ethanporcaro/eric-fulltext-meta huggingface dataset:
Step Up &amp; Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Divides
Author: Association of American Colleges and Universities
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Equal Education,Achievement Gap,Access to Education,Leadership,Minority Group Students,Educational Benefits,Graduation,College Readiness,Educational Finance,Low Income Groups,Expenditure per Student,Educational Opportunities,Hispanic American Students,African American Students,Educational Attainment,Educational Change

&quot;Step Up &amp; Lead Equity: What Higher Education Can Do to Reverse Our Deepening Divides&quot; makes the case that America's persistent gaps in education, income, and wealth are widening, with the fastest growing segments of our population the least likely to have the opportunities they need to succeed. It argues that, to effectively educate today's students, higher education must focus more urgently on equity--and on bringing together what we know about closing achievement gaps and advancing high-quality learning outcomes for all students. This brochure builds the case for leadership to challenge the status quo and make the most empowering forms of college learning available to all students. &quot;Step Up &amp; Lead for Equity&quot; is a Call to Action, supported by clear and convincing data, for college leaders to accept this challenge and begin this work by examining their own institutions' history and data to develop an action plan. It is ideal for advancing dialogue on campus and in the community. Step Up &amp; Lead for Equity concludes with a series of action items applicable to all institutions and can be used in combination with &quot;AAC&amp;U's America's Unmet Promise: The Imperative for Equity in Higher Education and Committing to Equity&quot; and &quot;Inclusive Excellence: A Campus Guide For Self-Study and Planning.&quot;
Proficient vs. Prepared: Disparities between State Tests and the 2013 National Assessment of Educational Progress (NAEP)
Author: Achieve, Inc.
Date: 2015-05-14
Type: Reports - Evaluative
Subjects: Academic Achievement,Standardized Tests,Scores,State Standards,Competence,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Geographic Location

Today's economy demands that all young people develop high-level literacy, quantitative reasoning, problem solving, communication, and collaboration skills, all grounded in a rigorous and content-rich K-12 curriculum. Acquiring these skills ensures that high school graduates are academically prepared to pursue the future of their choosing. Frequently, states' testing and reporting processes yield significantly different results than the data collected and reported by the National Assessment of Educational Progress (NAEP). While NAEP, the Nation's Report Card, scores are the gold standard for measuring student achievement and serve as a yardstick for state comparisons, NAEP results are generally not known by students and their families, who rely on their state test results to know how they are performing. While no single test can show everything necessary to understand about how a student is performing in school, test scores along with information about a student's work in the classroom give families the information they need to know about a student's progress. Far too often, state test results mislead the public about whether students are proficient. Parents, students, and teachers deserve transparency and accuracy in public reporting. Findings include the following: (1) Over half of states' discrepancies in state vs. 2013 NAEP results are more than 30 percentage points; (2) Too many states are saying students are &quot;proficient&quot; when they are not actually well prepared. (NAEP defines proficiency as &quot;solid academic performance&quot; for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills approximate to the subject matter.&quot;); and (3) A number of states have been working to address proficiency gaps; this year, even more will do so by administering the college- and career-ready-aligned Smarter Balanced and Partnership for Assessment of Readiness for College and Careers (PARCC) assessments. Fourth grade reading results and 8th grade math results are highlighted in this report; it is essential to learn to read by 4th grade to be able to read to learn moving forward, and 8th grade math proficiency indicates that a student is prepared for higher-level math in high school. Additional 2013-14 Comparison Charts and all 2012-13 State Proficiency Rate Comparison Charts are appended.
Assessment of Learning in a Graduate Level Pedagogy Course
Author: Cumming, W. F. Preston
Date: 2012-05-00
Type: Reports - Research
Subjects: Graduate Students,Geography Instruction,Ecology,Biology,Teacher Education,Pretests Posttests,Student Evaluation,Questionnaires,Demography,Teaching Methods,Instructional Materials,Likert Scales,Cognitive Style,Classification,Problem Solving,Discourse Communities,Teacher Researchers,Educational Research

