ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;More Shortfalls than Ever&quot;--Growing Evidence That the Funding Formula Does Not Cover the Costs of Public Education. BCTF Research Report. Section V. 2009-EF-01
Author: White, Margaret
Date: 2009-04-00
Type: Reports - Research
Subjects: Boards of Education,Funding Formulas,Public Education,Costs,Salaries,State Government,Grants,Operating Expenses,Budgets,School Districts,Educational Finance,Financial Support,Foreign Countries

A new report by the Centre for Civic Governance of the Columbia Institute sheds light on why districts are struggling to balance their budgets while the Minister of Education claims they received the &quot;highest funding ever.&quot; The $122 million increase in the current 2008-09 operating grant fell $15 million short of the $137 million required to cover increased labour settlement costs. As a result, all school districts but two received less discretionary funding than in the previous two years. Discretionary funding is the amount of funding left over after contractual obligations are met. This left many districts having to use surpluses and/or reduce services to make up for budget shortfalls. Labour settlement costs increase each year to reflect salary increases or other improvements in working conditions that were negotiated in good faith through the bargaining process. While school boards are obligated to meet these contractual obligations, the Columbia Institute report showed that in 2008-09, the provincial government did not provide sufficient funds to cover increased labour settlement costs. (Contains 3 tables and 6 footnotes.)
Investing in a Bright Future for All of Colorado's Kids: The Importance of Providing Early Childhood Care and Education to Children in Immigrant Families
Author: Hughes, Sarah
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Immigrants,Child Care,Family Structure,Social Indicators,Well Being,Migrant Children,Migrant Education,Migrant Programs,Early Childhood Education,Investment,Human Capital,Educational Indicators,Language Proficiency,Demography,Population Trends,Economic Status,Parent Background,Participation,Barriers,Change Strategies,Educational Change,Social Change

Nationally, children in immigrant families (defined as a child who is foreign-born or, in most cases, U.S.-born with at least one foreign-born parent) represent the fastest-growing segment of the U.S. child population. In 2009, nearly one in four U.S. children lived in an immigrant family--more than 17 million children nationwide. Although Colorado ranks behind other Western states like Arizona and Texas in the percentage of children who live in immigrant families, the number of children in the state with at least one immigrant parent is not insignificant; more than one-fifth of Colorado's 1.2 million children lived in immigrant families in 2009. The growing number of children in immigrant families is taking place amidst a broader demographic shift unfolding in Colorado and across the nation, as U.S. children become increasingly diverse and children of color make up an ever-larger share of the child population. The Colorado Children's Campaign works to ensure that Colorado is a great place to be a kid, for all kids. Unfortunately, there are wide gaps in well-being between many of the state's children in immigrant families and their counterparts in U.S.-born families. &quot;Investing in a Bright Future for All of Colorado's Kids&quot; takes a comprehensive look at key indicators of child well-being to assess how Colorado's 254,000 children in immigrant families are faring in areas such as economic well-being, family structure and English proficiency. While the state's immigrant families are strong in many regards, a number of the report's findings point to the need for increased supports for many children in immigrant families in Colorado. (Contains 49 endnotes and 3 footnotes.)
2011 Kids Count in Colorado! The Impact of the Great Recession on Colorado's Children
Author: Colorado Children's Campaign
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Program Effectiveness,Child Care,Child Health,Economic Factors,Social Indicators,Well Being,Economic Impact,Trend Analysis,Demography,Child Safety,Welfare Services,Access to Education,Early Childhood Education,Family Income,Population Trends,Children,Racial Differences,Family Structure,Immigrants,Poverty,Individual Characteristics,Employment Level,Unemployment,Counties,Ethnicity,Nutrition,Breakfast Programs,Lunch Programs,Hunger,Health Insurance,Obesity,Birth Rate,Body Weight,Prenatal Influences,Pregnancy,Immunization Programs,Mental Health,Adolescents,Suicide,Substance Abuse,Child Abuse,Child Neglect,Costs,State Programs,Early Intervention,Enrollment Trends,Elementary Secondary Education,Kindergarten,Homeless People,Graduation Rate,Academic Achievement,Educational Attainment,Dropout Rate

