ethanporcaro/eric-fulltext-meta huggingface dataset:
Caring and Motivating Middle School Classrooms. Issue Brief
Author: Strobel, Karen
Date: 2012-02-00
Type: Reports - Research
Subjects: Student Attitudes,Caring,Middle School Students,Student Motivation,Altruism,Student Experience,Classroom Techniques,Teaching Methods,Equal Education,Social Justice,Prediction,Academic Achievement,Age Differences,Mathematics Skills

Since 2009, the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University has worked in partnership with the Redwood City School District (RCSD) to gain a deeper understanding of classroom practices that promote motivation and achievement in middle school. Each spring, all middle school students in the district complete a survey about their motivational beliefs and their classroom experiences. The 2011 survey incorporated a new set of questions designed to capture students' perceptions of classroom practices that convey care and support. This focus emerged from conversations with teachers and administrators and reflects RCSD's commitment to building supportive classroom communities that emphasize effort and improvement. This research suggests that all middle school students in the district can benefit from practices that communicate care for students as individuals and as a group of learners regardless of their gender, ethnicity, income level or academic history. These practices have the potential to launch students on a positive academic pathway by cultivating a belief system that encourages students to engage and persist with their learning. Moreover, students appear to be responsive to a range of strategies for communicating care and support for their learning. To summarize, these analyses highlight the following key findings: (1) Motivational beliefs consistently predict achievement; (2) Care can be conveyed to students through multiple approaches; (3) Seventh grade marks a dip in students' perceptions of care; and (4) Perceptions of care vary according to students' proficiency levels in math. (Contains 4 figures and 4 footnotes.) [Additional funding for this paper was provided by the John and Terry Levin Fund for Improving K-12 Education.]
Building Effective Learning Environments in California's Continuation High Schools. Issue Brief
Author: Bush, Susan C.
Date: 2012-02-00
Type: Reports - Research
Subjects: Academic Achievement,Learner Engagement,Outcome Measures,Outcomes of Education,Nontraditional Education,High Schools,Continuation Students,Difficulty Level,Principals,Secondary School Teachers,Educational Finance,Financial Support,Educational Objectives,Goal Orientation,Educational Environment,Educational Administration,Repetition,Required Courses,Curriculum Design,Instructional Design,School Districts,Program Implementation

This issue brief is part of a larger study of California continuation high schools begun in 2007. While the first phase of the study examined various alternative education options throughout the state, this second phase focused on 23 higher performing continuation high schools in California selected based on multiple student outcome measures. This issue brief is specifically intended to reach the community of school-based practitioners and district level policymakers, seeking to better understand alternative schooling for over-aged and under-credited youth. During the first phase of the study, teachers discussed their struggle in balancing student engagement with academic rigor of instruction for this unique population of students. These teachers called out for increased research on the unique context and better practices of continuation high school instruction. To that end, this paper highlights creative work-arounds that successful continuation schools, principals, and teachers implement to serve this unique population of students, despite highly restricted state funding. In particular, this paper emphasizes the importance of operationally aligning these practices to balance competing objectives (e.g., vocational vs. college preparatory programs). (Contains 4 figures and 3 footnotes.)
English Articulation between the San Francisco Unified School District and the City College of San Francisco. Youth Data Archive Issue Brief
Author: Gurantz, Oded
Date: 2012-02-00
Type: Reports - Research
Subjects: Articulation (Education),College School Cooperation,Disproportionate Representation,Progress Monitoring,English Curriculum,English Instruction,Student Placement,Predictive Validity,Predictive Measurement,Language Proficiency,College Entrance Examinations,Exit Examinations,Student Characteristics,Achievement Tests,Performance Based Assessment,Grade Point Average,Comparative Analysis,Comparative Testing,College Readiness,College Preparation,Alignment (Education),Partnerships in Education

