ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Charter Schools on Public and Private School Enrollments. Policy Analysis. No. 707
Author: Buddin, Richard
Date: 2012-08-28
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Private Schools,Catholic Schools,Private Education,Educational Policy,Policy Analysis,Public Schools,Elementary Secondary Education,Enrollment Trends,Enrollment Influences,Student Mobility,Elementary School Students,Competition,Instructional Program Divisions,Differences,Metropolitan Areas,Urban Education

Charter schools are publicly funded schools that have considerable independence from public school districts in their curriculum development and staffing decisions, and their enrollments have increased substantially over the past two decades. Charter schools are changing public and private school enrollment patterns across the United States. This study analyzes district-level enrollment patterns for all states with charter schools, isolating how charter schools affect traditional public and private school enrollments after controlling for changes for the socioeconomic, demographic, and economic conditions in each district. While most students are drawn from traditional public schools, charter schools are pulling large numbers of students from the private education market and present a potentially devastating impact on the private education market, as well as a serious increase in the financial burden on taxpayers. Private school enrollments are much more sensitive to charters in urban districts than in non-urban districts. Overall, about 8 percent of charter elementary students and 11 percent of middle and high school students are drawn from private schools. In highly urban districts, private schools contribute 32, 23, and 15 percent of charter elementary, middle, and high school enrollments, respectively. Catholic schools seem particularly vulnerable, especially for elementary students in large metropolitan areas. The flow of private-school students into charters has important fiscal implications for districts and states. When charters draw students from private schools, demands for tax revenue increase. If governments increase educational spending, tax revenues must be increased or spending in other areas reduced, or else districts may face pressures to reduce educational services. The shift of students from private to public schools represents a significant shift in the financial burdens for education from the private to the public sector. Appended are: (1) Descriptive Characteristics of States and Large Cities; (2) Variable Means and Regression Results for Elementary School Students; (3) Variable Means and Regression Results for Middle School Students; (4) Variable Means and Regression Results for High School Students; and (5) Enrollments and Numbers of Schools by School Type and Urbanicity, 2008. (Contains 36 tables and 67 notes.)
Lost Opportunities: The Status of Science Education in California Middle Schools. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2012-03-00
Type: Reports - Research
Subjects: Middle Schools,Science Teachers,Middle School Teachers,Educational Opportunities,Internet,Science Instruction,Science Education,Secondary School Science,Access to Education,Teacher Qualifications,Educational Quality,Educational Resources,Teacher Education Programs

California's middle schools have a critical role to play in furthering their students' pursuit of science learning, in high school and beyond. The rapidly changing economy, advances in technology, and the press of global challenges only increase the importance of this responsibility. The potential is there for California's middle schools to provide each student with a strong science education. For the most part, their students have access to science facilities and basic equipment; the schools themselves have carved out dedicated time for science instruction in the weekly calendar; and many middle school science teachers have a background in science and have received additional preparation for teaching the subject. But a closer look reveals that this potential remains largely untapped. Many students do not receive science instruction in the earlier grades, arriving at middle school underprepared for and uninterested in learning science. Some middle school teachers may not have an adequate background for teaching science, and even those who come with a science background need opportunities to deepen their knowledge and improve their teaching skills, while keeping up with ever changing developments in the field. Overcrowded classrooms, insufficient time for instruction, and inadequate resources further limit access to high-quality learning opportunities that engage students in the exploration and practice of science. Systemic support for science education has eroded, and few schools have relationships with external organizations that could otherwise help to provide quality science learning opportunities. This CenterView highlights these issues, which are examined in greater depth in the survey-based study &quot;Untapped Potential: The Status of Middle School Science Education in California,&quot; available on the web at www.cftl.org. This study was undertaken with the aim of better understanding the degree to which California middle schools are providing science learning opportunities that are aligned with the National Research Council's recommendations for science instruction. The Council's recommendations have led to development of the national Next Generation Science Standards, which emphasize providing comprehensive, high-quality science instruction that includes opportunities for students to learn by engaging in the scientific process. This paper offers steps that can be taken to help California middle schools more fully tap their potential to provide students with high-quality learning opportunities in science. (Contains 1 exhibit and 1 footnote.)
The Condition of College &amp; Career Readiness, 2012
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,Tables (Data),White Students

