ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing the Common Core State Standards: The Role of the Elementary School Leader. Revised February, 2013
Author: Achieve, Inc.
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: State Standards,Academic Standards,Alignment (Education),Principals,Administrator Role,Core Curriculum,Elementary Schools,Faculty Development,Evaluation Methods,Leadership Responsibility,Reading Achievement,Language Arts,Mathematics Achievement,College Readiness,Teaching Methods,Elementary Education,Educational Change,Change Strategies,School Culture,Literacy Education,Difficulty Level,Reading Skills,Reading Comprehension,Writing Instruction,Content Area Writing,Mathematics Instruction,Learner Engagement,Cooperative Learning,Time Factors (Learning),Student Evaluation,Technology Integration

As shown by MetLife's 2010 &quot;Survey of the American Teacher,&quot; America's educators strongly believe that all students should graduate from high school ready for college and a career (85 percent). Additionally, according to MetLife's 2009 survey, 86 percent of teachers believe that setting high expectations for students will improve student achievement to that end. The new Common Core State Standards (CCSS) are strongly aligned with those sentiments. The CCSS provide an opportunity to realize systemic change and ensure that American students are held to the same high expectations in mathematics and literacy as their global peers--regardless of state or zip code. For elementary principals this means supports for planning, capacity building, and implementation. Elementary and middle school principals need assistance to ensure that they understand the requirements and have the resources for providing professional development to teachers, have access to the needed curricula, and have a chance to provide input into assessment protocols and procedures. The understanding and leadership of principals is essential to the success of the CCSS. The success of such change requires the thoughtful attention of school leaders. As such, this Action Brief for elementary leaders is offered as a &quot;starting point,&quot; designed to increase awareness of the standards, create a sense of urgency around their implementation, and provide these stakeholders--who are faced with dramatically increased expectations in the context of fewer resources--with a deeper understanding of the standards and their role in implementing the standards. This Action Brief will provide no-cost takeaways, talking points and action steps that school leaders and counselors can begin to put into practice in their schools today. The following are appended: (1) Talking Points for Leaders; and (2) Resources. [This paper is a joint action brief with College Summit.] [For &quot;Implementing the Common Core State Standards: The Role of the Elementary School Leader&quot; (2012), see ED540455.]
Transforming Public Reporting to Ensure College and Career Readiness for All. Revised
Author: Achieve, Inc.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Educational Change,High School Graduates,Economic Progress,Career Readiness,Data,Disclosure,College Readiness,Foreign Countries,Partnerships in Education,Accountability,Educational Assessment,Reports,Academic Achievement

As states adopt and implement bold education reforms intended to dramatically increase a student's likelihood of graduating from high school prepared for college and career, there is a strong sense among many states that reporting the right data to the right people at the right time, and reporting it well, is an essential path toward meeting their college and career readiness (CCR) goals. By setting their sights on improving CCR outcomes among high school graduates, states will promote greater opportunities for individuals as well as economic growth at all levels. Timely, accessible, contextual, and coordinated data reporting in alignment with these goals--and strategies for getting there--is a critical foundation for states' CCR reform efforts. To go one step further, it can also serve as a strategic driver toward the goals. The intent of this policy brief is to clarify some concrete mechanisms by which states can gain traction, turning their aspirations for effective public reporting into reality. It first explores the current state of public reporting on CCR indicators across states, then discusses several policy mechanisms on which states can draw to advance their reporting, and finally addresses the opportunity for states to create partnerships to ignite the power of data reports. [For &quot;Transforming Public Reporting to Ensure College and Career Readiness for All&quot; (2012), see ED540450.]
Community Eligibility Provision Evaluation: Year 3 Addendum. Nutrition Assistance Program Report
Author: Harkness, Joseph
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Nutrition,Food,Federal Programs,Eligibility,Barriers,Low Income,Lunch Programs,Breakfast Programs,School Districts,Federal Legislation,Federal Aid,Incentives,Program Administration,Public Schools,Educational Legislation,Elementary Secondary Education

