ethanporcaro/eric-fulltext-meta huggingface dataset:
Hopes, Fears, &amp; Reality: A Balanced Look at American Charter Schools in 2009. 5th Edition
Author: Lake, Robin J., Ed.
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Charter Schools,Governing Boards,Public Education,Educational History,Educational Change,Urban Schools,Unions,Models,Institutional Mission,Competition,Cooperation,High Achievement

There are a number of critical tests ahead for the charter school sector. This volume of &quot;Hopes, Fears, &amp; Reality&quot; explores these issues. In chapter 1, Jon Christensen, Jacqueline Meijer-Irons, and Robin J. Lake lay out the basic data on charter school growth in the last several years. They examine the growth and character of the charter movement over the last five years to examine how quickly the charter sector continues to grow and whether it serves the country's neediest children. They conclude that charter growth has been robust and consistent, and charters are serving some of the most disadvantaged populations in their communities. In chapter 2, Terry Ryan of the Thomas B. Fordham Foundation looks into charters as a school turnaround strategy. It's a cautionary tale, based on Fordham's experience with sponsoring a charter school in Ohio. What about charter schools as an important new model for urban schooling? Katherine Merseth of Harvard University takes up this issue in chapter 3. She outlines the essential components found in a number of high-performing. Can charter schools coexist with teachers unions and perhaps even provide innovative models for shaping productive new union contracts? In chapter 4, Mitch Price from the Center on Reinventing Public Education (CRPE) considers such questions. Drawing on early lessons from a new study underway at CRPE, Price assesses whether charter unionization is a growing trend, outlines the reasons that charter schools unionize, and describes the potential ways that individual charters can balance unionization and mission. He concludes that: &quot;Charter unionization is not one concept; rather, there are different things going on in different schools motivated by different reasons and yielding different results.&quot; In chapter 5, Robin Lake takes up the questions of whether and how charter schools can prompt school districts to become more innovative and performance-oriented. He argues that policymakers and philanthropists could do much more to encourage districts to compete or cooperate with the charter sector, and thereby expand the impact of the nation's high-performing charter schools. Finally, in chapter 6, CRPE's Christine Campbell explores an underutilized opportunity for strengthening charter schools: addressing the quality of charter school governing boards. Each chapter contains figures and notes.
Hopes, Fears, & Reality: A Balanced Look at American Charter Schools in 2011
Author: Lake, Robin J., Ed.
Date: 2012-01-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,School Districts,Special Needs Students,Change Strategies,Partnerships in Education,Access to Education,Equal Education,School Choice,Educational Change,Parent Education,Minority Group Children,Enrollment,Resource Allocation,Educational Finance,Community Involvement

Charter schools are public schools. Historically, however, the relationship between school districts and charters has been nonexistent at best, antagonistic at worst. As the charter sector continues to grow steadily, an analysis of the national landscape explores how that relationship needs to start changing--and where it already has. This year's 6th annual edition of "Hopes, Fears, & Reality" provides a clear roadmap for school districts and charter schools interested in working together to improve education options. The report explains the risks and technical challenges behind charter-district collaboration and provides powerful examples of how they can be overcome. The following chapters are included: (1) Assessing the Charter School Landscape (Betheny Gross, Melissa Bowen, and Katherine Martin); (2) Mastering Change: When Charter Schools and School Districts Embrace Strategic Partnership (Parker Baxter with Elizabeth Cooley Nelson); (3) Equal Access: Creating Fair and Transparent Assignment Systems (Tom DeWire); (4) Making Choice Work for Students With Special Needs (Robin J. Lake and Betheny Gross); (5) For Charter Schools and School Districts, Empty Space Equals Opportunity (Parker Baxter); (6) A New Path to Rapid Reform for Districts and States (Matt Candler); and (7) Creating Savvy Choosers: Informing Families About School Choices (Paul Teske). Individual chapters contain tables, figures and references.
Hopes, Fears, & Reality: A Balanced Look at American Charter Schools in 2008
Author: Lake, Robin J., Ed.
Date: 2008-12-00
Type: Reports - Research
Subjects: Charter Schools,Academic Achievement,Essays,Evidence,Special Education,Equal Education,Urban Schools,College Preparation,Teaching Methods,Special Needs Students,Educational Practices,Educational Quality,Institutional Characteristics,High Schools

