ethanporcaro/eric-fulltext-meta huggingface dataset:
Latino Workers Hitting a Blue-Collar Ceiling. New Journalism on Latino Children
Author: Fuller, Bruce
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Immigrants,Human Capital,Early Childhood Education,Metropolitan Areas,Labor Force,Mexican Americans,Hispanic Americans,Unskilled Workers,Productivity,Early Experience,Economic Impact,Access to Education,Labor Market,Labor Needs,Educational Needs

Chicago has a dynamic history of embracing change, evolving from an agricultural and commercial hub to the steel powerhouse that would undergird America's industrial revolution. The &quot;City of Big Shoulders&quot; now bears a sizeable burden, one that again requires it to embrace change. The metro area must shift to an economy built on knowledge industries and high-tech firms, relying on a dramatically shifting labor force that lacks the versatile skills demanded by emerging industries. Latinos were three of every five new entrants to the region's labor force over the past decade. Most have roots in Chicago, but many remain poorly educated. If current trends continue, many of the younger generation are bound for low-paying, semi-skilled jobs at best, entering the workforce with neither the human capital nor cultural connections that will boost the local economy's productivity or attract cutting-edge firms. Eager Latino workers are flooding a metro labor force that may reflect stagnant productivity and fail to provide the upward mobility. This threatens to dampen Chicago's economic vitality. This brief presents new research that illustrates how both Mexican immigrants and many of their US-born counterparts--Latinos of Mexican origin--are overrepresented in low-skilled, low-pay manufacturing, food service, and construction industries. Given the grim economic implications of a regional economy built on the shoulders of a low-skilled workforce, the brief calls for investment in education--particularly early childhood education--as a critical means to build a well-equipped, competitive workforce. (Contains 5 charts and 28 endnotes.) [Based on a technical paper written by John Koval.]
The Cultural Strengths of Latino Families: Firm Scaffolds for Children and Youth. New Journalism on Latino Children
Author: University of California, Berkeley. Institute of Human Development (IHD)
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Immigrants,Hispanic Americans,Social Development,Scaffolding (Teaching Technique),Hispanic American Students,Cultural Capital,Social Influences,Social Support Groups,Family Characteristics,Family Financial Resources,Family Influence,Family Role,Child Development,Migrant Children

Daily news reports portray Latinos--especially immigrant families--as suffering from a variety of problems. Latino men increasingly fill the prisons. Teenagers dropping from high schools. Young children entering kindergarten already behind. But newborns of Latino immigrants are remarkably healthy, and children display robust levels of social development in their early years, often achieving high grades in school--despite growing-up in poor communities. Most Latino children are raised in two-parent families, often supported by a strong kin network. This is called the "immigrant paradox," now being detailed by researchers, keen on discovering how these cultural assets persist. Recent stories have begun to illuminate the strengths of Latino parents and their children. "Washington Post" writer, Theresa Vargas details how three young men finished their high school diplomas while working construction during the day. The "Los Angeles Times" and "Education Week" have run pieces focusing on unexpectedly strong health indicators and school achievement of many Latino children, drawing from recent research on the immigrant paradox. (Contains 4 figures, 9 endnotes and 1 source.)
Getting Latino Youth through High School: Aspirations and Family Support Can Offset Obstacles. New Journalism on Latino Children
Author: Rivera, Carla
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Dropouts,Dropout Research,Credits,Grade Point Average,College Attendance,High School Graduates,Graduation,Graduation Rate,Hispanic American Students,High School Students,Dropout Prevention,At Risk Students,Racial Differences,Outcomes of Education,Low Achievement,Poverty,Reading Skills,Educational Attainment,Adults,White Students,African American Students,American Indian Students,Asian American Students,Family Role

From the 3rd grade to the 11th grade, Jorge Martinez walked out of his front door each day hating the prospect of going to school. For most of those days, Martinez, now 17, was a target of bullies. But that was only half of it. There was discord at home. He says he was lazy and unmotivated, preferring to spend his time in front of the television, distracted from his troubles. As a result, he was failing most of his subjects with a 1.1 GPA. Jose Lara will soon be 17 but has only earned enough credits to be in the 9th grade. He has frequently dropped out or been suspended, spending more time out of school than in. The experiences of students like Martinez and Lara mirror those of others around the nation struggling to find their way. The hurdles are significant. The average Latino 25 and older has completed 11 years of schooling, compared to 14 years for Asians and whites and 13 years for blacks, according to a 2008 research paper by Francisco L. Rivera-Batiz, professor of economics and education at Teachers College, Columbia University. Latinos pay a steep price for leaving school: A 2007 report by the California Dropout Research Project found that, at age 20, the expected lifetime earnings for a Hispanic male dropout will be $598,000, versus $825,000 for a high school graduate. In trying to answer the question of why more Latinos drop out, researchers cite a combination of poverty, lack of literacy skills and low quality of schooling. Educators say that students do respond to intensive outreach, and a number of preventive programs nationwide are finding success. This paper discusses programs that work in increasing high school graduation rates and college attendance among Latinos. (Contains 5 resources.)
Who Will Teach Our Children? Building a Qualified Early Childhood Workforce to Teach English-Language Learners. New Journalism on Latino Children
Author: Bridges, Margaret
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,English Instruction,Hispanic Americans,English Language Learners,Teacher Certification,Teacher Qualifications,Teacher Effectiveness,Educational Quality,Teacher Student Ratio,Teacher Characteristics,Occupational Surveys

