ethanporcaro/eric-fulltext-meta huggingface dataset:
Market Signals: Evidence on the Determinants and Consequences of School Choice from a Citywide Lottery. Working Paper 45
Author: Glazerman, Steve
Date: 2016-06-00
Type: Reports - Research
Subjects: Charter Schools,School Choice,Simulation,Selective Admission,Competitive Selection,Admission (School),Preferences,Public Schools,Parent Attitudes,Decision Making,Student Records,Enrollment,Institutional Characteristics,Census Figures,Elementary Secondary Education,Student Characteristics,Computation,Statistical Significance,Statistical Analysis

We estimate school-choice preferences revealed by the rank-ordered lists submitted by more than 22,000 applicants to a citywide lottery for more than 200 traditional and charter public schools in Washington, DC. The results confirm previously reported findings that commuting distance, school demographics, and academic indicators play important roles in school choice, and that there is considerable heterogeneity of preferences. Simulations suggest segregation by race and income would be reduced and enrollment in high-performing schools increased if policymakers were to expand school choice by relaxing school capacity constraints in individual campuses. The simulations also suggest that closing the lowest-performing schools could further reduce segregation and increase enrollment in high-performing schools. The following are appended: (1) Findings on Neighborhood and Other Non-Academic Characteristics; (2) Detailed Analysis of Endogeneity and Independence of Irrelevant Alternatives; and (3) Supplemental Tables and Figures. [For &quot;Market Signals: How Do DC Parents Rank Schools, and What Does It Mean for Policy? Policy Brief,&quot; see ED568708.]
Roadmap for Early Childhood and K-12 Data Linkages: Key Focus Areas to Ensure Quality Implementation. Quality Implementation Roadmaps
Author: Data Quality Campaign
Date: 2016-01-00
Type: Guides - Non-Classroom
Subjects: Early Childhood Education,Elementary School Curriculum,Data,Program Implementation,Educational Quality,Information Management,Management Information Systems,Progress Monitoring,Information Networks,Information Policy,Student Records,School Statistics,State Policy,State Action,Governance,Privacy,Information Security,Accountability,Access to Information,Information Utilization,Stakeholders,Partnerships in Education,State Surveys

Every state can create secure, robust linkages between early childhood and K-12 data systems, and effectively use the information from these linkages to implement initiatives to support programs and children, answer key policy questions, and be transparent about how the state's early childhood investments prepare students for success in school and beyond. While the linkages are technical mechanisms that enable a state to connect information housed in different data systems, this document addresses the policies and supports that enable a high-quality link rather than focusing on the technical aspects of this work. This document discusses steps states can take to enable early childhood and K-12 data linkages, and highlights seven key focus areas in this document: (1) state capacity; (2) data governance; (3) privacy, security, and transparency; (4) linking, matching, and sharing; (5) data quality; (6) data access and use; and (7) stakeholder engagement. [The following experts came together to develop this roadmap: Carolyn Cobb, Anna Colaner, Michelle Hill, Jaci Holmes, Carlise King, Colleen Murphy, Elliot Regenstein, and Nancy Widdoes.]
Understanding District-Charter Collaboration Grants. Final Report
Author: Tuttle, Christina
Date: 2016-08-30
Type: Reports - Evaluative
Subjects: Charter Schools,Partnerships in Education,Grants,College Readiness,Best Practices,Public Schools,School Districts,Catholic Schools,Cooperation,Accountability,Equal Education,Resource Allocation,Program Implementation,Networks,Leadership Training,Interviews,Focus Groups,Barriers,Teachers,Principals,Surveys

