ethanporcaro/eric-fulltext-meta huggingface dataset:
The American Recovery and Reinvestment Act: What It Means for Higher Education. Report 09-06
Author: Jones, Jessika
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Higher Education,Federal Aid,Elementary Secondary Education,Block Grants,Federal Legislation,Tax Credits

On February 17, 2009, President Obama signed into law the American Recovery and Reinvestment Act of 2009 (ARRA). The Act commits $100 billion to education, with California education expected to receive over $8.5 billion. The largest part of the education stimulus package is the State Fiscal Stabilization Fund, of which California's slice is nearly $6 billion. The fund is split into two categories: the Education Block Grant and the Flexible Block Grant. With the largest portion of the education stimulus package contained in the State Fiscal Stabilization Fund, to be allocated between K-12 and higher education at the Governor's discretion, it is too early to know specific details on how higher education will be affected by the federal aid package. The state budget agreements include provisions whereby $1.8 billion in planned income tax increases and $948 million in adopted spending cuts will be rescinded if California receives $10 billion in federal stimulus funds. As the situation solidifies, staff will be better able to provide the Commission with more in-depth analysis of the ARRA and its benefits to California higher education institutions and the students they serve.
Proposed Revisions to the Commission's Guidelines for Approval of Community College Centers. Report 09-08
Author: Wilson, Stacy
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Community Colleges,Guidelines,Two Year Colleges,Enrollment,Higher Education,Legislation

Legislation passed in 2006 established a new system for allocating state revenues to community college districts. The legislation required the California Community Colleges Board of Governors to develop criteria and standards in accordance with Title 5 State regulations. The standards pertain to instruction, teaching, student support services, and physical capacity. In May 2008, the Board of Governors adopted regulations to implement the new funding system. One provision calls for districts to receive General Fund apportionments based in part on the number of its state-approved educational centers. At the Commission's December 2008 meeting, staff presented recommendations for modifying criteria for approval of educational centers to be consistent with the Board of Governors' revised Title 5 regulations. The recommendations pertain to the minimum enrollment threshold, provisional approval, conversion of a grandfathered center to a state-approved center for apportionment funding purposes, and exceptions to the guidelines.
Completing the Affordability Picture: The Need for More Data on Financial Aid. Report 09-09
Author: Jones, Jessika
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Family Income,Student Financial Aid,Enrollment,Paying for College,Student Costs,Higher Education,On Campus Students,College Students,Community Colleges,Two Year Colleges,Ethnicity,Data Collection,Surveys

The Commission adopted two affordability reports in 2008. One report examined costs for students at a four-year public university who live on campus. The other examined costs for students living in their parent's home while studying at a community college. Costs were compared to trends in family income over the past 30 years. The resulting report showed how college costs are taking a much greater share of family income, with steepest increases occurring in the last five to ten years. Commission staff found that it is difficult to assess how financial aid affects affordability. Many students are eligible for grants and loans from federal, state, and institutional sources, but it is difficult to determine how financial aid offsets the cost of a college education for students from different family backgrounds. A variety of financial aid data are reported by the higher education systems and state and federal agencies, but inconsistencies in the presentation of data--such as differences in the way that figures are aggregated--make comparing the net cost of education difficult. This report reviews the data available and identifies the next steps that the Commission should take to form a more complete picture of college affordability. The depth of research possibilities in merging financial aid and enrollment data will not be fully realized until staff has an opportunity to examine the variables in data.
Making Sense of the Nursing Education Crises in California: A Program Planning Study Prospectus. Report 09-10
Author: Wilson, Stacy
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Nursing Education,Nurses,Supply and Demand,State Programs,Program Development,Labor Needs,Cost Effectiveness,State Legislation,State Aid,Community Colleges,Public Colleges,Private Colleges,Bachelors Degrees,Doctoral Degrees,Masters Degrees,Associate Degrees,College Admission,Student Attrition

In the absence of continuous legislative and institutional intervention, the demand for services provided by vocational and registered nurses in California over the next ten years will greatly outpace the supply of nurses anticipated to flow from postsecondary degree programs. Nursing education and supply issues can be better understood and addressed within the context of statewide program planning. This paper describes a study project that aims to produce a comprehensive statewide plan for nursing education that addresses the complex issues pertaining to the nursing supply. The initial planning phases of the project consist of: (1) modeling nursing supply and demand; (2) assessing the general and unique contributions and benefits of the four systems of higher education on nursing education; and (3) determining the cost-effectiveness of recent nursing legislation and initiatives. Appended are: (1) Public and Private Institutions Offering Prelicensure Nursing Programs; and (2) Commission Recommendations from 2003.
College-Going and University Eligibility: Differences between Racial/Ethnic Groups. Report 09-11
Author: Griffin, Adrian
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: College Attendance,Eligibility,Ethnic Groups,Gender Differences,Racial Differences,African American Students,Hispanic American Students,Asian American Students,White Students,State Universities,Community Colleges,High School Graduates