Over the last three years, "Hopes, Fears, & Reality" has provided new evidence and analysis about what is going on in charter schools, how well they are doing, where they need to improve, and what can be learned from the research on these types of public schools. Past volumes have outlined how achievement studies should be conducted and interpreted, suggested how to achieve more effective public oversight of charter schools and how to eliminate barriers to growth, and presented nationwide trends in the number of charters opened and closed and the characteristics of these schools. In this year's edition, the National Charter School Research Project (NCSRP) brings new evidence to some of these past questions and turns to some new ones. The essays in this volume provide:  (1) An update on how charter school students are performing academically (chapter 1); (2) New data about how charter schools approach teaching and learning (chapter 2); (3) Analysis of what college-prep charter schools offer inner-city students (chapter 3); (4) An overview of how charter schools tackle special education (chapter 4); and (5) An argument for mapping the demand side of charter schooling as a growth strategy (chapter 5). What is striking throughout these essays is that charter schools are more different than alike, not only in terms of the populations they serve, the academic missions they pursue, and the results they produce, but also in their response to local need and capacity. Each chapter contains figures and notes.
Hopes, Fears, & Reality: A Balanced Look at American Charter Schools in 2007
Author: Lake, Robin J., Ed.
Date: 2007-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,Educational History,Governance,Instructional Leadership,Teachers,School Safety,Teacher Participation,Participative Decision Making,Principals,Teacher Characteristics,Teacher Salaries,Compensation (Remuneration)

"Hopes, Fears, & Reality" was conceived as an annual exercise in providing objective evidence about what was going on in charter schools, how well they were doing, where they needed to improve, and what could be learned from the research on these new kinds of public schools. This is the third of these reports. Essays in the 2005 volume pointed to the need to insure that bad charter schools were closed, and explored the feasibility of using charter schools as replacements for low-performing traditional public schools. The 2006 volume explored how parents make charter school choices, how school districts cope with competition for students, how charter school and union leaders might find common ground, and a variety of ways to improve charter authorization and assessment. This year's review explores what is going on inside charter schools themselves: How are they organized and led? Who teaches in charter schools and how do their work and compensation differ from that of teachers in traditional public schools? Do charter schools seem to be meeting their original promises? Do charter school students experience anything different than students in traditional public schools? Chapters include figures and notes. Appended are: (1) About the Authors; and (2) Ten Notable Charter School Studies Published in 2007. (Contains 23 notes.)
Reskilling for Encore Careers for (What Were Once) Retirement Years. Research Report
Author: Figgis, Jane
Date: 2012-00-00
Type: Reports - Research
Subjects: Older Workers,Careers,Adult Vocational Education,Public Policy,Barriers,Employment,Age Discrimination,Work Environment,Career Development,Community Colleges,Program Development,Program Implementation,Foreign Countries

Encouraging older workers to stay in the workforce has become a policy priority, not least because the life expectancy of Australians has increased dramatically over the past several decades, effectively inserting a new stage in life, often called the &quot;third age.&quot; This report explores the possibility of using that third age to embark on an &quot;encore&quot; career. The author describes the encore career concept and why it might be an attractive alternative to retirement or to continuing in the same job past the traditional age of retirement. Then, drawing on interviews with TAFE institutes and other registered training organisations, she discusses how the encore career concept might be enacted in Australia. Key findings include: (1) Encore careers are well established in the United States, where they have been defined as work with a social purpose in the second half of life. This study suggests that Australians have a consistent and clear view about the basic shape of an encore career. It would: (a) be flexible, in terms of time, and allow for a sense of autonomy; (b) start at or after the usual retirement age; (c) involve a serious time commitment but not necessarily financial remuneration; (d) take the person in fresh directions; and (2) The vocational education and training (VET) sector may have a role to play in providing training for encore careers but such training will be difficult to accommodate within the current funding arrangements. Despite an initial enthusiasm in TAFE institutes and other registered training organisations to develop programs that would help older Australians embark on encore careers, other priorities and a lack of resources meant that the idea generally has not been taken any further. Nevertheless, the author has given individuals something to think about, with her alternative to the standard rhetoric of keeping older workers in their current jobs longer. (Contains 2 footnotes.)
Astronomy Enrollments and Degrees: Results from the 2009 & 2010 Surveys of Physics & Astronomy Enrollments and Degrees. Focus On
Author: Nicholson, Starr
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Astronomy,Science Education,Enrollment,Bachelors Degrees,Science Departments,Doctoral Degrees,Masters Degrees,Undergraduate Students,Graduate Students,Gender Differences,Foreign Students,Females,National Surveys

