ethanporcaro/eric-fulltext-meta huggingface dataset:
School Climate Surveys: District Results for 2009-10
Author: Miami-Dade County Public Schools, Research Services
Date: 2010-08-00
Type: Reports - Research
Subjects: Academic Achievement,Adult Students,Educational Environment,Surveys,Student Attitudes,Parent Attitudes,Teacher Attitudes,Attitude Measures,Educational Quality,Geographic Location,Counties,Satisfaction,School Safety,Grading,Job Security,Educational Resources,Governance,Principals,Teacher Competencies,Teacher Student Relationship,Homework,Violence,Administrator Effectiveness

Each school year, the School Climate Survey is administered to gather information on the perceptions that students, their parents, and school staffs hold concerning their schools and their performance. In 2009-2010, the survey was distributed to approximately 85,000 parents, 45,000 elementary, secondary, and adult students, and 25,000 staff. This report summarizes selected major points from the results of that survey, as they pertain to the Pre-K through 12th grade program. In addition to districtwide averages, results are broken down by regional center. Information identical to that summarized for the district is reviewed for the regular schools of each region. Alternative, special education, and vocational/adult schools are treated elsewhere in separate item-specific reports. Results continue to be very similar to those in past years. Although there is variation from region to region, the majority of respondents from the three groups surveyed (parents, students, and staff) were satisfied with their schools in Miami-Dade County. An analysis of selected survey items indicates an overall increase in satisfaction over the past five years. As in previous survey administrations, at the district level parents, students, and staff from all educational levels (elementary, K-8, middle, and senior high) provided overall school grades in the &quot;A&quot; to &quot;B&quot; range. Methodological Notes and District Summary of Parent, Student, and Staff Responses are appended. (Contains 6 tables.) [For 2008-09 report, see ED536875.]
School Climate Surveys: District Results for 2010-11
Author: Miami-Dade County Public Schools, Research Services
Date: 2011-10-00
Type: Reports - Research
Subjects: Educational Environment,Preschool Children,Kindergarten,Elementary School Students,Secondary School Students,Parent Surveys,School Surveys,Student Surveys,Teacher Surveys,School Personnel,Charter Schools,Regional Characteristics,School Safety,Educational Quality,School Districts,Urban Schools,Educational Trends,Teacher Attitudes

Each school year, the School Climate Survey is administered to gather information on the perceptions that students, their parents, and school staffs hold concerning their schools and their performance. In 2010-2011, the survey was distributed to approximately 92,000 parents, 48,000 elementary, secondary, and adult students, and 25,000 staff. This report summarizes selected major points from the results of that survey, as they pertain to the Pre-K through 12th grade program. In addition to districtwide averages, results are broken down by regional center. Information identical to that summarized for the district is reviewed for the regular schools of each region. Alternative, special education, and vocational/adult schools are treated elsewhere in separate item-specific reports. Results continue to be very similar to those in past years. Although there is variation from region to region, the majority of respondents from the three groups surveyed (parents, students, and staff) were satisfied with their schools in Miami-Dade County. An analysis of selected survey items indicates an overall increase in satisfaction over the past five years. As in previous survey administrations, at the district level parents, students, and staff from all educational levels (elementary, K-8, middle, and senior high) provided overall school grades in the &quot;A&quot; to &quot;B&quot; range. Methodological Notes are appended. [District Summary of Parent, Student, and Staff Responses are not included in this document.] (Contains 6 tables.) [For 2009-10 report, see ED536876.]
School Climate Surveys: District Results for 2011-12
Author: Miami-Dade County Public Schools, Research Services
Date: 2012-07-00
Type: Reports - Research
Subjects: Educational Trends,Teacher Attitudes,Questionnaires,Student Transportation,Educational Environment,Preschool Children,Kindergarten,Elementary School Students,Secondary School Students,Parent Surveys,School Surveys,Student Surveys,Teacher Surveys,School Personnel,Charter Schools,Regional Characteristics,School Safety,Educational Quality,School Districts,Urban Schools

