ethanporcaro/eric-fulltext-meta huggingface dataset:
From Pockets of Excellence to Engaged Innovation at Scale: Guided Pathways Reforms at Cuyahoga Community College. Series on Change Management at AACC Pathways Colleges: Case Study 1 of 5
Author: Jenkins, Davis
Date: 2019-09-00
Type: Reports - Research
Subjects: Educational Change,Community Colleges,College Programs,Student Personnel Services,Change Strategies,Program Implementation,Capacity Building,Cooperative Planning

In fall 2018, Community College Research Center (CCRC) researchers conducted site visits at eight community colleges implementing guided pathways to learn how they are managing the whole-college change process involved. These colleges are among the 30 nationally that were in the first cohort of the American Association of Community Colleges (AACC) Pathways Project, a national demonstration initiative that was launched in late 2015 to show how community colleges could create clearer pathways to program completion, employment, and further education for all students. The full report on this study, &quot;Redesigning Your College Through Guided Pathways: Lessons From Community Colleges&quot; in the AACC Pathways Project, synthesizes lessons from all eight colleges visited and shares new findings on how long it takes to implement guided pathways at scale. This report provides a case study of Cuyahoga Community College (Tri-C) in Ohio. During a two-day site visit to the college, CCRC researchers conducted one-hour interviews with 33 faculty members, administrators, counselors, and other staff. Researchers also held hour-long focus groups with 12 additional faculty members, counselors, and students at the college. Based on the data collected, this report describes the organizational change work that has enabled Tri-C's exceptional progress in redesigning academic programs, student services, and related support systems using the guided pathways model. [For the full report &quot;Redesigning Your College through Guided Pathways: Lessons on Managing Whole-College Reform from the AACC Pathways Project,&quot; see ED598443.]
Wild Thinkers: Linn-Benton Community College&apos;s Creative and Collaborative Approach to Guided Pathways Reforms. Series on Change Management at AACC Pathways Colleges: Case Study 2 of 5
Author: Fay, Maggie P.
Date: 2019-09-00
Type: Reports - Research
Subjects: Educational Change,Community Colleges,College Programs,Student Personnel Services,Change Strategies,Program Implementation,Capacity Building,Cooperative Planning

In fall 2018, Community College Research Center (CCRC) researchers conducted site visits at eight community colleges implementing guided pathways to learn how they are managing the whole-college change process involved. These colleges are among the 30 nationally that were in the first cohort of the American Association of Community Colleges (AACC) Pathways Project, a national demonstration initiative that was launched in late 2015 to show how community colleges could create clearer pathways to program completion, employment, and further education for all students. The full report on this study, &quot;Redesigning Your College Through Guided Pathways: Lessons From Community Colleges in the AACC Pathways Project,&quot; synthesizes lessons from all eight colleges visited and shares new findings on how long it takes to implement guided pathways at scale. This report provides a case study of Linn-Benton Community College in Oregon. During a two-day site visit to the college, CCRC researchers conducted one-hour interviews with 18 faculty members, administrators, advisors and counselors, and other staff. Researchers also held hour-long focus groups with 12 additional faculty members, advisors and counselors, and students at the college. Based on the data collected, this report describes the organizational change work that has enabled Linn-Benton's exceptional progress in redesigning academic programs, student services, and related support systems using the guided pathways model. [For the full report &quot;Redesigning Your College through Guided Pathways: Lessons on Managing Whole-College Reform from the AACC Pathways Project,&quot; see ED598443.]
An Analysis of How Massachusetts&apos; &quot;Student Growth&quot; Model Limits Access to Charter Public Schools. White Paper No. 197
Author: Candal, Cara Stillings
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Growth Models,Access to Education,Charter Schools,Public Schools,State Departments of Education,Elementary Secondary Education,State Legislation,Educational Legislation,Educational Finance,Enrollment,School Districts,Evaluation Methods,Eligibility,State Aid,Tuition,Expenditures,Low Achievement,Accountability

