ethanporcaro/eric-fulltext-meta huggingface dataset:
Standards &amp; Ethics: Reporter Guide
Author: Carr, Sarah
Date: 2013-05-16
Type: Guides - Non-Classroom
Subjects: Ethics,Standards,Journalism,Guides,Behavior,Education,Job Skills,Social Networks,Spreadsheets,Databases,Meetings,Budgets,Interviews,Children,Political Issues,Confidentiality,Elementary Secondary Education,Mass Media,Charter Schools,School Choice,Governance,Instructional Leadership,Government Role,Federal Government,Educational History,Accountability,Testing,Special Education,Early Childhood Education,Teacher Education,Teacher Recruitment,Demography,Individual Differences,Teacher Competencies,Partnerships in Education,Curriculum,Teaching Methods,Educational Finance,Educational Technology,Higher Education,Postsecondary Education,Community Colleges,Private Colleges,Access to Education,Academic Persistence,Graduation,Financial Support,Online Courses,Adult Learning

Many education reporters are drawn to the beat because of its complexity and rich variety. Few topics provide such a wealth of political, business, human interest, breaking news, feature, and investigative stories. A reporter's day can start in a classroom with 4-year-olds struggling to learn to read, and end at a school board meeting with politicians struggling to get a $1 billion budget passed. As they grow in knowledge and skills, reporters begin to appreciate the intricacies of both processes--as well as the connections between them. In a beat that is so wide-ranging and evolving, reporters will inevitably differ in interests and approach. Some will become spreadsheet experts who can analyze test scores and budgets with an ease others dream of. Others will immerse themselves in classrooms and specialize in telling the frontline stories of educators and children. And some will closely track the political landscape, reporting in depth on policy debates and changes at the national, state, or local level. This guide lays out the basic standards education journalists should strive to follow, regardless of their particular specialties or areas of expertise. It draws on the comprehensive work of Oregonian reporter Bill Graves, who wrote the &quot;Education Writers Association's&quot; first set of standards 11 years ago. It has been updated to reflect the transformation of the industry, including the rapid growth in online journalism and social media; it has also been revised to incorporate changes on the beat, such as the rise of charter schools and online education, as well as shifts in federal education policy. The recommendations presented here should be viewed as guidelines, not rules. [This guide was made possible in part by a grant from the Ethics and Excellence in Journalism Foundation.[
Using Polls in Education Reporting: Reporter Guide
Author: Wieder, Ben
Date: 2014-01-16
Type: Guides - Non-Classroom
Subjects: Public Opinion,Journalism,National Surveys,State Surveys,Education

Every four years, public opinion polls become a national obsession in the months leading up to the presidential election, with new results breathlessly reported nearly every day. But polling is not exclusively the province of political reporters. A handful of national surveys released each year focus on education, including the Phi Delta Kappa/Gallup poll about public attitudes toward education and MetLife's annual survey of teachers. There is also often polling done for statewide education-related elections, such as ballot measures or state superintendent races, and, periodically, by news outlets and advocacy organizations on various education-related issues. Newly released polling data can make for illuminating stories about where the public stands on key education issues and can be a valuable resource for future story ideas and contextual information. Not all polling data are equal, though. While you do not need a statistics degree to figure out which polls are worth your time, you do need to approach a new poll with the same skepticism you bring to the rest of your reporting. Think of it like an interview--if there are questions the poll tries to gloss over or does not answer, it could be hiding something. [This guide was made possible in part by a grant from the Ethics and Excellence in Journalism Foundation.]
Visiting School Campuses: Reporter Guide
Author: Carr, Sarah
Date: 2013-01-11
Type: Guides - Non-Classroom
Subjects: Journalism,Observation,Schools,Campuses

Spending time in schools and classrooms can be one of the best ways for novice reporters to dive into the education beat, and for veteran journalists to find fresh inspiration. While it is certainly not necessary for every story, education journalists should try their best to make time to visit schools. Classroom observations and campus tours help us come up with story ideas, fact check assertions made by school officials, develop relationships with sources, give our reporting a human dimension, and allow us to more deeply understand the beat. Much of the most meaningful education journalism ever produced originated when reporters took the initiative to immerse themselves inside schools. [This guide was made possible in part by a grant from the Ethics and Excellence in Journalism Foundation.]
Interviewing Children: Reporter Guide
Author: Carr, Sarah
Date: 2012-12-14
Type: Guides - Non-Classroom
Subjects: Interviews,Children,Research Methodology,Policy,Guidelines,Journalism,Ethics,School Policy,Behavior,Mass Media,Social Networks

