ethanporcaro/eric-fulltext-meta huggingface dataset:
State of the States 2012: Teacher Effectiveness Policies. NCTQ &quot;State Teacher Policy Yearbook&quot; Brief Area 3: Identifying Effective Teachers
Author: National Council on Teacher Quality
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Identification,Teacher Evaluation,Educational Policy,Educational Change,Educational Assessment,Academic Achievement,Tenure

The rapid pace of change on teacher evaluation continues across the states in 2012. Since 2009, 36 states and the District of Columbia Public Schools have made policy changes on their books related to teacher evaluation. In the few short months since the National Council on Teacher Quality (NCTQ) published &quot;State of the States&quot; and the 2011 &quot;Yearbook,&quot; 15 states have made teacher evaluation and/or tenure policy changes with seven states--Connecticut, Hawaii, Louisiana, New Jersey, Oregon, Pennsylvania and South Dakota--adopting significant new policies. This brief includes the latest breaking and most up-to-date findings on how states are evaluating teacher performance and using the results for decisions of consequence such as granting teachers tenure. Appended are: (1) States with Significant Teacher Evaluation and Tenure Policies in 2012; and (2) State Teacher Evaluation Policy Profiles. (Contains 1 footnote.)
Squeeze Play 2009: The Public's Views on College Costs Today--Public Agenda and the National Center for Public Policy and Higher Education
Author: Immerwahr, John
Date: 2012-00-00
Type: Reports - Research
Subjects: Higher Education,Public Opinion,Paying for College,Costs,Public Policy,Agenda Setting,Educational Attitudes,Parent Attitudes,Access to Education,Community Surveys,National Surveys,Educational Opportunities,Educational Indicators

For increasing numbers of Americans, a crucial facet of the American Dream appears to be at risk. A solid majority consider a college degree an indispensable ticket to the middle class. At the same time, even more people believe college is financially out-of-reach for many qualified students. This is the message from new public opinion research by Public Agenda and the National Center for Public Policy and Higher Education Policy. The two organizations have been tracking public attitudes toward higher education since 1993. Their last survey, "Squeeze Play: How Parents and the Public Look at Higher Education Today," was conducted in early 2007 when the economy was strong. It seemed essential to tap into public opinion again, now that the country is struggling with what many believe will be a prolonged recession. To probe the changes in attitudes, they repeated a series of questions from their 2007 study in a survey conducted in late December 2008. ["Squeeze Play 2009: The Public's Views on College Costs Today--Public Agenda and the National Center for Public Policy and Higher Education" was written with Paul Gasbarra, Amber Ott, and Jonathan Rochkind.]
The National Center for Public Policy and Higher Education's Associates Program
Author: Chance, William
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Conferences (Gatherings),Public Policy,Interviews,Observation,Annual Reports,Program Evaluation,Higher Education,Program Effectiveness,Professional Development,Improvement Programs,Participant Satisfaction

The author conducted annual evaluations of the Associates Program from its inception. He attended one or more of the national symposia for Associates each year, interviewed each of the Associates and submitted reports to the National Center. As the number of participants in the Associates Program approached 100 and in 2008 the National Center engaged in a far-ranging assessment of all of its programs, the author was asked to provide a multi-year perspective, drawing upon the annual evaluations, interviews with several Associates some years after their participation, and with others who had participated in the program as presenters at the symposia, as funders, and as managers of the program. This essay draws on the author's data, observations, and conclusions and was written for prospective nominators and applicants, as well as for the National Center's Board of Directors, funders, and staff. It provides information about the program's purpose, approach, participants, accomplishments and future.
The Way of the Future: Education Savings Accounts for Every American Family
Author: Ladner, Matthew
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Educational Finance,Educational Vouchers,Private Schools,Money Management,Higher Education,Student Financial Aid,Accountability,Access to Information,Disclosure,Competition,Educational Equity (Finance),Court Litigation,Special Needs Students,State Legislation,School Choice

