ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Student Mobility--District and Zone. Research Brief. Volume 0605
Author: Froman, Terry
Date: 2007-02-00
Type: Reports - Descriptive
Subjects: Student Mobility,Measurement,Statistical Analysis,Measurement Techniques,Educational Trends,Public Schools,School Districts,Urban Schools,Attendance,Attendance Patterns,School Statistics

The Student Mobility Index is designed to be a highly sensitive statistic of classroom disruption. The idea behind the statistic is that any student entries or exits to and from a classroom during the year, over however many days, contribute to a disruption of instructional continuity and obstacle to institutional organization. This kind of student movement can have a negative impact on the moving student as well as all other students in the classroom. In practice, the degree of impact is affected by the percentage of moving students and the collective length of missed classroom time. Typically, the Student Mobility Index is calculated starting from the first day of classes for the school year. However, there appears to be a considerable amount of &quot;trickling in&quot; of students during the first week of classes. Any student entering a few days late during this first week gets counted as a &quot;mobile&quot; student and increases the mobility rate for that school. It may be assumed that it takes a week or so from the start of classes to settle in for the teacher and the students, and late entries during this first week, although potentially troublesome, may be of less relative impact on classroom continuity. Thus, adhering strictly to the definition of the mobility index as starting from the first day of classes, while reflecting real disturbance, may have a tendency to inflate the statistic and the inferred effect. This is especially true for Zone schools. These schools had a starting date one week earlier than regular schools for the 2005-06 school year. There are a number of alternative ways of measuring student mobility, each with its own valuable perspective. One measure is not more &quot;correct&quot; than another--merely different, and together provide a broader and deeper view of the concept of mobility. One such type of alternative measure is the Stability Index.
Dropout and Graduation Rates 2005-2006. Research Brief. Volume 0607
Author: Miami-Dade County Public Schools, Research Services
Date: 2007-03-00
Type: Reports - Evaluative
Subjects: Dropouts,Graduation,Dropout Rate,Graduation Rate,Instructional Program Divisions,High School Students,Longitudinal Studies,Trend Analysis,Gender Differences,Racial Differences

The District conducts a &quot;cross-sectional&quot; analysis of student dropouts annually; it examines dropout rates among students enrolled in various grades at one point in time. A &quot;longitudinal&quot; analysis, also conducted annually, tracks a group of students in the same grade or cohort over a period of several years. Each method addresses a different aspect of how many students are dropping out of school. This research brief provides information on the cross-sectional and longitudinal dropout rates and longitudinal graduation rates for 2005-2006. Results of the Cross-Sectional Dropout Analysis include: (1) The cross-sectional dropout rate for 2005-2006 for grades 9-12 was 4.9%. This was the same as the cross-sectional dropout rate for 2004-2005; (2) Consistent with previous local and national findings, female students were categorized as dropouts less frequently than were male students. Specifically, the rate for male students for 2005-2006 was 6.0 percent (grades 9-12). The rate for female students was 3.8 percent (grades 9-12); and (3) White, Non-Hispanic students were categorized as dropouts less frequently than were either Hispanic or Black, Non-Hispanic students. Specifically, the 2005-2006 rate for White, Non-Hispanic students was 3.5 percent (grades 9-12); for Hispanic students the rate was 4.3 percent (grades 9-12); and for Black, Non-Hispanic students the rate was 6.8 percent (grades 9-12). (Contains 9 tables.)
The Black Gender Achievement Gap: A Historical Perspective. The Claremont Letter. Volume 4, Issue 2
Author: Perkins, Linda M.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Females,Achievement Gap,College Attendance,African American Students,Males,Graduation,Graduation Rate,White Students,Educational History,United States History,Race,Racial Bias

Recent studies have discussed the growing gap of college attendance and graduation rates of women and girls. While the rate of White women's college attendance and graduation now surpasses that of men, this has been the case for Black women for over a century. Throughout the twentieth century until the present, Black women have earned more college degrees than Black men except for the decade between 1920 and 1930. This paper shall discuss the intersectionality of race and gender and how they have impacted the education of Black women and men from the nineteenth century to the present. It will shed light on the role of race and racism in reducing Black males' college attendance beginning early in the twentieth century and the consequences of the tremendous gap in Black male and female higher education attainment. (Contains 14 notes.)
Highly Effective Teachers in Low Performing Urban Schools. The Claremont Letter. Volume 6, Issue 1
Author: Poplin, Mary
Date: 2011-00-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Grounded Theory,Neighborhoods,Underachievement,Low Achievement,Economically Disadvantaged,Classroom Observation Techniques,Classroom Research,Classroom Techniques,Teaching Methods,Collegiality,Beliefs,Teacher Characteristics,Cultural Pluralism,Evaluation Utilization,Urban Schools

