ethanporcaro/eric-fulltext-meta huggingface dataset:
The Price of Quality: Estimating the Cost of a Higher Quality Early Childhood Care and Education System for Southeast Wisconsin. Revised
Author: Kovach, Melissa
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Educational Quality,Early Childhood Education,Young Children,Child Care,Costs,Computation,Budgets,Outcomes of Education,Educational Policy,Educational Finance,Technical Assistance,Professional Development,Evaluation,Governance,Financial Support

Throughout the United States, investments in high-quality early childhood education are seen by community leaders as a strategy for improving outcomes in areas such as K-12 education, workforce development, and economic development. Indeed, many research studies conclude that high quality early learning environments produce social, educational, and economic benefits for children and the communities in which they live. As a result, many state and local governments around the country are seeking to capture these benefits by investing in quality improvement efforts. Wisconsin is no different; the 2009-2010 state biennial budget calls for the Department of Children and Families to create a strategy for improving the quality of publicly-subsidized child care. While policymakers increasingly are looking to maximize the benefits of high-quality early childhood education, budget realities often dictate that they do so while minimizing the expenditure of public funds. Thus, this report seeks to inform these decisions in Wisconsin by estimating the costs of achieving improved quality in child care and early learning programs in southeast Wisconsin and analyzing policy options associated with quality improvement initiatives. Appended are: (1) Influential Studies; (2) Estimating Program Need and Participation; (3) Estimated Cost of Upgrading Child Care Quality for a Group Child Care Center; (4) Estimated Cost of Upgrading Child Care Quality for a Family Child Care Program; (5) Center Proxy Budget Assumptions; and (6) Family Child Care Proxy Budget Assumptions. (Contains 17 tables, 2 charts, and 67 footnotes.)
Preparing the Future Workforce: Science, Technology, Engineering and Math (STEM) Policy in K-12 Education
Author: Dickman, Anneliese
Date: 2009-06-00
Type: Reports - Research
Subjects: Demand Occupations,Elementary Secondary Education,National Organizations,Thinking Skills,Engineering,Engineering Education,Science Education,Mathematics Education,Technology Education,Educational Policy,Teachers,Technical Occupations,Role of Education,Budgets,State Standards,Academic Standards,Partnerships in Education,Web Sites,Competition,Teacher Effectiveness,Teacher Qualifications,Educational Assessment,Accountability

Last December, the Science, Technology, Engineering, and Mathematics (STEM) Education Coalition--a national organization of more than 600 groups representing knowledge workers, educators, scientists, engineers, and technicians--wrote to President-elect Obama urging him to &quot;not lose sight of the critical role that STEM education plays in enabling the United States to remain the economic and technological leader of the 21st century global marketplace.&quot; While that imperative appears to have resonated in Washington, has it and should it resonate in Madison? This report attempts to answer that question by examining the extent to which STEM skills are a necessity for tomorrow's Wisconsin workforce, whether schools are preparing students to be STEM-savvy workers, and where STEM falls in the state's list of educational priorities. The author and his colleagues find that job growth predictions do indicate that both middle- and high-skills STEM jobs will provide much opportunity for future workers in Wisconsin. However, at the state level, education and budget policy has not fully recognized the greater importance of STEM education for today's students. While there are many areas in which the state is making progress, those efforts are not falling under a common STEM &quot;banner&quot; that would communicate to local districts a priority on skills needed for high-demand occupations of the future. In addition, Wisconsin's students may not be held to the same standards as students elsewhere, and may be at a competitive disadvantage. They conclude that Wisconsin is in need of a coordinated focus on STEM content and higher-level thinking skills in the K-12 system in order to meet its future workforce demands. The state has several initiatives underway that have the potential to positively impact STEM education, but to be truly impactful these initiatives will need coordination under a STEM banner. Appendixes provide a list of web sites to visit if interested in learning more about the national coalitions and partnerships whose policy recommendations serve as the underpinning for the policy alternatives presented in this report; and a list of a few of the many state and local organizations and groups working on K-12 STEM education in Wisconsin and their respective web sites. (Contains 9 charts, 4 tables, and 76 footnotes.)
MPS Teachers Link Preschool to Better Performance in Kindergarten. Research Brief. Volume 97, Number 4
Author: Public Policy Forum
Date: 2009-07-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Disadvantaged Youth,Young Children,Kindergarten,Low Income Groups,At Risk Students,Early Intervention,Educational Quality,Teacher Attitudes,Preschool Education,Public Schools,School Readiness,Access to Education,Academic Achievement,Elementary School Students,Social Development,Emotional Development,Cognitive Development,Knowledge Level,Communication Skills,Language Acquisition,Well Being,Motor Development,Psychomotor Skills

