ethanporcaro/eric-fulltext-meta huggingface dataset:
Viable School Improvement Requires a Developmental Strategy that Moves beyond the Skewed Wish List and Reworks Operational Infrastructure. A Center Brief
Author: University of California, Los Angeles. Center for Mental Health in Schools
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Educational Policy,Instructional Effectiveness,Barriers,Governance,School Districts,Decision Making,Administrative Organization,Educational Administration,Elementary Secondary Education,State Departments of Education

Whatever is enacted legislatively, viable school improvement depends on how policy makers conceive and leaders plan to address the full range of
factors affecting learning and teaching and how the operational infrastructure is reworked to enable strategic and effective development of essential interventions. This is especially so for schools that desperately need to improve equity of opportunity. With these matters in mind, the focus of this brief is on (1) cautioning about the skewed and wish list nature of current school improvement proposals,
(2) highlighting the expanded policy framework that should be guiding school improvement planning, and (3) suggesting prototypes for reworking existing operational infrastructure to strategically mobilize and help schools continuously improve. Appended are: (1) Examples of Prevalent Recommendations for Improving Schools Categorized in Terms of the Three Component Framework.; and (2) Operationalizing the Third Component. (Contains 4 exhibits and 6 footnotes.)
Rethinking District Budgets to Unify and Sustain a Critical Mass of Student and Learning Supports at Schools. A Center Brief
Author: University of California, Los Angeles. Center for Mental Health in Schools
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Budgets,School Districts,Financial Support,Resource Allocation,Budgeting,Student Needs,At Risk Students,Educational Equity (Finance),Barriers,Special Education,Educational Finance,Disadvantaged Youth,Equal Education

Education cut-backs are likely to worsen in the short run. This makes it
imperative for policy makers to reverse trends toward lopsided cutbacks that decimate efforts to address factors interfering with learning and teaching. Furthermore, it is essential to move forward in more cost-effective ways by unifying student and learning supports and braiding remaining categorical funding in ways that reduce redundancy and counterproductive competition for sparse resources. This brief highlights these matters. An appendix discusses why schools should develop a unified and comprehensive system of student and learning supports. (Contains 1 exhibit.)
Blueprints for Education Reform: Have You Analyzed the Architects' Vision? A Center Policy Brief
Author: University of California, Los Angeles. Center for Mental Health in Schools
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Improvement,Barriers,Educational Policy,Policy Analysis,Educational Objectives,Goal Orientation,Learner Engagement,Intervention

Blueprints for education reform have become trendy. Over the last few years,
President Obama, governors, chief state school officers, local superintendents'
associations, policy institutes, foundations, and business leaders have formulated
such documents to guide school improvement. This brief highlights: (1) the focus of current blueprints; (2) what's missing in most of the plans; (3) an expanded vision that directly addresses barriers to learning and teaching; and (4) cautions that more is involved than improving &quot;coordination&quot; and &quot;services,&quot; and more is involved than specifying adoption of a community school approach. An appendix presents &quot;Sample of Center Analyses that Support Expanding Current Blueprints.&quot; (Contains 3 exhibits.)
WWC Quick Review of the Report &quot;Multiple Choice: Charter School Performance in 16 States&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Charter Schools,Mathematics Achievement,Reading Achievement,Achievement Gains,School Effectiveness,Educational Quality,Comparative Analysis,Public Schools,Traditional Schools,Elementary School Students,Secondary School Students,Standardized Tests,Scores

The study examined the effect of charter school attendance on annual student achievement growth in math and reading.The research described in this report is consistent with WWC evidence standards with reservations. Strengths: Matched charter school students to similar students in traditional public schools using demographic and academic characteristics. Cautions: Although the study matched charter school students to traditional public school students based on demographic characteristics and test scores, it is possible that there were other differences between the two groups that were not accounted for in the analysis, and these differences could have influenced achievement growth. [The following study is the focus of this &quot;Quick Review&quot;: Center for Research on Education Outcomes. (June 2009). &quot;Multiple choice: Charter school performance in 16 states.&quot; Stanford, CA.]
WWC Quick Review of the Report &quot;Charter School Performance in Indiana&quot;
Author: What Works Clearinghouse (ED)
Date: 2011-09-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Reading Achievement,Charter Schools,Attendance,Achievement Rating,Public Schools,Predictor Variables,Comparative Analysis,Institutional Characteristics,Matched Groups,Data Analysis,Middle Schools,Elementary Schools

