ethanporcaro/eric-fulltext-meta huggingface dataset:
State Higher Education Finance in Ohio and the United States, FY 1995 to FY 2009: Results from 2009 SHEEO Finance Survey
Author: Ohio Board of Regents
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Full Time Equivalency,Tuition,Educational Finance,Enrollment,Tables (Data),State Aid

This report summarizes full-time equivalent enrollment, state and local higher education appropriations, and tuition revenue data collected through the State Higher Education Executive Officers (SHEEO) finance survey. The intent is to examine trends in higher education revenues per FTE and compare Ohio and U.S. outcomes. All dollar figures reported in this summary are in constant 2009 dollars, adjusted by the Higher Education Cost Adjustment (HECA). The following tables are appended: (1) Public Higher Education Revenue Data FY 1995 to FY 2009--Data for Chart 1A &amp; 1C; Ohio Public Higher Education Unadjusted Revenue Data FY 1995 to FY 2009--Data for Chart 1B; (2) Ohio/US Ratios of Total Revenue, Appropriations, and Tuition per FTE--Data for Chart 2; (3) Public FTE Enrollment and Total Educational Appropriations--Data for Chart 3; (4) Tuition as % of Total Revenues, Ohio and U.S.--Data for Chart 4; (5) Ohio Public Annualized Full-Time Equivalent (FTE) Enrollment--Data for Chart 5A &amp; 5B; (6) U.S. Public Higher Education Unadjusted Revenue Data FY 1995 to FY 2009; and (7) HECA, CPI Comparison. (Contains 5 charts and 7 tables.)
Academic Programs in Alternative Education: An Overview
Author: Ruzzi, Betsy Brown
Date: 2006-04-00
Type: Reports - Evaluative
Subjects: Nontraditional Education,Literature Reviews,Educational Environment,Curriculum Evaluation,Program Effectiveness,Performance Factors,Change Strategies,Research Needs,Comprehensive Programs,College Programs,Interviews,School Surveys,Dropouts,Out of School Youth

This paper,  second in a series of papers on alternative education, examines the academic programming in alternative education programs by reviewing the literature specifically focused on the academic programs in alternative education and summarizing a survey of fifteen alternative education programs. It suggests options for further research on this topic based on the literature review and reports from the programs surveyed. The programs surveyed for this paper include: (1) The Biotechnology Career Academy in San Jose, California; (2) The California Department of Juvenile Justice's Johanna Boss High School in Stockton, California; (3) Diploma Plus' Champion Charter School in Brockton, Massachusetts; (4) The Fairfax County, Virginia Public Schools GED Program; (5) Fresh Start in Baltimore, Maryland; (6) Portland Community College's Gateway to College in Portland, Oregon; (7) Griggs Academy On-line Diploma Program; (8) The Horizonte Instruction and Training Center ESL Program in Salt Lake City, Utah; (9) Jefferson County High School in Louisville, Kentucky; (10) The Latin American Youth Center's (LAYC) YouthBuild Public Charter School GED Program in Washington, DC; (11) Portland Community College's Multicultural Academic Program (MAP) in Portland, Oregon; (12) Open Meadow High School in Portland, Oregon; (13) Philadelphia's Educational Options Program; (14) SIATech Charter School at Job Corps Centers in several states; and (15) The Tallahassee Community College GED Plus program in Tallahassee, Florida. Appended are: (1) Program Interviews; and (2) References. (Contains 19 charts.)
The Bureau of Indian Education: 2009-2010 Baseline Data Report
Author: Northwest Evaluation Association
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Testing,Academic Achievement,Program Effectiveness,American Indian Education,Educational Trends,Trend Analysis,Annual Reports,Scores,Poverty,Rural Areas,Rural Schools,Outcomes of Education,Comparative Analysis

In the Fall of 2010, the Bureau of Indian Education (BIE) approached Northwest Evaluation Association (NWEA) to commission a report of system-wide performance for their first full school year of testing as part of the BIE-NWEA Project. Even with only a single year of testing data, some patterns were identified and they are listed in this report. More years of data will deepen the analyses that are possible and allow for the identification of trends and change over time. This report is a written summary of data from the BIE's first year of the NWEA Project. As a baseline report, it should be used as a place to gauge the starting point for the many schools managed by the Bureau, not as a reward or punishment system for schools. This report is a description of first year &quot;performance. One of the recommendations included in this report is that the BIE not only continue annual reporting but also commission a system-wide evaluation of effectiveness after at least three years of testing with NWEA. The Findings section of this report describes the Fall 2009 starting point for students in different groups, as well as the Spring 2010 end point for this analysis. Growth was measured compared to national NWEA norms and also compared to a group of students with similar scores, similar school poverty, and similar rural location (Virtual Comparison Group or VCG). Differences were shown for Project schools, non-Project schools, different grades, and to some extent differences for ADDs, ELOs, and states. The data from this report reflects the academic performance for BIE students and the necessary challenge for BIE schools to overcome. Within the data, however, there were several areas with remarkable outcomes that can be highlighted and should be celebrated and continued. Looking at high-level averages often masks the success stories for some students and schools. Some examples of individual successes are listed in the Discussion section. Appended are: (1) Counts of Students by Grade and School Group; (2) Paired Samples VCG Analysis; (3) Virtual Comparison Group Methodology; and (4) NWEA-BIE Partnership Backgrounder. (Contains 24 tables and 6 figures.)
Phonics Primer
Author: Elam, Sandra
Date: 2007-01-00
Type: Guides - Classroom - Teacher
Subjects: Spelling,Phonics,English,Teaching Methods,Reading Instruction,Decoding (Reading),Drills (Practice),Guides,Vowels,Phonemes,Beginning Reading

