ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizing Early Education for Improvement: Testing a New Survey Tool. Technical Report
Author: Ehrlich, Stacy B.
Date: 2018-03-00
Type: Reports - Research-practitioner Partnerships
Subjects: Early Childhood Education,Educational Improvement,Educational Quality,Teacher Surveys,Parent Surveys,Reliability,Validity,Outcomes of Education,Educational Environment,Educational Practices,School Administration,Teacher Student Relationship,Attendance

High-quality, well-implemented early childhood education (ECE) positively affects the learning trajectories of children who start school with lower skills than their peers, according to decades of evidence. Yet studies on ECE programs across the country reveal that too few offer high-quality programming. To date, the ECE field has focused most improvement efforts on classroom materials and interactions. Broadening these efforts to an organization-wide focus could better support quality improvement. The UChicago Consortium and the Ounce of Prevention Fund designed teacher and parent surveys, the &quot;Early Education Essential Organizational Supports Measurement System&quot; (&quot;Early Ed Essentials&quot;), to help ECE sites diagnose organizational strengths and weaknesses. The current study tested whether the newly-adapted and designed &quot;Early Ed Essentials&quot; teacher and parent surveys captured reliable and valid information about the organization of ECE programs--information that is also associated with existing indicators of program quality. Key findings include: (1) &quot;Early Ed Essentials&quot; measures were internally reliable and the teacher survey measures differentiate well across ECE sites; (2) In order to capture parents' perspectives, a sixth essential called Parent Voice was created and was tested as part of the validation study; (3) Most, but not all, essential scores were significantly related to site-level outcomes. Ambitious Instruction and Parent Voice were not significantly related to either outcome measured. Sites with high and low &quot;Early Ed Essentials&quot; survey responses had qualitatively different climate, structures, and practices; (4) The qualitative voice of families contributed substantially to researchers' ability to describe and differentiate the climate and conditions of ECE sites with strong and weak essential supports; and (5) The survey development team will continue to refine the tool, including revising the parent survey. [This report was written with: Stuart Luppescu, Sangyoon Park, Elizabeth Frank, Holly Lewandowski, and Christopher Young.]
School Closings in Chicago: Staff and Student Experiences and Academic Outcomes. Research Report
Author: Gordon, Molly F.
Date: 2018-05-00
Type: Reports - Research-practitioner Partnerships
Subjects: School Closing,Outcomes of Education,Public Schools,Urban Schools,Academic Achievement,Elementary Schools,Secondary Schools,Student Attitudes,Teacher Attitudes,Transfer Students,Student Mobility,Attendance Patterns,Suspension,Scores,Grade Point Average,Student Experience,Teaching Experience

Across the country, urban school districts are opting to close under-enrolled schools as a way to consolidate resources. Motivated by a reported $1 billion deficit and declining enrollments in depopulating neighborhoods, the Chicago Board of Education voted in May 2013 to close 49 elementary schools and one high school program located in an elementary school--the largest mass school closure to date. In order to accommodate the nearly 12,000 displaced students, Chicago Public Schools (CPS) designated specific &quot;welcoming&quot; schools for each of the closed schools. In this report, the authors provide evidence of the short-term and multi-year impacts of the 2013 CPS school closures on students' academic, behavioral, and other relevant outcomes. Using a mixed methods design, they sought to answer two primary questions: (1) How did staff and students affected by school closings experience the school closings process and subsequent transfer into designated welcoming schools? and (2) What effect did closing schools have on closed and welcoming schools students' mobility, attendance, suspensions, test scores, and core GPAs? In answering these questions, they illuminate the voices and experiences of the staff and students most directly affected by closures across six welcoming schools. [Included are commentaries by Eve L. Ewing and Douglas N. Harris. Additional support for this report was provided by the Consortium Investor Council.]
The Success Project: The Implementation and Early Outcomes of a Middle Grade Program
Author: Cowhy, Jennifer R.
Date: 2017-10-00
Type: Reports - Research-practitioner Partnerships
Subjects: Middle School Students,Transitional Programs,School Readiness,Urban Schools,Program Implementation,Program Effectiveness,Success,School Choice,College Readiness,High Schools,Outcomes of Education