Interviewing children is a critical element of the education reporter's daily work. However, practices for gaining access and avoiding harm and embarrassment vary widely depending on the news organization and individual reporter in question. This document aims to provide journalists with broad guidelines, but it stops short of advocating for the kinds of uniform policies to which academic researchers must adhere. These recommendations should be viewed as suggestions based on expert consensus and years of firsthand experience interviewing children--not as immutable rules. The guidelines can best be summarized by the maxim that Columbia Journalism School professor LynNell Hancock presents at the start of her education reporting classes: When covering children, first do no harm. [This guide was written by EWA Member Sarah Carr in consultation with Columbia Journalism School Professor LynNell Hancock, USA Today Education Writer and EWA Director Greg Toppo, Hechinger Report Staff Writer Sarah Garland, the Dart Center for Journalism &amp; Trauma, and EWA Public Editor Emily Richmond. This guide was made possible in part by a grant from the Ethics and Excellence in Journalism Foundation.]
A Blueprint for Effective and Adaptable School District Procurement
Author: Maas, Tricia
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: School Districts,Purchasing,Educational Change,Public Agencies,Educational Innovation,Barriers,State Regulation,Evidence,Expertise,Foreign Countries

In public education, procurement reform has been all but ignored in policy discussions and procurement policies have remained virtually untouched. But the high price of ignoring procurement is becoming clear to people trying to reform education on the ground. Often involving long, cumbersome processes and risk-averse central office cultures, procurement can impede school-level decision making and effective partnerships with entrepreneurs. In New York City and other large urban districts, this environment has stymied efforts to give schools more autonomy and adopt new technology-based solutions. Emerging technological solutions and the need for school redesign demand that school systems bring procurement practices into the 21st century to make them agile, adaptable, and innovation-friendly. This report outlines the problems school leaders face in procuring innovative goods and services, distills promising approaches used by other sectors to modernize public procurement processes around emerging technologies, and recommends steps districts can take to start modernizing procurement.
Obtaining Public Records: Reporter Guide
Author: Hammond, Betsy
Date: 2013-11-04
Type: Guides - Non-Classroom
Subjects: Records (Forms),Public Education,Journalism,Public Agencies,Educational Legislation,Parent Rights,Privacy,Student Records,State Legislation,Federal Legislation,Access to Information

Obtaining public records is essential to covering public education. Fortunately, the law is on the side of reporters: Public agencies generally must disclose their records to the public and to the media--with important exceptions. Public agencies are often reluctant to hand over records, however, even when the law clearly says they should. Sometimes they don't know or understand the laws well; other times, they just don't want their information in the public eye. Reporters need to be familiar with state and federal records laws and, in consultation with their editors, skillfully use those laws to get maximum transparency from schools, school districts, universities, education departments and other public agencies. State and federal courts repeatedly have ruled that releasing education records is in the public interest and that schools and universities must cut back on their overly imaginative conceptions of how releasing de-identified student records might violate The Family Educational Rights and Privacy Act (FERPA). An excellent example of that is the Wisconsin Supreme Court decision in a case brought by J. Marshall Osborn, (link nacua.org/documents/Osborn_v_UofWisconsin.pdf) who asked the University of Wisconsin to provide him with the GPA, test scores, class rank, gender, and race or ethnicity of all admitted and rejected applicants. If an agency cites FERPA as a reason it can't provide you with public records, be prepared to insist it make a solid written case for how the information could disclose education records about a particular student. [This guide was made possible in part by a grant from the Ethics and Excellence in Journalism Foundation.]
Is Indiana Ready for State-Funded Pre-K Programs? Revisited. Education Policy Brief. Volume 11, Number 2, Winter 2013
Author: Spradlin, Terry E.
Date: 2013-00-00
Type: Reports - Research
Subjects: State Aid,Preschool Education,Educational Quality,Government Role,State Government,Governance,Educational Finance,Costs,Administrator Attitudes,Advocacy,Early Childhood Education,Economic Factors,Outcomes of Education,Program Design,Interaction,Educational Environment,Curriculum,Teaching Methods,Student Needs,Funding Formulas,Income,Federal Aid,Parents,Fees,Parent Role,Community Programs