This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text.
Early Warning Indicator Systems
Author: Ryan, Molly
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: High Schools,Behavior Problems,Family Income,Grade Repetition,Graduation Rate,Parent Participation,At Risk Students,Parent School Relationship,Academic Failure,Attendance Patterns,Dropouts,Dropout Prevention,Intervention,Identification,Educational Indicators,Student Behavior,Credits,School Districts

Boosting high school graduation rates is a growing concern to educators and policymakers. Researchers stress that, although graduation rates have varied little in recent years, &quot;[w]hat makes current graduation rates alarming is a reality of the new U.S. economy: It is practically impossible for individuals lacking a high school diploma to earn a living or participate meaningfully in civic life.&quot; Research shows that students who fail to graduate high school exhibit clear signs of dropping out. Warning signs such as irregular attendance, poor academic performance, behavior problems and grade retention are more precise predictors of whether a student will ultimately drop out than are social and economic indicators such as family income and parental involvement. States have made notable progress collecting longitudinal information that follows individual students over time. Access to such student data has prompted state and school district officials across the country to develop &quot;early warning indicator systems&quot; to efficiently identify students who are at risk of dropping out and provide targeted supports to get them back on track and graduate. This paper provides summaries that highlight the statewide early warning indicator systems in Louisiana, South Carolina, and Alabama and the Philadelphia Public Schools district-wide system. (Contains 19 endnotes.)
A State Policymaker's Guide to Expanding Learning Time
Author: Education Commission of the States
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Academic Achievement,Time Factors (Learning),Time Perspective,Program Length,School Schedules,Guidelines,Educational Policy,Change Strategies,Retrenchment,Community Support,Financial Problems,Educational Legislation

Several decades of research have suggested a meaningful relationship between time and learning, where the amount of time students spend engaged in learning is strongly associated with their level of achievement. Among schools that have expanded the day and/or year, researchers have found that such a strategy can be quite effective, especially with at-risk students. While President Obama has declared that "the challenges of a new century demand more time in the classroom," some states are finding it necessary to consider "reducing" time in school to save money. This paper provides guidelines for state policymakers in developing policies related to instructional time. (Contains 2 endnotes.) [This guide was a joint project between the Education Commission of the States (ECS) and the National Center on Time & Learning (NCTL).]
Keeping Informed about School Vouchers: A Review of Major Developments and Research
Author: Usher, Alexandra
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Academic Achievement,Educational Vouchers,Cost Effectiveness,Parent Attitudes,Outcomes of Education,Educational Assessment,Educational Indicators,Research Reports,Meta Analysis,Participant Satisfaction,Program Descriptions,Court Litigation,Change Strategies,Educational Change,Educational Development,Synthesis,Achievement Gains,Scholarships,Politics of Education,Educational Policy,Program Effectiveness

This report examines a decade's worth of research on school vouchers and concludes that vouchers have had no clear positive effect on student academic achievement, and mixed outcomes for students overall. Effects on graduation rates, parental satisfaction, public school achievement and cost to taxpayers are discussed. The report also notes that much of this research has been carried out or sponsored by pro-voucher organizations, signaling a particular need for scrutiny. In addition to this research review, the report describes voucher programs currently in existence, summarizes major court cases and referenda on vouchers from the past ten years, and reflects on changes in the voucher landscape. A list of voucher studies reviewed is appended. (Contains 14 footnotes.)
Can Teachers Be Evaluated by Their Students' Test Scores? Should They Be? The Use of Value-Added Measures of Teacher Effectiveness in Policy and Practice. Education Policy for Action Series
Author: Corcoran, Sean P.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Teacher Effectiveness,Measurement Techniques,Urban Schools,Academic Achievement,Achievement Gains,Scores,Merit Pay,Teacher Salaries,Educational Policy

