ethanporcaro/eric-fulltext-meta huggingface dataset:
Innovation and the City. Part II
Author: Forman, Adam
Date: 2013-08-00
Type: Reports - Descriptive
Subjects: Innovation,Urban Areas,Mentors,Parents,Taxes,Interviews,Change Strategies,Public Policy,Foreign Countries,Crisis Intervention,Social Influences,Community Programs,Lawyers,Juvenile Gangs,Youth Programs,Intervention,Immigrants,Equal Opportunities (Jobs),Teamwork,Health Promotion,Transportation,Buildings,Conservation (Environment),Competition,Housing,Ownership,Teachers,Family Programs,Older Adults,Homeless People,Family Violence,Budgeting,Economic Opportunities

As cities across the country and globe continue to generate new solutions to a wide variety of vexing problems, sharing information about what works and what doesn't has become more important than ever. Yet, outside of a few prominent policies, the vast majority of successful municipal experiments never reach a national audience or, for that matter, policymakers in similarly situated cities. To help bridge this gap, the Center for an Urban Future and NYU Wagner published &quot;Innovation and the City&quot; earlier this summer. Drawing upon hundreds of interviews with mayors, agency chiefs, policy institutes, corporations, labor unions and philanthropic foundations, some of the boldest and most inventive urban policy reforms of the last decade were identified. But, in that report, which was generously funded by Citi Community Development, the policies also had to address important needs in New York City. They also had to be policies that could be realistically implemented in New York, given the City's government structure and political climate. As New York prepares for a new mayor for the first time in 12 years, the thinking was that creating an inventory of the best ideas from other places would be a good way to not only spotlight theoretical solutions but workable programs that others have already started to implement and learn from. During the research process, it was discovered that a lot of promising innovations did not match up well with New York's needs, or addressed problems that the City was already confronting in a different way. So, in this second edition of the report, the criteria has been loosened to include policies that might not work in New York but are important enough to merit replication in other cities.Therefore, this report profiles 25 of the best policy innovations from cities across the U.S. and around the globe-- giving mayors and other municipal leaders the ability to learn from their peers and develop new policies based on models that have already proved effective. [Additional research for this project was provided by Adam Eckstein, Kahliah Laney, Christian Gonzalez-Rivera, Emily Laskodi, and Sa Liu. To access Part I of this report, see ED555624.]
Academic Principles: A Brief Introduction
Author: Association of American Universities
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Educational Principles,Fundamental Concepts,Professional Associations,Institutional Autonomy,Academic Freedom,Governance,Participative Decision Making,Higher Education

For many decades certain core principles have guided the conduct of teaching, research, and scholarship at American universities, as well as the ways in which these institutions are governed. There is ample evidence that these principles have strongly contributed to the quality of American universities. The principles have also made these institutions centers of learning for students and professors from around the world who want to learn, to teach, and to conduct research at institutions where freedom of inquiry is assured. With the endorsement of its Executive Committee, the Association of American Universities (AAU) adopted the statement presented and principles presented in this document. The following principles are defined and included in the statement: (1) Institutional Autonomy; (2) Academic Freedom; and (3) Shared Governance.
Innovations to Build On
Author: Laney, Kahliah
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Public Policy,Poverty,Social Problems,Social Influences,Employment Opportunities,Employment Programs,Community Health Services,Children,Financial Support,Financial Services,Neighborhoods

To be sure, there is a lot the Bloomberg administration has not accomplished in the social policy arena. City funding for a number of vital social programs--from child care to summer jobs for young adults--has been cut or flat-lined even as demand for these services has increased. Many of those interviewed say that the administration moved away from partnerships with community-based organizations. Many low-income New Yorkers undoubtedly face a more arduous road to the middle class than when Mayor Bloomberg took office. As detailed in this report, however, there are a number of standout programs that deserve to remain intact or be scaled up in the next administration. This report profiles 10 important anti-poverty innovations from the Bloomberg administration that deserve to continue. [Additional research support was provided by Fatema Alzeera, Anthony Drummond and Brandie Moreno.]
From Christian Gentleman to Bewildered Seeker: The Transformation of Higher Education in America
Author: Nieli, Russell K.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational History,College Curriculum,Protestants,Religious Factors,Church Related Colleges,College Faculty,Religious Education,Classics (Literature),Liberal Arts

