ethanporcaro/eric-fulltext-meta huggingface dataset:
Core Leadership: Teacher Leaders and Common Core Implementation in Tennessee
Author: Aspen Institute, Education & Society Program
Date: 2014-00-00
Type: Guides - Classroom - Teacher
Subjects: Teacher Leadership,State Standards,Program Implementation,Capacity Building,Coaching (Performance),Mentors,Teacher Workshops,Teacher Effectiveness,Teacher Improvement,State Programs,Master Teachers,Program Design,Context Effect,Outcome Measures,Strategic Planning,Elementary Secondary Education,Faculty Development

In the summer of 2012, thousands of teachers across the United States attended several days of professional development workshops. The workshops, which focused on the Common Core State Standards, were part of a Tennessee Department of Education initiative in teacher leadership. The department recruited and trained 200 highly-effective teachers to guide its implementation of the new, more rigorous academic framework, and 13,000 educators learned from these &quot;Core Coaches&quot; in the summer of 2012. The coaches also served as resources for their schools, districts, and regions during the school year. When describing the Core Coach initiative, Tennessee education officials and practitioners paint a picture of cyclical reform. By empowering a select group of coaches to lead the Common Core implementation, the state sought to build a pool of instructional leaders who could support other teachers while becoming better teachers themselves, as well as more influential leaders. Along the way, the thinking went, they would help more and more teachers improve as well, resulting in improved instructional quality across the state. The state's experience highlights the opportunities and challenges of leveraging teacher leadership to drive state-level change. To assist system administrators as they pursue their own teacher leadership initiatives, this profile from Leading Educators and the Aspen Institute details the steps Tennessee took to design and implement its Common Core Coach initiative. Specifically, it examines the initiative's opportunities and challenges within the context of a blueprint for teacher leadership. That blueprint provides a guide for implementing teacher leadership that advances student achievement, and it highlights key phases for system administrators to navigate as they leverage teacher leadership to address their highest priorities. Phases include: (1) Designing for Impact; (2) Leaders are advised to know their content; (3) Measures should be clearly defined before implementation; and (4) Systems should build strategically by designing clear teacher leader roles and responsibilities. Central to the blueprint is the idea that effective teacher leadership marries form with function in order to create transformative change in schools.[This paper would not be possible without the writing and editing contributions of Walter Stern, Chong-Hao Fu, Maria Bourgeois, and Steph Bates.]
Title V Incentive Grants for Local Delinquency Prevention Programs. 2008 Report to Congress
Author: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Delinquency,Prevention,Juvenile Gangs,Grants,Measurement,Drinking,Tribes,American Indians,Federal Aid,Juvenile Justice,Technical Assistance,Program Descriptions,Law Enforcement,Social Development,Health Promotion,Risk,Federal Legislation,Youth Programs,Age

The &quot;2008 Title V Report to Congress&quot; marks a departure from the past. Before 2008, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) reported solely on the Community Prevention Grants program in its &quot;Title V Report to Congress.&quot; This year, OJJDP is reporting on the four delinquency prevention programs that were funded under Title V--the Community Prevention Grants program, the Tribal Youth Program (TYP), the Enforcing Underage Drinking Laws (EUDL) program, and the Gang Resistance Education And Training (G.R.E.A.T.) program. This report summarizes many accomplishments that OJJDP and its state and local partners achieved through the combined Title V prevention program efforts during fiscal year 2008. OJJDP requires grant recipients to submit data on how their programs are performing to help us better determine how well they are meeting their goals. This report presents the results and analyses of the performance measurement data for the three Title V programs that OJJDP administers. This report also includes examples of the creative types of programs that local jurisdictions have supported through their Title V funding along with OJJDP's training and technical assistance efforts during the reporting period. The &quot;2008 Title V Report to Congress&quot; provides a snapshot of OJJDP's and BJA's efforts under Title V to reduce the risk factors associated with delinquency and to enhance the protective factors that support healthy personal and social development in young people. As research increases the understanding of the causes and correlates of juvenile delinquency, including how risk and protective factors affect a youth's likelihood to offend, OJJDP will continue to enhance the Title V programs, build on the existing momentum in juvenile delinquency reduction, and continue preparing the nation's youth for healthy and productive futures.
Leading from the Front of the Classroom: A Roadmap to Teacher Leadership That Works
Author: Aspen Institute, Education & Society Program
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Teacher Empowerment,Program Implementation,State Standards,Faculty Development,Capacity Building,Educational Innovation,Barriers,Charter Schools,Public Schools,Cultural Capital,Occupational Mobility

