ethanporcaro/eric-fulltext-meta huggingface dataset:
Replicating High-Performing Public Schools: Lessons from the Field
Author: Wicoff, Kimberly
Date: 2006-08-00
Type: Reports - Descriptive
Subjects: High School Graduates,Outcomes of Education,Public Schools,Public Education,School Effectiveness,Effective Schools Research,Duplication,Alignment (Education),Central Office Administrators,Educational Finance,Educational Change,Sustainability

The fact that far too many students leave high school unprepared to become contributing members of society is hardly news. What is news is the growing number of schools that are proving public education can work for every student. Unlike a decade ago, when it was hard to find more than a handful of high-performing public schools, today many such schools exist. As a result, the goal posts have shifted. The question is no longer, "Can we create schools that will achieve outstanding results for all their students?" but rather, "How can we replicate schools that we know can work, without sacrificing quality outcomes and within the constraints of the existing funding environment?" In the past few years, Bridgespan has had the privilege of working with a number of school developers who are tackling the challenges of replication. Their experiences provide considerable insight into the hard work of achieving both high-quality educational outcomes and economic sustainability. This set of short papers highlights some practical lessons. "Quality Outcomes and Sustainable Cash Flows" provides an in-depth look at how one school developer, the New Technology Foundation, aligned its academic and financial priorities by identifying the absolute "must-haves" in its educational model. Finding ways to ease the financial burdens of replication is the subject of "Trimming Costs, Not Results." In "The Role of the Center," the authors look at how the developer's central office can best support schools to sustain quality, and hence deliver results, without breaking the bank. Finally, in "The Five Cs of Clustering," the authors look at why some school developers are choosing to cluster schools geographically. The lessons collected here reflect the experience of a number of trail-blazing school developers. The authors hope that others who are in the thick of this work will add to, challenge, and amend them so that together they can build a body of knowledge about what is working, and what is not. (Contains 6 exhibits and 2 footnotes.
U.S. Educational Achievement on International Assessments: The Role of Race and Ethnicity. RTI Research Report Series. Occasional Paper
Author: Dalton, Ben
Date: 2011-05-00
Type: Reports - Research
Subjects: Academic Achievement,Achievement Tests,Minority Groups,Race,Ethnicity,Comparative Analysis,International Education,Achievement Rating,Research Reports,Cultural Influences,Racial Differences,Achievement Gap,Cross Cultural Studies,Comparative Education,Performance Factors,Evaluation Problems,Educational Assessment,Educational Indicators

The debate about the performance of US students on international assessments of educational achievement routinely fails to account for one consistently stark result: US achievement is bifurcated between a group of high-performing Asian and white students and an exceptionally low-performing group of black and Hispanic students. By summarizing results across 20 major international tests conducted since 1995, this research paper shows that when US racial and ethnic groups are separately compared with other countries, Asian and white students regularly perform at or near the top of international rankings, while black and Hispanic students typically rank at or near the bottom. Furthermore, the United States has a substantially larger minority population than all other developed countries, and minority status is not synonymous with internationally comparable factors such as socioeconomic level or immigrant status. The fact that overall US scores are disproportionately influenced by race and ethnicity suggests that researchers and reformers must reconsider how they use and interpret the results of international achievement tests. The research paper recommends providing and analyzing cross-national data separately by ethnic groups to inform approaches to improving education for all students. (Contains 1 figure, 3 tables, and 8 footnotes.)
Decentralization for High-Quality Education: Elements and Issues of Design. RTI Research Report Series. Occasional Paper
Author: Healey, F. Henry, III
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Administrative Organization,Educational Quality,Design Preferences,Research Reports,Program Design,Design Requirements,Performance Factors,Change Strategies,Participative Decision Making,Transformational Leadership,Organizational Change,Institutional Characteristics,Accountability,Administrative Principles,Financial Support,Program Implementation,Systems Development

The impact of education decentralization on high-quality education has been mixed at best. This can be attributed to a variety of factors including decentralization itself, ineffectual implementation, political-economic friction, and poor design. This paper focuses largely on the issue of design, contending that if governments or donors aim to decentralize education systems, or parts thereof, for the purpose of high-quality education, the system must be designed to do so. Only then might there be some chance of it actually happening. In this paper we put forth a methodology for designing a high-quality decentralized education system and discuss the ways in which that design can be used to support the planning process aimed at bringing about the design. (Contains 3 figures, 4 tables, and 30 footnotes.)
Left in the Margins: Asian American Students and the No Child Left Behind Act
Author: Redondo, Brian
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Achievement Gap,Educational Quality,Standardized Tests,Asian American Students,Federal Legislation,Educational Improvement,Improvement Programs,Federal Programs,Accountability,Federal Regulation,Educational Policy,Policy Analysis,Policy Formation,Politics of Education,English Language Learners,Educational Attainment,Minority Group Students,Educational Assessment,Educational Indicators,Achievement Gains

