ethanporcaro/eric-fulltext-meta huggingface dataset:
P-20 Longitudinal Data Systems. Race to the Top: Accelerating College and Career Readiness in States
Author: Muldoon, Lesley
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Careers,Academic Achievement,Readiness,Postsecondary Education,Educational Improvement,Elementary Secondary Education,Standards,Accountability,Higher Education,Evaluation

The Race to the Top (RTTT) competition asks states to continue making substantial progress in the quality of their longitudinal data systems, and, significantly, to dramatically improve their ability to use longitudinal data to inform policy and practice from the classroom to the state house. Today, too few states collect, meaningfully report, and use data to inform public discourse about students' preparation for college and careers. The RTTT competition gives states committed to college and career readiness an unprecedented opportunity to build the tools to measure results, guide decision-making and investments, and provoke honest conversations about whether and how schools are on track for, meeting, or exceeding college and career readiness goals. But data alone is not enough: To foster meaningful dialogue and make continuous progress towards college- and career-ready goals, states need to make college and career readiness a central feature of their public reporting. A seamlessly integrated, accessible P-20 longitudinal data system with college and career readiness as its central driver should be a linchpin of any state's effort to maximize the impact of its RTTT strategy. These systems provide educators and decisionmakers with critical pieces of information about student achievement and school progress and are foundational to reaching states' goals of readiness and success. In most states, however, the data used to report on high school performance are not sufficient indicators of readiness for success in postsecondary education and careers. To shine a light on the progress schools and systems are making towards preparing all students for college and careers, states should generate report cards that include performance against key indicators--focusing the attention of educators and fostering greater public discourse on the importance of all students meeting college- and career-ready standards. (Contains 1 table and 10 endnotes.)
Standards and Assessments. Race to the Top: Accelerating College and Career Readiness in States
Author: Achieve, Inc.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High School Students,High School Graduates,Evaluation,Educational Improvement,Elementary Secondary Education,Higher Education,Careers,Standards,Professional Development

Race to the Top (RTTT) provides states with an historic opportunity to accelerate their efforts to graduate all high school students prepared for college and careers. Internationally-benchmarked college and career readiness expectations will be the foundation for all strategies undertaken with Race to the Top funding. In fact, serious work towards adopting common, internationally-benchmarked college- and career-ready standards and assessments is a "prerequisite" for states to earn RTTT resources. Adopting common college- and career-ready standards and assessments is not enough to advance bold reform and win RTTT funding, though. States should seize the opportunity RTTT provides to align their policies and supports for students "and: teachers with the common standards and assessments so that they are truly translated into the classroom. This paper provides a specific advice and promising practices for meeting the Race to the Top challenge on standards and assessments. (Contains 1 table and 5 endnotes.)
Sustaining the Race to the Top Reforms. Race to the Top: Accelerating College and Career Readiness in States
Author: Achieve, Inc.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High School Students,Educational Change,Readiness,Colleges,Careers,Higher Education,Evaluation

Race to the Top (RTTT) presents states with a unique opportunity to accelerate their efforts to graduate all high school students prepared for college, careers and life--reinforcing and building on the college- and career-ready agenda already being pursued in many states. The Race to the Top application process encourages states to look across their education system, evaluate what has been working, determine where further efforts are needed, and take a long view toward creating an innovative and comprehensive system of reforms that are both successful and sustainable. This brief is designed to identify areas within the RTTT application that provide states with the opportunity to describe their strategies for sustaining the Race to the Top reforms, and their P-20 reforms, more generally. (Contains 4 footnotes.)
Teacher Effectiveness. Race to the Top: Accelerating College and Career Readiness in States
Author: Hassel, Bryan C.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Human Capital,High Schools,Teacher Effectiveness,Criteria,Secondary School Teachers,Minority Groups,Readiness,Standards,Academic Achievement,Pretests Posttests,Elementary Secondary Education,Evaluation,Higher Education,College Preparation,Teacher Education

