ethanporcaro/eric-fulltext-meta huggingface dataset:
Focus on For-Profits in K-12 Education Misses the Real Divide. Private Enterprise in American Education. Special Report 7
Author: Hernandez, Alex
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Change,Proprietary Schools,Charter Schools,Public Education,Privatization,Mathematics Instruction,Resistance to Change,Court Litigation,Preservice Teacher Education,Alternative Teacher Certification,Politics of Education,Federal Legislation,Educational Legislation,Educational Technology

For decades, for-profit educational provision has been merely tolerated, often grudgingly. In the world of charter schooling, for-profit providers are lambasted and sometimes prohibited. In higher education, for-profit institutions have grown rapidly, enrolling millions of nontraditional students and earning enmity, suspicion, and now investigative and regulatory actions from the federal government. When it comes to student lending, teacher quality, and school turnarounds, there is a profound preference for nonprofit or public alternatives. The problem is that K-12 and higher education are desperately in need of the innovative thinking and nimble adaptation that for-profits can provide in a landscape characterized by healthy markets and well-designed incentives. As critics have noted, for-profits do indeed have incentives to cut corners, aggressively pursue customers, and seek profits. But these traits are the flip side of valuable characteristics: the inclination to grow rapidly, readily tap capital and talent, maximize cost effectiveness, and accommodate customer needs. AEI's Private Enterprise in American Education series is designed to pivot away from the tendency to reflexively demonize or celebrate for-profits and instead understand what it takes for for-profits to promote quality and cost effectiveness at scale. In the seventh installment of the series, Alex Hernandez of the Charter School Growth Fund urges parents, educators, and policymakers to listen critically when arguments are levied against education companies merely on the basis of tax status. Hernandez instead reframes the debate as one between incumbent organizations such as teachers unions and school districts, and new entrants with the potential to disrupt the traditional structure of the American education system. (Contains 37 notes.)
2012 National Survey of School Counselors: True North--Charting the Course to College and Career Readiness
Author: Bruce, Mary
Date: 2012-10-00
Type: Reports - Research
Subjects: Academic Achievement,Evidence,Careers,School Counselors,School Counseling,Educational Resources,Education Work Relationship,Middle Schools,High Schools,Surveys,Counselor Role,Leadership Role,Educational Change,College Preparation,Career Readiness,College Readiness,Educational Objectives,Goal Orientation,Budgets,Counselor Training,Accountability,Intervention,College Bound Students,Financial Aid Applicants,Student Financial Aid,Counseling Effectiveness

In the next decade, more than half of all new American jobs will require some postsecondary education, yet the current college attainment rate for the nation is 39 percent. The challenges appear well before students begin college: one in four public high school students fails to graduate on time, and of those who graduate, one-third need remedial courses in college. Meanwhile, school districts, which are aiming to prepare all their students for college and careers, are facing higher standards with ever-constrained budgets. In times like these, school administrators must be strategic with all of their educational resources, so that students are prepared for the productive futures they deserve. School counselors are among these critical resources: these professionals are uniquely positioned in schools--and in students' lives--to ensure that students get the support they need to stay on track to graduate from high school ready for college and careers. This report, &quot;True North: Charting the Course to College and Career Readiness,&quot; demonstrates that school counselors and their administrators share a vision for their schools and agree on a path to realize it. The 2012 National Survey of School Counselors, supported by a supplemental survey of school administrators, provided powerful evidence that school counselors and their administrators know true north--and they are poised to chart the course of their students' college and career success. This report on school counseling in America, the 2012 National Survey of School Counselors, reveals that America's school counselors are ready and willing to be leaders in the education system--and their school administrators agree. Appended are: (1) Full Wording of the Eight Components; (2) Full Wording of High School Example Activities for the Eight Components; (3) Full Wording of Middle School Example Activities for the Eight Components; (4) Chart on Topline Survey Findings; (5) Chart on Topline Survey Findings, by Free or Reduced-Price Lunches; (6) Data from Eight States; (7) Profile of America's School Counselors; and (8) Survey Methodology. (Contains 11 figures, 17 tables, and 93 footnotes.) [This report was produced for the College Board Advocacy &amp; Policy Center by Hart Research Associates and Civic Enterprises. For &quot;2011 National Survey of School Counselors: Counseling at a Crossroads,&quot; see ED527749.]
Effects of the Pacific CHILD Professional Development Program. Final Report. NCEE 2013-4002
Author: Abe, Yasuyo
Date: 2012-12-00
Type: Reports - Research
Subjects: Elementary School Teachers,Faculty Development,Teacher Characteristics,Federal Government,Federal Programs,Intervention,Outcome Measures,Reading Instruction,Reading Comprehension,Teacher Effectiveness,Reading Achievement,Grade 4,Grade 5,Program Implementation,Program Effectiveness,Program Evaluation,Evidence,Outcomes of Education

