ethanporcaro/eric-fulltext-meta huggingface dataset:
Tests and Cut Scores Used for Student Placement in Postsecondary Education: Fall 2011
Author: Fields, Ray
Date: 2012-11-00
Type: Reports - Research
Subjects: Academic Achievement,Data Collection,Information Dissemination,Grade 4,Grade 8,Grade 12,Educational Research,High School Seniors,Career Readiness,College Readiness,Student Placement,Postsecondary Education,Standardized Tests,National Competency Tests,Cutting Scores,Program Effectiveness,Governing Boards,Job Training

The National Assessment Governing Board (NAGB) oversees and sets policy for the National Assessment of Educational Progress (NAEP). Since 1969, NAEP has provided information to the public on the achievement of the nation's elementary and secondary students at grades 4, 8, and 12. As the only continuing measure of student achievement at grade 12, NAEP is uniquely positioned to report on the academic preparedness of 12th graders for college and job training. To transform NAEP into a valid indicator of 12th grade academic preparedness, NAGB is conducting a comprehensive program of research. The fall 2011 survey of postsecondary education institutions' use of tests and cut scores in college placement is one component of this larger research program. The survey's central two-part research question is: (1) Which national standardized tests are used by postsecondary education institutions to determine the need of entry-level students for remedial/developmental instruction in reading or mathematics?; and (2) What are the cut scores on those national standardized tests below which students are deemed to need remedial/developmental instruction in reading or mathematics and at or above which students would be just academically qualified for entry-level credit-bearing college courses? NAGB contracted with Westat to conduct the survey with a nationally representative sample of 2-year and 4-year public and private (both for-profit and not-for-profit) postsecondary education institutions. Slightly different survey forms were developed for 2-year and 4-year institutions. In August 2011, Westat contacted the office of the president at each sampled institution to identify the appropriate respondent and sent survey materials to these individuals. Follow-up for survey recruitment, nonresponse, and data clarification was conducted via telephone and email by experienced interviewers from September 2011 through January 2012. Appended are: (1) Westat Technical Report; (2) Standard Error Tables; and (3) Additional Tables. (Contains 26 tables and 11 footnotes.)
Youth Voices: The WorkReady Experience
Author: Philadelphia Youth Network
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Academic Support Services,Employment Opportunities,Work Experience,Service Learning,Young Adults,Phenomenology,Internship Programs,Work Experience Programs,Student Employment,Developmental Studies Programs,Program Descriptions,Participant Satisfaction,Youth Opportunities,Youth Programs,Adolescent Attitudes,Job Skills,Skill Development

WorkReady programs offer young Philadelphians not only their first job, but skills for success. Young people who work during high school often master valuable skills that can help them do better in high school and college; learn new things that open their eyes to career possibilities; and earn more money later in life. When young people learn how to become better employees, entrepreneurs and leaders, we are all better off as a city and as a society. Through providing financial and administrative support while simultaneously holding contractors to high standards, WorkReady programs strengthen all interested parties--including employers, direct service providers, schools, neighborhoods and the young people themselves. WorkReady employment opportunities are incredibly diverse. There are five types of WorkReady programs in this report: internships, work experience, academic support, service learning, and year-round. Last year, 7,898 young Philadelphians participated in WorkReady programs at over 700 different worksites. This report provides eighteen first-hand perspectives on ten WorkReady sites. (Contains 2 footnotes.)
More than A Summer Job: WorkReady 2009 Report
Author: Philadelphia Youth Network
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Enrichment,Private Sector,Young Adults,Youth Programs,Youth Employment,Summer Programs,Adolescents,Labor Force Development,Community Organizations,Philanthropic Foundations,Career Development,Employment Opportunities