To make dramatic improvements in all students' preparation for college and careers, states need thoughtful, intentional human capital strategies that get the right teachers in the right places in the right subjects. The need is especially acute in states that have or plan to adopt college- and career-ready academic standards and graduation requirements: they will need highly effective teachers--particularly in upper-level mathematics and science courses--capable of teaching rigorous content to all students. State policymakers are well aware that the quality of teaching is the most critical school-based factor contributing to student learning, especially for low-income and minority students. The Race to the Top criteria accordingly encourage states to adopt policies to measure the effectiveness of individual teachers and leaders use those measures to inform a range of human capital systems and decisions, ensure an equitable distribution of effective teachers and leaders, and provide high-quality support for educators and principals. If enacted, all of these policies could help a state advance its college and career readiness agenda, since that agenda will require higher and higher levels of teaching quality in order to succeed. But meeting these criteria presents special challenges in the college and career readiness context, especially when it comes to identifying, developing and deploying effective teachers at the high school level. The challenge is particularly great in high school mathematics and science, where research suggests that subject matter expertise is vital for effective teaching. The two sections presented in this paper focus on those special challenges. The first explores what states need to consider in meeting the Race to the Top's teacher effectiveness criteria at the high school level if they are committed to a college- and career-ready agenda. The second asks how states can go beyond RTTT to provide effective instruction in rigorous content to "all" students, regardless of where they go to school. While the Race to the Top criteria also encourage states to focus on improving leadership, the focus here is on high school teachers because of the specific issues teacher effectiveness poses for the college- and career-ready agenda. (Contains 1 table and 24 endnotes.)
Application of Computers in Methodical Planning of Natural and Social Studies
Author: Muradbegovic, Aida
Date: 2005-09-13
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary School Curriculum,Social Studies,Computer Uses in Education,Teacher Role,Spiral Curriculum,Computers,Time,Educational Objectives,Educational Strategies

Learning preparedness of students is becoming one of the most important issues in modern education, and it could be established through development of new culture of methodology and teaching at all educational levels. In this study, we started with the premise that quality teaching of the subject of natural and social studies in first four grades of elementary school, regarding some of the more demanding themes, is being conducted if both the teacher and his students are equally prepared for interaction through use of personal computers, directed by teacher's methodical ideas and prompted by students themselves during teaching and studying. Computers in education, as modern informatics medium, demand from a teacher to master necessary knowledge and skills, putting him in a role of a mediator of knowledge. At the same time, that leads to a redefinition of the established educational goals and strategies, which remove the student from a passive position and put him into a center of the educational process. The authors have methodically organized the educational theme &quot;Introduction of students to understanding and orientation in time&quot;, presented by a spiral curriculum through application of personal computer and computer programs.
Diversifying the STEM Pipeline: Recommendations from the Model Replication Institutions Program
Author: Institute for Higher Education Policy
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,Technical Assistance,Science Achievement,Science Course Improvement Projects,Science Education,Change Strategies,Educational Strategies,Low Income Groups,Minority Groups

Launched in 2006 to address issues of national competitiveness and equity in science, technology, engineering, and mathematics (STEM) fields, the National Science Foundation-funded Model Replication Institutions (MRI) program sought to improve the quality, availability, and diversity of STEM education. The project offered technical assistance to replicate and disseminate the findings of successful NSF initiatives at Minority-Serving Institutions (MSIs). In particular, MRI builds on best practices in STEM undergraduate education identified by the National Science Foundation initiative Model Institutions of Excellence (MIE). Through MRI, nine MSIs replicated aspects of the Model Institutions of Excellence model to improve their STEM programs. The recommendations offered in this paper are based on their experience in adapting the model to support their STEM goals and may be instructive for other institutions engaged in similar work.
Financing Higher Education: A Myriad of Problems, A Myriad of Solutions. Issue Brief
Author: Lkhamsuren, Munkh-Erdene
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Higher Education,Foreign Countries,Educational Finance,Finance Reform,Financial Policy,Comparative Education,Trend Analysis,Policy Analysis,Change Strategies,Influences,Barriers,Educational Policy

This paper uses a multicountry perspective spanning four countries--the United States, Mongolia, South Africa, and Ukraine--to highlight a number of strategies and challenges related to the creation and implementation of suitable higher education finance polices. It draws attention to the financial imperatives that affect higher education in the four countries and provides an overview of current policies, contextual influences, identified weaknesses, and proposed recommendations. Despite the fact that each country has a unique postsecondary context, all four countries grapple with strategies to ensure access to higher education for disadvantaged students and, more important, to ensure a high-quality education for all students. The analysis suggests a number of findings. The first step in policy planning is to conduct a thorough needs analysis--an understanding of the operational environment and the social context is important to direct funding to the areas of greatest need. Then, policies should be created that can be expected to have a significant impact and that will not exceed the resources available to the government. Policymakers must garner significant political support from various constituents. A critical dialogue among policymakers, civil society, and political administrators is essential to create a sustainable framework within which policy can emerge. Whatever policy is decided upon, the financial and political resources must be available to ensure effective implementation. (Contains 3 figures and 16 footnotes.)
Outlook. Number 352
Author: Council for American Private Education
Date: 2010-02-00
Type: Collected Works - Serial
Subjects: Private Education,Elementary Secondary Education,School Choice,Elections,Technical Assistance,Natural Disasters,Speeches,Presidents,Politics of Education,Position Papers,Educational Policy