In November 2012, the Bill &amp; Melinda Gates Foundation invested in seven innovative district-charter partnerships with &quot;the potential capacity and commitment to accelerate student college ready rates through deep collaboration and sharing of best practices&quot; (District-Charter Collaboration Grant Request for Proposal [RFP]). These partnerships brought together traditional public school districts with individual charter management organizations (CMOs) and local charter schools (and, in some cases, Catholic schools) in Boston, Massachusetts; Denver, Colorado; Hartford, Connecticut; New Orleans, Louisiana; New York, New York; Philadelphia, Pennsylvania; and Spring Branch, Texas. All seven sites received three-year grants intended to (1) facilitate collaboration on evidence-based solutions aligned with the Foundation's College Ready strategy; and (2) improve equity of access, resources, and accountability across district and charter schools. The grants ranged in size from approximately $2 million to $5 million. As part of the District-Charter Collaboration Grant program, the Foundation has contracted with Mathematica Policy Research to conduct an evaluation of its implementation and effects. This final report summarizes the full three-year implementation of the grants from December 2012 to December 2015. One appendix is included: Detail on Leadership Development Participant Selection and Training.
Data Quality Campaign Comments on ESSA Nonregulatory Guidance Topics
Author: Data Quality Campaign
Date: 2016-05-25
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Educational Quality,Quality Assurance,Data,Information Utilization,Guidance,Accountability,Access to Information,Student Records,Teacher Competencies,Information Literacy,Governance,Educational Finance,Privacy,Postsecondary Education,Academic Achievement,Expenditure per Student,Federal Aid

The Every Student Succeeds Act (ESSA) preserves the most positive legacy of the No Child Left Behind era--more accurate and transparent data about the performance of all students--and helps states take their efforts to use data in support of student learning to the next level. The Data Quality Campaign (DQC) appreciates the opportunity to provide input on topic areas for the US Department of Education (ED) to clarify by issuing nonregulatory guidance. We recommend that ED issue guidance on the following topics: effective public reporting, appropriate access to student data, educator data literacy, governance bodies, financial data, student privacy, postsecondary success data, new disaggregation requirements, state set-asides, and assessment participation requirements.
The Founding of an Urban Charter School: Three Years of Academic Growth and Key School Characteristics. Issue Brief
Author: Johnson, Cleo Jacobs
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Improvement,Dropout Prevention,Urban Schools,Program Effectiveness,At Risk Students,School Choice,Achievement Gains,Intervention,Attendance Patterns,Student Behavior,Educational Objectives,School Schedules,Extended School Day,Extended School Year,Time,Mathematics Instruction,Reading Instruction,Data Analysis,Data Collection,Faculty Development

For many years, the Kauffman Foundation has focused efforts on improving educa­tion for children in Kansas City. Prior to opening the Kauffman School, the Kauffman Foundation operated several programs that addressed the challenges faced in urban education, such as Project Early (an early childhood program), Project Choice (a high school dropout prevention program), and the Kauffman Scholars program (an after-school college preparatory program). The success of these programs led Foundation leaders to consider the impact they might have on students in Kansas City if they established a charter school. The path they followed and the lessons they learned may be of interest to those working to found and/or improve charter schools.
Ewing Marion Kauffman School Evaluation Impact Report Year 4. Final Report
Author: Johnson, Matthew
Date: 2016-06-27
Type: Reports - Research
Subjects: Charter Schools,Low Income Groups,At Risk Students,Academic Achievement,Public Schools,Grade 5,Grade 6,Grade 7,Grade 8,Minority Group Students,Educational Objectives,Student Behavior,Attendance Patterns,Suspension,Achievement Gains,Student Records,Program Effectiveness,Mathematics Achievement,Language Arts,Science Achievement,Reading Achievement,Standardized Tests,Comparative Analysis,Institutional Characteristics,Scores,Statistical Significance,Statistical Analysis

