ethanporcaro/eric-fulltext-meta huggingface dataset:
Alcohol and Other Drug Prevention on College Campuses: Model Programs
Author: Office of Safe and Drug-Free Schools (ED)
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Campuses,Alcohol Abuse,Drinking,Prevention,Demonstration Programs,Drug Abuse,Drug Use,Politics of Education,Drug Education,Grants,Information Dissemination,Alcohol Education,Educational Finance,Educational Innovation,School Policy,Program Descriptions,Recognition (Achievement),Program Effectiveness

In response to recent alcohol-related tragedies and to ongoing concern about unacceptable levels of alcohol and other drug use on college campuses, Congress authorized the U.S. Department of Education to identify and promote effective campus-based prevention programs. Since 1999, the U.S. Department of Education has awarded approximately $3.5 million to institutions of higher education (IHEs) in recognition of their programs. Through grant competitions held in 1999, 2000, 2001, 2004, 2005, 2006, and 2007, 34 programs were designated as model programs. Each campus received an award to maintain, improve, or further evaluate its alcohol and other drug prevention efforts, and to disseminate information to other campuses where the programs might be replicated. To be given an award under this program, a campus was required to describe an innovative program or policy that was integrated into an overall comprehensive alcohol and other drug prevention effort. The institution also had to provide evidence that the innovative program or policy was effective in reducing the problems resulting from alcohol or other drug abuse. The award-winning programs and policies are described in this document. Each model program is described as it was at the time of its award. [For the 2002 edition of this report, see ED475072.]
Subgroup Achievement and Gap Trends: Texas, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

This paper profiles the student subgroup achievement and gap trends in Texas for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Texas showed across-the-board gains--improvements in reading and math at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. Progress was made in narrowing achievement gaps between most subgroups in math but was mixed in reading. Comparable data were available for 2005-2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Big Gaps, Small Gaps: Some Colleges and Universities Do Better than Others in Graduating Hispanic Students. College Results Online
Author: Lynch, Mamie
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Access to Education,Human Capital,Young Adults,Hispanic Americans,Academic Achievement,Graduation Rate,Educational Attainment,White Students,Effective Schools Research

The United States' lack of purposefulness in providing high-quality education to all young Americans, regardless of the circumstances of their birth, is literally wasting the future of many young people, including members of the fastest growing group. Poised by 2050 to constitute nearly one-third of the workforce, Latinos currently are the least prepared educationally to contribute to and benefit from the rapidly changing and demanding economy. Only 13 percent of young adult Latinos hold bachelor's degrees, compared with 39 percent of whites, and 21 percent of blacks. To improve degree attainment among Hispanic students, colleges and universities simply must enroll more of them. But it's just as important that these institutions also boost their graduation rates and close graduation-rate gaps. This brief calls attention to the colleges and universities that are serving Hispanic students well, as evidenced by small or nonexistent graduation-rate gaps between Hispanic and white students. The authors also shine a necessary light on institutions with particularly large gaps--the institutions that are not serving these students as effectively as they should. Why focus on gaps? Many institutions cited in this brief have demonstrated an ability to graduate relatively high proportions of white students--regardless of institutional resources or students' academic preparation. These colleges and universities ought to be able to achieve similar graduation rates for Hispanic students. What's more, some institutions with large gaps may graduate Hispanic students at higher rates than the national average for Hispanic students. However, people know that with focused effort, such institutions can raise Hispanic graduation rates to the same level as those of whites. Indeed, the successful colleges and universities profiled in this brief prove it's possible to do so. The promising practices they employ can help other institutions close their graduation-rate gaps. (Contains 1 figure, 5 tables and 11 notes.)
Committing to Keep Illinois Students In-State: Understanding College Choice, Student Migration Patterns, and Retention Strategies
Author: Dean, Diane R.
Date: 2006-11-00
Type: Numerical/Quantitative Data
Subjects: In State Students,Higher Education,College Choice,Student Mobility,School Holding Power,Migration Patterns,Institutional Characteristics,Trend Analysis,Brain Drain,Economic Impact,Population Trends,Student Attitudes,School Attitudes,Student Costs,Educational Policy

