ethanporcaro/eric-fulltext-meta huggingface dataset:
Projected Enrollment Demand at California's Independent Colleges and Universities. Executive Summary. Report 10-16
Author: California Postsecondary Education Commission
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Enrollment Trends,Educational Demand,Enrollment Rate,Private Colleges,School Statistics,Postsecondary Education,Enrollment Projections

The California Postsecondary Education Commission (CPEC) has recently completed a series of enrollment demand projections for higher education in California. The projections show that enrollment demand at the independent universities will grow to 150,000 students by 2019, an increase of nearly 21,000 from current levels. Although UC (University of California) and CSU (California State University) account for 80% of undergraduate enrollments in the state, growth at independent universities can make a significant contribution to California's need for more university places. The increase in enrollment projected for the independents is comparable to the increase in enrollment demand projected for the UC system. CPEC's enrollment demand projections for the public systems show that if California is to restore access to higher education at the level it was before the recent recession, UC and CSU will be asked to serve 74,000 more students in 2019 than they did in 2008. Studies by the Public Policy Institute of California indicate that university enrollments might need to increase even more than this for California to produce enough university graduates to meet workforce needs as the state's economy recovers. The independent universities could take some enrollment pressure off UC and CSU and help increase degree production in California. Policymakers will need to assess whether the state should take action to encourage more enrollment at the independents. Financial aid can make these institutions an affordable option for many students. [For the related reports, see the following: &quot;Ready for Learning: The Contribution of California's Independent Colleges and Universities in Meeting Undergraduate Demand. Report 10-17&quot; (ED512401); and &quot;Ready or Not, Here They Come: The Complete Series of Undergraduate Enrollment Demand and Capacity Projections, 2009-2019. Report 10-08&quot; (ED510323).]
IDRA Newsletter. Volume 37, No. 6
Author: Goodman, Christie L., Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Boards of Education,Newsletters,Governance,Board of Education Role,School Districts,Educational Quality,Access to Education,Equal Education,School Community Relationship,Family School Relationship,Policy Formation,Instructional Effectiveness,Superintendents,Educational Policy,Academic Standards,At Risk Students,Graduation,College Preparation,Job Skills,Achievement Gap,Partnerships in Education,Teacher Competencies,High School Graduates,Faculty Development,Teacher Responsibility,State Standards

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on governance efficacy and includes: (1) Tyranny of Old Ideas About School Board Responsibilities (Abelardo Villarreal and Rosana G. Rodriguez); (2) A Guide for School Board Members to Assess District Effectiveness (Abelardo Villarreal and Rosana G. Rodriguez); (3) All Students Deserve a Chance--Don't Take it Away (Rogelio Lopez del Bosque); and (4) At a Time When We Most Need Strength, Texas Education is At-Risk of Being Weakened (Maria &quot;Cuca&quot; Robledo Montecel). Additional feature includes Classnotes Podcast. (Individual articles contain resources.)
High School Longitudinal Study of 2009 (HSLS:09) Base-Year Field Test Report. Working Paper Series. NCES 2011-01
Author: Ingels, Steven J.
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,Field Tests,Sampling,Data Collection,High School Students,Student Surveys,Questionnaires,Mathematics Tests,Secondary School Teachers,Teacher Surveys,Administrators,School Counselors,Parents,Surveys,Reliability,Cooperation