The Success Project was a multi-year effort that aimed to better prepare middle grade students for the transition to and success in high school and beyond. Underlying this initiative was a belief that many urban public middle grades students in the United States enter high school without sufficient social supports and academic skills to succeed in high school and college and that many Chicago students would be more successful in high school and beyond if they better utilized their high school choice options. The program addressed these gaps through a course taken by all middle grade students, called 6to16, and the engagement of a Success Coordinator based at each school. This initiative was launched in September 2014 by the University of Chicago Impact (UChicago Impact) in partnership with Chicago Public Schools (CPS), the Lefkofsky Family Foundation, and the Academy for Urban School Leadership (AUSL). It was implemented in 10 neighborhood elementary (K-8) schools in Chicago Public Schools and 23 AUSL schools. The UChicago Consortium conducted a formative evaluation of the Success Project, designed to provide information that could inform the program's improvement as it developed. In particular, the evaluation sought to describe how the project was being implemented in the context of the 10 Success Schools, it sought to understand the program's theory of action, as well as to provide the program with some quantitative evidence to monitor the program's progress. In addition to informing the program, this report offers some valuable insights and considerations for community-based organizations and other programs working in schools. [UChicago Impact's implementation of The Success Project was supported by the UChicago Chicago Public Schools and the Lefkofsky Family Foundation. Additional funding was provided by the Consortium Investor Council.]
Disinvesting in the Future? A Comprehensive Examination of the Effects of State Appropriations for Public Higher Education. Working Papers. No. 18-1
Author: Zhao, Bo
Date: 2018-06-00
Type: Reports - Research
Subjects: State Aid,Public Education,Higher Education,Financial Support,Educational Finance,Budgeting,Retrenchment,Tuition,Fees,Student Financial Aid,Expenditures,Graduation,Community Colleges,Public Colleges

In aggregate, state appropriations are the largest revenue source for public higher education in the United States. However, these appropriations have significantly declined over past decades, drawing serious concerns about the potential negative impact on schools and students. This paper provides a more comprehensive study of the effects of state appropriations than previous research, while explicitly exploring and testing the heterogeneity of the effects by institutional type. It finds strong evidence of the negative effects of state appropriation cuts in the areas of tuition and fees, student financial aid, instructional and other school expenditures, and degree completion. Community colleges, which serve the most undergraduates but have not been well studied by past research, are shown to be particularly vulnerable to the negative effects of state funding cuts.
Academics&apos; Needs and Expectations toward Academic Management &amp; Leadership Programs
Author: Karaferye, Figen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Needs,Expectation,Leadership Training,College Administration,Program Administration,Faculty Development,Teacher Attitudes

With the strong effect of globalisation, knowledge-based societies, competitiveness and new technologies upon universities, interest and need in academic management &amp; leadership programs are increasing. More Higher Education Institutions (HEIs) are beginning to provide their staff with academic management &amp; leadership programs to ensure successful formal and professional management. Academics with &amp; without managerial position attend those programs to improve their understanding &amp; skills in departmental management and/or academic research/project team management. The aim of this study is to determine the needs and expectations of academics regarding that kind of programs in a HEI (which is currently without those programs) in Turkey. Participation in the study was voluntary and a semi-structured interview form was used to gather data. Convenience sampling method was used to reach the participants and content analysis was conducted in data analysis. According to the findings, participants believe that kind of Professional Development (PD) programs are useful in academic career, education and management &amp; leadership fields; in addition, they are willing to participate in those programs if planned. However, it is obtained that they kind of have some bias against the PD programs regarding their content, the way they are arranged or the trainers' style. Based on the findings, while planning that kind of programs, it is suggested to provide a content variety on various platforms; to design applicable-friendly programs based on the needs &amp; expectations of the department in order to be able to address to different needs &amp; expectations and to make it welcoming for more participation.
History of Educational Reform in the State of Florida. Information Capsule. Volume 1704
Author: Blazer, Christie
Date: 2018-04-00
Type: Reports - Research
Subjects: Educational Change,Accountability,State Legislation,Elementary Secondary Education,Educational Assessment,Merit Pay,Teacher Competencies,Teacher Salaries,Academic Standards,School Choice,Standardized Tests,State Standards,Grades (Scholastic),Academic Achievement

This Information Capsule summarizes the history of educational reform in the State of Florida from the 1970s through the present. Although the Florida Legislature has modified accountability policies and added new reforms over the years, the &quot;A+ Plan for Education&quot;, signed into law by Governor Jeb Bush in 1999, remains the foundation of Florida's education system in 2018. This report reviews Florida's four different sets of student academic standards and their corresponding statewide assessments since 1976. A brief history of Florida's School Performance Grading system is also provided. Finally, Florida's teacher performance pay policy is summarized.
Examining Progress in English Language Acquisition via Student Growth Percentiles. Research Brief. Volume 1607
Author: Shneyderman, Aleksandr
Date: 2017-04-00
Type: Reports - Research
Subjects: English Language Learners,English (Second Language),Second Language Learning,Language Proficiency,Language Tests,Elementary School Students,Middle School Students,High School Students,Reading Skills,Writing Skills,Listening Skills,Speech Skills