The increasing expectations for all incoming faculty to not only produce exceptional research, but also be better communicators and educators immediately has put the pressure on graduate students looking to move into academia to improve on their ability to teach. By providing the opportunity for Masters and PhD level students, the Departments of Geography, Ecology and Evolutionary Biology, and Environmental Studies at the University of Colorado Boulder are giving interested students this much needed enhancement of skills through an interdisciplinary skills and methods course. A pre- and post-assessment analysis of student learning was given to students in the course in 2011 to assess student understanding and potential implementation of the methods presented to them. Results of improvement are further assessed with the comparison of faculty course questionnaire results with departmental, division, and campus wide results. The questionnaire is included in the appendix.
The Other 17 Hours: Valuing Out-of-School Time. Occasional Papers 30
Author: Teitle, Jennifer, Ed.
Date: 2015-00-00
Type: Collected Works - General
Subjects: Informal Education,Family Environment,Asian Culture,Foreign Countries,Females,Popular Culture,After School Programs,Clubs,Athletics,Social Influences,Humor,Change Strategies,Participation,Youth Programs,Youth Leaders,Leadership Training,Urban Areas,Community Programs,Play,Outdoor Education,Singing,Recreational Activities,Immigrants,Access to Computers,Children,Surveys,Context Effect,Ethnography

This issue of &quot;Bank Street Occasional Papers&quot; explores the value of time outside of school. Educators have given relatively little scholarly attention to young people's nonschool lives. Ignored or valorized, nonschool spaces show up in educational research only as a backdrop, implying that school learning is the yardstick by which to measure the young people's lives. Even scholars who focus primarily on nonschool spaces are limited by their inability to theorize nonschool learning without framing it in terms of school learning (Sefton-Green, 2012; Teitle, 2012). Yet this myopic view of school outcomes only serves to narrow the purpose and possibilities of nonschool time. Therefore, the editors of &quot;Bank Street Occasional Papers&quot; asked authors to expand the conversation about young people's lives outside of school. Contributing authors both engage with current literature on nonschool spaces and offer new and exciting ways to conceptualize nonschool activity and learning. Articles in this issue include: (1) What (and Where) Is the &quot;Learning&quot; When We Talk About Learning in the Home? (Julian Sefton-Green); (2) Global Childhoods, Asian Lifeworlds: After School Time in Hong Kong (Nicola Yelland, Sandy Muspratt, and Caja Gilbert); (3) Becoming-Belieber: Girls' Passionate Encounters with Bieber Culture (Kortney Sherbine); (4) Building After-School Islands of Expertise in &quot;Wrestling Club&quot; (Victor Sensenig); (5) Mapping the Social Across Lived Experiences: Relational Geographies and After-School Time (Jennifer A. Vadeboncoeur and Louai Rahal); (6) Changing Through Laughter with &quot;Laughter for a Change&quot; (Laurel J. Felt and Ed Greenberg); (7) Enhanced Participation: Creating Opportunities for Youth Leadership Development (Clara Waloff); (8) Witnessing the Power of El Sistema in Urban Communities: Sister Cities Girlchoir (Erika Kitzmiller); and (9) Playing Outdoors: The Importance of the City as a Playground for Skateboarding and Parkour (Michael Jeffries, Sebastian Messer, and Jon Swords). Individual articles contain references.
Living a Philosophy of Early Childhood Education: A Festschrift for Harriet Cuffaro. Occasional Paper Series 32
Author: Raider-Roth, Miriam, Ed.
Date: 2015-00-00
Type: Collected Works - General
Subjects: Educational Philosophy,Early Childhood Education,Teaching Methods,Decision Making,Recognition (Achievement),Play,Preschool Teachers,Learning Processes,Films,Teacher Effectiveness,Foreign Countries,Toys,Educational Theories,Teacher Student Relationship,Progressive Education,Outdoor Education

This issue is a Festschrift in honor of Harriet K. Cuffaro, a Bank Street College faculty member from 1968-1998. A Festschrift--a volume reflecting the values, theories, and passions of a senior scholar in a field--seeks to offer scholarship that builds on these contributions. Harriet Cuffaro has touched and shaped more lives of teachers, scholars, and colleagues than can possibly be counted. A teacher in her soul, and an esteemed scholar of John Dewey, Harriet has &quot;unfolded and connected&quot; essential Deweyan ideas and made them accessible and meaningful in the lives of teachers. This Festschrift reflects the core ideas that Harriet brought to the field of early childhood education and the study of John Dewey. Above all, Harriet reminds others that to teach means to have a philosophy of education, to articulate the whys of what teachers do, and to understand that it is this philosophy that guides and shapes the decisions made in the classroom. Individual essays in this Festschrift include: (1) One Perspective on Harriet Cuffaro: A Story of Engagement and Experience (Celia Genishi); (2) Thinking Through Early Childhood (Jonathan Silin); (3) When Unit Blocks Came to Gardaborg (Kristín Einarsdóttir); (4) The Experience of Working and Learning Together (Jane Clarke); (5) Caroline Pratt: Progressive Pedagogy &quot;In Statu Nascendi&quot; (Jeroen Staring); (6) An Inquiry into the Pedagogical Implications of Dewey's Ecological Thinking (Simon Jorgenson); (7) Doing Dewey (Carol Rodgers) [Contains Appendix: &quot;Whispers on the Moon&quot;]; and (8) Presence in Double Vision (Miriam Raider-Roth). Individual essays include references and figures.
Correlation Educational Model in Primary Education Curriculum of Mathematics and Computer Science
Author: Macinko Kovac, Maja
Date: 2012-05-22
Type: Speeches/Meeting Papers
Subjects: Computer Science Education,Mathematics Instruction,Teaching Models,Elementary School Curriculum,Elementary School Mathematics,Instructional Materials,Multimedia Materials,Educational Games,Computer Uses in Education,Blended Learning

