ethanporcaro/eric-fulltext-meta huggingface dataset:
Partnering for Improvement: &quot;Communities of Practice and Their Role in Scale Up.&quot; Conference Paper
Author: Cannata, Marisa
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Improvement,Communities of Practice,Educational Change,Change Strategies,Partnerships in Education,Cooperation,Teacher Participation,Stakeholders,Theory Practice Relationship,School Districts,Researchers,Design

The past several decades have seen a substantial amount of time, resources, and expertise focused on producing sustainable improvement in schools at scale. Research on these efforts have highlighted how complex this challenge is, as it needs to attend to building teacher support and participation, aligning with the organizational context, and building capacity among stakeholders across organizational levels. In this paper, the authors describe their research across four phases. Their model of improvement relies on three core principles. First, a prototype is built to reflect the core elements of programs or practices that have been shown to be effective locally. Second, rapid-cycle testing is used to allow the prototype to be revised in ways that adapt it to a school or grade-level context. Third, the work occurs within a research-practice partnership (RPP) that strives to take advantage of local expertise, build local ownership to scale,and sustain effective practice (Cohen-Vogel et al., in press). By outlining the organizational structures established to enact the partnership and roles of the various partners, the authors provide an in-depth look at how one RPP operates. The authors begin by describing the concept of an improvement community as one type of RPP, identify several types of improvement communities currently operating in educational systems, and define the key features of improvement communities. Then, the authors outline the specific improvement communities that are central to the Center's work, highlighting how these structures help us enact their RPP. The authors end with their reflections about how the partnership created new roles for both researchers and practitioners as well as the challenges and opportunities that accompanied those new roles.
Research-Practice Partnerships in Education: &quot;Outcomes, Dynamics, and Open Questions.&quot; Conference Paper
Author: Coburn, Cynthia E.
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Theory Practice Relationship,Partnerships in Education,Educational Improvement,Teachers,Researchers,Interpersonal Relationship,Public Schools,Research Needs,Program Effectiveness

Policy makers, funders, and researchers today view &quot;research-practice partnerships&quot; (RPPs) as a promising approach for expanding the role of research in improving educational practice. Although studies in other fields provide evidence of the potential for RPPs, studies in education are few. This article provides a review of available evidence of the outcomes and dynamics of RPPs in education and related fields. It then outlines a research agenda for the study of RPPs that can guide funders' investments and help developing partnerships succeed.
Indiana College Completion Report, 2015
Author: Indiana Commission for Higher Education
Date: 2015-08-06
Type: Reports - Evaluative
Subjects: Educational Attainment,College Graduates,Higher Education,Graduation Rate,Public Colleges,Socioeconomic Status,Racial Differences,Ethnic Groups,Postsecondary Education,College Transfer Students,Majors (Students),Student Characteristics,Income,Costs,Time to Degree,Full Time Students,Part Time Students,Academic Degrees,Probability,Two Year Colleges,Colleges,Student Financial Aid

The Indiana Commission for Higher Education is committed to providing a clearer and more comprehensive picture of college completion in order to inform and advance Indiana's collective efforts to boost education attainment. In partnership with Indiana public colleges and the National Student Clearinghouse, the Commission has collected completion data for Hoosier students who graduate in this state and out-of-state. Each Indiana college profile shows the percentage of students who start and finish at their campus of origin as well as those who complete at another institution or with a different degree over three different time horizons. The second page of each college profile presents disaggregated completion rates to illuminate how completion patterns differ by student population based on financial need and race/ethnicity. Some key takeaways from this report include: (1) More Indiana college students are graduating on time; (2) on-time completion remains the exception in Indiana; (3) Taking longer to complete means students pay more for their degrees… and it decreases their chances of graduating at all; (4) College completion rates are improving across all student demographic groups; and (5) racial/ethnic achievement gaps are substantial on Indiana campuses. A section on Data Notes and Definitions is appended. [For the &quot;Indiana College Completion. 2014 Report,&quot; see ED558192.]
New Mexico Higher Education Department Annual Report, 2015
Author: New Mexico Higher Education Department
Date: 2015-12-31
Type: Reports - Descriptive
Subjects: Higher Education,Annual Reports,Educational Improvement,Education Work Relationship,Awards,Enrollment Trends,Undergraduate Students,Graduate Students,Academic Persistence,College Freshmen,Graduation Rate,Time to Degree,Remedial Instruction,Adult Education,Demography,Financial Support,Delivery Systems,College Readiness,Secondary School Students,At Risk Students,Private Schools,State Aid,Student Financial Aid,Student Loan Programs,Debt (Financial),Scholarships,Loan Repayment,Grants,Competitive Selection,Allied Health Occupations Education,Teachers,Minority Group Students,Public Service,Public Colleges,Tuition,Fees