This report focuses on the college and career readiness levels of the ACT[R]-tested US high school graduating class of 2012. The report represents 52 percent of all 2012 graduates in the United States. Findings in the report suggest that for this cohort of tested students, the condition of college and career readiness has slightly improved over the past several years, specifically in the subject areas of math and science. While encouraging, far too many students are graduating from high school ill-prepared for the academic rigors of college and career. The results again indicate that the US education system must do better at helping our young people to compete with their peers in other nations for meaningful jobs and careers in the 21st century global economy. As a trusted, not-for-profit leader in research on college and career readiness, ACT is committed to continuing our efforts to provide data and information to help solve the daunting problems faced by our nation. In future years, ACT research and data will be designed to provide insights not only on academic achievement but on student behavior and goals, which when combined will help individuals better prepare for success throughout their lives, from kindergarten through career. These new efforts will broaden and extend our core mission: Helping people achieve education and career success. The data in this report provide continued insights that will help inform and guide our collective efforts to improve college and career readiness for the next generation of young people now making their way through the US education system. A list of resources is included. (Contains 1 footnote.) [For &quot;The Condition of College &amp; Career Readiness, 2011,&quot; see ED522992.]
Data Implementation Manual for Enrolments for the 2007 School Year. National Goals for Schooling. Collection of Information on Student Background Characteristics. For Use by Schools, School Systems and Testing Agents. Second Edition
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2006-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Enrollment,Student Characteristics,Elementary School Students,Secondary School Students,Parent Background,Educational Attainment,Occupations,Socioeconomic Background,Indigenous Populations,Native Language,Sex,Data Collection,Student Records,Privacy

This manual provides information to assist schools and school systems to collect student background information as required by Education Ministers. The purpose is to enable nationally comparable reporting of students' outcomes against the National Goals for Schooling in the Twenty-First Century. It involves the collection of information on students': (1) sex; (2) Indigenous status; (3) socioeconomic background; and (4) language background. The manual describes what is involved and what it means in practical terms for schools, school systems and testing agents. In brief, schools and school systems need to collect background information on relevant students using agreed questions. The resulting information is then supplied to testing agents so that it can be linked with students' test forms. The process of collecting student background information from parents began in 2005. The original edition of this manual, &quot;Data Implementation Manual for Enrolments for the 2005 and 2006 School Years,&quot; was prepared to assist schools and systems in implementing collection of student background data. 2005 was regarded as a transition year with States, Territories and non-government schools being able to collect data via student test forms if it was not possible to implement collections from parents. However, Ministers agreed that from 2006 these data items were to be collected from parents. The 2007 edition of the manual is to be used by schools and school systems when enrolling students for the first time in the 2007 school year or when collecting information, via special data collection forms, on those students who are involved in national testing in 2007. Appended are: (1) Checklist for Existing Users; (2) Implementation Checklist for New users; (3) Background to the Implementation of Agreed Definitions for Student Background Characteristics; (4) Special Data Collection Forms; (5) Glossary; (6) Main Languages Spoken, by State/Territory; (7) Australian Standard Classification o Languages Coding Index; (8) Main Countries of Birth, by State/Territory; and (9) Standard Australian Classification of Countries (SACC) Coding Index. [For &quot;Data Implementation Manual for Enrolments for the 2005 and 2006 School Years. National Goals for Schooling. Collection of Information on Student Background Characteristics. For Use by Schools, School Systems and Testing Agents. First Edition,&quot; see ED534712.]
Measurement Framework for National Key Performance Measures
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2005-11-25
Type: Reports - Descriptive
Subjects: Foreign Countries,Measurement,Outcomes of Education,Elementary Secondary Education,Educational Indicators,Benchmarking,Academic Achievement,National Programs,Literacy,Numeracy,Science Achievement,Civics,Information Technology,Citizenship Education,Vocational Education,Student Characteristics,Student Participation,Educational Attainment,Comparative Education,Academic Standards,Educational Objectives,Educational Assessment,Data Collection,Comparative Analysis,Educational Policy

