ethanporcaro/eric-fulltext-meta huggingface dataset:
Citywide Education Progress Report: Philadelphia
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. In late 2017, the School District of Philadelphia began the process to return school governance to local control after 17 years under state control, with a new, mayoral-appointed board taking the place of the School ReformCommission. Over the past year, there has been progress toward simplifying the school choice system, improving school leadership, and supporting parent advocacy. Graduation rates have been on the rise, but they remain below the state average. School proficiency rates did not show statistically significant improvement relative to the state, and remained about 20 percentage points below state averages. Low-income students in the city are performing slightly lower in math and reading assessments than their peers nationally. In advanced coursework in high school, black students were underenrolled, while Asian American, Pacific Islander, and students of more than one race were overenrolled. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Essential Resources: The Constitutional Requirements for Providing All Students in New York State the Opportunity for a Sound Basic Education. 2nd Edition
Author: Rebell, Michael A.
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Class Size,School Districts,At Risk Students,Response to Intervention,Disabilities,Teacher Effectiveness,Educational Opportunities,Principals,School Personnel,Educational Environment,Accessibility (for Disabled),School Safety,Special Needs Students,Grouping (Instructional Purposes),Equal Education,English Language Learners,State Legislation,Court Litigation

In its decision in &quot;Campaign for Fiscal Equity (CFE) v. State of New York,&quot; the New York Court of Appeals held that the state government was violating New York City students' right under the state constitution to the &quot;opportunity for a sound basic education.&quot; It ordered the state to fix the education funding system to remedy this violation. The authors answer in this report which they define is &quot;a sound basic education&quot; and how must schools and school districts be equipped in order to fulfill New York students' educational rights? They have compiled this report to help answer these basic questions, which are vital to ensuring that the CFE decision is implemented effectively. The authors feel that the state has thus far not met its constitutional obligation to delineate the essential resources needed to provide a sound basic education, the they developed this compendium of the essential resources for meeting constitutional requirements for providing all students in New York State the opportunity for a sound basic education. [This report was written with assistance from Jessica R. Wolff and Joseph R. Rogers, Jr. To view the first edition of the report, see ED573124.]
Improving Secondary Education in Ondo State: An Assessment of the Contributions of School Based Management Committees (SBMCs)
Author: Chinenye, Thompson Chidinma
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Improvement,Secondary Education,School Based Management,Committees,Secondary Schools,School Security,Discipline,School Administration,Administrator Effectiveness

The study assessed the contributions of school based management committees (SBMC) in improving secondary education in Ondo State, Nigeria. The study was guided by two research questions. The descriptive survey design was adopted for the study. The target population comprised principals and teachers in public secondary schools in Ondo State. Multi-stage sampling technique was used to sample 60 principals and 540 teachers, making a total of 600 participants from 60 secondary schools out of the existing 599 public secondary schools in the State. The 540 teachers represent five percent (5%) randomly selected out of 10,798 teachers in public secondary schools in the State. Stratified random sampling technique was used to select the secondary schools from 5 Local Government Areas out of the existing five educational zones in Ondo Sate. A researcher developed instrument titled; Contributions of School Based Management Committees in Improving Secondary Education (CSBMCISEQ) was validated by two experts. The Cronbach alpha was used to determine the reliability of the instrument. This yielded high reliability coefficient values of 0.75. Data were analyzed using mean and standard deviation. The findings of the study revealed among others that school based management committees (SBMCs) do not provide security in improving secondary education in Ondo State. Consequently, it was recommended among others that government at all levels through the Ministry and Departments of Education should set up a monitoring team in order to ensure and encourage the SBMCs to be more proactive in discharging their statutory functions. Conclusion was drawn.
Measuring Students&apos; Scientific Attitude, Aptitude and Knowledge at the Secondary School Level: What Intended to Study and Why?
Author: P., Pandiavadivu
Date: 2016-07-00
Type: Journal Articles
Subjects: Secondary School Students,Scientific Attitudes,Scientific Literacy,Academic Aptitude,Knowledge Level,Foreign Countries,Attitude Measures,Aptitude Tests,Science Tests,Gender Differences,Institutional Characteristics,Language of Instruction,Geographic Regions