WorkReady Philadelphia is the City's comprehensive approach to youth workforce development. Since its founding in 2003, the initiative's efforts have leveraged funds from a variety of sources to significantly expand available opportunities for Philadelphia's youth. The WorkReady Philadelphia system aligns the efforts of the private sector, government, the School District of Philadelphia, foundations and community-based organizations to provide career preparation, academic enrichment, college exposure and work readiness training for youth ages 14-24, through year-round and summer-only programs. This summer, WorkReady benefited from the passage of the American Recovery and Reinvestment Act (ARRA), also known as the &quot;stimulus package,&quot; which allocated funds for youth employment. As a result, more young people than ever were able to participate in a WorkReady experience. ARRA also increased the maximum age of the youth served through WorkReady from 21 to 24. During Summer 2009, WorkReady Philadelphia programs provided 8,500 young people throughout the Philadelphia region with six weeks of high-quality, work-related experiences. The work environments where youth participants were placed were incredibly diverse, ranging from universities to museums to corporate offices. In addition to being exposed to the world of work, youth were able to gain skills, explore careers and connect with positive adults. When young people learn how to become better employees, entrepreneurs and leaders, we are all better off as a City and as a society. WorkReady Philadelphia is more than a set of programs. It is a broad system and an effective investment vehicle. It is a powerful representation of an unwavering commitment to youth and to the educational and economic success of the region. This report provides participation data, personal accounts and system-wide information from WorkReady Summer 2009.
Elements of Success: WorkReady Philadelphia Program Year 2011-2012 Report
Author: Philadelphia Youth Network
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Models,Young Adults,Partnerships in Education,Success,Youth Opportunities,Holistic Approach,Program Descriptions,Employers,Stakeholders,Individual Characteristics,Institutional Characteristics,Participant Characteristics,Delivery Systems,Donors,Systems Analysis,Cognitive Mapping,Investment,Annual Reports

What does it take to deliver WorkReady Philadelphia's high-quality career-connected programming? In short, it's all about the &quot;elements&quot;--those essential components of the system that combine to produce success for young people. This 2011-12 WorkReady report reinforces this theme by using visual aspects of the &quot;Periodic Table of Elements&quot;, which was created to describe how groups of chemical elements behave and interact with one another. Similarly, &quot;Elements of Success&quot; describes how key aspects of the overall WorkReady system combine and interact to create opportunities for Philadelphia young people. That is, it takes several &quot;elements&quot;--investors, program models, youth-serving organizations, and young people, themselves--working together to realize &quot;successful WorkReady programming&quot;. Like the strong chemical bonds that create the molecules, crystals, metals and gasses that form a physical environment, the connections between and among the elements of the WorkReady system serve to create powerful new opportunities that can open new worlds of possibility for Philadelphia young people. In addition to describing the work of key partners and the models they've helped to establish, this year's report presents a wide range of data on the experiences of young people participating in WorkReady and highlights their outcomes.
Texas Study of Students at Risk: Efficacy of Grants Supporting Academic Success from Elementary through High School
Author: Shapley, Kelly
Date: 2004-10-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,At Risk Students,Student Participation,Grants,Case Studies,Site Selection,Program Evaluation,Program Effectiveness,Grade 9,Reading Achievement,Mathematics Achievement,State Programs,After School Programs,School Districts

The Texas Study of Students at Risk (TxSSAR) is a comprehensive evaluation examining the effectiveness of three state-level programs with the common goal of helping students at risk of failure to achieve academically. The study comprises investigations of the Optional Extended Year Program (OEYP), the Texas After School Initiative (TASI), and the Ninth Grade Success Initiative (NGSI), and case studies of districts that received NGSI grants. The evaluation covers a four-year period between the 1999-2000 and 2002-03 school years. Appended are: (1) Theory of Change Model for the NGSI/TASI/OEYP Evaluation; (2) Estimating TASI and NGSI Student Participation; (3) TAAS Reading and Mathematics Passing Rates by Grade; and (4) Case Study Site Selection Indicators. (Contains 97 tables and 19 figures.) [For executive summary, &quot;Texas Study of Students at Risk: Efficacy of Grants Supporting Academic Success from Elementary through High School,&quot; see ED538140.]
Evaluation of New Texas Charter Schools: Second Interim Report (2007-10). Executive Summary
Author: Maloney, Catherine
Date: 2011-02-00
Type: Reports - Research
Subjects: Charter Schools,Institutional Characteristics,Enrollment,Salaries,Student Characteristics,School Demography,Teacher Characteristics,Educational Finance,Grants,Resource Allocation,Educational Planning,Teacher Recruitment,Student Recruitment,School Community Relationship,Educational Facilities,College Preparation,Educational Benefits,School Effectiveness,Academic Achievement

