ethanporcaro/eric-fulltext-meta huggingface dataset:
Reinventing the Open Door: Transformational Strategies for Community Colleges
Author: Myran, Gunder, Ed.
Date: 2009-00-00
Type: Books
Subjects: Guides,Graduate Students,Community Colleges,Continuing Education,Leadership,Student Needs,Student Diversity,Workshops,Educational Planning,Trustees,Professional Development,Access to Education,Services,Labor Force Development,Educational Change,Career Development,Educational Strategies,College Preparation,Academic Achievement,Information Technology,Problem Solving

"Reinventing the Open Door" is designed to serve as a practical guide for community college leaders and practitioners as they work to align their programs, services, structures, and processes to meet the demands of their increasingly diverse student bodies and communities. It is also intended for use by community college boards of trustees and graduate students in community college leadership programs. The book is ideal for use in leadership retreats, planning workshops, and other professional development venues. The first three chapters establish a foundation for understanding the open-door philosophy by defining the dimensions of the emerging model, describing the increasingly diverse constituencies, and presenting the leadership challenges in transforming the open door. The four cornerstones of the new open-door model--student access, student success, campus-wide inclusiveness, and community engagement--are treated in depth in separate chapters (4-7). The remaining chapters (8-12) address five issues crucial to advancing the new community college open-door model: student services, technology, workforce education, continuing education, and national leadership. Each chapter contains references. (Contains 5 tables.)
Removing Vestiges: Research-Based Strategies to Promote Inclusion
Author: Kent, Norma Ed.
Date: 1998-04-00
Type: Collected Works - Serial
Subjects: Critical Theory,Community Colleges,Service Learning,Cultural Pluralism,Rural Areas,Inclusive Schools,Mainstreaming,Advocacy,Educational Research,College Administration,College Presidents,Educational Policy,Student Diversity,Educational Environment,Cultural Awareness,Whites,Institutional Mission,Sexual Orientation,Minority Groups

"Removing Vestiges" seeks to provide a forum where advocacy and research can be forged into policy direction for community college leaders. This first edition explores four subject areas. Alex Johnson and Audrey Wynn first offer ways for CEOs and presidents to implement American Association of Community Colleges' recent statement on inclusion, a statement intended to state the association's position on diversity and inclusion. In the second, Nan Ottenritter offers a framework that institutions can use to assess their climate for sexual minorities on campus. Jeffrey Ayala Milligan's article examines how cultural infusion of the curriculum or the creation of a critical pedagogy can bring cultural diversity to homogeneous rural areas. In the final article on service learning, Michelle Dunlap looks at how this new approach to scholarship can be used to expose white American students to diverse cultures. Each article contains figures and references.
Academic Rigor at the Heart of College Access and Success. A College Readiness Issue Brief
Author: Education Resources Institute, Pathways to College Network
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Education Work Relationship,Public Education,Secondary School Curriculum,Academic Achievement,School Readiness,College Bound Students,College Preparation,Educational Quality,Academic Standards,Educational Change,High School Graduates,High Schools,Higher Education

America's economic and social well-being is increasingly dependent upon the capacity of public education system to prepare all students for college and high-performance careers. With almost 80 percent of today's fastest-growing jobs requiring some postsecondary education, all students--regardless of their race/ethnicity, gender, socio-economic or disability status--need to complete an academically rigorous high school curriculum in order to be well-equipped for productive work and civic life. As schools implement reforms to increase academic rigor, strategies to increase academic support must be put into place to ensure that all students receive the assistance needed to successfully undertake challenging work. Instruction needs to be more personalized and individualized, and include additional learning time in core subject areas. Tutoring support in all subject areas along with supplemental reading, writing and math skill-building activities need to be offered both during the school day and in after-school, weekend, and summer programs. Students also need opportunities for job shadowing, internships, and community service to provide career awareness and connect learning to the real world. This paper discusses the steps education leaders can take to provide a rigorous academic preparation for all students. (Contains 11 resources.)
Aligning P-12 and Postsecondary Education toward a Seamless P-16 Education System. A College Readiness Issue Brief
Author: Education Resources Institute, Pathways to College Network
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Academic Standards,Higher Education,School Readiness,Elementary Secondary Education,Postsecondary Education,Evaluation,Accountability,Testing,College Bound Students,High School Graduates,Enrollment,College Entrance Examinations,Dual Enrollment,College Admission