Latinos accounted for three in five new workers in Metro Chicago's workforce over the last decade--representing a national trend that will intensify as the growing count of young Latinos in the U.S. comes of age (U.S. Census, 1980, 2010). To address this increasing diversity and invest in the future, Illinois passed a mandate designed to foster bilingual skills and early learning in young English-language learners (ELLs). Now the Illinois early childhood education (ECE) workforce is scrambling to comply. This situation in Illinois is indicative of two disparate, national trends: State boards of education are embracing the importance of quality in early childhood education as they simultaneously struggle to define what constitutes quality for diverse, young learners. The New Journalism on Latino Children project, based at UC Berkeley, partnered with The Illinois Early Learning Council (ILELC) and the Chicago's Latino Policy Forum to survey early childhood programs across Illinois to better understand how the workforce is evolving as their children become more diverse. The authors present information on the education and certifications of teachers serving young children in programs funded through the Illinois State Board of Education (ISBE), as well as on teachers' reported need for and interest in obtaining additional education and certifications. (Contains 3 figures, 4 tables, and 6 footnotes.) [Contributions provided by Jennifer Ly and Sara McElmurry.]
Few Preschool Slots for Latino Children: Scarce Access in Illinois Drives Learning Gaps, Even before Starting School. New Journalism on Latino Children
Author: Fuller, Bruce
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Preschool Education,Emergent Literacy,Hispanic American Students,Access to Education,Preschool Children,Second Language Learning,Self Esteem,Cognitive Development,White Students,Educational Quality,Achievement Gap,School Readiness,Ethnicity,Racial Differences

Many children experience lasting benefits from attending quality preschools, evident in stronger pre-literacy and social skills at school entry. These gains are larger for children raised in low-income homes, as well as for Latino youngsters from middle-class homes. This is likely due to exposure to rich language and engaging learning tasks in preschool classrooms, and to children's gains in self-confidence--especially for those from non-English speaking families. Yet, cognitive and language development slows for many Latino children by age three, relative to (non-Latino) White peers. The resulting gaps are firmly in place between the two groups as they enter kindergarten, setting them on diverging paths through school and, eventually, in the job market. Access to quality preschool could help to prevent these early--and persisting--gaps in the learning and development of Latino children. This brief details how Latino families in Illinois face limited access to preschool, compared to families in other ethnic communities. (Contains 2 figures, 2 maps, and 6 footnotes.)
Advancing the Language Skills of Young Latino Children. New Journalism on Latino Children
Author: Bridges, Margaret
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Educational Strategies,Bilingual Education,Second Language Learning,Language Skills,Spanish Speaking,Immersion Programs,New Journalism,Hispanic American Students,Evidence,Educational Improvement,Improvement Programs,Bilingual Education Programs,Educational Quality,English (Second Language)

More than 20% of U.S. children entering kindergarten today are of Latino heritage. And Latino children--growing-up in highly diverse communities--enter school with weaker math and English preliteracy skills than their non-Latino peers. The growing percentage of Spanish-speaking children in today's classrooms raises questions for educators, parents, and policymakers about how to best ensure these children acquire English and have a successful start in school. This brief reviews empirical research on the effects of quality preschool for Latino English learners; the efficacy of three instructional strategies for these children, including English immersion (EI), transitional bilingual education (TB), and dual language immersion (DL); and how facets of quality may enhance early learning. (Contains 13 sources.)
Latino Access to Preschool Stalls after Earlier Gains: Certain to Harden Achievement Gaps, Erode Workforce Quality. New Journalism on Latino Children
Author: Fuller, Bruce
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: African American Children,Literacy,English (Second Language),Second Language Learning,Clinics,Hispanic Americans,Educational Quality,Preschool Education,Access to Education,Enrollment,Academic Achievement,Achievement Gap,Productivity,Labor Force Development,Futures (of Society),Interpersonal Competence

