Facilities,Geographic Location,State Surveys,Enrollment Trends,Measurement,Expenditure per Student,Operating Expenses,Costs,State Aid,Financial Support,School Size,Dining Facilities,Lunch Programs,School Buildings,School Space,Elementary Secondary Education,Standards,Physical Education,Recreational Activities

In Spring of 2013, the Public Charter School Alliance of South Carolina, the Colorado League of Charter Schools, and the National Alliance for Public Charter Schools worked to collect evidence that would accurately portray both the adequacy of charter school facilities and the average amount of operating funds spent on facilities. Collectively, the results described in this report provide evidence that charter school students in South Carolina do not have access to the same facilities and amenities compared to traditional public school students in the state. In order to ensure that the policy recommendations of this report are research-based and supported by reliable data, Cuningham Group Architecture, Inc. consulted on the project to provide a set of reasonable standards for school facilities' size and amenities. Given the alignment of the Facilities Initiative and the goals and data needs of the U.S. Department of Education's (&quot;ED&quot;) Charter Schools Program (CSP), ED procured additional state surveys, including South Carolina. The National Charter School Resource Center at American Institutes for Research (&quot;AIR&quot;) has been subcontracting with the Colorado League of Charter Schools to collect the research and data on behalf of the U.S. Department of Education since October of 2011. To date, AIR has subcontracted for the data collection and research of charter school facilities in seven states: Arkansas (ED561919), Idaho (ED561933), Massachusetts (ED561929), Michigan (ED561921), New Jersey (ED561926), Rhode Island (ED561925), and South Carolina. This report is based on survey, enrollment, and operating revenue data collected for the 2012-2013 school year. All results presented in this report are based on data from the 97.9 percent of South Carolina's brick-and-mortar charter school facilities (48 out of 49 facilities) that completed all or part of a comprehensive facility survey--representing 49 charter schools authorized in South Carolina. Appended are: (1) Methodology; and (2) School Facility Standards.
CTE Dual Enrollment: A Strategy for College Completion and Workforce Investment
Author: Zinth, Jennifer Dounay
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Vocational Education,Dual Enrollment,Police,Educational Objectives,Access to Education,Educational Quality,Fees,Student Costs,Course Content,Credentials,Standards,Curriculum Design,Industry,Certification,Transfer Policy

Dual enrollment programs are expanding and so are dual enrollment programs with a career and technical education (CTE) focus. Recent data available from the National Center on Education Statistics show that 82 percent of high schools had students enrolling in dual enrollment coursework in 2010-11. Nearly half of the schools had students participating in dual enrollment with a CTE focus. This brief describes research on the benefits of CTE dual enrollment, and provides examples of successful state policies to help make the case for the expansion of current dual enrollment programs--particularly those in CTE. The report discusses four policy objectives that states should consider as key policy components to ensure that dual enrollment programs are adequately accessible and maintained, and to promote the quality and transferability of the courses: (1) Responsibility for course fees should not fall to students or parents; (2) Course content and instructor credentials must mirror those of traditional postsecondary instructors; (3) Courses should incorporate industry curriculum and standards, and lead to certification; and (4) States should ensure course transferability.
An Analysis of the Charter School Facility Landscape in Massachusetts
Author: National Alliance for Public Charter Schools
Date: 2013-00-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Educational Facilities,Geographic Location,State Surveys,Enrollment Trends,Measurement,Expenditure per Student,Operating Expenses,Costs,State Aid,Financial Support,School Size,Dining Facilities,Lunch Programs,School Buildings,School Space,Elementary Secondary Education

In the spring of 2012, the Massachusetts Charter Public School Association, the Colorado League of Charter Schools, and the National Alliance for Public Charter Schools worked to collect data that would reveal and accurately portray the adequacy of charter school facilities and the average spending for facilities out of charter schools' operating budgets in Massachusetts. As described more fully in this report, the results of the data collection efforts provide evidence that charter schools in Massachusetts pay more for facilities compared to traditional public schools, yet charter school students do not have access to many of the same facilities and amenities as compared to their peers in traditional public schools. In order to ensure that the recommendations of this effort were research-based and supported by reliable data, Hutton Architecture Studio--a leader in educational facilities architecture--consulted on the project to provide a set of reasonable expectations for school facilities' size and amenities. In order to ensure that the policy recommendations of this report are research-based and supported by reliable data, Cuningham Group Architecture, Inc. consulted on the project to provide a set of reasonable expectations for school facilities' size and amenities. Given the alignment of the Facilities Initiative and the goals and data needs of the U.S. Department of Education's (ED) Charter Schools Program (CSP), ED procured additional state surveys, including Arkansas. The National Charter School Resource Center at American Institutes for Research (AIR) has been subcontracting with the Colorado League of Charter Schools to collect the research and data on behalf of the U.S. Department of Education since October of 2011. To date, AIR has subcontracted for the data collection and research of charter school facilities in four states: Idaho (ED561933), Michigan (ED561921), Massachusetts, and New Jersey (ED561926). This report is based on facilities survey and measurement data plus enrollment and operating revenue data collected for the 2012-2013 school year. The following are appended: (1) Methodology; and (2) School Facility Standards.
State Pre-K Funding--2013-14 Fiscal Year
Author: Workman, Emily
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: State Aid,Financial Support,Preschool Education,Economic Climate,Geographic Location,Resource Allocation,Tables (Data),Graphs,Preschool Children,Early Intervention

