ethanporcaro/eric-fulltext-meta huggingface dataset:
Is School Funding Fair? A National Report Card. Fourth Edition
Author: Baker, Bruce D.
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Educational Finance,Educational Equity (Finance),Financial Support,State Aid,Public Education,Elementary Secondary Education,Resource Allocation,Poverty,Early Childhood Education,Teacher Salaries,Teacher Student Ratio,Economic Climate

While the United States was recovering from the recent economic stress caused by the Great Recession, individual state economies were improving at a slow pace. In 2012, state education budgets came to a crossroads, as most states had exhausted their allocations of federal stimulus dollars. Prior editions of this report noted how many states used stimulus funds distributed through the American Recovery and Reinvestment Act (ARRA) to support the state's share of education funding from 2009 through 2011. One study shows that many states used the stimulus funds to offset cuts in state education aid, effectively filling holes in their overall state budgets. The data in this Fourth Edition show that by 2012, most states had failed to restore state aid to pre-Recession levels or to otherwise close education budget gaps that resulted when stimulus funds were depleted. In fact, the Center on Budget and Policy Priorities reports that at least 30 states are providing less state aid (inflation adjusted) per student in 2015 compared to 2008. Local revenues also suffered in the aftermath of the recession because of declining property values. Even when property values do improve, revenue gains often lag behind by years. As this report documents, states have yet to make progress in restoring cuts triggered by the recession, let alone meet their responsibility to fund at levels sufficient to ensure all students an equal opportunity to learn. This failure directly impacts local districts and schools as they struggle without the funds necessary to provide essential resources and meet student needs. Even as school funding has yet to rebound to pre-Recession levels, states are adopting the more challenging Common Core curriculum standards and assessments, and these mandates come with added cost. This National Report Card shines a spotlight on those states that, despite the effects of the Recession, are making the effort to provide fair school funding. The report also highlights those states that have not responded despite the recovery, and continue to fall behind. A conversation on how the states finance public education is long overdue and urgently needed. The hope is that this report contributes to the national dialogue on achieving the goal of preparing children for college and career. Appended are: (1) Data and Methodology; (2) National Child Poverty Rates; and (3) Fairness Measures and Resource Allocation Indicators. [For the third edition, see ED570455.]
Knowledge Based Economic Areas and Flagship Universities: A Look at the New Growth Ecosystems in the US and California. Research &amp; Occasional Paper Series: CSHE.9.16
Author: Douglass, John Aubrey
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Knowledge Economy,Economic Development,Regional Characteristics,Research Universities,Predictor Variables,Governance,Institutional Autonomy,Quality Assurance,Organizational Culture,Investment,Research and Development,Risk,Financial Support,Laws,Labor Supply,Quality of Life,Political Influences,Success,Innovation,Case Studies

The acceptance of new growth theory relates, in part, to a number of highly touted regional success stories--or what I term &quot;Knowledge Based Economic Areas&quot; (KBEAs) in this and past essays. The United States, and California in particular, is viewed as perhaps the most robust creators of KBEAs, providing an influential model that is visited and revisited by business and government leaders, and other Flagship (or leading national) universities, that wish to replicate their strengths within their own cultural and political terms. While California has a number of unique characteristics, including a robust University of California system with a strong internal academic culture and devotion to public service, the story of its historical and contemporary success as an agent of economic development is closely linked to a number of key contextual factors. These relate to the internal culture, governance and management capacity of major universities in the United States, national investment patterns in R&amp;D, the business environment, including the concentration of Knowledge Based Businesses, the acceptance of risk, and the availability of venture capital, legal variables related to Intellectual Property (IP) and tax policies, the quality of regional workforces, and quality of life factors that are important components for attracting and retaining talent. In most of these KBEAs variables, California has enjoyed an advantage that helps to partially explain the success of the University of California (UC) and other major research universities as agents of economic development. This study focuses on seven contextual variables common to all KBEAs in the United States and much of the world, and with particular attention to the UC system--a network of ten research-intensive campuses. General Principles for a University Governing Board Association of Governing Boards (AGB) are appended.
Test Technical Manual 2014 GED® Test
Author: American Council on Education, GED Testing Service
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: High School Equivalency Programs,Equivalency Tests,Testing Programs,Test Validity,Test Construction,Test Norms,Scaling,Equated Scores,Scoring,Test Reliability,Testing Accommodations,Test Coaching,Standard Setting (Scoring),Scoring Rubrics

