ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies for Student Attendance and School Climate in Baltimore&apos;s Community Schools
Author: Durham, Rachel E.
Date: 2017-10-00
Type: Reports - Research-practitioner Partnerships
Subjects: Community Schools,Holistic Approach,Student Needs,Family Needs,Access to Health Care,Social Development,Emotional Development,Enrichment Activities,Educational Environment,Interviews,Administrator Role,Parent School Relationship,Alignment (Education),Partnerships in Education,Attendance,Records (Forms),Statistical Analysis,School Surveys,At Risk Students,Social Services

In 2012, the Community School Engagement Strategy was adopted by the Family League of Baltimore as a way to address historical racial and structural inequalities that have produced unequal educational outcomes among the city's children and youth. The goals of community schools include integrating health and social supports for children and their families, and providing additional opportunities for academics, socioemotional learning, and enrichment for youth during and after school. This study identified community schools with higher student attendance and more positive school climate than peer community schools. School community coordinators were interviewed to learn how their work was structured to elicit &quot;effective practices&quot; around attendance and climate. Overall, coordinators reported that having clearly designated roles, reliable protocols and procedures, and a leader who consistently communicated expectations to parents and students helped ensure that community schools could maintain high attendance and a positive school climate. Alignment of goals across school and community stakeholders, supportive, respectful relationships with families, and cooperative partnerships with community-based organizations also served to make that work coherent and effective.
A Principled Federal Role in Higher Education. Education Policy Program Brief
Author: Baum, Sandy
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Educational Policy,Higher Education,Federal Government,Government Role,Administrative Principles,Educational Responsibility,Educational Change,Change Strategies

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to chart the direction of the country's colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting the most critical issues in higher education and recommending policy solutions. This brief outlines the principles that underlie the policy recommendations offered in the memos and provides a framework for considering the federal role in higher education.
Simplifying and Modernizing Pell Grants to Maximize Efficiency and Impact
Author: Scott-Clayton, Judith
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Tuition Grants,Federal Aid,Efficiency,Higher Education,Educational Change,Financial Policy,Student Financial Aid,Eligibility,Grantsmanship,Cost Effectiveness,Federal Programs,State Programs,Financial Aid Applicants,Change Strategies,Job Simplification,Grants

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo suggests reforming federal student aid by simplifying the eligibility and application process, removing incentives that slow progress toward completion, and leveraging low-cost guidance services to help students make the most of their awards. [This is part of the &quot;Memos to Congress and the Administration on Higher Education&quot; collection. For a summary of the memos, see &quot;A Principled Federal Role in Higher Education&quot; (ED578885).]
Accountability in US Education: Applying Lessons from K-12 Experience to Higher Education
Author: Deming, David J.
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Accountability,Higher Education,Elementary Secondary Education,Educational Policy,Guides,Performance Based Assessment,Low Achievement,Disadvantaged Youth,At Risk Students,First Generation College Students,Computation,Measurement Techniques

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo suggests lessons higher education might learn from K-12 efforts and provides guidance for future efforts to build a college accountability system. [This is part of the &quot;Memos to Congress and the Administration on Higher Education&quot; collection. For a summary of the memos, see &quot;A Principled Federal Role in Higher Education&quot; (ED578885).]
Federal Efforts Could Improve the Data Available to Drive Improvement in Higher Education
Author: Matsudaira, Jordan
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Federal Programs,Government Role,Educational Improvement,College Choice,Evidence Based Practice,Management Information Systems,Information Utilization,Decision Making,Student Costs,Educational Policy,Program Evaluation,Research Needs,Data,Policy Formation,Change Strategies,Access to Information,Information Policy

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo offers ways policymakers can leverage existing higher education data to improve college choices and advance evidence-based decisionmaking. [This is part of the &quot;Memos to Congress and the Administration on Higher Education&quot; collection. For a summary of the memos, see &quot;A Principled Federal Role in Higher Education&quot; (ED578885).]
Behavioral Insights for Federal Higher Education Policy
Author: Castleman, Ben
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Policy,Federal Programs,Federal Aid,Student Financial Aid,Job Simplification,Grantsmanship,Academic Advising,Reverse Transfer Students,Cost Effectiveness,Change Strategies,Program Improvement,Government Role,Behavioral Sciences

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo draws on behavioral science to offer low-cost changes the federal government could make--including simplifying the application for student aid and leveraging existing digital touch points with students--to help ensure academically capable students make it to graduation. [This is part of the &quot;Memos to Congress and the Administration on Higher Education&quot; collection. For a summary of the memos, see &quot;A Principled Federal Role in Higher Education&quot; (ED578885).]
Opening the Schoolhouse Door: Helping Charter Schools Access Space in District-Owned Facilities
Author: Gill, Sean
Date: 2017-12-00
Type: Reports - Research
Subjects: Charter Schools,School Choice,School District Autonomy,Educational Innovation,School Districts,Educational Cooperation,Shared Resources and Services,Educational Facilities,School Law,Interviews