Surveys show that the overwhelming majority of youngsters in this country--regardless of race, income, or ethnic background--want to go to college. As rewarding 21st century jobs increasingly require postsecondary education, these ambitions have never been more important. Everyone must align the nation's divergent educational systems so that postsecondary aspirations can become a realistic, attainable goal for all students. P-16 alignment seeks to bridge the P-12 and postsecondary educational sectors in three critical areas: (1) Academic standards and curriculum expectations; (2) Testing and assessment; and (3) Early College opportunities. Policymakers, business and higher education leaders, superintendents, principals, counselors, and teachers can all play important roles in creating a far more aligned, seamless P-16 educational system. They must each work within their own sector and collaboratively across the P-16 continuum to align academic standards, assessment, and special programs in order to increase postsecondary success for all students. Specific actions each of them can take are discussed in this paper. (Contains 12 resources.)
Early Commitment of Financial Aid: Individual Development Accounts (IDAs) for Higher Education. A College Readiness Issue Brief
Author: Education Resources Institute, Pathways to College Network
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Credentials,Higher Education,Low Income,Global Approach,College Graduates,Student Financial Aid,Paying for College,Minority Groups,School Readiness,Ethnic Groups,Academic Achievement

The education pipeline in the United States will not produce enough college graduates to stay competitive in the global economy unless current trends are reversed (Callan, Ewell, Finney, &amp; Jones, 2007). The fastest-growing populations--generally low-income and often from racial or ethnic minority groups--do not have the aspirations, academic preparation, or means to successfully pursue higher education. They leave high school, enroll in college, and complete postsecondary credentials at substantially lower rates than upper income and White students. Such trends illustrate the urgent need for policymakers to examine education policies aimed at improving college access and success. Various policies at the federal and state levels foster increased college-going among under-represented groups. They include need-based financial aid, college access programs such as TRIO and GEAR UP, and early financial aid commitment programs such as Indiana's 21st Century Scholars and the Wisconsin Covenant programs. Yet, existing policies alone are not sufficient to reverse the downward trends in the education pipeline. New, innovative strategies need to be developed and scaled. This brief examines a relatively new initiative--Individual Development Accounts (IDAs)--that could be added to current policies and bundled in existing programs to assist low-income populations with managing college costs. (Contains 7 endnotes.)
High Expectations: Key to Success for All. A College Readiness Issue Brief
Author: Education Resources Institute, Pathways to College Network
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,High School Students,Minority Groups,College Bound Students,Achievement Gap,Racial Differences,Socioeconomic Influences,Expectation,Public Schools,Low Income Groups,Administrator Responsibility,Employment Qualifications,Equal Education

The vast majority of American high school students say they want to attend college in order to pursue rewarding careers. Of students responding to the 2005 High School Survey of Student Engagement, 83 percent indicated that they expected to go to college. Despite high student aspirations, however, large achievement gaps persist among students by income and race/ethnicity. Chronic achievement gaps arise in part from the differing academic expectations that many public schools traditionally held for more affluent populations and white students, as compared to low-income and minority students. Just as some students were routinely placed on a college-prep track, others were shunted into a less demanding, &quot;general&quot; curriculum. This latter group has expected to earn a diploma and enter the workforce right after high school. While there once was a time when a high school diploma was sufficient for obtaining a skilled job and earning a livable wage, increasingly that is no longer the case. Today, about 67% of new jobs require at least some postsecondary education--and that percentage will continue to rise. In order to compete in today's knowledge-based workplace, all students must have the option to pursue postsecondary education. It is sobering to note that the United States has the greatest income disparity of all economically-advanced countries. This great divide between haves and have-nots will only be narrowed by ensuring that the education necessary to participate in a 21st century global economy is attained by all Americans. This paper discusses what education leaders can do to champion a compelling vision of high expectations within their states, districts, schools, and communities. (Contains 5 resources.)
Removing Roadblocks to Rigor: Linking Academic and Social Supports to Ensure College Readiness and Success
Author: Savitz-Romer, Mandy
Date: 2009-04-00
Type: Reports - Evaluative
Subjects: Student Needs,Educationally Disadvantaged,Academic Standards,Education Work Relationship,National Organizations,Financial Support,Vocational Education,Barriers,Disadvantaged Youth,Social Support Groups,Student Personnel Services,Secondary School Students,College Students,Graduation,Partnerships in Education,Curriculum Development,Skill Development,Student Evaluation,Educational Policy,Access to Information,Teacher Role,Parent Role