The Texas Education Agency (TEA) was awarded Charter School Program (CSP) funding in 2007, and specified that the required evaluation would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. TEA categorizes charter schools in terms of &quot;generations&quot; that roughly align with the years in which schools are first authorized to serve students as charter schools, which frames the evaluation in terms of Generation 11 (2006-07), Generation 12 (2007-08), Generation 13 (2008-09), and Generation 14 (2009-10) charter schools. The evaluation examines how new charter school operators plan and implement their programs. The evaluation will produce three reports--two interim reports (spring 2009 and winter 2011) and a final report in spring 2011. This is the evaluation's second interim report. It presents findings for Research Questions 1 through 5 drawn from data collected from Generation 11, 12, and 13 charter schools, and includes analyses based on TEA's Public Education Information Management System (PEIMS), Academic Excellence Indicator System (AEIS), and Texas Assessment of Knowledge and Skills (TAKS) data. The report also includes the results of spring 2009 surveys of principals, teachers, and students in Generation 11, 12, and 13 charter schools, and the parents of students attending such schools, as well as information collected during site visits to a set of seven Generation 13 charter schools during the 2008-09 school year. Site visits included interviews with school administrators, focus group discussions with teachers, students, and board members, as well as observations in core content area classes. Contains 7 footnotes.) [For the full report, &quot;Evaluation of New Texas Charter Schools: Second Interim Report (2007-10),&quot; see ED538554.]
Texas Study of Students at Risk: Case Studies of Initiatives Supporting Ninth Graders' Success. Cross-Site Report
Author: Shapley, Kelly
Date: 2004-10-00
Type: Reports - Evaluative
Subjects: At Risk Students,Grants,Educational Change,Case Studies,Grade 9,Academic Achievement,Success,Incentive Grants,Developmental Studies Programs,Comprehensive Programs,State Programs,Educational Research,Educational Resources,Extended School Year,After School Programs,Interviews,Focus Groups,Observation,Surveys,Computer Assisted Instruction,Educational Environment,State Standards,Comprehensive Guidance,Program Implementation,Sustainability,School Restructuring,Educational Improvement,Improvement Programs,Educational Assessment,Educational Indicators

Researchers conducted case studies of Ninth Grade Success Initiative (NGSI) grants to gain a greater understanding of issues facing large numbers of at-risk students, many of whom, despite potentially receiving services as early as kindergarten, still reach ninth grade unprepared to succeed academically in high school. Case studies focused on NGSI projects and the broader high school contexts in which they operated. Studies involved 11 of 226 districts that received NGSI funding between 1999-2000 and 2002-03. In addition to NGSI funds, districts also benefited from Optional Extended Year program (OEYP) formula-based allocations, Texas After School Initiative (TASI) grants, or both. Appended are: (1) Teacher Questionnaire; (2) Student Questionnaire; (3) TxSSAR Classroom Observation Form Fall 2003; (4) Results for Classroom Observations by Subject Area; and (5) Factors Jeopardizing Internal Validity. (Contains 23 tables and 5 figures.)
Texans Getting Academically Prepared (TGAP): Year Five Evaluation Report, September 2003-August 2004
Author: Shapley, Kelly
Date: 2005-05-00
Type: Numerical/Quantitative Data
Subjects: College Preparation,Minority Group Students,Low Income Groups,Middle School Students,High School Students,Middle School Teachers,Secondary School Teachers,Capacity Building,Advanced Placement Programs,Faculty Development,College School Cooperation,College Faculty,Pupil Personnel Services,Parent School Relationship,Academic Achievement,School Effectiveness,Sustainability,Program Effectiveness,Program Evaluation,Interviews,Student Surveys,Teacher Surveys,Parent Surveys

In October 1999, the Texas Education Agency (TEA) received a GEAR UP state grant. TEA's project, Texans Getting Academically Prepared (TGAP), was originally a five-year grant. However, additional federal funding extended the project for a sixth year. TGAP begins at the middle-school level to prepare low-income and minority students for higher education opportunities. Targeting six South Texas school districts, TGAP includes interconnected activities supporting early awareness of and preparation for higher education among students, their families, and schools. This evaluation examines the fifth year of a six-year TGAP project. TGAP was initiated in the 1999-2000 school year, continued through its fifth school year in 2003-04, and as a result of additional federal grant funds, will conclude at the end of the 2004-05 school year. The evaluation assesses progress toward three overarching TGAP goals: &quot;building capacity, increasing student and family awareness, and gaining business and community support.&quot; Specifically, the evaluation explores how TGAP builds the capacity of districts, schools, educators, parents, and students to support students' participation in higher education; and the extent to which student and parent awareness of college opportunities, including financial aid and assistance, increases. In addition, the evaluation assesses academic outcomes for schools and their students, and offers insight into program implementation and sustainability. Appended are: (1) TGAP Goals; (2) Site Visit Interview Protocols; (3) Classroom Observation Instrument; (4) Faculty Fellows Interview Instruments; (5) Student Survey; (6) Teacher Survey; (7) Parent/Guardian Surveys; (8) Data Detail; (9) Methodological Detail; and (10) TAKS Objective Scores. Individual sections contain footnotes. (Contains 167 tables and 34 figures.)
Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005. Executive Summary
Author: Shapley, Kelly
Date: 2006-03-00
Type: Reports - Evaluative
Subjects: College Preparation,Minority Group Students,Low Income Groups,Middle School Students,High School Students,Middle School Teachers,Secondary School Teachers,Capacity Building,Advanced Placement Programs,Faculty Development,College School Cooperation,College Faculty,Pupil Personnel Services,Parent School Relationship,Academic Achievement,School Effectiveness,Sustainability,Program Effectiveness,Program Evaluation