Section 104(a) of the Healthy, Hunger Free Kids Act (HHFKA) of 2010 made the Community Eligibility Provision (CEP) available to Local Educational Agencies (LEAs) and schools in high poverty areas. Under the CEP, families are not required to submit applications for free or reduced-price meals, and schools must provide free lunch and breakfast to all students. Schools are reimbursed for meals using a formula based on the percentage of students identified as eligible without an application (the identified student percentage, or ISP), using direct certification, and other lists of eligible students. LEAs must cover all costs of these meals in excess of Federal reimbursement with non-Federal funds. The potential benefits are to increase low-income students' access to nutritious meals, and to reduce the administrative burden of LEAs' experience with the school meals programs. The phase-in of the CEP has followed a schedule specified by the HHFKA. The CEP will be available nationwide to all eligible LEAs and schools in school year 2014-15. As mandated by the HHFKA, the CEP Evaluation examined the implementation and impacts of the new framework for providing free meals to all students in high-poverty schools. The overall purpose of the evaluation was to obtain a better understanding of: (1) The acceptability of the Community Eligibility Provision to LEAs; (2) The incentives and barriers for LEAs adopting the provision; (3) Operational issues that State agencies encounter in administrating this provision; and (4) Implications and impacts of opting for this provision. This addendum contains descriptive findings on CEP eligibility and participation for all 11 States where the program has been phased in to date, and updates several of the descriptive results published in the final report. The study design included an implementation study and an impact study in the first seven CEP States. For the implementation study, the evaluation team collected State administrative data on the characteristics of all LEAs and schools. Four factors were significantly associated with CEP participation by LEAs: ISP; enrollment; State; and charter status. The findings address two research objectives posed in the Congressional mandate for the Implementation Study: (1) Estimate the number of eligible LEAs and schools that have not chosen to participate in the CEP; and (2) Describe the LEAs and schools participating in the CEP. The following is appended: LEA and School Characteristics by State.
STEM in Afterschool: Changing Perspectives. Shaping Lives. The Impact of Afterschool rograms on Young People's Aspirations and Skills in Science, Technology, Engineering and Mathematics (STEM)
Author: Afterschool Alliance
Date: 2014-08-00
Type: Reports - General
Subjects: After School Programs,STEM Education,Program Effectiveness,Program Evaluation,Learning Experience,After School Education,Youth Opportunities,Effective Schools Research,Alignment (Education),School Role,Educational Research,Program Descriptions,Academic Persistence,Science Interests,Science Process Skills,Skill Development,Relevance (Education),Science and Society,Career Awareness,Academic Achievement,Secondary School Students,Youth Programs

After the school bell rings, young people are learning, exploring, making and questioning. Afterschool programs have long influenced students' personal development and supported their social and emotional growth. Today, the afterschool field has enthusiastically embraced STEM as an integral part of their educational offerings. This handout presents highlights from the research paper &quot;Examining the Impact of Afterschool STEM Programs&quot;. It is a useful tool in advocacy efforts to communicate the impact of afterschool STEM programs on youth. [For the full research paper, see ED546628.]
Seizing the Future: How Ohio's Career-Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Careers
Author: Guarino, Heidi
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Technical Education,Career Education,Career Readiness,College Readiness,Problem Based Learning,Best Practices,Effective Schools Research,State Programs,State Policy,Educational Change,Integrated Activities,Advanced Placement Programs,Relevance (Education),Partnerships in Education,Educational Quality,Health Sciences,Courses,Employment Potential,Teacher Employment,Outcomes of Education,High Schools,Institutional Characteristics,Profiles

&quot;Seizing the Future: How Ohio's Career and Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Work,&quot; demonstrates Ohio's progress in developing strong policies for career and technical education (CTE) programs to promote rigor, including college- and career-ready graduation requirements for all students, integrated college and career pathways, partnerships with workforce partners, and clear public-reporting systems. This brief describes those state-level efforts and highlights individual CTE programs that are thriving across the state. [GlaxoSmithKline provided the funding for this report.]
Best of Both Worlds: How Massachusetts Vocational Schools Are Preparing Students for College and Careers
Author: Bayerl, Katie
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Vocational Schools,College Readiness,Career Readiness,Educational Policy,Academic Standards,Accountability,Capacity Building,Career Academies,Partnerships in Education,School Business Relationship,Caring,Interpersonal Relationship,Outcomes of Education,Academic Achievement,Certification,High Schools

&quot;Best of Both Worlds: How Massachusetts Vocational Schools are Preparing Students for College and Careers,&quot; highlights the state's policies that promote strong programming. Massachusetts encourages the completion of MassCore, the state's college- and career-ready course of study, incentivizes rigorous academic standards through school accountability measures, offers capacity-building support, and has fostered multiple workforce partnerships. The brief also showcases how several programs within the state are integrating real-world learning, foster caring relationships, and focus on continuous improvement in service of strong student outcomes.
Toolkit for Evaluating Alignment of Instructional and Assessment Materials to the Common Core State Standards
Author: Achieve, Inc.
Date: 2014-03-00
Type: Guides - Classroom - Teacher
Subjects: State Standards,Alignment (Education),Evaluation Criteria,Evaluation Methods,Instructional Material Evaluation,Partnerships in Education,Literacy,Elementary School Mathematics,Secondary School Mathematics,Scoring Rubrics,Check Lists,Item Analysis,Educational Research,Qualitative Research,Measures (Individuals),Literature,Statistical Analysis,Review (Reexamination),Educational Objectives,Relevance (Education),Program Descriptions,Educational Practices,Teaching Methods