College-going rates vary greatly in California, with low figures for Blacks and Latinos and students from schools in low-income areas. In all income and racial/ethnic groups, college-going rates for males are lower than rates for females. The variation in college-going is partly the result of low eligibility among Black and Latino students.
Update on the Post-9/11 GI Bill. Report 09-12
Author: Angeli, Mallory
Date: 2009-06-09
Type: Reports - Descriptive
Subjects: Public Colleges,Veterans,Private Colleges,Tuition,Student Financial Aid,Federal Legislation,Paying for College,Higher Education,Educational Legislation,Eligibility

The Post-9/11 Veterans Educational Assistance Act of 2008, or Post-9/11 GI Bill, becomes effective August 1, 2009. The bill covers in-state graduate and undergraduate fees and vocational and technical training for veterans who served after September 10, 2001. Benefits are available for up to 36 months--equivalent to four academic years--and veterans have 15 years to use the benefits after separation from service. The Post-9/11 GI Bill can be used toward undergraduate and graduate degrees at any public two- and four-year institution and at participating non-public colleges and universities. This brief paper discusses the impact of the updated Post-9/11 GI Bill on tuition fee allocation, the Yellow Ribbon Program, and participation in the Yellow Ribbon Program in California.
Harnessing Openness to Improve Research, Teaching and Learning in Higher Education
Author: Committee for Economic Development
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Educational Objectives,Outcomes of Education,Educational Resources,Educational Improvement,Evaluation,Economic Development,Internet,Instructional Materials,Community Colleges,Two Year Colleges,Information Technology,Global Approach,Enrollment,Intellectual Property,Accreditation (Institutions),Educational Change

This report examines higher education through the lens of openness. The goal is to understand the potential impact of greater openness on colleges and universities. Like other service industries such as finance or entertainment, higher education is rooted in information--its creation, analysis, and transmission--and the development of the skills required to use it. This report identifies some of the potential gains from making higher education more open and recommends actions that policy makers and institutions of higher education can take to harness its benefits. Among the many recommendations presented herein that would help institutions of higher education move in the direction of greater openness are that (1) governments should establish standards for the nationwide collection and reporting of data tracking student progress from high school to post-secondary institutions and then on to the workplace, focusing on educational outcomes and factors that favor or impede student success; and (2) Colleges and universities should reevaluate faculty recognition policies regarding tenure, advancement, and the granting of awards to acknowledge (and not discriminate against) new practices regarding the dissemination of research results such as via immediate release, publication in open-access publications, and creation of open educational resources. (Contains 148 endnotes.) [This report was produced by the Digital Connections Council of the Committee for Economic Development.]
Baseline Statistics for Evaluation of the Effective Practice Incentive Community. Final Report
Author: Cody, Scott
Date: 2009-03-18
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Merit Pay,Incentives,Awards,Academic Achievement,Public Schools,Urban Schools,Charter Schools,Student Characteristics,Institutional Characteristics,Comparative Analysis,Educational Indicators,Federal Programs,Statistical Data,Eligibility

In 2006 and 2007, the U.S. Department of Education awarded Teacher Incentive Fund  (TIF) grants for the development of innovative strategies for teacher compensation.  New Leaders for New Schools (NLNS), with five partner organizations--Memphis City  Schools (MCS), the District of Columbia Public Schools (DCPS), Denver Public Schools, Prince Georges County Public Schools, and a consortium of charter schools--received five of these grants and is using them to implement their Effective Practice Incentive Community (EPIC) intervention. EPIC offers performance-based awards to staff in high-performing schools in return for their agreement to work with NLNS in documenting and sharing effective teaching practices. Mathematica Policy Research Inc. was hired to evaluate the EPIC  initiative. This report provides a general overview of EPIC, compares student characteristics across the three partners, and compares the data used to determine which schools receive EPIC awards with data on all the students attending these schools. Four chapters comprise this report. Chapter I provides a general overview of EPIC, compares student characteristics across the three partners, and compares the data used to determine which schools receive EPIC awards with data on all the students attending these schools. Chapters II, III, and IV present baseline characteristics by partner: Chapter II focuses on Memphis, Chapter III on DC, and Chapter IV on the charter school consortium. The results are broken out by whether or not the schools received awards, by their performance levels, and by whether or not they were eligible for EPIC. Selected baseline statistics are appended. Findings from this analysis lead to several conclusions about the baseline characteristics of schools in EPIC partner districts. Among them was that the schools that won EPIC awards resemble non-award-winning schools in terms of many student characteristics. However, schools that won EPIC awards are more likely to score high on other measures of achievement than schools that did not win EPIC awards. (Contains 16 tables and 33 footnotes.)
Design of the Evaluation of the Effective Practice Incentive Community Initiative. Final Report
Author: Cody, Scott
Date: 2009-03-17
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teaching Methods,Best Practices,Merit Pay,Incentives,Awards,Public Schools,Urban Schools,Charter Schools,Evaluation Methods,Program Evaluation,Data Collection,Case Studies,Principals,Assistant Principals,Surveys