The goal of this Research Brief is to identify schools in which English Language Learners (ELLs) exhibit high growth in English language acquisition. In 2015-2016, a new English Language Proficiency test, known as Assessing Comprehension and Communication in English State-toState for English Language Learners (ACCESS for ELLs) was used for the first time in Florida. In prior years, the Comprehensive English Language Learning Assessment (CELLA) was used in the State. Because these two instruments use different scales, student results are not directly comparable.
The Educational Attainment of Chicago Public Schools Students: 2016. Research Report
Author: Nagaoka, Jenny
Date: 2017-10-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Attainment,Public Schools,Urban Schools,Probability,High School Students,Grade 9,Graduation,Bachelors Degrees,Enrollment,College Attendance,Academic Persistence,Educational Trends,High School Graduates,Disabilities,Graduation Rate,Educational Indicators,College Entrance Examinations,Grade Point Average,College Choice,Ethnic Groups

This report is an annual look at Chicago Public Schools (CPS) students' likelihood of obtaining a college degree within 10 years of beginning high school finds that 18 percent of 2016 ninth-graders are projected to earn a bachelor's degree within six years of high school graduation, a number that has held steady since 2015. The report also finds high school graduation and two- and four-year college enrollment have increased over the last 10 years. Four-year college graduation has remained fairly flat since 2009 and persistence rates for CPS students at four-year colleges has been declining since 2011. For the first time, this report looks at achievement on key milestones, including six-year high school graduation and college enrollment, for students with identified disabilities. It finds, overall, graduation rates vary by disability category. Twenty-nine percent of students with behavioral disabilities graduated high school in 2015, a much lower rate than students with other disabilities. Also in 2015, 68 percent of students with learning disabilities graduated high school in six years, a significant increase from 50 percent in 2006. Rates of six-year high school graduation for students with physical and cognitive disabilities remained relatively stable between 2006 and 2015. Across all disability categories, 2015 high school graduates were much more likely to enroll in college than 2006 high school graduates. [This report was produced with the To&amp;Through Project, a partnership between the University of Chicago's Urban Education Institute and the Network for College Success. Additional support was provided by the Consortium Investor Council. For the 2015 Research Brief, see ED568551.]
Military Service and Educational Attainment of High School Sophomores after 9/11: Experiences of 2002 High School Sophomores as of 2012. Stats in Brief. NCES 2019-427
Author: Lauff, Erich
Date: 2018-11-00
Type: Reports - Research
Subjects: Military Service,High School Students,Postsecondary Education,Military Personnel,Grade 10,Terrorism,Student Characteristics,United States History,Student Experience,Paying for College,Expectation,College Attendance,Enrollment,Family Characteristics,Institutional Characteristics,Student Financial Aid,Student Loan Programs,Gender Differences,Racial Differences,Ethnicity,Parent Background,Educational Attainment,Socioeconomic Status,Language Usage,Occupational Aspiration,Academic Achievement,Course Selection (Students)

This Statistics in Brief examines military service among 2002 high school sophomores and the postsecondary enrollment outcomes of those who had served in the military as of 2012, some 8 years after most completed high school in 2004. This cohort had just begun 10th grade when the terrorist attacks of September 11, 2001, occurred. As of 2012, some 6 percent of 2002 high school sophomores had entered the military (Chen et al. 2017). This report examines the characteristics of these students and the timing of their military service, compares their postsecondary experiences with those of their contemporaries who did not serve, and looks at how they financed their postsecondary education.
On the Path to Becoming a Teacher: The Landscape of Student Teaching in Chicago Public Schools. Policy Brief
Author: Gordon, Molly F.
Date: 2018-08-00
Type: Reports - Research
Subjects: Student Teachers,Student Teaching,Public Schools,Urban Teaching,Placement,Mentors,Readiness,Beginning Teachers,Teacher Effectiveness,Educational Indicators,Teaching Experience