The study examined the effect of charter school attendance on annual student achievement growth in math and reading. The research described in this report meets WWC evidence standards with reservations. WWC Rating Strengths: The study matched charter school students with similar students in traditional public schools using demographic and academic characteristics. Cautions: Although the study matched charter school students with traditional public school students based on observed demographic characteristics and test scores, unobserved differences between the two groups may have existed. For example, the type of student that decides to attend a charter school may have a higher motivation level or other unobserved difference that influences student achievement. [The following Study is the focus of this &quot;Quick Review&quot;: Center for Research on Education Outcomes. (2011). &quot;Charter school performance in Indiana.&quot; Stanford, CA. Details on methodology can be found in Center for Research on Education Outcomes. (2009). &quot;Multiple choice: Charter school performance in 16 states.&quot; Stanford, CA.] (Contains 2 footnotes.)
WWC Review of the Report &quot;Late Interventions Matter Too: The Case of College Coaching New Hampshire.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2013-10-00
Type: Reports - Evaluative
Subjects: Post High School Guidance,High School Seniors,College Attendance,Enrollment Management,College Bound Students,Postsecondary Education,School Counseling,Intervention,Counseling Effectiveness,Coaching (Performance),Outcome Measures,Academic Persistence,Enrollment Rate,Effect Size,Experimental Groups,Control Groups,College Preparation,Mentors,Student Financial Aid

The study examined whether providing college application coaching to high school seniors increased postsecondary enrollment. The program was aimed at students whom school counselors believed were on the verge of not applying to college, despite having tenth-grade test scores that were high enough to warrant applying.The research described in this report meets WWC evidence standards without reservations. Strengths: The study is a well implemented randomized controlled trial. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is also included. [The following study is the focus of this &quot;Review&quot;: Carrell, S., &amp; Sacerdote, B. (2013). &quot;Late interventions matter too: The case of college coaching New Hampshire&quot; (NBER Working Paper 19031). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org.] (Contains 2 endnotes.)
WWC Quick Review of the Report &quot;Charter School Performance in New York City&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Institutional Characteristics,Mathematics Achievement,Reading Achievement,Charter Schools,Public Schools,Comparative Analysis,Attendance,Data Analysis

The study examined the effect of charter school attendance on annual student achievement growth in math and reading. The research described in this report is consistent with WWC evidence standards with reservations. Strengths: The study matched charter school students to similar students in traditional public schools using demographic and academic characteristics. Cautions: Although the study matched charter school students to traditional public school students based on observed demographic characteristics and test scores, unobserved differences between the two groups may remain. In particular, the types of students who decide to attend charter schools may differ from the types that do not in unobserved ways, such as motivation, that may also influence student achievement. In addition, it is unclear whether the students and schools examined in the study's school-level comparisons were initially equivalent; therefore, the results of this analysis are not reported in this quick review. [The following study is the focus of this &quot;Quick Review&quot;: Center for Research on Education Outcomes. (January 2010). &quot;Charter school performance in New York City.&quot; Stanford, CA. Details on methodology can be found in: Center for Research on Education Outcomes. (June 2009). &quot;Multiple choice: Charter school performance in 16 states.&quot; Stanford, CA.] (Contains 1 footnote.)
A Region Apart: A Look at Challenges and Strategies for Rural K-12 Schools
Author: Center for Rural Policy and Development
Date: 2009-04-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Rural Schools,Academic Achievement,Educational Finance,Costs,Educational Research,Public Schools,Superintendents,Principals,Surveys,Focus Groups,Educational Policy,Declining Enrollment,Graduation Rate,Preschool Education,Class Size,Dropout Prevention,Consolidated Schools,School Districts,Cost Effectiveness,Futures (of Society),Population Trends,Economic Factors,Distance Education,School Schedules,Teacher Recruitment,Teacher Persistence,Charter Schools,Educational Facilities,Educational Cooperation,Educational Needs,Educational Practices

When this research report was first conceived, the current economic crisis was only just on the verge of revealing its full extent. Economic crisis or no economic crisis, over the years funding for PK-12 education has been a constant struggle. While all schools continue to face difficulties, for various reasons rural schools have different and unique sets of hurdles to overcome, largely due to factors not faced by most urban and suburban schools: declining enrollment, an aging taxpayer base, and distance. The intent of this research is to present solutions, or at the very least, recommendations for changes that could be made to help maintain and improve student achievement while not increasing cost. The research presented in this report will hopefully present ideas that legislators and administrators can use to perhaps reshuffle funds without having to increase them, or alter practices that could make life more efficient and practical for everyone involved. The following individual reports are presented in this full report: (1) A Summary of the Demographic and Economic Future for Rural Minnesota School Districts (Paul Anton); (2) Strategies for Rural Minnesota School Districts: A literature review (Katie Broton, Dan Mueller, Jennifer Lee Schultz, and Maria Gaona); (3) Learning Communities in Transition: The voices of rural administrators (Julia Williams, Gerry Nierengarten, Kim Riordan; Bruce Munson, and Dan Corbett); and (4) Cost-Effective Policies to Improve Rural K-12 Education in Minnesota (Elton Mykerezi, Judy A. Temple, and Kristine Lamm West). The researchers produced a list of overarching policy recommendations that arose from the three reports. (Individual reports contain appendices, end notes, references, figures, and tables.)
The State of Charter School Authorizing 2011. Fourth Annual Report on NACSA'S Authorizer Survey
Author: Conlan, Sean
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Administration,School Closing,School Surveys,National Surveys,School Districts,Educational Practices,Job Applicants,Employment Interviews,Educational Quality,Accountability,Educational Trends