This report examines the results of the field test for the base year of the High School Longitudinal Study of 2009 (HSLS:09). The general purposes of the field test were, in anticipation of the base-year full-scale effort, to test instruments, forms, and procedures; to experiment with different approaches to questionnaire content and survey methodology; and to evaluate the overall study design. The HSLS:09 field test faced a number of challenges. In varying degrees, these challenges will require further strategies and efforts be applied in the main study. Specific recommendations are summarized in this report, challenge by challenge. Appendices include: (1) HSLS:09 Sampling Plan for Main Study and Field Test; (2) HSLS:09 Field Test Codebook; (3) HSLS:09 Assessment Pilot Report; (4) HSLS:09 Technical Review Panel Participants and Meeting Minutes; (5) HSLS:09 Field Test Letters, Permission Forms, and Scripts; (6) HSLS:09 Mathematics Assessment Specifications:Final Working Version; (7) HSLS:09 Field Test Classical Item Statistics; (8) HSLS:09 Field Test Item Parameter Estimates; (9) HSLS:09 Student Instrument Scale Reliability Analyses; and (10) Questionnaires. (Contains 42 tables, 10 figures and 9 footnotes.)
IDRA Newsletter. Volume 37, No. 7
Author: Goodman, Christie L.
Date: 2010-08-00
Type: Collected Works - Serial
Subjects: Educational Quality,Educational Change,Student Rights,Newsletters,Immigrants,Educational Improvement,School Community Relationship,Change Strategies,Success,Access to Education,Equal Education,Community Involvement

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Actionable Knowledge and includes: (1) Partners and Catalysts: How Communities Are Putting Data to Work to Improve Education (Laurie Posner); (2) A Quality Schools Action Framework[TM]: New IDRA Book Frames School Change for Student Success; (3) Immigrant Students' Rights to Attend Public Schools School Opening Alert; (4) Llamada Urgente al Comienzo del Curso Escolar; (5) How Are the Children? (Mike Seifert); and (6) YA! Es Tiempo Event Highlights: Securing Educational Excellence and Equity for All Students in the Rio Grande Valley of Texas. (Individual articles contain resources.)
IDRA Newsletter. Volume 37, No. 8
Author: Goodman, Christie L., Ed.
Date: 2010-09-00
Type: Collected Works - Serial
Subjects: Change Strategies,Educational Change,Newsletters,School Community Relationship,Web Sites,Educational Improvement,Educational Quality,Equal Education,At Risk Students,Dropouts,Financial Support,Community Involvement,Parent Participation,Public Education,Family School Relationship,Leadership,Social Networks,Access to Information

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Change Strategies and includes: (1) YA! Es Tiempo--The Courage to Connect (Maria &quot;Cuca&quot; Robledo Montecel); (2) Making Change: Casting Off &quot;Yesterday's Logic&quot; to Transform Schooling (Laurie Posner); (3) The ARISE South Tower PTA Comunitario: An Example of Community-Based School Engagement (Aurelio M. Montemayor); and (4) IDRA Launches &quot;OurSchool&quot; Website to Help Schools and Communities in Texas Improve their School. Additional feature includes Classnotes Podcast. (Individual articles contain resources.)
PIRLS 2011 Assessment Framework
Author: Mullis, Ina V.S.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Reading Research,Reading Achievement,Academic Achievement,Interests,Scoring,Learning Processes,Reading Skills,Educational Trends,Trend Analysis,Elementary Education,International Programs,Reading Tests,Reading Instruction,Comparative Analysis,Student Evaluation,Outcomes of Education,Reading Comprehension,Achievement Tests,Literacy,Reading Attitudes,Student Attitudes

