ethanporcaro/eric-fulltext-meta huggingface dataset:
Race for Results: Wisconsin's Need to Reduce Racial Disparities: WisKids Count Policy Brief, Fall 2014
Author: Taylor, Ken
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Racial Differences,African American Students,White Students,Equal Education,Racial Discrimination,Achievement Gap,Minority Group Students,Hispanic American Students,Barriers,Educational Policy,Well Being,Educational Indicators,Labor Force Development,Career Readiness,At Risk Students,Neighborhoods,Geographic Isolation,Capacity Building,Access to Education

As the United States continues to become a more diverse nation, much work remains to be done to ensure that all children, regardless of their race or ethnicity, have the opportunity to thrive. A policy report recently published by the Annie E. Casey Foundation found that children of color face immense barriers to success in key categories of wellbeing, and that the status of African-American children in Wisconsin is the worst in the nation. Clearly, Wisconsin has a great deal of work to do with regard to the success of children of color. Wisconsin's African-American children not only fare worse than African-American kids elsewhere, but they also suffer extreme inequities when compared to white kids in Wisconsin. And while the disparities are not as egregious for children from other communities of color, they are still very alarming. Using the data elements in the &quot;Race for Results&quot; report, the charts and graphs in this policy brief illustrate the status of Wisconsin's children. The dialog about racial equity is underway in Wisconsin. Everyone from elected officials to scholars to neighborhood activists to parents must act to promote a better future for every child in Wisconsin, not just because it is the right thing to do morally but because it is the smart thing to do economically. Wisconsin Council on Children and Families (WCCF) is poised to engage in both a local and statewide multi-generational effort to address the egregious racial disparities in the state. [The data charts in this document were created by Tamarine Cornelius.]
The Importance of At-Risk Funding. Policy Analysis
Author: Parker, Emily
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Educational Finance,At Risk Students,Low Income Students,State Aid,Academic Achievement,Graduation Rate,Resource Allocation,Financial Support,Identification

In recent decades, states and districts have moved toward making education more equitable. A key component of equity in education is providing additional funds for economically disadvantaged students, commonly referred to as &quot;at-risk students.&quot; At-risk students are most often defined as students who qualify for free or reduced priced lunches through the National School Lunch Program, meaning that their family income falls below 130 percent or 185 percent of the federal income poverty line, respectively. Studies have found a connection between providing additional funding for these at-risk students and increased academic success. However, there is discrepancy between states on how at-risk students are funded and how much additional money they receive. This report analyzes how states fund at-risk students and how much additional money at-risk students receive from states.
Effects of Intervention to Improve At-Risk Fourth Graders&apos; Understanding, Calculations, and Word Problems with Fractions
Author: Fuchs, Lynn S.
Date: 2016-06-00
Type: Reports - Research
Subjects: Grade 4,At Risk Students,Elementary School Students,Word Problems (Mathematics),Computation,Fractions,Intervention,Pretests Posttests,National Competency Tests,Control Groups,Measurement,Multiplication,Test Items,Mathematics Tests

The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention delivered as part of the larger program. At-risk 4th graders (n = 213) were randomly assigned at the individual level to receive the school's business-as-usual program or 1 of 2 variants of the core fraction intervention (each 12 weeks, 3 sessions/week). In each session of the 2 variants, 28 min were identical, focused mainly on the measurement interpretation of fractions. The other 7 min addressed fraction WPs: multiplicative WPs versus additive WPs. Children were pre- and posttested on fraction understanding, calculations, and WPs. On understanding and calculations, both intervention conditions outperformed the control group, and the effect of intervention versus control on released fraction items from the National Assessment of Education Progress were mediated by children's improvement in the measurement interpretation of fractions. On multiplicative WPs, multiplicative WP intervention was superior to the other 2 conditions, but additive WP intervention and the control group performed comparably. By contrast, on additive WPs, there was a step-down effect in which additive WP intervention was superior to multiplicative WP intervention, which was superior to control. [This paper was published in &quot;Elementary School Journal,&quot; v116 n4 p625-661 Jun 2016 (EJ1103953).]
Budget Brief: 2015 Proposed Budget Milwaukee Public Schools
Author: Allen, Vanessa
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Income,Expenditures,Public Schools,Budgets,School Districts,Costs,Salaries,Purchasing,Debt (Financial),Specialists,Teacher Role,Parent Participation,State Aid,Federal Aid,Taxes,Enrollment,Fringe Benefits

