ethanporcaro/eric-fulltext-meta huggingface dataset:
Service Learning in Community Development: Partnering with East Cleveland. Briefly Stated. Number 10-01
Author: Harris, David G.
Date: 2010-06-00
Type: Reports - Research
Subjects: Community Development,Urban Schools,Service Learning,Community Organizations,Public Education,Access to Education,Educational Quality,Vocational Education,Economically Disadvantaged,Urban Areas,Surveys,Neighborhoods,Labor Force Development,Housing,Safety,Aging (Individuals),College Students

Residents of East Cleveland are fighting to improve the quality of public education and access to vocational opportunities. &quot;White flight&quot; (Frey, 1979, p. 425), economic disinvestment, and ineffective political leadership have led to the disadvantages faced by East Cleveland (Kathi &amp; Cooper, 2005). Nearly 1,200 vacant structures blight their 3.1 square mile landscape. Case Western Reserve University recognizes the potential roles that they can serve in aiding neighboring East Cleveland into becoming a desirable place to call home. MSSA students joined residents and firefighters to survey every vacant property in the City. Students utilized their experiences with conducting the survey, and through additional fieldwork, recommended strategies for the impact of vacant housing on topics like workforce development, education, safe streets and neighborhoods, and the senior population. This research, aided in part by the Center on Urban Poverty and Community Development at the Mandel School of Applied Social Sciences at Case Western Reserve University will serve as the basis for a partnership for the revitalization of East Cleveland with contributions from students, the university, residents, community organizations, and the City of East Cleveland. (Contains 1 figure and 1 table.)
Adult Literacy. Cuyahoga County Data Brief
Author: Case Western Reserve University, Center on Urban Poverty and Community Development
Date: 2010-10-25
Type: Reports - Descriptive
Subjects: Adult Literacy,Statistical Significance,Statistical Data,Educational Attainment,Achievement Rating,Cluster Grouping,Age Differences,Skill Analysis

There are no direct measures of adult literacy in Cuyahoga County. Instead, this report uses estimates based on a statistical model derived from the National Survey of Adult Literacy. Adult literacy levels range from Level 1 (the most basic) to Level 5 (the most complex). People with Level 1 literacy are at a severe disadvantage in the sense that they are likely to be excluded from all but minimum-wage work, although most can read to a minimal extent. Individuals with Level 2 literacy have somewhat higher skills, but are also at a disadvantage in terms of being able to meet the demands of 21st century life. Level 3 literacy is the minimum standard necessary according to the National Educational Goals Panel. The skills associated with Level 3 are required for most post-secondary education and training programs. Levels 4 and 5 are necessary for more advanced work. In Cleveland, 29 % of the population is estimated to be at Level 1 and 37% at Level 2. For Cuyahoga County as a whole, the percentages are 14% and 30% at Levels 1 and 2 respectively. There were no statistically significant differences in these estimates compared to 2000.
Public Schools. Cuyahoga County Data Brief
Author: Case Western Reserve University, Center on Urban Poverty and Community Development
Date: 2010-10-25
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Graduation,Enrollment,Declining Enrollment,Enrollment Influences,Enrollment Trends,Public Schools,Statistical Data,Demography,Population Growth,County School Districts,High Schools

Public school enrollment has fallen in most districts in Cuyahoga County, consistent with the overall population loss. The largest decreases of more than 30% have been in Cleveland and East Cleveland districts. Several inner ring suburbs have also experienced large declines, while a few outlying suburbs show increased enrollments. High school graduation rates are difficult to calculate because some students may leave a district but graduate later. However, the graduation rates reported for Cleveland Metropolitan School District show an increasing trend since 2000. Trends for all Cuyahoga County districts combined show a variable pattern, likely reflecting to some degree the difficulty in accurately measuring graduation rates rather than real change.
Educational Attainment. Cuyahoga County Data Brief
Author: Case Western Reserve University, Center on Urban Poverty and Community Development
Date: 2010-10-25
Type: Numerical/Quantitative Data
Subjects: Higher Education,High Schools,Educational Attainment,College Graduates,Statistical Data,High School Graduates,School Statistics,Achievement Gains,Age Differences,Population Trends,Racial Differences,Graduation Rate