For four years, a nine-member team studied 31 highly effective teachers in nine low-performing urban elementary, middle, and high schools in some of the most economically depressed neighborhoods in Los Angeles County. The teachers were selected based on having had the highest percentage of students moving up a level on the English/Language Arts or Math subtests of the California Standards Test for 2-3 years compared to their peers teaching the same students in the same schools. Using grounded theory, each teacher was observed a minimum of ten days by a lead researcher at each site, as well as by the other members of the team. Most were observed again the first day of classes the following year. Near the conclusion of the study, the team invited the teachers to join the research team for a day to critique and contribute to the team's findings. There were indeed highly effective teachers inside these low-performing schools. (Contains 2 notes.)
Generating the Power of a Diverse Collective by Following Women's Approaches to Leadership. The Claremont Letter. Volume 4, Issue 3
Author: Grogan, Margaret
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Females,Instructional Leadership,Teacher Leadership,Women Administrators,Elementary Secondary Education,Gender Issues,Social Attitudes,Literature,Educational Research

Charol Shakeshaft and Margaret Grogan have just finished a book called &quot;Women and Educational Leadership&quot; for a leadership series published by Jossey-Bass. For those engaged in the preparation and development of school leaders, women's leadership is thus recognized along with Distributed Leadership, Turnaround Leadership, Ethical Leadership, Teacher Leadership, Sustainable Leadership, etc. In other words, women's leadership has gained legitimacy in the PreK-12 educational sector. Professors and researchers of leadership now have an excellent body of research to draw upon, and have reason to rethink how leadership of schools and districts can be enacted. Policy implications of this include the need for collecting more accurate data at the state and local level to verify the numbers of women serving as principal and superintendent; despite the promise of new leadership approaches that is grounded in Grogan, Shakeshaft, and others' research, women are still surprisingly underrepresented in these powerful positions. In this paper the author traces the development of the book as it grew out of Shakeshaft and Grogan's research, along with the research of others who have been studying women in PreK-12 leadership in education. Grogan describes the context of this book to help those unfamiliar with women's leadership understand why it is still important, in 2010, to draw attention to women doing work that has traditionally been done by men. She also reflects upon why she thinks that such a book on women's leadership is timely. (Contains 2 footnotes.)
Getting Connected: Harnessing the Power of Social Media to Enhance Community College Student Success. The Claremont Letter. Volume 6, Issue 3
Author: Rios-Aguilar, Cecilia
Date: 2012-00-00
Type: Reports - Research
Subjects: Higher Education,Community Colleges,Strategic Planning,Friendship,Social Networks,Confidentiality,Two Year College Students,College Faculty,Educational Resources,Privacy,Program Evaluation,Internet,Student College Relationship,Commuter Colleges

While higher education institutions seem to be utilizing social media more and more, there still exist enormous challenges in trying to understand the new dynamics generated by social media in higher education, particularly for the context of community colleges. In March 2011, the author and her colleague Dr. Regina Deil-Amen (Associate Professor at the Center for the Study of Higher Education at the University of Arizona) received a grant from the Bill and Melinda Gates Foundation to collaborate with the League for Innovation in the Community College, Inigral, Inc. (the developers of the Schools App) and 9 community colleges across the U.S. to: (1) explore the relevance of social media and its use across a wide spectrum of community colleges across the U.S., and (2) examine if and how commuter-based community colleges attempt to use social media as a mechanism to increase students' connection to college. Given the findings of this report, they provide community college leaders with some recommendations as they continue to think of purposeful ways to integrate social media into the fabric of their educational institutions. These recommendations include: (a) have a strategic plan, (b) get buy-in from executive leadership, faculty, and staff about the importance of social media, (c) think about your resources, (d) add value by using social media applications and other social media platforms, (e) maintain privacy and confidentiality, and (f) define your metrics to assess the effectiveness of social media. In the next stages of their study, they will combine social network analyses in a more sophisticated way with institutional data to identify the network patterns that seem to produce the desired outcomes. In other words, they will examine whether or not the use of the Schools App and the creation of friendships is related, in some way, to community college students' outcomes (i.e., persistence and success). In addition, they will continue studying the meaning, purpose and function that students ascribe to friendships and on-line interactions.
Developing Perspective: What Can We Learn about Education from Lower-Income Countries? The Claremont Letter. Volume 5, Issue 1
Author: Luschei, Thomas
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Low Income Groups,Developing Nations,International Education,National Security,Economic Development,Outreach Programs,Educational Quality,Educational Benefits,Performance Based Assessment,Comparative Education,Comparative Testing

