ethanporcaro/eric-fulltext-meta huggingface dataset:
Six Pillars of Effective Dropout Prevention and Recovery: An Assessment of Current State Policy and How to Improve It
Author: Almeida, Cheryl
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Graduation Rate,Dropout Prevention,Dropouts,Accountability,Prediction,Predictor Variables,Public Officials,Data Collection,Outcomes of Education,Models,Secondary Education,College Preparation,Secondary School Students

Solving America's dropout crisis requires immediate, drastic action. Intractable as the dropout problem may seem, recognition of its magnitude has created an environment ripe for action. Most notably, federal regulations adopted in 2008 require states to use more accurate ways of counting dropouts and holding districts and schools more accountable for improving results. In addition, encouraging developments over the past decade have put major improvement within reach: better data collection and analysis; promising research showing that a small set of school-based variables are highly effective in predicting future dropouts; and pioneering prevention and recovery strategies in cities with the highest concentrations of dropouts. Ideally, policymakers and educational leaders in every state will draw on these developments to design and implement comprehensive approaches to improving graduation rates. This paper helps states take the crucial first step: evaluating each state's dropout prevention and recovery policies to determine how well they support innovation for better student outcomes. This report identifies six model policy elements that frame a sound legislative strategy for dropout prevention and recovery, and it assesses the extent to which recent state policy aligns with these model elements. Overall, 36 states and the District of Columbia have enacted new dropout legislation since 2002. While some states have moved toward adopting comprehensive dropout prevention and recovery policies, nearly all of them have a long way to go. Nearly one-third of the nation--14 states--have enacted no new laws aimed at increasing graduation rates in the past eight years. Methodology is appended. (Contains 25 endnotes.)
The Condition of Education 2011. NCES 2011-033
Author: Aud, Susan
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: School Statistics,Educational Indicators,Educational Trends,Educational Finance,Teaching (Occupation),Educational Environment,Elementary Secondary Education,Postsecondary Education,Professional Education,Outcomes of Education,Educational Resources,Academic Persistence,Participation

To ensure reliable, accurate, and timely data, which are necessary to monitor the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, &quot;The Condition of Education.&quot; This year's report presents 50 indicators of important developments and trends in U.S. education. These indicators focus on participation and persistence in education, student performance and other measures of achievement, the environment for learning, and resources for education. The report also uses a group of the indicators to take a closer look at changes in postsecondary education in the United States by institution level and control. As more students in the United States pursue education beyond high school, the distribution of students across institutions, such as public, private not-for-profit, and private for-profit, has been shifting. The authors take a look at these changes to see how they are reshaping postsecondary education. Appended are: (1) Supplemental Tables; (2) Supplemental Notes; (3) Glossary; (4) Bibliography; and (5) Index. (Contains 111 tables and 110 figures.) [To access the e-book version of this document, see http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011033. For &quot;The Condition of Education 2010. NCES 2010-028,&quot; see ED509940. For &quot;The Condition of Education 2011 in Brief. NCES 2011-034,&quot; see ED520003.]
Testimony before the Subcommittee on Labor, Health and Human Services, Education and Related Agencies, Committee on Appropriations, U.S. House of Representatives
Author: Uhalde, Raymond J.
Date: 2011-04-07
Type: Reports - Descriptive
Subjects: Evidence,Disadvantaged,Federal Programs,Labor,Youth,Adults,Labor Force Development,Federal Legislation,Employment Patterns,Program Effectiveness,Financial Support,Career Education,Vocational Education

On April 7, 2011, Jobs for the Future (JFF) Policy Vice President Raymond Uhalde testified before the U.S. House Subcommittee on Labor, Health and Human Services, Education and Related Agencies about the success of workforce development projects for youth and adults funded by the Workforce Investment Act (WIA) and the importance of sustaining them. Uhalde advocated for restructuring WIA, authorized in 1998 when unemployment was only 4.5 percent. According to his prepared remarks: &quot;To say that WIA should be reauthorized is not the same as saying that WIA programs are not effective. On the contrary, the evidence is pretty clear that WIA's core and intensive services and training for disadvantaged adults have been shown time and again to pay off in terms of higher employment rates and improved earnings... It is absolutely essential that the urgency of deficit reduction not override critical investments in the education and skills development of U.S. workers, especially at this fragile point in our economic recovery with 13.5 million Americans still unemployed.&quot; (Contains 26 endnotes.)
The Condition of Education 2011 in Brief. NCES 2011-034
Author: Aud, Susan, Ed.
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: School Statistics,Educational Indicators,Educational Trends,Educational Finance,Teaching (Occupation),Educational Environment,Elementary Secondary Education,Postsecondary Education,Professional Education,Outcomes of Education,Educational Resources,Academic Persistence,Participation,Federal Government,Enrollment,Dropouts

Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences annually publishes a statistical report on the status and progress of education in the United States. &quot;The Condition of Education&quot; includes data and analysis on a wide variety of issues. These data are taken from government and private sources. The 2011 edition of &quot;The Condition&quot; contains indicators that are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. The publication also contains additional tables and notes related to each indicator. (Contains 11 figures and 1 table.) [For the full report, &quot;The Condition of Education 2011. NCES 2011-033,&quot; see ED520001.]
Driving Innovation: How Six States Are Organizing to Improve Outcomes in Developmental Education
Author: Collins, Michael Lawrence
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Achievement,Remedial Instruction,Educational Innovation,Postsecondary Education,Outcomes of Education,Developmental Studies Programs

More and more young people are enrolling in postsecondary education, particularly in community colleges, with the goal of preparing for jobs that provide access to middle-class wages. Unfortunately, too few students succeed. There are many reasons for this, but one of the biggest is the large number of students who lack the academic skills to do college-level work upon enrolling--and the dearth of tested, effective ways to help them catch up. A significant redesign of remedial education--how it is organized, delivered, and taught--is required if the nation's community colleges are to achieve more than incremental progress in increasing student success. The vast majority of the nation's community colleges need substantial ongoing supports to do so. The most logical and efficient locus of such support is on the state level, through policies and capacity-building efforts that identify promising practices, test program outcomes, and disseminate proven models quickly and effectively. Six states--Connecticut, Florida, North Carolina, Ohio, Texas, and Virginia--are putting the state policy strategy into action through the &quot;Developmental Education Initiative,&quot; launched in 2009 by MDC and funded by the Bill &amp; Melinda Gates Foundation and Lumina Foundation. This paper describes what the &quot;DEI&quot; states have set out to do and why, the momentum they have developed, and next steps in their efforts to overcome obstacles to better results. (Contains 4 tables and 23 endnotes.) [Funding for this paper was provided by &quot;Achieving the Dream,&quot; Inc.]
Accelerating College Readiness: Lessons from North Carolina's Innovator Early Colleges
Author: Le, Cecilia
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Achievement,High School Graduates,College Graduates,College Credits,Counties,Organizations (Groups),Higher Education,Acceleration (Education),Dual Enrollment,College Preparation,Difficulty Level,Educational Innovation

More than 200 early college high schools serving 50,000 students have opened across the United States since 2002--and they are achieving results. Eighty-six percent of early college graduates enroll in college immediately after high school, compared with two-thirds of high school graduates nationwide. Of the 3,000 early college graduates in 2009, a quarter had earned two full years of college credit or an Associate's degree. Half of all states have at least one early college, but North Carolina leads the nation with 71 early colleges, each located on the campus of a partnering higher education institution. In 2004, North Carolina launched a statewide early college initiative as a strategy for preparing students for the education needed in a post-manufacturing knowledge economy. Students typically graduate in four or five years, earning up to two years of college credit and compressing the time to a postsecondary degree. With the support of the North Carolina New Schools Project, a public-private organization that develops innovative high schools, North Carolina now has the most early colleges of any state and substantial data about what works. In 2010, the North Carolina New Schools Project named five early colleges as &quot;Innovators&quot;--based on their highly effective strategies to prepare all students for postsecondary education. Three of the Innovators, Anson County Early College, Buncombe County Early College, and Davidson County Early College, are among the state's first early colleges and offer five years of lessons in preparing high school students for college rigor. The other two Innovator schools, Vance County Early College and Warren Early College, opened in the 2008 school year and offer emerging examples of practices that accelerate the academic progress of all students. In spring 2010, the North Carolina New Schools Project invited these five schools to share their practices at the Best Practices Institute, a conference designed to help spread highly effective practices among North Carolina early colleges. This report incorporates and expands on the strategies and lessons shared there, with specific examples of how these college readiness approaches are implemented in the schools on a daily basis. (Contains 2 footnotes.)
Making the Grade: Texas Early College High Schools Prepare Students for College. Executive Summary
Author: Jobs for the Future
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: High Schools,Economically Disadvantaged,College Preparation,High School Students,Disproportionate Representation,Disadvantaged Youth,Program Effectiveness,Academic Achievement,Acceleration (Education),Advanced Placement