It has been known that quality preschool can boost children's early literacy and social agility, skills valued highly by employers. The returns to preschool appear to be stronger for Latino children, especially those from non-English speaking families, compared with other populations. But newly available data reveal that preschool enrollment rates--already low for Latino youngsters--have stalled after climbing steadily since the 1980s. Given these persisting disparities in preschool access, narrowing early achievement gaps in the public schools will be difficult. These numbers do exhibit good news: equalizing preschool opportunities for Black children. Still, shortfalls in preschool quality may constrain benefits for Black and Latino children. Over the next two generations, by 2050, one-third of all Americans will be of Latino heritage. This population will be young and perhaps weakly schooled--all retirees will depend upon the productivity of Latino workers to finance pensions, staff medical clinics, and serve the elderly. Preschool alone, of course, will not ensure that Latino graduates acquire the literacy skills and social competencies required of a vibrant workforce and invigorating civil society. But quality early education is among the most effective public initiatives to arise over the past half century. Until Latino children gain equal access to preschools that display robust quality it's difficult to see how early achievement gaps can be narrowed, or how educators can stem the alienating effects of schooling felt by many children and youths. (Contains 3 figures and 5 endnotes.)
A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development
Author: DeChenne, Sue Ellen
Date: 2012-04-00
Type: Reports - Research
Subjects: Teaching Methods,Scoring Rubrics,Feedback (Response),Science Teachers,Mathematics Teachers,Case Studies,STEM Education,Coaching (Performance),Inservice Teacher Education,Lesson Plans,Inquiry,Instructional Effectiveness,Federal Aid,Mixed Methods Research,Participant Observation,Interviews,Pretests Posttests,Measures (Individuals),College School Cooperation,Summer Programs,Engineering Education,Middle School Teachers,Secondary School Teachers,Pedagogical Content Knowledge

A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional methodology. Developing a guided inquiry lesson can be a difficult task for teachers. Science teachers have inquiry standards that they must meet and research indicates that teaching through guided inquiry is an effective method of teaching science content. Mathematics teachers are being asked to incorporate more active and cooperative instructional experiences in in their classrooms. Results of the professional development experience indicate that all but one of the teachers were successful in developing and implementing guided inquiry lessons within their classrooms. Matching coach and teacher by content area was found to be important. Coaches provided help to the teachers in developing their lessons by providing a sounding board for teacher ideas, offering suggestions for the lessons, observing and providing feedback, and helping the teachers understand guided inquiry. Scoring Rubric for Lesson Plans is appended. (Contains 1 figure and 5 tables.)
Project U-Turn @ 2.5: Broadening and Deepening the Work--An Update to the Community
Author: Philadelphia Youth Network
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Dropouts,Educational Quality,Nontraditional Education,School Districts,Conferences (Gatherings),Graduation Rate,Adolescents,Dropout Programs,High Schools,Educational Change,Dropout Rate,Dropout Prevention,Out of School Youth,High School Students

The merits of a public campaign can rarely be gauged fully in its early months or even in its initial year. Rather, the true measures of a campaign's successes are revealed over time: in its ongoing impacts on opinion or policy, and on the tangible results it achieves. On both accounts, Philadelphia's Project U-Turn campaign continues to make significant progress. The October 2006 launch of the Project U-Turn campaign generated considerable public attention, and the first year's work produced an impressive set of accomplishments, including hundreds of new seats in alternative education programs, the development of three new innovative high schools for struggling students and former dropouts, and fund-raising efforts that resulted in $10M in new and leveraged dollars. Those accomplishments were highlighted at the Project U-Turn Symposium, held at the School District headquarters in November 2007, to commemorate the first anniversary of the campaign. Convened by then Mayor-Elect Michael Nutter, distinguished leaders from the City, School District and Commonwealth of Pennsylvania pledged their support for continuing efforts to resolve the dropout crisis in Philadelphia and in communities across the state. This paper provides an update on Project U-Turn's progress since November 2007 on four goals: (1) expand resources and build public will; (2) increase the quantity of high-quality education options; (3) educate the hardest-to-serve youth; and (4) reduce the number of dropouts and increase graduation rates.
Project U-Turn: Paving Pathways to Educational Success
Author: Philadelphia Youth Network
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Dropouts,Educational Opportunities,Children,Out of School Youth,High Schools,Dropout Prevention,Dropout Programs,Academic Achievement,School Districts,High School Students,At Risk Students,Graduation Rate,Dropout Research,Reentry Students