The present preliminary research work was intended to measure the scientific attitude, scientific aptitude and scientific knowledge of secondary school students in the selected schools of two districts in Tamilnadu, India. The normative survey method was applied and a total of six null hypotheses(gender, studying class, medium of instruction, board of affiliation, locality and type of management) were framed. The sample consisted of 76 secondary school students from seven different schools in Chennai and Thiruvallur districts. The standardized tools were used in the study. The data were collected, recorded and analysed using Statistical Package for Social Sciences (SPSS-19.0 version), IBM Corporation. The measuring scores (low, average and high) were prepared using Normal Probability Curve (NPC) method. The most statistically significant results were obtained for all selected variables except board of affiliation (State and Central Board of Secondary Education) towards scientific attitude and scientific knowledge. Hence the present study concluded that the samples drawn from the selected schools were standardized for conducting further experimental study.
Construction and Standardization of Scientific Aptitude Test (SAT) for Secondary School Students-A Pilot Study
Author: Vadivu, P. Pandia
Date: 2016-01-00
Type: Journal Articles
Subjects: Secondary School Students,Pilot Projects,Science Tests,Grade 9,Grade 10,Foreign Countries,Secondary School Science,Aptitude Tests,Test Reliability,Test Items,Thinking Skills

The main objective of the present pilot study was to construct and standardize a Scientific Aptitude Test (SAT) for the secondary school science students (Grade 9 and 10). The test items (30 questions) were prepared by the researchers based on the five important aspects in scientific thinking such as Analogy, Scientific reasoning, Numerical ability, Logical reasoning and Comprehension based questions. A test of multiple choice items were used as a data collection instrument in the six different schools in the selected districts in Tamilnadu, India. The computer based Microsoft excel spreadsheet (2007) was prepared to document the obtained score and the same used for statistical analysis. Through recent method of item analysis, Cronbach's Alpha values were computed using IBM SPSS software. The reliability coefficients were found 0.874 (Spearman-Brown) and 0.672(Guttmann Split-Half). Hence, the present pilot study revealed that the scientific aptitude test for secondary students to ignite their scientific temper and also useful in preparing future competitive examinations.
Reaching out to &apos;Invisible&apos; Young People and Adults: Recovery and Upskilling Pathways for Vulnerable Groups. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Access to Education,Outreach Programs,Holistic Approach,Adult Education,Youth Programs,Unemployment,Health Needs,Rehabilitation,Job Skills

National authorities across Europe have been developing outreach measures to address the needs of people who slip through the cracks of standard education, training and employment policies. People who lack basic life and work skills require holistic strategies, which may mobilize health, social and psychological services and delay standard employability measures, such as job search and traineeship placements, to the last stage of an individualized recovery program. Successful initiatives and policies for all age groups have multiplied and diversified across Europe. Three main EU-level initiatives encourage the development of outreach: (1) The Youth Guarantee; (2) The upskilling pathways for adults; and (3) The EU Council recommendation on the integration of long-term unemployed into the labor market. The nature and extent of outreach services vary across the EU. To be effective, outreach policies need to be anchored in national strategies and target groups clearly identified. Regular evaluation of measures is essential to promote consistent support and mainstream successful practices. Finding and contacting people who may be in weakened health and psychological states, marginalized, or involved in criminal activities requires holistic methods, active networking and trained professionals. Outreach policies need to cater to people of all ages and to focus on recovery and rehabilitation as well as prevention. Once people drop off the radar of public services, their career pathways tend to spiral downward. This is why outreach policies require time and flexibility, to allow beneficiaries to establish an individual perspective on themselves and the labor market.
From Long-Term Unemployment to a Matching Job: The Role of Vocational Training in Sustainable Return to Work. Cedefop Reference Series. No 107
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Education Work Relationship,Structural Unemployment,Employment Patterns,Trend Analysis,Financial Problems,Intervention,Sustainability,Job Skills,Foreign Countries,Job Training,Employment Potential,Information Technology,Job Placement