Early college high schools are improving student outcomes in Texas. This performance is being achieved by youth who are underrepresented in college, including Hispanic youth, economically disadvantaged students, and first-generation college goers. In improving readiness for college and careers, early college schools have become an essential part of Texas' strategy to develop a young workforce that can compete in a global, knowledge-based economy. The benefits to taxpayers of having more students progress successfully toward college completion makes the state's support for starting up these sustainable schools a prudent move. This brief discusses the successes and lessons of two Texas early colleges: Mission Early College High School in El Paso and Collegiate High School in Corpus Christi. [For the full report, &quot;Making the Grade: Texas Early College High Schools Prepare Students for College,&quot; see ED520007.]
Making the Grade: Texas Early College High Schools Prepare Students for College
Author: Nodine, Thad
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: High Schools,College Preparation,Acceleration (Education),Advanced Placement,Outcomes of Education,Interviews,Summer Programs,Curriculum,Student Personnel Services,Student Motivation,Teacher Expectations of Students,Academic Achievement,At Risk Students,Economically Disadvantaged,First Generation College Students,Hispanic American Students

Early college schools are part of a national initiative to align high school and college through a rigorous, college-prep curriculum coupled with high expectations and comprehensive student supports. The schools provide all students with direct experience, preparation, and support in taking college classes through a proficiency-based curriculum that moves students into college-level work as they are ready. Students in early college schools take accelerated and advanced classes that lead to and include college courses by their junior or senior years of high school--and some students qualify for college courses as early as their first year. National outcomes for early college schools mirror the positive outcomes in Texas. Interviews with graduates from early college schools at Mission and El Paso Community College--schools at opposite ends of the state--reveal more about what their schools did to prepare them for college, including by providing: intensive summer preparation programs; a &quot;college-first&quot; culture and approach; a rigorous curriculum; and extensive student supports. This brief studies the successes and lessons of two Texas early colleges: Mission Early College High School in El Paso and Collegiate High School in Corpus Christi. (Contains 1 table, 4 figures and 8 endnotes.) [For &quot;Making the Grade: Texas Early College High Schools Prepare Students for College. Executive Summary,&quot; see ED520006.]
California Integrated Service Delivery Evaluation Report. Phase I
Author: Moore, Richard W.
Date: 2010-11-18
Type: Reports - Research
Subjects: Job Applicants,Summative Evaluation,State Programs,Organizational Culture,Formative Evaluation,Organizational Change,Career Centers,Cost Effectiveness,Case Studies,Program Implementation,Federal Legislation,Delivery Systems,Program Effectiveness,Models,Success,Context Effect,Political Issues,Decision Making,Administration,Rural Areas,Urban Areas,Integrated Services,Transportation,Barriers,Industry,Health Services,Fuels,Manufacturing Industry

This study is a formative evaluation of the OneStop Career Center Integrated Service Delivery (ISD) Model within the California Workforce System. The study was sponsored by the California Workforce Investment Board. The study completed four in-depth case studies of California OneStops to describe how they implemented the ISD model which brings together local Workforce Investment Act (WIA) program with state program operated by California's Employment Development Department to deliver services to job seekers. The four sites included urban, suburban and rural sites from different regions of the state. Some sites were operated by private entities and others run by government agencies. The case analysis included a description of why local areas adopted the new model, how they implemented the model and how managers and staff perceive the model's success. In addition a cost analysis was done of each site. The study identified a series of &quot;critical success factors&quot; that help or hinder the success of ISD implementation and suggest strategies that can help other OneStops implement ISD. The critical success factors (CSFs) identified fall into two categories; the OneStop's context and the implementation process. Within the two categories five critical success factors were identified. Contextual critical success factors were: organizational culture and political culture, along with the local and regional Context. Within the implementation process three factors emerged: the management structure, the decision-making process, and the formal and informal implementation strategies. The report concludes with implications for expanding the model to additional sites and ideas for a summative evaluation. An appendix includes: ISD Case Study Protocol, ISD Staff Interview Guide, ISD Site Administrators Interview Guide, CVRural - OneStop Layout, ALPHA OneStop Layout, and ALPHA Workshop Handout. (Contains 25 footnotes, 6 text boxes, 2 flowcharts, 38 figures, and 22 tables.) [This report was prepared for the California Workforce Investment Board.]
Affirming the Goal: Is College and Career Readiness an Internationally Competitive Standard?
Author: ACT, Inc.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: State Standards,Grade 10,Career Development,Academic Standards,Comparative Education,Comparative Testing,International Education,School Readiness,Standardized Tests,Academic Achievement,Mathematics Achievement,Reading Achievement,Statistical Significance,Benchmarking,Competition,Educational Assessment,Educational Indicators,College Preparation

