ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward Affordability: Policy Recommendations for Virginia Higher Education
Author: State Council of Higher Education for Virginia
Date: 2009-01-06
Type: Reports - Evaluative
Subjects: Strategic Planning,Higher Education,Intervention,Public Colleges,Educational Attainment,Futures (of Society),Public Sector,Public Policy,Educational Finance,State Aid,Tuition,Economic Factors,Paying for College,Pilot Projects,Student Financial Aid

In its 2007-13 strategic plan, Advancing Virginia: Access, Alignment, Investment, the State Council highlighted 12 strategic higher education initiatives that it believed were necessary to ensure Virginia's future. Key among these goals was improvement of the affordability of a college education in the Commonwealth. Recent events have reinforced the importance of affordability in higher education. The economic downturn the nation is currently experiencing is forcing Virginia to make unwanted cuts in higher education funds already appropriated, while at the same time parents and students are finding it harder to afford the rising tuition that reduced state funding engenders. In the recent Measuring Up 2008 report from the National Center for Public Policy and Higher Education, Virginia was one of 49 states graded &quot;F&quot; for affordability. The report noted that poor and working-class families in the Commonwealth must devote 31% of their income, even after receiving aid, to pay the costs of a two-year public college. At a time when the economic success of a citizen, a state, or a nation is more and more directly tied to educational attainment, the U.S.--despite its high rates of participation in higher education--has the worst degree-completion rate among developed nations. While about 55% of young people in other developed countries have earned at least an associate's degree, the U.S. attainment percentage is only 42%. Moreover, information recently presented to the Council on Virginia's Future indicates that, in order to be competitive with the best-performing nations by 2025, the Commonwealth's higher education system will need to increase its annual degree production by 28%, with the public sector needing to increase degrees by 34% annually. Given that students cannot achieve what they cannot afford, improving (or at least maintaining) the affordability of higher education is central not only to achieving economic competitiveness, but also simply maintaining economic viability. Therefore, in order to advance public understanding of the need to improve affordability in higher education, the Council created an ad hoc committee in early 2008 to explore the subject. This document reflects the Council's perceptions of the various factors that impact affordability--both those within its control and influence as well as those outside--and outlines strategies and recommendations that the Council believes it and/or others should consider in addressing the various factors. Appendices include: (1) Understanding Affordability; (2) Early-Commitment Programs; and (3) Direct-Intervention Programs and Guidance for Creating Pilots Projects.
Tuition and Fees at Virginia's State-Supported Colleges and Universities, 2009-10
Author: Zheng, Yan
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Student Costs,Fees,Tuition,Educational Finance,State Aid,Higher Education,Economic Climate,Comparative Analysis

In order to speed the national economic recovery, create and save jobs, and provide services to people affected by the recession, the 111th United States Congress enacted and President Obama signed into law the American Recovery and Reinvestment Act of 2009 (ARRA)--an economic stimulus package worth $787 billion--on February 17, 2009. Virginia will receive approximately $4.8 billion in direct appropriations from the ARRA over the next two years, excluding tax cuts that go directly to Virginia citizens. Due primarily to the availability of ARRA funding, tuition and mandatory E&amp;G fees for in-state undergraduate students will increase by an average of 5.1% next year. These charges increased by 6.5% in 2008-09. Tuition and all mandatory fees, including both educational and general and non-educational and general fees, will increase by 5.2% in 2009-10, as compared to an increase of over 7% in 2008-09. The FY2010 tuition increase will be the lowest annual increase since FY2002. This report, focusing on tuition and fees for in-state undergraduates, provides a summary of: (1) board-approved tuition and fee increases for the 2009-10 academic year; (2) tuition and fee trends in Virginia over the past 25 years; (3) the cost-sharing relationship between the state and students; and (4) trends in tuition increases nationally. Additionally, a comparison of planned and actual tuition increases is provided. Comparisons of changes in tuition and fees for other student groups, including in-state graduate, out-of-state undergraduate, out-of-state graduate, in-state first professional, and out-of-state first professional, are provided in the appendices. Appendices include: (1) Allocation of the American Recovery and Reinvestment Act of 2009 and Tuition Policy; (2) 2009-10 Full-Time, In-State, Undergraduate Student Charges; (3) 2008-10 Full-Time Undergraduate Mandatory Non-Educational and General Fees; (4) 2008-10 Full-Time Student Charges, by Student Residency and Program Level; and (5) Tuition and Fees in Selected States, by Institution Type. (Contains 11 charts.)
HJR 678: Report on Teacher Shortages in the Commonwealth, with Focus on Enhancing the Transfer Pipeline from Virginia's Community Colleges
Author: Quintana-Baker, Maricel
Date: 2010-01-22
Type: Reports - Evaluative
Subjects: Teacher Shortage,Supply and Demand,Preservice Teacher Education,Teacher Education Programs,Community Colleges,State Government,Teacher Characteristics,Public Education,Experiential Learning,Articulation (Education),Alternative Teacher Certification