Major federal education initiatives, including the No Child Left Behind Act of 2001, have highlighted the importance of teacher quality in improving student achievement. The federal government has committed significant funding and resources to professional development programs for teachers through Title II of the Act and other initiatives. There is limited evidence, however, of the effectiveness of professional development programs in improving teacher knowledge, teacher practice, and student achievement in reading. This report contributes to the body of research on professional development by presenting the results of an impact study of the Pacific Communities with High Performance in Literacy Development (Pacific CHILD), a professional development program designed and implemented by the Regional Educational Laboratory Pacific (REL Pacific). REL Pacific staff designed the Pacific CHILD program to improve the instruction of reading comprehension by grade 4 and grade 5 teachers and to raise student achievement in reading comprehension in the Pacific Region. Pacific CHILD is a two-year, year-round professional development intervention that combines workshops with lesson demonstrations, classroom observations, and peer learning groups. REL Pacific staff implemented Pacific CHILD between 2007 and 2010 in elementary schools in three entities in the Pacific region: American Samoa, the Commonwealth of the Northern Mariana Islands (CNMI), and Hawai'i. The study was designed to assess whether Pacific CHILD improved student achievement in reading comprehension (primary outcome) and teacher knowledge and practice (secondary outcomes) in the three entities in which it was implemented. Appended are: (1) Statistical Power Analysis; (2) Technical Notes on Impact Analyses; (3) Technical Notes on Exploratory Analyses and Results of Analysis of Impact on Teachers in Non-Hawai'i Subsamples; (4) Teacher outcome measures; (5) Student outcome measures; (6) Adaptations to design and context of implementation; (7) Exposure to Pacific CHILD by students in the impact sample; (8) Exposure to Pacific CHILD by participating teachers in the impact sample; (9) Exposure to Pacific CHILD by teachers in impact sample who were present at treatment group schools during entire intervention period; (10) Teachers' exposure to Pacific CHILD by entity; (11) Qualitative methods used to analyze adaptations to design and context of implementation; and (12) Instruments. (Contains 4 figures, 65 tables, and 139 footnotes.)
What&apos;s Ahead for Education after the 2012 Election. Education Outlook. No. 8
Author: McShane, Michael Q.
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Educational Change,Politics of Education,Educational Policy,Change Strategies,Educational Planning,State Policy,Educational Indicators,Educational Assessment,Federal Programs,Federal Aid,Educational Legislation

Although education policy has seen much change and activity in the last four years, newly elected and veteran leaders will encounter three key trends following the 2012 election: the federal government's lack of K-12 funding now that the stimulus dollars of the last few years have dried up; a split in the Republican Party concerning education reform and statewide education reform initiatives; and the undaunted political power of teachers unions, which won several victories at the state level. While the Obama administration's first term has focused on competitive grants and waivers, its second term will shift toward managing implementation and pushback while coping with staff shake-ups within the Department of Education. Reauthorization of the Elementary and Secondary Education Act in Congress will have to compete with other priorities, like the fiscal cliff, federal deficit, and health care reform. State-level leaders will have to continue to navigate the ongoing influence of teachers unions and popular reform issues like charter schools. All of these changes add up to an uncertain outlook for education reform over the next four years. (Contains 19 notes.)
Alumni Perspectives Survey, 2012. Survey Report
Author: Leach, Laura
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Employment Level,Outcomes of Education,Change Strategies,Administrator Education,Alumni,Graduate Surveys,Rewards,Job Satisfaction,Career Change,Graduation,Masters Programs,Employment Opportunities,College Outcomes Assessment,Longitudinal Studies,Compensation (Remuneration),Business Administration Education,Salary Wage Differentials,Employment Potential,Educational Attitudes,Annual Reports,Promotion (Occupational)

