ethanporcaro/eric-fulltext-meta huggingface dataset:
Political Science in the 21st Century. Report of the Task Force on Political Science in the 21st Century
Author: American Political Science Association (APSA)
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: Ethnicity,Political Science,Public Administration,Professional Development,Teaching Methods,Intellectual Disciplines,Racial Differences,Policy Formation,Doctoral Degrees,Doctoral Programs,Scholarship,Political Power,College Instruction,Undergraduate Students,Undergraduate Study,Social Science Research,College Curriculum,Curriculum Design,Mentors,Politics

Is political science positioned to embrace and incorporate the changing demographics, increasing multicultural diversity, and ever-growing disparities in the concentration of wealth present in many nation-states? Can political science do so within its research, teaching, and professional development? These two questions were the focus of the work of the Task Force on Political Science in the 21st Century. To answer these questions, the Task Force assessed the practice of political science to determine whether it is living up to its full potential as a scholarly discipline to enrich the discourse, broaden the understanding, and model the behavior necessary to build strong nation-states in a rapidly changing world where population shifts and related issues regarding race, ethnicity, immigration, and equal opportunity structure some of the most significant conflicts affecting politics and policymaking. The report concludes that political science, the discipline devoted to the study and teaching of power and its consequences, has the capacity to build more inclusive scholarship, approaches to teaching, and paths to professional development if it takes an honest and transparent look at itself. Specific recommendations are made to guide the discipline and profession to make progress along each of these dimensions of scholarly activity. Appended are: (1) Social Sciences Doctorates Conferred by Race/Ethnicity, 1998-2006; and (2) Political Science and Public Administration Doctorates Confirmed, 1999-2006. (Contains 20 figures, 5 tables and 16 endnotes.)
Empowerment Schools. Luncheon Series
Author: Kane, Kristen
Date: 2006-11-01
Type: Reports - Descriptive
Subjects: Educational Change,Administrative Organization,Superintendents,Principals,Public Schools,Teaching Methods,Urban Schools,Educational History,Governance,Administrator Role,Empowerment,Workshops

For the past half a century, the New York City public school system has undergone major transformations in its organization. The 1950s and 1960s community control movement led to decentralization of the school system in 1969. The school system broke into 32 community school districts, with superintendents appointed by local community school boards. In the 1990s, a push to recentralize the school system led to passage of legislation that put the power to hire superintendents in the Schools Chancellor's control. Now, the school system is about to undergo another major decentralization by allowing principals to choose the form of support they wish to have for their schools. Unlike previous efforts at decentralization, this new effort focuses on empowering schools rather than a system. Under the new system, principals will be given decision-making power over the organization of the school, staff and schedule, as well as choice over instructional practices, curriculum and professional development, in exchange for greater accountability. On November 1, 2006, Kristen Kane, Chief Operating Officer of the New York City Department of Education (DOE), spoke at the Center for Educational Innovation-Public Education Association (CEI-PEA) luncheon about the first step in this process, the Empowerment Schools program, as well as Chancellor Klein's broader Children First initiative. Drawing from sources as disparate as poet and essayist John Milton and Nobel Prize winning economist Edmund Phelps, Kane outlined the rationale behind the new model of decentralization. Comparing the DOE's effort to the same logic that informs such new economy giants as Google, Kane explained that their initiative is designed to &quot;institutionalize innovation&quot; by &quot;devolving decisions as far down as possible, sharing information, finding what works, replicating it, and building upon it.&quot; This paper presents an edited version of her speech.
Creating Educational Progress: Learning from the Charter School Movement. Luncheon Series
Author: Evans-Tranumn, Sheila
Date: 2006-02-28
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Quality,Educational Facilities,Politics of Education,Accountability,Educational Improvement,Educational Administration,Educational Finance,Financial Support

