ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Personalization for Academic and Social Learning in High Schools. Practitioner Brief
Author: National Center on Scaling Up Effective Schools (NCSU)
Date: 2013-10-28
Type: Reports - Descriptive
Subjects: Effective Schools Research,Student Development,Best Practices,High School Students,Academic Achievement,Social Development

The National Center On Scaling Up Effective Schools spent the 2010-2011 school year observing classrooms and interviewing students, teachers, support staff, and school leadership teams across four high schools in South Florida to study the policies, programs, practices, and processes that made these schools effective in reaching all learners. From the multi-level comparative case study research in these schools, along with existing research on effective schools nationwide, it was found that the efective schools in Broward developed a systemic approach to personalization for academic and social learning. This brief explains the elements of Personalization for Academic and Social Learning (PASL), and gives examples of potential interventions schools can develop and use to improve PASL.
Supplemental Educational Services: An Action Science Research Study of Achieving State Standards for Provider Effectiveness
Author: McClintock, Cynthia Collette
Date: 2012-07-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Supplementary Education,State Standards,Community Organizations,School Districts,Action Research,Qualitative Research,Academic Achievement,Validity,Educational Legislation,Federal Legislation,Personnel Evaluation,Academic Support Services,Interviews

Supplemental educational services are designed to contribute tremendous support to local school districts and communities through state-approved provider programs. The state, however, prior to approving supplemental educational services provider programs, must utilize all available resources to assist in the process of screening and approving provider programs to ensure the programs are of superior quality. Additionally, the need to scrutinize provider applicants carefully is of great significance due to some providers' persistent history of inferior and ineffective performance. While the positive support and presence these community organizations give to school districts is indisputable, the quality of this support has become open to discussion. The absence of current research-based practices from provider programs coupled with insufficient documentation of effectiveness has become apparent, and is growing progressively controversial. This study used action research methodology to explore programmatic practices of one supplemental educational service provider program for the purpose of assessing its traits and aligning the existing traits with those identified to enhance provider effectiveness; as revealed by prior research. Qualitative procedures were utilized to gather data. Site observations provided a first-hand account of provider program practices. The study identifies characteristics for effectiveness within one provider program requisite for the enhancement of student achievement. Whereas the targeted provider program shows evidence of operational consistency within its various sites, incorporation of the most recent research-based practices for effectiveness is not evident. The following are appended: (1) Transcribed Interviews; and (2) Analysis Matrix.
Developing a Growth Mindset among High School Students. Practitioner Brief
Author: National Center on Scaling Up Effective Schools (NCSU)
Date: 2014-10-15
Type: Reports - Descriptive
Subjects: High School Students,Case Studies,Effective Schools Research,Theory of Mind,Executive Function,Best Practices,Student Development

The National Center on Scaling Up Effective Schools (NCSU) spent the 2011-12 school year conducting intensive case studies of four Fort Worth, Texas, high schools to understand what differentiates higher-performing from lower-performing schools. It was found that high schools can address gaps in student achievement, especially with traditionally underserved student populations, by developing policies and practices that help students take ownership and responsibility for their own learning. In collaboration with a district innovation design team, a practice was identified that can increase student ownership and responsibility in schools: helping students to develop growth mindsets and build problem-solving skills. This brief discusses the advantages of a student with a growth mindset and how schools can help students adopt growth mindsets.
&quot;These People Just Keep Trying to Help Me&quot;--Supporting Students to Succeed in College and Career Pathways
Author: Jobs for the Future
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Academic Support Services,Student Personnel Services,Student Needs,Barriers,School Community Relationship,Intervention,Access to Education,Academic Persistence,College Preparation,Career Readiness

Community college students today face multiple barriers--personal, financial, and academic--to achieving their postsecondary goals. In order to help more people juggle the myriad facets of daily life that make it difficult to stay in school and complete credentials, colleges need to deliver a broad range of support services in a coordinated manner. This brief highlights strategies for developing comprehensive supports to increase college and career success for underprepared youth and adults. It is part of a series from JFF's [Jobs For the Future's] conference Bridging the Gap: Postsecondary Pathways for Underprepared Learners.
High School Accountability: Early Evidence from Florida&apos;s Broward County Public Schools
Author: Iatarola, Patrice
Date: 2015-02-00
Type: Speeches/Meeting Papers
Subjects: High Schools,Accountability,Public Schools,Evidence,Educational Change,Grades (Scholastic),Grading,Acceleration (Education),Probability,Advanced Placement,Tests,English,Sciences,Social Sciences,Student Improvement,Educational Resources,Advanced Courses