No Child Left Behind (NCLB) is a federal education law that was passed in 2001 with the laudable but challenging goal of closing the achievement gap between minority and white students and improving academic achievement among all students. To that end, NCLB has held states, school districts, and individual schools to impossibly high standards of accountability for the academic performance of their students. The law requires that students are regularly assessed in reading and math, often in the form of standardized testing, and that their performance on these assessments be used as a measure of the school's educational quality. NCLB expired in 2007 and is up for reauthorization. In the past year, Congress has rigorously examined the law during a lengthy reauthorization attempt that has not yielded progress. Narrowing curriculums and a virtually unchanged achievement gap show that the ambitious law has serious flaws. Some argue for fundamental changes, others prefer reworking current provisions, and still others would rather scrap the law altogether and start anew. As a result, reauthorization in 2008 seems unlikely. As Congress fails to make any real progress, students, teachers, and parents across the country are left to suffer under the current law. Congress must either pass other effective education legislation or truly commit to resolving the fate of NCLB this year. Otherwise, they will fail our country's young people. (Contains 18 figures and 71 endnotes.) [This paper was written with the assistance of Khin Mai Aung and Margaret Fung.]
Implementing School-Based Management in Indonesia. RTI Research Report Series. Occasional Paper
Author: Heyward, Mark
Date: 2011-09-00
Type: Reports - Research
Subjects: Program Effectiveness,Technical Assistance,Foreign Countries,Educational Change,School Based Management,Private Schools,Public Policy,Mixed Methods Research,Governance,Public Schools,Educational Administration,Educational Quality,Administrative Organization,Educational Policy,Educational Attitudes,Mentors,Leadership Training,Intervention,Comparative Analysis

Indonesia, the world's fourth most populous nation, has been decentralizing its education sector for the past decade. In this context, school-based management is essential for improving the quality of education. A mixed-method, multisite assessment of a project that aimed to improve the management and governance of basic education in Indonesia documented positive impact on school-based management in both public and private schools, including &quot;madrasah&quot; (Islamic schools). The following factors were associated with this impact: (1) the program was explicitly based on government policy; (2) technical assistance was provided rather than funding, and the program was manageable and affordable for local partners; (3) the project strengthened local systems and institutions, building commitment at both provincial and district levels; (4) the program was school based and involved members of the entire school community: principals, teachers, staff, parents, and community members; and (5) training was provided on-site in school clusters, was ongoing, and included mentoring in schools to support implementation (one-off training events rarely result in successful reform). (Contains 3 figures and 5 footnotes.)
Accreditation: Removing the Barrier to Higher Education Reform. Backgrounder. No. 2728. Executive Summary
Author: Burke, Lindsey M.
Date: 2012-09-21
Type: Reports - Descriptive
Subjects: Higher Education,Educational Practices,Student Loan Programs,Federal Aid,State Aid,College Graduates,Debt (Financial),Educational Innovation,Electronic Learning,Government School Relationship,Accreditation (Institutions),Educational Change,Courses,Skills,Evaluation,Cost Effectiveness,Competency Based Education,Barriers

America's higher education system is in dire need of reform. The average college student leaves school with more than $23,000 in debt, and total student loan debt in the United States now exceeds $1 trillion. Furthermore, too many students are leaving college without the skills needed to be successful in the workforce. And yet, despite the dire state of today's higher education system, there is hope on the horizon: By favoring knowledge and skill acquisition over seat time, online options and competency-based learning are disrupting the traditional higher education market and perhaps have laid the foundation for a revitalization of American education. Despite the promise presented by these innovations, however, the antiquated higher education accreditation process remains a considerable obstacle to reform. (Contains 64 footnotes.)
Bias-Based Harassment in New York City Public Schools: A Report Card on the Department of Education's Implementation of Chancellor's Regulation A-832
Author: Asian American Legal Defense and Education Fund (AALDEF)
Date: 2009-00-00
Type: Reports - Research
Subjects: Public Schools,Urban Schools,Social Discrimination,Antisocial Behavior,Bullying,Prevention,Investigations,School Personnel,Program Implementation,Resource Allocation,Accountability,Training,Student Surveys,Teacher Surveys