As part of its ongoing efforts to raise the academic achievement of children from low-income families in Kansas City, Missouri, the Ewing Marion Kauffman Foundation founded the Ewing Marion Kauffman School in fall 2011. The Kauffman School's mission is &quot;to prepare students to excel academically, graduate from college, and apply their unique talents in the world to create economically independent and personally fulfilling lives&quot; (Ewing Marion Kauffman School 2013). As a public charter school, the Kauffman School is tuition-free and serves students living in Kansas City. In the 2014-15 school year, the Kauffman School enrolled 561 students in grades 5-8; approximately 85 percent of them were low-income and 89 percent were black or Hispanic. The Kauffman School has ambitious goals for its students, including accelerated learning, high attendance levels, and exemplary behavior. In this report, the authors summarize information about the impact of the Kauffman School on student achievement, attendance, and rate of suspensions. Their findings indicate that in the 2011-12 through 2014-15 school years, the Kauffman School had positive, statistically significant, and educationally meaningful impacts on student achievement growth in mathematics, ELA, and science beyond the growth achieved by students in other Kansas City public schools. Two appendices are included: (1) Data, Sample Selection, and Analysis Methodology; and (2) Sensitivity Analyses.
Time to Act: Federal Actions to Make Data Work for Students
Author: Data Quality Campaign
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Federal Regulation,Information Utilization,Access to Information,Alignment (Education),Information Policy,Evidence Based Practice,School Statistics,Data

All students deserve a great education, one that affords them every opportunity to grow into knowledgeable and successful adults. To make this vision a reality, students, parents, educators, and policymakers must have access to the right information to make decisions and support student learning. The Data Quality Campaign's Four Policy Priorities to Make Data Work for Students show how policymakers at the federal, state, and district levels can take action to achieve this vision. The federal government is uniquely positioned to support and incentivize the data practices of state and local education agencies by helping develop best practices, conduct research, provide guidance, and remove policy barriers. Federal leaders must act now and make data work for students.
Time to Act: Making Data Work for Students
Author: Data Quality Campaign
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Statistical Data,State Policy,Information Utilization,Decision Making,Data,Evidence Based Practice,Progress Monitoring,Alignment (Education),Needs Assessment,Usability,Accountability,Trust (Psychology),Access to Information,Privacy,Student Development

All students deserve a great education, one that affords every opportunity for them to grow into knowledgeable and successful adults. To date, efforts to improve education have operated on a model of mass production, assuming--wrongly--that what works for some students must work for all. To change that model, students and their parents, teachers, and mentors need different information to collaborate, improve, and innovate. Now that every state in the nation has a robust longitudinal data system, it is possible for every student in this country to benefit from personalized learning that meets his or her needs. This vision can become a reality for every student in the next five years, and states have a unique and critical role to play in bringing it to life. In partnership with leaders from across the education field, the Data Quality Campaign has developed a set of recommendations to help states enact policies that are critical to ensuring that data is used to support student learning. The Four Policy Priorities to Make Data Work for Students presented in this paper are the following: (1) Measure What Matters: Be clear about what students must achieve and have the data to ensure that all students are on track to succeed; (2) Make Data Use Possible: Provide teachers and leaders the flexibility, training, and support they need to answer their questions and take action; (3) Be Transparent and Earn Trust: Ensure that every community understands how its schools and students are doing, why data is valuable, and how it is protected and used; and (4) Guarantee Access and Protect Privacy: Provide teachers and parents timely information on their students and make sure it is kept safe. Three appendices are included: (1) Getting Started; (2) 10 Essential Elements of Statewide Longitudinal Data Systems and 10 State Actions to Ensure Effective Data Use; and (3) Acknowledgements.
Data Quality Campaign Comments on ESSA Proposed Regulations on Accountability, State Plans, and Data Reporting
Author: Data Quality Campaign
Date: 2016-08-01
Type: Reports - Evaluative
Subjects: Accountability,State Policy,Educational Quality,Federal Regulation,Federal State Relationship,Information Dissemination,Access to Information,School Statistics,Evidence Based Practice,Expenditure per Student,Educational Equity (Finance),Governance,Educational Indicators,Graduation Rate,High School Graduates,Attendance