In joint partnership, Achieve, The Council of Chief State School Officers, and Student Achievement Partners have developed a Toolkit for Evaluating the Alignment of Instructional and Assessment Materials to the Common Core State Standards (CCSS). The Toolkit is a set of interrelated, freely available instruments for evaluating alignment to the CCSS; each tool in the Toolkit supports the expectations in the CCSS and derives from the Publishers' Criteria for the Common Core State Standards. Following an introduction, this report provides: (1) An overview of what is in the toolkit; (2) Tools for evaluating alignment of instructional and assessment materials; and (3) Additional Resources for evaluating Alignment of Instructional Materials. The Publisher's Criteria for the Common Core State Standards is contained in the appendix. [For an expanded version of this report see ED554588.]
Evaluations Backgrounder: A Summary of Formal Evaluations of Afterschool Programs' Impact on Academics, Behavior, Safety and Family Life
Author: Afterschool Alliance
Date: 2015-03-00
Type: Reports - Research
Subjects: After School Programs,Youth Programs,Program Evaluation,Program Effectiveness,Accountability,Safety,Discipline,Attendance Patterns,Risk Management,Parent Participation,Literature Reviews,Child Behavior,Decision Making,Health Promotion,Prevention,Truancy,Achievement Tests,Scores,Grades (Scholastic),At Risk Students,Self Concept

Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before school, afterschool and summer learning programs, is needed to keep up with the growing demand. Parents and voters overwhelmingly support afterschool and want to see more afterschool opportunities for children and increased funding for programs. As public demand and need for afterschool have grown, so too has the demand for accountability. This is particularly true for afterschool programs that utilize public dollars. After all, where tax dollars flow, so must accountability to taxpayers. Fortunately for afterschool advocates, a steady stream of afterschool evaluations are showing important gains for children, not only in terms of academic achievement but also in terms of safety, discipline, attendance and avoidance of risky behaviors. In addition, researchers have found that afterschool programs encourage increased parental involvement, an important building block for student success. This updated evaluations backgrounder focuses on the impact of afterschool programs on academic outcomes, student behavior and parental concerns about children's safety. In reviewing the studies included in this backgrounder, a few key themes emerged. The data and conclusions from these studies suggest that quality afterschool programs have a positive impact on a number of measures of student academic achievement, positively affecting behavior and discipline and helping relieve parents' worries about their children's safety. Details and citation information for each study reviewed are included herein. The studies included are just a few of the numerous evaluations of afterschool programs completed in recent years.
Taking a Deeper Dive into Afterschool: Positive Outcomes and Promising Practices
Author: Afterschool Alliance
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: After School Programs,Outcomes of Education,Student Attitudes,Positive Attitudes,Learner Engagement,At Risk Students,Program Evaluation,Educational Practices,Best Practices,Academic Achievement,Scores,Grades (Scholastic),Graduation Rate,Enrollment,Program Descriptions,Program Design,Teacher Effectiveness,Partnerships in Education,Improvement

Over the past 15 years, knowledge of the afterschool field has grown substantially. A large body of evidence exists that confirms quality afterschool programs help children become more engaged in school, reduce their likelihood of taking part in at-risk behaviors or acting out in school, and help raise their academic performance. A greater emphasis on evidence-based practices has increased the number of evaluations of afterschool programs, which in turn has helped parents, educators, business leaders and policy makers alike to see the range of positive outcomes associated with participation in afterschool programs. The growth of afterschool program evaluation has also helped the afterschool field understand the elements of quality afterschool programs, spurring continuous improvements in programs and a growing sophistication of the field. The goal of this report was twofold: (1) to examine the role that afterschool programs play to support positive behavior, positive attitudes toward school and improved academic performance among children; and (2) to explore the afterschool program practices associated with positively influencing students in the aforementioned areas. To better understand promising practices in the afterschool field, this report is divided into three sections: (1) Exploring Outcomes--reviews outcomes associated with participation in afterschool programs, synthesizing high-quality evaluations of 10 afterschool programs--a majority of which employ a quasi-experimental or experimental design; (2) Promising Practices--steps out from the program level and explores research spanning hundreds of programs to present a summary of promising practices of afterschool programs, analyzing and distilling the findings into key components of quality programs; and (3) Promising Practices in Action--brings the focus back to the program level, linking the afterschool programs highlighted in Section I and the promising practices outlined in Section II. This last section provides specific examples of ways in which the afterschool programs employ each promising practice. An afterschool program evaluation chart is appended.
Effective Strategies for Engaging Faculty and Staff
Author: Achieving the Dream, Inc.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,College Faculty,Learner Engagement,Student Participation,Teacher Participation,Teaching Conditions,Intervention,Program Development,Faculty Workload,Incentives,Academic Persistence,Success