In 2009, Florida adopted the Differentiated Accountability (DA) plan, making it among the first to specifically incorporate into its existing school grading scheme college readiness targets. In this paper we use a rich panel of data on high school students in Broward County (Ft. Lauderdale) Public Schools to present early evidence of the impact of these changes to the high school accountability grades on students' participation and performance in accelerated coursework. Using a difference-in-difference approach, we find that DA increases students' probability of taking AP tests in English, Science and Social Science. However, it does little to improve students' performance in these tests and the effect, if any, is concentrated among white students and among students in high-performing schools. The treatment heterogeneity is likely due to the difference in instructional resources across schools. DA also has far-reaching impact as it elicits efforts from schools to prepare students for accelerated coursework. For instance, it increases students' probability of taking benchmark courses on time. Last, DA effect persists and accumulates over time. Tables are appended.
The Past and the Promise: Today's Competency Education Movement. Students at the Center: Competency Education Research Series
Author: Le, Cecilia
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Individualized Instruction,High Schools,Career Readiness,College Readiness,Definitions,State Policy,Educational Policy,Common Core State Standards,Technological Advancement,Mastery Learning,Cognitive Processes,Active Learning,Individual Differences,Learning Motivation,Student Evaluation,Formative Evaluation,Summative Evaluation,Interpersonal Competence,Socialization,Accountability,Technology Uses in Education,Equal Education

Competency education is attracting significant interest as a promising way to help meet our national priority of ensuring that all young people are ready for college and careers. In competency-based schools, students advance at different rates, based on their ability to demonstrate mastery of learning objectives. Teachers provide customized supports to help propel everyone to proficiency. This is the first paper in Students at the Center's new Competency Education Research Series. It lays a foundation for assessing the potential of competency-based models, grounded in an exploration of the outcomes from previous like-minded efforts. Recent research and theory from the learning sciences shows that a personalized approach to competency education may help better prepare all students from all backgrounds for deeper learning and for life after graduation. New information technologies are making it feasible to try these strategies on a large scale. Putting in place an equitable system necessitates navigating the many--but far from insurmountable--political and implementation challenges facing personalized competency education.
The Role of Digital Technologies in Deeper Learning. Students at the Center: Deeper Learning Research Series
Author: Dede, Chris
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Technological Advancement,Teaching Methods,Career Readiness,College Readiness,Innovation,Cognitive Style,Learning Strategies,Knowledge Level,Web Based Instruction,Student Needs,Cooperative Learning,Computer Simulation,Simulated Environment,Instructional Effectiveness

To compete in today's global, knowledge-based, innovation-centered economy, young people must go beyond a high school diploma and acquire not just academic knowledge, but interpersonal and interpersonal capacities. That is, they must engage in deeper learning. As schools shift away from traditional education models in favor or providing deeper learning environments, they are required to replace their outdated technology practices and implement a new infrastructure to support student learning. &quot;The Role of Digital Technologies in Deeper Learning,&quot; the latest paper in the Students at the Center Deeper Learning Research Series, explores how partnering deeper learning strategies with effective technology designs allows for greater educational success. [Mogo, Inc. provided resources and support for this report.]
Joining Forces: How Student Success Centers Are Accelerating Statewide Community College Improvement Efforts
Author: Couturier, Lara K.
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Persistence,Graduation,Two Year College Students,Educational Change,State Programs,Success,Intercollegiate Cooperation,Educational Improvement

