ethanporcaro/eric-fulltext-meta huggingface dataset:
The Evaluation of Charter School Impacts: NCEE Study Snapshot. NCEE 2010-4031
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Charter Schools,Middle Schools,Urban Areas,Context Effect,Admission (School),Admission Criteria,Competitive Selection,Mathematics Tests,Reading Tests,Scores,Academic Achievement,Program Effectiveness,Outcomes of Education,Parent Attitudes,Student Attitudes,Satisfaction,Institutional Characteristics,Small Schools,Ability Grouping

Charter middle schools popular enough to hold admissions lotteries are, on average, no more successful than nearby traditional public schools in boosting student achievement, behavior, and attendance. However, charter schools vary widely; some are more effective and some are less effective than nearby traditional public schools. Those located in large urban areas and those serving disadvantaged students are the most successful. Overall, parents and students who win entry into a charter are more likely to be satisfied with their school than those who do not win and must attend another school. (Contains 3 figures.) [IES develops these briefs to offer short, accessible summaries of complex technical evaluation reports. For the full final report with technical details, Gleason, P., Clark, M., Tuttle, C., and Dwoyer, E. (2010). &quot;The Evaluation of Charter School Impacts&quot; (NCEE 2010-4029),  see: ED510573.]
Senate Rostrum: Academic Senate for California Community Colleges Newsletter
Author: Academic Senate for California Community Colleges
Date: 2010-04-00
Type: Collected Works - Serial
Subjects: Community Colleges,College Faculty,Basic Skills,Reading,Counseling,Paraprofessional Personnel,Strategic Planning,Faculty Workload,Diversity (Institutional),Conferences (Gatherings),Student Diversity,Committees,Ethics,Minicourses,Integrity,Educational Quality,Noninstructional Responsibility,Educational Research,Research Projects,Repetition,Courses,Time Factors (Learning),College Transfer Students,Associate Degrees,Transfer Rates (College),College Curriculum,Coding,Program Termination,Awards,Transfer Programs

The Rostrum is a quarterly publication of the Academic Senate for California Community Colleges. The following articles are included in this issue: (1) The Need for full Time faculty (again) by Jane Patton; (2) Reading May Be the Key to Unlocking Basic Skills Success by Janet Fulks; (3) Diversity Institute on the Right Track by Beth Smith; (4) Setting Up an Institutional Review Board at Your College by Eduardo Jesus Arismendi-Pardi and Mark Wade Lieu; (5) Maintaining the Academic Integrity of Short Term Courses by Zerryl Becker; (6) When are Counseling Paraprofessionals Appropriate? A Friendly Reminder by Mary Beth Barrios; (7) The Appointment or Selection of Faculty to Short-term, Non-teaching Tasks--Why did HE get that position? by Michelle Grimes-Hillman; (8) What Would You Like to Know? and How? A Conversation about the BRIC Project by Ian Walton and Rob Johnstone; (9) California Community Colleges Strategic Plan Assessment Action Planning Group (APG): An Update on the Group's Recommendations by Mark Wade Lieu and Richard Mahon; (10) Coursework Recency by Richard Mahon with Stephanie Dumont; (11) The Transfer Degree: An Alternate Perspective; (12) A Tale of Interpretations: Transfer Velocity by Richard Mahon; (13) Curriculum and Dominoes: What We Learned about Statewide Curriculum Work through CB 21 by Janet Fulks; (14) Minimum Qualifications Equivalency Standards and Criteria--A New Journey by Wheeler North; (15) Putting Students First: The Solution to the Challenge of Program Discontinuance by Richard Mahon and Wheeler North; (16) Exemplary Awards; and (17) Julie's In Box.
Sabbaticals: Benefitting Faculty, the Institution, and Students
Author: Academic Senate for California Community Colleges
Date: 2007-00-00
Type: Reports - Research
Subjects: Sabbatical Leaves,College Faculty,Educational Finance,School Policy,Community Colleges,Educational Administration,Financial Support,College Governing Councils,Teacher Attitudes,Teacher Employment Benefits,Surveys,Collective Bargaining