San Francisco's Bridge to Success (BtS) initiative brings together the City and County of San Francisco, the San Francisco Unified School District (SFUSD), the City College of San Francisco (CCSF), and key community organizations to promote postsecondary success for underrepresented students. Various working groups, each comprised of staff from both SFUSD and CCSF and focused on a different part of students' educational trajectories, can request cross-agency analyses from the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University to help make policy or programmatic changes to improve youth outcomes. At the request of BtS leadership and the English teaching team, the JGC used its Youth Data Archive to examine the relationship between students' high school English performance at SFUSD and their performance on CCSF's English placement test for incoming students. This analysis found that common measures of students' academic preparation in high school, such as GPA (Grade Point Average), CST (California Standards Test) proficiency levels (e.g. Proficient or Advanced), and EAP (Early Assessment Program) results, did not accurately predict placement into college-level English at CCSF. A key issue is that misalignment between CCSF's English placement exam and the CST, which tests high school state standards, can leave high school students unclear as to whether they are on-track for college-level coursework. The few students who placed into college-level English at CCSF are those who scored in the upper range of the Advanced proficiency level on the CST ELA exam in 11th grade. (Contains 6 exhibits and 4 footnotes.)
Truancy and Chronic Absence in Redwood City. Youth Data Archive Issue Brief
Author: Sanchez, Monika
Date: 2012-04-00
Type: Reports - Research
Subjects: Dropouts,Truancy,Attendance Patterns,School Districts,Age Differences,Racial Differences,Parents,Educational Attainment,Student Characteristics,At Risk Students,Special Education,English (Second Language),Low Income Groups,Suspension,Social Services,Grade Point Average,Standardized Tests,Scores,Correlation

When students are not in school, they miss the opportunity to grow academically, socially, and emotionally. These skills are critical for continued success in school, in the community, and onward into adulthood. Students with low attendance have been shown to be at heightened risk of high school dropout, as well as other potentially deleterious behavior. For these reasons, the issues of truancy--when students have repeated, unexcused absences--and chronic absenteeism--when students repeatedly miss school for any reason--are receiving increased attention in communities, schools, and with parents. At the request of the Redwood City 2020 Cabinet, the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University conducted an analysis to study truancy and chronic absenteeism among Redwood City students. Through the Youth Data Archive (YDA)--a JGC initiative that links administrative data on individual youth across settings to collectively examine questions that agencies could not answer alone--researchers linked data from Redwood City School District (RCSD), Sequoia Union High School District (SUHSD), and San Mateo County Human Services Agency (HSA). With these data, researchers examine the extent to which truancy and chronic absenteeism are present in the greater Redwood City area, and to explore the causes, consequences, and correlates of absenteeism that may be present in the community. Findings from this analysis show that kindergarteners had the highest rates of chronic absence in the two school districts, which may point to the need for interventions targeted both at students entering school for the first time and their parents; students who were chronically absent were more likely to repeat their chronically absent behavior in subsequent grades, underscoring the importance of early intervention; and students with excessive absences were found to have lower achievement on both the math and English Language Arts California Standards Test. (Contains 11 exhibits and 4 footnotes.) [This research was funded by the Redwood City 2020.]
Developing Early Warning Indicators for the San Francisco Unified School District. Youth Data Archive Issue Brief
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2011-06-00
Type: Reports - Research
Subjects: Grade Point Average,Summer Programs,School Districts,Graduation Rate,Grade 8,Grade 9,School Community Relationship,College School Cooperation,Partnerships in Education,At Risk Students,Transitional Programs,High Schools,Attendance Patterns,Graduation,Educational Indicators,Gender Differences,Racial Differences

San Francisco's Bridge to Success (BtS) initiative brings together the City and County of San Francisco, the San Francisco Unified School District (SFUSD), the City College of San Francisco (CCSF), and key community organizations to promote postsecondary success for underrepresented students. Partners agree that the first step in achieving this goal is to ensure that more students are graduating from high school in a timely manner. One strategy that can be employed to accomplish this is the development of a set of indicators for an Early Warning System (EWS) that identifies students who are at risk of not graduating as early as eighth or ninth grade in order to provide them with extra supports to help move them back on track. Conversations between SFUSD staff and researchers from the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University have led to the proposed development of a three-part monitoring system that: (1) Identifies students at the end of the first semester of eighth grade who may benefit from participation in a summer program that helps them transition into high school; (2) Helps high schools identify incoming ninth grade students who might benefit from additional supports; and (3) Monitors students during ninth grade to ensure that they stay on track for high school graduation. This research brief focuses on the development of indicators for the first two parts of the EWS. Analysis identified two eighth grade indicators that were most predictive of high school graduation--GPA (grade point average) and attendance rate--though the final cutoff points selected differed between the first semester of eighth grade and the end of the year. SFUSD and JGC have begun to co-develop a system of indicators for part three to ensure students stay on track during ninth grade. (Contains 7 exhibits and 5 footnotes.) [Additional funding for this paper was provided by the San Francisco's Transitional Age Youth Initiative.]
Reproducing Gender Inequality: A Critical Discourse Analysis of a Turkish Adult Literacy Textbook. Research Brief #7
Author: Gungor, Ramazan
Date: 2011-01-00
Type: Reports - Research
Subjects: Females,Adult Literacy,Gender Bias,Sexual Identity,Foreign Countries,Discourse Analysis,Males,Femininity,Masculinity,Textbooks,Textbook Evaluation,Social Influences,Social Bias,Textbook Content,Stereotypes,Sex Role,Parents