Each school year, the School Climate Survey is administered to gather information on the perceptions that students, their parents, and school staffs hold concerning their schools. In 2011-2012, the survey was distributed to approximately 93,000 parents, 52,000 elementary, secondary, and adult students, and 24,000 staff. This report summarizes selected major points from the results of that survey, as they pertain to the Pre-K through 12th grade program. In addition to providing districtwide averages, results are presented by regional center. The information is summarized for the district as well as the regular schools of each region. Alternative, special education, and vocational/adult schools are treated elsewhere in separate item-specific reports. Results continue to be very similar to those in past years. Although there is variation from region to region, the majority of respondents from the three groups surveyed (parents, students, and staff) were satisfied with their schools in Miami-Dade County. An analysis of selected survey items indicates an overall increase in satisfaction over the past five years. As in previous survey administrations, at the district level, parents, students, and staff from all school levels (elementary, K-8, middle, and senior high) provided overall school grades in the &quot;A&quot; to &quot;B&quot; range. Methodological Notes and District Summary of Parent, Student, and Staff Responses are appended. (Contains 7 tables.) [For the 2010-11 report, see ED536877.]
Cities and Statewide Afterschool Networks Partnering to Support Afterschool. Strategy Guide
Author: Shah, Bela P.
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: After School Programs,Urban Programs,Partnerships in Education,State Programs,Municipalities,Financial Support,State Aid,Public Support,Program Effectiveness,Program Improvement,Public Officials

In cities and towns across America, millions of children and youth get out of school by mid-afternoon but have neither a safe, supervised place to go nor a structured or engaging activity in which to participate. Because the hours between 3:00 and 6:00 p.m. are when young people are most likely to be affected by crime or to engage in risky behaviors, the lack of afterschool opportunities presents significant challenges to parents, community members, and city, state, and federal leaders. Many local elected officials also recognize the importance of providing young people with access to challenging, relevant, and enriching activities that address other city goals and priorities. Concerned about quality of life and the city's economic vitality, municipal leaders use afterschool programs to support academic achievement, improve public safety, help working parents become more productive, and combat childhood and youth obesity. Because state policies impact local efforts and vice versa, partnerships between municipal leaders and statewide afterschool networks can draw upon local knowledge to emphasize the importance of afterschool and strengthen both state and local afterschool initiatives. This strategy guide features examples of how cities and statewide networks are effectively working together on behalf of children and youth in individual communities and simultaneously using their collective powers to increase afterschool funding and improve policy decisions that affect young people across the state. This guide also provides a list of ideas for how cities can partner with their respective statewide afterschool networks to impact state policy, leverage resources, sustain programs at the state and city levels, receive guidance and training to improve program quality, generate state and national visibility, and expand access to high-quality programs. Cities that have partnered with their statewide afterschool networks are appended.
Strengthening Partnerships and Building Public Will for Out-of-School Time Programs. Strategy Guide
Author: Padgette, Heather Clapp
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: After School Programs,City Government,Partnerships in Education,Latchkey Children,School Community Programs,School Community Relationship,Educational Quality,Program Improvement,Change Strategies,Community Involvement,Family Work Relationship,Government Role,Community Resources,Community Coordination,Stakeholders,Educational Needs,Outreach Programs,Guidelines

When the bell rings at the end of a school day, millions of children are left to their own devices while they wait for their families to return home at the end of the work day. Findings from a study conducted by the Afterschool Alliance, "America After 3PM," show that 15.1 million children are unsupervised when the school day ends. The out-of-school time hours represent a challenge to families and community members who are looking for safe places and engaging activities for children and youth. The out-of-school time hours also represent a genuine opportunity for municipal leaders--the opportunity to rally the entire community around the goals of keeping children and youth safe and engaged, while also helping to advance a number of other key city priorities. City officials are well positioned to support the development of strong partnerships with key sectors of the community to increase the number and quality of out-of-school time programs. This guide highlights three key strategies that mayors and other city leaders can use to promote partnerships and build public will in support of out-of-school time programs. (Contains 2 footnotes and 14 resources.)
Collecting and Using Information to Strengthen Citywide Out-of-School Time Systems. Strategy Guide
Author: Russell, Lane
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: After School Programs,Urban Programs,Data Collection,Information Utilization,Attendance,Participation,Research,Needs Assessment,Geographic Information Systems,Program Effectiveness,Program Evaluation,Outcome Measures,Municipalities

