ethanporcaro/eric-fulltext-meta huggingface dataset:
Public Education Finances, 2005
Author: US Census Bureau
Date: 2007-04-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Public Education,Census Figures,National Surveys,Elementary Secondary Education,Glossaries,School Districts,School District Spending,Income,Budgets,Debt (Financial),State Aid,Federal Aid,Enrollment,Demography,Charter Schools,Ancillary School Services,Expenditure per Student,Research Methodology,Local Government,Adult Education,Community Services

The United States Census Bureau conducts an Annual Survey of Government Finances as authorized by law under Title 13, United States Code, Section 182. The 2005 survey, similar to other annual surveys and censuses of governments conducted for many years, covers the entire range of government finance activities--revenue, expenditure, debt, and assets (cash and security holdings.) This report contains financial statistics relating to public elementary-secondary education. It includes national and state financial aggregates and display data for each public school system with an enrollment of 10,000 or more. Appendices include: (1) Definitions of Selected Terms; (2) Notes Relating to Education Finance Data; and (3) Two-Letter State Abbreviations. (Contains 4 figures and 18 tables.) [For "Public Education Finances. 2004," see ED491238.]
The Fiscal Impacts of School Choice in New Hampshire
Author: Gottlob, Brian J.
Date: 2004-02-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,School Choice,Attendance,Program Effectiveness,School Districts,Educational Vouchers,Cost Effectiveness,Statistical Data,Educational Indicators,Economic Impact,Expenditure per Student,Enrollment Projections,Expenditures,Educational Policy,Politics of Education,Educational Equity (Finance),Change Strategies,Educational Change

This study addresses the fiscal impacts of school choice in New Hampshire. The author uses one example from the 2003 New Hampshire legislative session to illustrate the fiscal impacts of school choice on New Hampshire and its communities. He develops a unique database of individual and household level responses from the 2000 Census of New Hampshire residents to profile and understand the demographic and economic characteristics of children and families in public and private schools. He uses the most recent data available to estimate the percentage of elementary school costs that are fixed versus variable across school districts in New Hampshire, he estimates how a school choice proposal will impact total state aid to education, the financial impact choice will have on each school district in the state, and how school district costs will change in response to school choice initiatives. Finally, he examines how private school attendance affects taxes and expenditures of local communities. This report concludes that because the dollar amount of each voucher is much less than the variable cost associated with educating each student, a school choice program that provides payments to parents who wish to enroll their children in private schools cannot financially impair school districts. When the loss of variable costs in a district (those associated with students in the choice program leaving public schools), is compared to the loss of state aid associated with those students, there is a net financial gain to communities from a school choice program. This is especially true where the state adequacy aid per pupil in a district represents only a small portion of the total per pupil cost of educating a child in the district. This report does not conclude, however, that school districts should be indifferent to this loss of revenue. Rather, school administrators and local officials should look to participation in and demand for school choice in their district as an opportunity to assess satisfaction with the performance of their district. Appended are: (1) Percentage of Private School Students by Town; and (2) Fiscal Impacts of Choice. (Contains 6 figures, 2 tables and 22 endnotes.)
Workforce Intermediation for Vulnerable Youth: Workforce Initiatives Discussion Paper #4
Author: Academy for Educational Development
Date: 2011-03-14
Type: Reports - Evaluative
Subjects: Discussion,Economically Disadvantaged,Public Education,Adolescent Development,Labor Force,Employment Potential,Labor Force Development,Employment Opportunities,Vocational Education,Job Skills

This paper's intention is to spur discussion about the roles of "workforce intermediation" as it relates to youth development and employability. It is certainly not meant to be an exhaustive discussion about either topic. It does, however, intend to further the dialogue on international workforce initiatives and the requisite workforce intermediation functions. It also seeks to build off concepts presented in the publication "International Workforce Initiatives: Definitions, Design Options, and Strategies." [For "Social Enterprises and Social Sector Workforces: Workforce Initiatives Discussion Paper #3," see ED520201.]
An Analysis of South Carolina Per Pupil State Funding
Author: Aud, Susan L.
Date: 2004-02-00
Type: Reports - Evaluative
Subjects: Public Schools,Private Schools,School Choice,Financial Support,Costs,Academic Achievement,Educational Finance,State Aid,School Districts,Expenditure per Student,Grants,Educational Legislation