The Progress in Reading Literacy Study (PIRLS) was developed to help improve the teaching of reading and the acquisition of reading skills around the world, and was approved by the IEA (International Association for the Evaluation of Educational Achievement) General Assembly as an essential component of the IEA's regular cycle of core studies, which also includes mathematics and science (known as TIMSS). PIRLS is in its third round of assessing reading achievement for students in their fourth year of school. PIRLS 2011 provides countries with the unique opportunity to obtain internationally comparative data about how well their children can read after four years of primary schooling. Countries also will obtain detailed information about home supports for literacy as well as school instruction. For the countries that participated in PIRLS 2001 and PIRLS 2006, PIRLS 2011 will provide information on changes in students' reading achievement. Since PIRLS will continue on a five-year cycle into the future, countries participating for the first time can collect important baseline information for monitoring trends in reading literacy. As a new initiative in 2011, IEA has developed the prePIRLS assessment in response to the needs of the growing population of countries requiring the kind of information provided by PIRLS but whose students are earlier in the process of learning to read than expected by the PIRLS assessment. PrePIRLS, which can be administered to students in the 4th, 5th, or 6th grades, is designed to test basic reading skills that are a prerequisite for success on PIRLS. The "PIRLS 2011 Assessment Framework" is intended as a blueprint for IEA's 2011 assessment of reading literacy. Adapted from the widely accepted earlier version of the PIRLS framework, the 2011 framework resulted from a collaborative process involving many individuals and groups--notably the PIRLS Reading Development Group (RDG) and the National Research Coordinators (NRCs) of the more than 50 participating countries. All told, the framework underwent several iterations in response to the comments and interests of the PIRLS countries and the reading research community, and embodies the ideas and interests of many individuals and organizations around the world. Appendices include: (1) Acknowledgements; (2) Sample PIRLS Passages, Questions, and Scoring Guides; and (3) Sample prePIRLS Passage, Questions, and Scoring Guides. (Contains 6 figures and 4 footnotes.)
TIMSS 2011 Assessment Frameworks
Author: Mullis, Ina V. S.
Date: 2009-09-00
Type: Reports - Research
Subjects: Mathematics Achievement,Academic Achievement,Science Achievement,Grade 8,Grade 4,Algebra,Educational Assessment,Educational Objectives,Student Evaluation,Evaluation Methods,Geometry,Cognitive Processes,Earth Science,Biology,Chemistry,Physics,Questionnaires,Mathematics Instruction,Science Instruction,Context Effect,Number Concepts,Computation,Mathematical Concepts,Scientific Concepts,Global Approach

Because of the educational importance of mathematics and science, IEA's (International Association for the Evaluation of Educational Achievement) Trends in International Mathematics and Science Study, widely known as TIMSS, is dedicated to providing countries with information to improve teaching and learning in these curriculum areas. Conducted every four years on a regular cycle, TIMSS assesses achievement in mathematics and science at the fourth and eighth grades. TIMSS 2011 is the most recent in the TIMSS series, which began with the first assessment in 1995 and has continued with subsequent assessments in 1999, 2003, and 2007. For countries with data back to 1995, TIMSS 2011 will provide the fifth trend measure. This publication contains three frameworks and explains the assessment design that will serve as the basis for implementing TIMSS 2011. The "TIMSS 2011 Mathematics Framework" and the "TIMSS 2011 Science Framework" in Chapters 1 and 2, respectively, describe in some detail the major content and cognitive domains in mathematics and science to be tested at the fourth and eighth grades. The content domains (for example, algebra, geometry, etc. in mathematics, and biology, chemistry, etc. in science) and the topic areas within the domains are described separately for the fourth and eighth grades with each topic area elaborated with specific objectives. The cognitive domains describing the thinking students should be doing within the mathematics and science content domains are the same for mathematics and science and parallel across grades, but with different levels of emphasis. Chapter 3 contains the "TIMSS 2011 Contextual Framework" describing the types of situations and factors associated with students' learning in mathematics and science that will be investigated via the questionnaires. Finally, Chapter 4 provides an overview of the "TIMSS 2011 Assessment Design", including general parameters for item development. Appendices include: (1) Acknowledgements; (2) Example Mathematics Items; and (3) Example Science Items. (Contains 12 exhibits and 6 footnotes.) [Funding for this paper was provided by the Boston College.
Initial Findings from the IEA International Civic and Citizenship Education Study
Author: Schulz, Wolfram
Date: 2010-00-00
Type: Reports - Research
Subjects: Citizenship,Student Attitudes,Citizenship Education,Student Interests,Civics,Measures (Individuals),Student Characteristics,Knowledge Level,Comparative Education,International Education,Regional Characteristics,Institutional Characteristics,Educational Change,Citizen Participation,Student Participation,Context Effect,Institutional Role,School Role,Family Influence,Family Characteristics

