ethanporcaro/eric-fulltext-meta huggingface dataset:
Successful Transition to High School: A Randomized Controlled Trial of the Barr Model with 9th Grade Students
Author: Corsello, Maryann
Date: 2015-03-00
Type: Reports - Research
Subjects: Grade 9,High School Students,Transitional Programs,Experimental Groups,Control Groups,Comparative Analysis,Adolescent Development,Educational Environment,Student Needs,Student Adjustment,Suburban Schools,Credits,Scores,Mathematics Achievement,Reading Achievement,Success,Intervention,Program Effectiveness,Professional Development,School Schedules,Instructional Leadership,Parent Participation,Change Strategies,Student Development,Social Development,Interpersonal Competence,Cooperative Planning,At Risk Students,English,Language Arts,Science Achievement,Student Records,Regression (Statistics),Standardized Tests

Ninth grade is a pivotal year for students. Numerous studies find that academic performance in 9th grade often sets the student's trajectory throughout the high school years, as well as the probability of graduation. The Building Assets Reducing Risks (BARR) model is a comprehensive approach that addresses developmental, academic, and school environment challenges in the 9th grade year. This paper presents the results of a one-year randomized controlled trial that tested the effectiveness of the BARR model in a large suburban high school. The results demonstrated that students in the BARR experimental group earned significantly more credits in core classes (F(4,516) = 24.21, p&lt;0.001) and demonstrated significantly more growth from fall to spring in NWEA mathematics (F(4,470) = 388.12, p&lt;0.001) and reading scores (F(4,490) = 251.84, p&lt;0.001) when compared to students in the control group. BARR is unique in that is it a socio-emotional model that produces significant academic results and increases student success in the critical 9th grade year. Appended are: (1) References; and (2) Tables and Figures.
Building Assets Reducing Risks: Academic Success for All Students through Positive Relationships and Use of Real-Time Data
Author: Corsello, Maryann
Date: 2015-04-00
Type: Reports - Research
Subjects: Teacher Collaboration,Student Improvement,Improvement Programs,Information Utilization,Student Records,Program Implementation,Achievement Gains,Achievement Gap,Racial Differences,Hispanic American Students,Interpersonal Relationship,Data Analysis,Educational Change,Positive Reinforcement,Control Groups,Experimental Groups,Grade 9,Faculty Development,Counselor Training,Leadership Training,Scheduling,Parent Participation,Risk Assessment,Credits,Failure,Grade Point Average

Building Assets Reducing Risks (BARR) is a social emotional model that achieves academic outcomes through combining use of real-time student data with proven relationship-building strategies and intensive teacher collaboration to prevent course failure. BARR is a recipient of US Department of Education &quot;Investing in Innovation (i3)&quot; Development and Validation grants. This paper presents results of the first two years of BARR implementation, including a randomized controlled trial in the first year. Students who experienced BARR earned significantly more credits toward graduation and had a lower core course failure rate than students in the control condition. By the second year, the achievement gap between Hispanic and non-Hispanic students had closed. Implications of combining positive intentional relationships with academic rigor are discussed.
Kids on the Move: Afterschool Programs Promoting Healthy Eating and Physical Activity. America After 3PM Special Report
Author: Afterschool Alliance
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: After School Programs,Child Health,Health Promotion,Wellness,Health Behavior,Parent Attitudes,Expectation,Physical Activity Level,Nutrition,Food,Program Effectiveness,Obesity,Educational Improvement,National Surveys,Interviews,Low Income Groups,Minority Groups,African Americans,Hispanic Americans,Age Differences,Socioeconomic Influences,Elementary School Students,Secondary School Students,Eating Habits,Standards,School Role,Federal Programs,Government Role,Exercise,Whites