In many states, including South Carolina, school choice is being discussed as perhaps the best way to both improve student achievement and spend education dollars more efficiently. The evidence from the 12 school choice programs currently running around the country is that the increased competition among public and private schools leads to more successful students and better public schools. Moreover, evidence is mounting that public schools are not harmed financially by offering students the opportunity to choose their school, either public or private. Few people would argue that the state does not have a compelling public interest in spending generously to achieve the goal of fully educating children. Many people, however, reasonably argue that the compelling public interest to finance education is qualitatively different than subsidizing a government owned and operated school system. Funding the education of the public is not the same thing as simply and only financing public schools. Yet, when the debate about school financing takes place, this question is often ignored. Many times, perceptions and rhetoric are presented as truth, and facts are either conveniently overlooked or shaped to fit one side of the argument. Right now, South Carolina is in the midst of the debate about school choice and the most effective use of education dollars. To increase clarity, this study accurately evaluates the categories of state funding for public schools, establishes the average total state cost per student, analyzes variable education costs versus fixed costs, and determines the precise portion of per-student funding the state provides based on the type of student and district.
Segregation Levels in Milwaukee Public Schools and the Milwaukee Voucher Program. School Choice Issues in the State
Author: Forster, Greg
Date: 2006-08-00
Type: Reports - Evaluative
Subjects: Public Schools,Private Schools,School Choice,Metropolitan Areas,Educational Vouchers,School Segregation,Disproportionate Representation,Measurement Techniques,Misconceptions,Politics of Education,Social Justice,School Statistics,Statistical Distributions

This study compares segregation levels in Milwaukee public schools and in private schools participating in the Milwaukee voucher program. Using a segregation index that measures the difference between the percent of students in a school who are white and the percentage of school-age children in the greater metro area who are white, it finds that segregation is 13 points higher in Milwaukee public schools than in voucher-participating private schools. To put this finding in perspective, in a city whose school-age population was 50 percent white, a school that was 60 percent white and a school that was 73 percent white would differ by 13 points on the segregation index. (Contains 2 tables and 30 endnotes.)
Building the Capacity of Writing Project Site Leadership
Author: Robbins, Sarah, Ed.
Date: 2011-00-00
Type: Collected Works - General
Subjects: Teacher Leadership,Leadership,Leadership Training,National Programs,Writing Instruction,Faculty Development,Program Development,English (Second Language),Second Language Learning,Administrative Organization,Interprofessional Relationship,Communities of Practice,Institutes (Training Programs),Summer Programs

To maintain their commitment to a site, teachers need truly meaningful work. Teacher leadership drives the work of the Writing Project. The narratives in this collection, written by three veteran teacher-consultants, demonstrate many ways in which teacher leadership builds the capacity of any National Writing Project (NWP) site to do its work. Simply put, a Writing Project site depends upon teacher leadership to sustain its community. An NWP site's community builds individual teachers' leadership abilities--but the site cannot exist and grow without that very leadership. To sustain this reciprocal relationship, both the NWP network as a whole and the teachers connected with individual sites need to pay careful attention to building site capacity. Sites nurture individual teachers' leadership abilities by providing substantial and flexible opportunities for leadership tied to the passions of the educators. Running invitational summer institutes, planning and carrying out professional development programs, and facilitating continuity--the three core components of the NWP model--each provide powerful leadership experiences for teachers and ensure the ongoing health of any NWP site. Three stories of teacher leadership provide examples of structures and processes that sites can examine as they seek to expand leadership and create their own opportunities for teachers to lead. These stories are: (1) Intentional Leadership Development: Doing the Work (C. Lynn Jacobs); (2) Returning to the Roots of True Teacher Leadership (Karen Smith); and (3) Whatever It Takes (Paul Epstein). Individual stories contain appendices.
What Do I Do, if I Can't Understand My New Students Language?
Author: Hollenbeck, James E.
Date: 2010-05-23
Type: Opinion Papers
Subjects: Class Activities,Student Attitudes,Cooperative Learning,Teaching Methods,Second Languages,Educational Strategies,Problem Solving,Educational Technology,English (Second Language),Constructivism (Learning),Scientific Literacy,Science Instruction,Second Language Learning

This paper describes successful strategies based on research and practical applications used in the Greater Clark School Corporation in bringing many languages and cultures together. The most reasonable and correct course of action for teachers to take is to include the students in all class activities that will be enhanced by cooperative learning, learning with technology and problem solving tasks.
Perceptions of Secondary Science Educators of Limited English Proficient (LEP) Learners in Their Classrooms
Author: Hollenbeck, James
Date: 2008-01-15
Type: Reports - Research
Subjects: Metropolitan Areas,Science Teachers,Native Speakers,Limited English Speaking,Science Curriculum,English (Second Language),Second Language Learning,Teacher Attitudes,Secondary School Teachers,Surveys,Trend Analysis,Educational Trends,Science Instruction