The Every Student Succeeds Act (ESSA) preserves the most positive legacy of the No Child Left Behind era--more accurate and transparent data about the performance of all students--and helps states take their efforts to use data in support of student learning to the next level. The Data Quality Campaign (DQC) appreciates the opportunity to provide input on the Department of Education's (ED) recent proposed regulations. While many facets of the proposed regulations should be celebrated, there are opportunities for ED to go further to help states and districts better share valuable information with families and the public, safeguard student privacy, and improve the quality of data used for decision making.
Issues 2016: Charter Schools Are Better at Retaining Hard-to-Educate Students. Reality Check
Author: Winters, Marcus A.
Date: 2016-00-00
Type: Reports - Research
Subjects: Charter Schools,School Holding Power,At Risk Students,Special Education,Disabilities,English Language Learners,Low Achievement,Scores,Urban Schools,Public Schools,Comparative Analysis

Though charter schools are revolutionizing U.S. urban education, critics often assert that charters post higher test scores than surrounding traditional public schools because they systematically remove their most difficult-to-educate students. To substantiate this claim, charter critics note that smaller percentages of charter students are enrolled in special education or are classified as English-language learners (ELL) than in traditional public schools, while citing various anti-charter anecdotes supplied by disgruntled parents of former charter students. Key findings include: (1) Students with disabilities are more likely to remain in their school if it is a charter than if it is a traditional public school: in Denver, for instance, four years after entry into kindergarten, 65 percent of students with disabilities remained in their charter, compared with 37 percent of such students in traditional public schools; (2) Students learning English are more likely to remain in their school if it is a charter than if it is a traditional public school: in New York City, among students classified as English-language learners, 82 percent who originally enrolled in charters for kindergarten remained in their schools four years later, compared with 70 percent of such students in traditional public schools; and (3) Students with low test scores are as likely to remain in charters as they are to remain in traditional public schools: this result was found in Denver, New York City, and an anonymous urban school district in the Midwest.
District-Charter Collaboration Grant Implementation: Final Findings from Interviews and Site Visits. Interim Report
Author: McCullough, Moira
Date: 2016-05-12
Type: Reports - Research
Subjects: Charter Schools,Partnerships in Education,Grants,College Readiness,Best Practices,Public Schools,School Districts,Catholic Schools,Cooperation,Accountability,Equal Education,Resource Allocation,Program Implementation,Networks,Leadership Training,Interviews,Focus Groups,Barriers,Teachers,Principals,Surveys

In November 2012, the Bill &amp; Melinda Gates Foundation invested in seven innovative district-charter partnerships with &quot;the potential capacity and commitment to accelerate student college ready rates through deep collaboration and sharing of best practices&quot; (District-Charter Collaboration Grant Request for Proposal). These partnerships brought together traditional public school districts with individual charter management organizations (CMOs) and local charter schools (and, in some cases, Catholic schools) in Boston, Massachusetts; Denver, Colorado; Hartford, Connecticut; New Orleans, Louisiana; New York, New York; Philadelphia, Pennsylvania; and Spring Branch, Texas. All seven sites received grants intended to (1) facilitate collaboration on evidence-based solutions aligned with the Foundation's College Ready strategy; and (2) improve equity of access, resources, and accountability across district and charter schools. The grants ranged in size from approximately $2 million to $5 million. This report is the third of three interim reports that present findings from a three-year study of the implementation of the grants, which ran from December 2012 through December 2015. This implementation analysis aims to increase understanding of how collaboration and practice sharing can occur across sectors; therefore, it focuses on the collaboration activities proposed by the sites that target specific staff participants, rather than on broader Compact policy changes. This report examines implementation trajectories and related intermediate outcomes through the end of the grant period (December 2015), based on interviews and focus groups with central office administrators, school leaders, and teachers in late 2015. Specifically, findings are based on: (1) semi-structured telephone interviews with 4 to 6 purposefully selected central office administrators in the traditional public, charter, and (when relevant) Catholic school sectors in each grantee site; (2) in-person and telephone interviews with 4 to 6 leaders of traditional public and charter schools in each grantee site; and (3) focus groups and telephone interviews with 5 to 13 teachers in traditional public and charter schools in each grantee site. [For the final report, &quot;Understanding District-Charter Collaboration Grants. Final Report,&quot; see ED568711.]
Issues 2016: Is There a Student Debt Crisis?
Author: Eden, Max
Date: 2016-00-00
Type: Reports - Research
Subjects: Debt (Financial),Student Financial Aid,Loan Repayment,Dropout Rate,College Graduates,Paying for College,Federal Programs,Tuition,Finance Reform,Socioeconomic Status,Low Income Students,Nontraditional Students