Afterschool programs have continued to grow in sophistication, increase their offerings and improve quality. As the role of afterschool programs has evolved from primarily providing a safe and supervised environment to a resource that provides a host of supports for their students, programs have become valuable partners in helping students reach their full potential in school, career and life. This convergence of factors has resulted in students and their families increasingly taking advantage of the multitude of benefits offered by afterschool programs, such as academic enrichment, hands-on learning, and caring and supportive mentors. Afterschool programs have also become a promising approach to help improve the health and wellness of students, from providing students with access to nutritious foods to promoting healthy habits to keeping students physically fit. The focus of this &quot;America After 3PM special report&quot;, is on the role that afterschool programs are playing to support the health and wellness of their students. More specifically, this report will cover parents' expectations of afterschool programs to keep their child healthy and active, how satisfied parents are with the food and physical activity provided in their child's afterschool program, and existing opportunities to improve afterschool programs' nutritional and physical activity offerings. Given the high number of students in the U.S. who are living in households where consistent access to healthy food is a challenge, who are overweight or obese, or who are not getting the recommended amount of daily physical activity, this report also outlines strategies to help afterschool programs make even greater strides to address the health and wellness needs of their students and help the nation's children get healthy, stay healthy and lead healthier lives. This report contains the following sections: (1) Afterschool Programs Meeting Parents' Expectations Around Healthy Eating and Physical Activity; (2) Areas of Improvement for the Afterschool Field; and (3) Recommendations. The findings in this report are based on survey responses from parents in 2014, during which 30,720 households were screened nationally and 13,709 households completed in-depth interviews. [For the Executive Summary, see ED557936.]
Kids on the Move: Afterschool Programs Promoting Healthy Eating and Physical Activity. America After 3PM Special Report. Executive Summary
Author: Afterschool Alliance
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: After School Programs,Child Health,Health Promotion,Wellness,Health Behavior,Parent Attitudes,Expectation,Physical Activity Level,Nutrition,Food,Program Effectiveness,Obesity,Educational Improvement,National Surveys,Interviews,Low Income Groups,Minority Groups,African Americans,Hispanic Americans,Age Differences,Socioeconomic Influences,Elementary School Students,Secondary School Students,Eating Habits,Standards,School Role,Federal Programs,Government Role,Exercise,Whites

Afterschool programs continue to make advances when it comes to providing students with nutritious foods, keeping them physically fit and promoting health. Such programs have great potential to help prevent obesity and instill lifelong healthy habits, serving more than 10 million children and youth across America, with more than 19 million more who would be enrolled in a program if one were available to them. This Executive Summary of the full report concentrates on parents' reports of efforts made by afterschool programs to help improve the health and physical fitness of children and youth around the country. It also describes areas where afterschool programs can better meet the needs of students and families when it comes to health and wellness and outlines steps afterschool programs can take to help make positive change for students' overall health. The findings in this report are based on survey responses from parents in 2014, during which 30,720 households were screened nationally and 13,709 households completed in-depth interviews. The following sections from the full report are summarized: (1) Afterschool Programs Meeting Parents' Expectations Around Healthy Eating and Physical Activity; (2) Areas of Improvement for the Afterschool Field; and (3) Recommendations. [For the full report, &quot;Kids on the Move: Afterschool Programs Promoting Healthy Eating and Physical Activity. America After 3PM Special Report&quot;, see ED557935.]
Afterschool Programs: Inspiring Students with a Connected Learning Approach
Author: Afterschool Alliance
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: After School Programs,Cooperative Learning,Educational Opportunities

Afterschool programs have been among the pioneers in applying a connected learning approach-creating a learning environment for students that builds on their interests; introduces them to new passions; provides mentors and a supportive peer network; and links this engagement to academics, careers and civic participation. This report, discusses the role afterschool programs play in the ecology of learning, where programs can help bridge the divides that exist in terms of access to additional learning opportunities, access to caring mentors, and access to resources and peer networks that can excite young people about the acquisition of knowledge. The report also dives into connected learning, exploring this educational approach that is the intentional linkage of ones' interests, peer groups and academics, and how it capitalizes on the benefits of all three areas to create a learning experience that is both powerful and enduring. Included in the report are examples of afterschool programs that are offering connected learning opportunities that join together their students' interests, peer networks and academics, as well as key takeaways from programs. Resources provided at the end of the report provide information on networks for educators, additional reports and websites focused on connected learning.
Leadership and the Decentralized Control of Schools
Author: Steinberg, Matthew P.
Date: 2013-12-00
Type: Information Analyses
Subjects: Leadership,School Administration,Administrative Organization,Private Sector,Public Sector,Role Perception,Professional Autonomy,Commercialization,Administrative Principles,Educational Development,Educational Change,Principals,Administrator Role,Leadership Role,Elementary Secondary Education,Literature Reviews

This review examines the literature related to leadership and the decentralized control of schools. It first considers the distinctive goals of public and private agencies, the specific constraints that shape the autonomy of leaders in different sectors, and the ways in which new models of public management are infusing public agencies with market-based principles. Next, the role of principals as public-sector leaders and the evidence on factors related to principal effectiveness are considered. Finally, the review assesses the extent of decentralized control granted to local schools and the evidence on the impact of decentralization.
Common Core Implementation: Units of Study in Sacramento City. Practice Brief
Author: Knudson, Joel
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: State Standards,Academic Standards,Program Effectiveness,Program Implementation,Curriculum Development,Curriculum Design,Instructional Materials,Teachers,Capacity Building,Teacher Participation,Teacher Empowerment,Teaching Experience,Teacher Attitudes,Trust (Psychology),Faculty Development,English Language Learners,Quality Control,Units of Study