This report is the latest in a series of reports investigating the link between high quality early childhood education and economic development. Longitudinal research from national experts indicates that high quality early childhood programs are likely to impart significant social, academic, and economic benefits to the children who participate, especially children of low-income families. A survey of Milwaukee Kindergarten teachers finds nearly all (97%) report they can generally tell early in the school year which children attended preschool and which did not. Teachers also feel that those who attended preschool typically perform much better in Kindergarten and at least somewhat better after that. The survey of 77 teachers of five-year-old Kindergarten (K5) in the Milwaukee public school district (MPS) also finds that most teachers (93%) feel children with preschool or four-year-old Kindergarten (K4) backgrounds are somewhat to much better prepared to enter K5 than their peers. In addition, the majority (83%) feel spending time in preschool or K4 is very important prior to entering K5. These findings hold true for teachers in schools with higher-than-average enrollments of low-income children, as well as teachers in schools with fewer low-income children. Because of the widespread availability of K4 in MPS, nearly half (45%) of the K5 teachers surveyed report that over 80% of their 2008-2009 class had attended preschool or K4. As a result, most K5 students are prepared for Kindergarten at the time they start their K5 year, say teachers. However, teachers in schools with higher levels of poverty are less likely to report high preschool participation rates. Because there appear to be links between poverty and preschool opportunities and between poverty and school readiness, there are implications for public policy. The report concludes that in light of the likely connection between the quality of the early childhood experience and academic achievement in elementary school, policies to enhance the quality of early childhood education in Milwaukee may be an appropriate response by policymakers seeking to improve academic performance in MPS. (Contains 9 charts and 2 tables.)
The Economic Impact of the Child Care Industry in Southeast Wisconsin
Author: Kovach, Melissa
Date: 2009-05-00
Type: Reports - Research
Subjects: Economic Development,Employment Level,Early Childhood Education,Outcomes of Education,Low Income Groups,Economically Disadvantaged,Educational Benefits,Young Children,Economic Impact,Public Policy,Child Care,Costs,Labor Force,Industry,Supply and Demand,Wages,Parents,Employed Parents

Discussions of early childhood care and education usually focus on its social and educational value, and how it helps children and families. More recently, the focus in many states, including Wisconsin, has been on potential investments in child care quality improvements as strategies for improving long-term educational outcomes for disadvantaged youth. But, in addition to providing important social and educational benefits, child care functions as an economically important industry in its own right. Like other industries, it generates immediate economic benefits in terms of gross receipts and employment. The purchases of child care facility owners and employees create ripple effects across the economy, creating additional economic impact. The child care industry also plays an important role in enabling parents to maintain employment and earnings, thereby further impacting the health of local economies. This report seeks to quantify the economic impact of the child care industry in southeastern Wisconsin. It is the first of two reports that collectively will serve as the centerpiece of the Public Policy Forum's three-year early childhood education research project. The second report--which will be released later this year--will address the costs of paying for a hypothetical high quality early childhood care and education system in southeastern Wisconsin, and compare those costs to the benefits quantified in this report plus additional benefits derived from a higher quality system. In tandem, the two reports will provide perspective for policymakers regarding the economic impacts of early childhood care and education and the extent to which the benefits of higher quality care may or may not outweigh the public cost of improvements. The State of Wisconsin currently invests nearly $350 million annually statewide in child care subsidies for low-income families, yet little is known about the impact of that investment, $200 million of which is made in Milwaukee County. This report provides a starting point by analyzing and quantifying the economic impacts currently associated with formal, paid child care (both parent purchased and publicly subsidized) in the southeast Wisconsin region. This baseline information on the importance of the existing child care system to the regional economy not only sets the stage for the Forum's follow-up report, but also hopefully will be of value to policymakers and economic development leaders. Appended are: (1) Estimating Direct Employment: Method 1; (2) Estimating Direct Employment: Method 2; (3) Estimating Parents Served; and (4) Multipliers and Industry Comparison Data. (Contains 10 tables, 31 footnotes, and 9 charts.)
Budget Update: June 3, 2010. Report 10-09
Author: Woolfork, Kevin
Date: 2010-06-03
Type: Reports - Descriptive
Subjects: Educational Finance,Social Services,Budgets,Financial Support,State Aid,State Legislation,State Colleges,Community Colleges,Student Financial Aid,Higher Education,Federal Aid,Elementary Secondary Education,Grants