Sabbatical leave has a long and distinguished history in academe, both at universities and community colleges. By virtue of its traditional benefit to professors, institutions, and students, sabbaticals may appropriately be considered as a &quot;right&quot; by the professoriate. Even so, during statewide budgetary crises, sabbatical leave was temporarily suspended at some California community colleges. This situation prompted a resolution instructing the Academic Senate to develop a document in support of sabbaticals. Preparation for drafting the document included the &quot;Survey on Sabbatical Leave Policies and Practices&quot; that the Academic Senate distributed in Fall 2006. Findings from the survey demonstrate that sabbatical leave remains in effect at the vast majority of California's community colleges; however, the policies and procedures for establishing and overseeing sabbaticals vary widely across the System. While sabbaticals are a matter of course at most of California's community colleges, efforts to encourage, support, and account for sabbaticals require due diligence.
What's Wrong with Student Fees? Renewing the Commitment to No-Fee, Open-Access Community Colleges in California
Author: Academic Senate for California Community Colleges
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Fees,Access to Education,Equal Education,Outcomes of Education,Educational Finance,Student Costs,Educational History,Master Plans,Student Financial Aid,Enrollment,Misconceptions

The Academic Senate for California Community Colleges has maintained long-standing support for the no-fee, open-access concept of California's community colleges. This paper documents the history of the introduction of fees and the seemingly inevitable subsequent increases--all of which have been vigorously opposed by the Academic Senate. It makes the case that such fees have betrayed the educational vision of California's 1960 Master Plan for Higher Education--a vision that has served California well. The section on Fundamental Principles provides strong philosophical and practical reasons for the original no-fee concept and argues that it benefits all segments of California by promoting the well-being of the entire state: not just individual citizens, but small and large businesses and the state as a civic and economic institution all benefit immeasurably from community college education. Specific arguments and responses to oppose many of the commonly heard myths and misconceptions in favor of fee increases are included. The paper calls on the Academic Senate to fight for the preservation of California's visionary educational legacy and, more specifically, to press for the roll-back of existing mandatory fees, coupled with enhanced opposition to any further increases. Appendices provide a record of the Academic Senate's resolutions regarding fees and a table that correlates fee increases with the corresponding effect on enrollment. Appended are: (1) Academic Senate Resolutions on Fees and Financial Aid; (2) Chronology of Fees and Enrollment Changes in the California Community Colleges; and (3) California Community College Students: Profiles of Success. (Contains 43 footnotes.)
Promoting Thoughtful Faculty Conversations about Grade Distributions
Author: Academic Senate for California Community Colleges
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Grading,Grade Inflation,Public Opinion,State Regulation,College Faculty,Integrity,Enrollment,Withdrawal (Education),Course Selection (Students),Certification,Accreditation (Institutions),Educational Finance,Grades (Scholastic),Prerequisites,Job Security

Assigning grades to student work, both during the academic term and as a summation of a student's mastery of subject matter, is a longstanding practice in all levels of education, from kindergarten through graduate and professional studies. Recently, a variety of factors have brought the criteria for assigning, and the resulting distribution of letter grades under heightened scrutiny. From increased attention from accrediting agencies, through new online services that publicize grades, to newly revised Title 5 Regulations, these forces require thoughtful faculty reflection, and an informed and collegial discussion on the rationale for the grades faculty assign to their students' coursework. Such discussions might well reveal practices that could both enhance the integrity of the grading system and improve student success. One purpose of this paper is to examine system data from the state Chancellor's Office about grade distributions within California community colleges; a second purpose is to identify some of the issues that need further exploration, and to encourage local faculty and senates to pursue such conversations. This paper does not propose specific criteria or practices to be used by faculty, though one of the recommendations of this paper is that further work should be done to explore that topic in more detail. Appended are: (1)  Conversation Starters; and (2) Systemwide grades assigned, 1992-2006. (Contains 2 figures and 21 footnotes.)
Noncredit Instruction: Opportunity and Challenge
Author: Academic Senate for California Community Colleges
Date: 2009-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Community Colleges,Adult Education,Adult Learning,Adult Students,Continuing Education,Noncredit Courses,Educational Needs,Basic Skills,Labor Force Development,Program Development,College Governing Councils,College Faculty,College Administration,Faculty College Relationship,Educational Policy,Educational Assessment,Student Personnel Services,State Regulation,Accountability