In this report, the authors provide a detailed analysis of the major changes in revenue and expenditures in the Milwaukee Public Schools (MPS) 2015 proposed budget, and the manner in which MPS has responded to recent legislative changes and turbulent workforce challenges. The objective is to provide an independent assessment of the district's immediate fiscal circumstances--as well as its long-term outlook--that will encourage informed deliberations on its 2015 budget and fiscal future. This budget brief report shows that in light of the district's overwhelming dependence on state and federal revenues and policies that are largely beyond its control, identifying resources for strategies aimed at boosting educational services will be exceedingly difficult.
Focused on Student Success
Author: California Community Colleges, Chancellor's Office
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Achievement,Success,Best Practices,Evidence Based Practice,Labor Force Development,Remedial Instruction,Transfer Programs,Academic Degrees,Student Certification,Higher Education,Access to Education,Accountability,Access to Information,Information Dissemination,Educational Planning,Enrollment,Academic Standards,Student Personnel Services,Social Support Groups,Basic Skills,Instructional Improvement,Income,Outcomes of Education

In January 2011, the California Community Colleges Board of Governors formed a task force to chart a roadmap for system-wide focus on student success. The task force identified best practices and designed evidence-based recommendations to ensure student success is a driving theme in colleges. This comprehensive plan, known as the Student Success Initiative, focuses on the core missions of workforce preparation, remediation, transfer to four-year colleges and universities, and degree and certificate completion. The initiative is transforming community colleges and helping more students from all backgrounds achieve their educational goals. Five key improvements encourage students to embark on pathways of success, make higher education more accessible and transparent, and provide students with valuable information to help them choose career and educational goals while succeeding in their classes and staying on track. Five keys to success are presented in this report: (1) Priority Enrollment and Academic Standards; (2) Redesigned Student Support Services; (3) Transparency and Accountability; (4) Streamlined Transfer; and (5) Improving Basic Skills Instruction.
A Handbook for Honors Administrators. NCHC Monographs in Honors Education Series
Author: Long, Ada
Date: 1995-00-00
Type: Guides - Non-Classroom
Subjects: Guides,Honors Curriculum,Administrator Role,Administrator Responsibility,Program Content,Institutional Characteristics,Tenure,Salaries,Professional Autonomy,National Surveys,Administrator Evaluation

This handbook is intended to serve as an on-campus companion and guide for honors administrators, helping them to define and solidify their positions within their institutions. &quot;Everyone knows&quot; what deans or department heads are: what their responsibilities are, how they fit into the institutional hierarchy, who reports to them and to whom they report. Honors directors, however, can have a hard time explaining their position, much less improving it. This handbook may help the director both to explain and to improve. A handbook for honors administrators is a somewhat paradoxical proposition since honors directors cherish their diversity and flexibility in a way that is perhaps unique among academic administrators. This handbook is intended to provide some options and guidelines to help directors or potential directors establish viable, productive positions for themselves on their own campuses. Since idealism and dedication are uncommonly characteristic of honors directors, the handbook may even help them balance those traits with some common-sense strategies for protecting their jobs, their professional futures, and their sanity. The following are appended: (1) List of Respondents to the 1992 Survey; (2) The 1992 Survey Form; (3) Tables Derived from the Survey; (4) NCHC Membership Data (William P. Mech); (5) NCHC Recommendations for &quot;Basic Characteristics of a Fully-Developed Honors Program&quot;; and (6) By and About the Author.
Reaching for the Stars: Examining YoungStar and Its Effect on the Quality of Milwaukee County's Afterschool Workforce
Author: Peterangelo, Joe
Date: 2014-00-00
Type: Reports - Research
Subjects: Child Care,Program Evaluation,Educational Quality,After School Programs,Child Caregivers,Qualifications,Academic Standards,State Policy,Barriers,Achievement Rating,Early Childhood Education,Credentials,Training,Case Studies,Professional Development,Counties,Certification,Child Care Centers

