ethanporcaro/eric-fulltext-meta huggingface dataset:
CAP4K Teacher Tour: Aligning State-Level Support with Classroom-Level Needs
Author: Colorado Department of Education
Date: 2009-05-00
Type: Reports - Research
Subjects: Educational Change,Alignment (Education),Educational Policy,Work Environment,Quality of Working Life,Labor Conditions,State Departments of Education,Educational Assessment,Academic Standards,Program Implementation,Competency Based Education,Teacher Attitudes,Articulation (Education),State Legislation,Teacher Associations

In January 2009, the Colorado Department of Education (CDE) and the Colorado Education Association (CEA) initiated a 13-city teacher tour to engage teachers in a statewide discussion about CAP4K, its relevance to practice, its impact on teaching and learning and the kind of help that teachers would find useful for classroom implementation. Between January and March, CDE and CEA visited with approximately 500 teachers in Denver, Lamar, Colorado Springs, Ft. Collins, Sterling, Limon, Durango, Alamosa, Pueblo, Telluride, Grand Junction, Eagle and Burlington. In addition to conversation about the status of education in Colorado and components of current reform efforts, participants responded to two main questions: (1) What impact will the next generation of standards and assessments have on   teaching and learning?; and (2) What support will teachers need to implement the next generation of standards and assessments? Overwhelmingly, teachers across the state are willing and wanting to embrace change--when it's the right kind of change for the right reasons. The above statement set the stage early on, spoken by a veteran teacher at the first meeting in Denver. Subsequent conversations yielded four main findings: (1) Teachers want to be engaged in Colorado's education reform. Without strong teacher buy-in and conversations led at the classroom level, the potential CAP4K holds to redefine teaching and learning for this state may be compromised; (2) Successful design and implementation of CAP4K will result in a true competency-based system where relevance and motivation have new meaning, for both teachers and students; (3) The impact of the next generation of standards and assessments on teaching and learning will be aligned systems, clear expectations and greater transparency around what it takes for all students to succeed after high school; and (4) To implement the next generation of standards and assessments, education professionals must partner in new ways that deliver 21st century support for 21st century teaching and learning. Appendices include: (1) Denver meeting notes; (2) Lamar meeting notes; (3) Colorado Springs meeting notes; (4) Ft. Collins meeting notes; (5) Sterling meeting notes; (6) Limon meeting notes; (7) Durango meeting notes; (8) Alamosa meeting notes; (9) Pueblo meeting notes; (10) Telluride meeting notes; (11) Grand Junction meeting notes; (12) Eagle meeting notes; and (13) Burlington meeting notes. [This paper was prepared in close collaboration with the Colorado Education Association.]
Colorado Commission on Higher Education Legislative Report on Remedial Education, 2010
Author: Colorado Commission on Higher Education
Date: 2011-02-04
Type: Numerical/Quantitative Data
Subjects: Higher Education,Remedial Instruction,State Colleges,Community Colleges,Undergraduate Students,High School Graduates,Enrollment,Educational Needs,Educational Policy,Student Characteristics,School Holding Power,Academic Persistence,Costs,Basic Skills,Graduation Rate

The information in this report is presented to encourage continued conversation regarding preparation for college and remedial or developmental education in Colorado. This report documents action taken and data gathered by the Colorado Department of Higher Education (DHE) for academic year 2010 (Summary 2009-Spring 2010) as required by statute to report annually on students taking basic skills courses at Colorado's public higher education institutions. The report is submitted to the Education Committees of the Senate and House of Representatives, the Joint Budget Committee (JBC), the Colorado Department of Education (CDE), and each Colorado public school district superintendent. (Contains 14 tables, 3 figures and 5 resources.) [For &quot;Colorado Commission on Higher Education Legislative Report on Remedial Education, 2009&quot;, see ED511277.]
Colorado Commission on Higher Education Report to the General Assembly Educator Preparation, Fiscal Year 2009-2010
Author: Colorado Commission on Higher Education
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Teacher Certification,Annual Reports,Teacher Educator Education,Enrollment Trends,College Programs,Student Records,Content Analysis,Alignment (Education),Program Descriptions,Accreditation (Institutions),State Legislation

