ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Room for New Public Schools: How Innovative School Districts Are Learning to Share Public Education Facilities with Charter Schools
Author: Sazon, Maria C.
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Charter Schools,Urban Schools,Public Education,Student Rights,School Buildings,Educational Legislation,State Government,School Law,School Districts

All public school children are entitled to quality public educational facilities--including those who attend public charter schools. Yet charter school leaders often spend substantial time and money searching for a facility. When they find one, they encounter significant costs associated with leasing or purchasing the building. They may have to settle for old warehouses, vacant storefronts and church basements. Since only 15 states and Washington D.C. provide charter schools with some type of funding for facilities, and since charter schools have no taxing power, money spent on facilities must be borrowed, raised, or spent directly from the charter school's operating funds. This report shines a light on seven cities where innovative, affirmative policies and practices are making public facilities available to all public schools. It is hoped is that &quot;the actual proves the possible&quot;--and that seeing these efforts in action will spur productive relationships and collaborative practices in many more communities around the allocation of school facilities. For each city, the report describes the policies and practices in place, the processes used, the lessons learned, and the challenges that remain--even where laws are favorable to charter schools. To guide future advocacy toward fair and equitable allocation of public school buildings, this report also identifies strong policies to ensure charter schools have equitable access to surplus school district space. It is hoped that charter school advocates will use these model principles as they tackle facilities challenges in their own states and communities. (Contains 7 footnotes.)
Career and Technical Education: Five Ways That Pay along the Way to the B.A. Executive Summary
Author: Carnevale, Anthony P.
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Employment,Education Work Relationship,Job Training,Work Experience,Certification,Apprenticeships,Associate Degrees,Postsecondary Education,Labor Force Development,Educational Finance,Educational Attainment,Information Systems,Middle Class,Income

There are 29 million "middle jobs" in the United States that pay $35,000 or more on average and don't require a Bachelor's degree. There are five Career and Technical Education (CTE) pathways that educate and train Americans for these jobs: employer-based training, industry-based certifications, apprenticeships, postsecondary certificates, and Associate's degrees. The United States invests roughly $1.4 trillion in human capital development each year. National spending on the five CTE pathways totals $524 billion annually. The five CTE pathways make further education more affordable. [For the main report, "Career and Technical Education: Five Ways That Pay along the Way to the B.A.," see ED535321.]
Poverty, Residential Mobility, and Persistence across Urban and Rural Family Literacy Programs in Pennsylvania. Research Brief #1
Author: Schafft, Kai
Date: 2008-02-00
Type: Reports - Research
Subjects: Poverty,Low Income,Adults,Family Literacy,Literacy Education,Mobility,Urban Areas,Rural Areas,Academic Persistence,Geographic Location,Public Housing,Health,Child Care,Transportation,Educational Objectives,Attendance,Adult Literacy

This study examined how poverty and residential mobility influence low-income adults' persistence in family literacy programs in Pennsylvania. Twelve out of 20 program directors reported that learners typically moved at least once a year. In five of these high-mobility programs moving was reported to significantly hinder persistence. Geographic location and the availability of inexpensive and subsidized housing increased mobility. The 17 learners the authors interviewed moved 78 times in the previous five years, for an average of once per year. One-half of the moves were within 15 miles, yet even short distance moves often delayed progress and disrupted program participation. Although residential mobility did not hinder persistence in all programs, it is part of a constellation of poverty-related problems (e.g., poor health, lack of child care and transportation) that pose challenges for learners to attend classes regularly and meet their educational goals. (Contains 2 tables and 2 endnotes.)
Career and Technical Education: Five Ways That Pay along the Way to the B.A.
Author: Carnevale, Anthony P.
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Employment,Education Work Relationship,Job Training,Work Experience,Certification,Apprenticeships,Associate Degrees,Postsecondary Education,Career Readiness,Labor Force Development,Educational Finance,Educational Attainment,Information Systems,Middle Class,Income,Gender Differences,Age Differences,Racial Differences,Allied Health Occupations,Blue Collar Occupations,Managerial Occupations,Office Occupations,Sales Occupations,Service Occupations,Technical Occupations