This report, sponsored by the Illinois Board of Higher Education and the Center for the Study of Education Policy at Illinois State University, presents in-depth multi-method research and analysis on what matters to Illinois students and their families when choosing a college, why so many students are leaving the state, where they are going, and what the state might do to encourage greater retention. The study shows that the highest concentrations of Illinois student migrants only go as far as adjacent states, accounting for nearly half of all student migrants. Their rationales behind this migration--detailed in this report--have implications for the affordability, quality, selectivity, distribution, capacity and marketing of Illinois colleges and universities. The report presents recommendations for the Illinois Board of Higher Education, the Governor and Legislature, colleges and universities, and high school guidance counselors. Appended are: (1) Independent Variables Used in Migration Trend Analysis, IPEDS (Integrated Postsecondary Education Data System); (2) Institutional Characteristics of Colleges and Universities Enrolling the Highest Numbers of IL Student Migrants, Fall 2004 Freshman Class; and (3) Type, Size and Selectivity of Colleges and Universities Enrolling the Highest Numbers of IL Student Migrants, Fall 2004 Freshman Class. (Contains 13 figures, 3 tables and 11 notes.) [This study was supported by a Higher Education Cooperative Act grant from the Illinois Board of Higher Education.]
90-Day Cycle: Exploration of Math Intensives as a Strategy to Move More Community College Students out of Developmental Math Courses
Author: Sherer, Jennifer Zoltners
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Remedial Mathematics,Community Colleges,Two Year College Students,Instructional Innovation,Intervention,Summer Programs,Acceleration (Education),Costs,Program Costs,Program Effectiveness,Remedial Programs

The authors prepared this report after exploring programs using a 90-day cycle process borrowed from the Institute for Healthcare Improvement (IHI). The IHI 90-day cycle scans activity in the field as a &quot;quick way to research innovative ideas and assess their potential for advancing quality improvement&quot;. The goal was to &quot;get under the hood&quot; of these intensive math interventions in order to identify program specifics, synthesize evidence regarding their efficacy and costs and elicit deeper understanding of the cause-effect logic of their design. Overall, the programs described in this report have employed a variety of innovative strategies to improve student outcomes in developmental math. Although these intensive programs are targeted at students with developmental math needs, they often support more than just math. They help students learn about college support systems, teach study skills and serve as opportunities for students to build relationships with peers, mentors and faculty. One of the most intriguing elements common to many of these programs was their use as an on ramp; carefully designing transitions between high school and college. The attention paid to the problem of transition across many programs and contexts suggests further exploration into how these &quot;transitions&quot; can be effectively executed. As a group, the interventions are characterized more by variation than similarity. Even within interventions that went by the same name, the team encountered differences both in how they were structured and in the elements of their design. In other words, the scan produced evidence that these programs are more a set of &quot;local solutions&quot; than a &quot;class of intervention&quot; that is currently well enough understood to be leveraged at scale. Assessing the potential of any one of these localized programs to scale to other contexts will require instrumentation of key elements, implementation in multiple contexts, and common measures of effectiveness. Appended are: (1) Placement Test Information; (2) Carnegie's Seven Core Evaluative Questions; (3) Frameworks that Influenced Our Work; (4) Framework for Understanding and Improving K-12 Education Systems; (5) Additional Data Collected about Math Intensive Programs; (6) Distribution of developmental math students, by race/ethnicity; and (7) Referral, reenrollment, and completion in developmental education sequences in community colleges. (Contains 9 tables, 2 figures and 17 endnotes.)
Implementing Graduation Counts: State Progress to Date, 2010
Author: Curran, Bridget
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Graduation Rate,Federal Legislation,Educational Improvement,Federal Programs,Social Indicators,Educational Indicators,Cohort Analysis,Minority Group Students,Goal Orientation,Disabilities,Disadvantaged Youth,Program Implementation,High School Students,Academic Achievement,Educational Assessment,Accountability,Student Educational Objectives,Longitudinal Studies,Data,Information Systems

