ethanporcaro/eric-fulltext-meta huggingface dataset:
Zero Tolerance: Advantages and Disadvantages. Research Brief
Author: Walker, Karen
Date: 2009-03-09
Type: Reports - Research
Subjects: Program Effectiveness,Politics of Education,Zero Tolerance Policy,Student Behavior,Behavior Problems,Discipline,Punishment,School Policy,Expulsion,Minority Group Students,Disproportionate Representation,Suspension,School Safety,Violence,Weapons

What are the positives and negatives of zero tolerance? What should be considered when examining a school's program? Although there are no definitive definitions of zero tolerance, two commonly used ones are as follows: "Zero tolerance means that a school will automatically and severely punish a student for a variety of infractions" (American Bar Association, 2001); and The U.S. Department of Education Office of Educational Research and Improvement defined zero tolerance as: "A policy that mandates predetermined consequences or punishments for specific offenses" (Burk). There are different points-of-view about the value of and impact of zero-tolerance policies. This paper summarizes the most significant findings. (Contains 9 online resources.)
Zero Tolerance Policies. Research Brief
Author: Muir, Mike
Date: 2004-12-04
Type: Reports - Descriptive
Subjects: Suspension,Caring,School Districts,Classroom Techniques,Zero Tolerance Policy,Behavior Problems,Student Behavior,School Policy,School Safety,Violence,Discipline,Educational Environment,Expulsion,Conflict Resolution,Teacher Competencies,Racial Differences

Much of this brief comes from the ERIC Digest on Zero Tolerance Policies (ERIC #: ED451579). State legislatures and school boards are adopting a growing number of zero-tolerance polices toward weapons, guns, and violence. Zero-tolerance polices are rules intended to address specific school-safety issues. Despite the controversies that it has created in school districts throughout the country, zero tolerance continues to be a widely used response to school disruption and violence. Results have been mixed. After four years of implementation, the National Center for Education Statistics found that schools employing zero-tolerance policies are still less safe than those without such policies. Findings from a national study of school discipline and zero tolerance policies in school districts nationwide indicate that in every district studied, there are significant racial disparities in student suspensions and expulsions. Viable alternatives to Zero Tolerance Policies include building a respectful, caring learning environment by enhancing students' sense of belonging and providing bonding opportunities for teachers and students; implementing a comprehensive character-education program; teaching conflict-resolution strategies; screening and early identification; teacher training in classroom management; clear codes of conduct; positive approaches to discipline including those focused on problem prevention. (Contains 10 online resources.)
Opening a New High School
Author: Walker, Karen
Date: 2009-02-02
Type: Reports - Descriptive
Subjects: Academic Achievement,High Schools,Grouping (Instructional Purposes),Educational Objectives,Goal Orientation,Student Needs,Enrollment,Social Problems

"One size does not fit all," usually refers to differentiation and how students learn. However, it can also be applied to what grade levels should be included in a new high school setting. What is feasible for one school district and its students may not be so for another (Howley, 2002; McEntire, 2005). "The underlying issue is how should we configure educational institutions, not what grade-span configuration is best" (Howley 2002). Nevertheless, the research is clear about the important components that should be considered when establishing a high school campus. This paper presents a list of questions to consider when opening a new high school. (Contains 17 online resources.)
Role of Zero in Grading. Research Brief
Author: Walker, Karen
Date: 2006-10-09
Type: Reports - Descriptive
Subjects: Student Evaluation,Grades (Scholastic),Grading,Feedback (Response),Scoring,Academic Achievement,School Policy,Definitions

What is the role of "zero" in grading? According to several authors, giving students a zero lets them too easily off the hook, seldom serves as a motivator for them to do better and is not an accurate reflection of what has been learned. While students do need to be responsible and accountable for their work, assigning a zero skews the grade and it tends to be inaccurate. An equitable distribution would make the grade more appropriately representative of what a student had learned. Typically grade spans are 100-94=A, 93-84=B, 83-73=C, 72-64=D, 63-0=F. If using letter grades, an "F" equates to a 0. The literature suggests that it should be a 1.0 not a zero. According to several articles, each mark should have an appropriate influence on a student's grade. Some schools and districts are exploring recording a 50 or 60 in lieu of an "F" or "0" because then it helps make the spread more equitable. An example of scoring in the Olympics was cited where the high and low scores are thrown out so that one judge is not in control of the results (Policies work against standards). A zero plays the role of the judge that is in total control of the outcome of the grade. Faculty should discuss and agree upon the following when establishing a grading policy: (1) learning goals of the school; (2) the purposes of grades; (3) factors that should be included when grading; (4) the role of zero and how lack of achievement will be assessed and recorded; (5) weighting of grades; (6) ways in which to document student progress; (7) how feedback will inform the instructional program; (8) programs that will assist students and help them become responsible for their own learning; (9) communication with students and parents about the school's grading policy and expectations; (10) define and develop meaningful assessments; and (11) periodic reexamination, assessment and modification of the grading system. A list of resources is included.
Writing in the Content Areas. Research Brief
Author: Walker, Karen
Date: 2006-08-28
Type: Reports - Descriptive
Subjects: High Stakes Tests,Educational Indicators,Federal Programs,Writing Skills,Teaching Methods,Educational Strategies,Guidelines,Educational Policy,Educational Resources,Web Sites,Annotated Bibliographies,Educational Research,Writing Across the Curriculum,Writing Assignments,Writing Instruction