This report presents the findings from a rigorous national survey of charter school authorizers conducted in 2011 by the National Association of Charter School Authorizers (NACSA). This is the fourth time NACSA has conducted this type of national survey. As in years past, the vast majority of authorizers (90 percent) are school districts and they oversee a slight majority of charter schools (52 percent of all charter schools). Put another way, 10 percent of authorizers are not school districts and they authorize 48 percent of all charter schools. Yet differences among authorizers' practices have more to do with the number of schools they oversee than the type of institution they are. Authorizers that oversee 10 or more charter schools implement a greater number of professional practices than those that oversee fewer schools. Continuing a pattern seen in 2009-2010, closure rates have fallen for charter schools that go through a review at the end of their charter term. Among authorizers responding to this survey, only 6.2 percent of charters reviewed for renewal were closed during the 2010-2011 school year, down from 8.8 percent in 2009-2010 and 12.6 percent in 2008-2009. NASCA believes that it is too soon to know whether this is a short-term anomaly or a larger trend. Also unknown is whether the decline reflects a change in authorizer practices, an improvement in school quality, or other factors. This year's report adds a new emphasis, presenting data on NACSA's &quot;Index of Essential Practices&quot;. This resource summarizes authorizer implementation of practices ranging from having established application criteria and interviewing applicants to having established charter renewal and revocation criteria. More than the type or size of an authorizer, the implementation of key practices and how well they are executed likely influence whether authorizers approve strong applicants and close underperforming schools. Appended are:(1) Survey Methodology; and (2) NACSA Resources for Authorizers. (Contains 4 tables, 13 figures, and 13 endnotes). [This report was written in close collaboration with Alex Medler.]
Place-Based Mathematics: A Conflated Pedagogy? Working Paper No. 43
Author: Showalter, Daniel A.
Date: 2012-09-00
Type: Tests/Questionnaires
Subjects: Place Based Education,Mathematics Education,Rural Education,Statistics,Mathematics Teachers,Theory Practice Relationship,Secondary School Teachers,College Faculty,Semi Structured Interviews,Doctoral Programs,College Graduates,Mathematics Activities,Qualitative Research,State Standards

Place-based mathematics education (PBME) has the potential to engage students with the mathematics inherent in the local land, culture, and community. However, research has identified daunting barriers to this pedagogy, especially in abstract mathematics courses such as algebra and beyond. In this study, 15 graduates of a doctoral program in rural mathematics education were interviewed about their attempts to integrate PBME in their classrooms. By using qualitative methods to code and categorize interview data, three themes emerged: (a) PBME was easier to teach about than to practice, (b) several factors contributed to participants' level of depth and authenticity in employing PBME, and (c) teaching place-based statistics was fundamentally different than teaching place-based mathematics. The findings suggest that making a distinction between place-based mathematics education and place-based statistics education would benefit research and practice in both areas. Semi-structured interview protocols are appended.
California Women and Education: An Overview. CRB Short Subjects--CA Women and Girl Series. S­-13-­009
Author: Lindsey, Tonya D.
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Womens Education,Womens Studies,State Surveys,Educational Attainment,Racial Distribution,Academic Degrees,Comparative Analysis,Trend Analysis,Elementary Secondary Education,Higher Education

Primary, secondary, and higher education organizations are tasked with, among other things, preparing people for careers. Until the later decades of the 20th century women were often openly discouraged from the study of certain subjects (e.g., science, mathematics) and from obtaining higher degrees. Policies enacted during this time period sought and current practice aims to eliminate discrimination at all levels of education. This Short Subject presents degree attainment trends for California women since the 1960s, compares these to national rates, breaks out rates according to race/ethnic category, and offers a brief discussion. (Contains 3 figures.)
High School Attrition Rates across Texas Education Service Center Regions: 2009-10. IDRA Report
Author: Johnson, Roy L.
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,School Holding Power,Regional Characteristics,Educational Indicators,Public Schools,High Schools,Comparative Analysis,Racial Differences,Dropout Rate,Trend Analysis,Data Analysis,Education Service Centers,Enrollment Rate,Statistical Distributions,Educational Assessment,Student Attrition

