ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology Integration: A Best Practice Perspective
Author: Lesisko, Lee J.
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Technology Integration,Educational Technology,Coordinators,Best Practices,Student Improvement,Technology Education,Technological Literacy,Questionnaires,Likert Scales,Interviews,Teacher Attitudes,Performance Factors

The technology coordinator has the responsibility of collaborating with school leaders and educators to integrate technology into the curriculum and operations of the school. Not only does this individual have to understand how technology works, but also must determine the best way to infuse it in a school setting. Technology leaders must possess an easygoing personality, understand curriculum, be an effective communicator, and enjoy working with children. The coordinator must be ready to work directly with children and teach complex ideas about technology. The focus of this study was on student learning. This analysis revealed that there is a consistent pattern of increased student learning with regard to curriculum content, as well as measured technology skills over time by young learners taught by technology coordinators. Potential problems include available technology resources for elementary students and competing needs for the computer laboratory area during the school day. The survey instrument is appended. (Contains 1 table.)
Fifty Educational Markets: A Playbook of State Laws and Regulations Governing Private Schools. School Choice Issues in Depth
Author: Hammons, Christopher
Date: 2008-04-00
Type: Reports - Evaluative
Subjects: Private Schools,Laws,School Choice,Governance,State Regulation,Web Sites,Scoring,Accreditation (Institutions),Credentials,Services

There is a widespread misperception that private schools avoid government oversight or are "unregulated." In fact, private schools are subject to a wide variety of laws and regulations that run the gamut from reasonable rules to ensure health and safety to unreasonable rules that interfere with school curricula, preventing schools from pursuing the educational approaches that work best for their students. Partly because the public is largely unaware of this body of regulations, it is not often subject to public scrutiny, and thus there is less incentive to reform unreasonable laws and regulations. This report analyzes the laws and regulations that govern private schools in all 50 states. It documents the extent to which private schools are regulated. A full list of the laws and regulations governing private schools in each state is available on the website of the Friedman Foundation. The degree of regulation varies considerably from state to state. This report also evaluates the laws and regulations in each state to measure the extent to which they allow a true educational marketplace to flourish. (Contains 10 endnotes, 3 tables, and 1 figure.)
The Economic and Fiscal Costs of Failing to Reform K-12 Education in Georgia. School Choice Issues in the State
Author: Gottlob, Brian J.
Date: 2009-12-00
Type: Reports - Research
Subjects: Dropouts,Economic Impact,Income,Education Work Relationship,Taxes,Public Schools,Private Schools,Graduation Rate,School Choice,Educational Policy,Tax Credits,Indigenous Populations,Dropout Rate,Costs,Welfare Services,Employment Level,Competition,Outcomes of Education,Incidence,College Graduates,Wages,Public Health,Institutionalized Persons,Correctional Institutions,High School Graduates,Educational Attainment

This study documents the public costs of high school dropouts in Georgia, and examines how policies that increase school choice, such as the recently-enacted tuition tax credit scholarship program will provide large public benefits by increasing public school graduation rates. The study calculates the annual cost of Georgia dropouts caused by reduced tax revenue, as well as increased Medicaid, public assistance and incarceration costs, and documents the employment impacts that dropouts have on the Georgia economy. It then examines how competition from private schools already raises public school graduation rates, and calculates the dollar value of the public benefits that result from Georgia's increased public school graduation rates generated by a modest school choice program. Key findings include: (1) Georgia residents who were born in the state are twice as likely to be high school dropouts and one-half less likely to have a college degree as residents who have moved to Georgia from another state; (2) Each Georgia dropout costs the state about $2,455 each year after they leave school, and for the remainder of their lives; and (3) A school choice policy improves public school graduation rates and produces millions in public savings. (Contains 10 figures, 8 tables, and 44 endnotes.) [This study was released jointly by the Friedman Foundation for Educational Choice and the Georgia Public Policy Foundation.]
The Fiscal Impact of a Corporate &amp; Individual Tax Credit Scholarship Program on the State of Indiana. School Choice Issues in the State
Author: Stuit, David
Date: 2009-05-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,Taxes,Tax Credits,School Choice,Educational Finance,Scholarship Funds,Cost Effectiveness,Program Costs,State Legislation,Educational Demand,Educational Supply,Economic Impact,Politics of Education,Policy Analysis