This manual was written to provide technical information regarding the General Educational Development (GED®) test as evidence that the GED® test is technically sound. Throughout this manual, documentation is provided regarding the development of the GED® test and data collection activities, as well as evidence of reliability and validity. This manual is made up of 10 chapters: (1) Introduction to the GED® tests and an overview of the GED® testing program, including the purposes of the tests and proper uses of test scores; (2) The underlying theory of action for the GED® testing program and the framework for assessing validity; (3) The GED® test specifications and process for developing forms; (4) The standardization process, including the norming, scaling, and equating processes; (5) The standard-setting process for both the High School Passing Standard and GED® with Honors; (6) Scoring processes for both machine- and human-scored test items; (7) The reliability of GED® test scores; (8) Accumulated evidence to support the validity argument; (9) Various accommodations for test-takers with disabilities; and (10) Supplemental materials for test preparation. This manual was written for anyone who is interested in (1) learning about the background of the GED® testing program, (2) understanding how the GED® test was developed and scored, (3) comprehending the statistical characteristics of the GED® test, or (4) knowing more, in general, about the GED® testing program. The following are appended: (1) Reasoning through Language Arts Scoring Rubric; and (2) Social Studies Scoring Rubric.
Indiana K-12 &amp; School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 27
Author: DiPerna, Paul
Date: 2016-01-20
Type: Reports - Evaluative
Subjects: School Choice,Elementary Secondary Education,State Surveys,Public Opinion,Knowledge Level,Familiarity,Telephone Surveys,Interviews,Preferences,Institutional Characteristics,Charter Schools,Educational Vouchers,Tax Credits,Scholarships,Standardized Tests,Superintendents,Achievement Rating,Educational Attitudes,Public Schools,Private Schools

The purpose of the &quot;Indiana K-12 &amp; School Choice Survey&quot; is to measure public opinion on, and in some cases awareness or knowledge of, a range of K-12 education topics and school choice reforms. The Friedman Foundation for Educational Choice developed this project in partnership with Braun Research, Inc., who conducted the live phone call interviews, collected the survey data, and provided data quality control. This report describes and compares response levels, margins, and intensities for the statewide sample and observed demographic groups. A total of 1,845 telephone interviews were completed from November 11 to December 1, 2015, by means of both landline and cell phone. A randomly selected and statistically representative statewide sample of registered voters in Indiana responded to more than 30 substantive items in live phone interviews. Statistical results have been weighted to correct for known demographic discrepancies. The margin of sampling error for the statewide sample is ± 3.1 percentage points. During field work, an initial statewide sample that included 1,002 interviews with registered voters was established. Researchers then continued phone interviews by oversampling five regions to achieve at least 300 completed interviews for regional subgroups: (1) Indianapolis Metro (n = 400); (2) Northeast (n = 403); (3) Northwest (n = 301); (4) Southeast (n = 300); and (5) Southwest (n = 300). The Friedman Foundation conducted a shorter survey in Indiana five years ago. Comparing results between 2010 and 2015, and saw remarkably similar findings on five common questions. Average voter mood about K-12 education remains negative. Researchers detect some decreased support for general definitions of public charter schools and school vouchers. However, the fundamental message remains the same: Hoosiers in late 2015 were still roughly &quot;twice as likely to be favorable toward these reform concepts rather than opposed&quot;. The organization of this paper has two sections. The first section describes key findings and presents charts for additional context. The second section details the survey's methodology, summarizes response statistics, and provides additional technical information on call dispositions for landline and cell phone interviews and weighting.
The Integration Anomaly: Comparing the Effects of K-12 Education Delivery Models on Segregation in Schools
Author: Scafidi, Benjamin
Date: 2015-10-00
Type: Reports - Research
Subjects: Elementary Secondary Education,School Choice,School Segregation,Neighborhood Integration,Measurement Techniques,Geographic Distribution,Trend Analysis,Metropolitan Areas,Income,Socioeconomic Influences,School Desegregation,Evidence,Simulation,Compliance (Legal),Desegregation Methods,Desegregation Plans,Program Design,Desegregation Effects,Educational Practices,Population Trends,Comparative Analysis

