ethanporcaro/eric-fulltext-meta huggingface dataset:
Citywide Education Progress Report: Washington, D.C.
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Washington, D.C., is one of the fastest-improving and fastest-growing urban districts nationwide, thanks to years of hard work on the part of district, charter, nonprofit, and civic leaders and the educators and families in the schools. Sustaining this momentum means tackling problems of inequitable access and outcomes. The city must continue to focus on improving family access to quality schools and developing systems for ongoing, sustained community engagement. The graduation rate in D.C. has been increasing, but enrollment in the city's top-performing schools tilts toward white students. D.C has established procedures to help families choose schools, along with an infrastructure that helps the city be more strategic about its school supply. The next steps will be making sure reform and improvement initiatives are rooted in the community by engaging all families and responding effectively to their input. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Los Angeles
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. In recent years, the Los Angeles Unified School District (LAUSD) has experienced declining enrollment, increased competition between its district and charter schools, and an often divided school board. However, education leaders instituted new reforms in the 2017-18 school year, resulting in simplified school enrollment and new talent pipelines. Los Angeles has a strong grassroots presence, and the community regularly shapes the school opening process. Access to high-quality school options remains a significant challenge. Families lack consistent, comprehensive, user-friendly information about all their school options, and there is no citywide data-driven strategy to guide school siting and facilities access, or to hold schools accountable for poor performance and underenrollment. Graduation rates were at about 6 percentage points below state averages in 2014-15. Low-income students perform slightly worse on reading and math assessments when compared to low-income students nationally, but their relative performance did improve between 2010-11 and 2014-15. Hispanic students were enrolled in high school advanced math coursework at rates below their enrollment, while Asian American and Pacific Islander students had disproportionately high enrollment. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Indianapolis
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Indianapolis Public Schools, the largest of 11 school districts in the city, is undergoing rapid, systemwide changes to increase school autonomy and parent choice. While the city is slightly above the national average when it comes to how well it educates low-income students, school proficiency rates in reading and math have remained flat over the past four years, relative to state averages. In addition, racial and ethnic sub-groups are not proportionately enrolled in advanced math coursework, and citywide graduation rates have declined. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Memphis
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Memphis is a city with two education systems: Shelby County Schools (SCS) and the charters it authorizes, and the mostly charter Achievement School District (ASD). Both systems are turning around low-performing schools, but over the past year community members report that these efforts may be slowing. Improving education must include a citywide vision and commitment to addressing the challenges that students in poverty bring with them to school. Other critical next steps for education leaders are making the choice process easier to navigate and developing skilled teachers and leaders in high-poverty schools. Many organizations in Memphis are trying to improve educational opportunities for students, and both SCS and the state-run ASD are better engaging families around school closures and restarts. However, the lack of a unified enrollment system or an up-to-date school information guide remain barriers to the choice process in a city where 47 schools have opened in the last four years. The performance of low-income students in Memphis has been improving at a rapid rate, and student sub-groups are also proportionately enrolled in high school advanced coursework. However, graduation rates have not been improving relative to the state. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: New Orleans
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. In July 2018, the Orleans Parish School Board (OPSB) will finish receiving all of the schools formerly managed by the state-run Recovery School District, making OPSB the first school system in the country comprised solely of autonomous schools. New Orleans made strong early progress closing the city's achievement gap with the state between 2010 and 2015. Between 2012 and 2015, New Orleans' school proficiency rates improved in reading and math, relative to the state. The city is about at the national average when it comes to how well it educates low-income students, and all students are proportionately enrolled in advanced math coursework in high school. Graduation rates remained mostly flat. State data released in November 2017 revealed a decline in the city's test scores, highlighting the urgency to address persistently low-performing schools. This will mean doubling down on recruiting the talent the city needs to drive school-level improvement and using data to ensure new or restarted schools are in the highest-need neighborhoods and at the most-needed grade levels. Setting a clear vision for a high-quality system of schools, and involving families and schools in the process, will be key steps post-unification. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Denver