The Texas Education Agency's (TEA's) state GEAR UP project--Texans Getting Academically Prepared (TGAP)--has provided interconnected activities supporting early awareness of and preparation for higher education among low-income and minority students, their families, and schools in six South Texas school districts. Over its six years, the state grant was guided by three goals for (a) building educator and student capacity for successful participation in challenging college preparatory programs, (b) increasing student and family awareness of opportunities for college and financial aid assistance, and (c) providing meaningful incentives and support for high student achievement from the business community. The TGAP evaluation assessed progress toward the three overarching TGAP goals. Researchers explored (a) how TGAP influenced the capacity of districts, schools, educators, parents, and students to support students' participation in higher education; (b) the extent to which student and parent awareness of college opportunities, including financial aid and assistance, increased; and (c) the academic outcomes for schools and their students. The findings also offer insight into program implementation and sustainability. Researchers combined qualitative and quantitative data collection approaches with rich and varied sources of data. These included annual, on-site interviews (with teachers, students, counselors, and university faculty fellows), classroom observations in Advanced Placement (AP) and Pre-AP classrooms, document and product reviews, interviews with project partners, teacher and student surveys, and demographic and performance data. The methodological approach relied on triangulation to examine patterns in both project implementation and academic outcomes. [For the full report, &quot;Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005,&quot; see ED539929.]
Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005
Author: Shapley, Kelly
Date: 2006-03-00
Type: Numerical/Quantitative Data
Subjects: College Preparation,Minority Group Students,Low Income Groups,Middle School Students,High School Students,Middle School Teachers,Secondary School Teachers,Capacity Building,Advanced Placement Programs,Faculty Development,College School Cooperation,College Faculty,Pupil Personnel Services,Parent School Relationship,Academic Achievement,School Effectiveness,Sustainability,Program Effectiveness,Program Evaluation,Interviews,Student Surveys,Teacher Surveys,Parent Surveys

The Texas Education Agency's (TEA's) state GEAR UP project--Texans Getting Academically Prepared (TGAP)--has provided interconnected activities supporting early awareness of and preparation for higher education among low-income and minority students, their families, and schools in six South Texas school districts. Over its six years, the state grant was guided by three goals for (a) building educator and student capacity for successful participation in challenging college preparatory programs, (b) increasing student and family awareness of opportunities for college and financial aid assistance, and (c) providing meaningful incentives and support for high student achievement from the business community. The TGAP evaluation assessed progress toward the three overarching TGAP goals. Researchers explored (a) how TGAP influenced the capacity of districts, schools, educators, parents, and students to support students' participation in higher education; (b) the extent to which student and parent awareness of college opportunities, including financial aid and assistance, increased; and (c) the academic outcomes for schools and their students. The findings also offer insight into program implementation and sustainability. Researchers combined qualitative and quantitative data collection approaches with rich and varied sources of data. These included annual, on-site interviews (with teachers, students, counselors, and university faculty fellows), classroom observations in Advanced Placement (AP) and Pre-AP classrooms, document and product reviews, interviews with project partners, teacher and student surveys, and demographic and performance data. The methodological approach relied on triangulation to examine patterns in both project implementation and academic outcomes. Appended are: (1) TGAP Goals; (2) Site Visit Interview Protocols; (3) Classroom Observation Instrument; (4) Faculty Fellows Interview Instruments; (5) Student Survey; (6) Teacher Survey; (7) Parent/Guardian Surveys; (8) Data Detail; (9) Methodological Detail; and (10) TAKS Objective Scores. Individual sections contain footnotes. (Contains 163 tables and 36 figures.) [For &quot;Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005. Executive Summary,&quot; see ED539928.]