Value-added measures of teacher effectiveness are the centerpiece of a national movement to evaluate, promote, compensate, and dismiss teachers based in part on their students' test results. Federal, state, and local policy-makers have adopted these methods en masse in recent years in an attempt to objectively quantify teaching effectiveness and promote and retain teachers with a demonstrated record of success. Attention to the quality of the teaching force makes a great deal of sense. No other school resource is so directly and intensely focused on student learning, and research has found that teachers can and do vary widely in their effectiveness (e.g., Rivkin, Hanushek &amp; Kain 2005; Nye, Konstantopoulos &amp; Hedges 2004; Kane, Rockoff &amp; Staiger 2008). Furthermore, teacher quality has been found to vary across schools in a way that systematically disadvantages poor, low-achieving, and racially isolated schools (e.g., Clotfelter, Ladd &amp; Vigdor 2005; Lankford, Loeb &amp; Wyckoff 2002; Boyd et al. 2008). But questions remain as to whether value-added measures are a valid and appropriate tool for identifying and enhancing teacher effectiveness. In this report, the author aims to provide an accessible introduction to these new measures of teaching quality and puts them into the broader context of concerns over school quality and achievement gaps. Using New York City's Teacher Data Initiative and Houston's ASPIRE (Accelerating Student Progress, Increasing Results &amp; Expectations) program as case studies, the author assesses the potential for these measures to improve outcomes in urban school systems. In doing so, he outlines some of the most important challenges facing value-added measures in practice. Appended are: (1) Race to the Top Definitions of Teacher Effectiveness and Student Achievement; (2) Sample New York City Teacher Data Report, 2010; and (3) Sample New York City Teacher Data Report, 2009. (Contains 10 figures and 30 footnotes.) [For &quot;Can Teachers Be Evaluated by Their Students' Test Scores? Should They Be? The Use of Value-Added Measures of Teacher Effectiveness in Policy and Practice. Executive Summary. Education Policy for Action Series,&quot; see ED522164.]
Can Teachers Be Evaluated by Their Students' Test Scores? Should They Be? The Use of Value-Added Measures of Teacher Effectiveness in Policy and Practice. Executive Summary. Education Policy for Action Series
Author: Corcoran, Sean P.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Teacher Effectiveness,Measurement Techniques,Urban Schools,Academic Achievement,Scores,Educational Policy

&quot;Value-added&quot; measures of teacher effectiveness are the centerpiece of a national movement to evaluate, promote, compensate, and dismiss teachers based in part on their students' test results. Federal, state, and local policy-makers have embraced these measures in recent years as a means to objectively quantify teacher quality and to identify, reward, and retain teachers with a demonstrated record of success. Few can deny the intuitive appeal of value-added assessment: if a statistical model can isolate a teacher's unique effect on achievement, the possibilities seem endless. Teacher quality is an immensely important resource, and research has found that teachers can and do vary widely in their effectiveness (e.g., Kane, Rockoff &amp; Staiger 2008). Common measures of teacher qualifications, such as experience and college selectivity, typically provide minimal information about individual teachers' effectiveness. Value-added holds out the promise that the elusive concept of &quot;teacher quality&quot; can be objectively and precisely measured. However, these tools have limitations and shortcomings that are not always apparent to interested stakeholders--including teachers, principals, and policy-makers--or even to value-added advocates. In the report this executive summary is based on, the author provides an introduction to these new measures of teaching effectiveness; describes prominent value-added systems currently in use in New York City and Houston; assesses the potential for value-added measurement to improve student outcomes, using these programs as empirical case studies; and outlines some important challenges facing their implementation in practice. This executive summary summarizes these concepts and findings. [For the full report, &quot;Can Teachers Be Evaluated by Their Students' Test Scores? Should They Be? The Use of Value-Added Measures of Teacher Effectiveness in Policy and Practice. Education Policy for Action Series,&quot; see ED522163.]
Do New York City's New Small Schools Enroll Students with Different Characteristics from Other NYC Schools? Education Policy for Action Series
Author: Jennings, Jennifer L.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Student Characteristics,Small Schools,Educational Policy,Enrollment,High School Students,Comparative Analysis,Socioeconomic Status,Gender Differences,Special Education,Reading Achievement,Mathematics Achievement,English (Second Language),Change Strategies,School Segregation,Improvement Programs,Program Effectiveness,Urban Schools,House Plan,Admission (School),School Closing,Policy Analysis,Admission Criteria,Philanthropic Foundations,Educational History