Attrition rates are an indicator of a school's holding power, or ability to keep students enrolled in school and learning until they graduate. This study examines regional trends in Texas for the number and percent of students lost from public high school enrollment prior to graduation.  A comparative analysis of 1985-86, 2005-06, 2006-07, 2007-08, 2008-09 and 2009-10 attrition rates in the 20 education service center (ESC) regions in Texas shows that five regions have persistently higher rates of losing students from public school enrollment and that racial-ethnic gaps have increased in all regions. In general, the &quot;rate&quot; of students lost has improved, while the &quot;number&quot; of students lost has increased. (Contains 22 exhibits.)
A Summary Report of Iowa's Review of PreK-6 Reading Assessments for Universal Screening and Progress
Author: Iowa Department of Education
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Progress Monitoring,Screening Tests,Response to Intervention,Reading Tests,Elementary Education,Educational Assessment,Student Evaluation,Reading Skills

This document contains summary information for the Iowa Department of Education's review of PreK-6th grade reading assessments for the purposes of Universal Screening and Progress Monitoring. It is intended to provide general 
information to help inform decisions about selecting assessments for use as a part of Iowa's Response to Intervention work. Brief descriptions of what each column of information means in the summaries of the reviews of the universal screening and progress monitoring assessments are provided. Each description represents one column of information, starting with the column title in bold. This document is built around talking points for the reviews of assessments for universal screening and progress monitoring. There are other more technical documents that go into greater detail about the reviews. Universal screening is about assessing all students three times a year to identify those on track for success in reading, and those that might need something &quot;more&quot; in order to get back on track for success. Monitoring progress is about assessing students who are getting something &quot;more&quot; in order to make sure that the students are improving.
An Initial Evaluation of the Iowa DE Project to Enhance Students' Authentic Intellectual Work. Fall 2007 to Fall 2011
Author: Iowa Department of Education
Date: 2012-05-02
Type: Reports - Descriptive
Subjects: Case Studies,Models,Professional Development,High Schools,High School Students,Secondary School Teachers,Interviews,Academic Achievement,Achievement Gains,Learner Engagement,Teacher Collaboration,Teaching Methods,Inquiry,Program Effectiveness,Reading Achievement,Mathematics Achievement,Science Achievement,Program Evaluation,Rural Schools,Observation,Teacher Improvement,Thinking Skills,Middle Schools,Instructional Leadership,Social Studies

Case studies of Authentic Intellectual Work (AIW) in the Iowa project included four high schools that have been practicing this professional development model for the last five years. The schools, AHST Secondary School, Cedar Falls High School, Spencer High and Middle Schools and Valley High School were visited in April, 2011. The visits included observations of AIW team meetings and interviews with administrators and teachers. Of the four schools, AHST, serving four rural communities, was the smallest school with 150 students seventh through twelfth grade. Valley High School in West Des Moines was the largest with 1,900 tenth through twelfth grade students. Each of the four schools used a phased-in approach to implementing AIW. A core group of teachers was initially trained in AIW, piloted the system, and then additional groups were added until all staff members were included in AIW. Five major themes were identified in the case studies: (1) Administrators and teachers interviewed said they believe that student achievement and learning has improved because of AIW; (2) Teachers and administrators interviewed said that student engagement has improved because of AIW; (3) AIW teams enhance teacher collaboration by using a common language to score and discuss instruction, assessment tasks or assignments, and student work. This has resulted in an improved professional culture within the schools implementing AIW; (4) Teachers involved on AIW teams have improved their practice; and (5) A number of important challenges to AIW implementation should be addressed. The four schools cited multiple examples of how AIW has been advantageous to students, teachers, and administrators. Appended are: (1) Total Number of Students by Subject and Grade in AIW and Non-AIW Schools; (2) Linear Equating Formula; and (3) Achievement Tables for All Grades. (Contains 11 tables, 8 figures, and 2 footnotes.)
The Annual Condition of Education Report 2012
Author: Iowa Department of Education
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Academic Achievement,Educational Finance,Enrollment Trends,Public Schools,Educational Assessment,Community Colleges,Teacher Salaries,Curriculum,Educational Indicators,Preschool Education,School Personnel,School Demography,Teacher Characteristics,Special Education,Measures (Individuals),School District Size,Class Size,Technology Uses in Education,Graduation Rate,Suspension,Expulsion,Educational Environment,National Competency Tests,Intervention,Student Behavior,Student Characteristics,Minority Group Students,Early Childhood Education,Second Language Instruction,Standardized Tests,Advanced Placement,Dropout Rate,Science Achievement,Mathematics Achievement,Reading Achievement,Costs,Budgets,Taxes

The Annual Condition of Education Report provides a wide range of state-level data, including shifts in student populations and demographics, teacher salaries and characteristics, student achievement results, and school financial information. The report provides important metrics to the education community about the status of the education system. The data for this annual report are presented according to: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (4) Student Performance; (5) Special Education; and (6) Finance. (Contains 163 tables and 154 figures.)