ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Pennsylvania's Cyber Charter Schools. Issue Brief
Author: Jack, James
Date: 2013-11-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Online Courses,Virtual Classrooms,Electronic Learning,Enrollment Trends,Enrollment Influences,Student Characteristics,Profiles,Academic Achievement,School Effectiveness,Student Mobility,Scores,Educational Indicators,Distance Education,Educational Policy,Elementary Secondary Education,Public Schools,Achievement Gains,Traditional Schools,Withdrawal (Education),Transfer Students,Racial Differences

Pennsylvania's first cyber charter school opened in 1998, enrolling 44 full-time students. From this modest beginning, Pennsylvania's cyber charter sector has grown to 16 schools enrolling 35,000 students from all but one school district in the Commonwealth. Pennsylvania has one of the nation's most extensive cyber charter sectors, and six additional proposed schools are before the Department of Education (PDE) for review. The recent growth in the sector coincides with increasing attention from state policymakers. As of this writing, there are at least 12 legislative proposals pending in the Pennsylvania General Assembly addressing cyber authorization, funding, or oversight. To help situate cyber charter schools within a state context, Research for Action (RFA) examined the state's recently-issued School Performance Profile (SPP) scores for the 11 cyber charters for which complete data are available. RFA then compared these scores to all public schools statewide, including traditional public schools and brick-and-mortar charters. RFA's analysis is based on publicly-available data from PDE's School Performance Profile. Also, given the relationship between student mobility and academic achievement, RFA examined enrollment into and out of five cyber charters for which data were available during the 2010-11 and 2011-12 school years. RFA reviewed the demographics of the student populations in cyber charter schools as compared to traditional public schools and brick-and-mortar charters. Main findings for these anlyses are reported here in tabulated form. A glossary of terms is included. Appendix A, &quot;Cyber Charter Enrollment Trends for the 2011 and 2012 School Years&quot;, is presented in table 6.
&quot;A Library They Deserve&quot;: The Baltimore Elementary and Middle School Library Project
Author: Sheldon, Steven B.
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: School Libraries,Elementary Schools,Middle Schools,Urban Schools,Program Implementation,Program Effectiveness,Principals,Librarians,Elementary School Teachers,Middle School Teachers,Elementary School Students,Middle School Students,Teacher Attitudes,Student Attitudes,Comparative Analysis,Librarian Attitudes,Administrator Attitudes,Teacher Surveys,Student Surveys,Interviews,Use Studies,Library Facilities,Partnerships in Education

The Harry and Jeanette Weinberg Foundation has partnered with Baltimore Education Research Consortium (BERC) to complete a series of reports examining the implementation and impact of the Baltimore Elementary and Middle School Library Project (Library Project). This report on the first year of the project examines the experiences of the principals, librarians, teachers, and students at the three schools that received new libraries. Also, teachers' and students' perceptions of their school library were compared across the Library Project and comparison schools. Findings of the report include: (1) all three schools with a new library viewed them as inviting, attractive, and well-resourced spaces; (2) a knowledgeable, skilled, and motivated library staff is essential to maximizing the potential of these new libraries; (3) librarians and teachers need additional professional development to best integrate the library technology into instruction; and (4) the community partnerships initiated through this project are adding significant resources to the education of students in these schools. The implications for the school district and future efforts are discussed. The following are appended: (1) Survey Instruments and Response Rates; (2) Teacher Survey Responses; (3) Student Survey Responses; and (4) Interview Protocols.
Getting to Outcomes: A User's Guide to a Revised Indicators Framework for Education Organizing
Author: Gold, Eva
Date: 2013-01-00
Type: Guides - Non-Classroom
Subjects: Educational Indicators,Community Organizations,Educational Change,Public Education,Educational Improvement,Capacity Building,Accountability,Governance,Empowerment,Community Action

