ethanporcaro/eric-fulltext-meta huggingface dataset:
Youth Voice in School Finance: The Building Healthy Communities Initiative and Young People&apos;s Involvement in Shaping Local Control Accountability Plans
Author: Terriquez, Veronica
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: Educational Finance,Accountability,Youth Agencies,Advocacy,Funding Formulas,Youth Leaders,Participation,Elementary Secondary Education

Over the last quarter century, California youth affiliated with community-based organizations have participated in a variety of local and state campaigns to influence educational policy and practice. But, until recently, youth have had limited say in school budgets. Dramatic changes to this historic trend have emerged in the last few years. In 2012, a coalition of California youth and community organizing groups, organized labor, and other civic organizations joined together to campaign successfully for Proposition 30 which brought new streams of revenue into California's cash-strapped K-12 education system. Then, in 2013, Governor Brown signed into law the Local Control Funding Formula (LCFF), which provides additional funds for high needs students and encourages local participation in setting budget priorities. This report examines how California youth organizations have used the new structures created by the Local Control Funding Formula legislation to engage young people in efforts to influence educational budget decisions. The report draws on a survey of staff in youth organizations that were part of the Building Healthy Communities (BHC) initiative. Funded by the California Endowment, BHC includes youth leadership as part of its strategy to improve health in 14 high-poverty communities around the state. BHC-affiliated youth organizations focus on grassroots organizing, advocacy, healing practices, media production, and/or other forms of youth leadership. Staff members in 75 out of 132 BHC-affiliated organizations that participated in this study in 2015 and early 2016 claimed that their youth members were involved in efforts to shape school finances. Staff members reported on how young people in their organizations attempted to influence district budget priorities, the types of demands they made, and the commitments they secured from local school districts as a result of grassroots organizing and advocacy efforts.
Racial Microaggressions: What They Are, What They Are Not, and Why They Matter. Latino Policy &amp; Issues Brief. Number 30
Author: Huber, Lindsay Pérez
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Racial Bias,Aggression,Hispanic Americans,Models,Intervention,Victims,Verbal Communication,Nonverbal Communication,Context Effect,Responses,Educational Environment,School Policy,College Role,College Students

Racial microaggressions are a significant obstacle in the educational, professional, and life trajectories of Latinas/os. The authors present models for understanding racial microaggressions and recommendations for disrupting them.
Tracking Transfer: Measures of Effectiveness in Helping Community College Students to Complete Bachelor&apos;s Degrees. (Signature Report No. 13)
Author: Shapiro, Doug
Date: 2017-09-00
Type: Reports - Research
Subjects: College Transfer Students,Two Year College Students,Program Effectiveness,Bachelors Degrees,Graduation Rate,Community Colleges,Institutional Characteristics,Student Characteristics,Transfer Rates (College),Cohort Analysis,Socioeconomic Status,School Location

This report is an update of the January 2016 Transfer Tracking report (see ED563499). It is the first in an annual series from the National Student Clearinghouse Research Center that will investigate postsecondary student transfer outcomes. The goal is to provide institutions and states with a set of specific, up-to-date metrics with which to benchmark and measure progress. The 2016 report focused on the transfer and bachelor's degree completion outcomes of students who started at two-year institutions. It created a new set of metrics that have redefined how successful transfer partnerships between two- and four-year institutions and among systems of institutions within states are measured. This 2017 report updates those outcomes by three years, using a new cohort of degree-seeking students who started their postsecondary education at a two-year public institution in the fall of 2010. This report also disaggregates the different transfer metrics by state to cover institutional, state, and national postsecondary transfer statistics for the different levels of benchmarking and policymaking. Results from the 2017 report can be used as a benchmarking reference in institutional-level reports, in particular by two- and four-year institutions. The analyses presented in this report focus solely on the vertical transfers for students who began their postsecondary education at a community college. [The research for the original Tracking Transfer report released in 2016 was conducted through a partnership between the Aspen Institute's College Excellence Program; the Community College Research Center (CCRC) at Teachers College, Columbia University; and the National Student Clearinghouse Research Center.]
State Efforts to Strengthen School Leadership: Insights from CCSSO Action Groups
Author: Riley, Derek L.
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Instructional Leadership,State Departments of Education,Faculty Development,Principals,Administrator Evaluation,Assistant Principals,Mentors,Supervisors,Supervision,Communities of Practice,Educational Improvement