Cities around the country are building systems that seek to make the most of public and private resources to provide widespread, high-quality, out-of-school time opportunities. Local officials are leading these efforts because participation in OST programs not only benefits young people but also the cities in which they live, with the potential to support many city priorities--from reducing crime to creating a more skilled workforce. However, even with growing public awareness of the importance of OST as a learning and developmental support, millions of children, especially the neediest, are missing out on these opportunities, with an estimated 15.1 million children returning to an empty house at the end of the school day. This guide provides municipal leaders and their key partners with strategies for collecting and using information to strengthen citywide OST systems. The six strategies presented here are intended to help build the capacity of communities to get and use information across a citywide system: (1) Collect attendance and participation information to support access, enrollment and quality improvements; (2) Conduct market research to assess family, youth and community needs; (3) Use geographic information system (GIS) technology to identify service gaps and improve access; (4) Develop, adapt and implement a citywide program quality assessment tool; (5) Conduct and support program and city-level evaluation efforts; and (6) Develop common, system-wide outcome measures/indicators. (Contains 3 footnotes and 14 resources.)
The State of City Leadership for Children and Families
Author: National League of Cities (NLC), Institute for Youth, Education and Families
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Leadership,After School Programs,Community Leaders,Innovation,Outreach Programs,Partnerships in Education,School Community Programs,School Community Relationship,Educational Trends,Trend Analysis,Community Cooperation,Community Coordination,Community Involvement,City Government,Change Strategies,Educational Change,Integrated Services,Integrated Activities

The Institute for Youth, Education, and Families (YEF Institute) is a special entity within the National League of Cities (NLC). The YEF Institute helps municipal leaders take action on behalf of the children, youth, and families in their communities. NLC launched the YEF Institute in January 2000 in recognition of  the unique and influential roles that mayors, city councilmembers, and other local leaders play in strengthening families and improving outcomes for children and youth. Through the YEF Institute, municipal officials and other community leaders have direct access to a broad array of strategies and tools. This paper highlights key goals, innovations, emerging trends, and established trends in municipal leadership around afterschool. It also offers four new ideas to consider in strengthening afterschool programs.
The Afterschool Hours: A New Focus for America's Cities
Author: Ouellette, Mark
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Leadership,After School Programs,Technical Assistance,Public Support,Educational Opportunities,Youth Opportunities,Urban Schools,Latchkey Children,Improvement Programs,Program Effectiveness,Program Evaluation,Formative Evaluation,Change Strategies,Youth Programs,Integrated Activities,Integrated Services,Community Involvement,School Community Programs,Educational Quality,State Standards,Educational Resources,Partnerships in Education,Empowerment,Academic Achievement,Program Descriptions

During a typical week, as many as 14 million children and youth across the United States lack adult supervision during non-school hours. According to the Federal Bureau of Investigation (FBI), the lack of structured and supervised afterschool programs in American communities contributes to a higher incidence of drug and alcohol use and delinquent or criminal behaviors. The growing attention to afterschool issues among municipal leaders is a reflection of increasing public support for expanded learning opportunities for America's young people. With the establishment of the Institute for Youth, Education, and Families (YEF Institute), the National League of Cities (NLC) has positioned itself to assist municipal officials in their efforts to increase the availability and improve the quality of expanded learning opportunities for children and youth in urban communities. Eight cities were selected through a competitive process to participate in the Municipal Leadership for Expanded Learning Opportunities (MLELO) technical assistance project. This report focuses on the accomplishments of the eight cities, the lessons they learned, and recommendations for other municipal officials embarking on this work. Each city story ends with &quot;leadership keys&quot; that were instrumental to that city's success and that other communities can replicate as they seek to improve and expand local afterschool programs. Appended are: (1) Team Contacts; (2) Collaborating Organizations; and (3) Resources. (Contains 12 footnotes and 12 resources.)
Expanding the Horizon: For-Profit Degree Granting Institutions in Higher Education. An Annotated Bibliography
Author: Lechuga, Vicente M.
Date: 2003-00-00
Type: Reference Materials - Bibliographies
Subjects: Higher Education,Doctoral Dissertations,Annotated Bibliographies,Educational Research,Labor Market,Proprietary Schools