&quot;Kids Count in Colorado!&quot; is an annual publication of the Colorado Children's Campaign, which provides the best available state- and county-level data to measure and track the education, health and general well-being of the state's children. &quot;Kids Count in Colorado!&quot; informs policy debates and community discussions, serving as a valuable resource for policymakers, community leaders, advocates and citizens. This report, &quot;The Impact of the Great Recession on Kids in Colorado,&quot; contains some of the earliest data of its kind in Colorado and in the nation about the implications of the recession on children's lives. In addition to reporting some of the first available data on child well-being trends affected by the Great Recession, including child health, early childhood care and development and education, this year's &quot;KIDS COUNT in Colorado!&quot; also includes trends in participation in the programs and services that support Colorado kids. While demand for these programs is growing because of need, participation is limited by the diminishing state resources available to meet the need, and this combination will likely have an effect on children's lives for years to come. When children are not prepared to learn, when student achievement gaps persist, when children are more obese, less healthy and unable to access basic health care, kids and their families suffer and the state's ability to compete in a global economy is diminished. The Great Recession has taken a toll on Colorado's families, their neighbors and their children. Coming on the heels of nearly a decade of significant poverty increases, many Coloradans were already especially vulnerable to its impacts. And while there are recent indications that economic factors, including employment rates, are improving, the implications on children are ongoing and significant. (Contains 68 figures, 2 tables, and 137 footnotes.) [Additional funding was provided by the Gay &amp; Lesbian Fund for Colorado. Link to Errata page: http://www.coloradokids.org/file_download/d6ea11ee-3cd5-4e37-af4d-6e2cc29a3897.]
Alternative Education and Pathways to Success
Author: Pharo, Reilly
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: At Risk Students,Nontraditional Education,Educational Opportunities,Developmental Studies Programs,State Policy,State Programs,Success,Educational Quality,Accountability,High School Equivalency Programs,Educational Needs,Special Needs Students

Colorado's traditional public school system cannot meet the needs of many students with unique, and often challenging, life circumstances. For many of these students, alternative education campuses (AECs) are a valuable way to earn a high school diploma and acquire the skills and knowledge they need to succeed in postsecondary education or the workforce. Colorado has made strides in improving the quality of AECs across the state in recent years, but much work remains to be done to ensure that all alternative education programs are of high quality. The state must ensure educational programs and pathways support students both socio-emotionally and academically by putting its best teachers and leaders in front of the most at-risk students, providing the wrap around supports necessary to ensure a rich academic environment and thoughtful pathways that better align student's needs and the programs directly correlated to their success. All Colorado kids deserve an education that prepares them to pursue college, careers and happiness. It is the state's job to ensure that happens by providing high quality educational options that meet the needs of every child. (Contains 22 footnotes.)
Answering the Call: A Report on Colorado's High School Dropouts and Best Practices for Improving Educational Outcomes
Author: Colorado Children's Campaign
Date: 2010-12-01
Type: Reports - Evaluative
Subjects: Dropouts,Outcomes of Education,Best Practices,Dropout Rate,Educational Objectives,Educational Improvement,Graduation Rate,Economic Impact,School Districts,State School District Relationship

Colorado is in the middle of the dropout epidemic facing the nation--in fact its dropout rate is significantly higher than most states. For the sake of the students and the state, it is a crisis Colorado cannot afford to ignore. A combined total of 48,526 students dropped out of Colorado's public school system during the three school years between 2006-07 and 2008-09. While indefensible, there is some good news: the annual number of dropouts has declined slightly each year since 2006-07. This report is designed to track Colorado's progress in decreasing the dropout rate on an annual basis, while offering best practices and policy ideas to continue improving Colorado's education system. (Contains 29 endnotes.) [This report was written by the Donnell-Kay Foundation and the Colorado Children's Campaign with contributions from Adam Jones, Alissa Swartz, Scott Groginsky and Kim Knous Dolan.]
Start with the Facts: Strengthening Denver Public Schools' Education Pipeline
Author: Colorado Children's Campaign
Date: 2011-11-30
Type: Reports - Evaluative
Subjects: Academic Achievement,Educational Assessment,Public Schools,Low Income Groups,Elementary Secondary Education,Barriers,Higher Education,Graduation Rate,Career Readiness,College Readiness,Enrollment,Students,Outcomes of Education,Educational Trends,Trend Analysis

Evaluating student achievement in Denver Public Schools (DPS) starts with taking a hard look at where performance stands. In this report, the researchers examine key transition points across the education pipeline, from preschool through college. They gauge student progress--or lack of progress. And they identify challenges. That way, they can direct attention toward promising strategies that will allow all DPS students the opportunity to reach their full academic potential. Measuring academic success as students progress from preschool through high school and into college provides important information about the quality of the DPS education system. This report uses the latest data available to look at key transition points for DPS students from 2005 to 2011 to identify: (1) Outcomes and trends in academic achievement and growth as students move from preschool through K-12 and into college; and (2) Potential barriers to success. DPS has much to be proud of. Across all grades and subjects, the district is making significant gains in improving academic achievement, especially among lower-income students, who are the primary focus of this report. Indeed, very few, if any, Colorado school districts have consistently made this level of progress. (Contains 18 endnotes.) [This report was co-produced with A+ Denver and Metro Organizations for People (MOP).]
Colorado Children's Budget 2012
Author: Buck, Beverly
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Educational Finance,Health Services,Budgeting,Children,Population Growth,Elementary Secondary Education,Resource Materials,Well Being,Program Budgeting,Early Childhood Education,Child Development,Public Health,Needs Assessment,Resource Allocation,Investment,Family Programs,Community Programs,Economic Impact,Integrated Services,Retrenchment,Fiscal Capacity,Financial Policy,State Policy,State Programs

