ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;No Excuses&quot; Charter Schools for Increasing Math and Literacy Achievement in Primary and Secondary Education. Campbell Systematic Reviews 2017:9
Author: Krowka, Sarah
Date: 2017-08-24
Type: Reports - Research
Subjects: Charter Schools,Educational Improvement,Mathematics Achievement,Reading Achievement,Literacy,Elementary Secondary Education,Accountability,Low Achievement,Models,Outcomes of Education,Program Effectiveness,School Effectiveness,Achievement Gap,Urban Schools,Academic Failure,Expectation,Achievement Gains

In response to the school accountability movement and the move toward market-oriented education policies in recent decades, many schools and districts have felt increased pressure to find effective ways to boost student achievement. However, many districts--largely those serving low income black and hispanic students in urban settings--have still struggled to make sufficient academic gains. One model of urban school reform aimed at leveling achievement disparities in the public school systems that has garnered attention (both positive and negative) is the No Excuses model. The No Excuses model is driven by the philosophy that there should be no excuses (e.g., poverty) for low academic performance. This model has found its footing in charter schools--publicly funded but privately managed schools exempt from the restrictions of the laws and regulations affecting non-charter public schools. Due to the autonomy afforded to the management of charter schools, educators have the freedom to implement the tenets of the No Excuses model without the restrictions placed on non-charter public schools. This systematic review and meta-analysis aims to examine the available evidence on the impacts of No Excuses charter schools on students' math and literacy achievement, relative to students enrolled in traditional public schools. The focal research questions are as follows: (1) Does the No Excuses charter school model enhance students' math or literacy achievement more so than traditional public schools; (2) What is the magnitude and variability of the effects; and (3) What are the limitations to the evidence? A comprehensive systematic literature search to identify all eligible studies, regardless of publication status was conducted. Studies determined not to reflect charter schools using a No Excuses model, or comparing No Excuses charter schools to other charter schools were excluded from this review. The effect of No Excuses charter schools on math and literacy outcomes was found to be significant in this meta-analysis. Similar to previous findings, a substantially smaller but significant effect on literacy was found. The present review identified available evidence regarding the effectiveness of No Excuses charter schools on math and literacy achievement. This review found multiple studies providing tentative support for the No Excuses charter school model as an effective intervention for improving students' math and literacy achievement, with limitations. Further, this intervention was found to improve students' math achievement more significantly that literacy.
Preschool Predictors of Later Reading Comprehension Ability: A Systematic Review. Campbell Systematic Reviews 2017:14
Author: Hjetland, Hanne Næss
Date: 2017-12-00
Type: Reports - Research
Subjects: Preschool Education,Preschool Children,Predictor Variables,Reading Comprehension,Reading Skills,Phonological Awareness,Naming,Alphabets,Decoding (Reading),Language Acquisition,Correlation,Beginning Reading,Cognitive Ability,Oral Language,Emergent Literacy

Knowledge about preschool predictors of later reading comprehension is valuable for several reasons. On a general level, longitudinal studies can aid in generating understanding and causal hypotheses about language and literacy development, both of which are crucial processes in child development. A better understanding of these developmental processes may guide the establishment of effective instruction and interventions to teach reading comprehension that can later be tested in randomized controlled trials. Knowledge about preschool precursors for reading comprehension skills can also aid in developing tools to identify children at risk of reading difficulties. The primary objective for this systematic review is to summarize the available research on the correlation between reading-related preschool predictors and later reading comprehension skills. The following research questions guided this study: (1) To what extent do phonological awareness, rapid naming, and letter knowledge correlate with later decoding and reading comprehension skills; (2) To what extent do linguistic comprehension skills in preschool correlate with later reading comprehension skills; (3) To what extent do domain-general skills in preschool correlate with later reading comprehension skills, and do these skills uniquely contribute to reading comprehension skills beyond decoding and linguistic comprehension; (4) To what extent do preschool predictors of reading comprehension correlate with later reading comprehension skills after concurrent decoding ability has been considered; and (5) To what extent do other possible influential moderator variables (e.g., age, test types, SES, language, country) explain any observed differences between the studies included? A comprehensive search strategy in collaboration with a search information retrieval specialist at the university library was developed based on seven different databases. Findings show that the foundation for reading comprehension is established in the preschool years through the development of language comprehension and code-related skills. Code-related skills and decoding are most important for reading comprehension in beginning readers, but linguistic comprehension gradually takes over as children become older. Taken together, these results suggest a need for a broad focus on language in preschool-age children.
School-Based Interventions for Reducing Disciplinary School Exclusion: A Systematic Review. Campbell Systematic Reviews 2018:1
Author: Valdebenito, Sara
Date: 2018-01-09
Type: Reports - Research
Subjects: Foreign Countries,Discipline,Suspension,Behavior Problems,Student Behavior,Expulsion,Program Effectiveness,Intervention,Discipline Problems,Skill Development,Elementary Secondary Education