In an effort for schools to obtain Adequate Yearly Progress, the pressure is on to make certain that students are loaded with as much information as possible in order to score well on the high stakes tests. Writing has continued to move down the list of priorities of what is taught because: it is not being tested or is minimally being assessed. The teaching of writing can be scary and overwhelming to teachers, especially those in fields other than English/Language Arts. Through ongoing training and support, teachers can be made aware of and accept that writing can support their instructional goals. Teachers can: identify their instructional goals, explore strategies to support them, determine ways to meaningfully involve students, ascertain methodologies about how to guide students in their own writing, establish ways to effectively evaluate student writing, and select ways in which to utilize the results of the students' writing. (Contains 13 online resources.)
No Child Left Behind Act. Research Brief
Author: Muir, Mike
Date: 2003-10-13
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Indicators,State Standards,Educational Improvement,Compliance (Legal),Educational Change,Federal Legislation,Educational Legislation,Accountability,Standardized Tests,Educational Quality

The bottom line is that each state decides what constitutes success under the No Child Left Behind Act. Under the NCLBA, schools are held accountable for the achievement of all students, not just average student performance. The first principle of accountability for results involves the creation of standards in each state for what a child should know and learn in reading and math in grades three through eight. With those standards in place, student progress and achievement will be measured according to state tests designed to match those state standards and given to every child, every year. Under the NCLBA, each State establishes a definition of &quot;adequate yearly progress&quot; (AYP) to use each year to determine the achievement of each school district and school. It also provides a list of consequences under &quot;school improvement,&quot; &quot;corrective action&quot; and &quot;restructuring&quot; that allow States to take a range of actions. All definitions will be peer reviewed, as required by the statute, by a panel that includes representatives of parents, teachers, State educational agencies and local educational agencies. Peer review panelists will make recommendations as to how well each proposed definition meets the requirements of the statute. (Contains 13 online resources.)
Overweight and Obesity. Research Brief
Author: Walker, Karen
Date: 2005-09-06
Type: Reports - Descriptive
Subjects: Health Promotion,Physical Education,Physical Activities,Academic Achievement,Eating Habits,Nutrition,Obesity,Body Weight,Child Health,Physical Activity Level,Health Education,High School Students,Dietetics,Food,Guides,Diseases,At Risk Persons,School Role

In this world of receiving immediate gratification, being over scheduled, and having access to a myriad of technology, poor nutrition and lack of daily physical activity are two of the results. "Obesity is a silent epidemic," former U.S. Surgeon General David Satcher stated in 2002 (Healthy schools summit weighs in on obesity). Due to the demands of high stakes testing, many schools throughout the United States have placed an increased emphasis on reading and math skills, to the detriment of other academic areas such as health, nutrition, and physical education. One survey of high school students' eating habits reported that in 2003, 67% exceeded dietary guidelines for fat intake, 72% exceeded saturated fat intake, while only 22% ate the U.S.D.A.'s recommendation of five fruits and vegetables daily (Nutrition). A study from the Center for Disease Control reported that one in every three children born in 2000 will develop diabetes (Nutrition services). By the 2006-2007 school year, according to the Reauthorized Child Nutrition Act, each school must have a wellness plan in action. This paper offers tips on what schools can do to combat the increasing number of students who are overweight or obese. (Contains 29 online resources.)
Cafeteria Food. Research Brief
Author: Walker, Karen
Date: 2005-11-14
Type: Reports - Descriptive
Subjects: Food,Eating Habits,Dining Facilities,Obesity,High School Students,Nutrition,Gender Differences,Adolescents,At Risk Persons,Body Weight,Health Promotion,Wellness,Lunch Programs,Breakfast Programs,Life Style