In 2010, the Massachusetts Legislature lifted the cap on the number of charter schools that the Board of Elementary and Secondary Education (BESE) can authorize in low-performing school districts. The &quot;smart cap&quot; requires the Department of Elementary and Secondary Education (DESE) to rank district performance (based on student outcomes) annually. Districts that fall into the lowest 10 percent of those rankings are eligible for an increase in the amount of tuition that they can pay to charter schools. Whereas the law limits district tuition payments to charter schools at 9 percent of net school spending, the smart cap raises that limit to 18 percent of net school spending in the Commonwealth's lowest performing districts. Until 2015, the Commonwealth ranked district performance solely according to the number of students scoring proficient in core subject areas on the Massachusetts Comprehensive Assessment System (MCAS) tests. In 2015, BESE amended the smart cap regulations and began using an additional measure, the student growth percentile (SGP), as 25 percent of the formula for determining district rankings. This paper presents data on the relationship between enrollment and SGP and its impact on determining the lowest performing districts in Massachusetts. Based on these data, the authors recommend that the Commonwealth stop using SGP as a factor in determining eligibility for an increase in the charter school cap and revert to a formula that uses absolute proficiency as the sole measure. The Commonwealth should also separate determinations about increases in the net school spending cap from its overall accountability system. Other recommendations include mitigating the negative impacts of the current formula for existing and prospective charter operators and increasing transparency around the purpose and use of SGP more broadly. [This report was written with Bruce Bean &amp; Rebekah Paxton.]
Collaborating to Break Down Barriers to Student Success: Guided Pathways Reforms at San Jacinto College. Series on Change Management at AACC Pathways Colleges: Case Study 3 of 5
Author: Jenkins, Davis
Date: 2019-09-00
Type: Reports - Research
Subjects: Educational Change,Community Colleges,College Programs,Student Personnel Services,Change Strategies,Program Implementation,Capacity Building,Cooperative Planning

In fall 2018, Community College Research Center (CCRC) researchers conducted site visits at eight community colleges implementing guided pathways to learn how they are managing the whole-college change process involved. These colleges are among the 30 nationally that were in the first cohort of the American Association of Community Colleges (AACC) Pathways Project, a national demonstration initiative that was launched in late 2015 to show how community colleges could create clearer pathways to program completion, employment, and further education for all students. The full report on this study, &quot;Redesigning Your College Through Guided Pathways: Lessons From Community Colleges in the AACC Pathways Project,&quot; synthesizes lessons from all eight colleges visited and shares new findings on how long it takes to implement guided pathways at scale. This report provides a case study of San Jacinto College (San Jac) in Texas. During a two-day site visit to the college, CCRC researchers conducted one-hour interviews with 44 faculty members, administrators, advisors and counselors, and other staff. Researchers also held hour-long focus groups with 24 additional faculty members, advisors and counselors, and students at the college. Based on the data collected, this report describes the organizational change work that has enabled San Jac's exceptional progress in redesigning academic programs, student services, and related support systems using the guided pathways model. [For the full report &quot;Redesigning Your College through Guided Pathways: Lessons on Managing Whole-College Reform from the AACC Pathways Project,&quot; see ED598443.]
Balancing Urgency and Patience: How Community College of Philadelphia Set the Pace for Guided Pathways Reform. Series on Change Management at AACC Pathways Colleges: Case Study 4 of 5
Author: Lahr, Hana
Date: 2019-09-00
Type: Reports - Research
Subjects: Educational Change,Community Colleges,College Programs,Student Personnel Services,Change Strategies,Program Implementation,Capacity Building,Cooperative Planning

In fall 2018, Community College Research Center (CCRC) researchers conducted site visits at eight community colleges implementing guided pathways to learn how they are managing the whole-college change process involved. These colleges are among the 30 nationally that were in the first cohort of the American Association of Community Colleges (AACC) Pathways Project, a national demonstration initiative that was launched in late 2015 to show how community colleges could create clearer pathways to program completion, employment, and further education for all students. The full report on this study, &quot;Redesigning Your College Through Guided Pathways: Lessons From Community Colleges in the AACC Pathways Project,&quot; synthesizes lessons from all eight colleges visited and shares new findings on how long it takes to implement guided pathways at scale. This report provides a case study of Community College of Philadelphia (CCP). During a two-day site visit to the college, CCRC researchers conducted one-hour interviews with 29 faculty members, administrators, advisors and counselors, and other staff. Researchers also held hour-long focus groups with 15 additional faculty members, advisors and counselors, and students at the college. Based on the data collected, this report describes the organizational change work that has enabled CCP's exceptional progress in redesigning academic programs, student services, and related support systems using the guided pathways model. [For the full report &quot;Redesigning Your College through Guided Pathways: Lessons on Managing Whole-College Reform from the AACC Pathways Project,&quot; see ED598443.]
Approaching Institutional Change with Clarity and Commitment: Guided Pathways at Wallace State Community College. Series on Change Management at AACC Pathways Colleges: Case Study 5 of 5
Author: Brown, Amy E.
Date: 2019-09-00
Type: Reports - Research
Subjects: Educational Change,Community Colleges,College Programs,Student Personnel Services,Change Strategies,Program Implementation,Capacity Building,Cooperative Planning