In 1999 Ministers responsible for school education agreed to the new set of &quot;National Goals for Schooling in the Twenty-First Century,&quot; with the aim of providing high quality schooling in Australia which would secure for students the necessary knowledge, understanding, skills and values for a productive and rewarding life. As a consequence, the national council of Ministers (MCEETYA) set in train a process to enable nationally comparable reporting of progress against the &quot;National Goals.&quot; This &quot;Measurement Framework for National Key Performance Measures&quot; takes account of all MCEETYA decisions related to measuring performance against the &quot;National Goals.&quot; It sets out a basis for reporting progress towards the achievement of the &quot;National Goals&quot; by Australian school students drawing on the agreed definitions of Key Performance Measures. The core of the Framework is a schedule setting out Key Performance Measures and an agreed assessment and reporting cycle for the period 2003-2010. With the aim of driving school improvement and enhanced outcomes for students, Ministers responsible for school education have agreed to report on progress towards the achievement of the &quot;National Goals for Schooling&quot; in the following priority areas, comparable by State and Territory, and using Key Performance Measures as the basis for reporting: (1) literacy; (2) numeracy; (3) science; (4) information and communication technology; (5) vocational education and training in schools; (6) participation and attainment; and (7) civics and citizenship education. (Contains 15 footnotes.)
Measurement Framework for National Key Performance Measures
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2007-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Measurement,Outcomes of Education,Elementary Secondary Education,Educational Indicators,Benchmarking,Academic Achievement,National Programs,Literacy,Numeracy,Science Achievement,Civics,Information Technology,Citizenship Education,Vocational Education,Student Characteristics,Student Participation,Educational Attainment,Comparative Education,Academic Standards,Educational Objectives,Educational Assessment,Data Collection,Comparative Analysis,Educational Policy

In 1999, Ministers responsible for school education agreed to the new set of &quot;National Goals for Schooling in the Twenty-First Century,&quot; with the aim of providing high quality schooling in Australia which would secure for students the necessary knowledge, understanding, skills and values for a productive and rewarding life. As a consequence, the national council of Ministers (MCEETYA) set in train a process to enable nationally comparable reporting of progress against the &quot;National Goals.&quot; This &quot;Measurement Framework for National Key Performance Measures&quot; takes account of all MCEETYA decisions related to measuring performance against the &quot;National Goals.&quot; It sets out a basis for reporting progress towards the achievement of the &quot;National Goals&quot; by Australian school students drawing on the agreed definitions of Key Performance Measures. The core of the Framework is a schedule setting out Key Performance Measures and an agreed assessment and reporting cycle for the period 2004-2012. With the aim of driving school improvement and enhanced outcomes for students, Ministers responsible for school education have agreed to report on progress towards the achievement of the &quot;National Goals for Schooling&quot; in the following priority areas, comparable by State and Territory, and using Key Performance Measures as the basis for reporting: (1) literacy; (2) numeracy; (3) science; (4) civics and citizenship education; (5) information and communication technology; (6) vocational education and training in schools; and (7) participation and attainment. (Contains 17 footnotes.) [For 2006 report, &quot;Measurement Framework for National Key Performance Measures,&quot; see ED534601.]
WWC Review of the Report &quot;Impact of the Thinking Reader[R] Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Computer Uses in Education,Computer Software,Reading Instruction,Novels,Reading Comprehension,Reading Motivation,Vocabulary,Reading Strategies,Grade 6,Elementary School Students,Elementary School Teachers,Middle School Students,Middle School Teachers,Educational Research