This paper considers noncredit instruction in the California Community College System. It identifies three related concepts: a state need for increased levels of education that noncredit instruction is well placed to supply, several changes that begin to facilitate that response, and additional changes that are needed to ensure success. The increasing interest in noncredit programs shown by the Academic Senate, the Chancellor's Office, the Legislature, and other professionals is not a coincidence. Several recent studies have focused on the rapid demographic changes and declining educational levels that are affecting California society and its economy. In response to these studies, noncredit programs join the renewed interest in basic skills success and adult learners as one way to provide the workers that the state requires. This paper will describe several legislative and policy developments to explain the link between noncredit history and current hopes for improved student success through enhanced funding, staffing, and academic integrity of programs. Appended are: (1) Authorized Areas--Community College Noncredit and K-12 Adult Education; (2) Recommendations from 2006 Academic Senate for California Community Colleges (ASCCC) paper; and (3) ASCCC Resolutions on Noncredit Funding and Academic Integrity. (Contains 16 footnotes and 21 sources.)
Program Review: Setting a Standard
Author: Academic Senate for California Community Colleges
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,College Programs,Educational Quality,College Governing Councils,Scoring Rubrics,Web Sites,Models,Outcomes of Education,Data Collection,Evidence,State Legislation,College Faculty,Teacher Role,Intellectual Disciplines,College Administration,Faculty College Relationship,Faculty Organizations,Educational Legislation,Accreditation (Institutions),Educational Policy,Guidelines,Self Evaluation (Groups),Program Evaluation,Standards,Position Papers,School Effectiveness,Program Effectiveness

This paper responds to Resolution 9.05 Fall 2007, calling for an update of the Academic Senate's 1996 paper Program Review: Developing a Faculty Driven Process in the light of recent accreditation changes and other emerging issues. This paper has been written to expand on the best elements of the 1996 paper and to stand on its own without requiring that readers also review the earlier paper. Program review has evolved substantially since the development of that paper. Individuals and institutions engage in program review for a variety of reasons. This paper seeks to set a standard for program review in California community colleges based on the authority of local academic senates and their commitment to educational excellence, and also in light of external requirements. The Academic Senate continues to argue that program review must be a faculty-led process, motivated by professionalism and the desire to make community college programs relevant, effective, and exemplary. Appended are: (1) ACCJC Rubric for Program Review; (2) Sample Program Review Guidelines; (3) Visual Guides to Program Review; (4) Online Resources; (5) Bakersfield College Unit Plan Templates; (6) Program Review Models from Santa Monica College; (7) ACCJC Rubric for Student Learning Outcomes; and (8) Riverside City College District Data Collection. (Contains 2 figures, 4 charts and 9 resources.)
The Role of Noncredit in the California Community Colleges
Author: Academic Senate for California Community Colleges
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Noncredit Courses,Educational Needs,Community Colleges,Adult Education,College Credits,Educational History,School Surveys,Access to Education,Definitions,Questionnaires,Adult Students,Continuing Education,Labor Force Development,Program Development,College Governing Councils,College Administration,Educational Policy,State Regulation,Student Costs

