ethanporcaro/eric-fulltext-meta huggingface dataset:
Guided by Principles: Shaping the State of California's Role in K-12 Public School Facility Funding. Policy Research Working Paper
Author: University of California, Berkeley. Center for Cities and Schools
Date: 2015-01-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Public Schools,Educational Facilities,Educational Finance,Financial Support,Government Role,State Aid,Educational Policy,State Policy,Educational Equity (Finance),School Districts,Accountability,Resource Allocation,Equal Education,Investment,Educational Facilities Planning

The Governor, members of the legislature and other key stakeholders have identified concerns about the State of California's approach to funding K-12 school facilities, but they have not yet formulated a consensus going forward on the state role and responsibilities for school district facilities. To inform the school facilities funding policy debate this policy brief proposes the following principles to guide policy decisions about the State of California's facility funding role and provides an analysis of school facility indicators: (1) Equity; (2) Local District Effort and Accountability; (3) Fiscal Stability and Predictability; (4) Facilities Adequacy; and (5) Program Simplicity. [For the full paper, &quot;Guided by Principles. Shaping the State of California's Role in K-12 Public School Facility Funding. Full Policy Research Working Paper,&quot; see ED573775.]
Guided by Principles. Shaping the State of California's Role in K-12 Public School Facility Funding. Full Policy Research Working Paper
Author: Vincent, Jeffrey M.
Date: 2015-01-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Public Schools,Educational Facilities,Educational Finance,Financial Support,Government Role,State Aid,Educational Policy,State Policy,Educational Equity (Finance),School Districts,Accountability,Resource Allocation,Equal Education,Investment,Educational Facilities Planning

K-12 public school facilities need regular investment to ensure student health and safety and support educational programming. Yet, the future of K-12 school facility funding in California is uncertain. A strong state-local partnership has existed that funded new construction, modernization, and other investments in public school facilities across the state since 1998, under the School Facility Program (SFP). The Governor, members of the legislature and other key stakeholders have identified concerns about the state's approach, but they have not yet formulated a consensus going forward on the state role and responsibilities for school district facilities. To inform the school facilities funding policy debate among the Governor, the state legislature and the public, this brief provides an analysis of data on facilities spending by California school districts. It proposes the following principles and descriptions to guide policy decisions about the State of California's facility funding role and provides data-driven indicators that can be used to evaluate the application of the principles: (1) Equity; (2) Local District Effort and Accountability; (3) Fiscal Stability and Predictability; (4) Facilities Adequacy; and (5) Program Simplicity. Finally it offers approaches to a state and local partnership for K-12 facilities that would advance the principles of &quot;equity,&quot; &quot;local district accountability,&quot; &quot;fiscal stability and predictability,&quot; &quot;facility adequacy,&quot; and &quot;program simplicity.&quot; The following are appended: (1) Data and Methods; and (2) Brief History of the State of California's Funding for K-12 School Facilities. [For the accompanying policy brief, &quot;Guided by Principles: Shaping the State of California's Role in K-12 Public School Facility Funding. Policy Research Working Paper,&quot; see ED573774.]
Mathematical Practices in a Learning Environment Designed by Realistic Mathematics Education: Teaching Experiment about Cone and Pyramid
Author: Özdemir, Burçin Gökkurt
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Practices,Educational Environment,Experimental Teaching,Preservice Teachers,Secondary School Mathematics,Qualitative Research,Geometry,Instructional Design,Video Technology,Transcripts (Written Records),Mathematics Activities,Teaching Methods,Foreign Countries

The purpose of the study is to identify the classroom mathematical practices developed within a learning environment designed by Realistic Mathematics Education for teaching cone and pyramid to preservice teachers. A teaching experiment including five-week instructional sequence by a hypothetical learning trajectory about the solids of cone and pyramid was conducted to five preservice middle school mathematics teachers. Their learning was examined in this teaching experiment performed based on case study as a qualitative research design. The social learning environment in the classroom was investigated by three-phase methodology of Rasmussen and Stephan (2008) developed based on Toulmin's model of argumentation. According to the findings, four mathematical practices emerged in the current study.
Institutional Identity and Self-Esteem among African American Males in College
Author: Thomas, Dominique L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Esteem,Identification (Psychology),African American Students,Males,Hypothesis Testing,Racial Composition,Black Colleges,Correlation,Institutional Characteristics,Predictor Variables,College Freshmen,Racial Bias,Self Concept Measures,Likert Scales

