ethanporcaro/eric-fulltext-meta huggingface dataset:
Raising the Bar: Aligning and Elevating Teacher Preparation and the Teaching Profession. A Report of the American Federation of Teachers Teacher Preparation Task Force
Author: American Federation of Teachers
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Accreditation (Institutions),Stakeholders,Teaching Methods,Unions,Teacher Competencies,Elementary Secondary Education,Teaching (Occupation),Educational Change,Teacher Education,Alignment (Education),Educational Improvement,Beginning Teachers,Surveys,Standards,State Standards,Academic Achievement,Core Curriculum,Partnerships in Education,Cooperation,Higher Education,Accountability

The American Federation of Teachers Teacher Preparation Task Force was established to examine the research on what works and what does not work in the field of teacher preparation as a basis for making policy recommendations. Just as important, the task force considered how best to implement such policy recommendations in a way that takes into account all stakeholders--teacher education institutions, K-12 schools, teacher accrediting agencies, state education boards, federal government regulators, education associations and unions--and leads to real improvement in the field as measured by the quality of new teachers entering the profession. The task force recommends three significant changes that must be made to truly improve teacher preparation and, by extension, improve teaching and learning in schools. These changes include: (1) alignment and coherence of teacher preparation standards, programs and assessments; (2) rigorous and universal assessment; and (3) a profession governed by professionals. To drive these changes, the AFT shares recommendations, and the principles and design features on which they are based, that are essential to building the kind of professionalism, alignment, and coherence needed for high-quality teacher preparation. Appended are: (1) Information about the AFT Teacher Preparation Task Force; (2) AFT Survey of New Teachers; (3) AFT Principles and Standards For Effective Teacher Preparation; and (4) Inventory of State-Level Teacher Candidate Entrance Exams. (Contains 1 figure, 2 tables, and 20 endnotes.)
Natural Gas Compression Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 5311.1
Author: Alberta Advanced Education and Technology
Date: 2011-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Fuels,Energy,Equipment Maintenance,Apprenticeships,Course Descriptions,Program Descriptions,Training,Paraprofessional Personnel,Industry,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Natural Gas Compression Technician apprenticeship program is a certified journeyperson who will be able to install, commission, maintain and repair equipment used to gather store and transmit natural gas. Advanced Education and Technology has prepared this course outline in partnership with the Natural Gas Compression Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Closing Schools to Improve Student Achievement: What the Research and Researchers Say. Research Summary
Author: American Federation of Teachers
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Charter Schools,Educational Change,School Closing,Neighborhoods,Neighborhood Schools,Achievement Gains,Educational Improvement,School Districts,Poverty,Access to Education,Educational Quality,Teacher Competencies,Educational Indicators,Scores

School districts close schools for many appropriate reasons. School closure has now evolved into a school improvement strategy. Sometimes the strategy is to close the lowest-performing schools rather than low-enrollment schools and move the students into higher-achieving neighborhood schools. School closure also has become a common strategy to expand charter school density, despite extensive evidence that charter schools do not improve student achievement--especially for chronically low-performing students--any more than regular schools do. However, school closings raise concerns about the possible negative impacts on student achievement, neighborhoods, families and teaching staff. This article reviews research that focuses on school closure turnaround strategies. This review of research shows that one cannot simply shut down schools in high-poverty neighborhoods, blaming teachers and principals for the failure, and then expect the low-performing students to enroll in a dramatically higher-performing school. Rather, the research shows a more likely outcome is that school closure imitates an inevitably continuous pattern of academically harmful displacement for children already disadvantaged.
Commission Review of a Proposal by California State University Bakersfield to Establish the CSUB Antelope Valley Educational Center. Commission Report 03-07
Author: California Postsecondary Education Commission
Date: 2003-04-00
Type: Reports - Evaluative
Subjects: Governing Boards,Community Colleges,Expenditures,Campuses,Off Campus Facilities,Enrollment Rate,Enrollment Trends,Budgets,Financial Support,Educational Finance,Educational Planning,Education Service Centers,Program Proposals,Outreach Programs,Enrollment Projections,Educational Needs,Postsecondary Education,Access to Education,Public Colleges,Courses,Compliance (Legal),Educational Facilities,Full Time Equivalency