In 2006 and 2007, the U.S. Department of Education (ED) awarded $478 million in grants from the Teacher Incentive Fund (TIF) to support the development of innovative teacher compensation strategies. New Leaders for New Schools (NLNS), together with five partners--Memphis City Schools (MCS), the District of Columbia Public Schools (DCPS), Denver Public Schools, Prince Georges County Public Schools, and a consortium of charter schools--have received more than $88 million of these funds to implement the Effective Practice Incentive Community (EPIC) program. EPIC offers performance-based awards to staff in high-performing schools in return for their agreement to cooperate with New Leaders' efforts to document and share effective teaching practices. Mathematica Policy Research, Inc., (MPR) has been hired to evaluate the EPIC initiative in Memphis, DC, and the charter consortium. In this report, the authors present their evaluation design. They detail their estimation procedures, document what is currently known about how EPIC operates within the various partners, and provide a workplan for the evaluation moving forward. In the first chapter, they provide an overview of EPIC and present their general approach to conducting the evaluation. Chapter II presents their approach to evaluating EPIC in Memphis. Chapter III includes their approach to evaluating EPIC in Washington, DC. Chapter IV presents their approach to evaluating EPIC for the charter school consortium. Appended are: (1) List of Measures in New Leaders for New Schools EPIC Evaluation; and (2) Effective Practices Evaluation: Principal/Assistant Principal Survey. (Contains 11 tables, 1 figure and 21 footnotes.)
2008 Principal/Vice Principal Survey Results for Evaluation of the Effective Practice Incentive Community (EPIC). Final Report
Author: Chaplin, Duncan
Date: 2009-03-30
Type: Numerical/Quantitative Data
Subjects: Principals,Assistant Principals,Surveys,Material Development,Teacher Effectiveness,Awards,Incentives,Merit Pay,Best Practices,Academic Achievement,Public Schools,Urban Schools,Charter Schools,Comparative Analysis,Eligibility,Teacher Collaboration,Teacher Administrator Relationship,Program Evaluation

In 2006 and 2007, the U.S. Department of Education (USDOE) awarded Teacher Incentive Fund (TIF) grants for the development of systems to compensate teachers and principals in part based on increases in student achievement. New Leaders for New Schools (NLNS) received five of these grants and is using them to implement its Effective Practice Incentive Community (EPIC) intervention in Memphis City Schools (MCS), the District of Columbia Public Schools (DCPS), a consortium of charter schools, Denver Public Schools, and Prince Georges County Public Schools. EPIC offers performance-based awards to staff in high-performing elementary, middle, and high schools in return for their agreement to work with NLNS in documenting and sharing effective practices. During the 2007-2008 school year EPIC provided over $3 million in financial awards to more than 1,000 educators in 62 schools nationwide. Mathematica Policy Research, Inc. (MPR) was hired to evaluate the EPIC initiative. MPR's full study includes an evaluation (when possible) of whether the economic performance-based incentives of EPIC improve student achievement, an evaluation of the process for documenting and sharing effective practices, and an analysis of whether principals and teachers in participating districts change their practices after NLNS disseminates information on effective practices. The authors' findings reveal considerable support among school principals for the EPIC incentive program. Clear majorities of principals believe that the incentive component of EPIC will have a number of positive impacts on their schools, including greater teacher effectiveness, increased teacher collaboration, and improved relationships between principals and teachers. The findings suggest that EPIC and other similar incentive programs are likely to receive substantial support among school principals as long as an appropriate balance among multiple determinants of teacher compensation is maintained. Two appendices are included: (1) Selected Survey Results; and (2) Memphis City Schools Principal/Vice Principal Survey Instrument. (Contains 66 tables and 25 footnotes.)
Formula Grants: Funding for the Largest Federal Assistance Programs is Based on Census-Related Data and Other Factors. Report to Congressional Requesters. GAO-10-263
Author: Goldenkoff, Robert
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Grants,Federal Programs,Federal Aid,Federal Government,Census Figures,Role,Funding Formulas,Federal Legislation