Since 1993, New York City has a major advocate for the public school children at the New York State Department of Education: Associate Commissioner Sheila Evans-Tranumn. Herself a product of the New York City public schools, Sheila has a genuine and firm commitment to helping the public schools provide every child with a quality education. To Sheila, that concept is more than just the promise of a policy; it is an urgent social necessity. Among the many aspects of education that Sheila is responsible for is accountability within the charter school movement. On February 28, 2006, Sheila spoke at the CEI-PEA Luncheon Series about the charter school movement in New York City and State. She encouraged attendees to learn from charter schools--both their accomplishments and challenges. Sheila, borrowing from Dr. Martin Luther King, reminded everyone that progress in education is neither automatic nor inevitable. She sees in charter schools the kind of proactive and innovative work necessary to effect meaningful change within public school systems. In order to realize that potential, she encourages everyone to look at the entire picture, including details of accountability data, practical challenges in staffing, and administrative challenges such as Board development, school facilities and funding patterns for charter schools. She offers some practical and sound solutions to these challenges, that could help move the charter school movement forward to the next phase. This paper presents an edited version of the transcript from Sheila's presentation.
The Road Forward for New York City's Public Schools. Luncheon Series
Author: Moskowitz, Eva
Date: 2006-01-18
Type: Reports - Descriptive
Subjects: Charter Schools,Hearings,City Government,Public Education,Educational Improvement,Educational Quality

In the seven years that Eva Moskowitz has been in the public eye as City Council member and now head of a charter school, she has proven her unwavering commitment to public education. During her tenure as Chair of the Council's Education Committee, she held 125 oversight hearings on everything from procurement practices to work rules in the teachers' contract. In the process, Eva has made some powerful enemies. But that is what a true advocate for children must bear. CEI-PEA was honored to host Eva as speaker at our luncheon series on January 18, 2006. Eva spoke about her experiences on the City Council and the lessons she learned from those 125 oversight hearings as well as more than 300 school visits and countless PTA meetings. She painted a picture of the key issues that must be addressed for the New York City public school system to advance, and she outlined how she intends to improve public education at her new charter school, Harlem Success Academy. This paper presents an edited version of the transcript.
Teacher Academy: Preparing the Next Generation of Public School Teachers. Luncheon Series
Author: Botman, Selma
Date: 2006-09-14
Type: Reports - Descriptive
Subjects: Public School Teachers,Educational Innovation,Career Academies,Public Education,Preservice Teacher Education,Teacher Education,Teacher Education Programs,Change Strategies,Educational Strategies,Conference Papers,Educational Philosophy,Educational Principles,Educational Objectives,Institutional Characteristics

On September 14, 2006, Dr. Selma Botman, CUNY's (City University of New York's) Executive Vice Chancellor for Academic Affairs, spoke at a Center for Educational Innovation-Public Education Association (CEI-PEA) Luncheon about the Teacher Academy and its strategy for success. Dr. Botman's remarks demonstrated the optimism and accomplishments that CUNY, under the leadership of Chancellor Matthew Goldstein, has brought to the New York City educational community over the past decade as the University has gone through a renaissance that places it as one of the most successful public universities in the nation. This paper presents an edited version of the transcript.
Crash Course: Imagining a Better Future for Public Education. Luncheon Series
Author: Whittle, Chris
Date: 2005-10-18
Type: Reports - Descriptive
Subjects: Teacher Salaries,Research and Development,Public Schools,Educational Innovation,Public Education,Computer Use,Educational Finance,Financial Support,Educational Improvement,School Schedules

The United States spends 100 times more money on research and development for healthcare than it does education. Does this mean then that Americans do not value education? These are the kinds of provocative questions that Chris Whittle, founder and Chief Executive Officer of Edison Schools, has been asking for more than two decades. Now, he has written a book to share these ideas with the American people. "Crash Course: Imagining a Better Future for Public Education" suggests such radical ideas as investing billions in research and development for public education, doubling teacher salaries, providing computers for every student, experimenting with the structure of the classroom and school day, and much more. On October 18, 2005, Chris spoke at the Center for Educational Innovation-Public Education Association (CEI-PEA) luncheon series about his ideas for the future of public education. Some in the audience arrived cautious, expecting that Chris would suggest radical privatization of the public schools as the solution to entrenched problems. They left energized by his vision for transforming American public school systems into systems that work for the post-industrial society. This paper presents an edited transcript of Chris's remarks.
Investing in Futures: A New Compact for Public Higher Education. Luncheon Series
Author: Goldstein, Matthew
Date: 2005-11-17
Type: Reports - Descriptive
Subjects: Higher Education,Universities,Educational Innovation,Public Education,Public Colleges,Educational Change,Educational Finance,Financial Support,Student Costs,College Planning,State Aid,Student Financial Aid,Tuition