In fall 2018, Community College Research Center (CCRC) researchers conducted site visits at eight community colleges implementing guided pathways to learn how they are managing the whole-college change process involved. These colleges are among the 30 nationally that were in the first cohort of the American Association of Community Colleges (AACC) Pathways Project, a national demonstration initiative that was launched in late 2015 to show how community colleges could create clearer pathways to program completion, employment, and further education for all students. The full report on this study, &quot;Redesigning Your College Through Guided Pathways: Lessons From Community Colleges in the AACC Pathways Project,&quot; synthesizes lessons from all eight colleges visited and shares new findings on how long it takes to implement guided pathways at scale. This report provides a case study of Wallace State Community College in Alabama. During a two-day site visit to the college, CCRC researchers conducted one-hour interviews with 14 faculty members, administrators, advisors and counselors, and other staff. Researchers also held hour-long focus groups with 15 additional faculty members, advisors and counselors, and students at the college. Based on the data collected, this report describes the organizational change work that has enabled Wallace State's exceptional progress in redesigning academic programs, student services, and related support systems using the guided pathways model. [For the full report &quot;Redesigning Your College through Guided Pathways: Lessons on Managing Whole-College Reform from the AACC Pathways Project,&quot; see ED598443.]
Making the Right Turn: A Research Update on Evidence-Based and Promising Post-Exit Supports for Formerly Incarcerated Youth. Research Brief. Issue 5
Author: Gagnon, Joseph Calvin
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Delinquency,Institutionalized Persons,Correctional Institutions,Youth Programs,Correctional Rehabilitation,Readiness,Career Readiness,Leadership Training,Community Services,Social Support Groups,Family Involvement,Barriers,Transitional Programs

The juvenile justice system, in its origins, was designed to meet the unique needs of youth who committed law violations. The underlying premise is that the rehabilitation of youth would ultimately lead to reintegration into school, community, and the workforce, as well as avoidance of future involvement with the juvenile or adult justice systems. Supports provided to youth may occur within the community to prevent youth law violations and/or to support law-violating youth in the event they are diverted to services other than residential placement. The ongoing provision of supports and services for youth who are incarcerated, theoretically provide the assistance and learning necessary for youth to reintegrate. Lastly, youth success post-incarceration requires ongoing support within the community. This is the third research brief published by the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) as a follow-up to the 2008 guide, &quot;Making the Right Turn: A Guide about Improving Transition Outcomes for Youth Involved in the Juvenile Corrections System.&quot; The purpose of the current brief is to identify evidence-based and promising post-exit supports for formerly incarcerated youth. This brief is organized according to NCWD/Youth's &quot;Guideposts for Success&quot; (see ED598433), a national research-based framework that identifies what all youth need for successful transition to adulthood within the following five areas: (1) School-Based Preparatory Experiences; (2) Career Preparation and Work-Based Learning Experiences; (3) Youth Development and Leadership Opportunities; (4) Connecting Activities (Support and Community Services); and (5) Family Involvement and Supports. [For the first two research briefs on this topic, see &quot;Making the Right Turn: A Research Update on Improving Transition Outcomes among Youth Involved in the Juvenile Corrections System. Research Brief. Issue 3&quot; (ED585199) and &quot;Making the Right Turn: A Research Update on Prevention and Diversion for Justice Involved Youth. Research Brief. Issue 4&quot; (ED585200).]
Using Individualized Learning Plans to Produce College and Career Ready High School Graduates. Policy Brief. Issue 6
Author: Solberg, V. Scott
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: College Readiness,Career Readiness,Students with Disabilities,Individualized Transition Plans,Educational Research,Student Participation,State Action,School Districts,High Schools,Leadership,Standard Setting,Measurement,Capacity Building,Family Involvement,Inclusion,Individualized Education Programs,Access to Computers,Standards,Competence,National Organizations,Federal Government,Public Agencies,High School Students,High School Graduates

Individualized learning plans (ILPs) are becoming an important tool used by states to support youth in becoming college ready and career ready. The contents and names of ILPs vary from state to state. Based upon several years of research investigating the nature and use of ILPs in states across the United States, the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) has merged the commonalities to provide a working definition of a quality ILP. The contents of this policy brief are intended to address a litany of issues relevant to moving forward a quality ILP initiative. The purpose of the brief is to share recommendations generated as a result of ILP research studies by NCWD/Youth, housed at the Institute for Educational Leadership (IEL), and its partners. The brief includes separate but complementary recommendations for state officials, district/school officials, educators, organizations interested in supporting family engagement in schools, special education administrators and support organizations, national organizations, disability organizations, and Federal officials.
How Blending a Cyber ESL Program with In-Person Approaches Succeeded in Helping Unserved Native Spanish Speakers Improve Their English
Author: Bush, Malcolm
Date: 2018-06-00
Type: Reports - Research
Subjects: Blended Learning,Electronic Learning,English (Second Language),English Instruction,Program Effectiveness,Spanish Speaking,Native Language,Language Proficiency,Outcomes of Education,Low Income Students,Females,Community Needs,Adult Students,Family Environment,Student Satisfaction,Adult Basic Education,Community Colleges,Community Organizations