Currently, high school students account for 60% of food sold in cafeterias. School lunches should provide 33% of the students' energy intake, however, according to some research, it was found that it tends to only provide 19% because of the sale of &quot;competitive&quot; foods. Research by the U.S. Department of Agriculture found that girls ages 14-18 eat low amounts of fruits and vegetables and more than two-thirds of females in this age group exceed the daily intake amounts of fat and saturated fats. 56%-85% of adolescents consume soda daily and that percentage seems to be higher for boys. The rate of overweight and obese children under the age of 18 in the U.S. is at 15%, which has tripled over the past 20 years. By 2006-2007, schools receiving monies for students who are on free and reduced meals, must have a local wellness plan in place. Its purpose is to promote and implement a feasible plan for students to be empowered to make appropriate choices for living a healthy lifestyle. In order to do this, schools must work with all of their stakeholders, including students, parents, teachers, administrators, food services personnel, and community representatives. Many schools across the nation are trying new programs in providing healthy eating opportunities for their students. Aramark worked with several middle and high schools in Philadelphia, PA to develop concepts in healthy dining. Stonyfield Farm, an organic yogurt company, has been working to get organic food into schools. They have been successful in getting foods like Newman's Own Pretzels, Stretch Island Organic Fruit Leather, Silk Soy Milk, and Stonyfield Yogurt into vending machines in some inner-city schools, where the students have little to no access to these types of food choices and have found they are selling well. In the Results of Trying Alternative Cafeteria Options in Schools program, the students did the promotion and education on the importance of making more nutritious choices and found that when they worked with their peers, there was a substantive impact. (Contains 26 online resources.)
Needs Assessment. Research Brief
Author: Walker, Karen
Date: 2007-04-16
Type: Reports - Descriptive
Subjects: Program Effectiveness,Guidelines,Educational Indicators,Stakeholders,Federal Programs,Needs Assessment,Educational Improvement,Federal Legislation,Evaluation Methods,Educational Policy,Educational Resources,Web Sites,Annotated Bibliographies,Educational Planning

Since implementing NCLB (No Child Left Behind), raising of test scores and making AYP (Adequate Yearly Progress) have been paramount in the schools and the search has been on to find &quot;THE&quot; answer in the schools' quest to attain these goals. When hunting for appropriate methods to reach these objectives, needs assessments are often designed in hopes of gaining information, often about what is not working. Prior to sending out a needs assessment, there are several questions to consider. Making change for the sake of change is ineffective, which has been proven repeatedly. In establishing a workable plan to ascertain how effective programs are and where the matches and gaps are, it is highly recommended that the stakeholders have input into it. In devising a needs assessment, it is suggested that the school work with an expert in the field who is well-versed in designing effective instruments. This paper offers steps that can be taken in order to effect substantive and meaningful change. (Contains 10 online resources.)
Online Courses. Research Brief
Author: Walker, Karen
Date: 2008-05-27
Type: Reports - Descriptive
Subjects: Educational Technology,Educational Opportunities,Electronic Learning,Distance Education,Online Courses,Access to Education,Computer Uses in Education

Although technology affects everyone's lives in a many ways, effective utilization of it has been slow to enter America's classrooms. The expectations of Millennial students (those born between 1980-2000) are different from those from previous generations. They expect immediate feedback, are skilled multitaskers and use various technological resources to learn (Conceicano, 2007; Shelton & Saltsman, 2004; Peiz). Online courses have been offered for adult learners attending college and in other settings for more than ten years, but are a relatively new instructional delivery model at the high school level. "Today's challenge is to ensure that information technology increases the quantity of educational opportunities while maintaining or enhancing the quality of those opportunities" (NEA Guide to Online Courses). Online courses can provide: (1) more course offerings, especially in small schools and/or in a specialty content where there are not enough students in one school to justify having the class or there is not a qualified teacher to provide instruction; (2) classes for students who may be advanced in a content area, which will allow them to continue their education at a higher level; and (3) access to courses for students who are not in the regular classroom setting. "Online learning is a type of distance education in which teachers and learners are physically separate and instruction and content are delivered through the Internet" (Clark, 2008). These programs should have a qualified and certified teacher teaching it who works and interacts with and provides timely feedback to the students. (Contains 11 online resources.)
Teacher Leaders: Boosting Teacher Effectiveness and Student Achievement. The Progress of Education Reform. Volume 11, Number 6
Author: Education Commission of the States
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Teacher Effectiveness,Educational Change,Teacher Leadership,Teacher Role,State Action,Needs Assessment,State Policy,Best Practices,Leadership Role