For recent high school graduates, life is tough. In the past year, one in four young high school graduates was unemployed and over half were underemployed. In the past decade, recent high school graduates' wages have fallen by 12 percent to just $19,400 annually in 2011, below the poverty threshold for a family of four. The downward plight of high school graduates did not begin yesterday. It is a story that goes back at least 40 years and represents a structural change in the United States economy, demarcated by rising educational requirements across the labor market and a smaller share of the economic pie for high school-educated workers. As jobs that require only high school or less have disappeared, postsecondary education and training on the job and in schools have become the gateways to the middle class. Most postsecondary education and training discussions focus on the baccalaureate pathway, but there has been an increasing interest in so-called "middle jobs." These are jobs that require education and training beyond high school but less than a Bachelor's degree, and secure middle-class earnings. The education and training programs that prepare Americans for these jobs are commonly referred to as career and technical education (CTE). This report has two parts. Part One explores in detail the five major CTE pathways at the sub-baccalaureate level: employer-based training, industry-based certifications, apprenticeships, postsecondary certificates, and Associate's degrees. Part Two lists the occupations for which CTE prepares American workers. Middle jobs are defined in terms of both education and earnings. The first criterion is that jobs require more education and training than high school but less than a Bachelor's degree. The second criterion is a minimum earnings threshold (MET) of an average of $35,000 a year, which was 185 percent of the poverty line earnings for a family of four in 2011. Employment of Middle-Education Workers, Average Annual Wages, and Projected Growth of Top 10 Paying Middle Jobs by Occupational Group are appended. (Contains 28 figures, 7 tables, and 50 footnotes.) [For "Career and Technical Education: Five Ways That Pay along the Way to the B.A. Executive Summary," see ED535319.]
Adolescent Literacy and Textbooks: An Annotated Bibliography. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy
Author: Kamil, Michael
Date: 2010-00-00
Type: Reference Materials - Bibliographies
Subjects: Adolescents,Literacy,Textbooks,Reading Instruction,Reading Comprehension,Reader Text Relationship,Evidence,Systems Approach,Stakeholders,Interaction,Researchers,Educational Research,Textbook Publication,Annotated Bibliographies

Textbooks are the primary mediator of learning in academic settings. As students progress from elementary school to middle and high school, the need to read textbooks becomes ever more critical. Reading instruction has not, until recently, even begun to take this reality into account (Kamil, Lane, & Nicolls, 2004). Rather, reading instruction has focused largely on literary texts, although this seems to be changing. Publishers have also been slow to adopt research findings in the production of textbooks. There appears to be little communication between the various stakeholders in efforts surrounding research, production, and use of textbooks. For example, the Textbook Colloquium and its accompanying journal, "Paradigm," covers many topics but neglects publishing as a focus. The purpose of this annotated bibliography is to provide a starting point for an ongoing and interactive dialogue about the quality of the texts students read and to extend communication between publishers and researchers on how to create enriching text materials that support teaching and learning. [For related reports, see "Adolescent Literacy Programs: Costs of Implementation. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535296); "Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535318); "Measure for Measure: A Critical Consumers' Guide to Reading Comprehension Assessments for Adolescents. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535299); "Reading in the Disciplines: The Challenges of Adolescent Literacy. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535297); and "Adolescent Literacy Development in Out-of-School Time: A Practitioner's Guide. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535304).]
State and District Receipt of Recovery Act Funds. A Report from Charting the Progress of Education Reform: An Evaluation of the Recovery Act's Role. NCEE 2012-4057
Author: Garrison-Mogren, Roberta
Date: 2012-09-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Finance,Financial Support,Federal Aid,Federal Legislation,Federal Programs,Grants,Educational Change,Funding Formulas,School Districts,Poverty,Academic Achievement,Special Education,National Competency Tests,Graduation Rate,Enrollment,Suburban Schools,Rural Schools,Urban Schools