This report examines how performance standards in reading and math on PLAN[R], the organization's college and career readiness assessment for 10th graders, compare to performance on the Programme for International Student Assessment (PISA), a worldwide assessment of 15-year-old students' academic achievement. The results show that the performance standard of college and career readiness--and therefore the new Common Core State Standards, which were designed to help all U.S. students become ready for college and career--is internationally competitive, falling well within the range of the highest-performing countries on PISA Reading and Math. (Contains 7 figures, 2 tables and 35 endnotes.) [For the &quot;Affirming the Goal: Is College and Career Readiness an Internationally Competitive Standard? Executive Summary,&quot; see ED520012 and &quot;Affirming the Goal: Is College and Career Readiness an Internationally Competitive Standard? Advance Brief for State Policymakers,&quot; see ED520013.]
Using Research to Promote Literacy and Reading in Libraries: Guidelines for Librarians. IFLA Professional Report No. 125
Author: Farmer, Lesley
Date: 2011-00-00
Type: Guides - General
Subjects: Reading Motivation,Libraries,Guidelines,Library Associations,Literacy,Librarians,Reading,Professional Associations,Public Libraries,Books,Lifelong Learning

The International Federation of Library Associations and Institutions (IFLA) Literacy and Reading Section is trying to help librarians address the question: "How can librarians effectively promote literacy and reading?" This guide is IFLA's second publication aimed specifically at librarians and related organizations who want to find ways to foster literacy within the global society. The section's first publication, the brochure "Guidelines for Library-Based Literacy Programs: Some Practical Suggestions" (2007; See at: http://archive.ifla.org/VII/s33/project/literacy.htm), described specific ways that librarians and their partners can become involved in literacy, emphasizing the hosting of literacy promotion events at libraries and the development by libraries of resources useful to literacy and reading promotion. Using "Research to Promote Literacy and Reading in Libraries" extends the first brochure by focusing on the importance of wisely consuming, conducting and applying research conducted by librarians and their partners in order to promote literacy and reading. The aims of this new brochure are threefold: (1) to encourage librarians to use research in their literacy and reading promotion efforts; (2) to encourage other organizations that promote literacy and reading to make use of relevant research in their own promotional activities; and (3) to encourage librarians and other organizations to conduct action and assessment research.
Affirming the Goal: Is College and Career Readiness an Internationally Competitive Standard? Executive Summary
Author: ACT, Inc.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: State Standards,Career Development,School Readiness,College Preparation,International Education,Comparative Education,Comparative Testing,Competition,Academic Standards,Reading Achievement,Mathematics Achievement,Educational Objectives,Educational Assessment,Educational Indicators,Standardized Tests,Benchmarking

ACT examined the international competitiveness of college and career ready standards in the policy research report, Affirming the Goal: Is College and Career Readiness an Internationally Competitive Standard? In this study, ACT performed a linking analysis to identify the PISA (Program for International Student Assessment) scores in reading and mathematics that are equivalent to the college and career readiness benchmark scores on PLAN[R], ACT's tenth-grade college and career readiness assessment. These benchmark scores represent being on target for readiness. The linking analysis was based on 2,248 US tenth-grade students from 77 high schools across the US who tested under standardized conditions with both PLAN and a special administration of PISA. By linking the tenth-grade college and career readiness benchmarks to the PISA scale, ACT determined if the college and career readiness performance standards for US students in these two subjects was competitive with the performance of students in other countries. The linking analysis affirms that the performance standards of college and career readiness--and therefore the new Common Core State Standards--are competitive with the highest performing nations in the world. (Contains 2 figures.) [For the full report, &quot;Affirming the Goal: Is College and Career Readiness an Internationally Competitive Standard?,&quot; see ED520009. For the advance brief, &quot;Affirming the Goal: Is College and Career Readiness an Internationally Competitive Standard? Advance Brief for State Policymakers,&quot; see ED520013.]