To the extent that Americans look abroad for lessons about education, they primarily concern themselves with wealthy nations that perform well on international tests like the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). In this paper, the author argues that Americans can learn valuable lessons from the many countries that either do not participate in these tests or score relatively poorly on them. A look to the developing world can shed light on many essential questions related to educational performance and the purpose of schools. Here the author discusses six key questions and how studying education in developing countries can help Americans to answer them. (Contains 1 footnote.)
Assessing the Impact of Culture-Based Education. The Claremont Letter. Volume 5, Issue 2
Author: Thomas, Scott
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Educational Strategies,Educational Opportunities,Cultural Influences,Hawaiians,Culturally Relevant Education,Heritage Education,Place Based Education,Indigenous Knowledge,Indigenous Populations,Achievement Gains,Program Effectiveness,Educational Improvement,Improvement Programs

The author has over the past several years been involved with Hawai'i's Kamehameha Schools on a project called the Hawaiian Cultural Influences in Education (HCIE) study. Kamehameha Schools was established to provide educational opportunities to improve the capability and well being of people of Hawaiian ancestry. In this paper the author describes some of the more interesting findings from this line of work so far. Central to this work is the evaluation of effects on student achievement attributable to exposure to a Culture-Based Education (CBE) curriculum. Culture-based educational strategies are viewed as a promising approach to address disparities between indigenous students and their peers. CBE represents an indigenous conceptual framework defined by five primary domains. These domains emphasize: (1) a focus on culturally-relevant content; (2) culturally relevant contexts; (3) the use of heritage language; (4) the involvement of family and community; and (5) indigenous forms of assessment. (Contains 2 figures.)
An Unprecedented Shortage of Special Education Faculty Is Looming: Findings from SEFNA. The Claremont Letter. Volume 6, Issue 2
Author: Smith, Deborah Deutsch
Date: 2012-00-00
Type: Reports - Research
Subjects: Disabilities,College Faculty,Special Education,Educational Quality,Teacher Education Programs,Expertise,Special Education Teachers,Federal Government,Federal Aid,Faculty Mobility,Teacher Supply and Demand,Teacher Shortage,Needs Assessment

The author and her colleagues have just completed a four-year long project that was funded by the federal government. The project focused on the nation's capacity to prepare a sufficient supply of general and special education professionals to provide a quality education to students with disabilities and others who struggle becoming proficient learning the general education curriculum. One key finding of their work is that an impending and accelerating attrition rate of special education (SE) faculty will make staffing teacher education programs with faculty who have new expertise extremely challenging. Across the next five years, special education teacher training programs will experience an annual faculty turnover rate of 21% due to retirements, and doctoral granting programs will lose between 1/2 and 2/3 of their faculty. In this paper the author summarizes their findings, provides some background for the study, and explains why a shortage of special education faculty is important.
The Effect of Interactive Whiteboard Technology on a Math Curriculum Unit
Author: Flory, Vern
Date: 2012-12-20
Type: Reports - Research
Subjects: Educational Technology,Teaching Methods,Grade 2,Mathematics Instruction,Elementary School Mathematics,Technology Integration,Instructional Effectiveness,School Districts,Comparative Analysis,Computer Uses in Education

