ethanporcaro/eric-fulltext-meta huggingface dataset:
What's Next for Early Childhood Education in New York City? State, City Policy Makers Consider Agenda to Move toward More Integrated System of Early Care and Education. Forum Report
Author: Child Care, Inc.
Date: 2007-03-00
Type: Reports - Descriptive
Subjects: Integrated Services,Early Childhood Education,Educational Policy,Policy Formation,Change Strategies,Educational Change,Strategic Planning,Educational Planning,Educational Quality,Educational Practices,Best Practices,Communities of Practice,Focus Groups,Brainstorming,Partnerships in Education,Agency Cooperation,Advisory Committees,Educational Finance,Delivery Systems,Workers Compensation,Educational Opportunities,Performance Factors,State Action

With a new governor in Albany and a brand-new interagency group working on early childhood policy in the Mayor's office, early childhood advocates across the city were already pondering what changes might be afoot--and whether the time had come for the city to move toward a more integrated, high-quality system of early care and education. Given such momentous change in city and state policy directions, Child Care, Inc. (CCI) convened a working forum in late March, &quot;Building the Best: What's Next for Early Care and Education?&quot; with top city and state officials keynoting the event. Co-sponsored by the Early Childhood Strategic Group and Quality New York, the event was meant to both update providers and advocates on new policy developments and to spark dialogue and conversation on how new policy directions might play out for parents, providers and the public at large. Planners for the event also hoped to build on the strategic thinking and momentum developed over the past decade in both policy and practice to move toward higher-quality, more integrated services for children and families. With so many programs now experienced at collaboration with DOE and ACS, the hope was to share lessons learned as new leadership emerges in both the Mayor's and Governor's offices. The forum was structured to elicit both the new thinking from policymakers and from providers on the ground, with presentations from the top city and state officials followed by respondents who considered the presentations from the point of view of parents, providers and broad policy. Smaller break-out groups then explored the issues in more depth, with specific feedback for policymakers and recommendations for next steps in creating a more unified, high-quality early childhood system. More than 250 early childhood educators and advocates packed the UJA Federation's Conference Center, abuzz with ideas and inspired by the new commitments that emerged over the course of the forum.
Early Care and Education--What It Costs. Volume 2. Budget Series: Full-Day, Year-Round Early Childhood Program
Author: Child Care, Inc.
Date: 2007-09-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Day Programs,Young Children,Employed Parents,Costs,Educational Finance,Child Development,School Schedules,Budgets,Budgeting

The research on early childhood education is clear: Programs must be of high quality to produce positive outcomes for children. This policy brief is the second in our series aimed at identifying the core components of successful early childhood programs and the costs associated with each component. In this case, we examine the costs of full-day, year-round programs that so many families need. These programs promote healthy cognitive, social, emotional and physical development and offer a schedule that meets the needs of working parents. Other Than Personnel Expenses (OTPS) Year-Round, Extended-Day Program are appended. (Contains 6 endnotes.) [For "Early Care and Education--What It Costs. Volume 1. Budget Series: Community Pre-K," see ED517810.]
Choosing Child Care: Birth to Three
Author: Child Care, Inc.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Child Care,Infants,Young Children,Decision Making,Guides,Parents,Family Environment,Child Care Centers

Like all difficult decisions, choosing child care can seem overwhelming, and this is particularly true when choosing care for children under three. The better you understand what your child's and your own personal needs are, and what is available and affordable to you, the more confident you will become in your decision-making process. This booklet will help you weigh the options you have for your child's care. It will give you tools for assessing those options, and aid you with steps for beginning your search. Finally, it will offer tips for starting your child in care, and maintaining a positive relationship with your child's provider.
Finding a Child Care Professional to Work in Your Home
Author: Child Care, Inc.
Date: 2003-00-00
Type: Guides - Non-Classroom
Subjects: Employed Parents,Child Care,Family Needs,Child Caregivers,Family Environment,Employment Interviews,Personnel Selection

For many working parents, hiring a caregiver to work in their home is the best solution for their child care and household needs. In-home care can be tailored to individual family needs, and, in the case of multiple children, can be the most convenient and cost-effective option. This handbook is designed to guide you through the process of finding an in-home caregiver. The recruiting and screening process, whether you do it yourself or work with an agency, will take several weeks or even months. Allow yourself enough time to recruit, select, and hire an in-home caregiver.
Tinkering toward Transformation: A Look at Federal School Improvement Grant Implementation
Author: Yatsko, Sarah
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Evidence,Academic Achievement,School Districts,Educational Change,Federal Government,Researchers,Grants,Program Implementation,Educational Improvement,Government Role,Public Agencies,Teachers,Principals,Administrator Role,Teacher Role,School Turnaround,Intervention,Federal Programs,School Personnel,Labor Turnover