In spite of the fact that noncredit generates approximately 10% of enrollment in the California Community College System, many people outside and even within the system are not aware of or do not fully understand the importance of noncredit and how it serves California's educational needs. Noncredit courses are basically what its title suggests--community college instruction that has no credit associated with it. Students who enroll in noncredit courses do not receive any type of college credit for these courses, nor do they receive official grades. Noncredit courses require no fees on the part of students. Noncredit instruction in the community colleges shares much in common with adult education offered through K-12 districts, and in fact, noncredit instruction has its origins in K-12 adult education. This paper provides an overview of noncredit, its history, its development, its unique identity, its current place in the California community colleges, and the challenges it faces in the future that is intended to open individuals' eyes and provide them with an appreciation for a part of the community colleges that they may never have visited before. Appended are: (1) Academic Senate Noncredit Resolutions; (2) Regulations Pertaining to Noncredit; and (3) Academic Senate Noncredit Program Survey. (Contains 7 footnotes and 9 sources.)
Textbook Issues: Economic Pressures and Academic Values
Author: Academic Senate for California Community Colleges
Date: 2005-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Textbooks,Community Colleges,Integrity,Position Papers,College Governing Councils,Ethics,College Faculty,Barriers,Values,Politics of Education,Governing Boards,Teacher Role,State Legislation,Educational Legislation,State Regulation,Educational Policy,Guidelines,Paying for College,Student Costs,Academic Freedom,Professional Autonomy,Conflict of Interest

The rising cost of college textbooks has recently become a topic of intense public debate. It is perceived as a significant barrier to college attendance, and an assortment of legislative remedies has been proposed. This position paper of the Academic Senate for California Community Colleges explains that profit is just one of a complex series of interacting issues that determine the ultimate cost of textbooks to students. Educational and ethical issues surrounding the adoption of course material are explored, and a wide variety of interested parties and their concerns are identified. The paper describes current criticisms of the college textbook situation and presents avenues whereby faculty members can help control costs while still preserving academic integrity. Recommendations are made to local academic senates on possible local responses to the issues, including appropriate college-wide guidelines and steps that can be taken by individual faculty members. Appended are: (1) AAUP Statement on Academic Bill of Rights; (2) Academic Senate Resolutions on Academic Bill of Rights; (3) Education Code Language on Bookstores; (4) Education Code and Title 5 Language on Sale of Materials; (5) Academic Senate Resolutions on Textbook Issues; and (6) Appendix VI: Legal Opinion on Faculty profits. (Contains 2 footnotes.)
The Course Outline of Record: A Curriculum Reference Guide
Author: Academic Senate for California Community Colleges
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: College Curriculum,Community Colleges,Course Descriptions,Courses,Noncredit Courses,State Regulation,Course Content,Course Objectives,Assignments,Prerequisites,Evaluation Methods,Teaching Methods

Curriculum is at the core of any educational endeavor, and the course outline of record plays a central role both internal and external to the California Community College System. This update to the original Academic Senate paper &quot;Components of a Model Course Outline of Record&quot; also incorporates material from the previously published Academic Senate papers &quot;Stylistic Considerations in Writing Course Outlines of Record&quot; and &quot;Good Practices for Course Approvals&quot;. In spite of the fact that internal and external standards for courses regularly evolve, this paper offers the curriculum developer a clear framework for the writing of a course outline of record. The paper begins with a broad overview of the development process and then moves to an element by element explanation of the course outline of record itself. For each element, stylistic and practical considerations are provided along with the appropriate citations where such inclusion helps to clarify the regulatory intent to ensure quality. The paper also includes discussion of related topics such as discipline assignment and the potential effects of compressed calendars. The paper concludes with curricular considerations beyond the course outline of record, and a detailed glossary of terms. Chapters are individually referenced. Appended are: (1) Glossary; (2) Section 55002; (3) Course Outline of Record Additional Requirements; (4) Relevant Publication Sources; (5) Resource Links; (6) Course Outline Examples; and (7) Descriptive Terms. (Contains 2 footnotes.)
Accelerated Plan for Closing the Gaps by 2015
Author: Texas Higher Education Coordinating Board
Date: 2010-04-29
Type: Reports - Evaluative
Subjects: Higher Education,Strategic Planning,Student Participation,Hispanic American Students,African American Students,Males,Success,Teacher Effectiveness,Teacher Certification,State Legislation,Elementary Secondary Education,Partnerships in Education,Science Education,Technology Education,Engineering Education,Mathematics Education,School Business Relationship,Data