Many states across the nation are working to improve school leadership, some on a substantial scale. Several factors encourage state-level work focused on principals, including: research evidence of principal effects on student learning, flexibility in the Every Student Succeeds Act (ESSA), new national professional standards for principals, lessons learned from teacher evaluation and development, and available support from organizations with a focus on school leadership. The Council of Chief State School Officers (CCSSO), with funding from The Wallace Foundation, supported states through two principal-focused &quot;action groups&quot; during the 2016-17 school year. Each action group convened teams of state staff for a series of facilitated in-person meetings and webinars through which each state could develop and carry out action plans that identified a problem of practice and strategies for rapid implementation. Teams included state education agency (SEA) division directors, program managers, and line staff. Twenty-eight states joined the groups, with a shared interest in working on principal evaluation and support and/or principal professional learning. This brief is intended to inform state leaders and others in the field about the participating states' efforts to strengthen the recruitment, preparation, support, and supervision of school leaders. It summarizes the state teams' priorities, accomplishments, and perspectives related to school leadership. These states are not representative of the nation, but their priorities and activities in school leadership reveal trends in approaches and needs, along with examples of state initiatives underway or planned. One-page state snapshots appear in the Appendix. The states generously shared the information and ideas presented in this report through (1) telephone interviews with 33 participants in 25 states and (2) a survey with responses from 55 participants in 25 states (70% response rate). Representatives from each participating state were given an opportunity to review and vet information shared about their state. [Prepared for Council of Chief State School Officers.]
Fast Facts about Early Support for Infants and Toddlers (ESIT)
Author: Washington State Department of Early Learning (DEL)
Date: 2017-01-26
Type: Reports - Descriptive
Subjects: Early Intervention,Infants,Toddlers,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Delivery Systems,Outcomes of Treatment,Family Programs,Financial Support,Program Administration

This brief report provides facts about Early Support for Infants and Toddlers (ESIT) on the following topics: (1) What is the purpose of the IDEA Part C early intervention?; (2) Early intervention service delivery in Washington, July 1, 2015 through June 30, 2016; (3) Primary early intervention services; (4) What are the expected child outcomes?; (5) What are the expected family outcomes?; (6) Who administers the local early intervention system?; and (7) How is the program funded?
Postsecondary Student Mobility. Snapshot™ Report, Spring 2016
Author: National Student Clearinghouse Research Center
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Students,Postsecondary Education,Higher Education,Student Mobility,Student Characteristics,Age Differences,Gender Differences,Institutional Characteristics,Two Year Colleges,Public Colleges,Private Colleges,Enrollment,Instructional Program Divisions,Geographic Location

Nearly 10 percent of all students attend multiple institutions in a single year. This brief report presents statistics on postsecondary student mobility: (1) Postsecondary Student One-Year Mobility Rates; (2) Distribution of Postsecondary Student One-Year Mobility; (3) Characteristics of 2014-15 Mobile Students; (4) Postsecondary Student One-Year Mobility Rates by Age Group; and (5) Postsecondary Student One-Year Mobility Rates by Gender.
Science and Engineering Degree Completion by Gender. Snapshot™ Report, Spring 2017
Author: National Student Clearinghouse Research Center
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Science Education,Engineering Education,College Graduates,Graduation,Incidence,Bachelors Degrees,Gender Differences,Masters Degrees,Doctoral Degrees,Intellectual Disciplines

From 2006 to 2016, degree completion in the so-called &quot;hard sciences&quot; increased in prevalence for both genders. Excluding social sciences and psychology, the percentage of bachelor's degrees accounted for by science and engineering disciplines increased five percentage points for men, and two percentage points for women. This brief report presents statistics on science and engineering degree completion by gender: (1) Science and Engineering Degrees as Percentage of All Degrees (2006, 2016); (2) Gender Distribution of Science and Engineering Degrees by Level (2006, 2016); (3) Gender Distribution of Bachelor's Degrees in Science and Engineering Disciplines (2006, 2016); (4) Gender Distribution of Master's Degrees in Science and Engineering Disciplines (2006, 2016); and (5) Gender Distribution of Doctoral Degrees in Science and Engineering Disciplines (2006, 2016).
Income Segregation between Schools and School Districts. CEPA Working Paper No. 16-04
Author: Owens, Ann
Date: 2016-05-00
Type: Reports - Research
Subjects: Educational Discrimination,Public Schools,School Districts,School District Size,Low Income Students,School Demography,Population Trends,Metropolitan Areas,Family Income,Equal Education,Neighborhoods,Social Discrimination,Elementary Schools,Regression (Statistics),Statistical Analysis