The &quot;Colorado Children's Budget 2012&quot; examines the state's commitment to investing in the well-being of children. It tallies up Colorado's actual and planned investment during the past five years (Fiscal Year (FY) 2008-2009 through FY 2012-2013) on programs and services in four areas: Early Childhood Learning and Development, K-12 Education, Health and Other Supports for Families and Communities. It is a resource guide for policymakers and advocates who are interested in better understanding how Colorado finances children's programs and services. It also illustrates the degree to which the state prioritizes the needs of children as revenue constraints force hard choices in the budget process. The key findings include: (1) State investments in services for children increased during the past five years, but not enough to keep pace with inflation and child population growth; (2) Investments in children's services make up a significant but slightly declining share of Colorado's state budget; (3) Some programs fared better than did others in the budgeting process; (4) During the past five years, the state has decreased its commitment to early childhood development and learning programs; (5) The K-12 education system accounts for two thirds of the state's investments in children but has failed to keep pace with inflation and population growth; (6) Health services and programs account for a growing share of investments in children; and (7) The budget for other programs helping children by providing supports to families and communities has gone down. A budget glossary is included. (Contains 9 footnotes.)
Colorado Children's Budget 2011
Author: Colorado Children's Campaign
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Well Being,Poverty,Resource Materials,Budgets,Educational Finance,Census Figures,Socioeconomic Status,Economic Climate,State Regulation,Federal Aid,State Aid,Child Welfare,Social Services

&quot;Colorado Children's Budget 2011&quot; tallies up Colorado's public investments during FY 2007-08 through FY 2011-12 for programs and services that enhance the well-being of children across four domains--Early Childhood, K-12 Education, Health, and Other Supports. It is intended to be a resource guide for policymakers and advocates who are interested in better understanding how Colorado funds children's programs and services. The children's budget is a significant but slightly declining share of Colorado's state's budget: (1) As a percent of the total state budget, children's programs increased from 43.2 percent of the total in FY 2007-08, to a high of 45.3 percent in FY 2009-10. Since that time, the share has decreased to 41.7 percent; and (2) As a percent of the General Fund, children's programs increased from just over half in FY 2007-08, peaked at 56.8 percent in FY 2009-10, and have since decreased to 49.3 percent in FY 2011-12. The release of the 2010 US Census confirmed that Colorado's child population has grown substantially since 2000. The number of children living in poverty has more than doubled since 2000, with particularly large increases in the number of children in extreme poverty. The current economic hard times are stressing more families with children, regardless of socioeconomic status. These phenomena have strained the state's social safety net. Children's programs and services are multifaceted, both in terms of how programs are delivered and how they are funded. While programs and services are intended to work in concert, the state often channels programs and funding through several state departments, each with different federal, state, and local rules, regulations, obligations, and responsibilities. To maintain services in tough economic times and to meet constitutionally mandated budget constraints, state lawmakers go to great lengths to leverage federal moneys and identify every possible source of funding so as to lessen the burden on the state's strained General Fund. A budget glossary is included. Individual sections contain footnotes.
DC KIDS COUNT e-Databook
Author: DC Action for Children
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: United States History,Urban Areas,Neighborhoods,Children,Poverty,Minority Group Children,Well Being,Child Development,African Americans,Federal Government,Racial Bias,Social Bias,Social Justice,Place of Residence

Every city has many identities, depending on who one asks. A legislator, a police officer, a coach or a clerk might describe the same city's people, culture and reputation in starkly different terms. Washington, the nation's capital, is an international center of power, featuring stately embassies and serving as the temporary home to diplomats. For some Americans, Washington is a code word for the bubble where politicians hobnob with &quot;fat cats,&quot; bureaucrats operate and media swarm over the latest scandal. For some Americans, Washington is a place to visit with their children to learn about history, read the original Declaration of Independence, stand on the steps of the Lincoln Memorial and visit the Air and Space Museum. For some Americans, Washington is a hub of African-American culture and education, as the birthplace of the movement that became the Harlem Renaissance, home to Black Broadway on U Street and the site of one of the nation's most prestigious historically Black colleges, Howard University. But Washington, aka DC, is also simply a hometown, where many people live their daily lives, raise their children and create community and the future together. Washington is home to 100,000 children under 18. They are one in six DC residents. The number of children under the age of 5 has started to grow again after almost a decade of decline. This DC KIDS COUNT e-databook is for and about them. &quot;DC Neighborhood Clusters by Name and Number&quot; are contained in the appendix. (Contains 32 footnotes.)
Third Grade Proficiency in DC: Little Progress (2007-2011). Policy Brief
Author: O'Keefe, Bonnie
Date: 2012-12-00
Type: Reports - Research
Subjects: Charter Schools,Ethnic Groups,Neighborhoods,Grade 3,Family Income,Urban Areas,Scores,Mathematics Achievement,Reading Achievement,Standardized Tests,Public Schools,Racial Differences,Socioeconomic Influences,Correlation,Poverty,Elementary School Students,Early Intervention