Educational attainment is reported separately for individuals 18-24 and those 25 and over. Many individuals in the 18-24 year old group are still acquiring their education, but it is still of interest to look at their status in 2000 and 2006-2008 to determine whether more of them have completed high school or more advanced education. The number of persons in this age group that have not yet completed high school (or its equivalency) has fallen by 33% in Cuyahoga County. While this reflects some population loss, it also is indicative of a higher high school completion rate. However, the County showed no significant increase in the number of college graduates in this age group. Among persons 25 and over in Cuyahoga County, there has been a slight increase in the number who are college graduates. The gains in numbers of college graduates are larger for African Americans, Asians and Hispanics than for whites. With the exception of Hispanics, the numbers of individuals who did not finish high school has fallen. Educational attainment differs by race and ethnicity in both Cleveland and in the Cuyahoga County suburbs.
Project SEED. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Evidence,Feedback (Response),Elementary School Students,Quasiexperimental Design,Intervention,Program Effectiveness,Number Concepts,Elementary School Mathematics,Low Achievement,Academic Achievement,Mathematics Achievement,Faculty Development,Comparative Analysis

&quot;Project SEED&quot; is a supplemental mathematics program for low-achieving students in grades 3 through 8 and is intended to prepare students to be successful in high school and college math. Based on the Socratic method, instruction is delivered through a series of questions to the class. In addition to individual responses, the instructor solicits group feedback through silent hand signals, chorus responses, and quick surveys of written work. The program is intended to encourage active student learning, develop critical thinking, and strengthen articulation skills. Student learning is assessed regularly, and instructors adapt the lessons to accommodate different ability levels. The curriculum, taught by mathematics specialists, includes topics from advanced mathematics, such as advanced algebra, pre-calculus, group theory, number theory, calculus, and geometry. &quot;Project SEED&quot; instruction is provided in addition to regular math instruction four times a week for 14 to 16 weeks. The program also provides professional development for classroom teachers through modeling, coaching, and workshops. The What Works Clearinghouse (WWC) identified 16 studies of &quot;Project SEED&quot; for elementary school students that were published or released between 1988 and 2011. Eight studies are within the scope of the Elementary School Math review protocol but do not meet WWC evidence standards. Five of these studies use a quasi-experimental design in which the analytic intervention and comparison groups are not shown to be equivalent prior to the start of the intervention. In the remaining three studies, &quot;Project SEED&quot; was offered through learning centers that provided a number of educational interventions in addition to &quot;Project SEED&quot;. Therefore, measures of effectiveness in these studies cannot be attributed solely to &quot;Project SEED&quot;. Eight studies are out of the scope of the Elementary School Math review protocol because they have an ineligible study design. Six of these studies do not include primary analysis of the effectiveness of &quot;Project SEED&quot;. One study does not use a comparison group or single-case design. One study does not use a sample of elementary school students. A glossary of terms is included. (Contains 2 endnotes and 1 additional resource.)
Defining College Readiness: Where Are We Now, and Where Do We Need to Be? The Progress of Education Reform. Volume 13, Number 2
Author: Zinth, Jennifer Dounay
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Change,College Preparation,College Readiness,Benchmarking,State Standards,Remedial Programs,Postsecondary Education,Courses,High Schools,Expectation,Academic Ability,Cognitive Ability,Cutting Scores,Student Attitudes,Standardized Tests,College Entrance Examinations

Multiple catalysts are fueling states' increased urgency to establish a definition of "college readiness". Some states are creating a "college readiness" definition that describes what a student will know and be able to do in such core academic courses as English language arts and math, and that identifies items or benchmarks on state assessments that demonstrate attainment of those skills and knowledge. Other states have adopted what might be considered the opposite approach, identifying a score on a national or state assessment that demonstrates a student has the knowledge and skills to succeed in college. This issue of "The Progress of Education Reform" considers potential ways states might define "college readiness," identifying for each approach: (1) Potential benefits; (2) Potential drawbacks; and (3) Key components to consider. (Contains 19 endnotes.)
Utilizing Information Technologies to Support Coaching: Can You Teach an Old Dog New Tricks?
Author: Moran, Mary Catherine
Date: 2009-04-04
Type: Reports - Descriptive
Subjects: Literacy,Information Technology,Technological Advancement,Coaching (Performance),Technology Uses in Education,Guidelines,Change Strategies,Educational Strategies,Educational Resources,Technology Planning,Technology Integration,Technological Literacy,Teaching Methods,Educational Practices

Technological tools and the connections they offer represent a virtual podium to enhance coaches' roles. They can serve to support professionalism, minimize a sense of isolation, help develop content knowledge, keep coaches informed of innovations (and innovators) in practice, clarify coaches' roles and responsibilities, increase their understanding of engaging presentation methodologies, and offer opportunities to connect with "more competent others" (no matter where they are located)! In this paper, the author shares the guidelines articulated by Julie Coiro (2005) in the book "Innovative Approaches to Literacy Education" which provide good advice to those who are interested in giving technology its due. The author highlights some of Coiro's observations as a platform to share personal experiences and to outline helpful resources that may be of interest as well.
Over-Education and the Skills of UK Graduates. CEE DP 79
Author: Chevalier, Arnaud
Date: 2007-08-00
Type: Reports - Research
Subjects: Labor Market,Salary Wage Differentials,Education Work Relationship,Educational Attainment,Underemployment,Graduate Surveys,Foreign Countries,Occupational Surveys,Outcomes of Education,Trend Analysis,Change Strategies,Educational Change,Educational Development,Employment Qualifications,Qualifications,Self Disclosure (Individuals),Job Skills,Skill Analysis,Academic Achievement,Economic Impact