Social identity theory maintains that one's self-concept is partially determined by the social groups to which the individual belongs. Using this as a theoretical framework, this study examined the relationship between multiple dimensions of institutional identity and self-esteem in 411 Black male college freshmen. It was hypothesized that self-esteem would be related to institutional identity and that there would be no differences in this relationship amongst students attending Historically Black Colleges and Universities (HBCUs) and those attending Predominately White Institutions (PWIs). The results suggested that there was a relationship between self-esteem and institutional identity; however, this relationship varied according to institutional type. Although a sense of belonging predicted self-esteem in all institutions, perceptions of others' appraisal (public regard) of their institution predicted self-esteem in HBCU participants, while one's personal appraisal (private regard) of their institution predicted self-esteem in PWI participants. The self-concept of Black male freshmen at PWIs appears to be explained by an internalized appraisal of their institution, while the opposite occurs in Black male freshmen at HBCUs. Further investigation may also suggest a difference in this relationship according to different HBCUs. The Institutional Identity Scale is appended.
ACT Reporting Category Interpretation Guide: Version 1.0. ACT Working Paper 2016 (05)
Author: Powers, Sonya
Date: 2016-10-00
Type: Numerical/Quantitative Data
Subjects: Scores,Classification,College Entrance Examinations,Error of Measurement,Reliability,Test Preparation,Testing,Mathematics Tests,Science Tests,English,Reading Tests,Statistical Analysis,Test Content,Test Reliability,Writing Skills,College Readiness,Benchmarking,Test Results,Test Interpretation

ACT reporting categories and ACT Readiness Ranges are new features added to the ACT score reports starting in fall 2016. For each reporting category, the number correct score, the maximum points possible, the percent correct, and the ACT Readiness Range, along with an indicator of whether the reporting category score falls within the Readiness Range are provided. In the format of questions and answers, this document first gives an introduction of the reporting categories in terms of what they are, how they are reported, and how they are related to the previous subscores. Then, based on results from 12 ACT forms administered to randomly equivalent groups of about 3,000 examinees in each, information is provided on the technical characteristics of the reporting category scores, including score reliability, standard error of measurement, and classification consistency of the ACT Readiness Ranges. This document is intended to facilitate the interpretation of reporting category scores and the ACT Readiness Ranges.
Are Value-Added Measures of High Effectiveness Related to Students' Enrollment and Success in College? ACT Research Report Series 2016 (10)
Author: Bassiri, Dina
Date: 2016-00-00
Type: Reports - Research
Subjects: Value Added Models,High Schools,School Effectiveness,High School Graduates,Enrollment,Grades (Scholastic),Academic Persistence,Predictive Validity,Scores,College Readiness,Educational Legislation,Federal Legislation,Accountability,Institutional Characteristics,College Entrance Examinations

One outcome of the implementation of No Child Left Behind Act of 2001 and its call for better accountability in public schools across the nation has been the use of student assessment data in measuring schools' effectiveness. In general, inferences about schools' effectiveness depend on the type of statistical model used to link student assessment results to schools. For example, characteristics beyond a school's control (e.g., entering achievement level and socio-economic status of the students served by the school) can strongly influence simple proficiency rates. In contrast, measures derived from growth and value-added models potentially estimate school effects more accurately. This study investigated the predictive strength of value-added measures of high schools' performance on their students' enrollment and success in college. It is based on the data of 263,000 students who graduated in 2004 through 2009 from 1,119 high schools across the United States. The students had test scores from two time points (ACT Explore® in the 8th grade and the ACT® college readiness assessment in 11th/12th grades). The findings indicate that value-added school effect estimates predict college enrollment and retention, as well as grades in first-year college courses in English/Language Arts, Mathematics, Natural Sciences, and Social Sciences, even after adjusting for student-level and other school-level characteristics. This study provides evidence that some high schools are much more successful than others at moving their students towards success in college. It does not, however, look at the potential determinants that make these schools more successful than others. The following are appended: (1) Number of High School Cohorts Sampled Per State (Map); and (2) Two tables.
Going It Alone: Can California's K-12 School Districts Adequately and Equitably Fund School Facilities? Policy Research Working Paper
Author: Vincent, Jeffrey M.
Date: 2015-11-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Financial Support,State Aid,Educational Facilities,Resource Allocation,Trend Analysis,School District Spending,Low Income Groups,Educational Equity (Finance),Educational Policy,Policy Formation,Partnerships in Education,State School District Relationship,Change Strategies,Socioeconomic Influences,Educational Facilities Planning,Budgeting,Expenditures,Income,Statistical Analysis