The International Civic and Citizenship Education Study (ICCS) studied the ways in which countries prepare their young people to undertake their roles as citizens. It investigated student knowledge and understanding of civics and citizenship as well as student attitudes, perceptions, and activities related to civics and citizenship. It also examined differences among countries in relation to these outcomes of civic and citizenship education, and it explored how differences among countries relate to student characteristics, school and community contexts, and national characteristics. ICCS considered six research questions concerned with the following: (1) Variations in civic knowledge; (2) Changes in content knowledge since 1999; (3) Student interest in engaging in public and political life and their disposition to do so; (4) Perceptions of threats to civil society; (5) Features of education systems, schools, and classrooms related to civic and citizenship education; and (6) Aspects of student background related to the outcomes of civic and citizenship education. ICCS gathered data from more than 140,000 Grade 8 (or equivalent) students in over 5,300 schools from 38 countries. The study revealed considerable variation across and within participating countries in civic knowledge. On a scale with a standard deviation of 100 points, the difference between the top and bottom quartiles of the country distribution was 60 points. In the four highest-performing countries, more than half of the students were at the highest of three proficiency levels. In the four lowest-performing countries, more than 70 percent of student scores were in the lowest three proficiency levels. Girls gained significantly higher civic knowledge scores than did boys in nearly all of the ICCS countries. Appendices include: (1) Institutions and staff; (2) ICCS participation rates and sample sizes; (3) The scaling of ICCS questionnaire items; and (4) Item-by-score maps for questionnaire scales. (Contains 30 tables, 6 figures and 10 footnotes.)
Interdistrict Magnet High School Students' Perceived Social Support: An Exploratory Investigation
Author: LaRocco, Diana J.
Date: 2010-10-00
Type: Reports - Research
Subjects: High School Students,Magnet Schools,Student Attitudes,Social Support Groups,Urban Schools,Age Differences,Adolescents,Gender Differences,African American Students,Hispanic American Students,White Students,Asian American Students,Racial Differences,Parents,Teachers,Friendship,Parent Child Relationship,Teacher Student Relationship,Peer Relationship

Magnet high school attendance seems to lead to improved academic performance (Cobb, Bifulco, & Bell, 2009; U.S. Department of Education, 2008; Yu & Taylor, 1997). Likewise, perceived social support has been linked with positive outcomes for adolescents, including improved academic performance (Rosenfeld, Richman, & Bowen, 2000; Demaray & Malecki, 2006). Yet, little is known about urban magnet high school students' perceived social support. Select results from a study in which the Child and Adolescent Social Support Scale (Malecki, Demaray, & Elliot, 2000) was administered to 319 students are presented in this paper. Students' reports of the frequency of support fell between most of the time and almost always (M = 250.20, SD = 47.17, n = 213). The perceived importance of support was between important and very important (M = 121.33, SD = 26.68, n = 198). (Contains 9 tables and 1 footnote.)
Patterns of Student Mobility among English Language Learner Students in Arizona Public Schools. Issues &amp; Answers. REL 2010-No. 093
Author: Fong, Anthony B.
Date: 2010-10-00
Type: Reports - Research
Subjects: Student Mobility,English (Second Language),Second Language Learning,Public Schools,Data Analysis,Transfer Students,Student Characteristics,Kindergarten,Enrollment Trends,Special Education

