ethanporcaro/eric-fulltext-meta huggingface dataset:
Child Care Helps America Work and Learn. Issue No. 1
Author: Administration for Children and Families (DHHS)
Date: 2010-01-00
Type: Collected Works - Serial
Subjects: Low Income Groups,Child Care,Educational Improvement,Educational Quality,Enrollment Rate,Educational Opportunities,Poverty Programs,Financial Support,Federal Aid,Early Childhood Education,Scholarship Funds,Investment

&quot;Child Care Helps America Work and Learn&quot; is a new publication produced by the Child Care Bureau. This new series will highlight some of the many Recovery Act-funded child care success stories from communities across the country that illustrate how the Bureau is working toward the shared goal of supporting children and families. This issue of &quot;Child Care Helps America Work and Learn&quot; contains the following articles: (1) Recovery Act Increases Enrollment and Quality Improvement in ACF Region IV; (2) Tennessee Serves Thousands of Children Through the Recovery Act; (3) Recovery Funding Supports Direct Services to Low-income Families; (4) Florida Uses Recovery Act Funds for Early Learning Initiatives; and (5) CCDF Highlights in Region IV: Recovery Act Investments Enhance Child Care Across the Southeast.
Bridging the Gap: An Impact Study of Eight Developmental Summer Bridge Programs in Texas. Executive Summary
Author: Barnett, Elisabeth A.
Date: 2012-06-00
Type: Reports - Research
Subjects: Program Effectiveness,Outcomes of Education,High School Graduates,Academic Achievement,Summer Programs,College Preparation,Transitional Programs,Acceleration (Education),Knowledge Level,College Credits,Academic Persistence,College Students

Developmental summer bridge programs are a popular strategy for increasing college  readiness among recent high school graduates. Aimed at providing an alternative to  traditional developmental education, these programs provide accelerated and focused learning opportunities in order to help students acquire the knowledge and skills needed for college success. The current study uses an experimental design to evaluate the outcomes of eight developmental summer bridge programs offered in Texas during the summer of 2009. At each college, students who consented to participate in the study were randomly assigned to either a program group that was eligible to participate in a developmental summer bridge program or a control group that was eligible to use any other services that the college provided. Based on a program model developed by the Texas Higher Education Coordinating Board, the developmental summer bridge programs in this study included four common features: accelerated instruction in developmental math, reading, and/or writing; academic support; a &quot;college knowledge&quot; component; and the opportunity to earn a $400 stipend. After two years of follow-up, these are the main findings of this study: (1) The programs had no effect on the average number of credits attempted or earned. Program group and control group students attempted the same number of credits (30.3). Students in the program group earned an average of 19.4 credits, and students in the control group earned an average of 19.9 credits; the difference in their outcomes is not statistically significant; (2) The programs had an impact on first college-level course completion in math and writing that was evident in the year and a half following the program but no impact on first college-level course completion in reading during this same period. On average, students in the program group passed their first college-level math and writing courses at higher rates than students in the control group during this period. By the end of the two-year follow-up period, however, the differences between the two groups are no longer statistically significant; and (3) There is no evidence that the programs impacted persistence. During the two-year follow-up period, students in the program group enrolled in an average of 3.3 semesters, and students in the control group enrolled in an average of 3.4 semesters, a difference that is not statistically significant. (Contains 5 footnotes.) [This paper was written with Evan Weissman, Jedediah Teres, and Matthew Zeidenberg. For the full report, &quot;Bridging the Gap: An Impact Study of Eight Developmental Summer Bridge Programs in Texas,&quot; see ED533824.]
The Effects of Learning Communities for Students in Developmental Education: A Synthesis of Findings from Six Community Colleges
Author: Visher, Mary G.
Date: 2012-07-00
Type: Reports - Research
Subjects: Community Colleges,Developmental Programs,Communities of Practice,College Students,Comparative Analysis,College Credits,Academic Persistence,Student Personnel Services,Graduation Rate,Program Effectiveness,Outcomes of Education,Educational Policy,Student Characteristics,Eligibility,Academic Achievement,Program Implementation,Cost Effectiveness