This is UChicago Consortium's first comprehensive brief on student teachers and the student teaching experience in Chicago Public Schools (CPS). It synthesizes findings from research done in partnership with researchers from National Louis University, University of Michigan, and Stanford University, using CPS teacher data, along with surveys of student teachers and their mentor teachers, to understand where student teachers were placed, who serves as mentor teachers, and what factors were good indicators of first-year teacher performance. Key findings include: (1) Student teachers' self-reports of their own level of preparation at the end of student teaching were not related to their performance in their first year of teaching; (2) Mentor teachers' instructional support and guidance mattered more than their own qualifications; (3) Student teachers were placed unevenly in schools across the district and were less likely to be placed in low-performing schools and more likely to train in schools that served fewer low-income students; (4) Student teachers were more effective in their first year if their mentor teachers had strong performance ratings, although other mentor characteristics such as National Board Certification status, tenure, and prior mentor experience showed no relationship to student teachers' subsequent performance; and (5) Mentor teachers' assessments of their student teachers' instructional practices were good indicators of student teachers' performance in their first year of teaching. [This policy brief was written with Kavita Kapadia Matsko, Matthew Ronfeldt, Hillary L. Greene Nolan, and Michelle Reininger.]
Describing Magnet School Students: Applicants 2016-2017 - Students 2017-2018. Research Brief. Volume 1710
Author: Froman, Terry
Date: 2018-04-00
Type: Reports - Research
Subjects: Public Schools,School Districts,Magnet Schools,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status,Selective Admission,African American Students,Asian American Students,White Students,Hispanic American Students,Multiracial Persons,Academic Achievement,Standardized Tests,Elementary Secondary Education,Achievement Tests

The Miami-Dade County Public School District is a nationally recognized leader in the quality and diversity of educational opportunities. Magnet Programs, in particular, offer distinctive educational choices to students. Magnet programs attract students by offering unique opportunities for in-depth experiences and study in specific areas of interest. Each magnet program emphasizes a specialized theme. The objectives are to create educational interests, honor cultural and ethnic diversity, and promote student achievement. The purpose of this paper is to provide a brief snapshot of the student body applying to and attending magnet programs in Miami-Dade County schools. Comparisons will be made between accepted and not-accepted applicants and between magnet and non-magnet attendants. Demographic variables considered include the race/ethnicity and the gender of students, as well as their participation in the free/reduced price lunch (FRL) program. Additionally, comparisons in academic performance will be considered. It is hoped that studies such as this can help guide future decision-making processes and program offerings.
Science, Technology, Engineering, Art and Mathematics (STEAM) School Designation Program Description. Research Brief. Volume 1706
Author: Hernandez, Vanessa Gonzalez
Date: 2018-01-00
Type: Reports - Research
Subjects: STEM Education,Art Education,College Readiness,Career Readiness,Elementary Schools,Middle Schools,High Schools,Academic Achievement,Equal Education

Since 2015, M-DCPS has emphasized the importance of Science, Technology, Engineering, Art and Mathematics (STEAM) education in students' college and career preparedness through its school designation program. Schools must meet a rigorous set of criteria in integrations, operational criteria, and academics to receive a STE(A)M designation. The District currently has 45 STEM and 48 STEAM elementary, middle, high and K-8 schools. STE(A)M schools designated as Silver or Gold met or exceeded the percentage of students scoring at a level 3 or above in science and mathematics as compared to the District overall.
High School Graduation and College Readiness Indicator Systems: What We Know, What We Need to Know. Concept Paper for Research and Practice
Author: Allensworth, Elaine M.
Date: 2018-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: High School Students,High School Graduates,At Risk Students,Identification,Educational Indicators,Educational Attainment,College Readiness,Early Intervention,Graduation Rate,Educational Improvement,Accountability,Program Implementation,Educational Policy,Program Effectiveness,Educational Research,Teacher Attitudes,School Policy,Educational Practices,Student Improvement,Educational Environment

In districts across the country, school practitioners rely on early warning indicator systems (EWI) to identify students in need of support to graduate high school and be prepared for college. By organizing pieces of data on student performance into indicators, practitioners can develop and test school strategies to improve students' educational attainment with data that are readily available, making indicator systems a potentially powerful tool for supporting student outcomes. While the use of indicators for reaching school and district goals around students' educational attainment has been widely embraced, it is not always clear how to do so in ways that will lead to better educational attainment for students. Questions about how to use indicator systems effectively generally focus on: (1) &quot;How&quot; are indicators used to improve high school and college graduation rates, and (2) &quot;Which&quot; indicators should be the focus of an early warning or college readiness indicator system? These questions are intertwined. Decisions about which indicators are the best indicators to use depend on how they are being used, and questions about how to use indicators depend on the choice of indicators. This paper provides a brief overview of the current state of the use of indicators for improving students' educational attainment, considerations about which indicators to use when developing an indicator system, and some of the questions that have arisen as schools, districts, and states engage in these efforts. It is intended for people who are positioned between the research and practice spheres, such as district and state institutional researchers, or researchers at universities and research organizations who work closely with schools and districts. It may also be of interest to school and district administrators with a strong interest in developing and refining high school graduation and college readiness indicator systems, and an interest in the data and research behind such systems.