The nation continues to recover from one of the worst recessions since the Great Depression. States were hit hard, incurred significant losses, and many are only just now showing signs of meaningful recovery. Whether it is efforts to bring investments in pre-K back to pre-recession levels or creating new investments, states have indicated, for the second year in a row, that investing in pre-K is a priority. And this issue is clearly a bipartisan one, with Democrats and Republicans alike showing their support for pre-K. Two of the largest investments come from Republican-controlled South Carolina and Democratically-controlled Massachusetts. Findings indicate that a total of 30 states plus D.C. increased their investments in pre-K and that, nationally, states' investment in pre-K rose by 6.9%.
Multiple Measures for College Readiness
Author: Anderson, Lexi
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: High School Graduates,College Readiness,Competency Based Education,Student Evaluation,Educational Trends,Alignment (Education),Admission Criteria,Grade Point Average,Class Rank,Advanced Placement,College Entrance Examinations,Graduation Requirements,Educational Policy,State Policy

Roughly one third of all U.S. high school graduates do not enroll in college soon after earning a diploma. There are many reasons why students do not do so, including work obligations, affordability concerns and lack of academic preparation. Yet research suggests that many of these students often aspire to a college education. Helping these students turn aspiration into action is a policy priority for states. One important factor in successful transitions for high school to college is demonstration of college readiness--traditionally measured by course seat time. However, as one strategy to enhance student transitions from high school to college, statewide and system-wide admission policies are beginning to assess college readiness through multiple measures. This Education Trends report reviews these multiple measures, provides a deeper look at competency-based assessments, and offers policy considerations for state and system leaders. Key takeaways include: (1) At least 18 states have complete or partial alignment between high school graduation course requirements and statewide or system-wide admission standards; (2) Instead of completing coursework, a growing number of states allow high school students to pass competency-based assessments to demonstrate mastery of subject content; and (3) State, K-12 and higher education leaders should continue to work closely and explore and evaluate more effective measures to gauge students' college readiness and chances of success.
Number of Instructional Days/Hours in the School Year
Author: Rowland, Julie
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Time Factors (Learning),School Schedules,State Legislation,School Districts

While state requirements vary on the number of instructional days and/or hours in the school year, the majority of states require 180 days of student instruction. Most also specify the minimum length of time that constitutes an instructional day. Some states set instructional time in terms of days, some specify hours, and some provide specifications for both and may require districts to meet either or both. This report reviews the minimum number of instructional days/hours in a school year and the start dates prescribed by law, where specified. Thirty-six states and the District of Columbia allow local districts or regions to determine when the school year begins.
An Analysis of the Charter School Facility Landscape in Idaho
Author: National Alliance for Public Charter Schools
Date: 2012-09-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Educational Facilities,Geographic Location,State Surveys,Enrollment Trends,Measurement,Expenditure per Student,Operating Expenses,Costs,State Aid,Financial Support,School Size,Dining Facilities,Lunch Programs,School Buildings,School Space,Elementary Secondary Education,Standards