The study of &quot;Thinking Reader&quot;[R] is a multisite cluster randomized controlled trial. Ninety-two reading/English language arts teachers from 32 elementary and middle schools were randomly assigned within their schools to either the &quot;Thinking Reader&quot;[R] condition or the comparison condition. The analysis sample consisted of 90 classes and 2,147 grade 6 students, with 1,156 students in the &quot;Thinking Reader&quot;[R] condition and 991 students in the comparison condition. Teachers in the &quot;Thinking Reader&quot;[R] condition supplemented their regular English language arts or reading instruction with one to three preselected &quot;Thinking Reader&quot;[R] novels that students were asked to read within the &quot;Thinking Reader&quot;[R] software program. Students in comparison group classrooms participated in the schools' regular curriculum. The study assessed the effectiveness of &quot;Thinking Reader&quot;[R] by comparing the reading comprehension of students in the &quot;Thinking Reader&quot;[R] and comparison conditions at the end of the school year. The study found no statistically significant differences on the comprehension outcomes of students in the &quot;Thinking Reader&quot;[R] classes, compared with students in the comparison classes. The research described in this report meets What Works Clearinghouse (WWC) evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for the comprehension domain; and (4) Subgroup findings for the comprehension domain. A glossary of terms is included. (Contains 6 endnotes.) [The following study is the focus of this &quot;Review&quot;: &quot;Impact of the Thinking Reader[R] Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation: Final Report. NCEE 2010-4035&quot; (ED517968).]
WWC Review of the Report &quot;Philadelphia&apos;s Renaissance Schools Initiative: 18 Month Interim Report&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Schools,School Turnaround,Program Effectiveness,Educational Research,Mathematics Achievement,Reading Achievement,Attendance,Outcomes of Education,Comparative Analysis

The study reviewed in this report examined the effects of Philadelphia's &quot;Renaissance Schools Initiative&quot; on students in K-8 schools after one year of implementation. Schools were selected for participation based on their School Performance Index (SPI) at the start of the 2010-11 school year. The SPI rates every school in Philadelphia from one to 10 (one being the highest achievement level and 10 being the lowest). The schools that were selected for the initiative had an SPI of 10. The study compared outcomes from 11 Renaissance Schools to those from 72 comparison schools that had an SPI rating of seven to ten. Study authors analyzed average student test scores in math and reading on the Pennsylvania System of School Assessment (PSSA) and average student attendance. The study reported that students in Renaissance Schools had significantly higher math achievement, reading achievement, and attendance rates than students in comparison schools. However, the What Works Clearinghouse (WWC) does not consider these results to be conclusive because the Renaissance Schools and comparison schools did not have equivalent average student achievement before implementation of the Initiative. Therefore, reported differences in average student outcomes between the schools might reflect these pre-program differences and not the effect of the &quot;Renaissance Schools Initiative.&quot; The research described in this report does not meet WWC evidence standards. (Contains 2 endnotes.) [The following study is the focus of this &quot;Review&quot;: &quot;Philadelphia's Renaissance Schools Initiative: 18 Month Interim Report&quot; (ED531671). For the &quot;WWC Quick Review&quot; of this report, &quot;What Works Clearinghouse Quick Review: &quot;Philadelphia's Renaissance Schools Initiative: 18 Month Interim Report,&quot; see ED530206.]
WWC Review of the Report &quot;A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Learning,English Language Learners,Secondary School Students,Hispanic American Students,Mainstreaming,Research Reports,Statistical Significance,Intervention,Instructional Effectiveness,Educational Research,Evidence,English Teachers

The study reviewed in this report examined the impact of the &quot;Pathway Project&quot; intervention on students who were mainstreamed Latino English language learners (ELLs). One hundred and three English teachers in 15 schools in California were recruited and randomly assigned to either the &quot;Pathway Project&quot; condition or a comparison condition. The study found, and the What Works Clearinghouse (WWC) confirmed, a statistically significant positive effect of the Pathway Project intervention on student outcomes in the spring of the implementation year in the English language development domain. The average effect size calculated by the WWC for the English language development domain was 0.22. The study did not find a statistically significant or substantively important effect in the reading domain. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. (Contains 3 endnotes.) [The following study is the focus of this &quot;Review&quot;: &quot;A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12&quot; (EJ932553).]