This Campbell systematic review examines the impact of interventions to reduce exclusion from school. School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students' misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in-school) or on school premises (out-of-school). In some extreme cases the student is not allowed to come back to the same school (expulsion). The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK. The evidence suggests that school-based interventions are effective at reducing school exclusion immediately after, and for a few months after, the intervention. Some specific types of interventions show more promising and stable results than others, namely those involving mentoring/monitoring and those targeting skills training for teachers. Implications for policy, research, and practice arising from the results of this study are discussed. [A list of references to studies included in the study, studies that were excluded, journal articles, studies awaiting classification, and additional studies is provided.]
The State of Civics Education
Author: Shapiro, Sarah
Date: 2018-02-21
Type: Reports - Evaluative
Subjects: Civics,Citizenship Education,Required Courses,Graduation Requirements,State Standards,Curriculum,Middle School Students,High School Students,Charter Schools,Public Schools

Civic knowledge and public engagement is at an all-time low. While the 2016 election brought a renewed interest in engagement among youth, only 23 percent of eighth-graders performed at or above the proficient level on the National Assessment of Educational Progress (NAEP) civics exam, and achievement levels have virtually stagnated since 1998. In addition, the increased focus on math and reading in K-12 education--while critical to prepare all students for success--has pushed out civics and other important subjects. When civics education is taught effectively, it can equip students with the knowledge, skills, and disposition necessary to become informed and engaged citizens. Educators must also remember that civics is not synonymous with history. While increasing history courses and service requirements are potential steps to augment students' background knowledge and skill sets, civics is a narrow and instrumental instruction that provides students with the agency to apply these skills. The analysis presented in this report finds a wide variation in state requirements and levels of youth engagement. While the research highlights that no state currently provides sufficient and comprehensive civic education, there is reason to be optimistic that high-quality civics education can impact civic behavior. The current state of civics education in each state within the United States is presented.
How to Fix the Large and Growing Latinx Teacher-Student Gap
Author: Shapiro, Sarah
Date: 2018-02-20
Type: Reports - Evaluative
Subjects: Diversity (Faculty),Hispanic Americans,Hispanic American Students,Minority Group Teachers,Immigrants,Politics of Education,Teacher Shortage,Geographic Location,Federal Legislation,Student Financial Aid,Barriers,Federal Aid,Nontraditional Education,Elementary Secondary Education

Diversifying the teacher workforce improves student outcomes and supports students of color. Yet, educational achievement barriers--compounded by the Trump administration's rescinding of the Deferred Action for Childhood Arrivals program and drastic proposed cuts to federal education spending--will continue to keep Latinxs teachers out of the classroom. Not only is the tenor of the broader immigration debate particularly relevant for Latinx students, but the danger of losing thousands of teachers with protected status compounds an already pressing problem--the shortage of Latinx teachers in U.S. schools, especially in states with large Latinx student bodies. Although research demonstrates the benefits of teacher diversity, many Latinx students rarely encounter teachers who share their ethnic background. This brief explores the extent of the Latinx teacher diversity gap by state and provides policy recommendations for increasing the number of Latinx teachers. To close the Latinx teacher-student gap, policymakers need to prioritize access to higher education and high-quality alternative pathways into the teaching profession.
Proposed Cuts to AmeriCorps Would Be Devastating for Education Reform
Author: Partelow, Lisette
Date: 2017-03-13
Type: Reports - Evaluative
Subjects: Federal Programs,Federal Government,Federal Aid,Political Issues,Costs,Program Effectiveness,Cost Effectiveness,Public Schools,Charter Schools,Grants,Partnerships in Education