Student debt is a convenient target in a presidential election year, but it obscures the true crisis: high dropout rates from low-quality postsecondary institutions and the unmanageable debt borne by students of those institutions. And despite rising student debt, monthly loan payments as a share of income have remained steady, added earnings having more than offset the cost of debt for most borrowers, and Income-Based Repayment (IBR) plans offer borrowers protection from ballooning monthly payments. Key findings include: (1) Even as overall student debt has been rising, the monthly burden on most borrowers has not increased; (2) Those struggling with student debt are overwhelmingly &quot;nontraditional borrowers&quot; who took out loans to attend, but often did not graduate from, two-year and for-profit institutions; and (3) The benefits of many proposals to reduce student debt burdens flow overwhelmingly to college graduates, the group least in need of government assistance.
District-Charter Collaboration Grant Implementation: Findings from Teacher and Principal Surveys. Summary Brief
Author: Richman, Scott
Date: 2016-01-04
Type: Reports - Research
Subjects: Charter Schools,Partnerships in Education,Grants,College Readiness,Best Practices,Public Schools,School Districts,Catholic Schools,Cooperation,Accountability,Equal Education,Resource Allocation,Program Implementation,Networks,Leadership Training,Interviews,Focus Groups,Barriers,Teachers,Principals,Surveys

In November 2012, the Bill &amp; Melinda Gates Foundation invested in seven innovative district-charter partnerships with &quot;the potential capacity and commitment to accelerate student college ready rates through deep collaboration and sharing of best practices&quot; (District-Charter Collaboration Grant Request for Proposal). These partnerships brought together traditional public school districts with individual charter management organizations (CMOs) and local charter schools (and, in some cases, Catholic schools) in Boston, Massachusetts; Denver, Colorado; Hartford, Connecticut; New Orleans, Louisiana; New York, New York; Philadelphia, Pennsylvania; and Spring Branch, Texas. All seven sites received grants intended to (1) facilitate collaboration on evidence-based solutions aligned with the Foundation's College Ready strategy; and (2) improve equity of access, resources, and accountability across district and charter schools. The grants ranged in size from approximately $2 million to $5 million. As part of the District-Charter Collaboration Grant program, the Foundation contracted with Mathematica Policy Research to conduct an evaluation of its implementation and effects. The three-year study examines the extent to which any of these pathways might be leading to broader cross-sector collaboration in the grantee sites. A previous report (McCullough et al. 2015) examined the early implementation (from December 2012 through winter 2013-2014) of the collaboration activities in the seven grantee cities through interviews and focus groups with central office-level administrators, school leaders, and teachers, and observations of collaboration activity in each site. This report builds on the first one, using survey data from educators (both teachers and principals) sampled from 21 cross-sector collaboration activities across the seven grantee cities in 2014-2015 to examine their collaboration experiences and perceptions. The following are appended: (1) Chapter II Supplemental Tables; (2) Chapter III Supplemental Tables; and (3) Chapter IV Supplemental Tables. [For the final report, &quot;Understanding District-Charter Collaboration Grants. Final Report,&quot; see ED568711.]