As district leaders search for the best ways to improve student learning with the Common Core State Standards, California districts are leading the way as early implementers of the new standards. The ideas and lessons emerging from their work can help other educators maximize the effectiveness of their own implementation efforts. This brief describes Sacramento City Unified School District's approach to developing units of study that guide teachers' classroom practice. The units provide a valuable tool for designing curriculum and instructional materials, but just as importantly, they have driven teacher capacity building and engagement in the implementation of the new standards. This brief examines the units of study strategy as it has unfolded in Sacramento, identifies some of the key points of evolution since the district began its work three years ago, and discusses some of the challenges and tensions facing districts that might employ a similar approach. Key findings in this brief include: (1) Achieving the appropriate level of specificity--Teachers must consider many specific elements of classroom instruction when implementing a unit of study; (2) Balancing teacher empowerment with quality control--Developing units of study can help teachers understand the standards in deeper and more meaningful ways than traditional approaches, but the model also calls on teachers to act as curriculum developers; (3) Leveraging teachers' experiences and perspectives--The units of study fundamentally rely on teachers' professional judgment to drive Common Core implementation efforts; (4) Building trust to facilitate teacher growth--For these efforts to be successful, district and site leaders need to create trusting environments where teachers feel comfortable taking risks; and (5) Providing enough time and support--Finding time for teachers to learn and engage in the unit development process is an ongoing struggle. [Contains notes. The development of this brief was also supported through contributions from the California Education Policy Fund, and the Silver Giving Foundation.]
Postsecondary Institutions and Cost of Attendance in 2014-15; Degrees and Other Awards Conferred, 2013-14; and 12-Month Enrollment, 2013-14. First Look (Preliminary Data). NCES 2015-097
Author: Ginder, Scott A.
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Surveys,Institutional Characteristics,Graduation,Enrollment Trends,Costs,College Attendance,Tuition,Fees,Geographic Location,Student Financial Aid,Student Characteristics,Racial Differences,Ethnic Groups,Gender Differences,Undergraduate Study,Graduate Study,Public Colleges,Private Colleges,Two Year Colleges,College Students,Academic Degrees

This &quot;First Look&quot; presents findings from the preliminary data of the Integrated Postsecondary Education Data System (IPEDS) fall 2014 data collection, which included three survey components: Institutional Characteristics for the 2014-15 academic year; Completions, covering the period July 1, 2013, through June 30, 2014; and 12-Month Enrollment, covering the same period. Data for all three components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015098. This &quot;First Look&quot; provides users with access to IPEDS data soon after the close of data collection. This report is based upon preliminary data that have not been extensively reviewed or edited. Provisional data for this collection, containing fully reviewed, edited, and imputed data, will be released approximately 3 months after the preliminary data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2015-16). The purpose of this report is to introduce new data through tables containing descriptive information. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. The following are appended: (1) Data Collection Procedures; and (2) Glossary of Terms.
Implementing LCFF: Early Lessons from the Field. Policy and Practice Brief
Author: Knudson, Joel
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Educational Practices,Educational Policy,Program Implementation,School Districts,Funding Formulas,Finance Reform,State Aid,State Policy,Capacity Building,Instructional Innovation,Academic Achievement,Context Effect,Transformative Learning,Organizational Communication,Community Involvement,Educational Improvement,Educational Change,Change Strategies

The Local Control Funding Formula (LCFF) represents a fundamental transformation of the way California allocates state funds to school districts and the ways the state expects districts to make decisions about (and report on) the use of these funds. This is the first in a series of short briefs that aims to capture some key themes emerging from the Local Control Accountability Plan (LCAP) development process, including some of the key challenges that California educators still need to address as they work to fulfill the promise of the new funding system. This brief identifies some early lessons about how best to use the new system to meet student needs, especially the traditionally underserved. It highlights key areas that merit attention from California education stakeholders, as well as issues of communication around priorities and expectations that can help support the successful enactment of the new funding policy. [The development of this brief was also supported through contributions from the Silver Giving Foundation.]
You'll Never Be Better than Your Teachers: The Garden Grove Approach to Human Capital Development
Author: Knudson, Joel
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Case Studies,School Districts,Urban Education,Educational Improvement,Human Capital,Capacity Building,Educational Quality,Teacher Effectiveness,Awards,Educational Practices,Profiles,Educational Strategies,Teacher Recruitment,Administrators,Personnel Selection,Achievement Gains,Academic Achievement

