ethanporcaro/eric-fulltext-meta huggingface dataset:
School and Sector Switching in Milwaukee. SCDP Milwaukee Evaluation Report #16
Author: Cowen, Joshua M.
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Student Records,Public Schools,Private Schools,School Choice,Program Effectiveness,Student Mobility,Educational Vouchers,Case Records,Educational Attitudes,Parent Attitudes,Academic Achievement,Transfer Students,Educational Assessment,Educational Indicators,Data Analysis,Student Characteristics,Demography,School Demography,Achievement Rating,Community Surveys,Attribution Theory,Participant Satisfaction,Parent Participation

In this report the authors analyze the movement of students to and from the Milwaukee Parental Choice Program (MPCP) and Milwaukee Public Schools (MPS). They also analyze student mobility between schools within each sector. The analysis rests on two separate sets of data: the administrative records the authors have collected as part of their separate analysis of academic achievement in MPCP (Witte, Wolf, Cowen, Fleming, &amp; Lucas-McLean, 2010), and the results of an extensive set of surveys collected from parents of private and public school students. The administrative records indicate that there is more within-sector school switching in MPS, but MPCP students are more likely to move to MPS than MPS students are to move into the private-school voucher program. Racial/ethnic and gender characteristics of the various types of movers do not appear markedly different. Moving students scored lower, on average, on the Wisconsin Knowledge and Concepts Exam (WKCE) in the year prior to their move, although the authors are not able in this report to say whether students moved because of their achievement levels or because of other factors. The survey records indicate that parents of students who move are less satisfied with their child's academic experiences and are more likely to give lower overall assessments of their child's school. MPCP students are more likely to have considered a public school option at some point prior to the survey than are MPS students likely to have considered a private school. Comparison of switcher designation (from student records) and parental survey indicating a new school is appended. (Contains 13 figures, 12 tables and 14 footnotes.) [Additional funding for this report was provided by the Robertson Foundation.]
Teenagers' Significant Experiences in Areas of Arts: A Study of the Subjectively Felt Impact and Some Qualitative Aspects of Experiences Involving Productive Arts Activities
Author: Finnas, Leif
Date: 2012-05-10
Type: Reports - Research
Subjects: Art Activities,Creative Activities,Music Activities,Student Experience,Self Esteem,Adolescents,Recreational Activities,Gender Differences,Elementary School Students,Grade 9,Foreign Countries

As a part of a larger project, this study focused primarily on Finland-Swedish ninth-graders' &quot;productive&quot; arts experiences (involving music-making, acting, writing, painting/drawing, dancing), as these had been reported when the pupils had been asked to write down descriptions of &quot;strong&quot; experiences in arts areas (music, dramatic art, literature etc.). Two main objectives were to study participants' subjectively felt &quot;strength&quot; of the experiences, and to examine qualitative characteristics of the experiences, with a particular attention directed to aspects related to self-esteem. Pupils' reported productive experiences mostly represented the music area, and they were much less frequent than the reported &quot;receptive&quot; arts experiences (involving music listening, watching films/plays, reading, etc.). The productive experiences were, on the average, rated as remarkably strong, and clearly stronger than the receptive experiences. Regarding qualitative characteristics, they were quite often accompanied by such elements related to self-esteem, which indicated satisfaction with one's performances or creations, noting signs of progress, feeling proud or self-confident, receiving approval from others, and the like; such &quot;ego-enhancing&quot; elements occurred only rarely among receptive experiences. More tentative qualitative comparisons revealed no drastic differences between productive and receptive experiences regarding the occurrence of &quot;therapeutic&quot;, &quot;flow-related&quot; and &quot;strangeness&quot; elements. Compared to the generally rather activity-focused productive experiences, the receptive experiences seemed to focus more often on the &quot;art object&quot; itself and its various characteristics, and, probably as a consequence of this, they also more often contained associative reactions, acquisition of various kinds of new knowledge or insights, and a wider spectrum of affective reactions. Some subgroup differences were observed, related to arts areas, to situational factors (private vs. collective activities) and, most clearly, to gender. Data are also presented concerning pupils' artistic leisure activities, school-related productive experiences, and correlations between variables. The discussion of the educational implications of the results underlined, among other things, that productive arts experiences and activities should be encouraged through learner-centered approaches which, besides developing artistic skills, also consider the importance of learners' experiences. (Contains 2 tables and 1 footnote.)
College Readiness: A Guide to the Field
Author: McAlister, Sara
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: College Preparation,Student Needs,Guides,High School Graduates,Academic Standards,Skill Development,School Policy,Data Analysis,College Bound Students,Academic Persistence,At Risk Students,School Culture,Planning,Family Involvement,Communities of Practice