The American Recovery and Reinvestment Act (ARRA or the Recovery Act) of 2009 provided an unprecedented level of funding designed to &quot;stimulate the economy in the short-term and invest wisely, using these funds to improve schools, raise achievement, drive reforms and produce better results for children and young people for the long-term health of our nation.&quot; The distribution of Recovery Act funds was intended to reflect these multiple goals. Nearly $97.4 billion were allocated to the U.S. Department of Education (ED), of which $70.6 billion were awarded by ED for primary and secondary (K-12) education through existing and new federal programs. These funds were distributed to states and districts using formulas based primarily on population and student poverty and through competitive grants. Consistent with its emphasis on transparency, the Recovery Act also included extensive reporting requirements for the receipt and use of Recovery Act funds. This report brings together publicly available information about Recovery Act education grants--all awarded by September 30, 2010--and the sub-grants made by grant recipients as of December 31, 2010. It examines (1) how much states and districts received from the Recovery Act and its different programs; and (2) whether and how the distribution of funds varied by selected characteristics of the recipient states and districts. This information lays the groundwork for ED's multi-year evaluation, &quot;Charting the Progress of Education Reform: An Evaluation of the Recovery Act's Role.&quot; The evaluation examines the implementation of K-12 education reforms promoted by the Act across states, school districts, and schools. Key findings from this examination reveal that: (1) the Recovery Act provided an average of $1,396 per pupil for K-12 programs; (2) the Recovery Act K-12 funding to individual states ranged from $1,063 to $3,632 per pupil; (3) on average, 81 percent of Recovery Act K-12 funding was awarded to local education agencies (LEAs), either through sub-grants from states or through direct grants from ED. In total, 93 percent of all school districts in the nation received Recovery Act funds from at least one program; and (4) high-need school districts--defined as those with the highest rates of child poverty as well as those with the lowest student achievement--received considerably more funding per pupil than did districts with less need. Appended are: (1) Data Sources; (2) Methods; and (3) Supplementary Data Tables. (Contains 15 figures, 13 tables, and 45 footnotes.)
The Spalding Method[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Spelling Instruction,Reading Instruction,Writing Instruction,Language Arts,Teaching Methods,Elementary Secondary Education,Literacy,Adolescents,Intervention,Instructional Effectiveness,Educational Research

&quot;The Spalding Method&quot;[R] is a language arts program for grades K-6 that uses explicit, integrated instruction and multisensory techniques to teach spelling, writing, and reading. The program and its textbook, &quot;The Writing Road to Reading,&quot; provide 32 weeks of lesson plans. Students work on program materials in spelling, writing, and reading for 90-120 minutes every day. During spelling instruction, students are taught how to use a basic marking system to connect speech sounds to print. They first separate words into syllables and mark them in notebooks, eventually forming a personal glossary of marked words. Spelling instruction focuses on teaching students how to read and write 70 common phonograms (sound-symbols) and how to blend these phonograms into high-frequency words. This review of &quot;The Spalding Method&quot;[R] for Adolescent Literacy focuses on students in grades 4-12. The What Works Clearinghouse (WWC) identified 14 studies of &quot;The Spalding Method&quot;[R] for adolescent readers that were published or released between 1989 and 2011. One study is within the scope of the Adolescent Literacy review protocol but does not meet WWC evidence standards. This study uses a quasi-experimental design but does not establish that the comparison group was comparable to the intervention group prior to the start of the intervention. Nine studies are out of the scope of the Adolescent Literacy review protocol because they have an ineligible study design. Four studies are out of the scope of the Adolescent Literacy review protocol for a reason other than study design. One study does not include students in grades 4-12, as specified in the protocol. One study includes fewer than 50% general education students. One study does not occur within the time frame specified in the protocol. One study examined the intervention combined with other components, so it is not possible to isolate the effect of the intervention. A glossary of terms is included. (Contains 2 endnotes and 11 additional sources.)
What Works Clearinghouse Quick Review: &quot;The Effects of School Vouchers on College Enrollment: Experimental Evidence from New York City&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Enrollment,Higher Education,Educational Vouchers,Elementary School Students,Economically Disadvantaged,Low Income Groups,School Choice,Urban Schools,African American Students,Hispanic American Students,Program Effectiveness,Educational Research

The study reviewed in this report examined the effects of private school vouchers on college enrollment outcomes. The vouchers were given to low-income elementary-age students through the New York School Choice Scholarships Foundation (SCSF) program. In 1997, the SCSF used a random assignment lottery to offer three-year vouchers to approximately 1,000 low-income families with children entering grades 1 through 5. The vouchers could be used to reduce the cost of attending any private school in New York City. The maximum value of the vouchers was $1,400 per year, which represented most of the typical tuition cost of attending a Catholic school in New York City. More than three quarters of the children who received vouchers ultimately made use of the scholarship at some point during the three-year period. The sample used in this analysis was 2,642 New York City public school students (1,363 students who were offered vouchers, and 1,279 students who served as a comparison group) in grades 1-5 in 1997. Of the participants, 42% were African-American and 46% were Hispanic. The study found no differences of the offer of a school voucher on college enrollment; however, there was a positive impact of vouchers on college enrollment (part-time and full-time) for African-American students. In addition, the study reported that African-American students who were offered a school voucher had statistically significantly higher rates of attending a private 4-year university or a selective 4-year university. The study also found no statistically significant effects of school vouchers on any of the outcomes assessed for the subgroup of Hispanic students. This study &quot;meets What Works Clearinghouse (WWC) evidence standards&quot; because it is a randomized controlled trial with low attrition for all outcomes, for both the full sample and for the two subgroups reported (African-American and Hispanic students). [The following study is reviewed in this What Works Clearinghouse Quick Review: &quot;The Effects of School Vouchers on College Enrollment: Experimental Evidence from New York City&quot; (ED534618).]
Physical Place on Campus: A Report on the Summit on Building Community
Author: Association of College Unions International (ACUI)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Colleges,Campuses,Educational Facilities,Community,Barriers,Environmental Influences,Conferences (Gatherings)