Long-term unemployment (LTU) is a pressing problem, with serious consequences for those concerned and society as a whole. Although the current employment recovery contributed to a modest decrease, in 2016 almost 10 million people in the European Union (EU) were still long-term unemployed. Since the economic crisis, it has become harder to escape from LTU. Recovery alone cannot reverse this. Skill deficits and mismatches--linked to lacking skill development opportunities--make the long-unemployed less attractive job candidates for potential employers. Engaging the long-term unemployed and providing vocational training lies at the heart of activation practice. Critical success factors include tailoring training content and provision to the skill gaps of job seekers and to employer needs. At Cedefop's policy learning forum, &quot;Vocational Training for the Long-Term Unemployed: Learning from Inspiring Practices&quot; (Thessaloniki, 15 and 16 June 2017), practitioners and experts from across Europe shared practices and experiences. This report blends the case studies they presented, annexed as summaries to this report, with Cedefop's earlier work and other evidence. Forum participants also discussed what they see as promising areas for further development. The result is an overview of innovative approaches, principles, methods and tools at the different stages of activation. Five sections are: (1) Recent trends in long-term unemployment and integration challenges; (2) Engaging the long-term unemployed; (3) Identifying suitable interventions; (4) Making matching more sustainable; and (5) Ideas for ways forward.
Teaching Assistants, Computers and Classroom Management: Evidence from a Randomised Control Trial. CEP Discussion Paper No. 1562
Author: Johnson, Helen
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Teaching Assistants,Classroom Techniques,Literacy Education,Program Evaluation,Computer Assisted Instruction,Instructional Effectiveness,Preschool Children,Foreign Countries,Information Technology,Intervention,Reading Instruction,Reading Improvement,Reading Tests,Gender Differences

Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate a programme that involves changing how resources are used within classrooms to reinforce the teaching of literacy. Specifically, the programme involves training teaching assistants to deliver a tightly structured package of materials to groups of young children. Further, we compare the effectiveness of computer-aided instruction using available software with the paper equivalent. We implement the experiment in the context of a Randomised Control Trial in English schools. Both interventions have a short-term impact on children's reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost.
Geography, Ties and Knowledge Flows: Evidence from Citations in Mathematics. CEP Discussion Paper No. 1554
Author: Head, Keith
Date: 2018-06-00
Type: Reports - Research
Subjects: Mathematics Education,Citations (References),Professional Personnel,Proximity,Geographic Location,Authors,Collaborative Writing,Writing for Publication,Journal Articles,Correlation,Barriers

Using data on academic citations, career and educational histories of mathematicians, and disaggregated distance data for the world's top 1000 math departments, we study how geography and ties affect knowledge flows among scholars. The ties we consider are co-authorship, past colocation, advisor-mediated relationships, and alma mater relationships (holding a Ph.D. from the institution where another scholar is affiliated). Logit regressions using fixed effects that control for subject similarity, article quality, and temporal lags, show linkages are strongly associated with citation. Controlling for ties generally halves the negative impact of geographic barriers on citations. Ties matter more for less prominent and more recent papers and show no decline in importance in recent years. The impact of distance--controlling for ties--has fallen and is statistically insignificant after 2004. [This paper was produced as part of the Centre for Economic Performance's Trade Programme.]
Non-Formal Girls&apos; Life Skills Programming: Implications for Policy and Practice. Policy Brief
Author: Kwauk, Christina
Date: 2018-05-00
Type: Reports - Research
Subjects: Nonformal Education,Womens Education,Daily Living Skills,Developing Nations,Foreign Countries,Disadvantaged Youth,Females,Nongovernmental Organizations,Program Effectiveness,Nonschool Educational Programs

For marginalized girls in developing countries whose life outcomes are threatened by poverty and gender-based discrimination, life skills education can arm them with the knowledge, skills, and attitudes to rewrite their futures. Oftentimes, their only access to education is through non-formal spaces provided by non-governmental organizations (NGOs). Therefore, understanding how non-formal actors can better design and deliver life skills programming for such populations is especially important. In this study, the authors conducted (1) a comprehensive literature review of non-formal life skills programs for girls in developing countries; and (2) a cross-national study of the landscape, design, alignment, and intended outcomes of 103 life skills programs in Ethiopia, Lebanon, and Tanzania. Specifically, they asked who these programs serve, what skills are targeted, what approaches are used, whether there is alignment between what programs offer and what girls need, and what outcomes programs aim to help girls achieve. Key takeaways and policy implications: (1) programs try to teach a breadth of skills, but there is a definition issue to address in program design; (2) there are gaps in what life skills programs measure; (3) life skills practitioners may be missing a key opportunity to inform evidence-based policy and scale programs; and (4) formal and non-formal education stakeholders can learn from each other to improve girls' opportunities for life skills development. [The report is co-written with the Chr. Michelsen Institute (CMI).]
The Racist Origins of Private School Vouchers
Author: Ford, Chris
Date: 2017-07-12
Type: Reports - Evaluative
Subjects: Racial Bias,Private Schools,Educational Vouchers,Educational History,Desegregation Litigation,School Desegregation,Racial Discrimination,Educational Trends