To shed light on the actual impact of school choice on segregation, one has to understand the counter factual--the state of segregation under the current public education system. In the late 1960s and '70s, the trend in public school racial segregation followed the trend in neighborhood segregation. That is to say both improved as American neighborhoods and public schools became more racially integrated. However, beginning in the early 1980s, American public schools have continued to become more racially segregated, even as American neighborhoods have become more racially integrated among African Americans and others. Given the strong link between neighborhoods and public school attendance zones, this divergence is a puzzle and there is another pronounced trend that may have an impact on the quality of schools available to families-income segregation. The trends toward more income segregation across American neighborhoods have only accelerated since 2001. Like it or not, studies show a significant relationship between families' access to peer resources and their children's academic achievement. The increases in racial and income segregation in American public schools are likely problematic in terms of student outcomes given the substantial evidence regarding peer effects. In this report the author seeks to address the impact of school choice in this decades-long context of intensification of racial segregation among public schools and significantly increased income segregation across neighborhoods. The author analyzes new trends in school segregation, and reviews relevant studies on the effects of choice on integration. Based on the historical evidence on housing and school segregation and the myriad studies reviewed in this report, school choice design feature additions are recommended to maximize academic benefits to students, and to communicate concern for those who are worried about the increases in race and class segregation that has lasted in the American Public education system for more than three decades. Appended are: (1) Changes in Neighborhood and School Segregation in 215 Metropolitan Areas; and (2) Summary of Research Used to Make Recommendations about the Design of School Choice Programs.
Fixing America's College Attainment Problems: It's about More than Affordability. Critical Considerations for Any New Federal-State Partnership
Author: Santos, Jose Luis
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Educational Change,Federal State Relationship,Partnerships in Education,Educational Policy,Barriers,Performance Factors,Policy Analysis,Research Needs,Paying for College,Cost Effectiveness,Graduation Rate,Racial Distribution,Racial Differences,Achievement Gap,Educational History,Program Design,Educational Objectives,Finance Reform,Incentive Grants,Educational Legislation,Federal Legislation,Land Grant Universities,Federal Aid,Elementary Secondary Education

In response to mounting concerns about the cost of college, lawmakers have proposed major new partnerships between the federal government and states to tackle college affordability. The Education Trust maintains that any new federal-state proposal aimed at making college more affordable must also simultaneously address completion problems by leveraging new investments to ensure that incoming students are better prepared, and making sure that colleges and universities prioritize student success, especially among historically underserved groups of students. In this report, Santos and Haycock contribute to the public discussion of the needed contours of effective policy solutions to America's college attainment problem. The report is presented in three sections. First, a look at the problems that make more comprehensive action essential and an examination of the key drivers of those problems. Second, a review of past federal-state partnerships, identifying some of the most salient lessons. Third, laying out a set of questions that advocates, analysts, and policymakers should ask about any new proposal for a new federal-state partnership in higher education, focusing not on the size of the investment but on eligibility and performance requirements.
Educational Exclusion: Drop Out, Push Out, and School-to-Prison Pipeline among LGBTQ Youth
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2016-00-00
Type: Reports - Research
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,At Risk Students,Juvenile Justice,Crime,Educational Environment,School Policy,Discipline,Dropout Rate,Influences,Student Experience,Racial Differences,Ethnic Groups,Housing,Disabilities,Victims,School Safety,National Surveys,Adolescents,Young Adults

&quot;Educational Exclusion: Drop Out, Push Out, and the School-to-Prison Pipeline among LGBTQ Youth&quot; provides an in-depth look at the conditions that effectively push LGBTQ youth out of school and potentially into the criminal justice system. The report provides specific, real world guidance to address the hostile school climates and damaging policies and practices that contribute to pushing LGBTQ youth out of their schools. Specifically, this report examines: (1) Rates of school discipline among LGBTQ youth and the factors that contribute to their school disciplinary experiences; (2) School dropout rates among LGBTQ youth and the factors that may play a role in pushing youth out of school; (3) How school disciplinary actions increase LGBTQ youth involvement with the juvenile and criminal justice systems; and (4) Differences in LGBTQ youth's experiences based on race/ethnicity, gender identity and expression, housing status, and disability. A list of notes and references is included. [Project staff include: Neal A. Palmer, Emily A Greytak, and Joseph G. Kosciw.]
2016 Personalized Learning &amp; Student Success Summit: Summary from the NMC
Author: New Media Consortium
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Success,Individualized Instruction,Postsecondary Education,First Generation College Students,Low Income Students,Evidence Based Practice,Conferences (Gatherings),Partnerships in Education,Educational Change,Change Strategies,Strategic Planning,Student Improvement