On May 14, Governor Arnold Schwarzenegger released the May Revision to the proposed budget for the current year (2009-10) and budget year (2010-11). State finances have continued a three-year decline, with anticipated General Fund spending of $83 billion, their lowest in six years. To address the budget shortfall, the Governor proposes major reductions to social services programs. The May revise proposes elimination of the CalWORKs program as of October 1, 2010, and elimination of all state funding for need-based, subsidized child care except for preschool with combined savings of $3.3 billion. The Assembly and the Senate majority leaders have each proposed major budget packages. Each of these packages would affect funding for the 2010-11 state budget. Some of the subcommittee actions do not yet reflect these proposals. A summary of the legislative actions taken on higher education issues taken since the May revise is given. (Contains 5 tables.)
Ready or Not, Here They Come: Projections for Public Higher Education, 2009-2019. Executive Summary. Report D10-01
Author: California Postsecondary Education Commission
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,Young Adults,Enrollment Trends,Higher Education,Public Education,Enrollment,College Students,Access to Education,Full Time Equivalency,Postsecondary Education,Ethnicity,Outcomes of Education,Community Colleges,Two Year Colleges,Age Groups

The California Postsecondary Education Commission (CPEC) prepared enrollment demand and capacity projections for the three public systems for 2009-2019, which show: The state should prepare for nearly 400,000 additional students by 2019. If the state is unable to fund growth and the systems cut enrollments, the loss in college opportunity could affect 277,700 or more students by 2010-11. Unless the state makes appropriate investments in student access, college-going, and degree attainment, the next generation of young adults will be less educated than previous generations and this lower level of educational attainment will have a draconian effect on the health and welfare of California.
12th Annual Comparative Analysis of the Racine Unified School District: Demographics, Attendance, Finances, Student Engagement, and Achievement
Author: Henken, Rob
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Educational Finance,Academic Achievement,School Districts,Grade 8,Comparative Analysis,Grade 4,Grade 3,Grade 10,Enrollment Trends,Public Schools,Learner Engagement,Scores,Dropout Rate,Student Behavior,Attendance Patterns,Minority Groups,Student Diversity,Expenditure per Student,Educational Trends,Trend Analysis,Charter Schools,Private Schools,Truancy,Expulsion,Suspension,Mathematics Achievement,Reading Achievement,Lunch Programs,Federal Aid,State Aid,Fringe Benefits,Teacher Employment Benefits,Teaching Experience,Urban Schools

This is the 12th annual report on conditions affecting the Racine Unified School District (RUSD). This year, the analysis again focuses on the long-term historical trends in RUSD. The analysis compares RUSD data to data of nine peer school districts as well as statewide data. The peer districts are defined as those Wisconsin districts with enrollments most similar to the enrollment in Racine. In addition to enrollment trends, the findings pertain to three RUSD quality objective measures: operational efficiency, student engagement, and student achievement. Operational efficiency includes finance data, student engagement includes attendance and disciplinary data, while student achievement includes test scores and graduation rates. Major findings include: (1) RUSD enrollment declined for the second year in a row; (2) RUSD jumped up in the peer rankings, from seventh to fourth, in terms of operations revenue per pupil (now at $11,222); (3) The 2007-08 drop-out rate in Racine was 6.6%, the highest rate since 1999-00; and (4) Racine's test scores lag behind the state average in all grades and subjects examined: third grade reading, fourth grade reading and math, eighth grade reading and math, and 10th grade reading and math. (Contains 33 tables and 23 figures.) [This paper was commissioned by Education Racine, Inc.]
New Regulations Impacting School Choice Program: School Closures up, Number of New Schools Down. Research Brief. Volume 98, Number 1
Author: Dickman, Anneliese
Date: 2010-02-00
Type: Numerical/Quantitative Data
Subjects: Neighborhoods,School Choice,Accreditation (Institutions),Enrollment Trends,Educational Vouchers,Full Time Equivalency,Poverty Areas,Urban Areas,Urban Schools,Questionnaires,Enrollment Rate

Between the 2008-09 and 2009-10 school years, fewer new schools joined the Milwaukee Parental Choice Program (MPCP) than ever before. In addition, 14 MPCP schools closed and another three schools merged--the most year-over-year closures the program has seen. In this 12th edition of the Public Policy Forum's annual census of MPCP schools, the authors find 112 schools are participating in the choice program, enrolling 21,062 students using taxpayer-funded tuition vouchers. The number of full-time equivalent students using vouchers is greater than in any other year of the program's 19-year history; however, there are fewer schools participating today than earlier this decade. The decline in the number of new schools and the increase in the number of closed schools are likely due to new state regulations governing the program. These regulations require schools new to the program to obtain pre-accreditation before opening and require existing schools to become accredited within three years of joining the program. Throughout this decade, the average number of schools new to the program had been 11 per year. Under the new pre-accreditation requirement, 19 schools applied for pre-accreditation, but just three were approved. Another 38 schools had previously indicated to state regulators an intent to participate in the program in 2009-2010, but did not apply for pre-accreditation. The pre-accreditation process is conducted by the Institute for the Transformation of Learning (ITL) at Marquette University. In addition, 13 of the 14 schools that closed over the past year were not accredited. Meanwhile, one school that has been part of the MPCP since its beginnings in 1990, Harambee Community School, may have to close this year after failing to earn accreditation by the Wisconsin Religious and Independent Schools Association. In addition to focusing on the impact of new regulations, this year's census focuses on enrollment trends and issues pertinent to schools in high-poverty neighborhoods. (Contains 10 charts and 5 tables.)
Outlook. Number 355
Author: Council for American Private Education
Date: 2010-05-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,School Choice,Satisfaction,Parents,Difficulty Level,Tax Credits,Health Insurance