The Statistical Research Center of the American Institute of Physics conducts an annual census from October through February of all departments that offer degrees in astronomy (78) in the United States. Astronomy departments consist of stand-alone degree-granting departments (39) and departments that are administered along with a physics program (39). For the class of 2010, the authors received responses from 95% of these departments and for the class of 2009 they heard from 97%. Estimates were derived and included in the totals for non-responding departments. The academic year 2009-10 has hit a number of all-time highs concerning astronomy education. New highs were reached in the areas of introductory astronomy course enrollments, senior-level astronomy majors, total number of astronomy graduate students and astronomy bachelor's degrees conferred. In 2010, 382 bachelor's were awarded with 36% (N=138) earned by women. Appended are: (1) Number of Astronomy Degrees Granted by Highest Astronomy Degree Offered by Department, 2009-10; and (2) Trend in Astronomy Enrollments and Degrees, Academic Years 2000-2011. (Contains 9 figures and 4 tables.)
Diagnostic Learning Progressions Framework: Developing an Embedded Formative and Summative Assessment System to Improve Learning Outcomes for Elementary and Middle School Students with Mathematics Learning Disabilities
Author: Seeratan, Kavita L.
Date: 2011-00-00
Type: Reports - Research
Subjects: Formative Evaluation,Summative Evaluation,Student Evaluation,Elementary School Students,Middle School Students,Learning Disabilities,Access to Education,Mathematics Education,Numbers,Outcomes of Education

In collaboration with two other research organizations, the authors integrate principles of the BEAR Assessment System with Universal Design for Learning principles to develop and validate learning progressions and an aligned, universally designed formative and summative classroom assessment system for promoting conceptual understanding of number sense/operations for students with Math Learning Disabilities (MLD). This research will help to create an effective and validated formative assessment system for meaningfully and validly diagnosing and promoting student learning outcomes on constructs central to number sense and operations for whole numbers up to and including elementary fractions. The assessment system will offer a powerful tool that will provide teachers cutting edge research and empirically based resources for validly monitoring student knowledge and progress, meaningfully interpreting evidence about student learning from formative assessments (including what students know and do not know about the target constructs), and successfully using formative data to adjust subsequent instruction. These tools will enable teachers to intervene with students who are struggling mathematically. Although developed specifically for students with learning disabilities in math, the system will be useful to all those who seek ways to assess and enhance students' conceptual understanding of early foundational math and facilitate access to STEM content for diverse student populations. (Contains 1 footnote.)
Examining the Impact of Child x Instruction Interactions in First Grade
Author: Crowe, Elizabeth Coyne
Date: 2011-00-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Core Curriculum,Learning Strategies,Mathematics Skills,Grade 1,Mathematics Instruction,Teaching Methods,Elementary School Students,Comparative Analysis,Peer Teaching,Program Effectiveness,Mathematics Achievement,Scores

The purpose of this research is to examine whether the effect of mathematics instructional strategies depends on first graders' entering mathematics skills. In particular, the authors compare Saxon Math, which is a highly scripted whole class mathematics core curriculum and Saxon Math supplemented with student/peer assisted learning opportunities. The following research questions guided the study: (1) What is the effect of student/peer managed learning strategies in combination with a core mathematics curriculum on mathematical fluency and applied mathematic skills compared to the core curriculum alone? (2) What is the nature and variability of instruction provided within first grade classrooms and how do amounts and types of mathematics instruction vary depending on treatment condition?
A Randomized Controlled Trial of Two Online Mathematics Curricula
Author: Wang, Haiwen
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Electronic Learning,Charter Schools,Mathematics Achievement,Mathematics Tests,Program Effectiveness,Online Courses,Educational Technology,Computer Uses in Education,Blended Learning,Teaching Methods,Conventional Instruction,Elementary School Students,Student Characteristics,English (Second Language),Minority Group Children,Low Income Groups,Mathematics Skills,Gender Differences,Age Differences,Special Education

This study applies a randomized controlled trial to examine the effects of supplemental instruction using two online mathematics curricula--DreamBox and Reasoning Mind. It is an independent evaluation intended to generate unbiased results that will help inform the ongoing development of a charter school network's hybrid instructional model, which supplements traditional face-to-face instruction with instruction provided via computer-based  programs. It also provides evidence on the effect of supplemental online instruction on student achievement to contribute to a larger body of research on the topic. Two studies evaluating the effect of Reasoning Mind reached different conclusions. Using RCTs comparing Reasoning Mind with traditional mathematics programs, Weber (2003) found statistically significant effects on the Texas Assessment of Knowledge and Skills (TAKS) mathematics scores for seventh-graders in one school, while Waxman and Houston (2008) found significant effects on fifth-graders in three schools on mathematics test developed by Reasoning Mind, but not on mathematics achievement on the TAKS. There have been no prior experimental or quasi-experimental studies on the effects of DreamBox Learning. (Contains 10 tables and 5 footnotes.)
Curriculum Matters: Evidence from a Randomized Control Trial of Four Elementary School Math Curricula
Author: Agodini, Roberto
Date: 2011-00-00
Type: Reports - Research
Subjects: Elementary School Mathematics,Mathematics Achievement,Disadvantaged Schools,Grade 1,Grade 2,Elementary School Students,Institutional Characteristics,Classroom Environment,Instructional Effectiveness