There's an emerging trend in the national college completion movement. A group of small but powerful Student Success Centers is creating statewide impact in states traditionally devoid of a strong centralized tradition of community college governance. Growing directly out of a decade of hard work to dramatically boost student completion rates in the community college, Student Success Centers organize a state's community colleges around common action to accelerate their efforts to improve student persistence and completion. Student Success Centers have been created in five states to date: Arkansas, Michigan, New Jersey, Ohio, and Texas. Colleges in these states felt they could benefit from: more coordination and collaboration across the colleges; common data definitions that would provide comparable information; shared professional development venues; and the time and space to think, exchange, and discuss strategy and execution. In essence, the Centers were developed to &quot;connect the dots&quot; between the many initiatives underway in their states. [For a related toolkit, see ED561242.]
What Employers Need to Know: Frequently Asked Questions about High School Students in Workplaces
Author: Jobs for the Future
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Employers,High School Students,Student Employment,Legislation,Employees,Workplace Learning,Internship Programs,Federal Regulation,State Regulation,Job Training,School Role,Legal Responsibility,Child Labor,Insurance,Compensation (Remuneration),Youth Employment

Employers may not know the best way to reach out or how to structure opportunities for young people to explore careers within their organization. In addition, employers may be uncertain about liability, privacy policies, and safety regulations for employees under the age of 18. State and federal laws and policies pertaining to youth employment can be difficult to navigate. However, in most cases, laws related to working with young people do not differ significantly from those for adult employees. Increasing the number of internships and other work-based learning opportunities available to young people is essential for closing the skills gap and preparing youth for successful careers. This brief, which addresses employers' most frequently asked questions, is intended to demystify practical issues related to opening workplaces to students under 18. While there are many ways for employers to engage in work-based learning, much of the material in this brief is focused on internships. Because internships are more intensive than other forms of work-based learning, employers offering internships often need resources that address common questions. The explanations below are intended to clarify misconceptions and encourage employers to open their minds and their doors to young people. The answers to the questions in this brief are meant to serve as a starting point for employers considering internships for high school students. However, because policies and regulations vary considerably across the country, it is not possible to provide definitive answers to all questions; employers should consult their human resources departments, legal counsel, and insurers, as appropriate. Links to resources on such topics as orientation, safety, and training appear throughout this brief and at the end in a list of resources and materials. [This report was produced under the Pathways to Prosperity Network, an initiative of Jobs for the Future and the Harvard Graduate School of Education.]
Challenges Faced by Maine School Districts in Providing High Quality Public Education. Research Brief
Author: Silvernail, David L.
Date: 2014-03-00
Type: Reports - Research
Subjects: School Districts,Public Education,Educational Quality,Barriers,Superintendents,Instructional Leadership,Rural Schools,Urban Schools,State Aid,Financial Support,Poverty,Grants,Educational Finance,Special Education Teachers,Teacher Salaries,Recruitment,Administrators,Administrator Qualifications,State Policy,School District Size,Online Surveys,Suburban Schools,Geographic Location,Cooperation,Governance

The goal of this study was to: (1) identify challenges faced by Maine school districts in providing high quality public education; (2) describe the magnitude of the challenges; and (3) identify areas where school districts were experiencing some success in meeting these challenges. The School Districts Challenge Survey was distributed online to all Maine's public school district superintendents. Survey responses were collected from 68 superintendents representing leadership of both rural and non-rural school districts and districts of varying size. The top three challenges identified by superintendents for both rural and non-rural school districts were: (1) The level of state funding of the local school district; (2) The high level of poverty among the students in the local school district; and (3) The ability of the local school district to compete for external grants and funds. Other high ranking challenges dealt with personnel topics such as the availability of special education personnel, being able to offer competitive salaries and benefits, and recruiting and retaining high quality building administrators. When asked about progress superintendents were making in addressing challenges, many superintendents indicated they were in the process of developing plans to address selected challenges, but few reported they were making some, if any, progress in addressing the challenges they face. It was concluded that many of the challenges are related to fiscal issues and require state policy makers and local school districts to work together, both in addressing resource levels as well as using these resources in the most efficient and effective ways. The report also includes the appendices: (1) Copy of School Districts Challenges Survey, and (2) Copy of Survey Results.
WWC Review of the Report &quot;Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Randomized Controlled Trials,Educational Innovation,Kindergarten,Cognitive Development,Academic Achievement,Self Management,Learner Controlled Instruction,Interaction,Peer Relationship,Teaching Methods,Individualized Instruction,Drama,Play,Program Effectiveness,Statistical Analysis