After	more	than a decade of dedicated investment, state funding to assist local California school	districts in the construction, modernization, and maintenance of their school facilities has come to a halt. As the Governor, the legislature, and other stakeholders debate the future of the state's K-12 school facility funding role, a big unknown exists: &quot;Can all California school districts adequately and equitably maintain and modernize their school facilities without dedicated state funding?&quot; The answer to this question should guide policy decisions about the state's school facility funding role. Analysis of facilities spending trends by California school districts shows that, compared to industry standards, there is an ongoing, structural pattern of inadequate and inequitable facility spending in many California public K-12 schools. This trend signals costly long-term consequences, as accumulated facility needs risk becoming a health and safety crisis. Findings in this study include: (1) The majority of school districts underspend on facilities; (2) Wealthy districts spend more on facilities, especially on the capital side; and (3) Districts serving low-income students disproportionately spend more per student on Maintenance and Operations (M&amp;O) from their operating budgets to fund facilities. To reverse the pattern of inadequate and inequitable investment in K-12 public school facilities, four strategic policy reforms should be cornerstones to the approach: (1) Establish stable, dedicated state funds for K-12 school facilities; (2) Distribute K-12 school facility funds equitably, adjusting for local wealth; (3) Improve standards for school facility planning and budgeting; and (4) Establish a California School Facility Database to guide spending. Contains an appendix: Data, Methods and Analytic Approach. [For &quot;Going It Alone: Can California's K-12 School Districts Adequately and Equitably Fund School Facilities? Policy Research Brief,&quot; see ED573786.]
Comparisons of Student Achievement Levels by District Performance and Poverty. ACT Research Report Series 2016-11
Author: Dougherty, Chrys
Date: 2016-00-00
Type: Reports - Research
Subjects: Academic Achievement,School Districts,Poverty,Grade 4,Grade 8,Grade 11,Grade 12,Longitudinal Studies,Statistical Analysis,School District Wealth,College Readiness,Age Differences,Racial Differences,Special Education

This report looks at student achievement levels in Arkansas school districts disaggregated by district poverty and by the district's performance relative to other districts. We estimated district performance statistics by subject and grade level (4, 8, and 11-12) for longitudinal student cohorts, using statistical models that adjusted for district demographics and the percentage of students in the analysis. We found that differences in these performance statistics across districts at each poverty level were large enough to be of practical importance to educators and policymakers. Variations in district performance statistics was sometimes greater in lower-poverty districts, but this was not consistent across subjects and grade levels. We also calculated unadjusted descriptive student achievement statistics--average scores and percentages of students On Track or Far Off Track--for districts classified as above or below average based on the district performance statistics. Differences in these unadjusted statistics were also large enough to be of practical importance. However, even in above-average districts, the majority of students in moderate- and high-poverty districts did not reach On Track benchmarks for college readiness in mathematics, reading, and science. This is reason to pay increased attention to promising but often underemphasized approaches to improving student outcomes. Appended to the report are: (1) Descriptive Statistics on Students in the Analysis; (2) Descriptive Statistics on Districts in the Analysis; (3) Supplemental Data Tables; and (4) Fixed-Effect Coefficients from Statistical Models.
The Sweet Smell of Learning: Adding Lots of Honey to Small Group Activities
Author: Jacobs, G. M.
Date: 1993-00-00
Type: Reports - Descriptive
Subjects: Group Dynamics,Language Teachers,Peer Groups,Second Language Instruction,Small Group Instruction,Student Participation,Group Activities

Educators seek ways to give students chances to communicate meaningfully in the target language. Thus, we see group work used more often in second language classes. However, some teachers report less than satisfactory results from the use of groups. Perhaps, these problems arise from a lack of understanding of how educators can facilitate effective group dynamics among students. This article presents fundamental ideas for structuring student groups so as to encourage students to work together productively. [This article was published in: &quot;Guidelines&quot; v15 n1 p29-36 1993 (EJ477766).]
Can Learner Strategy Instruction Succeed? The Case of Higher Order Questions and Elaborated Responses
Author: Jacobs, G. M.
Date: 1997-00-00
Type: Reports - Research
Subjects: Nonprint Media,English (Second Language),Foreign Countries,Group Discussion,Learning Strategies,Questioning Techniques,Second Language Instruction,Secondary Education,Secondary School Students,Student Reaction,Thinking Skills,Instructional Effectiveness

Previous research on learner strategy instruction has produced mixed results. This article reports a study in which two classes of 32 Singapore upper secondary school second language users of English participated. Both classes had the same teacher. One class received instruction in asking higher order questions; the other class did not. Higher order questions are related to the development of thinking skills. Participants' questions and responses to questions during small group discussions were tape recorded before and after the 10-week treatment. While there were no significant pre-instruction differences, after the instruction, the treatment class asked significantly more higher order questions and provided significantly more elaborated responses. A 0.05 alpha level was used. These findings are discussed in light of theory and previous research on issues of learner strategy instruction, the teaching of thinking skills, and learners' use of questions. [This article was published in &quot;System&quot; v25 n4 p561-570 1997 (EJ558291).]
Going It Alone: Can California's K-12 School Districts Adequately and Equitably Fund School Facilities? Policy Research Brief
Author: University of California, Berkeley. Center for Cities and Schools
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Financial Support,State Aid,Educational Facilities,Resource Allocation,Trend Analysis,School District Spending,Low Income Groups,Educational Equity (Finance),Educational Policy,Policy Formation,Partnerships in Education,State School District Relationship,Change Strategies,Socioeconomic Influences,Educational Facilities Planning,Budgeting,Expenditures,Income,Statistical Analysis