Indiana legislators are currently debating the merits of a proposal to adopt a statewide tuition scholarship tax credit program. The proposed program would make available $5 million in tax credits that businesses and individuals could claim by making donations to non-profit Scholarship Granting Organizations (SGOs). SGO donations would be matched at 50 percent, meaning that the state would provide a 50 cent tax credit for each dollar donated to a SGO. SGOs would in turn distribute scholarships for families to use towards private schooling costs. Eligibility for the program is restricted to students who were not enrolled in private schools in the previous school year and whose household income is at or below 200 percent of the federal free and reduced-price lunch program. Students who received a scholarship in the previous school year from a qualifying non-profit are also eligible. The purpose of this study is to project the impact of this program on the state's public education costs. It forecasts the immediate costs of the program in foregone state tax revenue and the potential cost savings that result if public school students use the scholarships to migrate to private schools. These estimations will allow policymakers and taxpayers to evaluate the merits of the policy in the context of its financial implications for the state. Findings reveal that the tax credit scholarship program will result in savings to the state, regardless of demand. The program is estimated to produce cost savings at any scholarship amount between $500 and $5,000. (Contains 4 figures, 10 tables, and 13 endnotes.) [This study was released jointly by the Friedman Foundation for Educational Choice, the Alliance for School Choice, School Choice Indiana, Indiana Non-Public Education Association, Indiana Catholic Conference, Agudath Israel of America, and the Educational Choice Charitable Trust.]
Florida's Lessons for Indiana K-12 Reform. School Choice Issues in the State
Author: Ladner, Matthew
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Charter Schools,Private Schools,Public Schools,Elementary Secondary Education,School Choice,Politics of Education,Scholarships,Educational Vouchers,Public Policy,Educational Policy,Parent Attitudes,Enrollment Trends,Tax Credits,Educational Quality,Virtual Classrooms,Special Needs Students,Merit Pay,Educational Improvement,Competition,Parent Role,Expenditures,Family Income,Racial Differences,African Americans,Hispanic Americans,Whites,Accountability,Student Behavior,Parent School Relationship,Gender Differences,Educational Change,Change Strategies,Academic Achievement,Grade 4,Reading Achievement,Minority Group Children,Teacher Qualifications,Teacher Selection,Mathematics Achievement,Grade 8,Disadvantaged Youth,Access to Education,Social Promotion,Program Effectiveness

Jeb Bush campaigned for Governor on a clear and bracing set of education reforms in 1998. Having won office, he immediately pursued a dual track strategy of education reform: standards and accountability for public schools, choice options for dissatisfied parents. Florida lawmakers followed these reforms with additional measures, including instructional based reforms, curtailing social promotion, merit pay for teachers, and additional choice measures. Governor Bush met fierce resistance. Ten years after his election, this study lays out the evidence on the cumulative impact of his reforms. The National Assessment of Education Progress (NAEP) tests representative samples of students in every state on a variety of subjects and is the nation's most reliable and respected source of comparable K-12 testing data across states. In 1998, 47 percent of Florida fourth-graders scored &quot;below basic&quot; on the NAEP reading test, meaning they couldn't read. By 2007, 70 percent of Florida's fourth graders scored basic or above--a remarkable improvement. After a decade of strong improvement, Florida's Hispanic students now have the second-highest reading scores in the nation; and African-Americans score fourth-highest when compared to their peers. This paper lays out the Florida reforms, and suggests how they could be emulated and/or exceeded in Indiana. (Contains 4 figures and 45 endnotes.)
A Win-Win Solution: The Empirical Evidence on How Vouchers Affect Public Schools. School Choice Issues in Depth
Author: Forster, Greg
Date: 2009-02-00
Type: Reports - Evaluative
Subjects: Public Schools,School Choice,Academic Achievement,Educational Change,Educational Vouchers,Program Effectiveness,Educational Improvement,Competition,Accountability,Program Evaluation,Educational Research,Social Bias,Academic Failure

This report collects the results of all available empirical studies on how vouchers affect academic achievement in public schools. Contrary to the widespread claim that vouchers hurt public schools, it finds that the empirical evidence consistently supports the conclusion that vouchers improve public schools. No empirical study has ever found that vouchers had a negative impact on public schools. There are a variety of explanations for why vouchers might improve public schools, the most important being that competition from vouchers introduces healthy incentives for public schools to improve. The report also considers several alternative explanations, besides the vouchers themselves, that might explain why public schools improve where vouchers are offered to their students. It concludes that none of these alternatives is consistent with the available evidence. Where these claims have been directly tested, the evidence has not supported them. The only consistent explanation that accounts for all the data is that vouchers improve public schools. (Contains 25 endnotes.)
The Fiscal Impact of Tax-Credit Scholarships in Montana. School Choice Issues in the State
Author: Gottlob, Brian
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Public Schools,Private Schools,Tax Credits,School Choice,Educational Finance,Program Effectiveness,School Districts,Scholarships,Economic Impact,Tuition,Educational Policy,State Government,Educational Opportunities,Equal Education,Educational Equity (Finance),Family Income,Financial Support,Costs,State Aid,Budgets,Eligibility,Enrollment Trends,Expenditures,Student Characteristics,Corporate Support,School Business Relationship,Supply and Demand,Family Structure,Socioeconomic Status,Poverty,White Students,American Indians,Alaska Natives,African American Students,Hispanic American Students