Community colleges are the pathways for millions of Americans to gain valuable education and to access career opportunities leading to family-sustaining wages. Faculty, student services staff, and administrators must share in the responsibility for student success if we are to meet national completion goals and reach even more students. During a three year initiative, 15 Achieving the Dream Leader Colleges embarked on an ambitious strategy to broaden faculty and staff engagement through the Walmart PRESS (Persistence, Retention, and Student Success) for Completion Grant. This document presents a summary of lessons the colleges learned through the faculty and staff engagement work.
PK-12 Public Educational Facilities Master Plan Evaluation Guide
Author: 21st Century School Fund
Date: 2011-00-00
Type: Tests/Questionnaires
Subjects: Educational Facilities Planning,Public Schools,Master Plans,School Districts,Expenditures,Real Estate,Site Selection,School Closing,Costs,Maintenance,Facilities Management,Construction (Process)

Proper planning of school facilities is critical for all school districts no matter how large or small, whether major construction is in the works or the district is managing enrollment declines. When school districts properly plan for their school facilities they have better schools, more public use and higher value for public spending. This evaluation guide was designed for superintendents and school boards that are called on to develop or sign off on plans, but who generally may not have extensive experience with educational facility planning. It can also be used to help community members participate in high quality educational facility planning. An Educational Facilities Master Plan is a written document that describes the school district's real estate and capital improvement requirements and its strategy and school specific plans for meeting these requirements over a 6-10 year period. On the real estate side, educational facility master plan elements will address the space needs for schools, administration and logistics, including proposed site selection, school closings and consolidations, attendance boundary changes, leasing, joint use and co-locations. On the capital improvement side, educational facility master plan elements will include: the justification, scope, schedule and estimated cost for major repairs, modernization and new construction.
Constructivist Instructional Design Models for Web-Based Adult Education
Author: Blodgett-McDeavitt, Cynthia
Date: 1998-11-21
Type: Speeches/Meeting Papers
Subjects: Constructivism (Learning),Student Centered Curriculum,Teaching Methods,Educational Technology,Cooperative Learning,Educational Strategies,Educational Environment,Web Based Instruction,Adult Education,Models,Instructional Design

Educators have long sought for ways to improve student learning. With the introduction of technology to the instructional setting, possibilities for finding new strategies to improve learning have been, and continue to be, explored. To make the leap to student-centered, technologically-mediated instruction requires exploration of both change in the teacher's understanding of how best to teach, as well as understanding the different dynamics of the technology-mediated learning setting. Learner-centered approaches to teaching, including situated or contextual learning, collaborative learning, and integrated theme-based instruction, are gaining advocates (Dirkx &amp; Prenger, 1997; Imel, 1991; Slavin, 1981). However, discussions continue as educators strive to resolve the tensions presented by changes in teaching practice and learning environments. Constructivism, Objectivism, Integrated Thematic Curricula, and Cognitive Flexibility Theory present design and theory frameworks that can move technology-mediated teaching and learning into the non-linear environment of the Web-based.
Formulating Mental Health Treatment Paridigms for Military Filipino Amerasians: A Social Work Education Challenge
Author: Kutschera, P. C.
Date: 2013-09-15
Type: Speeches/Meeting Papers
Subjects: Mental Health,Multiracial Persons,Asians,Foreign Countries,Social Work,Undergraduate Students,Knowledge Level,Intervention,Student Needs,Filipino Americans,Access to Health Care,Health Services,Cultural Relevance,Military Personnel,Learning Modules,Social Problems,Psychological Patterns,Social Bias

Virtually no formal treatment protocol exists for the health/mental health care of biracial Filipino Amerasians in the Philippines. Today this large group comprises a mostly socioeconomically at risk diaspora. A recent 3-year study found depression, elevated anxiety, joblessness, social isolation, substance and alcohol abuse, and housing insecurity, often traits among refugee and immigrants. An innovative social work practice course for the treatment of these core mental health issues for undergraduate students, originated at Systems Plus College Foundation, Angeles, Pampanga, Luzon, presents the knowledge needed for effective intervention strategies.