Using data from an Arizona Department of Education dataset that includes all students enrolled at an Arizona public school at any time during 2004/05-2007/08, this study looks at three types of student mobility: students who transferred between public schools in Arizona, students who had breaks in enrollment of at least 19 days, and students (other than kindergarten students) who entered school for the first time during the observation period (2004/05-2007/08). In addition, the study sought to confirm for Arizona public schools findings from other studies of an association between student mobility and other student characteristics such as special education status and race/ethnicity. The study finds that more than a quarter of Arizona students experienced at least one mobility event in each of the four years examined. It also found that: (1) The proportion of students who experienced a mobility event was higher for English language learner students than for other students; (2) Mobility rates declined for both groups from 2004/05 to 2007/08, but at a faster pace for English language learner students. By 2007/08, the difference in mobility rates between English language learner students and other students had narrowed from 3.6 percentage points to 0.9 percentage point; (3) Students who transferred between schools were more than twice as likely to transfer to a school in another district than to one in the same district; (4) Both intradistrict and interdistrict transfer rates varied with the enrollment size of the district: the intradistrict transfer rate increased with district enrollment, and the interdistrict transfer rate decreased with district enrollment; and (5) Students eligible for free or reduced-price lunch and students in special education programs averaged more mobility events than did their counterparts. Details on the mobility calculation, exploratory analysis, and sensitivity analysis is appended. (Contains 2 boxes, 13 figures, 1 map, 5 tables, and 24 notes.) [For the summary report, see ED512416.]
Patterns of Student Mobility among English Language Learner Students in Arizona Public Schools. Summary. Issues &amp; Answers. REL 2010-No. 093
Author: Fong, Anthony B.
Date: 2010-10-00
Type: Reports - Research
Subjects: Student Mobility,English (Second Language),Second Language Learning,Public Schools,Transfer Students,Student Characteristics,Enrollment Trends,Special Education,Low Income Groups

Using data from an Arizona Department of Education dataset that includes all students enrolled at an Arizona public school at any time during 2004/05-2007/08, this study looks at three types of student mobility: students who transferred between public schools in Arizona, students who had breaks in enrollment of at least 19 days, and students (other than kindergarten students) who entered school for the first time during the observation period (2004/05-2007/08). In addition, the study sought to confirm for Arizona public schools findings from other studies of an association between student mobility and other student characteristics such as special education status and race/ethnicity. The study finds that more than a quarter of Arizona students experienced at least one mobility event in each of the four years examined. It also found that: (1) The proportion of students who experienced a mobility event was higher for English language learner students than for other students; (2) Mobility rates declined for both groups from 2004/05 to 2007/08, but at a faster pace for English language learner students. By 2007/08, the difference in mobility rates between English language learner students and other students had narrowed from 3.6 percentage points to 0.9 percentage point; (3) Students who transferred between schools were more than twice as likely to transfer to a school in another district than to one in the same district; (4) Both intradistrict and interdistrict transfer rates varied with the enrollment size of the district: the intradistrict transfer rate increased with district enrollment, and the interdistrict transfer rate decreased with district enrollment; and (5) Students eligible for free or reduced-price lunch and students in special education programs averaged more mobility events than did their counterparts. [For the full report, see ED512415.]
A Guide for Student Change Agents: Incorporating Social Impact Management into the MBA Experience
Author: Scully, Maureen A.
Date: 2005-07-00
Type: Guides - Classroom - Learner
Subjects: Change Agents,Cooperation,Educational Change,Educational Experience,Management Development,Business Administration Education,Masters Programs,Guides,Educational Objectives,Sustainability,Social Responsibility,College Faculty,Administrators,Interdisciplinary Approach,Social Change

The purpose of this guide is to provide students with tools for incorporating social impact management into their business school environments. Providing ideas, resources, and "how to" steps for shaping the business school experience, this guide helps students collaborate with faculty and administrators to meet particular objectives. The body of the guide lays out some of the challenges and opportunities for making change, and the appendices offer specific resources. Appended are: (1) Making the Case for Change; (2) Approaches to Change; and (3) Resources for Change. [This report was created in collaboration with Net Impact and with input from the World Resources Institute. It was also prepared in collaboration with Robert Haynie, Amy Lefkowitz, Jan Liss, and Cynthia Vredenburgh.]