In the 2014 report, &quot;Closing the Achievement Gap Through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten,&quot; researchers examined the impacts of &quot;Tools of the Mind&quot; on cognitive and academic outcomes for 759 kindergarteners from 29 schools. &quot;Tools of the Mind&quot; promotes self-regulated learning and involves teacher-led interactions between classmates, individualized instruction, and dramatic play. Students joined the study after random assignment and study authors did not show that the analytic groups of students were similar at the start of the study. Therefore, the study does not meet WWC group design standards. A glossary of terms is included. [The following study is the focus of this &quot;Single Study Review&quot;: Blair, C., &amp; Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. &quot;PloS ONE,&quot; 9(11), e112393.]
Developing College Readiness Indices for Maine High Schools: An Exploratory Study. Research Brief
Author: Silvernail, David L.
Date: 2014-04-00
Type: Reports - Research
Subjects: College Readiness,Indexes,High School Students,High Schools,High School Graduates,Correlation,Institutional Characteristics,Poverty,School Size,School Districts,College Admission,Academic Achievement,Time to Degree,Academic Aspiration,Academic Persistence,Public Schools

This Research Brief describes the results of an exploratory study of the development and potential uses of a set of college readiness measures for Maine high schools. The study was designed to: (1) explore the viability of creating a series of school-level college readiness indices; (2) examine the relationships between the indices and other school level input factors; and (3) explore how the indices may be used at the state and local levels in assessing college readiness of high schools' graduates. This exploratory study was done in three phases. Phase I entailed the creation of a series of potential high school-level college readiness indices. Phase II explored the relationships between these indices and how the indices may be related to each other, school poverty levels, school sizes, and other school level factors. The third and final phase of the study explored how the indices might be used statewide and at the local school district level in assessing progress in promoting and increasing levels of college readiness in Maine's high schools. Ultimately, the goal was to identify school-level indicators that support students' success in applying and securing admission to college and performing well upon enrollment. Included with the report is the appendix: High School College Readiness Indices. [This study was funded by the Maine State Legislature, and the University of Maine System.]
The Pathways to Prosperity Network: A State Progress Report, 2012-2014
Author: Jobs for the Future
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Career Education,Labor Force Development,Career Readiness,High School Students,Two Year College Students,Community Colleges,Experiential Learning,Demand Occupations,School Business Relationship,Financial Support,Educational Finance,Interstate Programs,Educational Policy,Vocational Education,Alignment (Education)

In 2011, the Harvard Graduate School of Education released &quot;Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century.&quot; The report argued that the current education system was too narrowly focused on the goal of preparing all young people to pursue a four-year college or university degree immediately after high school, while other postsecondary routes to careers might suit significant numbers of students far better. Only one young person in three obtains a four-year degree by age 25--and roughly 30 percent of the job openings projected over the next decade require some education beyond high school but not necessarily a four-year degree. The report's authors called for much more attention to building career pathways in high-growth, high-demand occupational fields that span high school and community or technical college preparation and can provide young people with skills and credentials valued in the labor market. Given the rising costs of four-year higher education institutions and the no longer certain economic returns on that investment, the Pathways report found a ready audience among policymakers and the public. Consequently, in 2012, the Harvard Graduate School of Education and Jobs for the Future, a Boston-based nonprofit focused on creating educational and economic opportunity for low-income youth and adults, decided to invite a small group of states to join them in creating the Pathways to Prosperity Network. The Pathways to Prosperity Network is now two years old, with eight state members--California, Georgia, Illinois, Massachusetts, Missouri, New York, Ohio, and Tennessee--doing significant work in creating career pathways in grades 9-14. Two more states, Arizona and Delaware, joined the Network in June 2014. This report is a letter to the field about what's been accomplished to date. As is often the case in such initiatives, the results thus far are due to a combination of good luck, good timing, deep knowledge of implementation, and a simple but urgent message and strategy. The unique stories of the developments in each state are included in this report as well as observation and description of key aspects of this work across the states in the Network as a group. [This report was produced under the Pathways to Prosperity Network an initiative of Jobs for the Future and the Harvard Graduate School of Education. CommunicationWorks, L.L.C. contributed to this report.]