For more than fifty years, an enduring criticism of American higher education has been that it offers students a smorgasbord of courses and choices without coherence, interconnection, or relevance to the deeper purposes of life. How this fragmentation came about is the topic of this essay. American higher education went through a major transformation that began in the late nineteenth and early twentieth centuries and received new momentum during the late 1960s and early 1970s. In this later period, many of the trends attacked by critics in the first half of the twentieth century greatly accelerated and new, even more destructive developments were added to the educational mix. One result is the incoherent curriculum. This essay, &quot;From Christian Gentleman to Bewildered Seeker&quot; by Russell K. Nieli, tells how it happened.
Re-Envisioning New York's Branch Libraries
Author: Giles, David
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Public Libraries,Investment,Library Research,Facility Improvement,User Needs (Information),Funding Formulas,Library Development,Strategic Planning,Financial Support,Library Administration,Governance,Institutional Cooperation,Community Involvement,Design,Organizational Change,Change Strategies,Library Services,User Satisfaction (Information),Urban Environment

Nearly two years ago, the Center for an Urban Future published &quot;Branches of Opportunity,&quot; a report documenting that New York City's public libraries have become more vital than ever, and are serving more New Yorkers in more ways than ever before. This new report provides an exhaustive analysis of the libraries' capital needs and offers a comprehensive blueprint detailing more than 20 actionable steps that city government and the libraries themselves could take to address these needs. As detailed in the blueprint at the end of this report, a comprehensive ten-year capital plan and vision for the libraries would reform and clarify the capital funding process, strengthen the management of capital projects, and create operating efficiencies by further consolidating the libraries' book processing and delivery activities. [Additional research support for this report was provided by Stephanie Chan, Julie Tam and Barbara Wijering.]
What Is the Price of College? Total, Net, and Out-of-Pocket Prices by Type of Institution in 2011-12. NCES 2015-165. Stats in Brief
Author: Radwin, David
Date: 2015-03-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Student Costs,Tuition,Student Financial Aid,Student Loan Programs,College Students,Paying for College,Work Study Programs

Americans believe in the value of a college education, but worry about its price. Recent surveys show large majorities affirming the importance of postsecondary education, but characterizing it as too expensive and sometimes financially out of reach. This Statistics in Brief describes three measures of the price of undergraduate education in the 2011-12 academic year: average total price of attendance (also known as the student budget), average net price of attendance after grants, and average out-of-pocket net price. It updates an earlier study of 2007-08 college prices (Wei 2010) and adds details and context to more recent publications describing 2011-12 prices (Horn and Paslov 2014b; Paslov and Skomsvold 2014; Simone et al. 2013) and trends in prices over time (Ginder and Sykes 2013; Horn and Paslov 2014a; Snyder and Dillow 2013, pp. 540-546). The findings in this report are drawn from data in the 2011-12 National Postsecondary Student Aid Study (NPSAS:12), a nationally representative study of students enrolled in postsecondary institutions in the 50 states and the District of Columbia. NPSAS:12 covered all institutions participating in federal financial aid programs authorized under Title IV of the Higher Education Act, which include Pell Grants, Direct Subsidized and Unsubsi-dized Loans (also known as Stafford Loans), Direct PLUS Loans to parents of dependent undergraduates, and federal work-study.
General Education at NC State
Author: Schalin, Jay
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: General Education,State Universities,Thinking Skills,Required Courses,Knowledge Level,Critical Thinking,Politics of Education,Interdisciplinary Approach,Writing Skills,Writing Instruction,Mathematics Instruction,Science Instruction,Humanities,Social Sciences,Physical Education,Second Language Instruction

North Carolina State University's general education program is ambitious, seeking to accomplish a great many things. Yet its implementation is not aligned with its ambitions, because it demands too little of students. This gap between intentions and implementation can cause students to end up with anti-intellectual attitudes, poor writing and reasoning skills, and antisocial perspectives. The program reflects some good intentions, mainly an emphasis on science and mathematics that many other general education programs lack (this is perhaps to be expected at a school with technical roots). Yet the program attempts to produce reasoned thinking in students using a scattershot &quot;smorgasbord approach,&quot; which permits students to choose from among 714 courses, rather than requiring the focused rigor that improving thought processes requires. The fact that general education at NC State requires two science courses does not mean students must take two rigorous science courses. Additional problems are clearly the result of overt politicization. It is difficult to simultaneously instill an objective spirit of inquiry and to inculcate a politically correct worldview that rejects objective inquiry. After providing an overview of general education, this report outlines and evaluates NC State's program. It recommends greatly restricting the number of courses and to focus on the most important subjects to restore an importance and seriousness to NC State's general education program. This will allow students to be rewarded in any number of ways, and the state will benefit by having more work-ready and more deeply thinking graduates.
Caution Ahead: Overdue Investments for New York's Aging Infrastructure
Author: Forman, Adam
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Urban Areas,Utilities,Transportation,Facilities,Public Schools,Urban Universities,Parks,Emergency Shelters,Homeless People,Public Libraries,Clinics,Courts,Correctional Institutions,School Buildings,Investment,Expenditures,Costs,Facility Improvement,Public Housing,Community Colleges