The authors' recent research has revealed that most afterschool programs in Milwaukee County have received relatively low ratings, and that their biggest hurdle to improving their scores often involved the educational qualifications of program staff. In light of the potential consequences of that finding--which include the possibility that the supply of afterschool providers could diminish because of the financial penalties imposed by YoungStar, Wisconsin's child care rating and improvement system, on poorly-rated providers--they determined that further analysis was warranted to explore the opportunities available for afterschool providers to enhance the educational qualifications of their staff. Their research is guided by the following key questions: (1) What educational standards do state policies establish for the staff of afterschool programs in Wisconsin, and how are programs in Milwaukee County doing in meeting those standards? and (2) If staff education is the most common hurdle preventing afterschool programs from improving their quality ratings, how high is the hurdle and how can it be overcome? The first section of this report reviews how afterschool programming overlaps with early childhood care in Wisconsin with regard to state licensing and funding. Next, the authors analyze data provided by the Wisconsin Department of Children and Families (DCF) and The Registry--an independent organization responsible for evaluating the educational credentials of child care professionals in Wisconsin--to gauge the extent to which staff education poses an obstacle for afterschool programs aspiring to improve their YoungStar ratings. Finally, they examine the potential to close training gaps for afterschool workers in Milwaukee County by assessing the supply of relevant coursework offered at area colleges and universities, the costs associated with those courses, and the availability of state resources to support afterschool professional development. Three case studies are also included that illustrate the varying degrees to which afterschool programs in Milwaukee County rely on Wisconsin Shares funding to support their programs.
YoungStar in Wisconsin: Analysis of Data as of July 2014. YoungStar Progress Report #5
Author: Wisconsin Council on Children and Families
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Child Care,Rating Scales,Early Childhood Education,Educational Quality,Differences,Regional Characteristics,Institutional Characteristics,Young Children,Participation

YoungStar is a program of the Department of Children and Families (DCF) designed to improve the quality of child care for Wisconsin children. YoungStar is designed to: (1) evaluate and rate the quality of care given by child care providers; (2) help parents choose the best child care for their kids; (3) support providers with tools and training to deliver high-quality early care; and (4) set a consistent standard for child care quality. YoungStar evaluates the quality of care given by regulated child care providers and rates them from 1 to 5 Stars, with 5 Stars being the highest rating, similar to ratings for hotels, restaurants, or other types of businesses. A provider's Star rating is based on these criteria: (1) Educational Qualifications and Training; (2) Learning Environment and Curriculum; (3) Professional and Business Practices; and (4) Child Health and Well-Being Practices. In November 2010, the DCF contracted with a consortium to deliver specified YoungStar services in six regions in the state. The Consortium is made up of three agencies: Wisconsin Early Childhood Association, Supporting Families Together Association, and Celebrate Children Foundation. The Consortium is responsible for: (1) YoungStar administration for six regional areas of the state; (2) technical assistance to early care and education providers; (3) providing ratings via observation and assessment; (4) administering micro-grants to help programs improve; and (5) public outreach and communication to provide parents with concrete and understandable information on how to choose child care programs. This report, the fifth in a series of WCCF reports tracking the progress of Wisconsin's YoungStar program provides key findings and analysis of data as of July 2014 in the following areas: (1) Children: Quality ratings of their child care settings; (2) Programs: Quality ratings and YoungStar participation; (3) YoungStar regions: Analysis; and (4) Analysis. Appended are (1) Background; (2) YoungStar Regions; (3) List of Figures; and (4) More information about YoungStar and Early Childhood Issues. [For &quot;YoungStar in Wisconsin: Analysis of Data as of July 2014. Executive Summary: Key Findings and Analysis,&quot; see ED566698.]
We Can Do Better: Sharing Responsibility to Better Meet the Needs of Dual-Status Youth. WisKids Count Policy Brief, Spring 2014
Author: Bergman, Emily
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Child Welfare,Juvenile Justice,Youth,Delinquency,At Risk Persons,Child Abuse,Sexual Abuse,Child Neglect,Children,Child Caregivers,Crime,Disproportionate Representation,Minority Group Students,African American Children,Foster Care,Case Studies,Brain

While only a minority of children who have been abused or neglected engage in delinquent behavior, they are at a significantly higher risk. When youth do become involved in both the child welfare and juvenile justice systems, they present unique needs that require collaboration between the numerous systems and people involved in their lives. The link between childhood maltreatment and risk of delinquency and criminal behavior is well-established. Practitioners have long recognized that many youth are involved in both systems, but information sharing and joint case planning and service delivery between the systems has lagged behind. Though each individual, case, agency, and jurisdiction is unique, decision-makers and stakeholders can work together to improve coordination and communication between systems and improve outcomes for youth and families caught between them. This brief is intended to serve as an introduction to dual status youth and the system reforms needed to better serve this vulnerable population. Resources and examples provided throughout the brief can be used to further explore the issues raised, begin conversations, and spur interest in systems coordination. Multidisciplinary collaboration is emerging as a best practice across all types of work with children and families, and the child welfare and juvenile justice systems are no exception.
Writing on Your Feet: Reflective Practices in City as Text™. A Tribute to the Career of Bernice Braid. National Collegiate Honors Council Monograph Series
Author: Long, Ada, Ed.
Date: 2014-00-00
Type: Collected Works - General
Subjects: Experiential Learning,Writing (Composition),Active Learning,Teaching Methods,Concept Mapping,Observation,Listening,Reflection,Reading Assignments,Revision (Written Composition),Honors Curriculum,College Faculty,Foreign Countries,Transformative Learning,Democracy,Essays