The New Mexico Higher Education Department (HED) and higher education institutions (HEIs) have set long-term statewide goals to increase 4-year graduation rates, improve transfer and articulation, and improve remedial education outcomes. HED is pursuing these goals through the following initiatives: (1) Statewide common course numbering and alignment of lower division coursework; (2) Developing meta-majors and transfer modules; (3) Reforming the general education core curriculum; (4) Co-requisite remediation and Math pathways; (5) Decreasing the number of hours required for both associate's and bachelor's degrees; (6) Incentivizing 4-year graduation; and (7) Implementation of outcomes based funding. This annual report outlines each of the initiatives. Accomplishing these timely and aggressive goals requires remarkable collaboration among all the HEIs and between the HEIs and the HED. With the Governor's leadership, the HED, the HEIs, and the legislature have made incredible strides this year in working together. The higher education community throughout the state has come together in unparalleled fashion and is committed to improving student success and the on-time graduation rates in New Mexico. Executive summaries are provided from the following divisions: (1) Policy &amp; Programs; (2) Planning and Research; (3) Adult Education; (4) GEAR UP; (5) Private and Postsecondary Schools; (6) Financial Aid; (7) Institutional Finance; and (8) Capital Projects.
Job Loss at Home: Children&apos;s School Performance during the Great Recession in Spain. CEP Discussion Paper No. 1364
Author: Ruiz-Valenzuela, Jenifer
Date: 2015-06-00
Type: Reports - Research
Subjects: Foreign Countries,Economic Climate,Job Layoff,Parents,Academic Achievement,Parent Child Relationship,Unemployment,Tenure,Statistical Analysis,Children,Adolescents,Fathers,Mothers,Gender Differences

This paper studies the effect of parental job loss on children's school performance during the Great Recession in Spain, using an original panel dataset for students observed since the beginning of the crisis in a school in the province of Barcelona. By using fixed effects, this paper is more likely to deal with the problem of selection into troubled firms which is prevalent in the literature. Fixed effect estimates show that students experience a negative and significant decrease on average grades of about 13% of a standard deviation after father's job loss. The impact of paternal job loss is not homogeneous across students, but it is largely concentrated among children whose fathers suffer long unemployment spells after job loss and students in already disadvantaged families in terms of the father's education level. These results suggest that paternal job loss is a mechanism through which further inequalities might develop during and after a deep economic crisis. The following are appended: (1) The impact of parental job loss on grades. A simple theoretical framework; and (2) More details on the data.
Multitask Agents and Incentives: The Case of Teaching and Research for University Professors. CEP Discussion Paper No. 1386
Author: De Philippis, Marta
Date: 2015-11-00
Type: Reports - Research
Subjects: Incentives,College Faculty,Teacher Researchers,Time Management,Career Development,Teacher Persistence,Research Skills,Teacher Competencies,Foreign Countries,Experimental Groups,Control Groups,Student Records,College Students,Teacher Effectiveness,Teacher Characteristics,Statistical Analysis

This paper evaluates the behavioural responses of multitask agents to the provision of incentives skewed towards one task only. In particular it studies the case of strong research incentives for university professors and it analyzes their effects on the way university faculty members allocate effort between teaching and quantity and quality of research and on the way they select into different types of universities. I first obtain different individual level measures of teaching and research performance. Then, I estimate a difference in difference model, exploiting a natural experiment that took place at Bocconi University, which heavily strengthened incentives towards research in 2005. I find evidence that teaching and research efforts are substitutable in the professors' cost function: the impact of research incentives is positive on research activity and negative on teaching performance. The effects are driven by career concerns rather than by the monetary incentives and are stronger for low ability researchers. Moreover, under the new incentive regime lower ability researchers tend to leave the university. Since I estimate that teaching and research ability are positively correlated, this implies that also bad teachers tend to leave the university. These results are consistent with a model of incentives where agents allocate effort between two substitute tasks and ability is multidimensional. An appendix shows how the author solved the model (for internal solutions) and shows the equilibrium effort level.
Universal Pre-School Education: The Case of Public Funding with Private Provision. CEP Discussion Paper No. 1352
Author: Blanden, Joanne
Date: 2015-05-00
Type: Reports - Research
Subjects: Preschool Education,Educational Finance,Foreign Countries,Outcomes of Education,Elementary Education,Equal Education,School Districts,Educational Attainment,Educational Policy,Preschool Children,Elementary School Students,Correlation,Statistical Analysis