This study, sponsored by the Institute of Education Sciences (IES) in the U.S. Department of Education, examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate elementary math instruction--7 curricula make up 91 percent of those used by K-2 educators, according to a 2008 survey (Resnick et al. 2010). The main questions addressed by the study are: (1)  What are the relative effects of the study's four math curricula on math achievement  of first- and second-graders in disadvantaged schools? and (2) Are the relative curriculum effects influenced by school and classroom characteristics? The study is addressing these questions by examining the relative effects of four diverse  curricula selected through a competitive process, recruiting schools to participate in the study, having publishers provide schools and teachers with curriculum materials and training, assessing student math achievement, and evaluating the effects of the curricula (including materials, training, content, and pedagogy) on student achievement. Other data (including school records, teacher surveys, and classroom observations) also were collected to examine whether relative curriculum effects are influenced by context and to conduct mediational analyses. The study team collected all data necessary to evaluate the four curricula. To measure the achievement effects of the curricula, the study team tested students at the beginning and end of the school year using the math assessment developed for the Early Childhood Longitudinal Study (ECLS-K) (West et al. 2000). The ECLS-K assessment is a nationally normed test designed to measure achievement gains both within and across elementary grades. The first- and second-grade results are based on students who were tested in both the fall and spring in those respective grades. As math skills have grown in importance in the workplace, so has the debate over how best to improve students' math skills. This study is an important step toward resolving that debate because it shows that four widely-used curricula have differential effects on student math achievement. These differential effects, which were measured after just one year of curriculum implementation, suggest that districts should carefully choose their math curriculum. (Contains 1 figure and 4 footnotes.)
Science and Engineering Indicators 2012. NSB 12-01
Author: National Science Foundation, National Science Board
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Engineering Education,Research and Development,Engineering,Tables (Data),Science Education,Elementary Secondary Education,Higher Education,Educational Trends,Trend Analysis,Cross Cultural Studies,Educational Indicators,Industry,Science and Society,Technological Advancement,International Trade,Labor Force,Statistical Data

Science and Engineering Indicators (SEI) is first and foremost a volume of record comprising the major high-quality quantitative data on the U.S. and international science and engineering enterprise. SEI is factual and policy neutral. It does not offer policy options, and it does not make policy recommendations. SEI employs a variety of presentation styles--tables, figures, narrative text, bulleted text, Web-based links, highlights, introductions, conclusions, reference lists--to make the data accessible to readers with different information needs and different information-processing preferences. SEI includes an overview, seven chapters that follow a generally consistent pattern, and an eighth chapter, on state indicators, presented in a unique format. The chapter titles are: (1) Elementary and Secondary Mathematics and Science Education; (2) Higher Education in Science and Engineering; (3) Science and Engineering Labor Force; (4) Research and Development: National Trends and International Comparisons; (5) Academic Research and Development; (6) Industry, Technology, and the Global Marketplace; (7) Science and Technology: Public Attitudes and Understanding; and (8) State Indicators. An appendix volume contains detailed data tables keyed to each of the eight chapters. SEI includes a list of abbreviations/acronyms and an index. Each chapter contains tables and figures. [For the &quot;Science and Engineering Indicators: Digest 2012. NSB 12-02&quot;, see ED528690 and for the &quot;Science and Engineering Indicators 2012. Appendix Tables. NSB 12-01A&quot;, see ED528689.]
Science and Engineering Indicators 2012. Appendix Tables. NSB 12-01A
Author: National Science Foundation, National Science Board
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Engineering Education,Research and Development,Engineering,Tables (Data),Science Education,Elementary Secondary Education,Higher Education,Educational Trends,Trend Analysis,Cross Cultural Studies,Educational Indicators,Industry,Science and Society,Technological Advancement,International Trade,Labor Force,Statistical Data

This document contains a list of appendix tables for the "Science and Engineering Indicators 2012" report. The tables are presented according to these chapters: (1) Elementary and Secondary Mathematics and Science Education; (2) Higher Education in Science and Engineering; (3) Science and Engineering Labor Force; (4) Research and Development: National Trends and International Comparisons; (5) Academic Research and Development; (6) Industry, Technology, and the Global Marketplace; (7) Science and Technology: Public Attitudes and Understanding; and (8) State Indicators. (Contains 328 tables.) [For the full report, "Science and Engineering Indicators 2012. NSB 12-01", see ED528688. For "Science and Engineering Indicators: Digest 2012. NSB 12-02", see ED528690.]