In recent years, the education spotlight in the United States has shifted from focusing on high school graduation to postsecondary success. This shift in attention has been accompanied by a wealth of policies and initiatives aimed at preparing students to enter and succeed in college, including federal competitive grants programs, schoolwide reform initiatives, community-based education support structures, and many more. Over the past few years, the emergent field of college readiness has blossomed into an expansive effort involving multiple actors and spanning multiple sectors. Considering the rapid emergence and growth of the field, as well as the numerous players involved, keeping abreast of relevant policies and initiatives is both a challenge and a necessity. Researchers at the Annenberg Institute for School Reform at Brown University (AISR) have undertaken to develop a brief guide to this burgeoning field, as part of the College Readiness Indicator System (CRIS) initiative funded by the Bill & Melinda Gates Foundation. The CRIS initiative, led in collaboration with the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University, aims to develop a collection of actionable indicators that measures the different dimensions of college readiness and allows for early identification of students who may need extra support to be able to finish high school ready to succeed in college. The CRIS initiative also aims to help districts develop a set of supports connected to these indicators. As an offshoot of this work, the authors' guide to the field highlights opportunities to address students' needs both in and out of school to ensure they have what it takes to be successful throughout college. To this end, they conducted a scan of the field, which drew on a review of education news coverage and publications by national education research and policy organizations from fall 2010 through summer 2011, supplemented with Web searches, covering a range of initiatives and organizations from the national to the local level, including school districts, states, and non-governmental organizations. This brief highlights the findings from this scan. Since the CRIS project aims to help districts and schools prepare students for success in postsecondary education, in this brief the authors focus on college readiness rather than career readiness. Information on Highlighted College Readiness Initiatives and Programs is appended. (Contains 2 figures and 25 footnotes.)
Parent and Student Experiences with Choice in Milwaukee, Wisconsin. SCDP Milwaukee Evaluation Report #13
Author: Stewart, Thomas
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Charter Schools,Private Schools,Research Methodology,School Choice,Focus Groups,Program Effectiveness,Educational Change,Educational Vouchers,Student Experience,Program Evaluation,Educational Assessment,Educational Indicators,Parent Attitudes,Program Attitudes,Participant Satisfaction,Performance Factors,Educational Improvement,Change Strategies,Attribution Theory

Scholars, advocates of various positions, and policymakers have fiercely debated whether the Milwaukee Parental Choice Program (MPCP), also known as the voucher or &quot;Choice&quot; program, has been a godsend or a scourge for the city's children. Wisconsin policymakers, concerned about that question, identified the School Choice Demonstration Project (SCDP) as the organization to help provide the answers. The SCDP is a national research organization, based in the University of Arkansas's Department of Education Reform, dedicated to the comprehensive, objective, and nonpartisan evaluation of school choice programs. The authors are drawn together for this project by the opportunity to examine what effects the mature MPCP is having on the students, parents, taxpayers, schools, and communities of the city and state. This study, as a component of the larger mix-methods School Choice Demonstration Project evaluation, is a rare effort to describe, as well as to compare and contrast, the lessons learned from families who have pursued different school options, among them traditional public, public charter and private schools that accept publicly funded vouchers. In the first year of the study, which was launched in the spring of 2008, the authors attempted to establish a relationship and build trust with the families, as well as gain a baseline understanding of their experiences within two of three major school sectors in Milwaukee. This first year report reflects the responses of families with children attending MPS and MPCP schools. A second round of focus groups with participating families is scheduled for the spring of the 2008-09 academic year, and a third and final meeting during the spring of 2010-11. Subsequent reports will be expanded to include the experiences of families with children attending public charter schools. Research Methodology is appended. (Contains 3 tables, 1 figure and 20 footnotes.)
The Milwaukee Parental Choice Program: Descriptive Report on Participating Schools 2008-2009. SCDP Milwaukee Evaluation Report #17
Author: Kisida, Brian
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Private Schools,School Choice,Program Effectiveness,Educational Vouchers,Program Descriptions,Institutional Characteristics,Annual Reports,Enrollment Rate,Enrollment Trends,School Surveys,Student Participation,Expenditure per Student,Student Costs,Religious Organizations,Intellectual Disciplines,Accountability,Parent School Relationship,Teacher Student Ratio,Educational Facilities,Racial Composition,Teacher Qualifications,School Size