This paper studies the effect of free pre-school education on child outcomes in primary school. We exploit the staggered implementation of free part-time pre-school for three-year-olds across Local Education Authorities in England in the early 2000s. The policy led to small improvements in attainment at age five, with no apparent benefits by age 11. We argue that this is because the expansion of free places largely crowded out privately paid care, with small changes in total participation, and was achieved through an increase in private provision, where quality is lower on average than in the public sector. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
Academies 2: The New Batch. CEP Discussion Paper No. 1370
Author: Eyles, Andrew
Date: 2015-09-00
Type: Reports - Research
Subjects: Foreign Countries,Public Schools,School Based Management,Institutional Autonomy,Educational History,Educational Change,School Turnaround,Politics of Education,Elementary Secondary Education,Comparative Analysis,Educational Policy,Student Characteristics,Socioeconomic Influences,Enrollment Trends,Government Role,Databases,Student Records

The English education system has undergone a large restructuring programme through the introduction of academy schools. The most salient feature of these schools is that, despite remaining part of the state sector, they operate with more autonomy than the predecessor schools they replace. Two distinct time periods of academy school introduction have taken place, under the auspices of different governments. The first batch was initiated in the 2002/03 school year by the Labour government of the time and was directly aimed at turning around badly performing schools. The second batch involved a mass academisation process following the change of government in May 2010 and the Academies Act of that year and resulted in increased heterogeneity of new academies. This paper compares the two batches of introduction with the aim of getting a better understanding of their similarities and differences. To do so, we study what types of schools were more likely to change to academy status in the two programmes, and the impact of this change on the quality of new pupil enrolments into the new types of school. Whilst we do point out some similarities, these are the exception rather than the norm. For the most part, our analysis reveals a number of marked dissimilarities between the two programmes in terms of both the characteristics of schools that become academies and the subsequent changes in intakes. Additional tables are appended. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
The Introduction of Academy Schools to England&apos;s Education. CEP Discussion Paper No. 1368
Author: Eyles, Andrew
Date: 2015-08-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Change,Educational Practices,Educational Development,Educational Policy,Secondary Education,Institutional Autonomy,School Based Management,Institutional Characteristics,School Statistics,Student Characteristics,National Surveys,Academic Achievement,Comparative Analysis,Control Groups,Experimental Groups,Robustness (Statistics),School Effectiveness

We study the origins of what has become one of the most radical and encompassing programmes of school reform seen in the recent past amongst advanced countries--the introduction of academy schools to English secondary education. Academies are state schools that are allowed to run in an autonomous manner which is free from local authority control. Almost all academies are conversions from already existent state schools and so are school takeovers that enable more autonomy. Our analysis shows that this first round of academy conversions that took place in the 2000s generated significant improvements in the quality of pupil intake and in pupil performance. There is evidence of heterogeneity as improvements only occur for schools experiencing the largest increase in their school autonomy relative to their predecessor state. Analysis of mechanisms points to changes in head teachers and management structure as key factors underpinning these improvements in pupil outcomes. An appendix contains the Data Description. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
Graduate Returns, Degree Class Premia and Higher Education Expansion in the UK. CEP Discussion Paper No. 1392
Author: Naylor, Robin
Date: 2015-11-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Wages,Outcomes of Education,Academic Degrees,Longitudinal Studies,National Surveys,Individual Characteristics,Family Characteristics,Institutional Characteristics,Classification

We investigate the extent to which graduate returns vary according to the class of degree achieved by UK university students and examine changes over time in estimated degree class premia. Using a variety of complementary datasets for individuals born in Britain around 1970 and aged between 30 and 40, we estimate an hourly wage premium for a &quot;good&quot; (relative to a &quot;lower&quot;) class of degree of 7% to 9%, implying a wide spread around the average graduate premium. We also estimate the premium for a good relative to a lower degree for different cohorts (those born between the mid-1960s and early-1980s) and find evidence that the premium for a good degree has risen over time as the proportions of cohorts participating in higher education have increased. Tables and a list of university types are appended.
Learning Algebra by Example in Real-World Classrooms
Author: Booth, Julie L.
Date: 2015-00-00
Type: Reports - Research
Subjects: Algebra,Mathematics Instruction,Problem Solving,Prior Learning,Randomized Controlled Trials,Instructional Effectiveness,Mathematics Achievement,Pretests Posttests,High School Students,Secondary School Mathematics