Many states have enacted or are considering proposals to give tax credits for contributions that provide tuition scholarships for students in K-12 schools to attend the private or public schools of their choice. This study seeks to inform the public and policymakers about the implications for Montana if the state were to enact such a program. The study constructs a model to determine the likely contributions that will be received, the level of participation in the program among families and students of different income levels, and the overall fiscal impact of tax-credit scholarships on state government and local school districts. In addition to expanding educational opportunity and improving the equity of the education system, a tax-credit scholarship program would generate significant fiscal benefits for local school districts by increasing the available resources for students who remain in public schools. Because much of their revenue does not vary with enrollment, school districts retain much of the funding associated with students who use scholarships to migrate from public to private schools. The overall impact on public schools is an increase in the financial resources available for each student who remains in a public school. Depending on how the program is designed, it could also result in fiscal savings to the state budget. Even if it does not produce a savings at the state level, overall costs will be significantly reduced because public school spending will go down as students leave with scholarships. (Contains 8 figures, 12 tables and 28 endnotes.) [This study was released jointly by the Friedman Foundation for Educational Choice and the Montana Family Foundation.]
The Fiscal Impact of Tax-Credit Scholarships in Oklahoma. School Choice Issues in the State
Author: Gottlob, Brian
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: School District Spending,Private Schools,Tax Credits,School Choice,Program Effectiveness,School Districts,Scholarships,Tuition,Special Needs Students,Public Schools,Enrollment Trends,Expenditure per Student,Educational Finance,Parent Attitudes,Satisfaction,Academic Achievement,Individualized Education Programs,Federal Aid,Federal Programs,State Aid,Financial Support,School Business Relationship

This analysis examines the demographics of the special needs population in public and private schools in Oklahoma and estimates the impact on school enrollments providing tax credit funded scholarship grants for special needs students. The author and his colleagues develop a model that shows how the expenditures of Oklahoma's school districts vary with enrollment changes for both regular and special needs children, and show the state and local fiscal impacts of a special needs tuition tax credit program. Their analysis indicates that school district expenditures are affected much more by enrollments of special needs students than they are by enrollments of students not needing special services. They conclude that a tuition tax credit funded scholarship program would generate significant scholarship demand among the population of special needs students in public schools. Based on the structure of the program and the expenses associated with each student who participates they also conclude that a program could be structured that would yield fiscal benefits to the state of Oklahoma. Additionally, for almost any program structure, special needs tuition tax credits are likely to yield large fiscal benefits to local school districts. Although not the basis of their research, recent research on special education scholarships indicates that increased parental satisfaction and higher levels of student performance result for participants in a special needs scholarship program. (Contains 9 tables, 5 figures and 20 endnotes.) [This study was released jointly by the Friedman Foundation for Educational Choice and the Oklahoma Council of Public Affairs.]
Metacognition, Study Habits and Attitudes
Author: Ozsoy, Gokhan
Date: 2009-10-00
Type: Journal Articles
Subjects: Study Habits,Metacognition,Foreign Countries,Grade 5,Correlation,Student Attitudes,Elementary School Students,Academic Achievement,Low Achievement,High Achievement,Time Management,Notetaking,Grade Point Average

This study is conducted to investigate the relationship between fifth grade students'  metacognition levels, and their study habits and attitudes. Participants of the study consist of 221 students, 125 female and 96 male, enrolling to six public primary schools in Turkey. The results revealed that there is a medium positive relationship between metacognitive knowledge and skills and study habits (r = 0.351, p less than 0.05), study attitudes (r = 0.415, p less than 0.05) and study orientation (r = 0.434, p less than 0.05). Additionally, the results of the study showed that there is no significant relationship between metacognition and study habits and attitudes for low and medium achievers but, there is a significant relationship for high achievers. (Contains 5 tables.)
The Effect of Metacognitive Strategy Training on Mathematical Problem Solving Achievement
Author: Ozsoy, Gokhan
Date: 2009-03-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Achievement Tests,Problem Solving,Metacognition,Grade 5,Elementary School Students,Cognitive Development,Mathematics Skills,Foreign Countries,Pretests Posttests

The purpose of this study was to investigate the effect of using metacognitive strategy training on mathematical problem solving achievement. The study took place over a nine-week period with 47 fifth grade students. The experimental group (n = 24) instructed to improve their metacognitive skills. At the same time the students in the control group (n = 23) received no additional activities and continued their normal lessons. Students were pre- and post-tested with the Mathematical Problem Solving Achievement Test and Turkish version of Metacognitive Skills and Knowledge Assessment (MSA-TR). The results indicated that students in the metacognitive treatment group significantly improved in both mathematical problem solving achievement and metacognitive skills. (Contains 6 tables.)
Introduction: Metacognition, More than the Lognes Monster?
Author: Desoete, Annemie
Date: 2009-10-00
Type: Journal Articles
Subjects: Metacognition,Information Processing,Problem Solving,Researchers,Cognitive Processes,Self Control,Memory,Learning Processes,Reading Achievement,Mathematics Achievement