This article describes process and outcome evaluations of a blended Cyber ESL program for native Spanish speakers in Chicago who could not use regular ESL classes. The outcomes measured against before and after scores and several comparison groups showed large gains in English language proficiency. 58% percent of students from the cohorts which took the appropriately normed English tests advanced at least one grade level and 31% advanced two grade levels in a sixteen-week course. Focus groups with students revealed large satisfaction with the course. The students had a wide-age range of characteristics but the majority were women and from lower-income households. The results showed an advantage for combined online and in-person tutorial approach over just class-room or just online approaches especially for certain students. Forty-one million U.S. residents are native Spanish speakers. An innovative approach to improving their English is a major contribution to their integration into the economic mainstream. [This research was carried out under the auspices of the Center for Urban Research and Learning at Loyola University of Chicago.]
Medical Terms of Greek, Latin and Communication Strategies
Author: Lin, Grace Hui Chin
Date: 2019-09-17
Type: Reports - Research
Subjects: Medicine,Vocabulary,Communication Strategies,Interlanguage,Jargon,Intercultural Communication,Greek,Latin,Language Research,Medical Schools,Medical Students,Foreign Countries,Majors (Students),Decoding (Reading),Language Planning

This linguistic research introduces Communication Strategies (CS) which can be applied to interpret medical terminologies. Jeffrey Cordell (2019) mentions using computer interpretation is also a good way to make the terms being displayed and interpreted by certain apps. This study focused on humanized environment of clinic or hospital that highlights the importance of goal of communication (Mai, 2019), and jargon fluency in the medical work place, such as clinics and hospitals. In medical treatment processes, medical doctors and nurses need to communicate in a comprehensible way. However, some terms that are in Greek or Foreign Languages might not be easily understood easily. At this moment, some paraphrase, explanation and circumlocution should be applied. That is to say, communication strategies can compensate the defect not all terminologies can be realized by the medical professionals. In a medical university in central Taiwan, 144 medical students of medical majors and medicine majors had learned communication strategies and then revealed Taiwanese/Mandarin examples after training. Two sets of communication strategies were introduced to the participants, who were taking Freshman English courses. After training their interpretations and translations for the medical terminologies were provided to the researchers for analyzing. By the facilitated languages based on known knowledge of physiology, biology and medicine, the 144 medical freshmen can interpret intricate terminologies smoothly and comprehensibly. Before data collecting the strategies actually had suggested them, before standard jargon can be maturely and sufficiently developed and accumulated in mind, strategic language is a short cut to communicate in work places, tolerably, appropriately and intelligibly. In Interlanguage Communication, five important usages were mentioned by Faerch and Kasper (1983), including (1) Topic Avoidance, (2) Message Abandonment, (3) Meaning Replacement, (4) Interlanguage, and (5) Cooperation Strategies. The first two belong to the Reduction set, and the rest belong to the Achievement set. The above usages can be practically applied in semi-formal medical working place vocalizations when standard terms are challenging. The first two unaggressive strategies suggest to the nonthreatening dialogues, simply deciding to keep silence and change the monotonous topics. The latter contains three more aggressive strategies. The results of this study display the clear interpretations of medical terminologies by taught communication strategies at medical universities. This study implies medical faculties and majors should learn communication strategies in order to handle situations that the doctors and nurses need to discourse in a professionally fluent way.
Kansas District Extends Growth Measurement to Early Grades, Experiences Considerable Impact. Blue Valley School District, KS. Case Study: MAP Growth
Author: NWEA
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: School Districts,Achievement Tests,Elementary Schools,Primary Education,Academic Achievement,Achievement Gains,Test Use,Kindergarten,Data Use

Blue Valley, the fourth largest school district in Kansas, covers 91 square miles. More than 20,000 K-12 students attend its 34 schools (five high schools, nine middle schools, and 20 elementary schools). Blue Valley began using MAP® Growth™ in 2005 to track students' academic growth over time and independently of grade level. In 2010 the district also decided to implement MAP Growth K-2 in all 20 elementary schools, starting in kindergarten. Blue Valley educators have found that MAP Growth K-2 helps them set students on the right track early on, ensuring they enter the older grades with unparalleled growth and ready to take on the challenges of their state standards. This report briefly describes the challenges Blue Valley educators faced prior to using MAP Growth K-2 and the impact it has had.