During the early Nineties the proportion of UK graduates doubled over a very short period of time. This paper investigates the effect of the expansion on early labour market attainment, focusing on over-education. We define over-education by combining occupation codes and a self-reported measure for the appropriateness of the match between qualification and the job. We therefore define three groups of graduates: matched, apparently over-educated and genuinely over-educated; to compare pre- and post-expansion cohorts of graduates. We find the proportion of over-educated graduates has doubled, even though over-education wage penalties have remained stable. This suggests that the labour market accommodated most of the large expansion of university graduates. Apparently over-educated graduates are mostly undistinguishable from matched graduates, while genuinely over-educated graduates principally lack non-academic skills such as management and leadership. Additionally, genuine over-education increases unemployment by three months but has no impact of the number of jobs held. Individual unobserved heterogeneity differs between the three groups of graduates but controlling for it, does not alter these conclusions. Appended are: (1) Sample selection; and (2) First job earnings determinants--OLS. (Contains 6 figures, 9 tables and 15 footnotes.)
One Conversation: Exploring the Role of Culture in Coaching
Author: Anderson, Clavis B.
Date: 2008-12-13
Type: Reports - Evaluative
Subjects: Educational Change,Coaching (Performance),Role Perception,Literacy,Cultural Context,Cultural Influences,Racial Differences,Controversial Issues (Course Content),Conflict,Culture Conflict,Social Psychology,Change Strategies

This brief is one coach's perspective on the ways that culture and race may impact how we engage other professionals in the roles as literacy coaches and at the same time, explore how cultural sensitivity may increase the capacity for fundamental change in the schools we serve. It is written in response to the many conversations the author has had with African-American colleagues who grapple with issues of race and culture as they work in their various schools and districts. It is not meant to be a "how-to" guide, but more of a tool that can be used to open dialogue on what Roland S. Barth calls a "non-discussable" (Barth, 2005).
Mobility and School Disruption. CEE DP 83
Author: Gibbons, Stephen
Date: 2007-08-00
Type: Reports - Research
Subjects: Academic Achievement,Student Mobility,Foreign Countries,Elementary School Students,Comparative Analysis,Grade 6,Scores,Geographic Location,National Curriculum,Governance,Student Characteristics,Educational Quality

We consider the influence that mobile pupils have on the academic achievements of other pupils in English primary schools. We find that immobile pupils in year-groups (a la US &quot;grades&quot;) that experience high pupil entry rates progress less well academically between ages 8 and 11 than pupils in low-mobility year groups (grades), even within the same school. The disruptive externalities of mobility are statistically significant, but actually very small in terms of their educational impact. An increase in annual entry rates from 0 to 10% (a 4 standard deviation change) would set the average incumbent pupil back by between 1 and 2 weeks, or about 4% of one standard deviation of the gain in pupil achievement between ages 7 and 11. (Contains 1 figure, 7 tables and 7 footnotes.)
Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic. Executive Summary. Annual Update, 2012
Author: Balfanz, Robert
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: High Schools,Graduation Rate,Dropouts,Dropout Prevention,Elementary Schools,Middle Schools,School Effectiveness,Reading Achievement,Attendance,Educational Improvement,Dropout Programs,College Readiness,Careers,Readiness,Educational Policy,Public Policy,Potential Dropouts,Transitional Programs,Compulsory Education,Mentors,Federal Programs,Accountability

This 2012 report shows that high school graduation rates continue to improve nationally and across many states and school districts, with 12 states accounting for the majority of new graduates over the last decade. Tennessee and New York continue to lead the nation with double-digit gains in high school graduation rates over the same period. The number of &quot;dropout factory&quot; high schools--and the number of students attending them--has also declined significantly over the last decade, particularly within suburbs and towns and in the South, and at a more accelerated rate within cities in recent years. Other progress on the &quot;Civic Marshall Plan&quot; to build a Grad Nation, including progress in meeting the goal of a 90 percent high school graduation rate for the Class of 2020, gives hope that these positive trends can continue. One state has now met the national high school graduation rate goal and another state has nearly done so; improvements are being made against the early benchmarks of the plan; and a significant number of institutions with reach into schools and communities are aligning their efforts with the Civic Marshall Plan's benchmarks. Although some states and school districts show that the dropout crisis can be solved, other states and districts are lagging, with 10 states having lower high school graduation rates recently compared to earlier in the decade. The pace across the country must be accelerated more than three-fold to meet the national goal of a 90 percent high school graduation rate by the Class of 2020. The strong relationship between education and the economy frames this year's report to reinforce what is at stake in strengthening this nation and preserving access to the American Dream for generations to come. (Contains 27 endnotes.) [For the full report, &quot;Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic. Annual Update, 2012,&quot; see ED530320.]
What Supports Do Literacy Coaches Need from Administrators in Order to Succeed?
Author: Shanklin, Nancy L.
Date: 2007-10-05
Type: Reports - Descriptive
Subjects: Literacy,Coaching (Performance),Teacher Administrator Relationship,Mentors,Technical Assistance,Educational Resources,Performance Technology,Performance Factors,School Support,Change Strategies,Educational Strategies,Best Practices,Educational Practices,Teacher Educators,Teacher Effectiveness