Education savings accounts are the way of the future. Under such accounts--managed by parents with state supervision to ensure accountability--parents can use their children's education funding to choose among public and private schools, online education programs, certified private tutors, community colleges, and even universities. Education savings accounts bring Milton Friedman's original school voucher idea into the 21st century. Arizona lawmakers were the first to create such a program, called Empowerment Scholarship Accounts (ESAs). Through that program, the state of Arizona deposits 90 percent of the funds for a participating child into an account, which can cover multiple educational services through use-restricted debit cards. A fully realized system of ESAs would create powerful incentives for innovation in schooling practices seeking better outcomes for lower costs. Also, the broader use of funds may help to immunize choice programs against court challenges in some states. Policymakers must fashion their system of accounts to provide reasonable state oversight, fraud prevention, academic transparency, and equity. If Milton Friedman were alive today, he likely would agree that education savings accounts represent a critical refinement of his school voucher concept. Existing voucher programs create healthy competition between public and private schools, but ESAs can create a much deeper level of systemic improvement. ESAs would allow parents to build a customized education to match the individual needs of every child, thus transforming education for the better. (Contains 10 figures and 25 notes.)
Sweating the Small Stuff and Missing the Mark: A Critical Analysis of the Charter School Movement
Author: Parks, Amber
Date: 2012-00-00
Type: Journal Articles
Subjects: Achievement Gap,Charter Schools,Educational Quality,Criticism,Educational Change,Public Education,Educational Policy,Federal Legislation

The promise of quality education is a cornerstone of American culture. Why, then, is this not the experience of every child in our nation? In the 1990s, the charter school movement began under the auspices of an avenue to address the disillusionment of education policy, the sense of powerlessness felt by parents and teachers, and the disparities of achievement between different races. With many supporters from all levels of government and the community, it is important that we still turn a critical eye to charter schools to accurately and fully assess their impact on individual students as well as the system at large. This paper focuses on two important and interconnected questions related to charter schools: First, how are charter schools claiming to close the achievement gap? Second, what does the charter school movement indicate, represent, and change for American public education system? To truly have long-lasting, transformative change in American education system, the reforms must delve further into the intricacies of the system, acknowledge and account for the interconnectedness between the economic structure of the United States and schools, and expose and change the underlying culture that perpetuates its existence.
Changing Education for a Changing World: Internationalizing Education
Author: Idogho, Philipa Omamhe
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Theory Practice Relationship,Educational Practices,Higher Education,Educational Change

That change is permanent has never been an issue, but how to anticipate, adopt, equip, and re-position to optimize benefits of change is the heart of research. Thus, true to Marshall McLuhan's prophetic foresight, the world, indeed, has become a village where otherwise local events now exert profound global consequences. In this paper, the phenomenon of change in the context of globalization is briefly examined, vis-a-vis some cardinal aspects of philosophical foundations of the theory and practice of education. Consequently, it is recommended that the principle and practice of education should be re-worked, with significant provision for moral (or character) grooming of the young (who are said to be digital citizens) for the preservation of posterity, among others. [This paper was also presented at the International Conference: Going Global--Internationalizing Higher Education, London, UK, March 13-15, 2012.]
Outlook. Number 378
Author: Council for American Private Education
Date: 2012-10-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Newsletters,Standardized Tests,Benchmarking,Writing Skills,Writing Achievement,Educational Administration,College Entrance Examinations,Scores,Institutional Characteristics

Outlook is CAPE's monthly newsletter. Each issue is packed with information relating to private education: new legislation and regulations, the most recent research, court rulings, national trends, federal initiatives, private school news briefs, and much more. This issue contains the following articles: (1) Private School Students Surpass SAT Benchmark; (2) Private School Students Exceed National Average in Writing; (3) Secretary Duncan Meets with Private School Leaders; and (4) CAPE Notes.
The Comparison of Sino-American Genius Education
Author: Yu-feng, Zhou
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Student Needs,Talent,Identification,Educational History,Politics of Education,Context Effect,Comparative Education,Academic Support Services

In the 21st century, many countries in the world face the situation of talent contest. As a result, genius, especially supernormal talent is sure to become the commanding height of the contest for all countries in the world and determine the rise and fall as well as the ranking in the aspect of the development of China. Therefore, talent education is of strategic significance and worthy of further discussion. Since the first ShaoNianBan was founded in 1978 in Mainland China, genius education has gained a great popularity. Over the last 30 years, genius education in China did make some achievements, but it still marches difficultly in the wind and rain. In contrast, American genius education system has developed to a more mature degree, which has gradually formed the independent legal and specialized service management institution, and shaped a number of stable researching teams and the perfect resources supporting system. As for genius education in China, a lot of perspectives of American genius education are worth studying and borrowing.
Short and Long Run University Rankings: The Case of Greek Departments of Economics
Author: Giannias, Dimitrios A.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Economic Development,Human Capital,Foreign Countries,Reputation,Universities,Economic Climate,Case Studies,Economics,Research Methodology,Institutional Evaluation,Student Recruitment,Educational Improvement,Departments