Teachers matter. Educators, policymakers, and the general public alike agree that great teachers are vital to a thriving K-12 education system, yet the pathways to assembling a high quality teaching force remain elusive. This case study of Garden Grove Unified School District (GGUSD), winner of the 2004 Broad Prize for Urban Education, demonstrates what a comprehensive approach to maximizing teacher quality can look like in practice. The report examines the strategies behind the district's two key levers for improvement: (1) getting the best teachers, and (2) building the capacity of the teachers it has. The story of Garden Grove is less about what it does, however, than how the district approaches its work. The report therefore explores the district culture and commitment to continuous improvement that produce effective practices of human capital development and enable these practices to achieve success. [The development of this brief was also supported through contributions from California Education Partners and the Silver Giving Foundation.]
The Nation's Report Card: 2013 NAEP Focus on Vocabulary. NCES 2015-016
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Vocabulary Development,Reading Skills,Reading Achievement,Reading Comprehension,Scores,Standardized Tests,Knowledge Level,Racial Differences,Ethnic Groups,Gender Differences,Grade 4,Grade 8,Grade 12,Achievement Gains

As part of the National Assessment of Educational Progress (NAEP) in reading, students are asked to demonstrate their understanding of words as used in literary and informational texts. This focus on students' understanding of word meaning highlights the importance of vocabulary in reading comprehension. This report provides an overview of findings in the following areas: (1) National Score Trends; (2) Examples of Students' Vocabulary Knowledge; (3) Score Gains for Racial/Ethnic Groups; and (4) Score Gap by Gender.
Evaluation of Demonstrations of National School Lunch Program and School Breakfast Program Direct Certification of Children Receiving Medicaid Benefits: Access Evaluation Report
Author: Hulsey, Lara
Date: 2015-01-00
Type: Reports - Research
Subjects: Lunch Programs,Breakfast Programs,Welfare Services,Income,Eligibility,Certification,Geographic Location,School Districts,Poverty,Children,Federal Legislation,Nutrition,Low Income Groups,Enrollment,Student Records,Simulation,Computation,Public Policy

This report presents findings from the Access Evaluation, a study component that is designed to assess the potential impacts of direct certification-Medicaid (DC-M) on students' access to free school meals by conducting retrospective simulations of DC-M in school year 2011-2012, the year before the demonstration began. For the Access Evaluation, researchers at Mathematica collected: (1) student enrollment files for a sample of school districts in the demonstration; and (2) Medicaid data for school-age children. The authors matched these two types of files based on individual identifiers, such as name and date of birth, to simulate DC-M. If a student was found to be enrolled in Medicaid, they assessed whether the income information in the Medicaid file indicated that the student would be eligible for free meals and determined the certification status that each student in the school enrollment file would have if DC-M were used in addition to actual SY 2011-2012 certification procedures. Impacts are measured by comparing these simulated certification outcomes under DC-M to districts' actual certifications that year. Such comparisons reveal the extent to which DC-M could increase the number of students certified for free meals and decrease the reliance on applications. Separate simulations show the potential impact of DC-M under different matching algorithms and policies. Key findings from the Access Evaluation include: (1) DC-M could increase the direct certification rate by 12 percentage points in Access Evaluation districts; (2) The potential increase in the percentage of students certified for free meals is smaller--at 6 percentage points--because some of the students who could be directly certified under DC-M would be certified for free meals by application in the absence of DC-M.; (3) There is substantial variation in the effects of DC-M across districts; (4) The simulated impacts vary little under alternative matching procedures; and (5) The simulated impacts vary little under most alternative policy assumptions. The following are appended: (1) Methods; (2) Supplemental Tables Related to Simulations of DC-M as Currently Authorized; (3) Supplemental Tables Related to Simulations of DC-M under Alternative Policies; and (4) Supplemental Tables on Reasons for Match Failure and Indeterminate Income.
Annual Survey of Public Employment &amp; Payroll Summary Report: 2013. Economy-Wide Statistics Briefs: Public Sector
Author: Willhide, Robert Jesse
Date: 2014-12-19
Type: Reports - Evaluative
Subjects: Surveys,Government Employees,Statistical Analysis,Income,Salaries,Taxes,Employment Level,Retirement Benefits,Census Figures,State Government,Federal Government,Local Government,Part Time Employment,Wages,Public Education,Hospitals,Police,Classification,Libraries,Transportation,Fire Protection,Military Personnel,Correctional Institutions,Social Services,Recreational Facilities,Natural Resources,Water,Fuels,Sanitation,Geographic Location

This report is part of a series of reports that provides information on the structure, function, finances, taxation, employment, and pension systems of the United States' approximately 90,000 state and local governments. This report presents data on state and local government employment and payroll based on information collected by the 2013 Annual Survey of Public Employment &amp; Payroll for the month of March. Data are published in tables at the federal, state, and local levels. Tables describing state- and local-level activities are compiled into national, as well as individual state totals. Employment estimates are available for full- and part-time workers, as well as full-time equivalent employees. Total payroll amounts are also available separately for full- and part-time employees.