Adult education curricula such as literacy textbooks present blueprints for living, including different ways of being and relating as men and women. However, educators and scholars seldom consider the underlying assumptions about gender in literacy workbooks, especially in international settings. This study used Critical Discourse Analysis (CDA) to examine how a new, prominent adult literacy textbook in Turkey depicted male and female identities. The textbook promoted two main gender Discourses, or sets of ideas and values. The normative parenting Discourse suggested that mothers are chiefly responsible for childrearing and caretaking and that fathers are responsible for discipline. The sexual division of labor Discourse depicted men mainly in the public, outside world and women in the private, domestic sphere. By reinforcing dominant ideas of masculinity and femininity, the text implies that these roles--and gender inequities--are normal and desirable. (Contains 2 figures and 1 endnote.)
Building and Using Coordinated State Early Care and Education Data Systems: A Framework for State Policymakers
Author: Early Childhood Data Collaborative (ECDC)
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Database Management Systems,Systems Building,Systems Development,Data,Early Childhood Education,Educational Policy,Fundamental Concepts,Capacity Building,Management Information Systems,Progress Monitoring,Early Experience,State Action,State Policy,Strategic Planning,Needs Assessment,Access to Information,Knowledge Management,Cooperative Programs,Partnerships in Education,Shared Resources and Services,Educational Needs

State policymakers are increasingly focused on closing the achievement gap and preparing all students to succeed in school and in life. However, college and career readiness begins long before students enter high school or even a classroom. Differences in children's abilities appear as early as the first year of life, and research has shown that targeted interventions during the early childhood years can narrow the "school readiness gap." Accurate, timely and quality early care and education (ECE) data are necessary to inform policy decisions; guide the daily work of ECE professionals; and support coordination among ECE programs, the K-12 system, and other systems that serve young children and their families. To support state policymakers' efforts to build and use coordinated ECE data systems, seven national organizations established the Early Childhood Data Collaborative (ECDC). After identifying the critical policy questions confronting state policymakers, the ECDC identified 10 Fundamentals of coordinated state ECE data systems. The 10 ECE Fundamentals will increase the capacity of state policymakers and other stakeholders to answer critical questions about policy and practice, but that is only the beginning. To fully realize the potential of coordinated state ECE data systems, state policymakers need to establish policies, practices and structures that ensure appropriate access and help stakeholders use data effectively to guide decisionmaking. Early Childhood Data Collaborative Stakeholder Outreach is appended. (Contains 5 notes.)
10 Fundamentals of Coordinated State Early Care and Education Data Systems: Inaugural State Analysis
Author: Early Childhood Data Collaborative (ECDC)
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Fundamental Concepts,State Policy,State Standards,Early Childhood Education,Stakeholders,Access to Information,Management Information Systems,Comprehensive Guidance,Systems Development,Systems Analysis,Total Quality Management,Data Collection,Evaluation Utilization,Information Utilization,Decision Making

State policymakers are increasingly focused on closing the achievement gap and preparing all students to succeed in school and life. However, college and career readiness begins long before students enter high school or even a classroom. Differences in children's abilities appear as early as the first year of life, and research has shown that targeted interventions during the early childhood years can narrow the "school readiness gap." By ensuring that data are accessible and stakeholders have the capacity to use data appropriately, coordinated state early care and education (ECE) data systems will promote data-driven decisionmaking to improve the quality of ECE programs and the workforce, increase access to high-quality ECE programs and, ultimately, improve child outcomes. The 10 ECE Fundamentals outlined here provide the foundation for answering the critical questions that policymakers seek to answer. By taking these steps, states will ensure that stakeholders, from policymakers to parents, have access to the types of information that will allow them to make informed decisions. (Contains 4 footnotes.)
Minimum Standards for Education: Preparedness, Response, Recovery
Author: Inter-Agency Network for Education in Emergencies (INEE)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Emergency Programs,Access to Education,Conflict,Civil Rights,Child Development,Standards,Program Effectiveness,Program Development,Global Approach,Violence,Guidelines,Crisis Management,Refugees,Financial Support,Peace,Risk Assessment,Gender Issues,Context Effect,Capacity Building,Program Evaluation,Educational Environment,Teachers,Educational Policy,International Organizations,Nonformal Education,Adult Education,Higher Education,Vocational Education,Educational Opportunities