The issue brief centers on the measures taken by Prince Edward County, Virginia, who shut down their public schools for five years in the late 1950s and early 1960s rather than desegregate the public schools after the &quot;Brown v. Board of Education of Topeka&quot; Supreme Court decision. County officials provided private school vouchers for white students to attend Prince Edward Academy, a private school, while denying black students an education. Vouchers supporting these types of schools were eventually ruled unconstitutional. Recently, the current administration has been promoting a plan to provide federal funding for private school voucher systems nationwide, which would funnel millions of taxpayer dollars out of public schools and into private schools. The brief argues that no matter how well intentioned, widespread voucher programs risk exacerbating segregation in schools and leaving the most vulnerable students and the public schools they attend behind.
What Special Education Teachers Need to Know about the Self-Determination Skills to Assist Students with Disabilities?
Author: Al-Sharif, Sarah
Date: 2018-07-02
Type: Reports - Descriptive
Subjects: Special Education,Special Education Teachers,Self Determination,Skill Development,Disabilities,Daily Living Skills,Decision Making Skills,Goal Orientation,Intervention,Children,Family Role,Learning Strategies,Self Advocacy,Self Management,Self Concept,Reflection,Teaching Methods,Access to Education

&quot;Self-Determination&quot; concept is based on the simple assumption that human beings ought to be in a position to intrinsically influence their life outcomes. The concept as well avails people with the right to control positive life outcomes by managing the Decisions and Choices they make. Typically, the concept revolves around the approach of positive achievements through good Decisions and Choices. It is as well defined as a skill based on knowledge and belief aimed at enhancing a quality of life achievements, success, and goals actualization. &quot;Self-Determination&quot; has been established a practical life skill vital to all age groups irrespective of physical, mental, or social status. Self-Determination works a single system with various sub-elements influencing its overall contribution towards goal achievement. The approach's subsystem alignment acts and contributes unitary towards achieving desirable outcome depending on the expectations of the involved parties. &quot;Self-Determination&quot; is significantly important to all people, irrespective of age, profession, or status However, its importance among children with disabilities tends to have more impact as compared to other social groups. In this paper I will discuss the seven components of &quot;Self-Determination&quot;, and the importance off these components for students with disabilities.
An Opportunity for Reinvestment: California State Juvenile Justice Funding in Five Bay Area Counties
Author: Menhart, Renee
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: State Aid,Juvenile Justice,Grants,Crime Prevention,State Legislation,At Risk Persons,Youth,Correctional Institutions,Institutionalized Persons,Budgets,Counties,Resource Allocation,Financial Support

Each year, California provides millions of state funding to counties to serve youth within their communities and reduce justice involvement through two major grant programs. First, the Juvenile Justice Crime Prevention Act (JJCPA), which was enacted by the Schiff-Cardenas Crime Prevention Act and given its current name through a California Senate bill the following year, seeks to curb crime by serving youth who are justice-involved or at risk of justice involvement (AB 1913, 2000). In 2007, the Youthful Offender Block Grant (YOBG) was established as part of the state's push for juvenile justice realignment, allowing youth who would have otherwise been confined in the state's youth correctional system, the Division of Juvenile Justice (DJJ), to be served at the county-level (SB 81, 2007). Both the JJCPA and YOBG grant programs are administered by the Board of State and Community Corrections (BSCC), a powerful state criminal and juvenile justice agency, which is responsible for overseeing counties' planning and reporting processes for these funds. As California experiences historic drops in youth arrests and confinement, JJCPA and YOGB funds present an opportunity for reinvestment in community-based alternatives to detention. Youth, including high-needs youth in the justice system, can be best served by community partners that provide culturally-responsive care and build trusting, positive relationships beyond the juvenile justice system. JJCPA and YOBG funds require greater transparency between administrators of funding and the communities most in need of support through the planning, allocation, spending, and program evaluation processes. Only by supporting community stakeholders, youth, and their families, can funds best be used in ways that strengthen positive youth development and ensure a safer California.