Pursuant to Section 23-1-121(6) Colorado Revised Statutes (CRS), the Colorado Commission on Higher Education (CCHE) reports annually to the Education Committees of the General Assembly on the effectiveness of the review of educator preparation programs. This report also includes: (1) An overview of enrollments in approved educator preparation programs; (2) Plans for the educator preparation program reauthorization process, pursuant to Section 23-1-121 C.R.S.; and (3) A list of approved educator preparation programs, by institution. Department of Higher Education (DHE) staff collected data for this report using the Student Unit Record Data System (SURDS) from those public and private institutions authorized to offer educator preparation programs for initial licensure as well as &quot;add-on endorsements&quot; and advanced studies for already licensed educators. A complete list of authorized institutions is found in Table 6 of this report. DHE staff do not edit the educator preparation data reported by the colleges and universities. (Contains 6 tables and 1 footnote.)
Colorado Commission on Higher Education Tuition and Fees Report, Fiscal Year 2010-11
Author: Colorado Commission on Higher Education
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Out of State Students,Higher Education,State Colleges,American Indians,Governing Boards,Tuition,Annual Reports,Fees,Cost Indexes,Economic Impact,Expenditure per Student,Student Costs,Paying for College,Funding Formulas,State Legislation,Trend Analysis,College Credits,Educational Finance,Comparative Analysis

This report summarizes the tuition and fee rates Colorado public institutions of higher education charge to resident and nonresident students in Fiscal Year 10-11. While this report focuses on tuition and fee rates charged to undergraduate students, the attached summary tables provide greater detail and information for resident and nonresident rates as well as graduate and professional program rates. In FY10-11, resident undergraduate rate increases ranged from a low of 7.1 percent for students at the University of Colorado at Colorado Springs while entering freshmen at Mesa State College who elected to enroll in 15 credit hours per term experienced an effective increase of 16.8 percent. Mesa State College raised their resident undergraduate tuition 9.0 percent in FY10-11; however, their governing board also eliminated their credit hour window for incoming freshmen students this year. Entering freshmen taking 1-14 or 16 or more credit hours at Mesa State College only experienced a 9.0 percent increase in FY10-11. The majority of institutions raised tuition rates 9.0 percent in FY10-11 for resident undergraduate students. On the nonresident side, governing boards increased undergraduate rates from 0.0 percent at Fort Lewis College to 14.6 percent in FY10-11 at Mesa State College for entering freshmen (due to the elimination of the last credit hour in their tuition window). Although there were no limits on raising nonresident tuition rates in the long bill footnotes, there was debate during figure setting on whether to prohibit Fort Lewis College from raising nonresident tuition rates. This debate arose out of the economic downturn and the statutory requirement that the state cover the full tuition costs for Native American students at Fort Lewis College, meaning that about half the nonresident tuition revenue raised at the college is covered by the state. In the end, Fort Lewis College was not prohibited from raising tuition; however, their Board of Trustees recognized the potential impact that nonresident rate increases would have on the state budget and decided to hold nonresident tuition rates flat in FY10-11. The first two tables present resident and nonresident undergraduate tuition and fees in FY10-11 compared to FY09-10. All calculations are based on a student taking 30 credit hours per year and represent the student share of tuition. More comprehensive charts are included as an appendix to this report.
Comprehensive Health and Physical Education. Colorado Academic Standards
Author: Colorado Department of Education
Date: 2009-12-10
Type: Reports - Descriptive
Subjects: Physical Education,Health Education,Wellness,Academic Standards,Elementary Secondary Education,Comprehensive School Health Education,Educational Policy,Technology Integration,Articulation (Education),Educational Change,Educational Principles

Preparing students for the 21st century cannot be accomplished without a strong and sustained emphasis on all students' health and wellness. It no is longer acceptable to think of &quot;gym class&quot; and &quot;hygiene lessons.&quot; Today's world has exploded with physical, mental, and social influences that affect not only learning in school, but also the lifelong health of the citizens that schools are preparing for graduation. Health and physical education prepare students to function optimally as students, global citizens, and workers who demonstrate personal responsibility for one's health and fitness through an active, healthy lifestyle that fosters a lifelong commitment to wellness. Health education and physical education are separate disciplines, each with a distinct body of knowledge and skills. However, the two disciplines are naturally interdisciplinary and clearly complement and reinforce each other to support wellness. Schools have a unique role and responsibility to address both health and physical education from preschool through twelfth grade to instill and reinforce knowledge and skills needed to be healthy and achieve academically. Colorado's comprehensive health and physical education standards lay out a vision for these vitally important disciplines, and describe what all students should know and be able to do at each grade level through eighth grade and in high school. The authors of this document were preschool through twelfth-grade educators, higher education professors, business representatives, and community members. The group developed a set of competencies starting with &quot;the end in mind.&quot; What concepts and skills would a &quot;prepared graduate&quot; in the 21st century posses when he or she left high school? The answers to this question framed the work that led to the development of four standards in comprehensive health and physical education for preschool through twelfth grade.
Review of "A Complete Education"
Author: Warren, Beth
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Research Reports,Literacy,STEM Education,Literature Reviews,Meta Analysis,Misconceptions,Evidence,Racial Differences,Validity,Educational Policy,Robustness (Statistics),Educational Objectives,Change Strategies,Educational Change,Transitional Programs,Disadvantaged