Most information on the teaching of ESL/LEP [English as a Second Language/Limited English Language] students is directed towards elementary students and academic areas other than science. Secondary science teachers need research and information on teaching ESL/LEP students. Secondary science educators in the Louisville Metropolitan area were surveyed in 2007 on their perceptions of LEP students. Over 80 surveys from 100 were returned with upbeat and encouraging trends that found that LEP students are welcomed in the classroom and teachers want additional information on how they can &quot;bridge&quot; the language gap and help them to be successful learners. Educators identified that students are able to practice their English language in a natural setting, and develop cultural skills with native speakers whom they would not have had the opportunity to work with. The science curriculum is where language arts, mathematics, and science integrate together. If the ESL/LEP student is successful in science, they will be successful students in all academic programs. The survey instrument is appended. (Contains 3 figures.)
Has Student Achievement Increased since 2002? State Test Score Trends through 2006-07
Author: Kober, Nancy
Date: 2008-06-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Secondary Schools,Test Results,Low Income Groups,Federal Legislation,Educational Testing,Academic Achievement,National Competency Tests,Scoring,Scores,Educational Legislation,Elementary Schools,Student Evaluation,Accountability,Mathematics Achievement,Reading Achievement,Achievement Gains,African American Students,Educational Trends,Trend Analysis

This report describes findings from the second year of the most comprehensive, intensive, and carefully constructed study to date of trends in student achievement in all 50 states since 2002, the year the No Child Left Behind Act (NCLB) was enacted. Last year, the Center on Education Policy (CEP), an independent nonprofit organization, began this work by seeking to answer the question of whether student achievement has increased &quot;because&quot; of NCLB. The authors soon discovered that it is not possible to directly relate changes in student achievement to NCLB, as they explain later. However, it is possible to learn much more about student achievement now than it was before 2002, when NCLB was enacted, because the law has greatly expanded student testing, accountability, and reporting of test scores in elementary and secondary schools. This second year of their study therefore looks at test score trends since 2002. To carry out this study, CEP collected, verified, and analyzed a vast array of state and national test data. This year's study continues the focus on two main questions--whether reading and math achievement has increased since 2002 and whether achievement gaps between subgroups of students have narrowed. Five main conclusions emerged from their analyses. These are: (1) Since 2002, reading and math achievement on state tests has gone up in most states according to the percentages of students scoring at the proficient level; (2) Trends in reading and math achievement on NAEP (National Assessment of Educational Progress) have generally moved in the same positive direction as trends on state tests, although gains on NAEP tended to be smaller than those on state tests; (3) In states with sufficient data to determine achievement gap trends on state tests, gaps have narrowed more often than they have widened since 2002, particularly for African- American students and low-income students; (4) Gaps on NAEP have also narrowed more often than they have widened in states with sufficient data to determine gap trends; and (5) It is impossible to determine the extent to which these trends in test results have occurred because of NCLB. Appendices include: (1) Study Methods; and (2) More about Standard Deviations and Relationships of Gaps to Cut Scores. (Contains 9 figures, 3 boxes and 62 tables.
Technology and Its Use in Education: Present Roles and Future Prospects
Author: Courville, Keith
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Blended Learning,Knowledge Management,Educational Technology,Databases,Technology Uses in Education,Educational Trends,Distance Education,Inservice Teacher Education,Program Implementation,Internet,Influence of Technology,Multimedia Instruction,Instructional Effectiveness,Technology Integration,Learning Theories,Professional Development

(Purpose) This article describes two current trends in Educational Technology: distributed learning and electronic databases. (Findings) Topics addressed in this paper include: (1) distributed learning as a means of professional development; (2) distributed learning for content visualization; (3) usage of distributed learning for educational purposes within other fields; (4) electronic databases and their effect on education; (5) emergence of blended learning and knowledge management as educational fields; (6) issues in the implementation of educational technology; (7) future trends in distributed learning and electronic databases; (8) classroom applications of each technology; (9) future recommendations for the use of distributed learning and electronic databases. (Conclusions) Further development and use of educational technology for both teachers and students should be pursued as a worthwhile investment for educational achievement.
A Counterargument to Ineffective Technology in Classrooms: Characteristics of High Achieving Schools
Author: Falcon, Raymond
Date: 2010-08-01
Type: Opinion Papers
Subjects: Educational Technology,Computer Uses in Education,School Effectiveness,Instructional Effectiveness,Technology Integration,Criticism