In 2005, the governors of all 50 states made an unprecedented commitment to voluntarily implement a common, more reliable formula for calculating their state's high school graduation rate by signing the Graduation Counts Compact of the National Governors Association (NGA). Five years later, progress is steady. Twenty-six states say they have reported, or will have reported by the end of 2010, their high school graduation rate data using the Compact formula. Nineteen additional states plan to report the Compact rate by the end of 2011, and three more states plan to report this rate by the end of 2012. Two states received a waiver from the U.S. Department of Education to report the Compact rate after 2012. In total, 48 states will report the Compact rate for the cohort graduating in 2011. Eighteen of the 26 states reporting the Compact rate also say they use the Compact rate to meet the graduation rate requirements for adequate yearly progress under the No Child Left Behind Act. Up by seven since 2009, 49 states now report they have the data systems needed to track individual students and more accurately calculate the high school graduation rate using the Compact rate. Not all of these states have tracked a cohort the full five years from eighth grade through high school graduation. Twenty-one of the 26 states reporting the Compact graduation rate also report additional indicators of student outcomes. One additional state plans to do so in the future. All 26 states report or plan to report disaggregated graduation rate data for different student subgroups, such as minority students, disadvantaged students, and students with disabilities. Twenty-one states have set graduation rate goals at 90 percent or higher. Appendices include: (1) State Policies to Measure High School Graduation; and (2) Ten Essential Elements of Longitudinal Data Systems: State Status. (Contains 5 notes.) [For the 2009 report, see ED507634.]
Learning Strategy Preferences in an Intensive English Program
Author: Shumaker, Melody G.
Date: 2010-12-31
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Learning Strategies,Intensive Language Courses,Student Attitudes,Feedback (Response),Adult Learning,Cognitive Style

This descriptive study utilized frequency data to identify and describe the learning strategy preferences of English as a Second Language learners at an Intensive English Institute in Tulsa, Oklahoma. Qualitative data were gathered by journals, observations, and interviews.  Additionally, feedback from teacher observations were gathered. The 36 participants in this study were from 13 different countries that needed English to further their educational pursuits. The study found an equal distribution of learning strategy groups. Major conclusions are that learning in Intensive English Programs utilize andragogical concepts such as self-directed learning. Second, students from various countries greatly benefit from teachers who provide student-centered learning opportunities. This approach gives opportunity for the facilitation of individual differences in the class. The Assessing the Learning Strategies of Adults is useful when identifying and describing individual differences in the way students process the learning task. Recommendations were offered for teachers to base learning opportunities on adult learning principles and to use such instruments in the planning and facilitation of classes at an Intensive English Program.
Mayoral School Leadership and Integrated Governance
Author: Illinois State University, Center for the Study of Education Policy
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Urban Schools,Governance,School Districts,Accountability,Literature Reviews,Meta Analysis,Academic Achievement,Educational Administration,Performance Factors,Educational Indicators,Centralization,Leadership Styles,Administrator Responsibility,Public Officials,Leadership Effectiveness,Educational Policy

The past two decades have seen an emerging trend in urban school governance: mayors taking the reins of school district leadership. The impetus for putting the mayor in charge of a city's schools usually stems from at least one of the following being documented or generally perceived about an urban school district: (1) Lack of accountability; (2) Poor fiscal status; and (3) Low student academic performance. When these factors are present singly or (more often) in combination, the urban school district's reputation suffers, students and parents are shortchanged, and blame is assigned from many quarters. Within the district, ripple effects may include dropping home prices, declining student populations as families move to other districts; and escalating state and federal sanctions. These effects are intertwined with economic and cultural effects throughout cities and states, such as lower earnings and higher crime rates. Under these conditions, the mayor may be perceived as a single locus of accountability for academic and fiscal performance of the school district as well as economic and service management for the city. This report summarizes the recent research and policy literature regarding mayoral control of urban schools, outlining potential benefits and limitations of this governance approach. The report outlines the basic elements of a mayoral reform plan and sample performance indicators for success. Finally, the report references the special case of mid-size cities, which face similar challenges to large metropolitan centers, but often with fewer resources. It is at this level that a future wave of mayoral school governance may be expected. (Contains 12 footnotes.)
Report Card on the Effectiveness of Teacher Training Programs
Author: Tennessee State Board of Education
Date: 2010-12-01
Type: Numerical/Quantitative Data
Subjects: Preservice Teacher Education,Program Effectiveness,Teacher Education Programs,College Outcomes Assessment,Educational Indicators,Teacher Placement,Graduation Rate,Teacher Certification,State Standards,Educational Quality,Benchmarking,Achievement Gains,Teacher Effectiveness,Teacher Persistence,Comparative Analysis