Research about education organizing has proliferated during the past decade, generating an increasingly rich collection of case studies, national surveys, and other analyses. Research for Action (RFA) has been among those engaged in this work and has drawn on its previous efforts - as well as the knowledge built by community organizing groups and other researchers - to create this User's Guide. The Indicators Framework offered here can serve as a tool to help education organizing groups engage in self-reflection and evaluation of their efforts. At the same time, organizing groups, funders, and educators can use this framework to make a stronger case for an education reform paradigm that starts with and builds the resources and strength of the stakeholders most directly affected by what happens to public education. In 2002, in partnership with the Cross City Campaign for Urban School Reform, RFA developed a theory of change explaining how education organizing worked to strengthen communities and improve schools. Accompanying this theory of change was a set of indicators that could be used to assess the outcomes of the organizing process. Recognizing the value of such tools, and in light of the substantial changes within education organizing groups and in the education field, Communities for Public Education Reform (CPER) commissioned RFA to update its previous work. This updated Indicators Framework reflects the adaptations education organizing groups are making in response to the new education realities, and to over a decade of experience working to change schools in low-income neighborhoods. Together, the theory of change and indicator charts that make up the Framework provide a common understanding of education organizing, and a common language for discussing its processes and outcomes in the current reform era. The THEORY OF CHANGE offers an overview of how the strategies of education organizing can lead to various outcomes--not only in the form of education &quot;wins,&quot; but also the capacity building and empowerment that emerge from the organizing process. The INDICATORS, organized into a set of charts, include quantitative and qualitative measures of these processes and outcomes. In order to make the theory of change and complementary indicator charts accessible, this guide provides a detailed explanation of how to use them to measure and demonstrate the impact of education organizing on education systems, individuals, and communities. Appended are: (1) Bibliography; (2) CPER-Supported Groups Interviewed by RFA; (3) Recommended Surveys; and (4) Glossary of Terms. [This guide was also produced by Communities for Public Education Reform (CPER).]
Destination Graduation: Sixth Grade Early Warning Indicators for Baltimore City Schools. Their Prevalence and Impact
Author: Baltimore Education Research Consortium (BERC)
Date: 2011-02-00
Type: Reports - Research
Subjects: Urban Schools,Grade 6,Cohort Analysis,Predictor Variables,Dropout Prevention,At Risk Students,Incidence,Attendance,Academic Failure,Suspension,Grade Repetition,Identification,Public Schools,Influences

Even with the declining number of dropouts in Baltimore City, a focus on dropout prevention is essential. Recent research has emphasized the utility of an early warning system to inform prevention efforts. With this in mind, the Baltimore Education Research Consortium examined the 2000-01 cohort of sixth grade students (Class of 2007) from the Baltimore City Schools to ascertain whether there were indicators that predicted eventual dropout with a reasonable level of certainty, and identified enough students to justify intervention efforts. Also examined was a recent cohort of sixth graders from 2008-09 (Class of 2015) to determine if the prevalence of early warning indicators has changed. Four early warning indicators were identified for non-graduation for sixth graders: (1) Chronic absence (defined as missing 20 or more days of school); (2) Failing English, or math, or both and/or a failing average for English, math, science, and social studies; (3) Being at least one year overage (suggesting an earlier retention); and (4) Being suspended for three or more days. The examination reported a reduction in sixth grade early warning indicators of non-graduation as a positive sign for the district. Overall, sixth graders were much more likely to be on-track to graduation than they have been in the past. The report includes an appendix: Data and Methods.
A Snapshot of OST Programming in Philadelphia: An Evaluation of Six 21st Century Community Learning Center Grantees
Author: Hartmann, Tracey A.
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: After School Programs,Program Effectiveness,Outcomes of Education,Grades (Scholastic),Mathematics Achievement,Reading Achievement,Scores,Mathematics Tests,Reading Tests,Attendance,Suspension,Comparative Analysis,Elementary School Students,Middle School Students,Enrollment,Demography

This report looks at the 21st Century Community Learning Center (CCLC) programs evaluated by Research for Action (RFA). It seeks to answer the following questions: (1) Who participated in the 21st CCLC programs and how frequently did they participate?; (2) What elements of program quality were in place to achieve the intended outcomes?; and (3) What was the relationship between program participation and academic, attendance and behavioral outcomes? RFA addresses these research questions through a mixed-methods study that includes an aggregate analysis of student outcomes data, program participation data, and qualitative data from the local evaluations including interviews with program staff, site visits, and a review of program documents. We report only aggregated findings to inform broader discussions about OST programs and systembuilding efforts in Philadelphia. The study includes data from each of the 24 sites operated by the seven provider organizations. However, the analysis of student outcomes focuses on a smaller subset of nine sites which operated programs for the entire school year and for which we had sufficient data. The analysis of student outcomes considers math and reading course grades, math and reading Pennsylvania System of School Assessment (PSSA) scores, school attendance, and suspensions, and compares OST participants to other non-participating students within their schools and in relationship to their level of participation in the program. A more detailed description of data collected and methods can be found in the Appendix. Overall, the study finds promising evidence of the benefits of the 21st CCLC programs in each of the outcome areas for elementary school students who participate more frequently. We found less evidence of the benefits for middle school students. However, the small sample size for middle school students reduced the strength of the analysis. Our analysis of 21st CCLC program content, staffing, and school partnerships demonstrated some elements of quality. It also suggested ways in which programs could increase their impact on students' academic outcomes. The report begins with descriptive information about the providers and schools and then presents analyses addressing each of the research questions. The sections of the report are as follows: (1) Context: Providers and Schools; (2) Participant Characteristics and Level of Participation; (3) Elements of Quality Programming: Program Content, Staff and School Partnerships; and (4) Student Outcomes: Academics, Attendance, Behavior. The following are appended: (1) Qualitative Methodology; (2) Quantitative Methods; and (3) Profile of Sites Included in the Student Outcome Analysis.
School Closings Policy. Issue Brief
Author: Research for Action, Pennsylvania Clearinghouse for Education Research (PACER)
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: School Closing,Educational Policy,School Districts,Performance Factors,Selection Criteria,Charter Schools,Cost Effectiveness,Student Characteristics,Academic Achievement,Barriers,Underachievement,Student Placement,Educational Practices,Educational Finance,Educational Research,Elementary Secondary Education,Urban Schools,Enrollment Trends