In this paper, Leading Educators and the Aspen Institute propose a roadmap to empower teachers to lead from the front of the classroom. This paper outlines key phases that system administrators will need to consider as they build teacher leadership systems that address their highest priorities. For each phase, the Aspen Institute offers a narrative description, high-impact action steps, common missteps, and discussion questions for further exploration. To clarify how system leaders can apply this paper, the opportunities for teacher leadership as well as its challenges, are examined and trends from organizations that have been working to implement effective teacher leadership are analyzed. Highlighted are current innovations, from emerging pilots to mature programs. These profiles--which include initiatives at the school, district, charter management organization, and state levels--focus on teacher leadership as a means for improving instructional capacity, school structure, and student culture. The approaches vary: an urban school district built a career ladder to facilitate professional growth and retention; a charter network uses teacher leadership to create and sustain aspirational student and staff cultures; a state education agency relies on teacher leaders to improve implementation of the Common Core State Standards. These efforts share an underlying conviction of the need to leverage the talents of our best teachers for all stake holders. Appended are: (1) Teacher Leadership Sounds Valuable But--Questions and Responses; (2) Steps for Teacher Leadership that Works; and (3) Additional Resources. [This paper was written with the writing and editing contributions of Walter Stern, Chong-Hao Fu, Maria Bourgeois, and Steph Bates.]
Mentoring Children of Incarcerated Parents: A Synthesis of Research and Input from the Listening Session Held by the Office of Juvenile Justice and Delinquency Prevention and the White House Domestic Policy Council and Office of Public Engagement
Author: Jarjoura, G. Roger
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Mentors,Institutionalized Persons,Correctional Institutions,Parents,Stakeholders,Children,Interpersonal Relationship,Parent Child Relationship,Program Descriptions,Profiles,Communities of Practice,Research,Role Models,Advocacy,Family Relationship,Recruitment,Program Effectiveness

In September 2013, a Listening Session on Mentoring Children of Incarcerated Parents was held in Washington, DC. This session was organized by the U.S. Department of Justice&apos;s Office of Juvenile Justice and Delinquency Prevention in partnership with the White House Domestic Policy Council and Office of Public Engagement. It continues the administration&apos;s commitment to support youth with incarcerated parents and to ensure that all young people get the best possible start in life. The day-long session comprised more than 40 participants and was co-facilitated by the first two authors of this report. This report summarizes both the research and stakeholder input shared during the Listening Session and offers recommendations to further advance the availability and effectiveness of mentoring for children of incarcerated parents. The organization of the report largely follows the agenda of the Listening Session, provided in the appendix. The Listening Session began with brief overviews of research on children of incarcerated parents (Dr. Shlafer) as well as mentoring programs and relationships for youth in general (Dr. DuBois) and for children with incarcerated parents specifically (Dr. Jarjoura). Following an opportunity to discuss the presentations, participants were asked to share their views concerning the significance and most important features of mentoring relationships in the lives of children with incarcerated parents. Next, Drs. Jarjoura and DuBois facilitated an in-depth participant discussion on specific areas of program infrastructure and practice as they pertain to effectively mentoring this population. The session concluded with participants sharing their views regarding the most important next steps for making high-quality mentoring available to children of incarcerated parents. It should be noted that the recommendations included in this report, although informed by the perspectives of session participants, are solely those of the report&apos;s authors. An appendix presents the agenda for the Mentoring Children of Incarcerated Parents (COIP) Listening Session.
Highlights of the 2012 National Youth Gang Survey. Juvenile Justice Fact Sheet
Author: Egley, Arlen, Jr.
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Juvenile Justice,Juvenile Gangs,Homicide,Surveys,Statistical Data,Law Enforcement,Trend Analysis

This fact sheet provides an overview of the nation&apos;s gang problem and summarizes findings from the 2012 survey. Of the 2,538 survey recipients, 2,199 (87 percent) responded to the survey. In 2012, there were an estimated 30,700 gangs (an increase from 29,900 in 2011) and 850,000 gang members (an increase from 782,500 in 2011) throughout 3,100 jurisdictions with gang problems (down from 3,300 in 2011). The number of reported gang-related homicides increased 20 percent from 1,824 in 2011 to 2,363 in 2012. Estimates of the number of gangs, gang members, and gang-related homicides all increased in 2012 as compared with 2011 and with the previous 5-year average.
A Culture of High Expectations: Teacher Leadership at Pritzker College Prep
Author: Aspen Institute, Education & Society Program
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Expectation,Teacher Leadership,College Preparation,Charter Schools,College Readiness,School Culture,School Effectiveness,Teacher Role,High Achievement,Effective Schools Research,Leadership Effectiveness,Context Effect,Outcome Measures,Strategic Planning,Total Quality Management,Educational Administration,Educational Practices