Analysis of DC Comprehensive Assessment System (DC CAS) scores from 2007 to 2011 found no evidence of statistically significant changes in third grade math or reading proficiency at the citywide level, among traditional public schools or public charter schools, among racial and ethnic groups or by economic advantage or disadvantage. Neighborhood-level analysis of 2011 third grade DC CAS reading and math scores showed wide variations in test performance among neighborhoods. The neighborhood analysis also indicated close correlations between aggregated proficiency in neighborhood schools and neighborhood economic indicators such as poverty and median family income. (Contains 7 figures, 28 endnotes, and 3 footnotes.)
D.C. Student Test Scores Show Uneven Progress. Data Snapshot
Author: DuPre, Mary
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Charter Schools,Standardized Tests,Educational Change,Scores,Public Schools,Reading Achievement,Mathematics Achievement,Elementary School Students,At Risk Students,Cheating,Secondary School Students

Over the past five years, both DC Public Schools (DCPS) and public charter schools (PCS) have seen significant growth in secondary reading and math scores on the state test known as the District of Columbia Comprehensive Assessment System (DC CAS). However, scores have not improved as much at the elementary level. Reading and math scores for DCPS elementary students decreased for the second year in a row in 2011, raising questions about whether the high-profile education reform campaign in the District has hit a wall. It is important to note that student learning and achievement can be measured in many different ways. Standardized tests like the DC CAS are only a piece of the puzzle, but they are the main tool currently used to measure district and school-wide achievement. The D.C. government and the U.S. Department of Education are currently investigating possible cheating on the DC CAS due to a high volume of wrong-to-right erasures in some schools. (Contains 4 figures and 8 endnotes.)
D.C.'s Achievement Gap: Why Place Matters. Data Snapshot
Author: DC Action for Children
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Achievement Gap,Educational Opportunities,National Competency Tests,Neighborhoods,At Risk Students,Public Schools,Urban Areas,Low Achievement,Place of Residence,Racial Differences,Socioeconomic Status,White Students,Asian American Students,Pacific Islanders,Hispanic American Students,African American Students,Reading Skills,Grade 4,Grade 8,Family Income,Educational Quality,Mathematics Achievement

Every child deserves educational opportunity and the chance to achieve, no matter his or her school, neighborhood or background. Unfortunately, large and persistent disparities in achievement among public school students in the District of Columbia indicate that all children here may not have the same opportunities. This Data Snapshot examines citywide achievement on the DC Comprehensive Assessment System (DC CAS) and the National Assessment of Educational Progress (NAEP), looking in greater depth at achievement in the fourth and eighth grades. This Data Snapshot also suggests the need for deeper analysis of the role that place and neighborhood--both where children live and where they attend school--may play in the achievement gap. (Contains 3 figures and 9 endnotes.)
DC KIDS COUNT e-Databook Indicators
Author: DC Action for Children
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Well Being,Local Government,Neighborhoods,At Risk Persons,Urban Areas,Poverty,Place of Residence,Socioeconomic Status,Demography,Family Income,Racial Differences,Educational Attainment,One Parent Family,Political Issues,Employment Level,Food,Recreation,Ownership,Housing,Libraries,Crime,Transportation,Teacher Student Ratio,Graduation Rate,Achievement Tests,Job Skills,Child Care,Mental Health,School Health Services,Environmental Influences,Public Health

This report presents indicators that are included in DC Action for Children's 2012 KIDS COUNT e-databook, their definitions and sources and the rationale for their selection. The indicators for DC KIDS COUNT represent a mix of traditional KIDS COUNT indicators of child well-being, such as the number of children living in poverty, and indicators of neighborhood well-being that are focused on neighborhood conditions. The indicators and measures reflect DC KIDS COUNT's neighborhood-centered analytical frame. Nearly all DC KIDS COUNT indicators and measures are calculated at the neighborhood level, which allows for the evaluation of the assets and needs of neighborhoods where DC's children live, play and learn. Indicators and measures were selected in consultation with local government officials, community advocates and experts, as well as the large body of literature on children's well-being in neighborhood contexts. (Contains 17 footnotes.)