Tennessee Code Annotated 49-5-108 requires the state to develop a report card or assessment on the effectiveness of teacher training programs. This report includes data on the performance of each institution's graduates in the following areas required by state statute: placement and retention rates, Praxis results, and teacher effect data based on Tennessee Value-Added Assessment System (TVAAS) scores. The analysis contained within this report is not based on a comprehensive set of measures upon which the quality of teacher training programs should be ranked. The information contained herein is to establish a baseline for teacher training programs and for the public to evaluate and review program effectiveness, based on specific measures of quality as defined by Tennessee Code Annotated 49-5-108. Currently, the main function of the report card is to provide information on the effectiveness of teacher preparation programs and is exclusively used as a reporting tool. This is the 3rd year that the report has been produced in this format. The report is currently being redesigned as part of the state's First to the Top initiatives. Appendices include: (1) Technical Report for the Effectiveness Study; (2) Traditionally Licensed Teachers Effect Data; (3) Alternatively Licensed Teachers Effect Data; (4) Combined Traditionally and Alternatively Licensed Teachers Effect Data; and (5) Praxis Results. Individual sections contain footnotes. [For the 2009 report, see ED514372.]
Examining the Effectiveness of Closing the Achievement Gap Professional Development Demonstration Schools
Author: White, Larry J.
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: African American Students,School Culture,Focus Groups,Economically Disadvantaged,Mathematics Achievement,Achievement Tests,Achievement Gap,Program Evaluation,Program Effectiveness,Improvement Programs,Coaching (Performance),Educational Improvement,Quasiexperimental Design,Reading Achievement,Grade 4,Teacher Surveys,Teacher Attitudes,Demonstration Programs,Special Needs Students,Elementary School Students,Control Groups,Experimental Groups,Longitudinal Studies,Achievement Gains,Professional Development,Professional Development Schools,Inservice Teacher Education,Program Descriptions,Measures (Individuals)

A study examined the impact of the &quot;Closing the Achievement Gap&quot; (CAG schools) program on the academic achievement of students in 30 schools serving high percentages of African American and economically disadvantaged students in West Virginia (WV), 2004-2008. The program assigned experienced educators, &quot;CAG liaisons&quot;, to the schools to provide school improvement coaching. The study used (a) a quasi-experimental approach to examine the differences between 12 CAG and 12 non-CAG matching schools for  fourth-grade reading/language arts and mathematics achievement on the statewide summative assessment; (b) a comparison of gains in the percentage of students who achieved proficiency for the same subject areas, from CAG schools and all other WV schools during those years; (c) focus groups conducted with CAG liaisons to collect data about their work and their perceptions about impacts beyond academic achievement; and (d) CAG school faculty responses to three research-validated survey instruments that measured the schools' capacity for improvement, adherence to continuous school improvement processes, and overall school culture. Analysis of achievement testing showed promise for the program, especially for African American students. Results of the focus groups and surveys provide information about which school improvement efforts received the most attention, and identified areas of strength and needed improvement in CAG schools at the end of the 5-year program. Null Hypothesis Significance Testing and Results of T Tests Between Program Years is appended. (Contains 229 tables, 36 figures and 5 footnotes.)
University Tuition, Consumer Choice and College Affordability: Strategies for Addressing a Higher Education Affordability Challenge. A NASULGC Discussion Paper
Author: McPherson, Peter
Date: 2008-11-00
Type: Reports - Descriptive
Subjects: Higher Education,Federal Aid,Research Universities,State Universities,Grants,Educational Policy,Tuition,Educational Legislation,Federal Legislation,Educational Finance,Paying for College,Student Costs,Enrollment,College Choice,Student Attitudes

With passage of the Higher Education Opportunity Act of 2008, the Higher Education Act   (HEA) is now reauthorized. What effect will it have on U.S. higher education? Students   receiving Pell grants will find that college is more affordable while those who feared that the   government would exert control over learning outcomes have breathed a sigh of relief.  The bill's primary response to the annual increases in tuition is to publicly shame colleges   and universities with the highest increases. However, the HEA creates significant additional   costs to colleges and universities. Provisions that eliminated large numbers of regulations and reporting requirements were the only way HEA could have reduced pressure on tuition increases without causing long-term distortions harmful to higher education and its students.  The higher education community is aware that continued high rates of tuition increase are not in the best interest of students and is working to keep higher education affordable. Through NASULGC (National Association of State Universities and Land-Grant Colleges), the public research universities of this country have begun a serious, long-range dialogue about keeping public higher education affordable. To promote that dialogue, the authors wrote this analytical paper and revised it based on conversations with their members. Appendices include: (1) The Monetary Returns to Earning the College Degree; (2) Carnegie Sample Description; and (3) Rational for Preference for the Higher Education Cost Adjustment (HECA). (Contains 16 tables, 18 figures, and 107 footnotes.)