In October 2011, a multidisciplinary group of 50 individuals (students, architects, planners, consultants, campus administrators, and higher education association leaders) met at the University of Wisconsin-Madison to consider the relationship between physical place and campus community. Because a gathering of this type and on this topic had not previously occurred, it enabled robust conversation around important questions for higher education, such as: (1) What barriers prevent them from achieving community through physical places?; (2) What does community look like and what are its elements?; (3) How do they know when community has been influenced by place?; and (4) How do they measure it? These questions, and more, were introduced through small group discussions, debated in large group reporting sessions, and challenged by provocative guest speakers. Although what was learned from the Summit is highly nuanced, and further described elsewhere in this report, three over-arching messages emerged: (1) When campus community exists in its strongest form, it is associated with learning, civic purpose, and a sense of belonging; (2) Places of exceptional community are those that exhibit high levels of human engagement and are imbued with evidence of human-to-human mutuality, psychological safety and refuge, and a strong sense of individual and group ownership; and (3) Although legitimate barriers to achieving physical community exist, more sophisticated and willful campus leadership can overcome barriers such as discipline-based, institutional, or association boundaries; navigation of campus politics; or inarticulate justification for physical place and community.
Engaging Global Citizens outside the Classroom: A Resource Guide for Campus Professionals
Author: Association of College Unions International (ACUI)
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: College Students,Extracurricular Activities,Global Education,Global Approach,Social Responsibility,Student Participation,Best Practices,Citizenship,Student Volunteers,Student Organizations,College Programs,International Organizations,Experiential Learning,Learning Activities,Cultural Differences

Much of the literature and progress related to global learning in higher education has been on curricular programs: knowledge of different societies and cultures, examining solutions to problems facing international communities, and so on. However, little research is found on the effect of cocurricular programs on these outcomes or on best practices for engaging college students in global issues through other forms of campus involvement. The purpose of this resource guide is to be a collection of information that those who work with college students outside of the classroom can use to promote global knowledge, competencies, community, and social responsibility within their own campus environment. It is organized into five main sections: (1) Global learning, perspective, and citizenship; (2) Advising students with global interests; (3) Global engagement programming on campus; (4) Volunteering internationally; and (5) Organizations to support global involvement. Also found throughout this resource are basic overviews of some theories, models, and how-to guides related to global learning that practitioners can further explore, if useful for particular campus programs or staff development activities. Until more research is done, it will be hard to define what practices are most effective. However, "Engaging Global Citizens outside the Classroom" serves as a guide to help professionals begin thinking more intentionally about how they can meet student needs and support the academic outcomes of global initiatives on campus.
Count Us in: Mind over Matter. Promoting and Supporting Mental and Emotional Wellbeing
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Adult Students,Foreign Countries,Best Practices,Young Adults,Adolescents,Mental Health,Health Promotion,Public Policy,Prosocial Behavior,Interpersonal Relationship,Evaluation Methods,Questionnaires,Pupil Personnel Services,Well Being

This guide is part of the Count Us In online resource that gives the professional view of Her Majesty's Inspectorate of Education (HMIE) on the strengths and best practice in implementing inclusion and equality across education in Scotland, and sets out what needs to be done now to improve. It is designed to be used by all who work with children, young people and adult learners to assist them in reflecting on their current practice and in improving that practice to meet the needs and aspirations of all in Scottish society. The aim of this guide is to share the current good practice that is happening in pre-school centres, schools and colleges in promoting and supporting children and young people's mental and emotional wellbeing. It is hoped that it will stimulate professional reflection and dialogue that will help improve further practices in this important aspect of every establishment's life and work. Appended are: (1) Suggested reading; (2) The National Practice Model. (Contains 19 footnotes.)