Education in emergencies comprises learning opportunities for all ages. It encompasses early childhood development, primary, secondary, non-formal, technical, vocational, higher and adult education. In emergency situations through to recovery, quality education provides physical, psychosocial and cognitive protection that can sustain and save lives. Education in emergencies ensures dignity and sustains life by offering safe spaces for learning, where children and youth who need other assistance can be identified and supported. Quality education saves lives by providing physical protection from the dangers and exploitation of a crisis environment. However, education's life-sustaining and life-saving role has been recognised and the inclusion of education within humanitarian response is now considered critical. Education is an integral part of the planning and provision of humanitarian response, which goes beyond providing immediate relief. Coordination and collaboration between education and other emergency sectors are essential for an effective response that addresses the rights and needs of all learners. This is reflected in the Sphere-INEE Companionship Agreement and the work of the Inter-Agency Standing Committee (IASC)'s Education Cluster. This Inter-Agency Network for Education in Emergencies (INEE) Minimum Standards Handbook contains 19 standards, each with accompanying key actions and guidance notes. This handbook aims to enhance the quality of educational preparedness, response and recovery, increase access to safe and relevant learning opportunities and ensure accountability in providing these services. The focus of the INEE Minimum Standards Handbook is on ensuring quality, coordinated humanitarian response: meeting the educational rights and needs of people affected by disaster through processes that assert their dignity. Appended are: (1) Glossary; (2) Acronyms; (3) Index; and (4) Feedback Form.
An Evaluation of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction: A Uganda Case Study
Author: Karpinska, Zuki
Date: 2008-06-00
Type: Reports - Research
Subjects: Evidence,Program Effectiveness,Stakeholders,Child Welfare,Best Practices,Foreign Countries,Standards,Questionnaires,Interviews,Mixed Methods Research,International Organizations,Agencies,Knowledge Level,Program Implementation,Information Utilization,Emergency Programs,Intervention,Access to Education,Educational Quality,Conflict,War,Educational Policy,Refugees,Context Effect,Financial Support,Crisis Management,Advocacy

A year and a half after the launch of the &quot;INEE Minimum Standards&quot; in December 2004, a small baseline study suggested that awareness of the existence of the handbook among educational stakeholders in Uganda was low; in addition, the study found no instance of utilization of the handbook. The present report contains the findings of a study undertaken in 2008, which examined the current levels of awareness, utilization, institutionalization, and impact of the &quot;INEE Minimum Standards&quot; in Uganda. Approximately two-thirds of the 86 study participants--who comprised representatives of a range of institutions involved in the planning and implementation of educational interventions--were aware of the existence of the &quot;INEE Minimum Standards&quot; handbook. 20% of study participants reported using the &quot;INEE Minimum Standards&quot; handbook in their work. Only two institutions were found to have formally adopted the &quot;INEE Minimum Standards&quot; in their policies and procedures; in both these institutions, training staff on the handbook is a priority. Little evidence was found on the impact of the &quot;INEE Minimum Standards&quot; handbook in Uganda. Although the &quot;INEE Minimum Standards&quot; are an articulation of best practice in the field of education, more research is needed to determine the level of direct impact, since programming guidance comes from a variety of sources. Appended are: (1) Questionnaire; (2) Select Findings from the Questionnaire; and (3) Basic Facts about Uganda. (Contains 33 footnotes.)
Fulfilling the Compact: Building a Breakthrough, Results-Driven Public Charter School Sector
Author: Ableidinger, Joe
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Charter Schools,Position Papers,Stakeholders,Governance,Models,Educational Trends,Public Education,Educational Quality,Accountability,Financial Support,Outcomes of Education

In 2005, the Task Force on Charter School Quality and Accountability issued &quot;Renewing the Compact,&quot; a position statement for the charter school sector that presented recommendations for achieving the goals of growth and quality. This report evaluates the sector's progress on those goals and recommends bold actions to capitalize on its successes while confronting persistent challenges. By taking these bold actions now, critical stakeholders can build a breakthrough sector and create a results-driven culture, which will improve the impact of charter schools on student outcomes and the education system. Appended are: (1) Seven Principles of Quality Chartering, from Original &quot;Renewing the Compact&quot; Position Statement; (2) Reflections and Recommendations from Original &quot;Renewing the Compact&quot; Position Statement; (3) Research Framework; (4) List of Key Resources; (5) List of Interviewees; and (6) How the Charter Sector Can Transform Public Education. (Contains 26 endnotes.) [This report was prepared for the National Alliance for Public Charter Schools by Public Impact.]