This report is the third in a series of annual reports produced by the School Choice Demonstration Project (SCDP) that will provide descriptive information about the schools participating in the Milwaukee Parental Choice Program (MPCP). This year's report contains a new section that examines schools from both the public and private sectors that are no longer receiving public funds. A total of 127 schools participated in the MPCP for the entire 2008-09 academic year, with 19,803 students enrolled in the schools using MPCP vouchers. Generally speaking, MPCP students made up a large part of participating schools' total enrollment--the average school-level percentage of MPCP students in these schools was 79 percent. Over 70 percent of participating schools had student enrollments that were greater than 80 percent MPCP students, while 54 percent had MPCP enrollment percentages above 90. Collectively, private schools participating in the MPCP in 2008-09 offered the full range of grade options, from Kindergarten to 12th grade. Eighty-eight percent of schools served elementary students, while 80 percent served middle school students. Twenty-five percent offered high school. Appended are: (1) Details of Non-Respondents; (2) List of Schools that Participated in the MPCP for the Entire 2008-09 School Year; and (3) MPCP Participating Schools No Longer Receiving Public Funds, 2006-07 through 2009-10. (Contains 18 tables, 7 figures and 7 footnotes.) [Additional funding for this paper was provided by the Robertson Foundation. For the previous report, "The Milwaukee Parental Choice Program: Descriptive Report on Participating Schools. SCDP Milwaukee Evaluation Report #8," see ED508638.]
Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2008-09. SCDP Milwaukee Evaluation Report #18
Author: Dean, Jeffery R.
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Low Income Groups,School Choice,Achievement Gains,Testing,Demonstration Programs,Norm Referenced Tests,National Competency Tests,Program Effectiveness,National Norms,Grade 4,Longitudinal Studies,Grade 8,Grade 10,Lunch Programs,Accountability,Science Achievement,Reading Achievement,Mathematics Achievement,Scores,Urban Areas,Urban Schools,Comparative Analysis,Program Evaluation,Standardized Tests,Private Schools,Public Schools,Educational Assessment,Criterion Referenced Tests,Educational Legislation,State Legislation,School Statistics,Achievement Rating

The purpose of this report is to provide descriptive data regarding the test scores of Milwaukee Parental Choice Program (MPCP) students in grades 4, 8 and 10 in reading, math, and science, as reported to the School Choice Demonstration Project 2008-2009. The tables, graphs, and histograms presented in this paper provide a snapshot of these students' percentile scores relative to overall national norms, and scaled scores on the WKCE (Wisconsin Knowledge and Concepts Examinations) relative to MPS FRL (Milwaukee Public Schools free- and reduced-price lunch) students. Because national norms are based on students with &quot;average&quot; educational circumstances, and the MPCP exclusively serves low-income inner-city students, the fact that their average levels of performance on norm referenced tests cluster around the lower one-third of the distribution is not surprising and should not be interpreted to indicate that the MPCP in general or MPCP schools in particular are necessarily doing a poor job of educating students. As shown by the comparison with the NAEP (National Assessment of Educational Progress) percentile ranks, students in the MPCP are performing at higher levels than similar low-income students in large cities in the U.S. The comparison of the scaled scores of the Choice students and schools that took the WKCE with the scores of MPS FRL students and schools similarly is presented descriptively with no claim that the schools themselves were independently responsible for the various results. Any reliable determination of the effectiveness of a school choice program like the MPCP can only come from a rigorous longitudinal study that follows a representative group of choice students over time and compares their achievement gains to those of a comparable set of public school students. The MPCP Longitudinal Education Growth Study will serve as the proper source for such a determination. Schools with MPCP Students in Tested Grades Operating through May 2009 are appended. (Contains 4 tables, 20 figures and 12 footnotes.) [For the 2007-08 report, &quot;Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2007-08. SCDP Milwaukee Evaluation Report #9,&quot; see ED531943.]
Language Instruction Educational Programs (LIEPs): A Review of the Foundational Literature
Author: Faulkner-Bond, Molly
Date: 2012-05-00
Type: Information Analyses
Subjects: School Districts,Case Studies,Vocational Education,Literature Reviews,Instructional Development,English (Second Language),Second Language Instruction,Second Language Learning,Second Language Programs,Bilingual Education,Academic Standards,Educational Strategies,Educational Practices,Oral Language,Literacy,Teacher Effectiveness,Student Needs,Culturally Relevant Education,Teaching Models,Data Interpretation,Scores,Outcomes of Education,Language Proficiency,Best Practices,Instructional Effectiveness