No study has comprehensively examined what types of students are attending new small schools in New York City and whether these students have different characteristics, on average, than students at the schools they replaced. This study fills this gap by comparing the characteristics of entering new small high school students with those of all other New York City high schools, as well as directly comparing the student composition of the new small high schools with the large high schools they replaced. The authors focus on student characteristics such as gender and socio-economic status, proficiency in eighth-grade reading and math, middle school attendance, whether students are over-age for their grade, and special education and English language learner classification. Across the various measures of entering students' characteristics, the story the authors observe is more one of stability than of change in the extent of segregation among schools in a given borough. At the beginning of this decade, there were moderate levels of segregation among schools in the concentration of students with various academic and social factors that presaged trajectories of success or failure. At the end of the decade, after the expansion of small high schools in many of the five boroughs of New York City, the amount of segregation was largely unchanged, with the significant but puzzling exception of students' free/reduced-price lunch eligibility. Overall, the authors see little evidence that the expansion of small high schools in New York City, including the replacement of large comprehensive schools with smaller schools on the same campus, fundamentally redistributed students throughout the system. Appended are: (1) Data and Methods; and (2) Results from Regression Models. (Contains 13 figures, 13 tables and 13 footnotes.) [For &quot;Do New York City's New Small Schools Enroll Students with Different Characteristics from Other NYC Schools? Executive Summary. Education Policy for Action Series,&quot; see ED522166.]
Building Local Leadership for Change: A National Scan of Parent Leadership Training Programs. Education Policy for Action Series
Author: Henderson, Anne T.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Parents,Leadership Training,Adult Programs,Adult Education,Parent School Relationship,Governance,School Administration,State Legislation,Best Practices

The New York State Senate has given New York City an unprecedented opportunity--to create a Parent Training Center that will build cadres of parent leaders across all five boroughs. The legislation, which places the responsibility for the Center at the City University of New York (CUNY), mandates that the program train and support parents to increase their capacity to participate in school governance and to support their children's success in school. The purpose of this report is to identify parent leadership training programs around the country; examine their structure, curriculum, and evaluation results; and discern lessons for New York City in implementing its own Parent Training Center. This report is organized into the following sections: (1) The mandates in the New York Senate law; (2) Results of the scan of related programs; (3) Brief descriptions of leading national examples of parent leadership training programs; and their relationship to the New York Senate law; (4) Key practices of these programs that are associated with their success; and (5) Recommendations for the design and implementation of the Center. (Contains 1 figure and 4 footnotes.) [For related reports, see &quot;Building Local Leadership for Change: A National Scan of Parent Leadership Training Programs. Executive Summary. Education Policy for Action Series&quot; (ED522168) and &quot;Building Local Leadership for Change: A National Scan of Parent Leadership Training Programs. Program Profiles. Education Policy for Action Series&quot; (ED522169).]
Building Local Leadership for Change: A National Scan of Parent Leadership Training Programs. Executive Summary. Education Policy for Action Series
Author: Henderson, Anne T.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Parents,Leadership Training,Adult Programs,Adult Education,Parent School Relationship,Governance,School Administration,State Legislation

New York Senate Bill 6107 authorizes City University of New York (CUNY) to operate a Parent Training Center for public school parents in all five boroughs. Priority must go to &quot;high-needs&quot; schools and districts with low student achievement, high density of English language learners (ELLs) and low-income families, and a lack of effective parent associations. This report describes parent leadership training programs around the country; examines their structure, curriculum, and evaluation results; and discerns lessons for New York City. (Contains 1 figure and 1 footnote.) [For related reports, see &quot;Building Local Leadership for Change: A National Scan of Parent Leadership Training Programs. Education Policy for Action Series&quot; (ED522167) and &quot;Building Local Leadership for Change: A National Scan of Parent Leadership Training Programs. Program Profiles. Education Policy for Action Series&quot; (ED522169).]
Building Local Leadership for Change: A National Scan of Parent Leadership Training Programs. Program Profiles. Education Policy for Action Series
Author: Henderson, Anne T.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Parents,Leadership Training,Adult Programs,Adult Education,Parent School Relationship,Governance,School Administration,Immigrants,Profiles,Program Administration,Curriculum,Recruitment,Program Effectiveness,Financial Support

The program profiles presented in this paper provide background for the research report &quot;Building Local Leadership for Change: A National Scan of Parent Leadership Training Programs.&quot; The full report  describes four types of parent leadership training programs identified in the scan and gives examples of each. These four types are: (1) Parent leadership training programs; (2) Parent training programs aimed at immigrant families and families with limited English; (3) Parent academies or universities; and (4) Parent leadership training to understand and influence the system. This publication presents more detailed profiles of each of the program exemplars and the results of independent evaluations of the programs. [For related reports, see &quot;Building Local Leadership for Change: A National Scan of Parent Leadership Training Programs. Education Policy for Action Series&quot; (ED522167) and &quot;Building Local Leadership for Change: A National Scan of Parent Leadership Training Programs. Executive Summary. Education Policy for Action Series&quot; (ED522168).]