House Joint Resolution 678 requires that the State Council of Higher Education for Virginia (SCHEV) and the Virginia Community College System (VCCS) study &quot;the shortage of classroom teachers in the Commonwealth, and especially explore methods to attract students to the Virginia Community College System for the first two years of a teacher preparation program.&quot; In response to this requirement, SCHEV and the VCCS have studied factors contributing to teacher shortages and suggested strategies for utilizing the transfer pipeline to narrow the gap between supply and demand. This report begins with a description of the instructional personnel in Virginia public schools (including gender, age, and ethnicity) in relationship to the Commonwealth's school population. Following this section, yearly data (2004 to 2010) from the Virginia Department of Education on specific shortage categories is listed and the reasons for these shortages are discussed. Different pathways to teacher licensure are explored, including approved programs and alternative routes, such as the Career Switcher Program, experiential learning, provisional licenses, alternative routes, and reciprocity. Transfer from a two-to a four-year institution is yet another path to teacher licensure. A survey was conducted to provide a broad stroke assessment of the ability of Virginia's four-year institutions to accommodate an expanded flow of transfers into undergraduate teacher education programs, and to gain input from four-year institutions on the efficacy of relevant articulation agreements. Models of exemplary practices to improve the pipeline preparing future teachers are explored at the national, out-of-state, and state-system levels. In addition, Virginia's own model programs are described. A number of recommendations designed to improve and increase the flow of teacher education students from our community colleges to the four-year institutions with teacher preparation programs close the report. (Contains 5 tables.)[Dr. Joseph DeFilippo also contributed to this report.
Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains. NCEE 2010-4004
Author: Schochet, Peter Z.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Evaluation,Student Evaluation,Scores,Educational Testing,Achievement Gains,Statistical Analysis,Hypothesis Testing,Performance Based Assessment,Error Patterns,Scoring Formulas,Bayesian Statistics

This paper addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using realistic performance measurement system schemes based on hypothesis testing, we develop error rate formulas based on OLS and Empirical Bayes estimators. Simulation results suggest that value-added estimates are likely to be noisy using the amount of data that are typically used in practice. Type I and II error rates for comparing a teacher's performance to the average are likely to be about 25 percent with three years of data and 35 percent with one year of data. Corresponding error rates for overall false positive and negative errors are 10 and 20 percent, respectively. Lower error rates can be achieved if schools are the performance unit. The results suggest that policymakers must carefully consider likely system error rates when using value-added estimates to make high-stakes decisions regarding educators. Appendices include: (1) Comparing the HLM and EVAAS Models; and (2) Obtaining Realistic ICC Values. (Contains 11 tables, 2 figures, and 6 footnotes.)
Read Naturally[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Bilingual Students,Intervention,Reading Fluency,Reading Achievement,Elementary Schools,Middle Schools,Reading Instruction,Mathematics Achievement,English (Second Language),Quasiexperimental Design,Language Acquisition,Outcomes of Education,Reading Comprehension

&quot;Read Naturally&quot;[R] is an elementary and middle school supplemental reading program designed to improve reading fluency using a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by teachers and the students themselves. The What Works Clearinghouse (WWC) reviewed three studies on &quot;Read Naturally&quot;[R] for English language learners. One study meets WWC evidence standards; one study meets WWC evidence standards with reservations; the remaining study does not meet WWC evidence standards. Based on the two studies, the WWC found no discernible effects in reading achievement and English language development for English language learners. Appendices include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings included in the ratings; (4) &quot;Read Naturally&quot;[R] ratings; and (5) Extent of evidence by domain. (Contains 10 footnotes.) [The following studies are reviewed in this intervention report: (1) Kemp, S. C. (2006). Teaching to &quot;Read Naturally&quot;: Examination of a fluency training program for third grade students (Doctoral dissertation, University of California, Irvine and University of California, Los Angeles, 2006). &quot;Dissertation Abstracts International, 67&quot;(07A), 95-2447; (2) Denton, C. A., Anthony, J. L., Parker, R., &amp; Hasbrouck, J. E. (2004). Effects of two tutoring programs on the English reading development of Spanish-English bilingual students. &quot;The Elementary School Journal, 104&quot;(4), 289-305; and (3) Kamps, D., Abbott, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J., et al. (2007). Use of evidence-based, small-group reading instruction for English language learners in elementary grades: Secondary-tier intervention. &quot;Learning Disability Quarterly, 30&quot;(3), 153-168.]
Judging a Book by its Cover: An Evaluation Tool for the Evaluation, Selection and Inclusion of Multicultural Children's Literature in the Elementary Classroom
Author: Schultz, Suzanne
Date: 2010-07-00
Type: Information Analyses
Subjects: Elementary Education,Multicultural Education,Childrens Literature,Role,Reading Material Selection,Teacher Competencies,Reading Instruction,Equal Education,Classrooms