Although trends in the racial segregation of schools are well documented, less is known about trends in &quot;income&quot; segregation. We use multiple data sources to document trends in income segregation between schools and school districts. Between-district income segregation of families with children enrolled in public school increased by over 15% from 1990 to 2010. Within large districts, between-school segregation of students who are eligible and ineligible for free lunch increased by over 40% from 1991 to 2012. Consistent with research on neighborhood segregation, we find that rising income inequality contributed to the rise in income segregation between schools and districts during this period. The rise in income segregation between both schools and districts may have serious implications for inequality in students' access to resources that bear on academic achievement.
Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. CEPA Working Paper No. 16-03
Author: Adnot, Melinda
Date: 2016-01-00
Type: Reports - Research
Subjects: Faculty Mobility,Teacher Effectiveness,Academic Achievement,Public School Teachers,Urban Schools,Teacher Evaluation,Incentives,Program Effectiveness,Quasiexperimental Design,Mathematics Achievement,Reading Achievement,Statistical Analysis

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first year years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 SD in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant.
Persistence. Snapshot™ Report, Spring 2016
Author: National Student Clearinghouse Research Center
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,School Holding Power,Age Differences,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Part Time Students,Full Time Students,College Freshmen

Of all students who started college in fall 2014, 72.1 percent persisted at any U.S. institution in fall 2015, while 60.6 percent were retained at their starting institution. The persistence rate is the percentage of students who return to college at any institution for their second year, while the retention rate is the percentage of students who return to the same institution. This brief report presents statistics on persistence: (1) First-Year Persistence and Retention Rates by Starting Enrollment Intensity (all institutional sectors); (2) First-Year Persistence and Retention Rates by Age at College Entry (all institutional sectors); (3) First-Year Persistence and Retention Rates for Students Who Started College in Four-Year Public Institutions; (4) First-Year Persistence and Retention Rates for Students Who Started College in Four-Year Private Nonprofit Institutions; (5) First-Year Persistence and Retention Rates for Students Who Started College in Four-Year For-Profit Institutions; (6) First-Year Persistence and Retention Rates for Students Who Started College in Two-Year Public Institutions. A page with definitions and notes on cohort selection is included.
Building Policy Momentum for Foster Youth Support in Postsecondary Education. Special Report
Author: Sarubbi, Molly
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Foster Care,Postsecondary Education,At Risk Students,Educational Policy,Access to Education,State Policy,Student Needs,Student Personnel Services,Academic Support Services,Goal Orientation,Educational Attainment,Public Policy,Policy Formation,Student Financial Aid,Tuition,Fees

Former foster youth pursuing a postsecondary credential have tended to be an often-overlooked student population. However, across the country, policymakers at the federal, state and institutional levels are creating policies to increase their access to higher education. Four states in particular--Colorado, Iowa, Oregon and Texas--have demonstrated success in creating policies aimed at increasing the percentage of foster youth with a postsecondary credential. Capitalizing on the policy momentum in these states and others, Education Commission of the States hosted a two-day State Policy Academy, &quot;Strengthening State Support for Foster Youth in Postsecondary Education.&quot; This convening, held mid-September in Austin, Texas, brought together multiple state teams to understand the current policy landscape, collaborate on how to develop and/or redesign programs to better support foster youth postsecondary attainment, and brainstorm best practices for continued policy development and implementation. This brief discusses key takeaways from the collaborative convening, in addition to providing: (1) information about existing foster youth support programs; (2) goals for foster youth educational attainment in Colorado, Oregon and Texas; (3) highlights of state policy efforts in Iowa and pending federal policies concerning foster youth; and (4) considerations to assist policy development that supports foster youth attainment.
How Much Regulation? A Fuzzy Regression Discontinuity Analysis of Student Literacy Skills in Prekindergarten vs. Transitional Kindergarten. CEPA Working Paper No. 16-07
Author: Doss, Christopher
Date: 2017-03-00
Type: Reports - Research
Subjects: Preschool Education,Kindergarten,Transitional Programs,Educational Quality,Program Effectiveness,Outcomes of Education,Regression (Statistics),Comparative Analysis,Reading Skills,Emergent Literacy,Reading Achievement,Achievement Gains,Minority Group Students,Attendance,Benchmarking,Language Tests,Cohort Analysis,Reading Ability,Grade 1,Statistical Analysis