University rankings historically have been based on a number of criteria, the most common being research output and quality. Different approaches have been developed which are surrounded by controversy; nevertheless, university rankings remain popular. It can be noted that due to the global economic recession, they receive further interest since it is believed that education is one of the sectors that countries should invest to improve economic development. The present paper presents a methodology for ranking universities based on research output and quality using as criterion by the CHC (Core of Human Capital) of universities demonstrating how the different positions of academic members of staff can contribute to the evaluation of their institutes at different time periods. The case study is the Greek Departments of Economics. Different scenarios are examined regarding the size of the department and time. The results offer conclusions in terms of university evaluation and strategic recruitment. In this respect, decision-makers can identify where they need to improve and if they are satisfied with their position on the education map. (Contains 8 tables and 4 footnotes.)
Leadership in Effective Elementary Schools: A Synthesis of Five Case Studies
Author: Parsons, Jim
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Lifelong Learning,Elementary Schools,Feedback (Response),Educational Change,Instructional Leadership,Guidance,Case Studies,Leadership Responsibility,Participative Decision Making,Principals,Administrator Role,Empowerment,Educational Improvement,Influences,Motivation,Work Environment,Interpersonal Communication,Transformational Leadership,Foreign Countries,Teacher Administrator Relationship

Administrators in five highly effective elementary schools were studied. These leaders, through acts of will and insight, had given up iconic and heroic leadership status, so that school leadership might be shared. Leadership has a significant effect on student learning. Principals' influence is often indirect, works through others, and happens best by developing teachers' efficacy in curriculum and instruction, engaging and motivating staff, fostering a shared purpose, creating conditions for effective teaching and learning, fostering program coherence, encouraging organizational learning, and through feedback, direction, and communication. Significant leadership practices include communicating a clear vision and priorities, focusing time and attention on what matters most, enabling teachers to develop pedagogical and content skills and capacity, providing instructional guidance, empowering others to make significant decisions, addressing supportive structures and resources, developing school improvement plans, providing instructional guidance and coherence, engaging the larger school and district community, acting ethically, and engaging in continuous learning and growth.
The Online Expectations of Prospective College Students and Their Parents. E-Expectations Report, 2011
Author: Noel-Levitz, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Web Sites,Social Networks,Telecommunications,Maps,Electronic Mail,Video Technology,Student Recruitment,College Bound Students,Parents,Expectation,Student Attitudes,Parent Attitudes,Parent Participation,Student Participation,Student Costs,Scholarships,National Surveys

To recruit prospective students today, you have to look beyond your Web site. The rise of social networking and the growing use of mobile Web access have fundamentally expanded how students access information and interact online. You also have to look beyond students to their parents, who often play a key role in the college decision process. How can you meet what may be two very different yet equally important sets of online expectations? This report examines responses from a national survey of college-bound high school students and their parents, looking at their behavior and expectations regarding college Web sites, social media, and other key topics in e-recruitment. Among the findings: (1) The majority of respondents said the college search and enrollment decision process is a collaborative effort between students and parents; (2) One in five students said they removed a school from consideration because of a bad experience on an institution's Web site; (3) When first coming to a school's Web site, more students and parents tend to click on links related to academics and programs of study; (4) Among students who had Facebook accounts, 27 percent said that they had visited a college's Facebook page, compared to just 12 percent of parents with Facebook accounts; (5) Only 9 percent of students and 5 percent of parents said they had Twitter accounts; (6) More than 75 percent of both parents and students said they never or only rarely read blogs on college sites; and (7) Of the 86 percent of students who said they use e-mail, 93 percent stated that they provided schools with an e-mail address, with nearly all adding that they submitted an e-mail address they check at least once per week. (Contains 4 sources and 1 footnote.) [Funding for this paper was provided by the National Center for College and University Admissions and OmniUpdate.]
National Freshman Attitudes Report, 2011. Special Focus: Attitudes That May Limit Academic Engagement. Sixth Annual National Research Study
Author: Noel-Levitz, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,First Generation College Students,Adult Students,Nontraditional Students,Males,Private Colleges,Public Colleges,Two Year Colleges,Student Attitudes,Student Motivation,Student Behavior,Learner Engagement,Academic Ability,Help Seeking,Educational Attitudes,Study Habits,Gender Differences,Self Esteem,Financial Problems,Security (Psychology),Student Surveys,National Surveys