The nation's largest school districts have increasingly turned to building closures to address budget deficits, demographic shifts, and the movement of students to charter schools. Over the past decade, 70 large or mid-sized cities closed schools--averaging 11 buildings per closure. This trend shows no signs of slowing. Washington, D.C. closed 23 buildings in 2008. Officials are currently considering another 15 closures. New York City closed more than 140 schools since 2002; leaders recently announced plans to shutter 17 more, beginning in 2013-14. Chicago closed 40-plus buildings in the early 2000s. The district recently released a list of 129 schools to be considered for closure. In Pennsylvania, Philadelphia's School Reform Commissioners are expected to vote in early March on a plan to close 29 schools, more than 10 percent of the district's complement. Pittsburgh, the state's second-largest district, has halved its building capacity since 1997. With school administrators in nearly 100 districts statewide expecting to experience financial distress within three years, closure--and other approaches to cost-savings--hold relevance for the entire Commonwealth. This brief, presented in Q&amp;A form, is designed to inform school closure debates and decisions with a summary of rigorous research on large-scale school closings and the experiences of major districts nationwide.
Looking Forward to High School and College: Middle Grade Indicators of Readiness in Chicago Public Schools
Author: Allensworth, Elaine M.
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Middle School Students,Readiness,Academic Failure,Middle School Teachers,Student Needs,Skill Development,Academic Achievement,Grade 5,Grade 6,Grade 7,Grade 8,Public Schools,College Students,High School Students,Graduation Rate,Graduation,College Preparation,Educational Indicators,Age Differences,At Risk Students,Grades (Scholastic),Benchmarking,Low Achievement,Attendance Patterns,Scores,Predictor Variables,State Standards,Achievement Tests

There is a very large population of students who struggle with the transition from the middle grades to high school, raising concerns that high school failures are partially a function of poor middle grade preparation. As a result, middle grade practitioners are grappling with questions about what skills students need to succeed in high school, which markers they should use to gauge whether students are ready to succeed in high school and beyond, and whether it is possible to identify in middle grades students who are likely to struggle in high school and college. This report is designed to provide a detailed picture of the relationship between students' performance in the middle grades (grades five through eight) and their subsequent performance in high school and college among students in the Chicago Public Schools (CPS). Key findings are included to help practitioners and policymakers set realistic goals for improvement. Appended to the report are: (A) Students' College Access and Graduation Rates, Based on High School Performance; (B) Data Definitions; (C) Research Methodology; (D) ISAT Standards and EPAS Benchmarks; and (E) Relationships of All Potential Indicators with High School Outcomes. [See the accompanying briefs: &quot;4 Key Findings for High Schools&quot; at ED553150 and the &quot;5 Key Findings for Middle Grades&quot; at ED553151.]
4 Key Findings for High Schools from &quot;Looking Forward to High School and College&quot;
Author: Allensworth, Elaine M.
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Public Schools,Urban Schools,Grade 8,Grade 9,Transitional Programs,Middle School Students,High Schools,Secondary School Teachers,Readiness,College Readiness,Grade Point Average,Attendance Patterns,Predictor Variables,Academic Achievement,Educational Indicators,College Entrance Examinations,Scores,At Risk Students,Correlation,Probability