Many federal assistance programs are funded by formula grants that have historically relied at least in part on population data from the decennial census and related data to allocate funds. In June 2009, the Census Bureau reported that in fiscal year 2007 the federal government obligated over $446 billion through funding formulas that rely at least in part on census and related data. Funding for federal assistance programs continues to increase.  GAO was asked to determine (1) how much the federal government obligates to the largest federal assistance programs based on the decennial census and related data, and how the Recovery Act changed that amount; and (2) what factors could affect the role of population in grant funding formulas. To answer these objectives, GAO identified the 10 largest federal assistance programs in each of the fiscal years 2008 and 2009 based on data from the President's fiscal year 2010 budget. GAO reviewed statutes, agency reports, and other sources to obtain illustrative examples of how different factors could affect the role of population data in grant funding. Appended to this report are: (1) Objectives, Scope, and Methodology; (2) Descriptions of the Largest Federal Assistance Programs; and (3) GAO Contact and Acknowledgments. (Contains 2 tables and 29 footnotes.)
Who Picks up the Tab? Reducing Payment Errors in School Nutrition Programs. Trends in Nutrition Policy. Issue Brief. Number 3
Author: Ponza, Michael
Date: 2009-02-00
Type: Collected Works - Serial
Subjects: Lunch Programs,Breakfast Programs,Nutrition,Certification,Accountability,Economically Disadvantaged,Educational Finance,Eligibility,Educational Policy,School Districts

Although the National School Lunch Program (NSLP) and the School Breakfast Program (SBP) help ensure that many low-income children have enough nutritious food to eat, some studies have suggested that the programs could be more efficient and cost-effective. In particular, concerns have been raised about erroneous payments that reimburse schools for meals served to students who are not eligible for them. Policymakers would also like to find ways to reduce errors that arise when schools and school districts process or report meal reimbursement information incorrectly. This brief draws on Mathematica's Access, Participation, Eligibility, and Certification (APEC) study to examine these issues. It provides the most detail to date on certification and payment errors in school meal programs. It suggests key factors for policymakers and program operators to consider as they move forward in developing initiatives for reducing payment errors. (Contains 2 figures.)
An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year One Impact Report. Final Report
Author: Glazerman, Steven
Date: 2009-04-27
Type: Numerical/Quantitative Data
Subjects: Program Evaluation,Teacher Effectiveness,Teacher Promotion,Mentors,Master Teachers,Merit Pay,Public Schools,Urban Schools,Teacher Leadership,Professional Development,Academic Achievement,Program Effectiveness,Labor Turnover,Teacher Persistence,Observation,Feedback (Response),Compensation (Remuneration),Teacher Attitudes,Administrator Attitudes,Principals,Interviews,Teacher Surveys

The Teacher Advancement Program (TAP) was developed in the late 1990s by the Milken Family Foundation as a schoolwide policy to improve schools by raising teacher quality. Under the TAP model, teachers can earn extra pay and responsibilities through promotion to Mentor or Master Teacher and can earn annual performance bonuses based on a combination of their value added to student achievement and observed performance in the classroom. This report provides evidence on the impacts of TAP during the first year of its implementation in Chicago Public Schools (CPS). Funded in part by a federal Teacher Incentive Fund grant, CPS began implementing its version of TAP (called &quot;Chicago TAP&quot;) in 2007 with 10 schools and plans to continue adding 10 new TAP schools each year of the grant's four-year implementation period. The authors designed a randomized experiment to estimate the impacts of Chicago TAP. To understand the first year of implementation of Chicago TAP they assessed how teacher development and compensation practices in TAP schools differ from practices normally implemented in Chicago public schools. They found that teachers in TAP schools reported receiving significantly more mentoring support than teachers in similar non-TAP (control) schools. While the introduction of TAP led to reported changes inside the school, these changes did not produce measurable impacts on student test scores as of March of the first year of the program. They did find evidence that TAP increased school retention. Teachers in TAP schools did not report significantly higher satisfaction or more positive attitudes toward their principals than did control teachers. Supplemental Tables are appended. (Contains 8 footnotes, 4 figures, and 27 tables.)
Transforming Disability Policy for Youth and Young Adults with Disabilities. Disability Policy Research Brief. Number 09-01
Author: O'Day, Bonnie
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Disabilities,Youth,Social Isolation,Public Health,Public Policy,Social Services,Transitional Programs,Special Needs Students,Student Needs,Educational Policy,Program Effectiveness,Equal Opportunities (Jobs),Policy Formation,Outcomes of Education,Eligibility,Agency Cooperation,Employment Qualifications,Federal Legislation

The transition to adulthood can be difficult for youth, particularly those who have disabilities severe enough that they receive Supplemental Security Income (SSI), Social Security Disability Insurance (DI), or other disability program benefits. Besides the issues facing all transition-age youth, young people with disabilities face a host of special challenges: health problems, social isolation, service needs, and lack of supports. These challenges complicate their planning for the future and often lead to poor educational and employment outcomes, long-term dependency, and a lifetime of poverty. In this policy brief, the authors highlight the importance of improving transition policy for youth with disabilities, review lessons from recent research, and consider transformative policy changes and why and how such changes might be tested. (Contains 4 footnotes.)