The New Media Consortium (NMC) hosted the Personalized Learning &amp; Student Success Summit at SXSWedu on March 7-9 in Austin, Texas. The summit convened grantees and partners of the Postsecondary Strategy at the Bill &amp; Melinda Gates Foundation and served as a call-to-action for education leaders to first imagine if and then commit to trying new, evidence-driven to bolster student success for first generation and low-income students in higher education. With the imagine if theme continuing as the underpinning philosophy, this report summarizes the conversations and ideas that unfolded, emphasizing the need for collective action at scale and setting the stage for the NMC's Personalized Learning Initiative.
Using Data to Improve Student Outcomes: Learning from Leading Colleges. Education Trust Higher Education Practice Guide #2
Author: Education Trust
Date: 2016-05-00
Type: Guides - Non-Classroom
Subjects: Data Analysis,Information Utilization,Student Improvement,Outcomes of Education,College Students,Low Income Students,Minority Group Students,Graduation Rate,Best Practices,Academic Achievement,Barriers,Models,Student Development,State Universities

All across the country, leaders in colleges and universities are asking the same question: What can we do to improve student success, especially for the low-income students and students of color whose graduation rates often lag behind? This second practice guide: &quot;Using Data to Improve Student Outcomes: Learning from Leading Colleges&quot; was prepared to inform university leaders and others steeped in efforts to raise graduation rates on their campuses. It highlights leading universities that have drastically improved student success by consistently reviewing and using their own data to launch campus-wide initiatives, focusing the entire college community on student success, and removing stubborn obstacles that impede large numbers of low-income students and students of color from graduating college with a degree in hand. [The first practice guide, &quot;Learning from High-Performing and Fast-Gaining Institutions,&quot; is available from Education Trust.]
From Statehouse to Schoolhouse: Anti-Bullying Policy Efforts in U.S. States and School Districts
Author: Kull, Ryan M.
Date: 2015-00-00
Type: Reports - Research
Subjects: Bullying,School Districts,Board of Education Policy,Educational Legislation,State Legislation,Student Characteristics,Sexual Orientation,Sexual Identity,Homosexuality,Gender Issues,Racial Factors,Religion,Faculty Development,Accountability,Disclosure,Educational Environment,Victims,School Safety

&quot;From Statehouse to Schoolhouse: Anti-Bullying Policy Efforts in U.S. States and School Districts,&quot; examines the anti-bullying policies of all 13,181 school districts across the country. It provides the prevalence of anti-bullying policies in all U.S. school districts and whether state laws and guidance are being implemented at the district level. In addition, the report explores whether district policies: (1) protect students specifically on the basis of personal characteristics, such as sexual orientation, gender identity/expression, race and religion; (2) require professional development for educators on bullying and district accountability for incident reporting; and (3) have an impact on school climate for lesbian, gay, bisexual and transgender students. An appendix contains supplementary tables. A list of notes and references is included.
State Strategies to Scale Quality Work-Based Learning. NGA Paper
Author: Hauge, Kimberly
Date: 2016-10-31
Type: Reports - Descriptive
Subjects: State Programs,State Policy,Educational Strategies,Change Strategies,Job Skills,Career Readiness,Educational Quality,Cooperative Education,Skill Development,Partnerships in Education,Educational Opportunities,School Business Relationship,Labor Force Development

Industries in every state are struggling to find qualified applicants for jobs, while job seekers too often find they lack the skills needed to enter or move along a career pathway to a good job. Preparing a workforce that is poised to meet the needs of businesses and ultimately to make the state more economically competitive is a top priority for many governors. &quot;State Strategies to Scale Quality Work-Based Learning&quot; highlights strategies governors can implement to increase opportunities for high-quality, demand-driven work-based learning and prepare their citizens for the modern workforce.