Math and science textbook chapters invariably supply students with sets of problems to solve, but this widely used approach is not optimal for learning; instead, more effective learning can be achieved when many problems to solve are replaced with correct and incorrect worked examples for students to study and explain. In the present study, the worked example approach is implemented and rigorously tested in the natural context of a functioning course. In Experiment 1, a randomized controlled study in ethnically diverse Algebra classrooms demonstrates that embedded worked examples can improve student achievement. In Experiment 2, a larger randomized controlled study demonstrated that improvement in posttest scores as a result of the assignments varies based on students' prior knowledge; students with low prior knowledge tend to improve more than higher knowledge peers. [This paper was published in &quot; Journal of Research on Educational Effectiveness&quot; (EJ1078793).]
Does the Market Value Value-Added? Evidence from Housing Prices after a Public Release of School and Teacher Value-Added. Working Paper #47
Author: Imberman, Scott
Date: 2015-03-00
Type: Reports - Research
Subjects: Value Added Models,Housing,Teacher Influence,Evaluation Methods,Measurement Techniques,Costs,Zoning,Geographic Location,Information Dissemination,Census Figures,Records (Forms),Demography,School Districts,Educational Quality,Computation,Standardized Tests,Scores,Socioeconomic Status,Racial Differences,Ethnic Groups,Statistical Analysis

Value-added data have become an increasingly common evaluation tool for schools and teachers. Many school districts have begun to adopt these methods and have released results publicly. In this paper, we use the unique public release of value-added data in Los Angeles to identify how this measure of school quality is capitalized into housing prices. Via difference-in-differences, we find no evidence of a response to either school or teacher value-added rank, even though school-zone boundary fixed-effects estimates indicate that test score levels are capitalized into home prices. Given ample evidence that this information was new to residents, widely dispersed, and easily available, our results suggest that people did not significantly value it on the margin. This has implications for the effectiveness of providing value-added information as a tool to help parents choose schools. Supplemental tables and a figure are appended.
Which Districts Get into Financial Trouble and Why: Michigan&apos;s Story. Working Paper #51
Author: Arsen, David
Date: 2015-11-00
Type: Reports - Research
Subjects: School Districts,Educational Finance,School District Wealth,School Choice,State Policy,Resource Allocation,State Aid,Financial Support,Enrollment Trends,Special Education,Budgets,Expenditures,Income,Student Characteristics

Like other states, Michigan has implemented a number of policies to change governance and administrative arrangements in local school districts deem to be in financial emergency. This paper examines two questions: (1) Which districts get into financial trouble and why?; and (2) Among fiscally distressed districts, are there significant differences in the characteristics of districts in which the state does and does not intervene? We analyze factors influencing district fund balances utilizing fixed effect models on a statewide panel dataset of Michigan school districts from 1995 to 2012. We evaluate the impact of state school finance and choice policies, over which local districts have limited control, and local district resource allocation decisions (e.g., average class size, teacher salaries, and spending shares devoted to administration, employee health insurance, and contracted services). Our results indicate that 80% of the explained variation in district fiscal stress is due to changes in districts' state funding, to enrollment changes including those associated with school choice policies, and to the enrollment of high-cost, special education students. We also find that the districts in which the state has intervened have significantly higher shares of African-American and low-income students than other financially troubled Michigan districts, and they are in worse financial shape by some measures.
Capitalization of Charter Schools into Residential Property Values. Working Paper #46
Author: Imberman, Scott
Date: 2015-02-00
Type: Reports - Research
Subjects: Charter Schools,Housing,Educational Quality,School Districts,Census Figures,Neighborhoods,Real Estate,Costs,Records (Forms),Correlation,Geographic Location,Equations (Mathematics),Statistical Analysis

While prior research has found clear impacts of schools and school quality on property values, little is known about whether charter schools have similar effects. Using sale price data for residential properties in Los Angeles County from 2008 to 2011 we estimate the neighborhood level impact of charter schools on housing prices. Using an identification strategy that relies on census block fixed-effects and variation in charter penetration over time, we find little evidence that the availability of charter schools affect housing prices on average. However, we do find that when restricting to charter schools located in the same school district as the household, housing prices outside Los Angeles Unified School District fall in response to an increase in nearby charter penetration. Supplemental tables are appended.