This article gives insight into methodical correlation model of teaching mathematics and computer science. The model shows the way in which the related areas of computer science and mathematics can be supplemented, if it transforms the way of teaching and creates a &quot;joint&quot; lessons. Various didactic materials are designed, in which all instructional content is available to students on the internet in Moodle system, using multimedia and didactic games.
Influence of Globalization and Privatization on Croatian Educational System
Author: Rajic, Višnja
Date: 2010-03-09
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Global Approach,Privatization,Commercialization,Educational Policy,Private Education,Influences,Educational Change,Elementary Secondary Education,Higher Education,Educational Finance

Globalization has made a big impact on all spheres of today's society. One of its most obvious impacts is the effect it has on education. It greatly influenced the economics and funding of public education, as well as the development of educational policies. International organizations set the benchmark for educational quality, evaluation and standards. National policies turn to actualization of international expectations. Globalization made it even more possible for development of diversity in educational institutions. Liberalization and market approach to education led to expansion of pluralism of educational funding. So today we have for-profit schools (that operate as enterprises), religious schools, non-profit schools run by non-governmental organizations, publicly funded schools operated by private boards and community owned schools. Since the 1990s and the beginning of transition process for Croatia, transformation and liberalization of public sector was greatly influenced by globalization. Market approach to education enabled for a large number of private educational institutions to emerge. School pluralism developed in primary education, secondary education as well as the institutions of higher education. Educational policy changed allowing liberalization in educational funding and development of pluralism of educational institutions. This paper aims to show the development of private education in Croatia since its independence. It tries to interpret the effects that globalization and privatization had on Croatian educational system. [This paper was published in: INTED 2010: International Technology, Education and Development Conference (Valencia, Spain, March 8-10, 2010) Proceedings, p000770-000779. International Association of Technology, Education and Development (IATED), ISBN-978-84-613-5538-9.]
Does Title I Increase Spending and Improve Performance? Evidence from New York City. Working Paper #09-09
Author: Weinstein, Meryle G.
Date: 2009-08-00
Type: Reports - Research
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Urban Schools,Educational Finance,Expenditures,Public Schools,Elementary Schools,Middle Schools,High Schools,Academic Achievement,Federal Aid

Since its inception as part of the 1965 &quot;Elementary and Secondary Education Act&quot; (ESEA), Title I has provided the largest amount of federal funding aimed at improving the academic achievement of poor children. In this paper, we examine the impact of Title I on school spending and school performance, using New York City public school data. Based on a regression discontinuity design (RD) with panel data, and including separate analyses for elementary/middle and high schools, we estimate local average treatment effects of Title I. Title I provides additional funding for schools serving high concentrations of poor children, but there are few curricular or programmatic constraints. Unfortunately it is possible that Title I funds supplant state or local funds, resulting in muted net impacts on spending and student outcomes. At the same time, the success of Title I in improving test scores offers important insight into the effectiveness of school-based compensatory funding in general, such as weighted student funding within districts or state compensatory aid across districts. Overall, the results indicate that Title I changes the mix of spending, enabling high schools to significantly increase the amount of money they spend on direct services to students and to improve their pupil-teacher ratios (while reducing experienced teachers). Elementary and middle schools do not increase spending as much, which is consistent with our finding that state compensatory education funds may be supplanting some Title I funding in schools. Since schools just below the Title I cutoff are similar to those just above the cutoff, this finding may be an equitable, albeit unintended result. Finally, additional Title I spending does not improve the achievement of students and may even reduce school-wide average test scores in elementary and middle schools. These effects for both spending and scores seem to increase with the length of time schools are Title I eligible and to be stronger for ones that are always Title I eligible compared to those that go in and out of eligibility.
Moving Matters: The Causal Effect of Moving Schools on Student Performance. Working Paper #01-15
Author: Schwartz, Amy Ellen
Date: 2015-03-00
Type: Reports - Research
Subjects: Student Mobility,Academic Achievement,Influences,Longitudinal Studies,Public Schools,Urban Schools,Elementary School Students,Middle School Students,Grouping (Instructional Purposes),Robustness (Statistics)