Each year, more than 8,200 young Philadelphians drop out of school. The first step to a solution, taken in 2005, was the gathering and examination of data to truly understand the dimensions of the problem and the characteristics of struggling students and out-of-school Philadelphia youth. These studies, conducted by researchers at the University of Pennsylvania and the Johns Hopkins University, were summarized in a groundbreaking report, &quot;Unfulfilled Promise: The Dimensions and Characteristics of Philadelphia's Dropout Crisis&quot; and the companion report of policy recommendations, &quot;Turning it Around.&quot; Based on these analyses, in October 2006 the Collaborative launched Project U-Turn, a citywide campaign to elevate the visibility of Philadelphia's dropout crisis, and take steps to resolve it. During its three and a half years of existence, the Collaborative has steadily increased the number of committed partners, and has been successful in influencing policy and funding. In 2006, the School District adopted several Collaborative recommendations, including: (1) creating new accelerated high schools; (2) placing dropout prevention specialists in seven high dropout high schools; and (3) building a consensus to align the policy for parenting students with state timelines for child care availability. Additionally, new educational opportunities are being offered for struggling students and out-of-school youth. (Contains 1 figure and 4 footnotes.)
Turning It around: A Collective Effort to Understand and Resolve Philadelphia's Dropout Crisis
Author: Philadelphia Youth Network
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Dropouts,Out of School Youth,Citizenship,Neighborhoods,Graduation Rate,Dropout Rate,Dropout Programs,Truancy,Dropout Prevention,Dropout Attitudes,Dropout Characteristics,Dropout Research,Potential Dropouts,Educational Change,High School Students,High School Graduates,At Risk Students

Today and every day, in neighborhoods and communities throughout Philadelphia, young people are making decisions that will change their lives forever. Some will decide to stay in school, graduate, and prepare themselves for college and careers. Others, who left school without a diploma, will summon the courage to seek out educational programs they hope will help them to complete high school or earn a GED. But far too many will consider their circumstances, conclude that schooling cannot meet their needs or that they cannot succeed in school, and begin to travel a rocky road of disengagement leading eventually to a point of no return, where they will drop out and not come back. It is a road too often taken, that diverges from self-sufficiency toward dependency, from active citizenship to a life at the margins of society, from a future of bright promise to a struggle for dignity and survival. Each year, more than 8,200 young Philadelphians take this tragic path. Researchers from the University of Pennsylvania and The Johns Hopkins University, working with the Philadelphia Youth Transitions Collaborative, have developed specific profiles of Philadelphia's struggling students and out-of-school youth that surpass reports at the national level, as well as analyses in any other city or region. Those data appear in the companion research report by Ruth Curran Neild and Robert Balfanz, titled &quot;Unfulfilled Promise: The Dimensions and Characteristics of Philadelphia's Dropout Crisis, 2000-2005.&quot; This paper summarizes key findings from this research and suggests a series of actions. About Philadelphia's Youth Transitions Collaborative is appended. A list of resources is included.
The Benefits of Florida's Test-Based Promotion System. Civic Report. No. 68
Author: Winters, Marcus A.
Date: 2012-04-00
Type: Reports - Research
Subjects: Social Promotion,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade Repetition,Academic Achievement,Student Evaluation,Scores,Quasiexperimental Design,Intervention,Pretests Posttests,Program Effectiveness,Remedial Instruction,Research Methodology,Test Validity

State and municipal policymakers are increasingly addressing the practice of social promotion in schools--moving children along to the next grade whether or not they have mastered the curriculum--by mandating test-based grade promotion. This paper draws conclusions about the effects of a policy limiting social promotion. To do so, it employs a methodology known as regression discontinuity, which is capable of producing causal estimates of policy effects to study the impact of Florida's test-based promotion policy on later student achievement. Under this program, students must take an exam to automatically pass from third to fourth grade (some students scoring below the automatic promotion threshold may still advance at teacher discretion). Students who are retained in third grade also receive a rigorous remediation regime aimed at improving their long-term performance. By studying the long-term performance of children who just barely passed the test, as well as those who were just barely left behind, it was possible to compare two essentially identical populations: one set of students who moved forward despite only borderline understanding of the material; and another set who stayed behind a year and received tutoring, mentoring, and other remedial interventions. On average, the students who were remediated did better academically, in both the short and long term, than those who were promoted. Tellingly, the benefits of the remediation were still apparent and substantial through the seventh grade (which is as far as the data can be tracked at this point). These results contrast with previous work cited by supporters of social promotion finding that grade retention has strong negative consequences for the student's later academic outcomes. This paper takes the view that there is considerable reason to question the validity of much of that research because most prior studies on grade retention use methods that are flawed or inadequate. Notably, these studies do not take into account &quot;unobserved differences&quot; between students studied. Unobserved differences are characteristics, such as maturity level or home environment, that aren't accounted for in the researchers' datasets, but which may have an enormous bearing on student performance. The results of this study demonstrate that a test-based promotion policy structured similar to Florida's policy should be expected to improve student performance relative to a policy of social promotion. Florida's system is an example for policy makers across the country to emulate. (Contains 6 figures, 2 tables and 10 endnotes.)