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. "Outlook" is published monthly by CAPE. This issue contains the following articles: (1) Off-Year Elections Signal Hope for School Choice; (2) Schools Lend Helping Hand to Haiti; (3) Obama's State of the Union (SOTU) address; and (4) CAPE Notes.
Educational Policies for Integrating College Competencies and Workforce Needs: Cases from Brazil, Mongolia, Ukraine, and the United States. Issue Brief
Author: Bastedo, Michael
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Higher Education,Global Approach,Foreign Countries,Educational Policy,Basic Skills,Internship Programs,Stakeholders,Comparative Education,Labor Force Development,Education Work Relationship,Competency Based Education,Role of Education,Case Studies

In the past decade, the role of higher education in workforce development has emerged as a key issue around the world. Leading authorities inside and outside of government have begun questioning whether colleges and universities are preparing graduates with the competencies and skills necessary to compete in a dynamic global economy. As part of a series produced for the Global Policy Fellows Program, an initiative of the Institute for Higher Education Policy, this paper analyzes how four countries--Brazil, Mongolia, Ukraine, and the United States--are meeting the dynamic challenge of workforce development within a global economic, political, and social context. A number of issues should be considered in examining the role of higher education institutions in workforce development. This paper highlights how the four profiled countries are addressing three facets of the challenge: (1) Basic skills development; (2) Internships; and (3) Stakeholders. (Contains 4 figures and 94 endnotes.)
The Effects of Transitions on Access to Higher Education. Issue Brief
Author: Belyakov, Alexander
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Higher Education,Foreign Countries,Access to Education,Transitional Programs,Transfer Policy,College Preparation,Outreach Programs,Educational Policy,Policy Analysis,Comparative Education,Barriers,Change Strategies

Increased student access to higher education institutions has been associated with the recent proliferation of higher education opportunities throughout the world. Various countries have undertaken numerous initiatives to increase access, such as the Netherlands with its involvement in the Bologna Process and the United States with Achieve Inc.'s American Diploma Project and state-funded merit scholarships. In addition, some countries (e.g., South Africa and Ukraine) have promulgated legislation and policy documents aimed at enhancing and improving access and the transition of students from secondary schooling to higher education. The preamble to the 1998 UNESCO World Conference in Higher Education included calls for greater access. This paper focuses on how transitions within and between education systems affect access to higher education in four countries: the Netherlands, South Africa, Ukraine, and the United States. These four countries provide a diverse palette for demonstrating how issues surrounding access to higher education vary around the world. The United States and the Netherlands have well-established, progressive higher education systems, while Ukraine and South Africa are in transition as a result of recent political changes. Diversity, wealth, and primary/secondary education vary among the countries as well. The paper explores three main themes: (1) the rationale for increasing access to higher education; (2) developments and pressures on the transition process from secondary to higher education; and (3) current policies that affect access to higher education and recommended solutions to increase access. Access is a twofold concept. The first aspect is access &quot;with participation,&quot; which means ensuring that students are granted entrance and acceptance at a higher education institution. (Contains 4 figures and 70 footnotes.)
Privatization in Higher Education: Cross-Country Analysis of Trends, Policies, Problems, and Solutions. Issue Brief
Author: Holzhacker, Denilde
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Higher Education,Privatization,Foreign Countries,Trend Analysis,Barriers,Comparative Education,Educational Policy,Policy Analysis,Change Strategies,Politics of Education,Institutional Characteristics