Both principals and school districts hire literacy coaches with the clear hope that they will succeed in improving teachers' instruction and, in turn, students' literacy learning. Unintentionally, however, they can overlook putting into place supports that coaches themselves may need to reach these goals. This Literacy Coaching Clearinghouse brief outlines the supports that administrators need to embed to increase coaches' chances for success. These supports need to be in practice even when the most qualified coaches are hired. Literacy coaches must be well qualified for their positions, but their work will go faster and deeper if these supports are part of a school's and district's infrastructure. A list of resources is included.
To Have or Not to Have? Factors that Influence District Decisions about Literacy Coaches
Author: Mangin, Melinda
Date: 2009-06-24
Type: Reports - Descriptive
Subjects: Instructional Improvement,Educational Opportunities,Performance Factors,Influences,Literacy,Coaching (Performance),Educational Needs,Needs Assessment,Professional Development,Interviews,Administrator Attitudes,Mentors,School Districts,Organizational Theories,Decision Making,Administrative Principles

Across the nation, from large urban centers to small rural districts, many schools have turned to literacy coaching as a means to improve teaching and learning. While much has been written about the advantages of having a literacy coach on staff and there has been some research on school-level coaching practices little attention has been paid to the factors that influence the decision to have a literacy coach. To better understand the decision-making process, the author spent three years learning from district-level administrators in 20 Midwestern school districts that were considering hiring, and in some cases, already had hired, literacy coaches as part of their instructional improvement strategy (Mangin, 2009). These 20, demographically diverse districts were part of the same regional district, which actively advocated for literacy coach roles and provided free professional development on literacy coaching to any interested district. All 20 districts took advantage of this training opportunity, sending teachers, principals, reading specialists, department chairs, and other educators to learn about literacy coaching. Not all districts, however, decided to add a literacy coach to their staff. The author's on-going conversations, surveys, and annual  interviews with district administrators in the 20 districts provided insights into the factors that influenced districts' decisions about literacy coaches. In this paper, she shares these insights.
State Higher Education Finance FY 2011
Author: State Higher Education Executive Officers
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Tax Effort,Income,Educational Finance,Tax Allocation,Enrollment Trends,Public Policy,Tuition,Educational Trends,Trend Analysis,Educational Resources,Predictor Variables,Data Analysis,Statistical Data,Educational Indicators,Annual Reports,Performance Factors,Fiscal Capacity,School Support,Interstate Programs,State Aid,State Surveys,Comparative Analysis,Measurement Objectives,Measurement Techniques,Research Methodology,Charts,Graphs,Tables (Data),Resource Allocation,Funding Formulas,School Funds,School Taxes

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers (SHEEO) to broaden understanding of the context and consequences of multiple decisions made every year in each of these areas. No single report can provide definitive answers to such broad and fundamental questions of public policy, but the SHEF report provides information to help inform such decisions. The report includes: (1) An Overview and Highlights of national trends and the current status of state funding for higher education; (2) An explanation of the Measures, Methods, and Analytical Tools used in the report; (3) A description of the Revenue Sources and Uses for higher education, including state tax and non-tax revenue, local tax support, tuition revenue, and the proportion of this funding available for general educational support; (4) An analysis of National Trends in Enrollment and Revenue, in particular, changes over time in the public resources available for general operating support; (5) Interstate Comparisons--Making Sense of Many Variables, using tables, charts, and graphs to compare data among states and over time; and (6) Indicators of Relative State Wealth, Tax Effort, and Allocations for Higher Education, along with ways to take these factors into account in making interstate comparisons. The SHEF report provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recent fiscal year. Appended are: (1) Grapevine Media Tables; (2) Glossary of Terms; (3) State Data Providers; and (4) SSDB Collection Instructions. (Contains 15 tables, 12 figures and 13 footnotes.) [For "State Higher Education Finance FY 2010," see ED517206.]