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) High Levels of Satisfaction Among Private School Parents; (2) Private School Students Take Tough Courses; (3) Small Private Schools Can Claim Health Credit Right Away; (4) Illinois Choice; and (5) CAPE Notes.
Implementing One-to-One Laptop Learning in Alberta's Schools: A Support Resource
Author: Alberta Education, School Technology Branch
Date: 2010-00-00
Type: Guides - General
Subjects: Community Involvement,Foreign Countries,Educational Technology,Writing Skills,Educational Benefits,Data,Models,Educational Resources,Inquiry,Canada Natives,Catholic Schools,Junior High Schools,Rural Schools,Electronic Learning,Internet,Computer Mediated Communication,Technology Integration,Educational Policy,Program Implementation,Program Descriptions,Program Development,Program Administration,Laptop Computers,Computer Uses in Education,Technology Planning,Access to Computers,Case Studies,Guidelines

Research continues to support the many teaching and learning benefits of one-to-one laptop learning. Benefits range from improved student engagement and teacher-student interactions to the attainment of 21st century skills and the transformation of teacher practice. Additional benefits include improved student writing skills, increased teacher enthusiasm and retention as well as increased parental and community involvement. This document captures the collective wisdom of &quot;Emerge Project&quot; participants. The lessons they have learned are described in terms of promising practices in the following areas: (1) Visionary leadership and sustained innovation; (2) Thoughtful and systematic planning and management; (3) Continuous professional development; (4) Sufficient technology, infrastructure and technical supports; (5) Ongoing assessment and evaluation; and (6) Involved parents and communities. As such, this support resource is intended to help educators successfully implement one-to-one laptop learning in Alberta's schools. Appended are: (1) Emerge Project Case Studies; (2) Emerge Project--Participating Jurisdictions; (3) Essential Components for Implementing Technology in Schools; (4) The Cyclical Process: Using Data to Drive 21st Century Learning; (5) The Collaborative Inquiry Model; (6) One-to-One Laptop Learning Resources; (7) A Framework for One-to-One Success: EPC; (8) Mobilizing the Millennials: Blueprint for Action; (9) NEIRTEC: Lessons Learned About Providing Laptops to All Students; (10) Sample Acceptable Use Agreement--Chinook's Edge School Division; and (11) Sample Project Charter--Rocky View School Division. (Contains 2 footnotes and 11 endnotes.)
Japanese Language and Culture: 10-3Y, 20-3Y, 30-3Y. 3-Year Program Guide to Implementation
Author: Alberta Education
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Educational Strategies,Program Guides,Program Effectiveness,Program Content,Japanese,Foreign Countries,Program Implementation,Curriculum Implementation,Second Language Instruction,Teaching Methods,Special Education,Special Needs Students,Gifted,Second Language Learning,English (Second Language),Student Evaluation,Vocabulary,Curriculum Guides,Teaching Guides,Lesson Plans,Audiovisual Aids,Multiple Intelligences,Educational Technology,High School Students,Asian Culture

This guide to implementation is intended to support the Japanese Language and Culture 10-3Y, 20-3Y, 30-3Y Program of Studies. It was developed primarily for teachers, yet it includes information that may be useful for administrators and other stakeholders in their efforts to plan for and implement the new Japanese program of studies. Familiarity with the program of studies is essential as teachers plan and implement language courses in their classrooms. The program of studies provides a brief discussion of the value of learning a second language and lays out learning outcomes for each course level. It defines what students are expected to achieve and, hence, what teachers are expected to teach. Contents include: (1) Introduction; (2) Planning; (3) Learning and Instructional Strategies; (4) Students with Special Education Needs; (5) Students Who Are Gifted; and (6) English as a Second Language Learners; (7) Classroom Assessment; and (8) Course Level Samples. Appended are: (1) Specific Outcomes Chart; (2) Vocabulary, Classroom Expressions and Kanji List; (3) Planning Tools; (4) Graphic Organizers; and (5) Assessment Blackline Masters. A bibliography is included.