This paper is part of a series on district-charter cooperation, which has been studied by the Center on Reinventing Public Education (CRPE) for more than five years. School choice is growing in cities with the addition of charter schools, and more district leaders are adopting a portfolio approach to schooling: giving district schools autonomy over their design and delivery, and giving families choices among these schools. Policymakers hope that in a flexible and decentralized system, both district and charter schools will offer innovative approaches to learning that allow families to find a &quot;great fit &quot; for their children. CRPE's studies have focused most closely on district-charter relationships in 23 cities with District-Charter Collaboration Compacts supported by the Bill &amp; Melinda Gates Foundation. In a January 2017 report, CRPE recommended that in cities with sizeable charter school student populations, cross-sector policy coordination is a necessity, not a nicety. However, despite the urgent need, cooperation on common issues is too often treated as a time-limited, forced marriage rather than a sustained effort and long-term relationship. This paper specifically explores the issues of district-charter cooperation on facilities access for public charter schools. Recommendations for policymakers, philanthropic, and support groups are included.
Priorities for Federal Workforce and Higher Education Policy
Author: Holzer, Harry J.
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Policy,Federal Programs,Disadvantaged,Special Needs Students,Community Colleges,Labor Force Development,Outcomes of Education,Educational Improvement,Student Improvement,Change Strategies,Educational Change

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo recommends five policy solutions that can improve outcomes for disadvantaged students in occupational or workforce training programs at community colleges and other institutions. [This is part of the &quot;Memos to Congress and the Administration on Higher Education&quot; collection. For a summary of the memos, see &quot;A Principled Federal Role in Higher Education&quot; (ED578885).]
For-Profit College Policy at the Crossroads
Author: Cellini, Stephanie Riegg
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Proprietary Schools,College Administration,Educational Policy,Accountability,Educational History,Educational Change,Educational Practices,Change Strategies,Outcomes of Education,Student Characteristics,Institutional Characteristics,Educational Research

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo reviews the history of for-profit colleges and recommends policymakers continue to strengthen accountability for these institutions. [This is part of the &quot;Memos to Congress and the Administration on Higher Education&quot; collection. For a summary of the memos, see &quot;A Principled Federal Role in Higher Education&quot; (ED578885).]
Promoting Genuine Competition in Private Financing for Higher Education
Author: Holt, Alexander
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Student Loan Programs,Program Improvement,Federal Aid,Change Strategies,Competition,Accountability,Student Financial Aid,Eligibility,Private Financial Support

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo argues that the system of federally guaranteed private students loans was seriously flawed and should not be revived, but that more private financing would be an improvement, particularly for lending to parents and graduate students. [This is part of the &quot;Memos to Congress and the Administration on Higher Education&quot; collection. For a summary of the memos, see &quot;A Principled Federal Role in Higher Education&quot; (ED578885).]
Federal Policy to Promote Innovation in US Higher Education
Author: Brewer, Dominic J.
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Innovation,Federal Programs,Educational Change,Federal Aid,Change Strategies,Educational Policy,Government Role

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo suggests ways the federal government could leverage funding and alter the regulatory environment to incentivize more innovation among higher education institutions. [This is part of the &quot;Memos to Congress and the Administration on Higher Education&quot; collection. For a summary of the memos, see &quot;A Principled Federal Role in Higher Education&quot; (ED578885).]
Higher Education Accreditation and the Federal Government
Author: Kelchen, Robert
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Accreditation (Institutions),Federal Government,Government Role,Educational Quality,Financial Support,Criticism,Change Strategies,Educational Policy,Educational Change

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo recommends changing the accreditation system by allowing accreditation agencies to focus on educational quality while the federal government monitors financial viability. [This is part of the &quot;Memos to Congress and the Administration on Higher Education&quot; collection. For a summary of the memos, see &quot;A Principled Federal Role in Higher Education&quot; (ED578885).]
Reforming Federal Student Loan Repayment: A Single, Automatic, Income-Driven System
Author: Baum, Sandy
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Student Loan Programs,Loan Repayment,Federal Programs,Federal Aid,Finance Reform,Financial Policy,Change Strategies,Income Contingent Loans,Higher Education

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo proposes a new system of income-driven loan repayment designed to address some of the problems with the current repayment options. [This is part of the &quot;Memos to Congress and the Administration on Higher Education&quot; collection. For a summary of the memos, see &quot;A Principled Federal Role in Higher Education&quot; (ED578885).]
Incorporating English Learner Progress into State Accountability Systems
Author: Goldschmidt, Pete
Date: 2017-01-00
Type: Reports - Research
Subjects: English Language Learners,Accountability,Educational Legislation,Federal Legislation,State Policy,Educational Policy,State Agencies,Policy Formation,Models,Academic Achievement,Achievement Gains,Value Added Models,Scores,Progress Monitoring,Language Proficiency,Statistical Analysis