In spring of 2012, the Idaho Charter School Network, the Colorado League of Charter Schools, and the National Alliance for Public Charter Schools worked to collect evidence that would accurately portray both the adequacy of charter school facilities and the average spending for facilities out of charter schools' operating budgets in Idaho. Collectively, the results described in this report provide evidence that charter school students in Idaho do not have access to the same facilities and amenities compared to traditional public school students. In order to ensure that the recommendations of this effort were research-based and supported by reliable data, Hutton Architecture Studio consulted on the project to provide a set of reasonable expectations for school facilities' size and amenities. The Facilities Initiative caught the attention of the U.S. Department of Education who is currently funding four state reports, including Idaho. The National Charter School Resource Center at American Institutes for Research (AIR) is subcontracting with the Colorado League of Charter Schools to collect the research and data on behalf of the U.S. Department of Education for Idaho, Massachusetts (ED561929), Michigan (ED561921), and New Jersey (ED561926). This report is based on survey, enrollment, and operating revenue data collected for the 2010-2011 school year. Results are based on data from the 96 percent of Idaho's charter schools that completed all or part of a comprehensive facility survey. Participating schools were representative of the state's charter sector as far as size of enrollment, percentage of minorities and low income students served, grade levels served and per-pupil operating revenue. Appended are: (1) Methodology; and (2) School Facility Standards.
How Does Education in My State Compare? What Every Governor, Chief, Legislator, or Other Elected Official Needs to Know?
Author: Rowland, Judy
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: State Policy,Educational Policy,Statistical Data,Charts,Tables (Data),Expenditure per Student,Disproportionate Representation,Kindergarten,School Schedules,Charter Schools,Laws,School Holding Power,Reading,Language Proficiency,School Choice,Superintendents,Administrators,Personnel Selection,State Boards of Education,Status,Job Layoff,High Schools,Feedback (Response),Reports,School Districts,Elementary Secondary Education,Income,Teacher Salaries,Lunch Programs,Federal Legislation,Educational Legislation,Equal Education,Disabilities,English Language Learners,Graduation Rate,Public Schools,Comparative Analysis

This report serves as a quick reference guide for elected officials to compare key education policies and data in their states to the rest of the nation. The first section highlights major state policies for all 50 states in both table and chart formats (see Summary Charts ). The second section provides key state data, such as per-student spending and the percent of students from traditionally underserved groups in each state (see Table 2).
Rating States, Grading Schools: What Parents and Experts Say States Should Consider to Make School Accountability Systems Meaningful
Author: Mikulecky, Marga
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Accountability,Public Schools,Elementary Secondary Education,Parent Attitudes,Expertise,Educational Quality,Usability,User Satisfaction (Information),Educational Indicators,Academic Achievement,Student Development,Achievement Gap,Graduation Rate,College Readiness,Career Readiness,Access to Information,Best Practices,Reports

Parents and policymakers have long sought to measure the quality of their public schools and to report that publicly in ways that are fair and equitable. In recent years, with a renewed focus on student outcomes, this effort has become a very public and sometimes acrimonious debate. With this project, Education Commission of the States (ECS) sought to answer three key questions from various stakeholders in a way that assists parents and policymakers in creating school accountability systems or &quot;report cards&quot; that are transparent and effective. The key questions and responding groups include: (1) Of researchers--Are the report cards easy to find?; (2) Of parents--Are the report cards easy to understand?; and (3) Of experts--What indicators are essential for measuring school and district performance? Experts selected five indicators they see as essential for any state's school accountability system: (1) student achievement; (2) student academic growth; (3) achievement gap closure; (4) graduation rates; and (5) postsecondary and career readiness. The aim of this report is to help state policymakers create accessible, useful, and effective school report cards so that states can improve their education systems by learning from each other. The following is appended: Members of the ECS School Accountability Advisory Group.
State Exemplars of School Accountability &quot;Report Cards&quot;
Author: Christie, Kathy
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Accountability,Elementary Secondary Education,Profiles,Reports,Public Schools,School Districts,Educational Indicators

This report provides profiles of exemplars of school accountability &quot;report cards&quot; from nine states and the District of Columbia. The exemplars were selected by Education Commission of the States (ECS) researchers and a group of 14 parents selected by ECS staff. This report contains: (1) a main &quot;report card&quot; page with school and district reports; (2) a sample elementary report; and (3) a sample high school report. For more details, see &quot;Rating States, Grading Schools: What Parents and Experts Say States Should Consider to Make School Accountability Systems Meaningful&quot; (ED561935).
Learning English in Rural America
Author: Kreck, Carol
Date: 2014-11-04
Type: Reports - Descriptive
Subjects: English (Second Language),Second Language Learning,English Language Learners,Language Proficiency,Rural Areas,School Districts,Integrated Services,State Standards,Teaching Methods,Program Development,Identification,Educational Strategies,Educational Research,Language Usage,Family Environment,Surveys,Poverty,Immigrants,Small Group Instruction,Course Content,Vocabulary Development,Academic Discourse,Writing Skills,Content Area Writing,Oral Language,Statistical Analysis,Elementary Secondary Education,Second Language Instruction