In 2006, the National Center for Postsecondary Research, of which is MDRC is a partner, launched a demonstration of one-semester learning community programs at six colleges; five of these programs focused on developmental education. This is the final report from the project and includes findings from analyses that pool data across these five programs as well as the results for developmental education students at a sixth program at Kingsborough Community College, operated earlier under the Opening Doors demonstration. Across the six programs, almost 7,000 students were randomly assigned, about half into 174 learning communities, and tracked for three semesters. Key findings suggest that when compared with business as usual, one-semester learning communities in developmental education, on average, lead to: (1) A modest (half-credit) estimated impact on credits earned in the targeted subject (English or mathematics) but no impact on credits earned outside the targeted subject; (2) A modest (half-credit) estimated impact on total credits earned; and (3) No impact on persistence in college. The developmental education students in the Kingsborough program, which had some different features from the other five programs, including enhanced support services, showed somewhat larger results than the other sites in credits earned in the targeted subject. An MDRC report on the overall Kingsborough learning communities program, which served &quot;both&quot; developmental and college-ready students, shows a positive impact on degree attainment after six years. The graduation effect was driven primarily by students who had placed into college-level English, although there is also evidence that the program had a positive impact on long-term outcomes for students with the greatest developmental needs in English. Together, these evaluations suggest that, while most typical one-semester learning communities for developmental education students are not likely to lead to large effects on students' outcomes, a program with additional supports can have longer-term impacts for developmental students. Appended are: (1) Impact Analyses; (2) Supplementary Exhibits for Chapter 3; (3) Instructor Survey Details; (4) Cost Details; and (5) Supplementary Table for Chapter 5. Individual chapters contain footnotes. (Contains 25 tables, 10 figures and 2 boxes.) [This paper was written with Jedediah Teres and Kelley Fong. For &quot;The Effects of Learning Communities for Students in Developmental Education: A Synthesis of Findings from Six Community Colleges. Executive Summary,&quot; see ED533826.]
The Effects of Learning Communities for Students in Developmental Education: A Synthesis of Findings from Six Community Colleges. Executive Summary
Author: Visher, Mary G.
Date: 2012-07-00
Type: Reports - Research
Subjects: Community Colleges,Developmental Programs,Communities of Practice,College Students,Comparative Analysis,College Credits,Academic Persistence,Student Personnel Services,Graduation Rate,Program Effectiveness,Outcomes of Education

In 2006, the National Center for Postsecondary Research, of which is MDRC is a partner, launched a demonstration of one-semester learning community programs at six colleges; five of these programs focused on developmental education. This is the executive summary of the final report from the project and includes findings from analyses that pool data across these five programs as well as the results for developmental education students at a sixth program at Kingsborough Community College, operated earlier under the Opening Doors demonstration. Across the six programs, almost 7,000 students were randomly assigned, about half into 174 learning communities, and tracked for three semesters. Key findings suggest that when compared with business as usual, one-semester learning communities in developmental education, on average, lead to: (1) A modest (half-credit) estimated impact on credits earned in the targeted subject (English or mathematics) but no impact on credits earned outside the targeted subject; (2) A modest (half-credit) estimated impact on total credits earned; and (3) No impact on persistence in college. The developmental education students in the Kingsborough program, which had some different features from the other five programs, including enhanced support services, showed somewhat larger results than the other sites in credits earned in the targeted subject. An MDRC report on the overall Kingsborough learning communities program, which served both developmental and college-ready students, shows a positive impact on degree attainment after six years. The graduation effect was driven primarily by students who had placed into college-level English, although there is also evidence that the program had a positive impact on long-term outcomes for students with the greatest developmental needs in English. Together, these evaluations suggest that, while most typical one-semester learning communities for developmental education students are not likely to lead to large effects on students' outcomes, a program with additional supports can have longer-term impacts for developmental students. (Contains 2 figures and 8 footnotes.) [This paper was written with Jedediah Teres and Kelley Fong. For the full report, &quot;The Effects of Learning Communities for Students in Developmental Education: A Synthesis of Findings from Six Community Colleges,&quot; see ED533825.]
K-12 Education: Selected States and School Districts Cited Numerous Federal Requirements as Burdensome, While Recognizing Some Benefits. Report to Congressional Requesters. GAO-12-672
Author: Scott, George A.
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Federal Programs,Federal Aid,State Government,School Districts,Federal Legislation,Role,Federal Regulation,Accountability,Barriers,Time,Compliance (Legal),Difficulty Level,Data Collection,Information Dissemination,Agency Role,Educational Indicators,Lunch Programs,Stakeholders,Cost Effectiveness,Special Education,Individualized Education Programs