This Education Policy Brief revisits the evidence of the benefits and impact of prekindergarten programs as documented in the 2006 report, &quot;Closing the Achievement Gap Series: Part I. Is Indiana Ready for State-Sponsored Prekindergarten Programs? Education Policy Brief. Volume 4, Number 7, Summer 2006,&quot; and provides updated information on policy and program developments around the United States. Key questions are examined concerning the design of high-quality prekindergarten programs; the state's role in oversight and financial support; and costs of targeted, high-quality programs. The brief includes the perspectives of leaders of three highly regarded business, education, and non-profit organizations, and their advocacy for early childhood education: (1) Policy Perspective: Circumstances at Birth (M. Kem Kawkins); (2) Policy Perspective: Role for School Corporations in Delivery of Preschool (Cameron Rains and Tammy Miller); and (3) Policy Perspective: Early Childhood Investment is Key to Our Future (Barry Lessow). [For &quot;Closing the Achievement Gap Series: Part I. Is Indiana Ready for State-Sponsored Prekindergarten Programs? Education Policy Brief. Volume 4, Number 7, Summer 2006,&quot; see ED493108.]
Reading a District Budget: Reporter Guide
Author: McNeil, Michele
Date: 2013-03-13
Type: Guides - Non-Classroom
Subjects: Budgets,School Districts,Journalism,Income,Expenditures

Every school budget tells a story--about a district's spending plan, its priorities, goals, and financial health. The challenge is to wade through the jargon and numbers to unlock that story. Although budgets can vary significantly from district to district, and state to state, this primer seeks to introduce reporters to the fundamental components of a district's spending plan, offer tips for making sense out of a sea of numbers, and suggest questions that could lead to important stories. [This article was written in consultation with John Musso. This guide was made possible in part by a grant from the Ethics and Excellence in Journalism Foundation. ]
Kentucky Disability Resource Manual: A Handbook of Program Descriptions, Eligibility Criteria, and Contact Information. Updated
Author: University of Kentucky, Human Development Institute
Date: 2013-12-00
Type: Guides - Non-Classroom
Subjects: Developmental Disabilities,Program Descriptions,Eligibility,Criteria,Children,Health Services,Health Insurance,Independent Living,Supported Employment,Vocational Rehabilitation,Financial Support,Head Injuries,Neurological Impairments,Autism,Pervasive Developmental Disorders,Down Syndrome,Resources,Community Health Services,Assistive Technology,State Programs,Accessibility (for Disabled),Advocacy

This updated manual was designed primarily for use by individuals with developmental disabilities and related conditions. It is hoped that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with developmental disabilities. The main focus of this manual is to provide easy-­to­-read information concerning available resources, and to provide immediate contact information for the purpose of applying for resources and/or locating additional information. In many cases, the authors took definitions and eligibility for services directly from the agency websites that offer these programs. Information is organized into the following sections: (1) Resources for Children with Disabilities; (2) Healthcare and Insurance Resources; (3) Resources for Community Living; (4) Employment Support Resources; (5) Financial Assistance Resources; and (6) Additional Resources. [For the original manual &quot;Kentucky Disability Resource Manual: A Handbook of Program Descriptions, Eligibility Criteria, and Contact Information,&quot; published October 2010, see ED512607.]
U.S. Public Libraries and the Use of Web Technologies, 2012. A Closer Look
Author: Wanucha, Meghan
Date: 2013-11-00
Type: Reports - Research
Subjects: Public Libraries,Internet,Web 2.0 Technologies,Electronic Libraries,Library Automation,Web Sites,Social Networks,Telecommunications,Handheld Devices,Electronic Publishing,Information Dissemination,Library Services,Surveys

In 2008, researchers at the Library Research Service (LRS) undertook the &quot;U.S. Public Libraries and the Use of Web Technologies&quot; study, with the intent to document the use of various Internet technologies on the websites of public libraries throughout the nation (Lietzau, 2009). The results of that study set a baseline for the adoption of web technologies nationwide by studying a random sample of public library websites, stratified by legal service area (LSA) population group, and included a Colorado-specific section of all public libraries in Colorado. From its inception, U.S. Public Libraries and the Use of Web Technologies was conceived as a longitudinal study, with plans to revisit the sample libraries at regular intervals to track the changing nature of technologies on the websites of public libraries throughout the country and in Colorado. This report constitutes the results of the third iteration of the biennial study. In the vein of the first and second studies, the 2012 edition was conducted as a content analysis, as opposed to a survey to the field. During the fall and early winter of 2012-2013, LRS staff visited the websites of 689 public libraries in the United States, searching for the presence of various technologies. The national sample was comprised of 584 libraries, while the remaining 105 were Colorado public libraries that had not been selected as part of the national sample. The results included here represent a &quot;snapshot in time&quot; for each library. It is quite possible that a library adopted a specific technology shortly after LRS staff visited its website. In such a case, for this study it will still be treated as not using the technology in question. Also possible, though less likely, would be libraries which abandoned technologies shortly after staff visited their sites. A survey instrument is appended. [This report was produced by the Library Research Service (LRS), a unit of the Colorado State Library, Colorado Department of Education that partners with the Library and Information Science Program, Morgridge College of Education, University of Denver.]
Mapping the Growth of Statewide Voucher Programs in the United States. Informing Policy and Improving Practice. Policy Brief
Author: Cierniak, Katherine
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Educational Vouchers,State Programs,General Education,State Policy,Eligibility,Accountability,Private Schools,Court Litigation,Elementary Secondary Education

