ethanporcaro/eric-fulltext-meta huggingface dataset:
Citywide Education Progress Report: Boston
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Reports evaluate how a city is doing across three goals: (1) The education system should be continuously improving; (2) All students should have access to a high-quality education; and (3) The education strategy should be rooted in the community. Across each goal, indicators are presented of system reforms and outcomes. These city reports focus on education strategies for the 2017-18 school year. Analyses reflect developments through June 2018, and these are updates to the original reports from the 2016-17 school year. To understand how well cities are doing, the Center on Reinventing Public Education (CRPE) used state and federal data to track school improvement, graduation rates, and student access to high-quality schools. To understand city strategies and identify early progress, interviews, surveys, public documents, and news articles from 2014-2015 to the present were relied upon. This analysis uses data for district and charter schools to look at all schools within municipal boundaries, rather than just one sector or district. For over 20 years Boston has been a national leader in applying school autonomy, district school choice, and high accountability standards to drive student learning and school model variety. Currently, education leaders are focused on improving community engagement and the choice process via more information for parents on schools. In the wake of the 2018 departure of Superintendent Tommy Chang, the city must push harder for equitable access to high-quality options: achievement gaps for students of color, English language learners, and students with disabilities has widened per the most recent NAEP scores. Ensuring that low-income families and communities of color in particular can provide broad input continues to be a challenge. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Camden
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Reports evaluate how a city is doing across three goals: (1) The education system should be continuously improving; (2) All students should have access to a high-quality education; and (3) The education strategy should be rooted in the community. Across each goal, indicators are presented of system reforms and outcomes. These city reports focus on education strategies for the 2017-18 school year. Analyses reflect developments through June 2018, and these are updates to the original reports from the 2016-17 school year. To understand how well cities are doing, the Center on Reinventing Public Education (CRPE) used state and federal data to track school improvement, graduation rates, and student access to high-quality schools. To understand city strategies and identify early progress, interviews, surveys, public documents, and news articles from 2014-2015 to the present were relied upon. This analysis uses data for district and charter schools to look at all schools within municipal boundaries, rather than just one sector or district. Since a state takeover in 2013, Camden has undergone a number of changes to improve the quality of schools and family access to different school options. A cornerstone of this strategy has been the city's Renaissance schools, neighborhood schools operated in partnership with high-quality charter operators. Over the past several years, Camden has also invested in a unified enrollment system, intensive community outreach, and differentiated support for traditional district schools. Early results of Camden's reforms have been promising, but the city's education, nonprofit, and civic leaders must push forward on improving the quality of all schools--district, charter, and Renaissance--while maintaining families as key partners in the strategy. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Cleveland
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Reports evaluate how a city is doing across three goals: (1) The education system should be continuously improving; (2) All students should have access to a high-quality education; and (3) The education strategy should be rooted in the community. Across each goal, indicators are presented of system reforms and outcomes. These city reports focus on education strategies for the 2017-18 school year. Analyses reflect developments through June 2018, and these are updates to the original reports from the 2016-17 school year. To understand how well cities are doing, the Center on Reinventing Public Education (CRPE) used state and federal data to track school improvement, graduation rates, and student access to high-quality schools. To understand city strategies and identify early progress, interviews, surveys, public documents, and news articles from 2014-2015 to the present were relied upon. This analysis uses data for district and charter schools to look at all schools within municipal boundaries, rather than just one sector or district. Cleveland Metropolitan School District is making strides on many fronts: helping families through the school choice process, improving school leadership, and expanding school autonomy. These efforts are anchored by Cleveland's Plan for Transforming Schools, a citywide, voter-funded improvement strategy that includes the district and participating charter schools. Despite improvements on some metrics, like graduation rates, overall Cleveland's achievement rates remain low, especially when compared to other large urban cities. Reforms are still evolving, but as leaders of the Cleveland Plan re-evaluate strategies at the five-year mark, they will need to use the strong foundation they have already built to refocus goals to aggressively address persistently low-performing schools and redesign or consolidate under-enrolled schools. This will require more coordination across the diverse charter sector and improved engagement with families most impacted by low-performing schools. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Chicago