On November 17, 2005, the Center for Educational Innovation-Public Education Association (CEI-PEA) had the honor of hosting Matthew Goldstein, Chancellor of the City University of New York (CUNY), as speaker at its luncheon series. Matt has spoken at a number of its luncheons since he took leadership of CUNY approximately six years ago and began what can only be described as a radical transformation of CUNY from an &quot;institution adrift&quot; to one that is charting the future of both CUNY and other urban institutions of higher education around the country. On those occasions, he has introduced a number of the initiatives that have led to CUNY's transformation. This time, Matt discussed new initiatives again, but he did so with a concerted focus on the future funding patterns for CUNY. It seems that CUNY, along with public universities around the country, is at a major crossroads. State funding for public universities has declined precipitously over the past decade, and if public universities do not address this change now, they may become obsolete. This paper presents an edited transcript of Matt's remarks.
The Changing Context of Public Education. Luncheon Series
Author: Levine, Arthur
Date: 2006-03-22
Type: Reports - Descriptive
Subjects: Neighborhoods,Schools of Education,Educational Innovation,Presidents,Public Education,Educational Change,Context Effect,Academic Achievement,Leadership

Twelve years ago, Teachers College gained a great educational leader when Arthur Levine took over as president. In the years that followed, he shook up the city's top education school and pushed for new and better connections between Teachers College and the New York City public schools. On March 22, 2006, the Center for Educational Innovation-Public Education Association (CEI-PEA) hosted President Levine as the speaker at its luncheon series. He gave an impassioned, yet practical, speech about the changes that public education has undergone over the past century and what changes need to be made if public education is to continue to serve its purpose of serving all children. He took the attendees back to the neighborhood where he grew up in the South Bronx to paint a picture of the sea change that has taken place in neighborhoods all around the country--a sea change that produces a bleak outlook for young people unless educators address it directly by altering their educational systems and strategies. This paper presents an edited transcript of President Levine's remarks.
From Crisis to Catalyst: Transforming the New York City Public School System. Coleman Genn Lecture Series
Author: Klein, Joel I.
Date: 2007-05-15
Type: Reports - Descriptive
Subjects: Urban Schools,Public Schools,Educational Innovation,Educational Change,Public Education,Accountability,Academic Achievement,Achievement Gap,Educational Improvement,Student Evaluation,Teacher Shortage,Public School Teachers

The Center for Educational Innovation-Public Education Association (CEI-PEA) established the Colman Genn Lecture Series to honor the work and achievements of CEI-PEA Senior Fellow Colman Genn. The annual lecture takes place in New York City and features individuals who are making significant contributions to the advancement of public education for urban school children. Through the lecture series, the Board and staff of CEI-PEA seek to inform and enrich debate surrounding the greatest issue of the day--public education--and recognize individuals whose ideas or accomplishments have improved the lives of public school children. NYC Schools Chancellor Joel I. Klein spoke on May 15, 2007 at the inaugural Colman Genn Lecture Series about the transformations taking place in the NYC public school system. This paper presents a transcript of Klein's speech.
School Health Profiles 2010: Characteristics of Health Programs among Secondary Schools in Selected U.S. Sites
Author: Brener, Nancy D.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Comprehensive School Health Education,Health Programs,Profiles,Institutional Characteristics,Secondary Schools,Questionnaires,Self Evaluation (Groups),School Surveys,Administrator Attitudes,Teacher Attitudes,Trend Analysis,Educational Practices,Educational Policy,Physical Education,Educational Environment,School Health Services,Community Involvement,Family Involvement,Educational Assessment,Educational Indicators

This report summarizes 2010 Profiles data. For each middle or high school that was sampled, the principal and the lead health education teacher (i.e., the person most knowledgeable about health education at the school) each completed a self-administered questionnaire. This report presents information from 47 states, 19 cities, 4 territories, and 2 tribal governments with weighted data from both principal and lead health education teacher surveys and 2 states (Colorado and New Mexico) and 1 territory (Marshall Islands) with weighted data from the principal survey only (Table 1). Principal and lead health education teacher data from Illinois and Puerto Rico were unweighted and are not included in this report. Palm Beach County obtained weighted data but did not grant CDC permission to include their data in this report. This report also examines both long-term (1996-2010) and short-term (2008-2010) trends in school health policies and practices among states and cities with weighted data for both years. (Contains 7 figures and 48 tables.)
The Fiscal Impact of Tax-Credit Scholarships in Oklahoma. State Research
Author: Gottlob, Brian
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Expenditures,Elementary Secondary Education,Tax Credits,Educational Finance,Program Effectiveness,Scholarships,State Surveys,Scholarship Funds,Donors,Economic Impact,Educational Assessment,Educational Indicators,Measurement Techniques,Funding Formulas,Enrollment Trends,Enrollment Influences,School Demography,Educational Opportunities,School Choice,Student Participation,State Programs