Relying on teachers as culture leaders is a solution embraced by many high-performing charter schools. This profile focuses on the design of the Grade Level Lead roles at Pritzker College Prep, a member of the Noble Network of Schools in Chicago. The successes of this school and network are well-documented: Of non-selective public high schools in Chicago, the Noble Network had the nine highest scores in the city on the ACT test, a marker of college readiness. Ninety-one percent of the Noble Network's student body receives free and reduced lunch, yet 100 percent of its graduates go on to college or post-secondary school. The school's success is not based on a singular principal exercising most of the leadership in the building. Instead, the school has succeeded because there is a strong sense of shared ownership among both teachers and students and because exceedingly high cultural expectations lead students to tackle ambitious work, maintain focus, minimize disruptions, and aspire to post-secondary education. How did the school's leadership create this strong culture? What roles do teacher leaders play in the creation and maintenance of culture? And most importantly, what lessons can be learned from this model and what are the limitations of these lessons? This paper analyzes how teacher leader roles were developed as a mechanism for shaping and driving culture in this high-performing school. [This paper was produced with the writing and editing contributions of Walter Stern, Chong-Hao Fu, Maria Bourgeois, and Steph Bates.]
OJJDP Family Listening Sessions. Executive Summary
Author: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Delinquency,Institutionalized Persons,Correctional Institutions,Family Needs,Meetings,Correctional Rehabilitation,Family Involvement,Barriers,Disproportionate Representation,Correctional Education,American Indians,Tribes

From March through July 2011, the Office of Juvenile Justice and Delinquency Prevention (OJJDP), in collaboration with the Campaign for Youth Justice and the Education Development Center, convened four listening sessions with families and youth who had direct experiences with the juvenile justice system at the local and state levels. The discussions focused on four broad topic areas: the expectations and the reality of families' first encounters with the juvenile justice system, whether the youth's needs were met during the period of confinement, how the family was treated and served while their child was confined, and the availability of aftercare services. This report presents a summary of the participants' experiences and the many insightful recommendations for reform that they shared during the listening sessions. The following are appended: (1) Full List of Questions; and (2) Sponsoring Organizations. [This report was compiled by Management Solutions Consulting Group, Inc.]
Trauma-Informed Care for Children Exposed to Violence: &quot;Tips for Teachers&quot;
Author: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention
Date: 2011-00-00
Type: Guides - General
Subjects: Violence,Child Abuse,At Risk Persons,Teacher Role,Child Safety,Child Behavior,Children,Adolescents,Self Disclosure (Individuals),Disclosure,Reports,Teacher Responsibility,Teacher Response,Trauma

Children are very resilient--but they are not unbreakable. No matter what their age, children are deeply hurt when they are physically, sexually, or emotionally abused or when they see or hear violence in their homes and communities. When children see and hear too much that is frightening, their world feels unsafe and insecure. This brief report describes: (1) What happens when children are exposed to violence; (2) The warning signs of exposure to violence; (3) What teachers can do to help; and (4) How to know if more help is needed.
Adopting and Adapting Compression Strategies: A Practitioner Brief. Right from the Start: An Institutional Perspective on Developmental Education Reform
Author: Lass, Leslie
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Developmental Programs,Educational Change,Institutional Mission,Student Needs,Holistic Approach,Student Centered Curriculum,Acceleration (Education),Program Length,Alignment (Education),Effective Schools Research,Community Colleges,Change Strategies,Profiles,Student Characteristics,Adoption (Ideas),College Planning,Program Descriptions,Program Development,Program Implementation,Educational Practices,College Administration

This brief summarizes efforts to reform developmental education at Zane State College and the Community College of Baltimore County (CCBC). Focused on accelerating student success and progress, the two schools pursued distinctive approaches to reform that aligned with their institutional missions and student populations. Recognizing that the majority of its students will not succeed with only &quot;skill and drill&quot; work on academics, Zane State pursued a holistic, student-centered approach to help students build academic, social, and cultural skills; that work is detailed here. Supplementary information is provided about the work at the Community College of Baltimore County, focused on its landmark Accelerated Learning Program. The two reforms can be both categorized as compression strategies. At Zane, compression means shortening the overall duration of a course but maintaining the same number of instructional hours; at CCBC, the compression strategy pairs two courses with complementary content, which students take simultaneously.
Crisis and Opportunity: Aligning the Community College Presidency with Student Success. Full Report
Author: Achieving the Dream, Inc.
Date: 2013-06-21
Type: Reports - Descriptive
Subjects: Alignment (Education),College Presidents,School Effectiveness,Success,Community Colleges,Leadership Effectiveness,Leadership Qualities,Best Practices,Trustees,Selection Criteria,Personnel Selection,Leadership Training,Change Strategies,Professional Development,Educational Opportunities,College Administration,Administrator Characteristics,Administrative Change