Today's elementary classrooms are made up of a representation of all cultures, races, religions, ethnicities and abilities. The reading instruction of elementary students should equally represent the demographics of our rapidly growing student population. Students are not being provided with an equal education through a lack of accurate and authentic literature in the classroom. The portrayal of our diverse society is limited in the elementary curriculum due to the lack of knowledge and access of multicultural literature by elementary teachers. This study is an extensive literature review including an interview with an expert  in children's literature and reading instruction. The research findings are synthesized to  provide an evaluation model for teachers to use in evaluating and selecting multicultural  children's literature for inclusion into their classroom and reading curriculums.
Achievement in Problem Solving
Author: Friebele, David
Date: 2010-05-15
Type: Reports - Research
Subjects: Educational Strategies,Charter Schools,Student Evaluation,Economic Status,Action Research,Student Surveys,Problem Solving,Interpersonal Relationship,Program Effectiveness,Interaction,Teaching Methods,Manipulative Materials,Scoring Rubrics,Self Evaluation (Individuals),Summative Evaluation,Instructional Effectiveness,Minority Groups,Interviews,Middle School Students,Questionnaires,Mathematics Instruction,Worksheets,Student Journals,Thinking Skills,Urban Schools

This Action Research Project is meant to investigate the effects of incorporating research-based instructional strategies into instruction and their subsequent effect on student achievement in the area of problem-solving. The two specific strategies utilized are the integration of manipulatives and increased social interaction on a regular basis. The project took place over eight weeks, beginning January 11th, 2010 in the sixth, seventh, and eighth grade classes at the Petworth campus of the Center City Public Charter School (CCPCS). CCPCS Petworth campus is located in NW Washington DC, its students are of low socio-economic status, and are all minorities. The tools used to collect data about these strategies included summative assessments, anecdotal field notes, journal entries, surveys, and self-evaluation rubrics for students. After implementation, summative assessments scores increased, student confidence levels improved, and their problem solving strategies were broadened while their critical thinking skills improved as well. Appended are: (1) Data Collection Matrix; (2) Student Survey; (3) Summative Assessment for Sixth Grade; (4) Anecdotal Field Notes Template; (5) Journal Entry Template for 7th Grade; (6) Summative Assessment for 7th Grade; (7) Interview Questions for 7th Grade; (8) Field Notes; (9) Student Survey: Social Interaction; and (10) Social Interaction Rubric.
Predicting Success in a Gateway Mathematics Course
Author: Morrison, Michael C.
Date: 2010-07-26
Type: Information Analyses
Subjects: Grade Point Average,Mathematics Achievement,Prediction,Probability,Liberal Arts,Mathematics Education,Mathematics Instruction,Scores,Community Colleges,Two Year Colleges,College Preparation,Student Placement,College Entrance Examinations,Algebra,Counselors,Counseling,Predictor Variables

A logit model predicting student outcomes for a gateway course, Math for Liberal Arts, was successfully developed which fits the data well. Two variables, ACT math score and high school GPA, were found to be significant predictors of achieving a C or better in Math for Liberal Arts. A practical implication of the study suggests that with just two pieces of information, a student's high school GPA and his/her ACT math score, a counselor could input these two values into a spreadsheet and obtain the student's predicted probability of success in Math for Liberal Arts. (Contains 9 tables and 2 figures.)
How a Library Can Develop the Ability in Disability
Author: Jaworski, Susan
Date: 2009-10-15
Type: Speeches/Meeting Papers
Subjects: Library Personnel,Developmental Disabilities,Special Needs Students,Access to Education,Partnerships in Education,Inclusive Schools,Job Skills,Interpersonal Competence,Library Role,Mentors,Internship Programs,Transitional Programs,Consciousness Raising,Public Schools,Colleges