This report reviews a proposal by the California State University Board of Trustees and California State University, Bakersfield, to establish a permanent Stated-approved education center in Antelope Valley. The proposed center would be named the CSU Bakersfield Antelope Valley Education Center, and it would serve the growing populations of northern Los Angeles County and unincorporated areas of south-central Kern County. California State University, Bakersfield (CSUB), has operated an off-campus center in the Antelope Valley since the late 1980s. In 1996, the center moved to leased quarters situated on the Antelope Valley community college campus, where enrollment growth has been phenomenal. As of academic year 2001-02, more than 800 students were enrolled in upper-division courses and education credential programs at the center. The 544 Full-time Equivalent Student (FTES) enrollment now exceeds the 500 FTES minimum enrollment threshold required for State-approved center status. State University planners anticipate that FTES enrollments will increase by about 52 percent between academic year 2001 and year 2012, or by 417 additional FTE students. By achieving State-approved status, the center would become eligible to compete for State capital outlay and support budget funding. Guidelines for Review of Proposed University Campuses, Community Colleges, and Educational Joint-Use Centers are appended. (Contains 4 displays.)
Fiscal Profiles Update, 2007. Commission Report 07-16
Author: California Postsecondary Education Commission
Date: 2007-09-00
Type: Numerical/Quantitative Data
Subjects: State Government,Educational Finance,Profiles,State Aid,Higher Education,Enrollment,Private Colleges,Public Colleges,Elementary Secondary Education,Information Sources,School Statistics,Government School Relationship,Community Colleges

Fiscal Profiles, 2007, is an excerpt of selected displays updated from the last full report in 2006. This set of displays includes information on overall State funding, public higher education funding and enrollments, and California's independent higher education institutions. As of the publication date for this report, the California State Legislature and the Governor had not approved a budget for the now-current 2007-08 fiscal year. This update relies on information from State budget information through mid-August, 2007, and supplemented by other information sources. The reader is cautioned that some of this information will change now that a final budget has been signed into law. The 2007-08 budget, as proposed by the State Assembly, contains $146 billion in general-purpose fund spending. This includes $103 billion in State General Fund spending, 1.3% above prior-year spending. The budget includes a General Fund reserve of nearly $3.4 billion. Fiscal Profiles 2007 contains 22 statistical displays. The information presented in the displays for the immediate past fiscal year (2006-07) and the current fiscal year (2007-08) are estimates and budget-based projections representing the most up-to-date information presently available on the varied aspects of California State government finance. The information contained in the report has been compiled from, and verified by, a variety of sources involved with the development of the annual State budget. Appended are: (1) Acknowledgements; (2) Definitions; and (3) Notes and Sources. (Contains 1 chart.)
Talent Development Middle Grades Program. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Educational Change,Reading Instruction,Instructional Effectiveness,Urban Schools,Middle Schools,Middle School Students,Grade 7,Grade 8,Reading Achievement,Reading Comprehension,Educational Research,Intervention

The &quot;Talent Development Middle Grades Program&quot; is a comprehensive reform model that transforms the structure and curriculum of large urban middle schools with the aim of improving student achievement and raising teacher and student expectations. Key features of the &quot;Talent Development Middle Grades Program&quot; include small learning communities, an evidence-based curriculum tied to standards, the use of teacher teams, professional development and support for teachers, and school-family-community connections. This review focuses on the effects of the &quot;Talent Development Middle Grades Program&quot; on student reading outcomes. &quot;Student Team Literature&quot; is the literacy component of the &quot;Talent Development Middle Grades Program,&quot; and is therefore relevant to this review in the Adolescent Literacy topic area. &quot;Student Team Literature&quot; is a reading and English language arts curriculum for middle school students that utilizes cooperative learning activities, high-interest reading materials, and explicit instruction to teach reading strategies, comprehension skills, and fluency in reading and writing. It offers integrated reading, writing, and language arts instruction and a writing process approach to language arts. As part of the program, students work in groups, and activities follow a regular cycle that involves teacher presentation, team practice, independent practice, peer preassessment, and individual assessments that form the basis for team scores. The cooperative learning teams are intended to engage students in academic interactions and create a motivating environment. The What Works Clearinghouse (WWC) identified one study of the &quot;Talent Development Middle Grades Program&quot; that both falls within the scope of the Adolescent Literacy topic area and meets WWC evidence standards with reservations. The study included adolescent readers from grades 7 and 8 in 29 urban middle schools in the Northeast. The WWC considers the extent of evidence for the &quot;Talent Development Middle Grades Program&quot; on the reading performance of adolescent readers to be small for one outcome domain: comprehension. The &quot;Talent Development Middle Grades Program&quot; was found to have potentially positive effects on comprehension for adolescent readers. Appended are: (1) Appendix A: Research details for Herlihy &amp; Kemple, 2004; (2) Appendix B: Outcome measures for the comprehension domain; (3) Appendix C: Findings included in the rating for the comprehension domain; (4) Appendix D: Summary of additional intermediate findings for the comprehension domain; and (5) WWC Rating Criteria. A glossary of terms is included. (Contains 4 tables, 8 endnotes and 3 additional sources.)
enVisionMATH. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Elementary School Mathematics,Core Curriculum,Mathematics Instruction,Elementary School Students,Mathematics Achievement,Instructional Effectiveness,Educational Research,Intervention