Many of the positive changes seen in education reform over the past few decades--from replication of high-quality charter schools to expansion of teacher residency programs--have been made possible, at least in part, through partnerships with AmeriCorps and other national service programs. Under the Trump administration's current proposal to cut AmeriCorps funding, schools and students would suffer. It would be extremely costly to replace the volunteers who provide much-needed support during and after the school day. AmeriCorps programs such as Teach for America, Boys &amp; Girls Clubs of America, and Reading Corps would have to be vastly scaled back or cut entirely as it would become too expensive to maintain their current levels of operation. Many programs, such as the Boston Teacher Residency, provide a much-needed pathway for schools to diversify their teacher workforce. Cutting support for these teacher residencies and fellowships, which focus on recruiting excellent and diverse candidates, will contribute to the widening teacher diversity gap.
The Stakes Are Too High to Ignore the Trump-DeVos Agenda
Author: Brown, Catherine
Date: 2017-09-05
Type: Reports - Descriptive
Subjects: Federal Government,Educational Policy,Advocacy,Federal Aid,Educational Finance,Public Policy,Law Enforcement,Civil Rights,Well Being

In the wake of the 2016 presidential election, some advocates and philanthropists are shifting their focus and energy from the federal level to the state and local level in the hopes of maintaining the momentum of gains made by the Obama administration. Since the nation's founding, states and the school districts they created have been in the driver's seat when it comes to education policy; they are central to the academic outcomes and well-being of children nationwide. At the same time, the federal government also plays a critical role in the education sector. Secretary of Education Betsy DeVos and President Donald Trump have the potential to affect student achievement and well-being. Advocates, policymakers, and philanthropists should consider the importance of the federal role in education before diverting all energy to state and district policies. Staunch advocacy can temper the Trump-DeVos agenda by offering alternatives to Congress, forcing the administration to adopt less radical policies, and holding the administration accountable. Additionally, a focus on federal policy will help cultivate bold ideas to increase equity and advance student outcomes nationwide. This issue brief explains why it is critical to invest time and resources in federal advocacy and why federal dollars, discretion, and priorities mater. It also describes how federal policies affect students' education and well-being, as well as help determine future progress in the education sector.
Remedial Education: The Cost of Catching Up
Author: Jimenez, Laura
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Remedial Instruction,Needs Assessment,Racial Differences,Ethnicity,Socioeconomic Influences,Educational Change,Academic Persistence,Elementary Secondary Education,Higher Education,High School Graduates,Costs,Enrollment,Student Characteristics,Student Attitudes,Student Placement,College Students

After defining remedial education, this report reviews the typical methods that institutions employ to identify students in need of remediation and the resulting national demographics of remediated students. It touches on national rates of progress through remedial education for major racial or ethnic and socioeconomic student groups and examines how much money students spend on these courses that do not count toward a degree. While there are certainly reforms to the design of remedial education in higher education institutions that could improve student retention and completion, the recommendations that conclude this report focus on other ways for the K-12 and higher education systems to eliminate the need for remedial education for recent high school graduates.
What Do People Know about Excellent Teaching and Learning?
Author: Boser, Ulrich
Date: 2017-03-14
Type: Reports - Research
Subjects: Public Opinion,Racial Differences,Ethnicity,Poverty,Educational Attainment,Educational Practices,Educational Policy,Teacher Competencies,Misconceptions,Teacher Education Programs,Compensation (Remuneration),Charter Schools,Grants,Active Learning,Elementary Secondary Education,Teaching Methods

To examine the public's attitudes about the nature of teaching and learning and what they mean for educational policy, the author surveyed almost 3,000 individuals nationwide in 2015, weighting results by race, poverty, and education level. Results show: (1) There is a wide gap between the public's understanding of good educational practice and actual good educational practice; (2) The public underestimates the amount of knowledge and practice it takes to become an accomplished teacher; and (3) Nearly 90 percent of the public believes in myths about teaching and learning. Recommendations for policymakers include: (1) Fund a center within the U.S. Department of Education to develop more practitioners guides focusing on the science of learning; (2) Provide more funding for research on the science of learning and the translation of that research into practice; (3) Re-imagine teacher preparation to make it more rooted in classroom practice and a professional knowledge base, with universal high standards for all candidates; (4) Increase compensation in order to attract and reward teachers as professionals; (5) Develop super charter schools based on the science of learning; and (6) Provide active learning grants.
Trickle-Down Cuts to Education
Author: Partelow, Lisette
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Educational Finance,Budgeting,Retrenchment,Federal Aid,Financial Support,Elementary Secondary Education,Higher Education,Public Education,Federal Government,Human Services,Taxes,Finance Reform,After School Programs,Teacher Effectiveness