Conducted in September 2011, this Alumni Perspectives Survey by the Graduate Management Admission Council (GMAC) is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC[R] exit survey of graduate management students in their final year of business school. This 12th annual report includes responses from 4,135 alumni who graduated from the classes of 2000 through 2011, including 963 members of the class of 2011. This research study tracks alumni employment characteristics over time, exploring job search strategies, compensation and promotion data, industry and job function trends, as well as employment satisfaction and alumni views on their graduate management education. Survey findings are presented in four sections, as follows: (1) Profile of the recently graduated class of 2011, including their job search strategies, employment status, and compensation statistics; (2) Current employment data for alumni from across all graduation years (2000-2011), including career change strategies, salary and other compensation, and job retention; (3) Statistics on career satisfaction, worker engagement on the job, work/life balance, and the state of gender equality in the workplace; and (4) Views of alumni across all graduation years about their business school experience, specifically the value of their degree and its contribution to their career progression, their financial return on investment, and the personal and professional rewards realized from pursuing their degrees. (Contains 9 tables, 27 figures and 49 footnotes.)
Challenges around Capability Improvements in a System of Self-Managed Schools in New Zealand. Case Study
Author: Wylie, Cathy
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Change,Case Studies,Governance,Educational Resources,Educational Finance,Educational Improvement,Population Distribution,Low Achievement,School Support,Intervention,Educational Policy,Educational Assessment,Educational Development,Educational Indicators,School Administration,School Based Management,Performance Factors

New Zealand (NZ), a small country of 4.3 million people, has a single national education system. Local authorities have no role in education in NZ, nor are there any school districts. There are four national government education agencies: (1) The Ministry of Education (MOE), established under the Education Act of 1989, is responsible for education policy advice to the government and implementation of government policy, including regulating the New Zealand Curriculum and the National Education Guidelines within which schools operate. The MOE allocates funding and resources; (2) The Education Review Office (ERO) undertakes independent evaluations of school and early childhood education center performance; (3) The New Zealand Qualifications Authority sets and regularly reviews standards as they relate to school and post-school qualifications; administers national student examinations; accredits schools to assess against standards; and approves and accredits post-school courses; and (4) The New Zealand Teachers Council registers (i.e., certifies) teachers, renews their practicing certificates, and approves teacher education programs that lead to registration. New Zealand has the most decentralized system of school self-management in the developed world. Each school has its own board of trustees, primarily composed of parents elected by other parents to a governance role that oversees the principal and the school staff. Each school is accountable to the MOE and to its school community through the school charter it develops, which includes the school's vision, values, and strategic plan for the next three to five years.
Strategies to Challenge and Support School Performance in the United Kingdom. Case Study
Author: Day, Simon
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Foreign Countries,Case Studies,Educational Change,Educational Strategies,Effective Schools Research,Low Achievement,Evidence,Best Practices,Educational Policy,Educational Assessment,Educational Development,Educational Indicators,Improvement Programs,School Turnaround

This case study explores the United Kingdom's (UK's) approach to improving low-performing schools and presents lessons learned that could be applied in other countries. The study: (1) Gives an overview of the overall structure of UK schools; (2) Provides a context for the country's school-improvement efforts; (3) Reviews the different types of evidence used to inform school improvement strategies and how those strategies have evolved over time; and (4) Describes how poor performance was improved in one school. This is one of four case studies developed in mid-2009 for the U.S. Department of Education that focus on how countries other than the United States have been addressing the challenge of turning around their low-performing schools. The other three case studies focus on Australia, Canada, and New Zealand. (Contains 3 exhibits and 7 footnotes.)
Connection by Design: Students&apos; Perceptions of Their Community College Experiences
Author: Nodine, Thad
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Student Attitudes,Community Colleges,College Students,Focus Groups,Student Experience,Graduate Surveys,Student School Relationship,Preferences,Student Surveys,Dropout Attitudes,Needs Assessment,Interest Research