Texas launched its ambitious strategic plan for higher education, &quot;Closing the Gaps by 2015,&quot; in the year 2000 to create a statewide vision for closing the higher education gaps within Texas and between Texas and other leading states. The plan focuses on bringing Texas to national parity in four critical areas of higher education: participation, success, excellence, and research. This statewide strategic plan is one of the first of its kind, and has been widely embraced by education, business, political, and community stakeholders across Texas. &quot;Closing the Gaps&quot; sets specific statewide goals in increasing participation in higher education, increasing success (i.e., certificates, undergraduate degrees, and other identifiable student successes from high quality programs), increasing the number of nationally recognized programs or services at colleges and universities in Texas, and increasing the level of federal science and engineering research and development obligations to Texas. Over the past ten years Texas has reached many significant milestones in &quot;Closing the Gaps&quot; but achieving 2015 goals will require additional efforts and focus by all stakeholders. Reaching the goals of &quot;Closing the Gaps&quot; will be a significant accomplishment for Texas. Gains in higher education have the potential to strengthen Texas' economic base, attract innovative businesses and top-flight faculty to the state, generate research funding, improve quality of life, and enhance the overall stature of the state. Achieving the &quot;Closing the Gaps&quot; goals by 2015 is within reach. However, significant gains are needed on several important goal areas where progress is lagging behind targets. In order to reinforce the statewide vision put forth in &quot;Closing the Gaps&quot; and move Texas aggressively toward the 2015 goals, the Texas Higher Education Coordinating Board (Coordinating Board) has developed this &quot;Accelerated Plan for Closing the Gaps by 2015.&quot; This plan heightens the agency's focus on four areas where Texas is behind its 2015 targets and highlights strategies that increase the pace of Texas' gains in these critical areas; based on recent years' momentum toward achieving participation goals, the accelerated plan is weighted toward strategies to increase success (i.e., certificate/degree/program completion) for students across Texas. Appended to this report is an overview of the Coordinating Board Strategic Planning Process and a list of stakeholders engaged in the strategic planning process. (Contains 3 tables and 6 footnotes.)
Temporary Assistance for Needy Families: Implications of Recent Legislative and Economic Changes for State Programs and Work Participation Rates. Report to Congressional Requesters. GAO-10-525
Author: Brown, Kay E.
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Human Services,State Programs,Welfare Recipients,Block Grants,State Aid,Context Effect,Program Evaluation

The Deficit Reduction Act of 2005 (DRA) reauthorized the Temporary Assistance for Needy Families (TANF) block grant and made modifications expected to strengthen work requirements for families receiving cash assistance through state TANF programs. Both the U.S. Department of Health and Human Services (HHS) and states were required to take steps to implement these changes. Work participation rates, or the proportion of families receiving TANF cash assistance that participated in work activities, are the key performance measure HHS uses to assess state TANF programs. In response to the economic recession that began in 2007, the American Recovery and Reinvestment Act of 2009 (Recovery Act), provided additional TANF funding to eligible states and made additional modifications to TANF. GAO examined (1) How did DRA affect state TANF programs, including work participation rates? (2) How has the recent economic recession affected state TANF programs? (3) How did the Recovery Act affect state TANF programs? To address these questions, GAO analyzed federal TANF data, as well as relevant federal laws, regulations, and guidance; interviewed HHS officials; surveyed all state TANF administrators; and conducted site visits to meet with state and local officials in Florida, Ohio, and Oregon. GAO is not making recommendations in this report. Appended are: (1) Objectives, Scope, and Methodology; (2) Numbers of TANF Families Meeting Work Requirements in Recent Years; (3) Factors Affecting States' Ability to Meet Work Participation Rates; (4) Comments from the Department of Health and Human Services; and (5) GAO Contact and Staff Acknowledgments. (Contains 5 tables, 13, figures, and 67 footnotes.)