Metacognition is one of the promising contemporary research fields in psychology and education. The concept has been introduced to describe and explain how people gain control over their learning and thinking, particularly in the case of cognitive failures and difficulties they meet when dealing with information processing and problem solving (Efklides & Sideridis, 2009; Flavell, 1976). However, although every one agrees that there has to be something as "metacognition" (like the lognes monster?), no one agrees as to what exactly metacognition is about. In addition researchers currently use different concepts for overlapping phenomena (Desoete, 2007; 2008; Desoete & Roeyers, 2006; Desoete & Veenman, 2006). Is self-regulation the same as metacognitive skills? How does calibration fit in? (Contains 1 table.)
Fork in the Road. Where Does the District Go in K-12 Education?
Author: DiPerna, Paul
Date: 2009-07-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,School Choice,Scholarships,Public Opinion,Educational Policy,Policy Analysis,Community Surveys,Community Attitudes,Political Attitudes,Interviews,Educational Change,Educational Finance,Educational Improvement,Educational Opportunities

The purpose of this project is fourfold: to report on the levels of approval for key policy leaders, awareness about certain reforms and policies, and support for various policies and public proposals; to identify large gaps between positive and negative feelings toward leaders and policies; while recognizing limitations, to compare these levels and gaps across demographic subgroups and topics; and, finally, to present context and perspective, extending from the views of the District of Columbia's voters. The authors' overarching goal is to provide nonpartisan, representative, data-driven snapshots of public opinion. This report is presented in four sections. The first section is a description of the survey's methodology and summary of response statistics. The authors call the second section &quot;Survey Snapshots,&quot; this is the main body of the report. To be as user-friendly as possible, they generally present a given question and its results on a page-by-page basis. The third section lays out the topline data and questionnaire, essentially allowing the reader to follow the actual interview to see the results for the total sample of registered voters. The fourth section is similar to an appendix, and presents the technical call dispositions for landline and cell phone interviews. Their survey topics span the approval/disapproval of Mayor Adrian Fenty, D.C. Council, and Chancellor Michelle Rhee; ratings and impressions of the D.C. Public School system; public spending on education; preferences for specific types of schools; views about D.C. Opportunity Scholarships and proposals to install new incentives for D.C. teachers. (Contains 18 notes.) [This public report was released jointly by Alliance for School Choice, Black Alliance for Educational Options (BAEO), D.C. Children First, D.C. School Reform Now, Friedman Foundation for Educational Choice, Friends of Choice in Urban Schools (FOCUS), Greater Washington Urban League, The Center for Education Reform, and The Heritage Foundation.]
Proliferation of Masters Degrees in General Administration: Refocusing School Leadership Reform
Author: Gahungu, Athanase
Date: 2010-02-02
Type: Information Analyses
Subjects: Educational Administration,Masters Degrees,Relevance (Education),Incidence,Instructional Leadership,Educational Change,Academic Standards,Degree Requirements,Foundations of Education,Required Courses,Educational Research,Research Methodology,Student Characteristics,Minority Groups,Enrollment,Alignment (Education)

The proliferation of inappropriate master's degrees in educational administration is a tough challenge facing efforts to reform school leadership in the nation. In the state of Illinois alone, there are 26 universities and colleges offering 32 master's degree programs in educational leadership. In all, candidates enroll in 16 different types of specializations hardly distinguishable from one another--four different types of M.A. degrees, three M.S. degrees, four M.Ed. degrees, two M.A.Ed. degrees, and three M.S.Ed. degrees. Most programs do not require a master's degree thesis. In addition, many programs have marginalized studies in social foundations of education, and some do not have specific courses of study in educational research methodology. It was recommended that states' efforts to reform school leadership start with the overhaul of master's degree programs. (Contains 44 footnotes and 5 tables.) [This work is produced by The Connexions Project and licensed under the Creative Commons Attribution License. This module is also published in the &quot;International Journal of Educational Leadership Preparation,&quot; Volume 5, Number 1 (January-March 2010).]
Early Literacy: A Community Commitment. A Role for Business Leaders
Author: National Institute for Literacy
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Emergent Literacy,Business,School Community Relationship,Partnerships in Education,School Business Relationship,Reading Skills,Preschool Education

Business owners are an integral part of the community. As neighborhood leaders, they contribute to the welfare of the community and its members. As employers, they understand the importance of literacy and the challenge of helping everyone learn how to read proficiently. By supporting early childhood literacy, business owners can make a difference in building awareness, making connections, and sharing resources with preschools and families in their communities. This paper suggests actions that business owners can make to support early literacy.