&quot;enVisionMATH,&quot; published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated instruction and ongoing assessment are used to meet the needs of students at all ability levels. The What Works Clearinghouse (WWC) identified one study of &quot;enVisionMATH&quot; that both falls within the scope of the Elementary School Mathematics topic area and meets WWC evidence standards. The study meets WWC evidence standards without reservations, and included 1,156 elementary school students in the second and fourth grades in eight locations across the United States. The WWC considers the extent of evidence for &quot;enVisionMath&quot; on the math performance of elementary school students to be small for the mathematics achievement domain, the only outcome domain examined for studies reviewed under the Elementary School Mathematics topic area. &quot;enVisionMath&quot; was found to have potentially positive effects on mathematics achievement for elementary school students. Appended are: (1) Research details for Resendez &amp; Azin, 2008; (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for Year 2 for the mathematics. A glossary is included. (Contains 4 tables, 6 endnotes and 1 additional source.)
Fiscal Profiles, 2004: The Thirteenth Annual in a Series of Factsheets about the Financing of California Higher Education. Commission Report 04-20
Author: California Postsecondary Education Commission
Date: 2004-12-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,Taxes,Comparative Analysis,Financial Support,Elementary Secondary Education,Graduation Rate,State Government,State Aid,Enrollment,Funding Formulas,Fees,Expenditure per Student,Public Education,Expenditures,Budgets,State Agencies,Statistical Data,Academic Persistence

This report contains and analyzes statistical information about the financing of California postsecondary education from the 1965-66 fiscal year through 2004-05. In addition, there is information on California public elementary and secondary education financing as well as State government in general. The Commission compiles, disseminates and analyzes this information to provide policy makers with comprehensive and comparable financial data that can be used in comparative analysis of higher education finance issues. This document also provides an efficient and accurate response to the many questions that the Commission receives each year. This report, the thirteenth in the series, retains the formatting and structure of prior years. Because of publication timelines, some of the data shown for the current fiscal year are estimates at this point. They will be replaced with actual data when the budget is finalized. Major highlights in the report include the following: (1) Total State General Fund spending in California is $79 billion in 2004-05, an increase of $3 billion over the January Budget's proposed $76.1 billion. Including more than $26 billion in selected State Special Funds, the total proposed State budget for 2004-05 is estimated to be more than $105 billion; (2) State General Funds plus Local Property Tax revenues for the state's three public higher education systems increases by $454 million over last year (4.6%); and (3) 2004-05 higher education funding is anticipated to increase by $454 million in combined State General Fund and local funds over 2003-04, mostly concentrated in the community colleges, which are anticipated to receive $418 million more in 2004-05 than in 2003-04. Thus, the net effect for funding for the remainder of higher education in 2004-05 is minimal. Another round of increases in State University and University of California student fees will partially offset this shortfall. The report documents that the 2004-05 budget for the State of California represents the third &quot;recession-era&quot; budget in a row. The report concludes that California's higher education systems face many challenges over the next several years. Chief among these are increasing enrollment pressures and the need to improve both the persistence and graduation rates of students. Appended are: (1) Percent Changes for Selected Periods of Time, from Selected Displays; (2) Definitions; and (3) Notes and Sources. (Contains 98 displays.)
From Capacity to Success: HSIs and Latino Student Success through Title V
Author: Villarreal, Rebecca C.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Quality,Hispanic American Students,College Students,Educational Attainment,Correlation,Success,Access to Education,Low Income Groups,At Risk Students,Federal Aid