In 2009, the federal government committed over $3 billion nationwide to help states and districts turn around their worst-performing schools. The U.S. Department of Education intended for the School Improvement Grants (SIGs) to spur dramatic change. This report looks at the results of a field study of the first-year implementation of those grants in Washington State, which will receive $50 million in SIG funding over three years. CRPE researchers wanted to see what kinds of school-level changes are underway, how they compare to the intent of the grants, and the role that district play in SIG implementation. Researchers provide findings from the state, district, and school level. They found that, with some exceptions, districts and schools in Washington state are approaching the turnaround work in ways only marginally different from past school improvement efforts. Despite the hard work of administrators, principals, and especially teachers, the majority of schools studied show little evidence of the type of bold and transformative changes the SIGs were intended to produce. The report offers recommendations regarding the roles that federal, state, and local education agencies should play in support of school turnaround work. Those administering future grants targeted at the nation's lowest-performing schools could avoid the problems described here and improve their chances of affecting dramatic, not incremental, change. (Contains 1 table and 29 footnotes.)
The Portfolio Mindset: Innovation Starts from the Ground Up. Portfolio School Districts Project
Author: Campbell, Christine
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: School Districts,Public Schools,Educational Administration,Educational Innovation,Educational Improvement,Meetings

At the first Portfolio School District Network meeting, in 2009, 15 people sat around a table wondering whether the portfolio idea could work only in special circumstances like New York City or New Orleans. Three years later, 27 districts are implementing this continuous improvement strategy and more are eager to learn how they can make it work for them. Cities and states adopting the portfolio strategy are moving fast, looking for talent, solutions, and people to unite with in the work. In January 2012, over 100 district and charter leaders gathered in New Orleans for the sixth network meeting. John White, new state superintendent of Louisiana, launched the meeting with the idea of a &quot;portfolio mindset,&quot; one that believes that innovation comes from the ground up. Over the course of the two-day meeting, network members worked together on real problems and came away with new ideas and valuable connections. This brief summary presents the themes that emerged from the meeting as well as next steps for the network.
Are Charter School Unions Worth the Bargain?
Author: Price, Mitch
Date: 2011-11-00
Type: Reports - Evaluative
Subjects: Charter Schools,Collective Bargaining,Unions,Public Education,Comparative Analysis,School Districts,Teaching Conditions,School Schedules,Teacher Salaries,Teacher Education,Grievance Procedures,Interviews

About 12 percent of all charter schools have bargaining agreements. Why do charter schools unionize? What is in these charter school contracts? Can they be considered innovative or models for union reform? And how do they compare to traditional district/union teacher contracts? Center on Reinventing Public Education legal analyst Mitch Price investigated those questions in his study of charter school collective bargaining agreements. Price examined nine charter schools unionized either by management design or by teacher vote. For comparison, he examined traditional district contracts and analyzed data from non-unionized charter schools as well. He found that the new contracts can be crafted in ways that respect the unique missions and priorities of charter schools, provide teachers with basic protections, and maintain organizational flexibility. However, while these new contracts innovate in many ways, they could go much further given the opportunity to create contracts from scratch. Appended are: (1) Collective Bargaining Agreements examined for this Study; and (2) Charter Schools with Collective Bargaining Agreements, by State, 2009-10. (Contains 9 tables, 1 figure and 42 footnotes.) [Foreword by Robin J. Lake.]
The 7 Components of a Portfolio Strategy. Portfolio School Districts Project
Author: University of Washington, Center on Reinventing Public Education
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Public Education,School Districts,Educational Administration,School Choice,Institutional Autonomy,Financial Support,Educational Finance,Accountability,School Community Relationship

The portfolio strategy is a performance management model for districts that aims to create dramatic student achievement gains at scale. It centers on creating more high-quality schools regardless of provider, giving schools autonomy over staff and funding, and holding all schools accountable for performance. This one-pager outlines the seven key components upon which the portfolio strategy is built. The related papers below provide a more detailed look at each of the individual components, including metrics for districts implementing these parts of the strategy.
Managing Talent for School Coherence: Learning from Charter Management Organizations
Author: DeArmond, Michael
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Charter Schools,Nonprofit Organizations,School Administration,Teacher Evaluation,Teacher Effectiveness,Teacher Recruitment,Teacher Selection,Faculty Development,Teacher Promotion,Teacher Salaries,Socialization,Employment Interviews,Work Sample Tests,Case Studies,Surveys