This study seeks to provide outcomes-based information on Oklahoma's proposal to give tax credits for contributing to organizations that provide scholarships to K-12 private schools. The  study constructs a model to determine the fiscal impact of tax-credit scholarships on the state and on local school districts. The author estimates the impact that tax-credit funded tuition scholarships will have on the distribution of students between Oklahoma's public and private schools by estimating the number of students transferring from public to private schools in response to different scholarship values. He uses these estimates to construct a model to determine the impact that scholarship tax credits will have on state education aid to school districts and to calculate the &quot;break-even&quot; rate of program participation. The program's break-even rate is the number of public school students that would have to transfer from public to private schools in response to the scholarship program in order to make the tax credits fiscally neutral from the perspective of Oklahoma state government. He uses district-level expenditure and enrollment data to estimate the percentage of expenditures that vary with changes in enrollment levels across school districts in Oklahoma. He then compares the revenue and expenditure impacts of scholarship tax credits on school districts to determine their net impact on school district finances. Key findings for this study are presented. (Contains 11 tables, 10 figures and 23 notes.)
Lessons for Ohio from Florida's K-12 Education Revolution. State Research
Author: Ladner, Matthew
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Academic Achievement,National Competency Tests,Educational Change,Change Strategies,State Programs,State Regulation,State Standards,State Action,Educational Policy,Policy Analysis,Accountability,Achievement Gains,Achievement Rating,Educational Assessment,Educational Indicators,Performance Factors,Educational Innovation,Educational Development

Jeb Bush campaigned for governor on a clear and bracing set of education reforms in 1998. Having won office, he immediately pursued a dual-track strategy for reforming Florida's K-12 education system: standards and accountability for public schools, choice and options for parents. Florida lawmakers followed those reforms with additional measures. They enacted instructional based reforms, curtailed social promotion, introduced performance pay for teachers, and expanded school choice for families. Ten years after Gov. Bush's election and subsequent work to improve K-12 education, this study lays out the cumulative impact of his reforms, using data from the National Assessment of Educational Progress (NAEP). NAEP is the nation's most reliable and respected source for data on K-12 education, testing representative samples of students in every state on a variety of subjects, including mathematics and reading. Looking particularly at NAEP's reading test, 53 percent of Florida's fourth-grade students scored &quot;Basic or better&quot; in 1998, meaning they were able to master &quot;fundamental skills.&quot; By 2009, however, 73 percent of Florida's fourth graders scored basic or above--a remarkable improvement. What's more, after a decade of strong improvement, Florida's Hispanic students now have the second-highest reading scores in the nation when compared to their peers; Florida's African Americans rank fourth-highest. Comparing students by subgroups reveals that Florida's African American, Hispanic, low-income and disabled children all outscore their Ohio peers in fourth-grade reading. Florida's Hispanic students outscored or tied the statewide averages for all students in 31 states, and only narrowly missed the statewide average in Ohio. This report lays out Florida's reforms, and suggests how Ohio policymakers could emulate the Sunshine State's success. Florida's work wasn't easy, but the academic success that has occurred should make it easier for other states to follow. (Contains 10 figures and 27 notes.)
Healthy Schools Network, 2011 Yearbook
Author: Healthy Schools Network, Inc.
Date: 2011-05-00
Type: Collected Works - Serial
Subjects: Yearbooks,School Safety,Consciousness Raising,Activism,Public Agencies,Change Strategies,Educational Change,Partnerships in Education,Energy Conservation,Environmental Education,Energy Management,Awards,State Legislation,Comprehensive School Health Education,Integrated Services,Child Health

This paper presents the 2011 Yearbook of the Healthy Schools Network. This yearbook contains: (1) Tough Time To Be a Child: Parents and Taxpayers Should Be Enraged; (2) National Coalition For Healthier Schools: Healthy Schools 2015--Sustaining Momentum In Tough Times; (3) Healthy Schools Heroes Award Program; (4) National Healthy Schools Day 2011--Our Most Successful Event Yet!; (5) Highlights: Healthy Schools Network & Coalition for Healthier Schools; and (6) Experts Map Healthy Schools 2015.