This report describes self-reported attitudes and motivations of first-year college students nationally at the beginning of the undergraduate experience, based on a 100-item motivational assessment administered in the summer and fall of 2010. Highlighted this year are attitudes that may limit academic engagement, suggesting the need for educational interventions. For context, references to earlier Noel-Levitz National Freshman Attitude Reports are included, along with a detailed appendix. Among the highlights: (1) More than 44 percent of incoming freshmen nationally agreed with the statement, "Math has always been a challenge for me," with even higher percentages agreeing among first-generation freshmen (48 percent) and adult, nontraditional-age freshmen (53 percent); (2) Only 63 percent of incoming freshmen agreed with the statement, "I am capable of writing a very clear and well-organized paper," a percentage that was lower among students at two-year public and private institutions (55 percent) than at four-year public and private institutions (65-67 percent); (3) Male freshmen, especially, acknowledged their irregular study habits and a limited enjoyment of books and reading, along with uncertainty about the value of their college education; and (4) Reflecting the uncertain economy, nearly one-third of incoming freshmen (31 percent) and even more first-generation freshmen (40 percent) arrived on campuses last fall indicating they had "very distracting and troublesome" financial problems. Appended are: (1) Some conclusions and suggestions from Noel-Levitz regarding the findings; and (2) Additional findings and data from fall 2010. (Contains 5 tables and 2 footnotes.) [For related report, "Addendum by Race/Ethnicity: National Freshman Attitudes Report, 2011. National Research Study," see ED536420.]
Mid-Year Retention Indicators Report for Two-Year and Four-Year, Public and Private Institutions. Benchmark Research Study Conducted Fall 2010
Author: Noel-Levitz, Inc.
Date: 2011-00-00
Type: Reports - Research
Subjects: School Holding Power,Undergraduate Students,College Freshmen,Private Colleges,Public Colleges,Community Colleges,Benchmarking,Academic Persistence,Academic Probation,Credits,Selective Admission,College Admission,Online Surveys,Goal Orientation,Planning

To assist campuses with accurately forecasting student retention, and to help with increasing it, this report identifies early indicators of students' progress toward completing a degree and establishes benchmarks that campuses can use to evaluate their performance. The report is based on a Web-based survey of college and university officials in November 2010. Among the highlights: (1) First-year students at two-year and four-year institutions completed 77 to 93 percent of the credit hours they attempted (median rates), with the highest rates of completion reported among students at four-year private colleges; (2) Between 9 and 19 percent of first-year students at the median failed to persist to the second term; (3) Institutions with higher selectivity reported higher rates of persistence and retention; (4) Between 7 and 14 percent of second-year students at the median failed to persist to the second term across institution types, and even more failed to return for their third year at four-year institutions; (5) Fewer first-year students who were conditionally admitted persisted from the first to the second term compared to their non-conditionally-admitted counterparts; and (6) More first-year students were placed on probation during term one than during term two. Appended are: (1) How to use the benchmarks in this report; and (2) List of responding institutions. (Contains 5 tables and 1 footnote.)
Student Retention Practices at Four-Year and Two-Year Institutions, 2011. Noel-Levitz Report on Undergraduate Trends in Enrollment Management
Author: Noel-Levitz, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: School Holding Power,Undergraduate Students,Private Colleges,Public Colleges,Community Colleges,Enrollment Management,Best Practices,Planning,Leadership,Barriers,Graduation Rate,Online Surveys,School Surveys

What's working in student retention at the undergraduate level? To find out, Noel-Levitz conducted a 71-item, Web-based poll in May of 2011 as part of the firm's continuing series of benchmark polls for higher education. Highlights from the findings: (1) The highest-ranked practices in 2011--across public and private, two-year and four-year campuses--included widely-used practices such as academic support and first-year-student programs as well as a few practices that were only used by about half or less of respondents; (2) Honors programs and mandatory advising were among the top-ranked practices across institution types; (3) Up to 55 percent of private college respondents, up to 73 percent of public university respondents, and up to 64 percent of two-year public college respondents reported using practices that the majority of respondents in their sector judged to be "minimally effective"; (4) Programs specifically designed for retaining online learners ranked among the least-used practices for four-year private and public institutions, despite the fact that 84 percent of respondents from four-year private institutions and 60 percent of respondents from four-year public institutions rated these programs "very effective" or "somewhat effective"; (5) Just over half of respondents reported that they identify effective practices primarily based on outcomes measures, with the rest reporting that they primarily use student feedback or informal feedback; (6) Less than half of respondents reported having a current, written retention plan that they felt good about and less than half of respondents reported having a campuswide committee for student retention that they felt good about; (7) The general trend in cohort graduation rates over the past three years showed stable or slightly increasing rates for the majority of institutions; and (8) Among the most significant retention issues facing colleges and universities across sectors, as identified by a final open-ended question on the poll, were: 1) underprepared or unmotivated students; and 2) respondents' desire for greater collaboration and agreement among faculty, staff, and senior administration regarding retention concerns. Appended are: (1) Complete findings by institution type; (2) Responding institutions; and (3) About Noel-Levitz.