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Reports evaluate how a city is doing across three goals: (1) The education system should be continuously improving; (2) All students should have access to a high-quality education; and (3) The education strategy should be rooted in the community. Across each goal, indicators are presented of system reforms and outcomes. These city reports focus on education strategies for the 2017-18 school year. Analyses reflect developments through June 2018, and these are updates to the original reports from the 2016-17 school year. To understand how well cities are doing, the Center on Reinventing Public Education (CRPE) used state and federal data to track school improvement, graduation rates, and student access to high-quality schools. To understand city strategies and identify early progress, interviews, surveys, public documents, and news articles from 2014-2015 to the present were relied upon. This analysis uses data for district and charter schools to look at all schools within municipal boundaries, rather than just one sector or district. Chicago can be proud of increased student performance: according to research lead by Stanford professor Sean Reardon, Chicago students are learning at faster rate than 96% of school districts in the country. Janice Jackson, a previous Chicago Public Schools (CPS) student, teacher, principal, and administrator, was tapped to serve as CEO in 2018. The system is giving more decision making authority to individual schools, developing strong school leader pipelines, and has introduced a unified information and enrollment system for all public high schools in Chicago. But the city must remain focused on elevating voices of underrepresented communities in the system, planning for quality schools in every neighborhood, and providing better transportation options. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Houston
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Reports evaluate how a city is doing across three goals: (1) The education system should be continuously improving; (2) All students should have access to a high-quality education; and (3) The education strategy should be rooted in the community. Across each goal, indicators are presented of system reforms and outcomes. These city reports focus on education strategies for the 2017-18 school year. Analyses reflect developments through June 2018, and these are updates to the original reports from the 2016-17 school year. To understand how well cities are doing, the Center on Reinventing Public Education (CRPE) used state and federal data to track school improvement, graduation rates, and student access to high-quality schools. To understand city strategies and identify early progress, interviews, surveys, public documents, and news articles from 2014-2015 to the present were relied upon. This analysis uses data for district and charter schools to look at all schools within municipal boundaries, rather than just one sector or district. Houston is home to 17 different school districts, with the Houston Independent School District (HISD) serving families in the center of the city. A looming state takeover, which may happen in fall 2018, has dominated conversation in the city over the past year, highlighting weaknesses in governance, vision, and community engagement. However, this crisis point could provide an opportunity to reassess education strategy and begin to build a citywide vision for Houston's school system. The city's 150 charter schools, mayor's office, and active nonprofit and business sectors should be involved in establishing that vision. This conversation must include a sustainable strategy to improve the city's schools and improve access to existing quality options. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Staffing Levels in Schools: What the Numbers Do (and Don&apos;t) Tell Us
Author: Crockett, Anna
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Retrenchment,Budgeting,Educational Finance,Job Layoff,Teacher Dismissal,Public Education,Teacher Student Ratio,Educational Policy,Educational Change,Paraprofessional School Personnel,Administrator Role

To promote success among all students, schools hire an array of support staff, professional personnel, and administrators. The majority of a school's budget is dedicated to personnel costs, so when the Legislature cuts education funding, they are also cutting staff. However, changes in staffing have not been consistent over time or within staffing categories--that is, whether cuts apply to teachers, administrators, or other school personnel. In 2011 the Legislature cut $5.3 billion from the two-year public education budget. This brief examines the impact the 2011 budget cut had on the type and number of personnel working within Texas schools and other recent policy changes that impact staffing levels.