Latinos are the second largest student population enrolled in higher education and the majority are concentrated in a small number of institutions--Hispanic-Serving Institutions (HSIs). Given the concentrated enrollment of Latinos at HSIs and the opportunity to increase Latinos' educational achievement, reviewing the link between capacity building, academic quality and student success for the Title V Developing HSIs program can inform more critical policy discussions of access to a quality education and ensuring college completion for more Latino and other low-income students. This brief examined the program investment of HSIs receiving federal funds under the Title V capacity building program within a six-year period and found many of these institutions are investing in efforts linked to improving student success. Appended are: (1) Full List of Allowable Activities from 1994-2008; and (2) Number of Title V Awards by Allowable Activity. (Contains 1 table, 1 graph and 11 endnotes.)
Commission Review of a Proposal by the State Center Community College District to Establish the Willow-International Community College Center: A Report to the Governor and Legislature in Response to a Request from the Board of Governors of the California Community Colleges. Commission Report 03-05
Author: California Postsecondary Education Commission
Date: 2003-04-00
Type: Reports - Evaluative
Subjects: Educational Facilities Planning,Community Colleges,Expenditures,Campuses,Educational Planning,Program Proposals,Education Service Centers,Off Campus Facilities,Outreach Programs,Enrollment Trends,Enrollment Projections,Educational Needs,Postsecondary Education,Access to Education,Public Colleges,Educational Finance,Courses,Two Year College Students,Governing Boards

This report reviews a proposal by the State Center Community College District to establish a State-approved education center in the city of Fresno. The center would be named the Willow-International Community College Center, and it would replace an existing Clovis operational outreach center that is considered by the district to be insufficient for serving the growing population of California's Central San Joaquin Valley. The State Center Community College District includes all of Madera county and the north- eastern portion of Fresno county. Between 1990 and 2000, district enrollments increased by 31.4 percent, or 7,094 additional students. Planners estimate that by 2015 student demand will increase by nearly 49 percent, or 15,000 additional students. Because Fresno City College accounts for nearly 74 of district-wide enrollments, and because that campus is close to full capacity, it is argued that the district will be unable to serve all prospective students without an additional community college education center serving the region. Although staff determined that the initial proposal sufficiently met the Commission's guidelines for expansion of an outreach center to a State-approved educational center, it was felt that additional information was needed regarding classroom utilization and capacity ratios, proposed course offerings, and capital outlay and support budget cost. The requested information has been received and reviewed, and staff finds that the proposed Willow-International Education Center fully meets the Commission's guidelines for State-approved center status. Appendices include: (1) Guidelines for Review of Proposed University Campuses, Community Colleges, and Educational Centers; and (2) Board of Governors' Agenda Item Approving the Willow-International Community College Center as a New Educational Center. (Contains 4 tables and 3 displays.)
Commission Recommendations Concerning Alternate Delivery Options for the State's Cal Grant Program. Commission Report 03-04
Author: California Postsecondary Education Commission
Date: 2003-02-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Community Colleges,Grants,Delivery Systems,State Legislation,Student Financial Aid,Grade Point Average,Educational Administration,Competition

In September 2002, the California Legislature adopted Supplemental Report Language (SRL) directing the California Postsecondary Education Commission (CPEC) to convene a task force to examine alternative delivery systems for the State's Cal Grant program. This report responds to that legislative request. The recommendations contained in this report are informed by the discussions of the legislatively mandated task force referenced above, but the recommendations themselves are those of the Postsecondary Education Commission. The most salient of the Commissions Cal Grant delivery recommendations include: (1) The State should undertake a transition toward a decentralized, campus-based model for the delivery of both Cal Grant Entitlement and Competitive awards, one that is more consistent with the federal student aid delivery system; (2) The California Student Aid Commission should convene a task force to develop a new definition of and methodology for calculating the high school Cal Grant GPA that is more commonly available from high schools and more readily used by colleges; and (3) The State needs to obtain complete and accurate information concerning the &quot;true&quot; costs of both the current Cal Grant delivery system as well as implementing the alternative decentralized model recommended. Appendices include: (1) Supplemental Report Language to the 2002-03 State Budget Concerning Alternative Delivery Options for the State's Cal Grant; and (2) Individuals Who Participated on the Cal Grant Alternative Delivery Task Force.
Commission Position on the State Budget Ballot Measure Proposed for June 2011. Report 11-05
Author: Woolfork, Kevin
Date: 2011-03-02
Type: Reports - Descriptive
Subjects: Educational Finance,Tax Rates,Taxes,Budgets,Higher Education,State Legislation

This report summarizes actions proposed by Governor Brown to close the projected $25 billion budget deficit for the 2011-12 fiscal year. The report includes a resolution adopted by the Commission supporting the Governor's proposed ballot initiative to extend temporary tax rate increases adopted in 2009 that are set to expire at the end of the current fiscal year.