After a fight over federal funding for fiscal year (FY) 2017, Congress has spent the past several months deciding how to fund the government for the upcoming fiscal year. Budget negotiations started in May 2017 when the Trump administration released a proposed budget for FY 2018 that included cuts to domestic spending. Under regular order, this would be the start of a budget and appropriations process beginning with the U.S. House of Representatives and Senate budget committees developing budget resolutions. The budget resolutions contain top-line spending numbers and reconciliation instructions and provide a blueprint for the authorizing and appropriations committees, which are responsible for deciding the details of how money is spent across federal programs. However the current budget process has broken down. As a result, the appropriations committees began developing their FY 2018 bills before budget resolutions were passed. Because there are so many different proposals currently underway, this paper focuses primarily on President Trump's budget request as an indicator of what the administration's priorities are and on the House and Senate appropriations bills as an indicator of how Congress intends to allocate federal funding. The House and Senate budget proposals are discussed where appropriate, such as in the context of mandatory programs or reconciliation instructions related to tax reform. [The report was co-written with Education Reform Now.]
These States Are Leveraging Title II of ESSA to Modernize and Elevate the Teaching Profession
Author: Stephenie, Johnson
Date: 2018-02-05
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Accountability,Educational Improvement,Educational Policy,State Government,Teacher Recruitment,Minority Group Teachers,Teacher Education,Teacher Salaries,Career Development,Low Income,Teacher Certification,Educational Finance,Student Loan Programs,Merit Pay,Teacher Selection,Teacher Effectiveness,Human Capital,Teacher Shortage,Educational Change,Equal Education,Sustainability,Teacher Orientation,Teacher Education Programs,Grants

The Every Students Succeeds Act (ESSA) provided states with newfound flexibility on accountability measures and school improvement strategies. Many policy experts have analyzed states' ESSA plans, which explain how states use their federal funds under various provisions of the new law, as well as the approaches states take to identify and rate schools and improve their performance where needed. While strong accountability frameworks and school improvement plans are critical for school and student success, ensuring that all students have access to excellent educators is just as important. Ensuring that all students have access to well-prepared and supported teachers undergirds all other efforts to improve student outcomes. Not much has been written on how states plan to leverage Title II, Part A of ESSA to strengthen their teacher pipelines. The Center for American Progress has reviewed each state's ESSA plan, searching specifically for state-led and state-supported programs that will be funded, at least in part, through Title II, Part A of ESSA--the section of the law that designates funding specifically for recruiting, preparing, and supporting teachers. This brief highlights a few noteworthy states that have proposed promising teacher pipeline initiatives that they are either starting or continuing with support from Title II, Part A of ESSA. Consistent with the TeachStrong coalition's ESSA guidance for state actors, these states are leveraging ESSA's flexibility to support efforts around recruiting teachers of color; improving the teacher preparation experience; providing induction and mentoring to novice teachers; increasing teacher pay; and creating or encouraging career pathways, with the goal of ensuring that all students--and especially students in low-income schools--are taught by high-quality, prepared, meaningfully supported teachers. The author also notes what other initiatives and actions policymakers and advocates should watch for and consider as they work to modernize and elevate the teaching profession.
Organizational Learning for Libraries at For-Profit Colleges and Universities: A Manual
Author: Evener, Julie
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Academic Libraries,Proprietary Schools,Organizational Culture,Learning,Influences,Barriers,Change Strategies,Library Administration,Colleges

The purpose of this manual is an introduction to the concept of organizational learning for librarians working in for-profit colleges and universities, though the suggestions and ideas herein are applicable to librarians working in a variety of institutions. Information in this manual was collected through a literature review, as well as the author's original research focusing on organizational learning in libraries of for-profit colleges and universities in the United States. The content of the manual includes why organizational learning is important for libraries, factors that contribute to organizational learning, challenges to organizational learning and strategies to overcome the challenges, and how non-managers can promote organizational learning strategies in their libraries. Implementing the ideas and strategies within the manual could result in libraries that are more prepared to innovate, adapt, and work effectively, better situating them to serve their students and other users.