Purpose: The purpose of this research was to determine the effect of interactive whiteboard technology on the math curriculum in a single school district. Methodology: Six second grade teachers tracked their technology use during math instruction to be compared with student performance on a common assessment at the conclusion a counting money unit and qualitative grade data collected by the teacher. Results: The results indicate that interactive technology use during instruction is not having a positive effect on student learning. Conclusions: How interactive whiteboard technology is being used during instruction is more important than how often interactive whiteboard technology is being used. If the technology is only being used to create perfect visuals it is not being used to its full potential Recommendations: In order for schools to gain the most benefit from having interactive whiteboard technologies in classrooms staff members need to be trained on the best instructional practices for teaching with this  technology.
Advisory Committee on Head Start Research and Evaluation: Final Report
Author: US Department of Health and Human Services
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Federal Programs,Early Childhood Education,Preschool Children,Disadvantaged Youth,Low Income,School Readiness,Early Intervention,Holistic Approach,Outcome Measures,Program Evaluation,Program Effectiveness,Educational Policy,Government Role,Alignment (Education)

Congress first called for the Advisory Committee on Head Start Research and Evaluation (the &quot;Committee&quot;) in its 1998 reauthorization of the Head Start program, with a requirement that the Secretary of Health and Human Services convene a panel of experts to inform the Department about the design of a newly required national evaluation of the program. The Committee was first chartered in 1999 and produced a report with recommendations for the design of what came to be known as the Head Start Impact Study (HSIS), along with recommendations for considering the findings of this study in the context of other research. The Committee was then re-chartered several times during the design and implementation of the study, in order to provide the Department feedback on the study's progress and findings. The Committee met five times between January 2011 and January 2012 to discuss key aspects of their charge. Each of these meetings took place in the Washington DC area. All meetings were open to the public. In addition, the Committee formed five subcommittees focused on the following topics: 1) The Impact of Head Start and EHS on Children and Families; 2) Quality Teaching and Learning; 3) Parent, Family, and Community Engagement (PFCE); 4) Health and Mental Health; and 5) Cultural and Linguistic Responsiveness. The first chapter of this report presents the Committee's vision for Head Start and its recommendations for steps to achieve that vision. These three recommendations are overarching and cut across all component and topic areas of Head Start. These recommendations are supported by five topical chapters. The first presents the Committee's reflections on the impact of Head Start and EHS, based upon the findings of the HSIS and EHSREP, as well as the broader literature on the effectiveness of Head Start. The remaining four chapters describe the Committee's vision for each of the four content areas addressed in their work, and provide detail on priorities for the implementation of the Committee's recommendations within each of these four content areas. Appended are: (1) Charter for the Advisory Committee on Head Start Research and Evaluation; (2) Full List of Committee Members; (3) Subcommittee Membership; (4) Invited Presenters and Presentation Topics; and (5) Acronym List. Individual chapters contain footnotes and references.
How Good Is Our School? Hungry for Success: Benchmarks for Self-Evaluation. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Benchmarking,Foreign Countries,School Effectiveness,Educational Quality,Self Evaluation (Groups),Program Implementation,Educational Improvement,Special Schools,Educational Indicators,Instructional Leadership,Nutrition,Health Promotion,Dining Facilities,Food,Eating Habits,School Districts

This document is intended to build on the advice given in the publication &quot;How good is our school?&quot; It is intended to be of use to staff in local authorities and schools who are involved in implementing the recommendations of &quot;Hungry for Success.&quot; This guide can be used to support in evaluating effectiveness in implementing &quot;Hungry for Success.&quot; It has been prepared using evidence from inspections of &quot;Hungry for Success&quot; in primary and special schools. Almost all of the themes and illustrations can, however, also be used for self-evaluation in secondary schools. The guide provides a cluster of quality indicators that focus on key features which relate to the recommendations and principles of &quot;Hungry for Success.&quot; While quality indicator 7.4--Leadership--has not been included within this cluster, it is recognised that the commitment of headteachers and other senior managers in schools is crucial to successful implementation of the report's recommendations. In evaluating the effectiveness of the implementation of &quot;Hungry for Success,&quot; it is important to consider, in particular, the outcomes and impact of action taken to improve school meals and other aspects of food in schools. Have changes in lunchtime menus, presentation of food and arrangements in the dining room resulted in more pupils taking school meals? Are pupils choosing and eating healthier options? It is recognised that the full impact of the implementation of the range of recommendations within &quot;Hungry for Success&quot; will take some time to become established. However, local authorities and schools should maintain a focus on evaluating the impact of their actions on overall improvements in the quality of food in schools and health promotion more generally. (Contains 3 footnotes.)