ethanporcaro/eric-fulltext-meta huggingface dataset:
Managing for Results in America&apos;s Great City Schools 2017: Results from Fiscal Year 2015-16. A Report of the Performance Measurement and Benchmarking Project
Author: Council of the Great City Schools
Date: 2017-10-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Public Schools,Elementary Secondary Education,Performance,Student Evaluation,Educational Assessment,Benchmarking,Cost Effectiveness,Productivity,Income,Money Management,Educational Finance,Investment,Costs,Compensation (Remuneration),Wages,Debt (Financial),Expenditures,Budgets,Grants,Financial Support,Purchasing,Risk Management,Workers Compensation,Legal Responsibility,Food Service,Breakfast Programs,Lunch Programs,Food,Maintenance,School Construction,Utilities,School Safety,School Security,Student Transportation,Human Resources,Teacher Persistence,Labor Turnover,School Personnel,Fringe Benefits,Information Technology

In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of &quot;key performance indicators&quot; (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the &quot;metric definitions&quot; ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of &quot;continuous improvement.&quot; The teams are instructed to focus on operational indicators that can be &quot;benchmarked&quot; and are &quot;actionable,&quot; and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance &amp; Operations; (10) Safety &amp; Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [For the 2016 report, see ED610811.]
Managing for Results in America&apos;s Great City Schools 2018: Results from Fiscal Year 2016-17. A Report of the Performance Measurement and Benchmarking Project
Author: Council of the Great City Schools
Date: 2018-10-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Public Schools,Elementary Secondary Education,Performance,Student Evaluation,Educational Assessment,Benchmarking,Cost Effectiveness,Productivity,Income,Money Management,Educational Finance,Investment,Costs,Compensation (Remuneration),Wages,Debt (Financial),Expenditures,Budgets,Grants,Financial Support,Purchasing,Risk Management,Workers Compensation,Legal Responsibility,Food Service,Breakfast Programs,Lunch Programs,Food,Maintenance,School Construction,Utilities,School Safety,School Security,Student Transportation,Human Resources,Teacher Persistence,Labor Turnover,School Personnel,Fringe Benefits,Information Technology

In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of &quot;key performance indicators&quot; (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the &quot;metric definitions&quot; ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of &quot;continuous improvement.&quot; The teams are instructed to focus on operational indicators that can be &quot;benchmarked&quot; and are &quot;actionable,&quot; and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance &amp; Operations; (10) Safety &amp; Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [For the 2017 report, see ED610812.]
Managing for Results in America&apos;s Great City Schools 2019: Results from Fiscal Year 2017-18. A Report of the Performance Measurement and Benchmarking Project
Author: Council of the Great City Schools
Date: 2019-10-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Public Schools,Elementary Secondary Education,Performance,Student Evaluation,Educational Assessment,Benchmarking,Cost Effectiveness,Productivity,Income,Money Management,Educational Finance,Investment,Costs,Compensation (Remuneration),Wages,Debt (Financial),Expenditures,Budgets,Grants,Financial Support,Purchasing,Risk Management,Workers Compensation,Legal Responsibility,Food Service,Breakfast Programs,Lunch Programs,Food,Maintenance,School Construction,Utilities,School Safety,School Security,Student Transportation,Human Resources,Teacher Persistence,Labor Turnover,School Personnel,Fringe Benefits,Information Technology

In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of &quot;key performance indicators&quot; (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the &quot;metric definitions&quot; ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of &quot;continuous improvement.&quot; The teams are instructed to focus on operational indicators that can be &quot;benchmarked&quot; and are &quot;actionable,&quot; and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance &amp; Operations; (10) Safety &amp; Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [For the 2018 report, see ED610813.]
Managing for Results in America&apos;s Great City Schools 2020: Results from Fiscal Year 2018-19. A Report of the Performance Measurement and Benchmarking Project
Author: Council of the Great City Schools
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Public Schools,Elementary Secondary Education,Performance,Student Evaluation,Educational Assessment,Benchmarking,Cost Effectiveness,Productivity,Income,Money Management,Educational Finance,Investment,Costs,Compensation (Remuneration),Wages,Debt (Financial),Expenditures,Budgets,Grants,Financial Support,Purchasing,Risk Management,Workers Compensation,Legal Responsibility,Food Service,Breakfast Programs,Lunch Programs,Food,Maintenance,School Construction,Utilities,School Safety,School Security,Student Transportation,Human Resources,Teacher Persistence,Labor Turnover,School Personnel,Fringe Benefits,Information Technology

In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of &quot;key performance indicators&quot; (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the &quot;metric definitions&quot; ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of &quot;continuous improvement.&quot; The teams are instructed to focus on operational indicators that can be &quot;benchmarked&quot; and are &quot;actionable,&quot; and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance &amp; Operations; (10) Safety &amp; Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [For the 2019 report, see ED610814.]
Widening the Portal: How Schools Can Help More Families Access and Use the Parent Portal to Support Student Success
Author: Mac Iver, Martha Abele
Date: 2021-01-00
Type: Reports - Research
Subjects: Family School Relationship,Parent Participation,Web Sites,Communication Strategies,Access to Information,Academic Achievement,Attendance,Progress Monitoring,Administrator Role,Middle School Students,Grade 9,Student Improvement,Student Adjustment,Partnerships in Education,Barriers,User Needs (Information),Urban Schools,Grade 8