A growing body of research provides evidence that quality early childhood experiences can affect a host of life outcomes. Equally well documented is the variation in the quality of prekindergarten programs (pre-K) offered to children. In this study I employ a fuzzy regression discontinuity approach to evaluate the efficacy of Transitional Kindergarten (TK) on student outcomes in the San Francisco Unified School District. TK is a highly regulated, state funded, early education program. Importantly, universal prekindergarten was already established in San Francisco, making this study a comparison of prekindergarten opportunities. This study tests whether a more highly regulated pre-K program, situated solely in schools, can provide benefits to young five year olds over a modern, robust universal pre-K market. I find that students who attended TK outperform their peers on a variety of foundational literacy skills, with some evidence that the gains are larger for minority children. TK, however, had little effect on the rate of absences in kindergarten and first grade
Yearly Success and Progress Rates (Fall 2010 Entering Cohort). Snapshot™ Report, Spring 2017
Author: National Student Clearinghouse Research Center
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,Postsecondary Education,Academic Persistence,College Graduates,Graduation Rate,Part Time Students,Full Time Students,Public Colleges,Private Colleges,Enrollment,Transfer Students,Success,Stopouts,Higher Education

This snapshot goes beyond traditional measures of postsecondary attainment by tracking the fall 2010 entering cohort over time, and showing persistence, stop-out, and completion rates at the end of each subsequent academic year. The model tracks outcomes for both full-time and part-time starters, and takes spring and summer terms into account. This snapshot report contains the following sections: (1) All Institutional Sectors First-Time, Full-Time; (2) Institutional Sectors First-Time, Part-Time; (3) Four-Year Publics First-Time, Full-Time; (4) Four-Year Publics First-Time, Part-Time; (5) Four-Year Privates First-Time, Full-Time; (6) Four-Year Privates First-Time, Part-Time; (7) Four-Year For-Profits First-Time, Full-Time; (8) Four-Year For-Profits First-Time, Part-Time; (9) Two-Year Publics First-Time, Full-Time; (10) Two Year Publics, First-Time, Part-Time.
Annual Report on Concurrent Enrollment. 2013-2014 School Year
Author: Bautsch, Brenda
Date: 2015-09-10
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,College Credits,Colleges,Institutional Cooperation,Public Schools,Student Characteristics,School Districts,High Schools,Remedial Instruction,Vocational Education,Postsecondary Education,Career Education,Technical Education,Two Year Colleges,Partnerships in Education,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Influences

Creating more and better pathways from high school to higher education is essential for Colorado to reach its state goals of increasing college completion rates and decreasing high school dropout rates. Dual enrollment is one strategy states across the country are using to cultivate seamless P-20 pathways. Dual enrollment programs provide high school students the opportunity to enroll in college-level courses and earn credit at no cost to them for tuition. These programs help students develop the knowledge, skills and abilities necessary to be postsecondary and workforce ready. Research indicates that dual enrollment students are more likely to enroll in college than their peers and are less likely to need remedial education once in college. The data in this report provide a descriptive summary of students in Colorado's public education system who participated in dual enrollment programs in the 2013-2014 academic year. This report summarizes: (1) Data on the number of local education providers and institutions of higher education that have entered into cooperative agreements; (2) Number of public school students participating in Concurrent Enrollment, ASCENT and other dual enrollment programs; (3) Demographic information about students that participated in Concurrent Enrollment; (4) Data on the total number and percentage of students that passed Concurrent Enrollment courses during the 2013-2014 school year; and (5) Outcomes analyses exploring the benefits of dual enrollment in regard to postsecondary enrollment, first-year college success and need for remedial education. The data reported here are collected through the DHE Student Unit Record Data System (SURDS), unless otherwise noted.
Fast Facts 2014-2015
Author: Atchison, E. S.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Universities,Public Colleges,Research and Development,School Holding Power,Graduation Rate,College Students,College Faculty,Equal Opportunities (Jobs),Gender Differences,Racial Differences,Teacher Salaries,Enrollment,Full Time Equivalency,College Entrance Examinations,In State Students,Out of State Students,Bachelors Degrees,Masters Programs,Educational Finance,Budgets,Student Financial Aid,Costs,Educational Facilities,Academic Degrees,Ethnicity,Sex,Statistical Data

The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. Currently, there are 79,704 students enrolled in Mississippi's Universities, with an operating budget of $4.2 billion. The system awarded 16,680 degrees in Academic Year 2013-14. This pamphlet summarizes and presents information on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty/Staff Information; (4) 2014-15 Financial Information; (5) Student Financial Aid; (6) 2014-15 Annual Cost of Education; (7) 2014-2015 Buildings/Facilities; (8) 2013-14 Degrees Awarded (By Degree); and (9) 2013-14 Degrees Awarded (By Ethnicity and Gender).