State Standards Scratch the Surface of Learning about Political Parties and Ideology. CIRCLE Working Paper #81
Author: McAvoy, Paula
Date: 2016-00-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,Social Studies,Politics,Political Attitudes,Ideology,Middle School Students,High School Students,History Instruction,Civics,Student Educational Objectives,Controversial Issues (Course Content),Beliefs,Citizen Participation

In this report, the authors present findings from their analysis of social studies state standards. The following questions guided their work: (1) To what extent do middle and high school (grades 8-12) history and civics state standards support teaching about political parties? For the states that do include language about political parties, what does an analysis of the standards tell us about what they expect students to learn? and (2) To what extent to do state middle and high school (grades 8-12) history and civics state standards support teaching about political ideology? For the states that do include language about political ideology, what does an analysis of the standards tell us about what they expect students to learn? The report focuses on four criteria: (1) The role that political parties play in the political system; (2) How controversial political issues map onto the political spectrum and party interests; (3) The ideological underpinnings of the two major political parties; and (4) How one's own beliefs fit within the ideological-partisan landscape. Findings indicate that, in general, state standards recognize that young people need to learn about electoral politics, and this includes learning about political parties and issues. At the same time, the standards give teachers little guidance about how deeply to wade into these waters. No state met the four criteria that the authors identified as necessary for informed engagement in electoral politics. North Carolina, Virginia and Vermont are noteworthy, because they include three of the four criteria: role of political parties, platforms, and ideological foundations. [This research was funded in part by the Gibb Democracy Education Fund.]
Skills Anticipation: Looking to the Future. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Job Skills,Labor Needs,Policy Formation,Public Policy,Educational Policy,Prediction,Futures (of Society),Foreign Countries,Information Dissemination,Financial Support,Governance,Evaluation Methods

Labor market and skills intelligence, which provides information on current and future labor market trends and skill needs, can help people, enterprises and policymakers make informed decisions. Cedefop's project, &quot;Governance of Skills Anticipation and Matching Systems: Country Reviews,&quot; aims to help participating EU states overcome challenges to improve their skills anticipation and matching systems. National stakeholders are in the driving seat, identifying priority areas for improvement and providing valuable insights. In 2016, Cedefop worked with Malta and Iceland. For 2017-19 Bulgaria, Greece, Estonia and Slovakia have invited Cedefop to work with them. Working with national authorities and stakeholders, including social partners, Cedefop provides technical expertise, methods and tools to promote stakeholder cooperation and consensus, to help build a path for developing skills anticipation and matching in their country. Cedefop's overviews examine skills anticipation approaches in all 28 EU Member States, showing differences and similarities in skills anticipation methods and tools, governance structures, dissemination and its use in policy-making. The overviews explore current approaches to skills anticipation, giving insights and possible policy lessons on how to get the best out of a potentially powerful policy tool.
Citywide Education Progress Report: Atlanta
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Between 2017 and 2018 Atlanta Public Schools deepened its commitment to improving persistently low-performing schools, took steps to increase school-level autonomy, and put new strategies in place to support families through the school choice process. However, a number of barriers still stand in the way of all families to having access to high-quality school options. Increasing citywide engagement in education marks a positive direction for Atlanta, and sets the foundation for addressing persistent student achievement gaps. School proficiency rates in math and reading improved across the city. However, progress has been uneven. Proficiency and graduation rates remain below the state average, and some high school students have had inequitable access to advanced coursework. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Kansas City
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. In the Kansas City schools, district enrollment is on the upswing after years of declines. Some of Kansas City's charter schools, which comprise about half of the city's public schools, are among the best in Missouri. However, one in three city schools scored in the bottom 5% of the state in 2016-17 and it appears that neither sector has a strong and coherent improvement strategy. The relationship between the district and charters is competitive, making it challenging for leaders to collaborate on systemic solutions to the common problems facing their schools and families. Nearly one-third of the city's schools are performing well below the state average. Both the district and charter sectors face challenges with hiring and retaining talented educators. Family engagement varies across schools within both sectors. Between 2011-12 and 2014-15, the graduation rate across Kansas City remained essentially flat relative to the state. Between 2010-11 to 2015-16, citywide proficiency rates on state assessments did not improve relative to the state overall, and access to top-scoring schools in the city remains uneven. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]