On September 3, 2008, Mayor Michael Bloomberg and Schools Chancellor Joel Klein announced Chancellor's Regulation A-832, which established a procedure for addressing student-to-student bias-based harassment, intimidation, and bullying. Community groups and advocates stood with the Mayor and Department of Education (DOE) leadership in announcing the Regulation, applauding it as an important step in the right direction. Since last fall, The Sikh Coalition, Asian American Legal Defense and Education Fund (AALDEF), Coalition for Asian American Children and Families (CACF), and the New York Civil Liberties Union (NYCLU) have been leading an initiative to monitor and assess the implementation of the new regulation. Through surveying over 1,100 students and educators in New York City public schools, they have learned that a wide gap exists between the mandates and promise of the Regulation and the condition of the youth in City schools. This Report Card summarizes the findings of these surveys and provides an assessment of the implementation of Chancellor's Regulation A-832 in the first school year of its existence. Demographics, Methodology, Notes are appended. (Contains 14 notes.) [This paper was co-created with the Sikh Coalition and the Coalition for Asian American Children and Families (CACF).]
Human Capital Development and Poverty Alleviation in Nigeria: A Symbiotic Overview
Author: Asaju, Kayode
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Well Being,Role of Education,Foreign Countries,Human Capital,Poverty,Economic Progress,Poverty Programs,Labor Force Development,Investment,Community Benefits,Educational Benefits,Schematic Studies,Individual Development,Global Approach,Social Indicators,Social Change,Economic Impact

Human Capital development through education is a long time investment made by the state to enhance the well being of her citizenry. By investing in education, well educated individuals bring to bear their talents, knowledge, skills and experiences as they function in the various sectors of the economy. Human Capital development is therefore a prerequisite for economic growth and development, as well as a necessary and sufficient condition for poverty reduction in Nigeria. Unfortunately, successive governments in Nigeria have continued to pay lip services to the issue of investment in education. The author is of the view that poverty is synonymous with underdevelopment. Therefore, investing in human capital through education is the best strategy for overcoming the developmental challenges in the country, especially poverty reduction. This will be achieved by ensuring an effective educational system that is well funded, equipped, science and technology focused, dynamic, and innovative.
The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning
Author: Koedinger, Kenneth R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Cognitive Science,Theory Practice Relationship,Interdisciplinary Approach,Praxis,Logical Thinking,Memory,Teaching Methods,Cognitive Psychology,Educational Practices,Educational Principles,Mathematics

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes,  (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. (Contains 9 notes, 6 tables, and 1 figure.)
Assessment in Service-Learning
Author: McDonald, Betty
Date: 2012-10-17
Type: Reports - Research
Subjects: Instructional Effectiveness,Active Learning,Service Learning,Nontraditional Education,Nontraditional Students,Pilot Projects,Evaluation Methods,Formative Evaluation,Summative Evaluation,Reflection,Foreign Countries,Part Time Students,Evaluation Research,Educational Practices,Replication (Evaluation)

Offering meaningful service to the community while engaging in active learning is a pedagogical strategy that has come to be known as service-learning. Both learner and the community are mutual recipients of benefits derived from the process. The fundamental question that remains is, &quot;How do we assess the learner in this non traditional scenario?&quot; For this pilot study this present paper attempts to provide readers with some contemporary tried-and-tested ways for assessment of service-learning based on the researcher's experiences with learners at a tertiary educational institution in a Caribbean setting where tourism is the main source of foreign exchange. It is hoped that the varied methods discussed serve as a catalyst for developing innovative methods of assessment in service-learning thereby advancing knowledge in this field. (Contains 6 exhibits.)
First-Year Physics Graduate Students: Characteristics and Background. Data from the 2007-2008 and 2009-2010 Graduate Student Surveys. Focus On
Author: Mulvey, Patrick
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: Physics,Foreign Countries,Graduate Students,Student Surveys,College Science,Masters Degrees,Doctoral Degrees,Student Characteristics,Geographic Location,Citizenship,Foreign Students,Educational Attainment,College Preparation,Gender Differences,Research,Astronomy,Enrollment Trends