District leaders have invested widely in the creation of parent portals, but have paid less attention to ensuring that they are achieving their purpose in providing information that parents can use in supporting their children's academic success. This study, based on qualitative field note data from a larger four-year study of a continuous improvement initiative focused on improving family engagement during the transition from middle grades to high school, identifies both the challenges families face in using the online parent portal and the challenges school leaders face in: (a) ensuring that the portal is a useful tool to families; and (b) communicating information to families about using the portal effectively. This article suggests the need for district leaders, principals, teachers, and other school staff to reflect systematically on the design and purposes of a parent portal, and ways to make the portal a useful tool for families to monitor students' academic progress and help to improve students' grades. It also provides recommendations for how school leaders can apply a continuous improvement approach to increase the number of families that access the portal regularly. [This paper was published in &quot;Middle School Journal&quot; v52 n1 p14-22 Jan 2021 (EJ1281653).]
The Access to Literacy Assessment System for Phonological Awareness: An Adaptive Measure of Phonological Awareness Appropriate for Children with Speech and/or Language Impairment
Author: Skibbe, Lori E.
Date: 2020-10-00
Type: Journal Articles
Subjects: Phonological Awareness,Speech Impairments,Language Impairments,Young Children,Test Validity,Preschool Education,Early Childhood Education,Evaluation Methods,Test Construction,Test Items,Individual Characteristics,Elementary School Students,Psychometrics

Purpose: The Access to Literacy Assessment System--Phonological Awareness (ATLAS-PA) was developed for use with children with speech and/or language impairment. The subtests (rhyming, blending, segmenting) are appropriate for children who are 3 to 7 years of age. ATLAS-PA is comprised entirely of receptive items, incorporates individualized levels of instruction, and is adaptive in nature. Method: To establish construct validity of ATLAS-PA, we collected data from children with typical development (n = 938) as well as those who have speech and/or language impairment (n = 227). Results: Rasch analyses indicated that items fit well together and formed a unidimensional construct of phonological awareness. Differential item functioning was minimal between the two groups of children and scores on ATLAS-PA were moderately to strongly related to other measures of phonological awareness. Information about item functioning was used to create an adaptive version of ATLAS-PA. Conclusions: Findings suggest that ATLAS-PA is a valid measure of phonological awareness that can be used with children with typical development and with speech and/or language impairment. Its adaptive format minimizes testing time and provides opportunities for monitoring progress in preschool and early elementary classrooms. [This article was published in &quot;Language, Speech, and Hearing Services in Schools&quot; (EJ1270209).]
Using Professional Judgment in Financial Aid to Advance Racial Justice and Equity
Author: Ramirez-Mendoza, Jaime
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Decision Making,Student Financial Aid,College Attendance,Higher Education,Economic Climate,COVID-19,Pandemics,African American Students,Hispanic American Students,Paying for College,Taxes,State Aid,Grants,Racial Differences,Financial Aid Applicants,Family Income,Eligibility,Social Justice,Equal Education,Advisory Committees,Financial Needs,Vignettes,Unemployment,College Students,School Personnel

Public higher education has long been unaffordable for many students, especially for Black and Latino students who have substantially less wealth, on average, than their White peers. Unfortunately, the economic devastation caused by COVID-19 has only exacerbated these financial inequities for Black and Latino households, who have been hit hardest by unemployment and income loss amid the pandemic. The current economic downturn may not only impact how much Black and Latino families can pay for college, but how much aid they will be awarded for the upcoming year. That's because, in the upcoming cycle, the Free Application for Federal Student Aid (FAFSA) will be based on their tax returns from 2019, i.e., two years prior, and institutions will use that information to calculate how much students can afford to pay out of pocket for college and how much to award them in aid. Under the old policy, which was based on prior-year tax information, students had to wait until their parents filed their taxes before starting the FAFSA application process, which not only produced a lot of stress, but led many to miss the application deadlines for state grants that they would otherwise have been eligible for. But while this new policy lets students get an earlier start on the FAFSA, it also means that, in the case of students whose families have experienced job loss or a financial setback amid the pandemic, institutions could be using pre-COVID-19 income information that no longer reflects students' financial reality. One potential solution is for students to seek a professional judgment from the financial aid office, which can assign a financial aid officer to review their situation and decide whether adjustments to the FAFSA are warranted so students can qualify for more aid. Unfortunately, many students may be unaware that appealing for more aid is even an option. Considering the racial equity implications in mind, this brief analyzes the professional judgment process, its advantages and limitations, how financial aid officers can address racial justice, and provides recommendations on making professional judgment practices more equitable. [The report was funded by the Seldin/Haring-Smith Foundation.]
Integration of E-Learning System and Its Effect to the Study Habits and Participation of Junior High School Students
Author: Hero, Jesson L.
Date: 2021-01-00
Type: Journal Articles
Subjects: Technology Integration,Electronic Learning,Distance Education,Integrated Learning Systems,Correlation,Study Habits,Student Participation,Discussion (Teaching Technique),Junior High School Students,Student Attitudes,Affordances,Reliability,Usability,Private Schools,Foreign Countries