Concerned about the lack of focus on students' needs for support in order to meet rigorous academic standards at the secondary and postsecondary levels, the Pathways to College Network--a partnership of national organizations and funders working to improve postsecondary opportunities for underserved populations--is undertaking a national initiative to ensure that such student needs are addressed. The initiative will engage policymakers and education leaders in providing academic, social, and financial support as a major strategy to increase the numbers of underserved students graduating from high school college-ready and completing college degrees. As a first step in this effort, Pathways commissioned a paper to focus on one piece of this initiative: an understanding of what it means by "academic and social support" that enables students from economically and educationally disadvantaged backgrounds to succeed in academically rigorous programs. This paper offers a unifying framework in which academic and social support policies and practices go hand-in-hand with increased expectations and student success. It proposes a broad definition of integrated academic and social support that helps all students meet the demands of rigorous academic curricula. To inform policies and practices, the paper also provides examples of effective academic and social support strategies at both the secondary and postsecondary levels. (Contains 36 notes, 5 tables, and 2 footnotes.)
Removing Roadblocks to Rigor: Linking Academic and Social Supports to Ensure College Readiness and Success. Annotated Bibliography
Author: Savitz-Romer, Mandy
Date: 2009-04-00
Type: Reference Materials - Bibliographies
Subjects: Social Support Groups,Annotated Bibliographies,Student Personnel Services,Student Needs,Middle School Students,High School Students,Transitional Programs,College Students,Postsecondary Education,Educational Quality,College Bound Students,At Risk Students,Academic Achievement,Student Diversity,Academic Standards,Dropout Prevention,School Counseling,Hispanic American Students,Equal Education,Graduation Rate,School Readiness,Barriers,After School Programs,African American Students,White Students

The purpose of this annotated bibliography is to identify and summarize research on the scope, characteristics and impact of academic and social support services for students. Several reports on academic rigor have also been included to establish a context for the importance of social and academic support. The bibliography is divided into five sections: (1) Defining academic rigor; (2) Academic and social support in middle and high school; (3) Postsecondary academic and social support services; (4) Academic and social support for key transitions in the education pipeline; and (5) Providing academic and social support out of school. Relevant research found in peer-reviewed journals, major policy reports, public opinion surveys, and other seminal work is summarized in each section. The bibliography does not provide an exhaustive list of every program or strategy, but rather illustrates the rich diversity of academic and support strategies being used to help students undertake a rigorous course of study. It includes work published in the past 15 years with an emphasis on more contemporary sources.
Social Support: An Essential Ingredient to Success. A College Readiness Issue Brief
Author: Education Resources Institute, Pathways to College Network
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: High Schools,Academic Achievement,Secondary School Curriculum,College Graduates,School Readiness,Educational Improvement,College Preparation,Mentors,Parent Participation,Occupational Aspiration,Higher Education,High School Graduates

Research is unequivocal in showing that the quality and intensity of a student's high school curriculum has the greatest impact on college success. But even rigorous academic preparation alone is not sufficient to assure that a student graduates from high school ready to succeed in college. Social support strategies that sustain the preparation and success of all students are critical to improving academic achievement, raising expectations, and increasing college-going rates of underserved students. This paper provides some steps key stakeholders can take to improve the social support for students. (Contains 10 resources.)
Using Data to Improve Educational Outcomes. A College Readiness Issue Brief
Author: Education Resources Institute, Pathways to College Network
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Dropout Rate,Educational Objectives,Outcomes of Education,Academic Achievement,Educational Change,Federal Legislation,Achievement Gap,Higher Education,Educational Improvement