The transition from eighth grade to high school results in a substantial drop in course performance for many students. These declines in performance lead students to fall off-track for obtaining high school and college degrees. By using data on students' middle grade performance, high school staff can set goals for their students to help them meet their potential and provide support before students fall off-track for either high school graduation or college success. This brief highlights 4 key findings from the study &quot;Looking Forward to High School and College: Middle Grade Indicators of Readiness in Chicago Public Schools&quot; that have implications for how high schools support their incoming ninth-grade students. [See the full report in ERIC at ED553149 and the brief &quot;5 Key Findings for Middle Grades&quot; at ED553151.]
5 Key Findings for Middle Grades from &quot;Looking Forward to High School and College&quot;
Author: Allensworth, Elaine M.
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: Middle Schools,Urban Schools,College Preparation,At Risk Students,Goal Orientation,Educational Indicators,Readiness,Grade 5,Grade 6,Grade 7,Grade 8,High Schools,Postsecondary Education,College Attendance,Grade Point Average,Attendance Patterns,Grades (Scholastic),Scores,Probability,Institutional Characteristics

Preparation for college and careers begins when students are young, yet, it can be difficult for middle grade educators to know how best to prepare these students for future success. Middle grade practitioners need to know what to pay attention to and who needs additional support. Without knowing how to identify students who are on-track for high school or college graduation in the middle grades, it can be difficult to set appropriate performance goals, or intervene when students struggle. The study &quot;Looking Forward to High School and College: Middle Grade Indicators of Readiness in Chicago Public Schools&quot; shows how students' middle grade (grades five through eight) performance can be used to determine students' likelihood of graduating from high school and leaving high school with a strong probability of success in college. This brief summarizes 5 key findings relevant for schools serving students in the middle grades. [See the full report in ERIC at ED553149 and the brief &quot;4 Key Findings for High Schools&quot; at ED553150.]
Evaluation of the Patriotic Attitudes of the Prospective Teachers According to Various Variables
Author: Tonga, Deniz
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Preservice Teachers,Patriotism,Predictor Variables,Rating Scales,Statistical Analysis,Gender Differences,Statistical Significance,Student Surveys,Reliability

This study deals with the investigation of the patriotic attitudes of the prospective teachers seeking the answer of the question &quot;what are the levels of the patriotic attitudes of the prospective teachers?&quot; For this purpose a descriptive survey model of patriotism scale developed by Schatz, Staub and Lavine and adapted to Turkish by Yazici and Yazici was applied to the prospective studying in the various departments of Gazi University, Gazi Faculty of Education. The data was evaluated by SPSS 17.0 statistical soft ware using Mann Whitney U and Kruskal Wallis tests. The final results revealed that the blind patriotic attitudes of the male participants were higher than the females and there were no gender related differences in the constructive patriotic attitudes. Both blind and constructive patriotic attitudes of the prospective teachers who stated to have a nationalist political orientation were observed to be significantly higher compared to the others. The constructive patriotic attitudes of the prospective teachers who had a higher level of interest in internal and external politics were found to be significantly higher but the blind patriotic attitudes did not show a marked difference. The prospective teachers who were following the political and philosophical journals showed a statistically significant difference in constructive patriotic attitudes.
Student and Teacher Perception of Disciplinary Practices: Types, Reasons, Consequences and Alternatives
Author: Mumthas, N. S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Discipline,Student Attitudes,Teacher Attitudes,Self Esteem,Rewards,Questionnaires

Inculcating self-discipline is important for systematic pursuit of learning, development of interest and potential in the child. Punishments involve employing a noxious or painful stimulus that generates a variety of problems and negative side effects to the child. Corporal punishments severely affect the human dignity of children. This study throws light on the various disciplinary practices adopted by the upper primary school teachers. Sample was 100 teachers and students each from schools of 2 districts of Kerala. The findings reveal that teachers are using undesirable disciplinary practices more than constructive disciplinary practices. The main consequences of disciplinary practices according to students are low self-esteem, feelings of shame, anger, sadness, fear, pain, tension, and hate to teachers, mental fatigue and hate to the subject.
Construction and Validation of Scale of Parenting Style
Author: Abdul Gafor, K.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Parenting Styles,Rating Scales,Parent Child Relationship,Parent Influence,Negligence,Measures (Individuals),Secondary School Students,Validity,Reliability

This paper describes the development and standardization of a measure of perceived parenting style. The four styles namely authoritative, authoritarian, permissive and negligent proposed by Baumrind (1971) are scaled based on a quadrant of high and low levels of parental responsiveness and control suggested by Maccoby and Martin (1983). The items are constructed on socio-cultural and educational circumstances of adolescent students in Kerala, India. Hence, the tool will be largely suitable for scaling the four parenting styles among south Asian adolescent students. The tool has good criterion related validity and test-retest reliability.