The majority of existing research on mobility indicates that students do worse in the year of a school move. This research, however, has been unsuccessful in isolating the causal effects of mobility and often fails to distinguish the heterogeneous impacts of moves, conflating structural moves (mandated by a school's terminal grade) and non-structural moves (induced by residential mobility or by access to a better school) for example. Moreover, there is little evidence on the effects beyond the first year of a move. In this paper, we obtain credibly causal estimates of the impact of mobility on performance in both the short and long run, addressing heterogeneity in the impacts of mobility and the endogeneity of moving. We do so using richly detailed longitudinal data for five cohorts of New York City public school students making standard academic progress from grades 1-8. We estimate the impact of moving to a new school in a model with student fixed effects and two alternative sets of instrumental variables--the grade span of a student's first grade school and foreclosure/building sale--to isolate the causal effect of mobility that is likely planned and mobility that is likely due to unanticipated shocks, respectively. We find negative short-term as well as long-term effects of the structural moves built into the school system. Non-structural moves, however, have a positive effect on academic performance if they are made to join a new school at the beginning of that school's grade span and, thus, more likely made for strategic reasons. Robustness checks indicate results are not sensitive to inclusion of school quality measures, pre-move trends in mobility, or alternative samples. In the conclusions, we discuss the importance of findings on the heterogeneous impact of school moves to the literature and to policy makers.
Too Scared to Learn? The Academic Consequences of Feeling Unsafe at School. Working Paper #02-13
Author: Lacoe, Johanna
Date: 2013-03-00
Type: Reports - Research
Subjects: School Safety,Academic Achievement,Urban Schools,Middle School Students,Educational Environment,Longitudinal Studies,Student Surveys,Influences,Middle Schools,Scores,Robustness (Statistics),Validity,Regression (Statistics)

A safe environment is a prerequisite for productive learning. This paper represents the first large-scale analysis of how feelings of safety at school affect educational outcomes. Using a unique longitudinal dataset of survey responses from New York City middle school students, the paper provides insight into the causal relationship between feelings of safety and academic achievement. The survey data include the reported feelings of safety for more than 340,000 students annually from 2007-2010 in over 700 middle schools. Findings show consistent negative effects of feeling unsafe on test scores. The paper explores the mechanisms through which feeling unsafe in the classroom may impact test scores, and multiple robustness checks support the validity of the causal claim.
Local Demand for School Choice: Evidence from the Washington Charter School Referenda. Working Paper #09-01
Author: Corcoran, Sean
Date: 2009-02-00
Type: Reports - Research
Subjects: School Choice,Educational Demand,Elections,Educational Quality,Community Characteristics,Voting,School Districts,Political Attitudes,Academic Achievement,Teacher Qualifications,Financial Support,Unions,Elementary Secondary Education,Charter Schools

Many U.S. states provide public funding for charter schools--deregulated and privately managed schools operating in direct competition with government-run schools. While the impact of charter schools on student achievement and sorting has been intensely studied, less is known about the demand for these alternatives. Using precinct-level returns from three ballot referenda in Washington State, we assess the relative importance of school quality and community characteristics in explaining voter support for charter schools. We find that low student achievement predicts greater charter support across school districts, but is relatively unimportant in explaining variation across precincts within districts. Residents of districts with more highly qualified teachers and greater local spending were less likely to favor charters, as were districts with high teacher union membership. The strongest predictor at all levels was political partisanship: areas with more Republican voters were strongly and consistently more likely to vote in favor of charter schools. An appendix provides: Descriptive statistics, Washington school districts and King County precincts (table).
Risk Aversion and Support for Merit Pay: Theory and Evidence from Minnesota's Q Comp Program. Working Paper #09-05
Author: Nadler, Carl
Date: 2009-04-00
Type: Reports - Research
Subjects: Merit Pay,Teacher Attitudes,Teacher Characteristics,Teacher Salaries,Risk,Models,Predictive Validity,Resistance (Psychology),State Programs

Recent research attributes the lack of merit pay in teaching to the resistance of teachers. This paper examines whether the structure of merit pay affects the types of teachers who support it. We develop a model of the relative utility teachers receive from merit pay versus the current fixed schedule of raises. We show that if teachers are risk averse, teachers with higher base salaries would be more likely to support a merit pay program that allows them to keep their current base salary and risk only future salary increases. We test the predictions of the model using data from a new merit pay program, the Minnesota &quot;Q Comp&quot; program, which requires the approval of the teachers in each school district. Consistent with the model's predictions, we find that districts with higher base salaries and a higher proportion of teachers with masters degrees are more likely to approve merit pay. A Data Appendix is included.