The current wave of new teacher evaluation systems around the country offers an opportunity to broaden the conversation surrounding teacher effectiveness and its relationship to school coherence, to look at how schools and school systems might take a more integrated and intentional approach to attracting, training, and managing high-quality teachers. Charter management organizations (CMOs) are an important but overlooked source of ideas for thinking about how to build talent management systems that get the right teachers into the right schools and create coherent work environments that develop and support teacher performance. This report examines how CMOs manage teacher talent: How do CMOs recruit and hire teachers? How do they develop teachers? And how do they manage teacher performance? CRPE researchers analyzed data from a larger study of CMOs conducted jointly by Mathematica Policy Research and CRPE. That study offered a rich array of data on how CMOs manage teachers, including in-depth case study data and survey data from CMO central offices and principals. CMOs in the study were found to manage talent in three main ways: by recruiting and hiring for fit, providing intensive and ongoing socialization on the job, and aligning pay and career advancement opportunities with organizational goals. The study raises several key points for how districts might think about managing teacher talent to support organizational coherence. Methods are appended. (Contains 5 figures, 2 tables and 24 footnotes.) [For the Policy Brief, see ED532635.]
Managing Talent for School Coherence: Learning from Charter Management Organizations. Policy Brief
Author: DeArmond, Michael
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Charter Schools,Nonprofit Organizations,School Administration,Teacher Recruitment,Teacher Selection,Faculty Development,Teacher Promotion,Socialization,Teacher Salaries,Case Studies,Surveys

The current wave of new teacher evaluation systems around the country offers an opportunity to broaden the conversation surrounding teacher effectiveness and its relationship to school coherence, to look at how schools and school systems might take a more integrated and intentional approach to attracting, training, and managing high-quality teachers. Charter management organizations (CMOs) are an important but overlooked source of ideas for thinking about how to build talent management systems that get the right teachers into the right schools and create coherent work environments that develop and support teacher performance. This brief summarizes a larger report that looks at how CMOs manage teacher talent. CMOs in the study were found to manage talent in three main ways: by recruiting and hiring for fit, providing intensive and ongoing socialization on t he job, and aligning pay and career advancement opportunities with organizational goals. The study raises several key points for how districts might think about managing teacher talent to support organizational coherence. (Contains 1 figure.) [For the full report, see ED532634.]
State Policies on Human Capital Resource Management: Wisconsin. Human Capital Resource Management Technical Brief
Author: Cushing, Ellen
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Human Capital,Public Policy,State Legislation,Teachers,Principals,Administrators,Preservice Teacher Education,Administrator Education,Teacher Certification,Certification,Teacher Recruitment,Recruitment,Beginning Teacher Induction,Staff Orientation,Faculty Development,Professional Development,Compensation (Remuneration),Work Environment,Teaching Conditions,Elementary Secondary Education

Training, recruiting, developing, and supporting talented and effective educators throughout their careers is known as human capital resource management (HCRM) in education. HCRM has been identified in recent literature as one of the ways in which districts and states may increase school effectiveness and improve student learning (Heneman &amp; Milanowski, 2004; Odden &amp; Kelly, 2008; Wurtzel &amp; Curtis, 2008). Often, however, HCRM policies are designed piecemeal, lacking alignment and cohesion (Odden &amp; Kelly, 2008). This technical brief identified and briefly summarized all policies in the state of Wisconsin found in this study that relate to four main HCRM areas--preparation and licensure, recruitment, induction and professional development, and compensation and working conditions. In addition, the brief presented the extent to which specific policies affect more than one HCRM area. These descriptions of HCRM policies in Wisconsin provide a snapshot of state-level policies available to support the training, recruitment, and development of educators. For state policymakers in Wisconsin, this brief can serve as a starting point for examining existing state policy in the four areas to inform future policy development. For state policymakers outside Wisconsin, this brief provides insight on some state-level options that currently exist for supporting strategic human resource management in education. Further areas of inquiry that build on this descriptive study may include examining the effectiveness of these state policies, the alignment of these policies within the state, and the comparison of these attributes between states. Details on Method are appended. (Contains 17 tables, 3 technical notes and 1 footnote.)
State Policies on Human Capital Resource Management: Ohio. Human Capital Resource Management Technical Brief
Author: Bhatt, Monica
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Human Capital,Public Policy,State Legislation,Teachers,Principals,Administrators,Preservice Teacher Education,Administrator Education,Teacher Certification,Certification,Teacher Recruitment,Recruitment,Beginning Teacher Induction,Staff Orientation,Faculty Development,Professional Development,Compensation (Remuneration),Work Environment,Teaching Conditions,Elementary Secondary Education