In 2010, the U.S. Department of Education (the Department) contracted with Synergy Enterprises, Inc. and edCount, LLC, to complete a study titled Language Instruction Educational Programs (LIEPs): Lessons From the Research and Profiles of Promising Programs. This study includes a review of the foundational literature related to LIEPs, case studies of 20 school districts with well-designed and well-implemented LIEPs, and a Lessons from the Field guide that integrates findings from the literature review and the case studies and provides practical information for local educators on selecting, designing, implementing and evaluating LIEPs. This literature review is intended to lay a foundation for the LIEP study. It provides literature-based summaries for a range of topics that may factor into LIEP designs and functions, and supports school districts in their decisions about how to choose appropriate LIEPs for their students' needs. The review summarizes critical ideas, findings, concepts, debates and practices that populate the literature on LIEP design, implementation and evaluation at present. Literature Review Search Terms and Research Questions are appended. (Contains 19 exhibits and 17 footnotes.)
National Evaluation of Title III Implementation: Report on State and Local Implementation. Appendix G: Data Collection Instruments
Author: Tanenbaum, Courtney
Date: 2012-05-00
Type: Tests/Questionnaires
Subjects: Program Evaluation,Federal Legislation,Data Collection,Academic Achievement,Outcomes of Education,National Surveys,Evaluation Methods,Research Methodology,Program Implementation,Program Descriptions,Educational Assessment,Educational Indicators,Outcome Measures,Questionnaires

This appendix presents the data collection instruments used for the &quot;National Evaluation of Title III Implementation: Report on State and Local Implementation&quot; study. The purpose of this study is not to monitor Title III implementation, but to describe the implementation of Title III in states and school districts across the country. The study is being conducted by the American Institutes for Research, edCount, and Windwalker Corporation under a contract from the U.S. Department of Education. Participation in these surveys will help inform policy makers, educators and researchers at the local, state, and national level of the implementation of &quot;No Child Left Behind&quot;. [For the full report, &quot;National Evaluation of Title III Implementation: Report on State and Local Implementation,&quot; see ED531982.]
Results of Student Evaluation of Instruction (SEOI), Fall 2009
Author: Houston Community College System, Office of Institutional Research
Date: 2010-05-04
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The &quot;Student Evaluation of Instruction&quot; (SEOI) was administered to all full-time and part-time faculty. Approximately 105,475 surveys were sent out in 5,489 envelopes; 66,790 surveys were returned to the Office of Institutional Research. The return rate for the SEOI packet envelopes was 81.0%. The instructors' reports were provided to academic, workforce deans and to the respective executive secretaries on January 5, 2010 on a CD. The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 17.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.
Results of Student Evaluation of Instruction (SEOI), Fall 2007
Author: Houston Community College System, Office of Institutional Research
Date: 2008-02-06
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The &quot;Student Evaluation of Instruction&quot; (SEOI) was administered to all full-time and part-time faculty. Approximately 91,530 surveys were sent out in 4,980 envelopes; 58,604 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 64% including late submissions. Instructors' reports were provided to academic, workforce deans and to the respective executive secretaries on December 17, 2007 on a CD. The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 16.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.
Results of Student Evaluation of Instruction (SEOI), Spring 2007
Author: Houston Community College System, Office of Institutional Research
Date: 2007-08-29
Type: Numerical/Quantitative Data
Subjects: Student Evaluation of Teacher Performance,Student Attitudes,Community Colleges,College Students,College Faculty,Surveys,Questionnaires,Part Time Faculty,Instructional Materials,Teacher Competencies,Laboratories,Student Evaluation,Learner Engagement,Teacher Behavior,Textbooks,Teaching Skills,Teacher Student Relationship,Feedback (Response),Grading,Library Services,Lecture Method,Course Descriptions

The &quot;Student Evaluation of Instruction&quot; (SEOI) was administered to all full-time and part-time faculty. Approximately 96,255 surveys were sent out in 5,303 envelopes; 48,602 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 51% including late submissions. Instructors' reports were provided to academic, workforce deans and to the respective executive secretaries on May18, 2007 on a CD. The optical-scan survey instrument was created using ScanTools for Windows, by National Computer Systems. The scanned data were analyzed by OIR using SPSS 15.0, and individual instructor reports were prepared. Also provided to students with the questionnaires were student comment sheets, which were later returned in their original hand-written form to the instructors via their respective deans' offices. Library data were analyzed by subject and location and provided to library chairs for their use.