Privatization is one of the main global trends in higher education. Aspects of privatization include the development and expansion of private institutions, increased reliance of public institutions on private funding, and the operation of the institutions in a businesslike manner. The rapid spread of privatization in higher education systems of the world and the growing variation of its forms and practices raise a set of complex questions for researchers, practitioners, and policymakers in education. Should the government or other educational authorities be involved in regulating privatization processes? If so, to what extent is this involvement justified? Should the government encourage or discourage privatization in higher education? Should it support some forms of privatization and curb the development of others? This paper examines privatization issues in the context of four countries: Brazil, Mongolia, the Netherlands, and Ukraine. The countries' experiences are quite different from each other, which helps illustrate different aspects of privatization. This examination identifies some common problems with privatization in these countries and the ways in which these problems are being addressed. Findings include the following: (1) Some governments (Brazil, Ukraine) are actively involved in the regulation of privatization; others (the Netherlands) allow higher education institutions and independent agencies to regulate their activities; still others (Mongolia) leave regulation to the market; (2) The most widespread forms of privatization in developing and postcommunist countries are private higher education institutions, with a particular focus on proprietary institutions and cost-recovery mechanisms: tuition and fees, and student loans. Proprietary higher education does not play a significant role in more developed countries such as the Netherlands; and (3) The privatization process in higher education seems to take on a more conservative (Brazil) character or a more liberal one (Mongolia, Ukraine), depending on whether privatization is encouraged or discouraged in the broader economy. (Contains 1 figure, 3 boxes, and 74 footnotes.)
California Higher Education, the Master Plan, and the Erosion of College Opportunity. National Center Report #09-1
Author: Callan, Patrick M.
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Master Plans,Student Financial Aid,Reputation,Educational Quality,Public Policy,Educational History,Economic Climate,Educational Change,Context Effect,Politics of Education

This occasional paper describes the development of the 1960 Master Plan for Higher Education and the current statewide challenges that make the plan ineffective today in preventing the erosion of college opportunity. (Contains 29 endnotes and 8 tables.)
States, Schools, and Colleges: Policies to Improve Student Readiness for College and Strengthen Coordination between Schools and Colleges. National Center Report #09-2
Author: Callan, Patrick M.
Date: 2009-11-00
Type: Collected Works - General
Subjects: Public Policy,Educational Policy,Program Effectiveness,Articulation (Education),Secondary Education,High Schools,Higher Education,Educational Improvement,Leadership,State Colleges

The chapters presented in this report take stock of much of what has been tried and learned about state policy leadership in bridging the divide between K-12 schools and postsecondary education. They bring together the work and perspectives of the authors and of several sponsoring and collaborating organizations, including: Editorial Projects in Education and &quot;Education Week&quot;; the Southern Regional Education Board (SREB); the Institute for Higher Education Leadership &amp; Policy at California State University, Sacramento; and the National Center for Public Policy and Higher Education. The purpose of this report is to stimulate and encourage examination of the effectiveness of state policies in linking high schools and colleges, in the interest of attaining higher levels of student achievement. Following an introduction by Patrick M. Callan, Part I: A National Perspective, includes: (1) The Historical Context of the Divide Between K-12 and Higher Education (Michael W. Kirst and Michael D. Usdan); (2) P-16 Policy Alignment in the States: Findings from a 50-State Survey (Erin J. Walsh); and (3) Building State College Readiness Initiatives (David S. Spence). Part II: Case Studies of State P-16 and P-20 Councils by Nancy B. Shulock presents: (4) Arizona's P-20 Council; (5) Kentucky's P-16 Council; (6) Rhode Island's PK-16 Council; and (7) From Dialogue to Policy? A Comparison of P-16 Councils in Three States. (Individual chapters contain footnotes.)
Borrowers Who Drop Out: A Neglected Aspect of the College Student Loan Trend. National Center Report #05-2
Author: Gladieux, Lawrence
Date: 2005-05-00
Type: Reports - Evaluative
Subjects: Dropouts,Student Loan Programs,College Students,Comparative Analysis,Low Income Groups,Family Characteristics,Student Characteristics,College Graduates,Graduation,Public Colleges,Private Colleges,Loan Default,At Risk Students,Educational Attainment,Part Time Students,Grade Point Average,Socioeconomic Influences,Employment Level,Debt (Financial),Unemployment,Salaries,Enrollment Trends,Paying for College,Parent Influence,Bachelors Degrees,Poverty,Associate Degrees,College Preparation,Age Differences,School Role,High Schools,Grants,Scholarships,State Aid,Federal Aid

This report examines the experiences of students who borrow to finance their education, but do not complete their postsecondary programs. Using the latest comprehensive data, this report compares borrowers who drop out with other groups of students, and provides recommendations on policies and programs that would better prepare, support, and guide students-especially low-income students-in completing their degrees. Two appendixes are included: (1) Data Sources and Definitions; and (2) Source Tables. (Contains 18 figures, 4 tables, and 20 endnotes.)