Teacher leaders are teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both "informal" and "formal." These teachers view the school as a whole, see the "big picture" and focus on how they can help improve aspects of the school to result in increases in student achievement. Teacher leaders see themselves as "teachers" first and do not want to become principals or administrators, but want to work collaboratively with their colleagues and school administrators to improve school and student performance. This issue of "The Progress of Education Reform" will discuss the roles teacher leaders can play; how they can contribute to overall school and student success; how some states are formally supporting teacher leaders and the concept of teacher leadership; and policy implications and recommendations for state policymakers on how to explore and/or expand teacher leadership in their states. (Contains 4 endnotes.)
Middle Grades: 15 Actions Your State Can Take to Maximize Young Adolescents' Readiness for Grade 9--and College and Careers. The Progress of Education Reform. Volume 10, Number 4
Author: Education Commission of the States
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Educational Change,Best Practices,School Restructuring,Middle School Students,College Readiness,Career Readiness,School Readiness,Early Adolescents,Change Strategies,Developmental Studies Programs,State Action,State Policy,Articulation (Education)

The middle grades are in crisis. By state and national measures, student achievement gains realized in the elementary grades all too often diminish by grade 8. In most states, the considerable policy focus on high schools in recent years has not trickled down to a focus on the middle grades--yet preparation for "college- and work-ready standards" must begin "before" high school, especially for at-risk students. Although research on best practices in the middle grades is less plentiful than research on other grade levels (i.e., early learning, high school), there is growing awareness of the need for states to shift attention to what happens in the middle grades if meaningful high school reform is to be realized. This issue of "The Progress of Education Reform" highlights key findings from recent research and publications on improving student success in the middle grades--and identifies actions states can take to translate these findings into sound policy. (Contains 33 endnotes.)
STEM Performance: Improving Policy to Enhance Outcomes for Students--and States. The Progress of Education Reform. Volume 12, Number 1
Author: Education Commission of the States
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Educational Change,Outcomes of Education,Educational Policy,Student Interests,Science Interests,Vocational Interests,STEM Education,Career Guidance,Science Achievement,Improvement Programs,Educational Improvement,Policy Formation,Best Practices

According to the Bureau of Labor Statistics (BLS), jobs in computer systems design and related services--a field dependent on high-level math and problem-solving skills--are projected to grow by 45% between 2008 and 2018. Further, more than one in four (26%) of all new jobs created in the U.S. economy during this time will be in the healthcare and social assistance industry. And occupations with the fastest growth in the coming years--such as biomedical engineers, network systems and data communications analysts, medical scientists and physician assistants, to name just a few--will call for baccalaureate, master's and doctoral degrees in STEM (Science, Technology, Engineering, and Mathematics) fields. Students across the states simply must strengthen their skills in math and science. This issue of "The Progress of Education Reform" identifies promising and research-based approaches for enhancing student interest and achievement in STEM disciplines, including approaches that come with a smaller state-budget price tag. (Contains 18 endnotes.)
Citizenship Education: Educating Students to Be Competent and Responsible Citizens and Leaders. The Progress of Education Reform. Volume 11, Number 5
Author: Piscatelli, Jennifer
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Educational Opportunities,United States History,Leadership,Educational Change,Citizenship Education,Public Officials,Elementary Secondary Education,Citizen Participation,Citizenship Responsibility,Educational Policy,Knowledge Level,Interpersonal Competence

While much of the debate in K-12 education reform today focuses on students' academic performance and college and workplace readiness, an examination of the mission or vision statements of most school districts reveals another key priority, often overlooked in the debate: cultivating active, involved community members, citizens and future leaders. Public schools have a vital role to play in contributing to the civic development of students, as the skills of citizenship--including leadership and informed decision-making--must be learned. Citizenship education teaches the values, knowledge, skills and sense of commitment that define an active and principled citizen. While the importance of teaching students about American history and institutions, constitutional rights and the obligations of citizenship is undeniable, equally important are opportunities for students to practice complex civic skills such as problem solving, leadership, persuasive writing and building consensus, as well as simpler skills like communicating with public officials about an issue of concern. This issue of "The Progress of Education Reform" examines research on what constitutes citizenship education, how citizenship education contributes to the acquisition of 21st century skills and civic learning opportunity and achievement gaps.