This brief focuses solely on currently operating statewide, general education voucher programs which have income eligibility requirements. In this brief, students in a general education program refer to students whose education is not guided by an Individualized Education Program (IEP). The term general education (classroom, curriculum, setting) is borrowed from the literature on special education (e.g., Huefner, 2006). Voucher programs meeting these criteria currently exist in Wisconsin, Ohio, Indiana, and Louisiana. The first statewide voucher program for students in general education programs was established in 1999 in Florida, and Ohio began implementing its statewide program in 2006, but it was not until the last five years that unprecedented growth in statewide voucher programs occurred. Since 2011, two statewide voucher programs have been launched (Indiana and Louisiana), another initially local program in Wisconsin was expanded by changing its eligibility requirements to accommodate the whole state, one program was launched and promptly deemed unconstitutional (North Carolina), and the Ohio statewide program has expanded funding and eligibility. The recent growth in statewide voucher programs in the U.S. warrants a closer examination comparing these programs and their potential policy implications. Areas of focus in this brief include: (1) state policy context, program establishment, and history; (2) voucher amounts; (3) student eligibility and selection; (4) eligibility and accountability criteria for participating private schools; and (5) legal challenges. This brief explores the implications of the establishment of new statewide voucher programs and the expansion of existing programs.
2013 NAEP: How Does Indiana Compare? Education Policy Brief. Volume 12, Number 1, Winter 2014
Author: Roach, Michael
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: National Competency Tests,Comparative Analysis,Mathematics Tests,Mathematics Achievement,Reading Tests,Reading Achievement,Achievement Gains,Scores,Grade 4,Grade 8,Economically Disadvantaged,African American Students,White Students,Hispanic American Students,State Policy

Known as &quot;the Nation's Report Card,&quot; the National Assessment of Educational Progress (NAEP) is the U. S. Government assessment used since the late 1960s to measure student achievement in many subject areas, including mathematics, reading, science, and United States history. Different subject areas are assessed each year, and data have been available for all states plus the District of Columbia and Department of Defense Schools since the mid 1990s. The 2013 NAEP assessed mathematics and reading performance. Indiana ranked in the top four for increase in average scale scores from 2011 to 2013 for grade 4 mathematics (with Tennessee, the District of Columbia, and Arizona) and grade 4 reading (with Tennessee, the District of Columbia, and Minnesota). The increase in grade 8 scores was less impressive, but Indiana's improvement was still strong, ranking in the top 8 for mathematics and the top 15 for reading. Indiana has a history of doing reasonably well on national and international assessments. Credit for Indiana's success in assessments has been attributed to Indiana's work to raise standards and target teacher effectiveness. Despite claims that the jump in Indiana's 2013 NAEP results were due to state-level policy changes, the data show that the gains are not that much different from those of past years. Rather than recent changes in state policy, it is likely that teachers, parents, better curricula, and higher standards--factors that have been important for a long time--are the drivers of these trends. This report provides details of the 2013 Indiana NAEP results followed by commentary on the extent to which state-level policies and priorities had an impact on those results. A list of web resources is included.
Community Collaborations and Youth Development: Preliminary Findings on the State of the Evidence. Research Brief Series
Date: 2013-00-00
Type: Information Analyses
Subjects: Youth Programs,Cooperative Planning,Literature Reviews,Public Health,Community Programs,Program Evaluation,Program Effectiveness,Intervention,Children,Case Studies,Research Methodology

In 2004, the Aspen Institute Roundtable on Community Change emphasized the need for a comprehensive base of information on the effectiveness of community collaborations for youth--an accessible, evidence-rich resource that could guide local efforts to bring about meaningful change. Nearly 10 years later, this need remains largely unmet. In communities across the country, cross-sector partnerships are working to improve the lives of young people. As the number of these collaborations has grown dramatically in recent years, an accurate, up-to date understanding of the outcomes of such efforts is even more essential than it was a decade ago. To help close the current gap between research and practice, an exhaustive review of the existing research and evaluations of collaborative community efforts was undertaken. This brief reviews collaborations that have targeted public health and broader youth development outcomes and those whose efforts have been evaluated.