Following the devastation of Superstorm Sandy in October 2012, New York City's essential infrastructure needs were made a top policy priority for the first time in decades. The scale and severity of the storm prompted numerous studies to assess the damage and led policymakers to take steps to shore up the city's coastal infrastructure weaknesses. Although that work remains imperative, New York City faces a number of other infrastructure vulnerabilities that have little to do with storm preparedness or resiliency. If left unchecked, they could wreak as much havoc on the city's economy, competitiveness, and quality of life as the next big storm. While the Bloomberg administration increased capital spending significantly and made great strides on a number of important fronts, it put more emphasis on new construction than bringing older assets into a state of good repair. To remain a magnet for global businesses and talent, and to ensure the high quality of life that current residents have come to expect, Mayor Bill de Blasio, Governor Andrew Cuomo, and other government officials will need to make investing in the city's aging infrastructure a major priority. Although it will not be easy in an era of diminished federal funds, this report outlines several achievable solutions for addressing New York's critical infrastructure needs. [Additional research for this report was provided by Felix Attard, Theodore Conrad, Richard Ellison, Emily Laskodi, Heather Schultz, Josefa Silva, Xin Wang and Nadia Zonis.]
Social and Economic Benefits of Career Development in Education, in Jamaica
Author: Fyffe, Denise N.
Date: 2004-11-17
Type: Reports - Evaluative
Subjects: Foreign Countries,Career Development,Career Education,Employment Opportunities,Career Awareness,Career Exploration,Curriculum Development

At present in Jamaica, many of the graduates of secondary institutions enter the job market ill-equipped to access the opportunities available to them. For some, there is inadequate basic academic preparation; for most, there is inadequate career education. The world of work has grown very complex and numerous career options are open to students. Educational decisions made rather early in the school life of students will have a decisive influence on their access to careers of choice later on. It is important that career awareness, career exploration and career preparation activities be incorporated into their early education and this article makes an argument for such.
A Compilation of Postgraduate Theses Written in Turkey on Computer Assisted Instruction in Chemistry Education
Author: Bozdogan, Aykut Emre
Date: 2014-05-21
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Computer Assisted Instruction,Chemistry,Science Education,Masters Theses,Doctoral Dissertations,Educational Research,Academic Achievement,Student Attitudes,Secondary Education,Content Analysis,Qualitative Research

The purpose of the study conducted is to present in-depth information about the postgraduate theses written within the context of Computer Assisted Instruction in Chemistry Education in Turkey. The theses collected in National Thesis Centre of Turkish Council of Higher Education were examined. As a result of an examination, it was found that about forty theses were written between 1992 and 2011 and out of these 40 thesis, 19 master's theses and 6 doctoral dissertations (PhD) were included in the study. When the studies conducted were analysed, what drew attention was that all of them were experimental studies. The researchers frequently explored the effects of computer assisted instruction (CAI) on students' academic achievements and attitudes towards chemistry in their research. Moreover, it was found that the completed theses were at secondary education level. In addition, the studies were conducted on the following subjects: Gases (2), Solutions (2), Atom and Atom Models (2), Radioactivity (2), Chemical Equation (2), Acid-Base and pH (2), Phase Changes, Liquids, Speed of Chemical Reactions, Oxidation-Reduction Reactions and Chemical Bonds.
Changes in Financial Aid and Student Enrollment at Historically Black Colleges and Universities after the Tightening of PLUS Credit Standards. Stated Briefly. REL 2015-088
Author: Johnson, Matthew
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Black Colleges,Enrollment Trends,Student Loan Programs,Undergraduate Students,Low Income Groups,Federal Aid,College Freshmen,Educational Policy,Public Colleges,Private Colleges,Two Year Colleges,Racial Differences,African American Students,Trend Analysis,Hispanic American Students,Ethnic Groups,Prediction,Institutional Characteristics,Federal Programs,Paying for College,Parent Financial Contribution,Educational History,Credit (Finance),Economic Factors,Statistical Analysis,Socioeconomic Status