In recent years, Americans have awakened to the profound connection between community college student success and the strength of our nation. That community colleges matter deeply is clear from a few simple facts: (1) They educate over 7 million degree-seeking students, more than 40 percent of the U.S. college population; (2) They have in recent years been growing at four times the rate of four-year colleges; and (3) They enroll a disproportionately large share of the rapidly expanding number of college students of color and first-generation students. Today, though, not enough community college students succeed. Focusing exclusively on the challenges facing the entire sector, however, obscures an important fact: Many community colleges have been engaged in difficult work on their campus to achieve improved rates of completion, higher levels of student learning and job preparedness, and more equitable outcomes for students of color and others who have historically been left behind in public education. The organizations that prepared this report, Achieving the Dream and the Aspen Institute, work with many institutions that are in fact demonstrably improving student success. What they have learned through their work is that while strong leadership can be exercised by people throughout an institution, every high-performing community college has a first-rate president. The best leaders across the country have a special set of qualities and know-how that enable them to lead institutions to high and improving levels of student success. This report presents a unified vision of who these leaders are and what they do, so that everyone involved in hiring and preparing community college presidents--trustees and leaders of state systems, universities, and associations--can consider the extent to which their assumptions and practices ensure that strong presidents are chosen and effectively trained to lead colleges in ways that meet the aspirations of every student as well as the critical goal of significantly improving student outcomes. Appendices include: (1) Competencies Community College Presidents Will Need to Respond to Change; (2) Community College Presidential Hiring Authority, By State; and (3) Methodology.
NJ School Breakfast Snapshot: The Underachievers
Author: Advocates for Children of New Jersey
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Breakfast Programs,Underachievement,School Districts,Poverty,Student Participation,Eligibility,Federal Aid,Child Health

Over the past few years, New Jersey schools have achieved significant progress in providing breakfast to more low-income students, with a 55 percent increase from 2010 to 2014. However, in May 2014, 49 New Jersey school districts with high levels of poverty continued to lag in providing breakfast to their students. This two-page report lists districts that as of May 2014 had at least half of their students eligible for free- or reduced-price breakfast, but less than 31 percent receiving this all-important meal. In these districts alone, close to 50,000 of New Jersey's needy children did not receive school breakfast. If these 49 districts fed all eligible students each school day, the districts would receive an estimated total of $16 million more in federal funds to provide school breakfast each year--and their students would have a healthy morning meal that can help them succeed in school.
Opportunity and Equity: Enrollment and Outcomes of Black and Latino Males in Boston Public Schools
Author: Miranda, Helena P.
Date: 2014-11-13
Type: Reports - Research
Subjects: African American Students,Hispanic American Students,Males,Public Schools,Enrollment Trends,Females,Racial Differences,Geographic Location,Comparative Analysis,Case Studies,Academic Achievement,School Districts,Educational Practices,Educational Policy,Learner Engagement,Eligibility,Socioeconomic Status,English Language Learners,Disabilities,Educational Opportunities,Access to Education,Student Diversity,State Standards,Core Curriculum,Student Placement,Attendance Patterns,Suspension,Dropout Rate,Reading Achievement,Mathematics Achievement,Graduation Rate,Gender Differences,Equal Education,Elementary School Students,Secondary School Students,Institutional Characteristics,Selective Admission

This research study aims to better understand the diversity of experiences and backgrounds among Black and Latino male students in Boston Public Schools (BPS) by examining enrollment and outcomes of Black and Latino males relative to their female peers and their male peers from other racial backgrounds. Specifically, the authors designed this study to provide a more nuanced analysis of engagement and performance of Black and Latino male students by disaggregating enrollment and outcome data not only by major racial/ethnic groups, but also by geographical region of origin and by different racial groups within regions. A companion study will share case studies of BPS schools in which Black and Latino males perform well compared to BPS schools with similar demographics. Through this latter study, the authors aim to identify promising school and district practices and policies associated with increased engagement and improved outcomes for Black and Latino males. Two appendices include: (1) Data, Methods, and Limitations; and (2) Graphs for Data in Non-Exam Schools (SY2012). [This report was prepared by the Center for Collaborative Education and the Annenberg Institute for School Reform at Brown University on behalf of the Boston Public Schools. This Phase I report is part of a larger study, &quot;Analyzing Enrollment, Outcomes, and Excellent Schools for Black and Latino Male Students in the Boston Public Schools.&quot;]