In recent years, higher education has witnessed the entry of a new breed of postsecondary education providers. These institutions have reshaped the traditional views of the function and purpose of higher education. For-profit education institutions provide a small but rapidly growing segment of the student population with the knowledge and skills required to compete in the current job market. This annotated bibliography provides insight into many of the issues that challenge the future of the U.S. higher education system. It is based on a systematic review of the generally available literature conducted in early 2003. The literature search covered the years 1996-2003, from the recent emergence of the for-profit, degree-granting institutions to the present. General findings from the review of literature indicate that a lack of research in the area of for-profit higher education exists, accounting for the limited number of research-based articles in the area. The articles in this review are arranged alphabetically by author or issuing agency. Dissertations are listed separately, at the end of the bibliography. Each entry contains a bibliographic reference conforming to the Publication Manual of the American Psychological Association. Summaries of each entry, along with major findings or assertions, follow each bibliographic reference.
IDA-PAYS: Examining the Potential of Education IDAs. A Report on the IDA-PAYS (Postsecondary Access for Your Success) Research Project
Author: Kezar, Adrianna
Date: 2009-05-00
Type: Reports - Research
Subjects: Access to Education,Postsecondary Education,Scholarships,Income,Low Income Groups,College Students,Poverty,Partnerships in Education,Student Financial Aid,Debt (Financial),Academic Persistence,Graduation Rate,Money Management,Paying for College,Proprietary Schools,First Generation College Students,Public Agencies

The overarching goal for this project was to examine the potential for increasing IDA use for educational purposes and to explore higher education's involvement with IDAs, as well as the potential for greater participation. The three main objectives for the project were to: (1) describe and understand current education IDA initiatives, particularly those with postsecondary involvement and partnerships; (2) examine the potential of IDAs for increasing access to education for low-income students; and (3) explore challenges to and facilitators of growth and expansion of education IDAs and involvement of the postsecondary sector. The study concludes that education IDAs have limited, but important, potential to help low-income students in the following ways: (1) Reaching key populations often outside the reach of financial aid; (2) Creating access to higher education; (3) Increasing retention; (4) Providing financial education to break the cycle of poverty; (5) Decreasing the debt burden and default rates; and (6) Increasing funding for low-income students by leveraging existing scholarships. Recommendations for policymakers and institutional leaders are provided in order to realize the potential of education IDAs. (Contains 8 footnotes.) [This report was written with assistance from Hannah Yang and Jaime Lester.]
New Strategies in Delivering Education IDAs: Rethinking Program Design
Author: Bryce-Laporte, Rene
Date: 2009-06-00
Type: Reports - Research
Subjects: Money Management,Low Income Groups,Program Design,Higher Education,College Choice,Paying for College,Partnerships in Education,Student Recruitment,Outreach Programs,Student Financial Aid,Access to Education,Grants,Enrollment

Study after study demonstrates that low-income students are severely underrepresented in higher education. In fact, the attendance rate of low-income students appears to be declining rather than growing. Individual Development Accounts or IDAs used for postsecondary education can help address the problem. With an IDA, youth can afford to enroll in college and adults can gain the necessary funds to remain in college. The asset building and education fields will benefit from a wider use of IDAs for education. However, this potential is unlikely to be reached unless the IDA field moves from the current program design, which is based on homeownership, to a unique program designed to meet the specific needs of education IDAs. Education IDAs need to break from the housing mold to be successful. One reason that the unique design components for education IDAs are unknown is that postsecondary stakeholders were left out of the IDA demonstration projects, research, and legislation. No document currently exists to help IDA practitioners develop a program design for education IDAs. This report highlights how to rethink one's program design when offering education IDAs and how to maximize such efforts by partnering with postsecondary institutions. Appended are: (1) Organization profiles; (2) Why is education important for your future and how can education IDAs help you reach your educational goals?; (3) Financial education resources for youth and adults; and (4) Education asset resources for IDA practitioners. (Contains 20 footnotes.) [This paper was written with Hannah Yang and Adrianna Kezar.]
Education Asset Resources for IDA Practitioners
Author: Kezar, Adrianna
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: College Choice,Student Financial Aid,Internet,Web Sites,College Preparation,High School Students,College Entrance Examinations,Paying for College,Family Financial Resources,Information Sources,Federal Programs,College Admission

The education community offers a plethora of resources from which IDA practitioners can draw as they support their clients in asset-specific training. This paper presents an annotated list of internet resources on preparing for college. Most of these resources are for youth aspiring to go to college. The websites are broken down according to the following topics: (1) Benefits of going to college; (2) Classes to take in high school; (3) Tests; (4) Choosing a school/admissions process; and (5) Applying for financial aid.