Across focus groups consisting of current and former community college students in four states (Florida, North Carolina, Ohio, and Texas), a consistent message resounded: Students want to be more connected to their colleges, from the moment they enter until the day they complete their studies. They want to feel more connected to faculty, staff, and peers. They want to be more engaged by their classes and to feel more supported by services they receive. And they want to see colleges be more deliberate in ensuring those connections. &quot;Connection by Design&quot; is the second of two reports based on student focus group discussions conducted in spring 2012 by staff from WestEd and Public Agenda. It supports the findings from the first report, Student Voices on the Higher Education Pathway (Public Agenda &amp; WestEd, 2012), about college students' desire to receive transparent, accessible, accurate, and timely information leading up to and during their college experiences. In addition, it analyzes students' ideas about their community college experiences as they related to several strategies for increasing college completion rates. The focus groups discussed information delivery methods and student supports, including orientation, student success courses, advising, and alert systems; instructional services, including developmental education and entry into a program of study; and career preparation and exploration. Overall, students understand the pros and cons of choosing educational goals and entering into a program of study soon after starting college versus exploring a variety of options for one or more years. Most wish that their college had provided them with more structured opportunities to explore their options. (Contains 3 footnotes.)
Supporting Low-Performing Schools in Ontario, Canada. Case Study
Author: Klinger, Don
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Numeracy,Foreign Countries,Educational Change,State Government,Literacy,School Effectiveness,Low Achievement,School Turnaround,Public Education,Educational Policy,Mathematics Achievement,Reading Achievement,Demography,Educational Research,Government Role,Leadership

This case study describes the school turnaround programs underway as of summer 2009 in Ontario, Canada. In particular, it focuses on the policies and efforts of the Ontario Ministry of Education (MOE) and an MOE department, the Literacy and Numeracy Secretariat (LNS), to support low-performing schools across the province. The report begins with a description of public schooling in Ontario, followed by a review of the existing school improvement efforts, especially those related to specific turnaround efforts for low-performing schools. It highlights the relevant MOE priorities that have guided the ministry's policies and directions. It then focuses more intensively on the work of the LNS, the provincial government organization responsible for supporting the improvement of students' literacy and numeracy achievement. Finally, the report offers the authors' recommendations, based on recent evaluation findings and other relevant empirical work.
Achieving an Education Revolution through New Federalism in Australia. Case Study
Author: Caldwell, Brian J.
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Federal State Relationship,Educational Change,School Turnaround,Educational Improvement,Educational Policy,Accountability,Administrative Organization,Instructional Leadership,Academic Achievement,Elementary Secondary Education,Public Schools,Elementary Schools,Case Studies

Securing a higher level of performance in all schools in all settings has been a major priority of governments in Australia for nearly 40 years. With the first decade of the 21st century drawing to a close, a sense of urgency has grown. The Australian federal government is seeking an education revolution through an unprecedented partnership with state governments, known as &quot;new federalism.&quot; While the term &quot;turn-around school&quot; has not been adopted in Australia, policymakers at all levels are consistent in their determination to turn around low-performing schools. Thus, it is timely to review what has been accomplished to date through this new federal and state partnership; to assess the potential for significant, systematic, and sustained change in the years ahead; and to suggest implications for other countries. (Contains 1 figure, 2 tables and 2 footnotes.)
College Choice: Informing Students&apos; Trade-Offs between Institutional Price and College Completion. Policy Brief
Author: Pender, Matea
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: College Choice,Academic Persistence,Graduation Rate,Educational Attainment,Costs,Correlation,Educational Finance,Time to Degree,Family Income

Empirical research on the returns to postsecondary education provides a near universal consensus that college confers numerous advantages for both individuals and society. Not only do individuals with a college degree earn more money than their peers with only a high school degree, they lead healthier lifestyles, experience greater job satisfaction, and engage in more civic activity (Baum, Ma, &amp; Payea, 2010). The analyses conducted in this brief show that college price and degree completion rates are positively correlated. If students opt to go to college but have concerns about affordability or the return on their financial investment, they may gravitate toward less expensive (by sticker or net price) institutions. Students who choose what they perceive as a more affordable college may find themselves enrolled at an institution with lower rates of degree completion compared to their other, more expensive college options. In this case, making the college choice based on frugality may not prove to be the best investment in the long run. The authors present data on the trade-offs between annual net price and college completion rates for the high school graduating class of 2004. These analyses are intended to illustrate the magnitude of the trade-off associated with choosing between colleges that differ in terms of net price and completion rates, thereby enabling students and families to think critically about college options in light of long-term outcomes. Student Characteristics by Average SAT Category in &quot;NPSAS:04&quot; and College Board 2004 Data is appended. (Contains 4 tables, 5 figures and 17 footnotes.)