States and school districts receive funding through ESEA, IDEA, and national school meals programs. Some requirements for these programs are intended to help ensure program integrity and transparency, among other purposes, but questions have been raised about whether some federal requirements place an undue burden on states and school districts. GAO was asked to (1) describe federal requirements identified as the most burdensome by selected states and school districts and other stakeholders, (2) describe information states and school districts collect on the cost of complying with those requirements, and (3) assess federal efforts to reduce or eliminate burdensome requirements. We defined burdensome requirements as those that are viewed as complicated or duplicative, among other things. We interviewed officials in 3 states and 12 districts and obtained information on the costs to comply with selected requirements. While the results from these interviews are not generalizable, they provide insights into complying with federal requirements. We interviewed external education stakeholders and officials in the Departments of Education and Agriculture and the Office of Management and Budget. GAO recommends that the Secretary of Education take additional steps to address potentially duplicative reporting requirements, such as working with stakeholders to address their concerns, and develop legislative proposals to reduce unnecessarily burdensome statutory requirements. Education generally agreed with our recommendations. Appended are: (1) Description and Source of Requirements Identified as Burdensome by the State and School District Officials We Interviewed; (2) Comments from the U.S. Department of Education; and (3) GAO Contact and Staff Acknowledgments. (Contains 2 tables, 2 figures and 40 footnotes.)
Navigating Change and Transformation in Collection Development
Author: Kleszynski, Margaret A.
Date: 2012-06-25
Type: Information Analyses
Subjects: Academic Libraries,Library Services,Technological Advancement,Context Effect,Futures (of Society),Influence of Technology,Change,Prediction,Electronic Publishing,Electronic Libraries,Information Networks,Research Needs,Multimedia Materials,Librarian Teacher Cooperation,College Faculty

For nearly two decades, librarians have been noting and writing about transformational change in collection development and subsequently predicting future directions for libraries in terms of building digital collections.  This paradigm shift caused by the incorporation of more and more electronic resources into existing library collections and the profound impact on collection development decisions by this incorporation were predicted by many authors in the library literature.  Through a literature review and a survey, transformation of traditional print collection development and acquisitions as they are impacted by academic libraries' movements toward collections in electronic formats were investigated.
Forum Guide to Supporting Data Access for Researchers: A State Education Agency Perspective. NFES 2012-809
Author: National Forum on Education Statistics (ED)
Date: 2012-07-00
Type: Guides - Non-Classroom
Subjects: Access to Information,Data,Educational Researchers,State Departments of Education,Agency Cooperation,Best Practices

This document recommends a set of &quot;core&quot; practices, operations, and templates that can be adopted and adapted by state education agencies (SEAs) as they consider how to respond to requests for data about the education enterprise, including data maintained in longitudinal data systems. These recommendations reflect core practices and principles for managing the flow of data requests, establishing response priorities, monitoring appropriate use, protecting privacy, and ensuring that research efforts are beneficial to the education agency as well as the research community. It should be noted that a corollary, but significant, benefit to &quot;best practice&quot; data sharing is improved relationships between SEAs and the colleges, universities, and policy organizations that frequently employ education researchers. The primary audiences for this document are data policymakers and managers in SEAs who are generally responsible for managing and responding to requests for data. An additional important audience for this resource is the research community that submits data requests to SEAs. Data requests come from diverse sources, ranging from members of the research community to advocacy organizations, the media, the public, and other parties interested in education data. This document is intended to help SEAs determine whether and how to voluntarily fulfill requests from researchers for access to education data, including confidential or otherwise restricted data. It does not focus on recommendations for dealing with requests for publicly available data, Freedom of Information Act requests, or requests  from legislators or other stakeholders who may be in a position to require a response from the SEA. Although this document focuses on SEAs, other stakeholders, including staff in local education agencies (LEAs), may wish to consider adapting components of these core practices to suit their needs. Appended are: (1) State Education Research Data Centers; (2) Preliminary Research Request Template; (3) Full Research Request Template; (4) Data-Sharing Agreement Template; (5) Agreement Modification Template; (6) Personal Access Agreement Template; (7) Data Destruction Certification Template; and (8) Related Forum and NCES Resources. (Contains 10 footnotes.) [This publication was prepared in part with Quality Information Partners, Inc.]
Forum Guide to Facilities Information Management: A Resource for State and Local Education Agencies. NFES 2012-808
Author: National Forum on Education Statistics (ED)
Date: 2012-03-00
Type: Guides - Non-Classroom
Subjects: Educational Facilities,Facilities Management,Information Management,Management Information Systems,Public Schools,Charter Schools,Planning,Data,Coding