Technology is supposed to be a good thing. If this is such a grand argument, then why do some researchers argue technology hurts more than it helps? This is certainly getting the public confused. This article will look at their reasoning behind their statements of how technology is not working. Also included will be an analysis and counterarguments to each of their statements. Technology is a tool where education can thrive when used in a meaningful manner in the classroom. This paper will define characteristics from high achieving schools which use technology as a tool.
How the Shining Star Project Improved Mathematics and Science Learning with the Inclusion of Data-Loggers and Teacher Professional Development in Greater Clark Schools
Author: Hollenbeck, James E.
Date: 2011-01-25
Type: Reports - Descriptive
Subjects: Student Interests,Educational Technology,Student Characteristics,Faculty Development,Standardized Tests,Science Achievement,Mathematics Achievement,Interviews,Surveys,STEM Education,Workshops,Technology Integration,Teaching Methods,Handheld Devices,Science Laboratories,Data Collection,Science Process Skills

Greater Clark Schools in Indiana enrolled with a STEM education program, Shining Star with Indiana University, integrated Nova 5000 data-loggers in their curriculum reported success improving students' standardized exam scores and interest in science and mathematics courses after a three year period. The success of the data-loggers, determined by interviews and surveys in the classroom determined that the willingness of teachers to use them, support by the school administration, teacher training by Indiana University Southeast, and manufacturer's providing teacher training with technical support to be vital to the success to this project.
Thinking Like a 21st Century Nurse: Theories, Instruments and Methodologies to Improve Clinical Thinking
Author: Fountain, Lily
Date: 2011-04-00
Type: Reports - Research
Subjects: Nursing Education,Obstetrics,Nursing,Measures (Individuals),Test Construction,Critical Thinking,Nursing Students,Undergraduate Students,Test Validity,Effect Size,Research Methodology,Models,Expertise,Nurses,Statistical Significance

This cross-sectional descriptive study of the Model of Domain Learning, which describes learners' progress from acclimation through competence to proficiency through the interplay of knowledge, interest and strategic processing/critical thinking (CT), examined its extension to maternity nursing. Based on the identified need for valid, reliable quantitative instruments measuring cognitive and affective aspects, three instruments were developed: a 20-item, polytomously-scored multiple choice questionnaire, a five item Interest Survey, and a written CT case scenario analysis. The sample was 87 baccalaureate student nurses in the third and final semesters. The instruments demonstrated mixed support for the Knowledge, Interest, and CT scales. Three principal component factors mapped well onto current definitions of CT. Further refinement of instruments and a broader sample were recommended. Appended is: Assigning a Score to an Open-Ended List of Priorities. (Contains 1 footnote, 4 figures, and 10 tables.) [funding provided in part by the University of Maryland's School of Teaching.]
Independent Reading and the "Social Turn:" How Adolescent Reading Habits and Motivation Relate to Cultivating Social Relationships
Author: Knoester, Matthew D.
Date: 2010-07-15
Type: Journal Articles
Subjects: Recreational Reading,Independent Reading,Predictor Variables,Academic Achievement,Middle School Students,Grade 5,Grade 6,Grade 7,Adolescents,Reading Motivation,Teacher Researchers,Reading Attitudes,Reading Habits,Grounded Theory,Social Behavior

Research suggests that independent reading outside of school is a strong indicator of school and reading success. However, studies also suggest that student recreational reading significantly decreases in the middle school years. This article explores some of the reasons adolescent students choose to read independently or are reluctant to do so. In this teacher research study the author interviewed his former students, their parents, and their current teachers about what motivates adolescents to read or not to read.  Evidence from this study suggests that independent reading is intimately connected to various social practices, despite commonly held views that describe independent reading as a solitary activity. Teaching strategies to encourage student motivation are shared. The appendix contains questions for the two teachers interviewed.
Characteristics of Teachers Participating in Voluntary Music Integration Professional Development
Author: Wagner, Diana
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Music Teachers,Elementary School Teachers,Faculty Development,Computer Mediated Communication,Surveys,Internet,Teacher Characteristics,Teacher Participation,National Programs,Program Evaluation,Music Education,Musical Instruments,Music,Singing,Leadership

This study examines characteristics of teachers participating in the national Guitars in the Classroom program in the 2007-2008 school year. 96 teacher participants from programs across the United States completed an online survey at the start of their professional development programs, usually 6-10 hours. 75 percent of teachers electing to participate work in PK-6 classrooms and half of all teacher participants work in high poverty schools. 20 percent of teachers report that children receive no weekly music instruction in their schools, but that nearly all school leaders are supportive of their efforts to integrate music. Each teacher participant impacts the instructional experience of 69 students. Teacher participants represent a wide diversity of subjects, schools, instructional experiences. Results show that teachers are willing to undertake non-mandatory professional development to improve instruction. While teachers come to the program with limited instrumental and music leadership experience, they do tend to have some singing experience. More instruction for teachers in music leadership was cited as a continuing need for teachers. (Contains 21 tables.)