The research summary, "A Complete Education," presents the Obama administration's proposal for ensuring that all students have a comprehensive education. The key areas include: strengthening instruction in literacy and in science, technology, engineering, and mathematics (STEM); increasing access to instruction in a broader range of subject matter; and providing new opportunities for accelerated learning, particularly for low-income students in high-need schools. The report emphasizes literacy and STEM education, and its recommendations are based on several well-regarded and thoughtful reports from private foundations, professional associations, and national science groups. At the same time, however, the report's literature review is overly selective and superficial, neglecting significant research. The administration's research summary would have benefited from broader definitions of literacy directly relevant to its aims and from findings from innovative and successful instructional designs in literacy and STEM for low-income students of color. Other significant weaknesses in the report include: (a) the subordination of liberal arts education to literacy and STEM, even though the report asserts the importance of broad-based education; (b) the reliance on competitive grants without explaining either the research rationale or how the non-funded groups would be served; (c) the emphasis on state-level reforms without research support for this strategy; and (d) the use of test score results as the unquestioned measure of learning and achievement.
Understanding Community Schools as Collaboratives for System Building to Address Barriers and Promote Well-Being. A Center Policy Brief
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Community Schools,School Community Relationship,Governance,Well Being,Educational Policy,Institutional Mission,Educational Quality

This brief reviews different agenda for establishing school-community connections in general and community schools specifically. A Comprehensive Community School is discussed as an entity that emerges from system building by school-family-community collaboratives. Establishing effective collaboratives requires policy that supports shared governance, a well-designed operational infrastructure, and the weaving together of overlapping institutional missions and resources. Policy implications for facilitating the types of systemic changes involved are underscored. (Contains 2 exhibits.)
Two-Year Impacts of Opportunity NYC by Families' Likelihood of Earning Rewards
Author: Berg, Juliette
Date: 2011-00-00
Type: Reports - Research
Subjects: Low Income Groups,Family Programs,Family Income,Rewards,Urban Areas,Poverty Areas,Program Effectiveness,Family Characteristics,Individual Characteristics,Children,Academic Achievement,Age Differences

Experimental approaches can help disentangle the impacts of policies from the effects of individual characteristics, but the heterogeneity of implementation inherent in studies with complex program designs may mask average treatment impacts (Morris &amp; Hendra, 2009). In the case of the Opportunity NYC-Family Rewards (ONYC-Family Rewards), families earned a range of differing incentives, as a result of variation in engagement in the activities rewarded by the program. Given that the effect of ONYC-Family Rewards on key domains of interest (education, health, and employment) are thought to occur &quot;through&quot; such engagement (as well as the increases in income that accompany it), this heterogeneity is critical to explore. In this study, the authors examine the extent to which effects of ONYC-Family Rewards are moderated by key family and child-level characteristics that are associated with a families' propensity to earn the rewards offered by the program. They use multiple baseline characteristics to predict the amount of dollars earned from the rewards as a means to identify theoretically important, multivariate-defined groups of children for whom program effects might be more concentrated. Specifically, the authors ask: (1) Does the likelihood of earning rewards moderate the impact of ONYC-Family Rewards on children's educational outcomes? (2) Are the impacts of ONYC-Family Rewards on children's educational outcomes greater among the group of children whose families are most likely to earn rewards? Findings suggest that the program may be improving academic outcomes for those youngest children whose families are likely to experience the greatest increase in reward income. Further analyses will explore the mediating processes underlying these effects, to gain further confidence in these results. Appended are: (1) References; and (2) Tables and Figures. (Contains 1 table.)
Multimedia Didactics for a Knowledge Society
Author: Milan, Matijevic
Date: 2008-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Quality of Life,Educational Change,Technological Advancement,Industrialization,Television,Multimedia Instruction,Multimedia Materials,Influence of Technology,Educational Philosophy,Role of Education,Definitions,Classification,Learning Theories