Staff members at E. H. Butler Library, Buffalo State College, have collaborated with the  College-Based Transition Program to help students with disabilities achieve a more rounded,  fulfilling college experience. The CBTP program is a partnership between the Buffalo Public  Schools, People Inc., Parents for Public Schools, and Buffalo State College. It allows young  people ages 18-23 who have completed high school and have a wide range of developmental  disabilities to participate in an inclusive, age-appropriate learning environment, acquiring job  skills as well as social skills that will prepare them for the workplace. Butler Library staff members mentor many of these students with internship opportunities in different departments, offering training in specific tasks, experience in job readiness, exposure to  office protocol, and an introduction to workplace conduct and attire. Student interns work in  many departments, circulation, stacks and Interlibrary Loan. The transitions program at Buffalo State reaches beyond the scope of race, religion, and gender to include individuals with a vast array of disabilities. Not only do the transitions students benefit from their experiences, our own college students learn to overcome their stereotypes about people with disabilities and find they not only can work with them, they can help them as well. The college environment is a great place for all young adults to realize their place in the  world, and the faces of diversity at Butler Library help make the experience richer.
Strategies for Science Student Achievement &amp; Productive School Management
Author: Johnson, William L.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Productivity,High Schools,Academic Achievement,Course Descriptions,Teaching Methods,Secondary School Science,Science Achievement,Instructional Leadership,Educational Improvement,Models,Professional Development,Evaluation,Program Development,Thinking Skills,Scores

There is an increasing literature pertaining to student achievement and school productivity. This session will present school and classroom strategies used in high school science classes at Robert E. Lee High School (5A) in Tyler, Texas. This year, 84% of the students at Lee passed the science TAKS test. Lee is also ranked in the top 1500 high schools in the United States. With the advent of EOC beginning with incoming freshmen in the 2011-12 school year, the session will briefly explore transferring current strategies into the new the structure. Research &amp; Design Course Outline is appended.
School Business Community Partnership Brokers. Program Guidelines, 2010-2013
Author: Australian Government Department of Education, Employment and Workplace Relations
Date: 2009-12-00
Type: Guides - Non-Classroom
Subjects: Business,Partnerships in Education,Privacy,Contracts,Glossaries,Legislation,School Business Relationship,School Community Relationship,Accountability,Information Technology,Marketing,Financial Support,Parent Participation,Career Development,Foreign Countries,Educational Attainment,Program Descriptions,Program Evaluation,Program Administration,At Risk Students,Education Work Relationship,Transitional Programs,Organizations (Groups),Educational Policy,Guidelines

These guidelines for 2010-2013 relate specifically to the Partnership Brokers program. This program is part of the Australian Government's contribution to the Youth Attainment and Transitions National Partnership and will commence on 1 January 2010. These Guidelines set out the requirements for the provision of services by organisations contracted to be Partnership Brokers. These Guidelines form part of the Services Contract with Partnership Brokers. If there is any inconsistency between the terms of the Services Contract and these Guidelines, the Services Contract will prevail. A glossary is included. Three attachments are included: (1) Information Privacy Principles Under the Privacy Act 1988; (2) Partnership Broker Monitoring, Evaluation and Reporting Framework; and (3) State and Territory Specific Information.
The National Action Plan. Australian School Science Education National Action Plan, 2008-2012. Volume 1
Author: Goodrum, Denis
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Inservice Teacher Education,Teacher Supply and Demand,Foreign Countries,Scientific Literacy,Community Resources,Science Education,Curriculum Design,Science Teachers,School Community Relationship,Educational Assessment,Educational Resources,Preservice Teacher Education,Professional Development,Educational Technology,Learner Engagement,Enrollment,Access to Education,Indigenous Populations,Guidelines,Program Descriptions,Educational Policy,Elementary School Science,Science Instruction,Secondary School Science,National Programs,Educational Planning,Educational Principles

In 2001, the Australian Government released a report, commissioned by the then Department of Education, Training and Youth Affairs, entitled &quot;The Status and Quality of Teaching and Learning of Science in Australian Schools&quot; (Goodrum, Hackling, &amp; Rennie, 2001). Its recommendations included actions to address raising community awareness of science and science education; issues about teacher supply and demand, initial teacher education, professional development and professional standards; resources; assessment; and increased national collaboration. The final recommendation was that, in five years time, there be a review of the quality and status of science teaching and learning, to assess the impact of a range of initiatives in the field, including actions arising in response to the report. To a large degree, this project to develop a National Action Plan for Australian School Science Education comprises that review, and it is timely. The National Action Plan 2008-2012 begins with an overview of the nature and purpose of science education to provide a context for the following section, the state of science education in Australia. Here, a synthesis of the findings is presented in three sections addressing students and the curriculum, teacher education for science and professional learning, and systemic and community relationships. A total of eight action areas are identified, relating to curriculum, assessment, resources, initial teacher education, professional learning, teacher supply and demand, systemic issues and community resources of science learning, and actions are recommended. Appendices are: (1) Acknowledgement of Contributors; and (2) Changes in Emphasis Required to Teach for Scientific Literacy. [For Volume 2, see ED511042.]