Safe and secure facilities that foster learning are crucial to providing quality education services, and developing and maintaining these facilities requires considerable resources and organization. Facility information systems allow education organizations to collect and manage data that can be used to inform and guide decisionmaking about the utility, efficiency, safety, and adequacy of school facilities. High-quality, timely data can be used to compare school facilities; inform decisions relating to school funding, design, renovation, and infrastructure improvements; and prioritize resources. Facilities data can also be linked with other education systems to better understand the effects of school environment on learning. This guide is intended to provide a framework for collecting, evaluating, and maintaining education facilities data. It is written to help staff in state and local education agencies, and in public charter schools, design school facility information systems that support policy- and decisionmaking; management and operation; capital budgeting and project management; public participation in school  facilities planning; and the integration of facilities data into other education and municipal data sets. Best practices are given for the design, development, implementation, and use of facilities management information systems, along with a list of standard data elements. These elements can be used to develop indicators for measuring and comparing the quality of education facilities; and, in turn, answering  policy questions and informing new education policies. Appended are: (1) Definitions of Newly Proposed Facilities-Related Data Elements and Coding Options; (2) References; and (3) Resources and Connections. (Contains 5 tables.)
High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? NCPR Brief
Author: Speroni, Cecilia
Date: 2012-01-00
Type: Reports - Research
Subjects: Evidence,High Schools,Student Placement,Grade Point Average,Eligibility,Graduation,Program Effectiveness,Algebra,Enrollment Trends,Graduation Rate,Dual Enrollment,High School Students,Enrollment,Outcomes of Education,College Mathematics,Course Selection (Students),Quasiexperimental Design,Regression (Statistics)

The current study constitutes the first attempt to use a quasi-experimental method--the regression discontinuity (RD) design--to gauge the causal effect of dual enrollment (DE) on students' academic outcomes. Since dual enrollment can encompass a wide range of experiences, two separate analyses were performed. The first evaluates the impact of enrolling in any academic DE course using GPA as the eligibility criterion. Henceforth, this analysis is referred to as the effect of DE-basic. The second evaluates the impact of a particularly challenging and popular DE course, college algebra, which requires that students have a minimum score on a college placement test (CPT) in addition to meeting the GPA requirement. This analysis is referred to as the effect of DE-algebra. Outcomes of interest included high school graduation, two- or four-year college enrollment, and associate or bachelor's degree attainment. Overall, based on data from the 2000-01 and 2001-02 high school graduating cohorts in selected Florida counties, there is little indication that simply taking dual enrollment increased the likelihood of high school graduation, college enrollment, or college completion for students on the margin of eligibility. However, this analysis encompasses a wide range of dual enrollment course experiences. Focusing the analysis on dual enrollment algebra reveals that participating students were significantly more likely than similar nonparticipating students to enroll in college and obtain a degree. From a policy perspective, the current study provides credible evidence that dual enrollment programs can play a significant role in improving students' college access and success. It also highlights that factors such as the subject area, quality, or level of difficulty of the dual enrollment experience should be taken into account when expanding these programs with the objective of addressing the needs of high school students as they transition to postsecondary education. Districts and colleges should consider tracking outcomes for dual enrollment students and using the data they obtain to guide them as they adjust program structure for maximum impact. [For &quot;High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? An NCPR Working Paper,&quot; see ED527527.]
Replacing Remediation with Readiness. An NCPR Working Paper
Author: Conley, David T.
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Knowledge Base for Teaching,Remedial Instruction,Student Evaluation,Evaluation Methods,College Students,School Readiness,Profiles,Student Characteristics,High School Students,Student Placement,Data Analysis,Student Needs,Models,Barriers

This paper critically examines traditional means of assessing college students' need for remediation and suggests as a replacement an expanded definition of college readiness, where readiness is more complex than rudimentary content knowledge and more multifaceted than a single cut point. The paper presents and explains four dimensions of readiness that should be assessed, considers types of additional measures and methods needed to collect such information, offers a model for a student profile that captures and communicates this richer information, suggests some of the ways this information might be put to use by schools and students and the changes that would result from doing so, and considers the challenges involved in doing so. (Contains 2 tables and 3 footnotes.)
Video-Based Supplemental Instruction as an Alternative to Traditional Developmental Courses. An NCPR Working Paper
Author: Wilcox, F. Kim
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Video Technology,Delivery Systems,Developmental Programs,Academic Achievement,Teaching Methods,Nontraditional Education,Achievement Gains,Tutoring,Peer Teaching,Supplementary Education,Program Effectiveness,Grades (Scholastic),Standardized Tests

Video-based supplemental instruction (VSI) is a non-traditional course delivery system designed to improve developmental students' academic performance in difficult courses that typically have high failure and withdrawal rates. This paper describes the VSI model and examines data from VSI applications. (Contains 12 figures.)