It is considered that television as a medium presented a great incentive for change to the global political movement in 1968. In those years, television achieved a notable level of power in terms of its informative, educational and political activity. At the end of the 19th century and the beginning of the 20th century, the communicative power of books was at its peak. At that time, the world saw the appearance of cars, aeroplanes, the telephone and the radio. This was a large boost for industrial development, which also caused great changes and new trends in the field of education, known under the term &quot;pedagogy reform projects and movements.&quot; In the last ten years, the media environment has been marked by ICT. The Internet and multimedia, mobile phones, and satellite and cable TV could also all be placed within this context. Transport has reached an enviable technological and technical level. This (multi)media complex has strongly affected the philosophy and didactics of education. School, through its internal and external organisation, is increasingly struggling to meet all the expectations of the social community which perceives knowledge as a significant variable of the quality of life. In such a technological environment, knowledge becomes the most important variable of the quality of life. Knowledge is seen as a product to be manufactured and sold. In view of the above, various questions may be raised: do we need another pedagogy reform movement? What kind of &quot;knowledge&quot; does a &quot;knowledge society&quot; require? What changes are needed for traditional didactics, which offered scientific explanations for events that formed the process of instruction and education? The author sees multimedia didactics as a scientific framework for teaching the process of generating, transferring, acquiring and trading in knowledge. (Contains 2 tables.)
VA Education Benefits: Actions Taken, but Outreach and Oversight Could Be Improved. Report to the Ranking Member, Subcommittee on Military Personnel, Committee on Armed Services, House of Representatives. GAO-11-256
Author: Bertoni, Daniel
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: State Officials,Military Personnel,Veterans,Educational Benefits,Audits (Verification),Administrator Role,Research Reports,Federal Legislation,Outreach Programs,Benchmarking,Accountability,Program Effectiveness,Change Strategies,Program Improvement,Federal Aid,Student Financial Aid,Enrollment Rate,Barriers,Academic Accommodations (Disabilities),Program Implementation,State Action

The U.S. Department of Veterans Affairs (VA) provided $9 billion in education benefits to service-members and veterans in fiscal year 2010, mostly through the new Post-9/11 GI Bill. In providing education benefits, VA relies on State Approving Agencies (SAA) to approve schools; and on schools to report students' enrollment status. US Government Accountability Office (GAO) was asked to determine: (1) what is known about the effectiveness of outreach to and support for individuals applying for VA education benefits, particularly those with disabilities; (2) the role of school officials and challenges they face in their role; and (3) how VA monitors and oversees states' and schools' implementation of these benefits. GAO reviewed VA reports and plans, conducted a nationally representative survey of school officials, interviewed VA and state officials in four states, and reviewed recent statutory changes to the Post-9/11 GI Bill. GAO recommends that VA establish outcome-oriented performance measures for outreach and support activities; improve communication with school officials; and undertake a systematic review of its oversight of SAAs and schools. VA concurred with four recommendations and concurred in principle with one recommendation aimed at strengthening oversight. VA noted a number of actions already taken in this area. GAO encourages VA to address all aspects of this recommendation moving forward. Appended are: (1) Objectives, Scope, and Methodology; (2) Overview of Post-9/11 Veterans Educational Assistance Improvements Act of 2010; (3) Comparison of VA Education Benefit Programs; (4) Comments from the U.S. Department of Veterans Affairs; and (5) GAO Contact and Staff Acknowledgments. (Contains 5 tables, 9 figures. and 86 footnotes.)
Opportunity NYC-Family Rewards: An Embedded Child and Family Study of Conditional Cash Transfers
Author: Morris, Pamela
Date: 2011-00-00
Type: Reports - Research
Subjects: Family Environment,Children,Motivation,Competence,Low Income Groups,Urban Areas,Poverty Areas,Behavior Change,Rewards,Family Income,Grade 9,Academic Achievement,Program Effectiveness,Family Programs

This study builds on and informs ecological theory (Bronfenbrenner &amp; Morris, 2006) by   focusing on the contextual processes by which individual developmental trajectories can be   altered. Ecological theory posits that children are embedded in a nested and interactive set of interrelated contexts beginning with the micro-system (the most immediate setting in which the individual is embedded), to the interactions between microsystems (the meso-system), and to the more distal exo- and macro-systems. The bioecological model (Bronfenbrenner &amp; Morris, 1998; 2006) also argues for the power of proximal processes--the interactions between persons and objects in their environment. Building on this theoretical framework, interventions that target and achieve alterations in the proximal processes between persons in their microsystem should be the most powerful to change individual developmental trajectories. This study will shed light on the effects of the Family Rewards program through this lens. The core findings show that the program substantially improved families' economic position in the first two years, with the program boosting average monthly income by over $400 for families with the oldest children. For the 9th grade children that are the focus of this embedded study, the core study found positive impacts on education outcomes (based on administrative educational records; Riccio et al., 2010). While there were very few effects when all children are considered together, among ninth-graders who had scored at or above the basic proficiency level on their eighth-grade standardized tests prior to random assignment, the program led to a reduction of 6 percentage points in the proportion of students who repeated the ninth grade, a 15 percentage point increase in the likelihood of having a 95 percent or better attendance rate (in Year 2), an 8 percentage point increase in the likelihood of earning at least 22 credits (needed to remain on track for on-time graduation), and an increase of 6 percentage points in the likelihood of passing at least two Regents exams. (Contains 2 exhibits.)