One of the crucial developments in the education paradigm is the rapid growth of Information and Communications Technology (ICT). As a result, most private schools are now at the height of infusing the E-learning system and are seen as one of their advances in the learning management system. Hence, this study tries to look into a way to examine and extrapolate the integration of e-learning system and its correlation to the Junior High School students' study habits and participation. Using a descriptive-correlation method, the researchers believe in finding a link between and among variables. The study's respondents consist of one hundred and twelve (112) Junior High School students in one private school in the district of Obando, Bulacan, Philippines. The findings of the study indicate that the E-learning system is functional, reliable, usable, and efficient. The level of study habits for high school students is high, and they often participate in class discussions. In addition, a strong link or a significant correlation was observed between the integration of the E-learning system and students' study habits and participation. It is recommended that schools continue to provide teachers with training and skills services to help achieve the adoption of the E-learning framework.
A Promise Worth Keeping: An Updated Equity-Driven Framework for Free College Programs
Author: Jones, Tiffany
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Equal Education,Debt (Financial),Program Descriptions,State Policy,Paying for College,Costs,Low Income Groups,College Housing,Part Time Students,Reentry Students,Adult Students,Undocumented Immigrants,College Applicants,Institutionalized Persons,Correctional Institutions,Student Financial Aid,Tuition,Academic Achievement,Access to Education,College Attendance

Free college programs have been around for some time, but they have proliferated in recent years, prompted by rising college costs, mounting student debt, and the United States' urgent need for a more educated workforce. But while these free college, or &quot;promise&quot; programs have the potential to make a higher education more affordable and accessible for more students, many programs are not doing enough to prioritize the students who struggle the most to pay. &quot;A Promise Worth Keeping: An Updated Equity-Driven Framework for Free College Programs,&quot; updates the findings from the 2018 report on free college programs. This time around the authors reviewed 23 existing statewide policies with the updated framework, which considers whether a program: (1) Covers the full cost of going to college -- beyond tuition and fees -- for four or more years; (2) Helps students from low-income backgrounds defray their living expenses; (3) Is accessible to adult, returning and part-time students, as well as all undocumented and incarcerated students; (4) Attaches strings that discourage certain student groups from applying; and (5) Converts to a loan. Since the 2018 report on free college, the number of free college programs has grown: There are eight more active programs and four more proposed programs. However, free college programs still have a long way to go to make college affordable for all students from low-income backgrounds. The report highlights five steps policymakers can take to ensure they are using free college policies to advance equity in their states: (1) Include all students; (2) Go beyond tuition; (3) Make improvements over time; (4) Be transparent; and (5) Invest in student success. [For the 2018 report, &quot;A Promise Fulfilled: A Framework for Equitable Free College Programs,&quot; see ED593325.]
Urban Parents at the Portal: Family Use of Web-Based Information on Ninth Grade Student Course Grades
Author: Mac Iver, Martha Abele
Date: 2021-00-00
Type: Reports - Research
Subjects: Urban Schools,Family Involvement,Academic Failure,Academic Achievement,Educational Technology,Technology Uses in Education,Parent Participation,Family School Relationship,Equal Education,At Risk Students,Grade 9,Predictor Variables,Grades (Scholastic),Access to Computers,Internet,Socioeconomic Status,Family Characteristics,Minority Groups,Language Usage,Low Income Groups,Immigrants

Improving ninth grade course passing rates has been shown to be crucial in improving high school outcomes. Yet at this critical transition to high school, family engagement has tended to decrease. This study explores how increasing use of the parent portal could potentially help to reduce ninth grade failure. Using automatically-generated longitudinal portal access data from one large urban district, this study investigates the relationship between family use of the parent portal and the odds of students' course failure during ninth grade. Hierarchical linear model analyses showed a significant negative relationship between parent portal use and semester course failure, controlling for prior failing report card grades during the year and demographic variables associated with course failure. Although causal conclusions cannot be drawn from this study, the evidence supports and extends previous experimental studies of portal use. This suggests that efforts to expand parent portal use may potentially contribute to reducing students' course failure through increased monitoring and intervention efforts prior to the end of the semester. [The paper will be published in &quot;School Community Journal&quot;]
Moving Up: Lessons from TAACCCT on Career Pathway Progression
Author: Bragg, Debra D.
Date: 2020-12-00
Type: Information Analyses
Subjects: Community Colleges,Adult Education,Federal Programs,Grants,Career Pathways,Vocational Education,Allied Health Occupations Education,Science Education,Environmental Education,Manufacturing,Program Effectiveness,COVID-19,Pandemics

Through the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program, the federal government charged community colleges across the country with two things: training adults who had lost their jobs so they could regain employment and providing the education needed for those still working to be able to move up career ladders. Now, as health and economic concerns rise in this time of COVID-19, disproportionately impacting racially minoritized populations, low-income groups, and women, we need to understand how the TAACCCT investment worked and how it could inform future policy and practice.