The Every Student Succeeds Act (ESSA) proposes changes in how states include the nation's growing population of English Learners (ELs) into the accountability system. The purpose of this paper is to identify key issues and questions that might be considered and explored by state decision makers in this area. Our primary audience is anyone in a state agency engaged in making decisions about the state's accountability system and how ELs are included in that system. We provide background information on policy history, basic information on types of accountability models, and several demonstrations of how some options play out on real system data. Throughout this paper we present empirical results from two states: for state 1 we utilize a random sample of the state's students; for state 2 we utilize data from a single district (states 1 and 2 use different ELP assessments.) We encourage state leaders to engage in thoughtful deliberation around how these issues apply to their own state context by simulating similar scenarios using their existing data and applying their analysis to the construction of the state plan.
Assessment Guide for Educators: A Content Comparison--2002 Series Test and the Current GED® Test
Author: American Council on Education, GED Testing Service
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Teaching Guides,Comparative Analysis,High School Equivalency Programs,Language Arts,Social Studies,Mathematics Tests,Thinking Skills,Science Tests,Language Tests,Guidelines

This report provides a content comparison for the 2002 Series GED® test and the current GED® for the following test topic areas: (1) Mathematical Reasoning; (2) Reasoning through Language Arts; (3) Science; and (4) Social Studies.
Assessment Guide for Educators: Introduction
Author: American Council on Education, GED Testing Service
Date: 2016-06-00
Type: Guides - Non-Classroom
Subjects: Guidelines,Teaching Guides,High School Equivalency Programs,Test Items,Academic Standards,Norm Referenced Tests,Readiness,College Role,Taxonomy,Comparative Analysis,Knowledge Level,Mathematics Tests,Educational Practices,Test Format,College Readiness,Performance Based Assessment,Pass Fail Grading,Multiple Choice Tests

This guide is designed to help adult educators and administrators better understand the content of the GED® test. This guide is tailored to each test subject and highlights the test's item types, assessment targets, and guidelines for how items will be scored. This 2016 edition has been updated to include the most recent information about the test, reflecting the adjustments that have been made in the first two years since launch.
Accelerated Math®. Primary Mathematics. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-12-00
Type: Reports - Research
Subjects: Mathematics Instruction,Elementary School Students,Intervention,Mathematics Achievement,Mathematics Tests,Computer Software,Mathematics Curriculum,Teaching Methods,Assignments,Elementary Education,Elementary School Mathematics,Instructional Effectiveness,Individualized Instruction

&quot;Accelerated Math®,&quot; published by Renaissance Learning, is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. &quot;Accelerated Math®&quot; creates individualized student assignments, scores the assignments, and generates reports on student progress. The software is typically used with the math curriculum being used in the classroom to add practice for students and help teachers differentiate instruction through the program's progress-monitoring data. This review focuses on studies of the use of &quot;Accelerated Math®&quot; in kindergarten through pre-algebra classes. The What Works Clearinghouse (WWC) identified six studies of &quot;Accelerated Math®&quot; that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations, and four studies meet WWC group design standards with reservations. Together, these studies included 5,206 students in grades 2-9 in more than 223 classrooms across 27 states. According to the WWC review, the extent of evidence for &quot;Accelerated Math®&quot; on the mathematics test scores of students in primary mathematics courses was medium to large for the mathematics achievement domain, the only domain examined for studies reviewed under the Primary Mathematics topic area. A glossary of terms is provided.
Investing in Change: The Walton Family Foundation Charts a New Course. Principles for Effective Education Grantmaking. Case Study No. 12
Author: Wisdom, Michelle
Date: 2015-10-00
Type: Tests/Questionnaires
Subjects: Philanthropic Foundations,Elementary Secondary Education,School Choice,Access to Education,Grants,Public Schools,Charter Schools,Enrollment Trends,Performance Based Assessment,Academic Achievement,Educational Change,Change Strategies,Partnerships in Education

The Walton Family Foundation was at a pivotal point in early 2015. After investing $1.3 billion in K-12 education over the previous two decades, executive and board leadership were reflecting on past work, and charting a course for the Foundation's strategic direction based on key learnings from their investments in education. The Walton Family Foundation's mission and scope of work in education had been intensely focused on improving the educational outcomes and opportunities of all students, particularly those from high-need populations. The Foundation hoped to achieve this by expanding K-12 educational choice in the district, charter, and private school sectors for families and students as a communitywide catalyst for change. Walton Family Foundation K-12 Program Director Marc Sternberg and Evaluation Unit Director Marc Holley summarized the Foundation's philosophy: &quot;When families have the opportunity to choose among high-quality schools, children benefit, and when high-quality opportunities play out at scale, the whole education ecosystem grows stronger.&quot; While maintaining its longstanding mission and theory of change, the Foundation was poised to take what it had learned over the past 20 years to refine its investment strategy. Now, the Foundation was ready to take those lessons and challenge itself to make more of an impact in several areas, including supporting English language learners and students with special needs; supporting postsecondary success; determining what policies, structures, and supports were needed to catalyze community or citywide improvement; and more effectively supporting local community partners. This case study provides a history of the Walton Family Foundation, describes the Foundation's Theory of Change, and illustrates how that Theory of Change is at work in Washington, DC and Denver, Colorado. This document concludes with lessons learned and future plans of the organization. [For &quot;Leveraging for Big Results: The Leeds Family's Entrepreneurial Approach to Increasing High School Graduation Rates. Principles for Effective Education Grantmaking. Case Study No. 11,&quot; see ED578909.]