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Denver has been a leader in education reform and an early adopter of cross-sector collaboration. Over the past decade, the city has experienced improvement in school performance and rapid growth in student enrollment.However, in the past year Denver Public Schools has struggled to find its footing. Education leaders must continue to push themselves to tackle the tough issues that remain to continue to earn the trust of their community and to maintain their national reputation as a leader in education improvement. The district must increase equitable access to high-quality schools and deepen engagement with community and family groups. Citywide, school proficiency rates on state assessments have improved relative to the state, but outcome gains have been uneven. White students are more likely to enroll in top-scoring elementary and middle schools than in lower-performing schools, and they are overrepresented in advanced math coursework in high school. The city's graduation rate remains 10 percentage points below the state's. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Oakland
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Over the past year, Oakland has simplified enrollment and started developing a multiyear plan to reconfigure the Oakland Unified School District (OUSD) through the Blueprint for Quality Schools. However, the district's ongoing budget crisis and threat of state receivership present immediate concerns. OUSD must reduce central office spending and consolidate, improve, or close underenrolled and underperforming schools while still focusing on improving outcomes. Another key step is to improve family involvement in reform efforts so policies don't falter from community pushback, as they have in the past. Oakland has seen some improvement in student and school outcomes, but it still lags behind state and national averages and disparities persist. Graduation rates have improved but fall behind the state by 10 percentage points. Low-income students in the city are performing worse on assessments than their peers nationally, although this metric has improved somewhat over the past five years. Students are not proportionately enrolled in advanced math coursework in high school, indicating disparities in access to high-quality educational opportunities. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: Tulsa
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Tulsa Public Schools face the challenge of having to rapidly increase the number of quality schools, despite state revenue shortfalls. Impact Tulsa is working toward school improvement by pulling together local education, nonprofit, philanthropic, business, civic, faith-based, and community-based organizations. Greater visibility is needed for Hispanic, Black, and Native American communities most impacted by low-performing schools. The city provides a healthy number of school choice options, but better information and enrollment supports would help families navigate the system. Graduation rates in Tulsa showed little change relative to the state, remaining 9 percentage points below state averages in 2014-15. Math and reading proficiency rates also did not improve relative to the state. Most student sub-groups are not proportionately enrolled in advanced coursework in high school. Black and Hispanic students are underenrolled while white students are overenrolled. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: New York City
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Between 2002 and 2013 the New York City Department of Education developed a sophisticated system to manage the city's school supply in response to community needs. But intervention on low-performing schools has slowed, so a number of these schools persist. The district and charter sectors have some good processes in place to support families with choosing schools, and to respond to community priorities and input on school openings and closures. Low-income students in New York City perform slightly better on standardized assessments than their peers nationally, and school proficiency rates in math and reading improved relative to the state. Graduation rates remained essentially flat, lagging behind the state by 10 percentage points in 2014-15. Most student sub-groups in the city are enrolled in high school advanced math coursework at rates similar to the high school population. However, this is not true of all racial and ethnic groups. Asian American, Native American, Pacific Islander, and students of two or more races had disproportionately high enrollment. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]
Citywide Education Progress Report: San Antonio
Author: Center on Reinventing Public Education (CRPE)
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Urban Schools,Elementary Secondary Education,Public Schools,Achievement Gap,Academic Achievement,Graduation Rate,Socioeconomic Influences,Family Involvement,Accountability,At Risk Students,Educational Quality,Educational Change,Systems Approach,Enrollment,Transportation,Community Involvement,Charter Schools,Administrator Role,Teacher Competencies,Educational Finance,School Choice,Educational Improvement,School Districts,Racial Differences,Ethnicity

The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Across San Antonio's 17 school districts and dozens of charter campuses, there are promising signs of improvement. San Antonio Independent School District (SAISD) is taking the biggest steps by partnering with nonprofits, charter organizations, and local businesses to improve low-performing schools, offer specialized career training to students, and streamline transportation. As San Antonio's districts and charter schools move forward, the challenge will be to coordinate with one another and ensure that families are part of the improvement strategy. SAISD has made a number of improvements over the past year, notably in school innovation, nonprofit engagement, and choice supports. Avenues for family involvement, school information, talent, school-level funding, and portfolio management remain areas for growth. Standalone charter schools also need streamlined transportation and enrollment. [For the main report, &quot;Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?,&quot; see ED578178.]