After	decades of dedicated investment, state funding to assist local California school districts in the construction, modernization, and maintenance of their school facilities has come to a halt. As the Governor, the legislature, and other stakeholders debate the future of the state's K-12 school facility funding role, a big unknown exists: &quot;Can all California school districts adequately and equitably maintain and modernize their school facilities without dedicated state assistance?&quot; This research brief discusses the following findings from the full report: (1) The majority of school districts underspend on facilities; (2) Wealthy districts spend more on facilities, especially on the capital side; and (3) Districts serving low-income students disproportionately spend more per student on Maintenance and Operations (M&amp;O) from their operating budgets to fund facilities. To reverse the pattern of inadequate and inequitable investment in K-12 public school facilities, four strategic policy reforms should be cornerstones to the approach: (1) Establish stable and dedicated state funds for K-12 school facilities; (2) Distribute K-12 school facility funds equitably, adjusting for local wealth; (3) Improve standards for school facility planning and budgeting; and (4) Establish a California School Facility Database to guide spending. [For &quot;Going It Alone: Can California's K-12 School Districts Adequately and Equitably Fund School Facilities? Policy Research Working Paper,&quot; see ED573782.]
Expanding Learning Opportunities for Youth and Their Families in the Mission Promise Neighborhood: An Interim Assessment
Author: Sipes, Laurel
Date: 2017-02-00
Type: Reports - Research
Subjects: Educational Opportunities,Youth Opportunities,Neighborhoods,Community Programs,Community Education,Program Evaluation,Cooperative Programs,School Community Relationship,Partnerships in Education,Educational Resources,Integrated Services,Family Programs,Student School Relationship,School Readiness,Academic Achievement,College Preparation,College Readiness,Career Readiness,Federal Programs,Interviews

San Francisco's Mission Promise Neighborhood (MPN) is a federally-funded Promise Neighborhood initiative that supports community-based organizations, schools, and other public agencies to work in defined neighborhoods and build integrated supports for children and youth from cradle to college and career. Since 2013, the Gardner Center has partnered with MPN to support implementation and ongoing assessment of the initiative. This report draws on perspectives from school principals, family engagement staff, teachers, and community partners regarding the ways in which implementation of MPN supports has advanced the initiative's goals. Specifically considered are the following key programmatic and operational components of the MPN model: 1) the efforts to support strategic coordination of school-level supports and school-community partnerships by promoting collaborative leadership; 2) the resources of a Community School Coordinator and a Family Success Coach (FSC), and 3) the integrated academic, social, emotional, and health supports at each focus school. Interviews probed for contextual factors that mediate achievement of goals as well as other ongoing challenges and areas for improvement. Student achievement and behavioral data drawn from the administrative records of the San Francisco Unified School District (SFUSD) as well as MPN survey data were incorporated in the assessment. The object of this research is to draw lessons to support continuous improvement and scale-up efforts, and to inform policymakers and other researchers interested in Promise Neighborhood strategies across the country. [The authors would like to thank and acknowledge the contributions of the following individuals to this study: Maureen Carew, Denise Geraci, Cristina Lash, Tie Liang, Nancy Mancini, Erica Messner, Leslie Patron, and Nikki Tognozzi. We would also like to express appreciation for our partners at the Mission Economic Development Agency, San Francisco Unified School District, and the school leaders, staff, MPN partners, and families who supported this work and have been generous with their time, knowledge and perspectives.]
Extensive Reading and Listening in the L2 Classroom
Author: Renandya, Willy A.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Classroom Techniques,Second Language Learning,Reading Strategies,Linguistic Input,Teaching Methods,Educational Benefits,Educational Principles,Curriculum Implementation,Barriers,Second Language Instruction,Listening

This chapter first looks at Extensive Reading and Extensive Listening separately, highlighting the language learning benefits of the two approaches to language learning. It then discusses ways of implementing the two together in input-poor L2 contexts where the quantity and quality of the target language input tends to be severely limited. In these situations, the main source of input comes from the classroom teachers and the coursebooks, which, while useful, tends to have limited impact on L2 learning. By implementing both approaches, L2 learners could be exposed to far richer and greater quantity of language input, which in turn would have a more pronounced salutary effect on their L2 learning. [This document is chapter 8 from the book &quot;English Language Teaching Today: Linking Theory and Practice,&quot; (pp. 97-110). W. A. Renandya, &amp; Handoyo, P. (Eds.), New York, NY: Routledge.]