Each fall the Statistical Research Center conducts its Survey of Enrollments and Degrees, which asks all degree-granting physics and astronomy departments in the U.S. to provide information concerning the numbers of students they have enrolled and counts of recent degree recipients. In connection with this survey, the authors ask for the names and contact information for students currently enrolled in their graduate program. Seventy-three percent of the departments provided contact information for their graduate students. The majority of the data in this "focus on" comes from physics and astronomy students who were identified as being new to a department in the academic years 2007-08 and 2009-10. An initial invitation to participate in the survey was sent to the students in April of their first year at a department. According to the findings from the Survey of Enrollments and Degrees, there were 3,069 first-year physics students enrolled in the fall of 2007 and 3,089 in the fall of 2009. Findings reveal that total first-year graduate student enrollments at physics departments have remained at about 3,000 students for the last 6 years. Around 70% of non-U.S. students entering physics departments in the U.S. are from Asia. Almost half of PhD-seeking first-year physics students aspire to work in a university setting. (Contains 5 tables and 2 figures.)
TECHcitement: Advances in Technological Education, 2003
Author: American Association of Community Colleges
Date: 2003-04-00
Type: Collected Works - Serial
Subjects: College Faculty,Community Colleges,Technology Education,Educational Change,Medical Research,Technical Education,Partnerships in Education,Internship Programs,Laboratories,Engineering Technology,Associate Degrees,School Business Relationship,Technological Advancement,Grants,Personnel Selection,Two Year College Students,Science Education,Mathematics Education,Radiology,Marine Education

This edition of "TECHcitement" contains the following articles: (1) ATE Changes the Way People Learn and Work; (2) UC-Davis' Bioinformatics for Community College Faculty Moves Students to High Tech's Leading Edge; (3) CCSF Students Checking Medical Research Tests; (4) ATE Bridging Gap between Researchers and Practitioners; (5) MATE Center; (6) ATE Grant Improves Training for Nondestructive Testing; (7) Nanotechnology; (8) College-Industry Partnerships Change Process Technology; and (9) Sinclair Uses Grants to Nurture Inventiveness.
Plus 50: Business Community Outreach Toolkit
Author: American Association of Community Colleges
Date: 2009-11-17
Type: Guides - Non-Classroom
Subjects: Business,Outreach Programs,School Business Relationship,Employers,Personnel Selection,Organizations (Groups),Professional Associations,Adults,Community Colleges,Recruitment,Labor Market,Aging (Individuals)

This toolkit is designed to support you in building partnerships with the business community. It includes a series of fact sheets you can distribute to employers that discuss the value in hiring plus 50 workers. Individual sections contain footnotes. (Contains 5 web resources.)
Sustaining Service Learning: The Role of Chief Academic Officers. Project Brief. AACC-PB-03-1
Author: Prentice, Mary
Date: 2003-00-00
Type: Reports - Descriptive
Subjects: Deans,Community Colleges,Grants,Service Learning,Citizenship Responsibility,Corporations,Critical Thinking,Budgets,Role,Administrator Role,Models,Teaching Methods,College Faculty

In the fall of 2000, the American Association of Community Colleges (AACC) received a three-year grant from the Corporation for National and Community Service (CNCS) to create and enhance service learning initiatives at community colleges across the country. Service learning combines community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility. As part of the "Community Colleges Broadening Horizons through Service Learning" grant, AACC convened the chief academic officers (CAOs) from colleges it had funded between 1994 and 2000, as well as new AACC grantees for 2000-2003. Up to 23 CAOs met annually at AACC's Summit on Service Learning Institutionalization to learn more about service learning, discuss ways to sustain service learning, and explore with their colleagues the multiple pressures facing a CAO. These academic leaders also examined how to maximize student learning in the face of competing options and tight budgets. This paper summarizes and analyzes CAO involvement in and commitment to service learning. (Contains 13 resources.)
TECHcitement: Advances in Technological Education, 2004
Author: American Association of Community Colleges
Date: 2004-04-00
Type: Collected Works - Serial
Subjects: College Faculty,Technical Education,Community Colleges,Technology Education,Laboratories,Faculty Development,Core Curriculum,Engineering Technology,Partnerships in Education,Internship Programs,Computer Security,Associate Degrees,Standard Setting,Instructional Development,School Business Relationship,Technological Advancement,Grants,Personnel Selection,Two Year College Students,Science Education,Hearing Impairments,Robotics,Mathematics Education,Females

This edition of "TECHcitement" contains the following articles: (1) ATE Program Leads to Student Success; (2) Doing Whatever It Takes for Aquaculture; (3) The Bridge to Biotech; (4) Girls See What They Can Do With Technology at Camp; (5) Students Advancing Solutions to Business Problems; (6) CREATE Recreates Technical Education in California; (7) FaST Puts Community College Faculty, Students to Work in National Research Laboratories; (8) ATE Grant Reaches Hearing-Impaired Professionals; (9) Clever Blend of Old and New; (10) Faculty Development Base for Engineering Technology Core Curriculum; (11) SpaceTEC; (12) Robotics Team Inspires Young Women and Minorities to Excel in Math and Science; (13) WGBH Offers Customizable Recruitment Materials; and (14) Cybersecurity Programs at Community Colleges. [For "TECHcitement: Advances in Technological Education, 2003," see ED535899.]