City as Text™ (CAT) is one of the earliest structural forms of experiential learning created and practiced in the United States. This monograph explores the centrality of writing in the process of active learning, focusing primarily on the Faculty Institutes and Honors Semesters that foster CAT experiences. All manifestations of this pedagogical strategy share basic elements: focus on a broad theme; background reading; explorations; experts as supplements to personal experience; reflections on experience through group discussions; ambitious writing projects; collaboration; and interdisciplinarity. All CAT-centered educational experiences also feature four primary strategies in a set of instructions that is distributed at conferences and institutes: (1) mapping; (2) observing; (3) listening; and (4) reflecting. As this monograph illustrates, City as Text is a site-based form of experiential education that requires rigorous training of its facilitators and practitioners. This monograph contains the following chapters: (1) History and Theory of Recursive Writing in Experiential Education (Bernice Braid); (2) Claiming a Voice through Writing (John Major); (3) The Role of Background Readings and Experts (Ada Long); (4) The Beginner's Mind: Recursive Writing in NCHC Faculty Institutes (Sara E. Quay); (5) Assigning, Analyzing, and Assessing Recursive Writing in Honors Semesters (Ann Raia); (6) Finding Appropriate Assignments: Mapping an Honors Semester (Robyn S. Martin); (7) Adapting City as Text™ and Adopting Reflective Writing in Switzerland (Michaela Ruppert Smith); (8) Writing as Transformation (Rebekah Stone, Nicholas Magilton, Nancy Nethery, and Brittney Pietrzak); (9) Experiential Learning, Reflective Writing, and Civic Dialogue: Keeping Democracy on its Feet (Gladys Palma de Schrynemakers); and (10) The Whole Journey: Observations, First Impressions, and Turning Point Essays from Faculty Institutes (Sara E. Quay, Ada Long, and Joy Ochs). An about the authors section is included. (Individual chapters contain references.)
The Honors Thesis: A Handbook for Honors Directors, Deans, and Faculty Advisors. National Collegiate Honors Council Monograph Series
Author: Anderson, Mark
Date: 2014-00-00
Type: Books
Subjects: Theses,Honors Curriculum,Educational Benefits,Program Administration,Courses,Problems,Undergraduate Students,College Programs,Student Projects,Student Research

This handbook is intended to help all those who design, administer, and implement honors thesis programs--honors directors, deans, staff, faculty, and advisors--evaluate their thesis programs, solve pressing problems, select more effective requirements or procedures, or introduce an entirely new thesis program. The authors' goal is to provide everyone involved in honors thesis projects with a range of options, models, and best practices for promoting superior thesis work and justifying to students, to faculty, and to administrators the real value of the honors thesis, as well as the commitment and costs it requires at every level. The authors consider why many honors programs and colleges require every honors program or college student to produce an honors thesis and why some do not. They discuss what honors directors and deans see as the value of a thesis for students, for faculty, for their honors program or colleges, and for their college or university. They explore what might constitute an honors thesis, including traditional research, a creative project in the arts, a pre-professional project, interdisciplinary or collaborative projects, and what some faculty in Education refer to as &quot;action research.&quot; This monograph also addresses how honors directors and deans distinguish an honors thesis from such programmatic elements as independent study courses and other faculty-student research projects. The authors examine the advantages and disadvantages of a range of options for an honors thesis program; practical strategies for helping students understand the value and viability of the thesis and for convincing faculty that advising a thesis is worth their time and energy; and solutions to common thesis problems, such as helping students finish on time, improving the percentage of students who complete the thesis, and rewarding faculty for their work. Consequently, this handbook focuses not just on the honors thesis itself but on the whole range of activities that honors programs have developed to assist and improve honors thesis work. A Selected Bibliography is included.