The use of data is a powerful tool to strengthen academic outcomes for all students--especially underserved students. Using data tells everyone whether certain groups of students have been disproportionately tracked into lower level classes or special education and whether or not they are proportionately represented in college-prep classes, honors or advanced placement courses, and other academic enrichment programs. Data disaggregated by factors such as race/ethnicity, English proficiency, income level, and disability status can lead to policies and practices designed to reduce dropout rates and improve the quality of instruction for underserved students. This brief discusses the following: (1) how data use can improve educational outcomes; (2) the most useful types of data; (3) the factors that hinder effective data use; and (4) actions stakeholders can take &quot;now&quot;.
Charter Law and Charter Outcomes: Re-Examining the Charter School Marketplace
Author: Wong, Kenneth K.
Date: 2006-09-29
Type: Reports - Evaluative
Subjects: Charter Schools,Laws,Databases,Political Influences,School Policy,Legal Responsibility,State Legislation,Politics of Education,Educational Change,Change Strategies,Unions,Teacher Associations,Educational Research,Literature Reviews,Collective Bargaining,Teacher Salaries,Educational Finance,Racial Factors

This paper provides a new outlook on the charter school policy environment, however, by re-examining more closely the layers of legal provisions in states' charter laws. Consistent with the first wave of charter school literature which found charter school politics to be complicated and often working at cross-purposes, the authors provide evidence of a legislative and regulatory &quot;layering&quot; (Wong 1999). Since charter law involves administrative and legislative rule-making, they see the result of layering in terms of legislative provisions and interpretation working at cross purposes. The politics of layering is created by multiple institutions, each operating with its own political logics, political allies, and policy functions. The implication is that policy layering tends to undermine an &quot;ideal marketplace&quot; for charter schools. Thus, charter schools are the creation of competing political influence and multiple (or seemingly fragmented) institutional decisions. The paper is organized into four sections. They first review the existing literatures on charter law and charter outcomes. They find a need for a revised and updated charter law database. The second section of the paper describes their work in coding legislative provisions to fill this empirical need. They discuss both their broad strategy, as well as their first steps in coding provisions related to both the traditional and reform goals of teachers' unions. The third section of this paper illustrates how this database can be employed in traditional state political empirical analysis. They perform two types of analysis: (1) using state-level factors to explain the adoption of charter provisions, and then (2) connecting those provisions to outcomes in the charter market. Although this empirical investigation remains preliminary, they find that union bargaining rights in a state are significantly related to the provisions likely to be of material concern for teachers, but not to provisions less central to material benefits. In the fourth and final section of the paper, they synthesize their findings and propose a future research agenda for studying charter school laws and their influence on charter school creation and operation. They argue that evaluation of the charter school market should recognize the internal workings of state laws. Summary of Recent Charter School Studies is appended. (Contains 66 footnotes and 8 tables.) [This paper was prepared for the National Conference on Charter School Research.]
Evaluation of the DC Opportunity Scholarship Program: Summary of Experimental Impacts after Three Years
Author: Wolf, Patrick
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Educational Vouchers,School Choice,Private Schools,Public Schools,Urban Schools,Scholarships,Low Income Groups,Program Effectiveness,Program Evaluation,Reading Achievement,Mathematics Achievement,Parent Attitudes,Student Attitudes,Satisfaction,School Safety,Participation,Elementary Secondary Education

The District of Columbia School Choice Incentive Act of 2003, passed by the Congress in January 2004, established the first federally funded, private school voucher program in the United States. The purpose of the new scholarship program is to provide low-income parents, particularly those whose children attend schools identified for improvement or corrective action under the Elementary and Secondary Education Act, with &quot;expanded opportunities to attend higher performing schools in the District of Columbia&quot; (Sec. 303). As part of this legislation, the Congress mandated a rigorous evaluation of the impacts of the Program, now called the DC Opportunity Scholarship Program (OSP). This paper presents findings from the evaluation on the impacts 3 years after families who applied were given the option to move from a public school to a participating private school of their choice. (Contains 12 tables, 2 figures and 25 footnotes.) [This paper was prepared for School Choice and School Improvement: Research in State, District and Community Contexts.]