Today, English language learners (ELLs)--students whose primary language is other than English--are the fastest-growing major school population in the United States. Between 2000-01 and 2010-11, the number of these students, whose level of English proficiency is not sufficient to support learning in a regular English language classroom, rose 18 percent nationwide. As newcomers arrived in waves, many schools and districts quickly went from low-incidence to high-incidence levels of ELLs. The federal research center, REL-Appalachia, identified four stages in district responses to emerging ELL communities: ad hoc services, consistent services, developed program of services, and expanded or integrated services. Now states look to each other for a more consistent approach. A recent set of recommendations from the Council of Chief State School Officers on identifying ELLs and identifying when they are proficient will help that process along. This report explores ways rural districts are addressing the challenge of teaching the growing English as a second language population while simultaneously teaching the Common Core State Standards.
States Address Concerns about Concussions in Youth Sports
Author: Kreck, Carol
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: State Legislation,Team Sports,Athletics,Head Injuries,Innovation,Guidelines,Medical Evaluation,Symptoms (Individual Disorders),Clinical Diagnosis,Brain,Diagnostic Tests,Athletes,Handheld Devices,Computer Software,Prevention,Measurement Equipment,Policy Formation,Brain Hemisphere Functions,State Policy,Futures (of Society),Biochemistry,Psychomotor Skills,Athletic Coaches,Sports Medicine,Parents,Health Education,Youth

Education Commission of the States (ECS) reviewed legislation in the 50 states to see how state leaders are responding to concerns about concussions in youth sports. This report reviews state responses to concussion concerns, and provides examples of provisions put in place by California, Connecticut, and Texas. Three emerging innovations are suggested for consideration in policy or guidelines (steps that go beyond symptom-driven diagnosis, which has proven to be an inexact science) that can shape the future of state legislation regarding concussions in youth sports: (1) baseline testing--a preseason exam conducted by a trained health care professional assessing an athlete's balance, brain function, and signs of concussion symptoms; (2) blood test--a test measuring the brain protein S100B that leaks into the blood stream following a brain injury; and (3) an iPad app for use during a game following an athlete taking a hard hit--the iPad's gyroscope and accelerometer detect balance problems. This report also discusses current work being done to address the prevention of concussions, as well as the need for future research and continued work in terms of policy implementation and education regarding concussions.
Assessment Opt-Out Policies: State Responses to Parent Pushback. ECS Education Trends
Author: Aragon, Stephanie
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,Educational Testing,Parents,State Boards of Education,State Legislation,Elementary Secondary Education

With new state assessments kicking into full swing across the country, schools are seeing more and more parents wanting to opt out their children. Determining whether states allow assessment opt-outs can be complex and is constantly evolving. In some states the answer is clear: State policies either allow or prohibit state assessment opt-outs, or state departments of education issue clear guidance that opt-outs are not allowed. In many states, however, the guidance as to whether opt-outs are allowed is far less clear, as departments of education are often silent on the issue. Additionally, many states have no consequences in place for not participating in mandatory assessments, adding a further wrinkle to defining what it means for states to truly prohibit opt-outs. This ECS Education Trends report highlights a number of ways states are addressing this issue. An appendix provides a brief snapshot of information related to assessment opt-outs across the 50 states and District of Columbia, where available.
A Systematic Review of the Relationships between Principal Characteristics and Student Achievement. REL 2016-091
Author: Osborne-Lampkin, La'Tara
Date: 2015-11-00
Type: Reports - Research
Subjects: Administrator Characteristics,Academic Achievement,Correlation,Meta Analysis,Mixed Methods Research,Statistical Analysis,Qualitative Research,Effect Size,Interpersonal Communication,Administrator Education,Administrator Behavior,Instructional Leadership,Administrator Responsibility,Leadership Styles,School Districts,State Departments of Education

This systematic review of the relationships between principal characteristics and student achievement was created for educators, administrators, policy-makers, and other individuals interested in a comprehensive catalogue of research on relations between principal characteristics and student achievement. It synthesizes what is known about associations between principal characteristics and student achievement; specifically it summarizes the studies, highlights the effects found by the studies, and describes the steps of the systematic review process used. Of the 52 studies included in the comprehensive review, only one used an experimental design, and a positive effect was found. An additional 38 quantitative and two mixed method studies provided evidence that some principal characteristics are positively correlated with student achievement. However, casual relationships could not be established. The remaining eleven qualitative studies mirrored the quantitative findings. Appended are: (1) Results of Previous Reviews and Meta Analyses; (2) Theoretical Frameworks; (3) Systematic Review Protocol; (4) Summary of the Search and Screening Process and Included Studies; and (5) Summary of the Findings.