Training, recruiting, developing, and supporting talented and effective educators throughout their careers is known as human capital resource management (HCRM) in education. HCRM has been identified in recent literature as one of the ways in which districts and states may increase school effectiveness and improve student learning (Heneman &amp; Milanowski, 2004; Odden &amp; Kelly, 2008; Wurtzel &amp; Curtis, 2008). Often, however, HCRM policies are designed piecemeal, lacking alignment and cohesion (Odden &amp; Kelly, 2008). This technical brief identified and briefly summarized all policies in the state of Ohio found in this study that relate to four main HCRM areas--preparation and licensure, recruitment, induction and professional development, and compensation and working conditions. In addition, the brief presented the extent to which specific policies affect more than one HCRM area. These descriptions of HCRM policies in Ohio provide a snapshot of state-level policies available to support the training, recruitment, and development of educators. For state policymakers in Ohio, this brief can serve as a starting point for examining existing state policy in the four areas in order to inform future policy development. For state policymakers outside Ohio, this brief provides insight on some state-level options that currently exist for supporting strategic human resource management in education. Further areas of inquiry that build on this descriptive study may include examining the effectiveness of these state policies, the alignment of these policies within the state, and the comparison of these attributes between states. Details on Method are appended. (Contains 17 tables, 3 technical notes and 1 footnote.)
State Policies on Human Capital Resource Management: Minnesota. Human Capital Resource Management Technical Brief
Author: Bhatt, Monica
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Human Capital,Public Policy,State Legislation,Teachers,Principals,Administrators,Preservice Teacher Education,Administrator Education,Teacher Certification,Certification,Teacher Recruitment,Recruitment,Beginning Teacher Induction,Staff Orientation,Faculty Development,Professional Development,Compensation (Remuneration),Work Environment,Teaching Conditions,Elementary Secondary Education

Training, recruiting, developing, and supporting talented and effective educators throughout their careers is known as human capital resource management (HCRM) in education. HCRM has been identified in recent literature as one of the ways in which districts and states may increase school effectiveness and improve student learning (Heneman &amp; Milanowski, 2004; Odden &amp; Kelly, 2008; Wurtzel &amp; Curtis, 2008). Often, however, HCRM policies are designed piecemeal, lacking alignment and cohesion (Odden &amp; Kelly, 2008). This technical brief identified and briefly summarized all policies in the state of Minnesota found in this study that relate to four main HCRM areas--preparation and licensure, recruitment, induction and professional development, and compensation and working conditions. In addition, the brief presented the extent to which specific policies affect more than one HCRM area. These descriptions of HCRM policies in Minnesota provide a snapshot of state-level policies available to support the training, recruitment, and development of educators. For state policymakers in Minnesota, this brief can serve as a starting point for examining existing state policy in the four areas to inform future policy development. For state policymakers outside Minnesota, this brief provides insight on some state-level options that currently exist for supporting strategic human resource management in education. Further areas of inquiry that build on this descriptive study may include examining the effectiveness of these state policies, the alignment of these policies within the state, and the comparison of these attributes between states. Details on Method are appended. (Contains 17 tables, 3 technical notes and 1 footnote.)
State Policies on Human Capital Resource Management: Indiana. Human Capital Resource Management Technical Brief
Author: Meyer, Cassandra
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Human Capital,Public Policy,State Legislation,Teachers,Principals,Administrators,Preservice Teacher Education,Administrator Education,Teacher Certification,Certification,Teacher Recruitment,Recruitment,Beginning Teacher Induction,Staff Orientation,Faculty Development,Professional Development,Compensation (Remuneration),Work Environment,Teaching Conditions,Elementary Secondary Education

Training, recruiting, developing, and supporting talented and effective educators throughout their careers is known as human capital resource management (HCRM) in education. HCRM has been identified in recent literature as one of the ways in which districts and states may increase school effectiveness and improve student learning (Heneman &amp; Milanowski, 2004; Odden &amp; Kelly, 2008; Wurtzel &amp; Curtis, 2008). Often, however, HCRM policies are designed piecemeal, lacking alignment and cohesion (Odden &amp; Kelly, 2008). This technical brief identified and briefly summarized all policies in the state of Indiana found in this study that relate to four main HCRM areas--preparation and licensure, recruitment, induction and professional development, and compensation and working conditions. In addition, the brief presented the extent to which specific policies affect more than one HCRM area. These descriptions of HCRM policies in Indiana provide a snapshot of state-level policies available to support the training, recruitment, and development of educators. For state policymakers in Indiana, this brief can serve as a starting point for examining existing state policy in the four areas to inform future policy development. For state policymakers outside Indiana, this brief provides insight on some state-level options that currently exist for supporting strategic human resource management in education. Further areas of inquiry that build on this descriptive study may include examining the effectiveness of these state policies, the alignment of these policies within the state, and the comparison of these attributes between states. Details on Method are appended. (Contains 17 tables, 3 technical notes and 2 footnotes.)