This &quot;Stated Briefly&quot; report is a companion piece that summarizes the results of another report of the same name. The purpose of this study was to examine the changes in financial aid and student enrollment at historically Black colleges and universities (HBCUs) after the U.S. Department of Education increased the credit history requirements necessary to obtain Parental Loans for Undergraduate Students (PLUS). Results indicate that PLUS loans declined substantially at HBCUs in 2012/13, and the decreases were not fully replaced by other types of federal financial aid. HBCUs also experienced larger declines in enrollment than other institutions in 2012/13, corresponding to the larger decline in PLUS recipients at HBCUs. Enrollment declines at HBCUs were especially large for first-year students. Nationwide enrollment decreased more for Black students than for students in other groups. [For the companion report, &quot;Changes in Financial Aid and Student Enrollment at Historically Black Colleges and Universities after the Tightening of PLUS Credit Standards. REL 2015-082,&quot; see ED555652.]
Changes in Financial Aid and Student Enrollment at Historically Black Colleges and Universities after the Tightening of PLUS Credit Standards. REL 2015-082
Author: Johnson, Matthew
Date: 2015-04-00
Type: Reports - Research
Subjects: Student Financial Aid,Black Colleges,Enrollment Trends,Student Loan Programs,Undergraduate Students,Low Income Groups,Federal Aid,College Freshmen,Educational Policy,Public Colleges,Private Colleges,Two Year Colleges,Racial Differences,African American Students,Trend Analysis,Hispanic American Students,Ethnic Groups,Prediction,Institutional Characteristics,Federal Programs,Paying for College,Parent Financial Contribution,Educational History,Credit (Finance),Economic Factors,Statistical Analysis,Socioeconomic Status

The purpose of this study was to examine the changes in financial aid and student enrollment at historically Black colleges and universities (HBCUs) after the U.S. Department of Education increased the credit history requirements necessary to obtain Parental Loans for Undergraduate Students (PLUS). The study used institution-level data to examine financial aid and enrollment changes at four-year non-profit institutions in 2012/13 (the first full academic year after the new credit standards were in place). Descriptive statistics summarize financial aid and enrollment changes at HBCUs and at non-HBCUs that enroll a comparable proportion of low-income students. Results indicate that PLUS loans declined substantially at HBCUs in 2012/13, and the decreases were not fully replaced by other types of federal financial aid. HBCUs also experienced larger declines in enrollment than other institutions in 2012/13, corresponding to the larger decline in PLUS recipients at HBCUs. Enrollment declines at HBCUs were especially large for first-year students. Nationwide enrollment decreased more for Black students than for students in other groups. The results in this report may help inform policymakers who are considering future rule changes to the PLUS program. Appended are: (1) Data and sample restrictions; (2) Supplementary tables on financial aid analysis; (3) Enrollment changes at public and private institutions; (4) Technical details of the enrollment prediction model; and (5) Changes in PLUS loans and enrollment at two-year and for-profit institutions. [To access the companion report &quot;Changes in Financial Aid and Student Enrollment at Historically Black Colleges and Universities after the Tightening of PLUS Credit Standards. Stated Briefly. REL 2015-088,&quot; see ED555651.]
A Guide for Monitoring District Implementation of Educator Evaluation Systems. REL 2015-069
Author: Cherasaro, Trudy
Date: 2015-04-00
Type: Guides - Non-Classroom
Subjects: Teacher Evaluation,Program Implementation,Guidelines,Data Collection,Evaluation Criteria,School Districts,Check Lists,Surveys,Rating Scales,Elementary Secondary Education,Program Evaluation

This guide was developed to provide guidance to states or districts wishing to monitor implementation of educator evaluation systems. It describes a three-step process: develop state guidelines for educator evaluation systems; develop data collection methods; and determine adherence criteria and review data against criteria. The process was developed by REL Central, working with personnel from the Missouri Department of Elementary and Secondary Education (MO DESE). MO DESE is using the resulting process and tools to collect data about how districts are implementing educator evaluation systems as aligned to their principles of effective evaluation systems. The guide includes a description of how the process was implemented in Missouri, as well as tools developed to collect information about policies and practices in districts related to their educator evaluation systems. The tools include: Missouri's principles of effective evaluation systems; a Policy Data Collection Checklist; surveys to collect practice data from teachers, principals, mentors, and district administrators; rating guides to assess implementation against criteria; and templates for reporting the results. The following are appended: (1) Policy data collection checklist; (2) Teacher survey on district implementation of educator evaluation systems; (3) Principal survey on district implementation of educator evaluation systems; (4) District administrator survey on district implementation of educator evaluation systems; (5) Mentor survey on district implementation of educator evaluation systems; (6) Missouri's rating guide; and (7) Sample district summary report.