ethanporcaro/eric-fulltext-meta huggingface dataset:
Student-Based Allocation to Enable School Choice. Schools in Crisis: Making Ends Meet
Author: Roza, Marguerite
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Educational Finance,Budgeting,Funding Formulas,Resource Allocation,Expenditure per Student,Public Schools,School Choice,Educational Equity (Finance),Student Characteristics

One way districts can enable funding portability is with the use of student-based allocation formulas that allocate funds to districts and schools based on enrollment of students and student types. The student-based allocation model enables "pocketbook power," creating incentives for schools to attract students, keep full enrollment, and demonstrate excellent student performance. Student-based allocation models (also known as "weighted student funding") have been around for two decades, but not always as a mechanism to enable choice and accountability. Some policymakers implemented these kinds of policies to create more financial equity across schools, or as a component of school-based decision-making. This brief explains the need for a student-based allocation system in  the context of school choice, and provides  an overview  of the key features that enable student choice across schools within districts. Specifically, the brief covers: (1) How traditional staffing-based allocation schemes clash with choice policies; (2) How student-based allocation can enable more portable funding across schools; and (3) Whether it is feasible for schools to lose funds as students choose other schools. (Contains 6 figures and 9 footnotes.)
Innovating toward Sustainability: How Computer Labs Can Enable New Staffing Structures, and New Savings. Schools in Crisis: Making Ends Meet
Author: Simburg, Suzanne
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Educational Finance,Educational Technology,Educational Innovation,Sustainability,Blended Learning,Computer Assisted Instruction,Charter Schools,Elementary Schools,Costs,School Personnel,Teacher Student Ratio,Salaries,Fringe Benefits

Even as new educational technologies have emerged, staffing innovations have seemed all but impossible in American schools. Charter and district schools alike long ago surrendered to the notion that education requires at least as many core teachers as is determined from dividing enrollment by class size. A few new school designs suggest that we can fundamentally alter the basic schooling model, so that a given number of students can be taught well by fewer teachers who are leveraged in new ways. The innovations come with the promise of fundamental cost redesign. Of course, any large-scale adoption of these new school designs should depend most on whether the models are effective with students. Even if they are, many states have formidable barriers to staffing innovations, including funding formulas rigidly tied to student-teacher ratios. Policymakers are unlikely to let go of some of those barriers without relevant evidence of what such reforms might mean for their states. This paper provides that evidence. Using real wage and staffing data from each state, the authors project the financial and staffing implications of one innovative school model--the Rocketship lab rotation--to highlight potential impacts on the schooling workforce and total per-student spending. Cost factors used in the analysis in Table 2 are appended. (Contains 2 figures, 2 tables, and 19 footnotes.)
Engaging Educators: Common Core State Standards Implementation
Author: Achieve, Inc.
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: State Standards,Instructional Materials,Elementary Secondary Education,Academic Standards,Partnerships in Education,Teacher Role,Program Implementation,Information Dissemination,Alignment (Education)

To date, 44 states and the District of Columbia have adopted the Common Core State Standards (CCSS). Achieve has prepared this planning document to help all states in the American Diploma Project Network (ADP) and the Partnership for Assessment of Readiness for College and Careers (PARCC) consortium engage educators in the essential work of understanding and delivering the CCSS and related assessments. This tool is primarily aimed at the state K-12 education agency. However, the Governor's office, higher education leaders and third-party organizations also may find the tool helpful in determining how they can be involved in engaging educators to ensure seamless and effective implementation of the CCSS. Where applicable, this document is drawn from and references the Achieve/Education Delivery Institute workbook, &quot;Implementing Common Core State Standards and Assessments,&quot; presented at the June 2011 PARCC Multi-State Implementation Institute. The tool focuses on two key areas: (1) Developing a broad communication plan to reach all educators with basic information about the CCSS; and (2) Engaging educators in the development and delivery of aligned instructional materials and professional development plans. The tool will help states develop comprehensive plans that build educator capacity to spread awareness about the CCSS. Additionally, it will help states establish systems for deep and meaningful educator engagement around the development of tools and resources for implementation. Specific Engagement Opportunities and Strategies are appended.
International Science Benchmarking Report: Taking the Lead in Science Education--Forging Next-Generation Science Standards
Author: Achieve, Inc.
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Science Education,Employment Opportunities,Current Events,Democracy,Scientific Literacy,Academic Standards,Science Tests,Science Careers,Career Readiness,STEM Education,Qualitative Research,Statistical Analysis,Elementary Secondary Education,Benchmarking,Comparative Analysis,National Competency Tests,Skill Development

U.S. students have consistently lagged behind their peers in other nations on international science assessments--a performance increasingly at odds with the challenge of being able to live and compete in a global environment, powered by innovations in science, engineering and technology. A strong foundation in science is clearly critical if today's students are to have the option of pursuing careers in STEM-related fields where employment opportunities are expanding. But the ability to compete in a world economy is not the only issue. More than ever, participating as an informed citizen in a democracy, and making personal decisions, requires the ability to digest current events and make judgments based upon scientific evidence. National efforts in science education are focusing on two key issues: scientific literacy for all students and STEM preparedness to increase the STEM pipeline. From a standards and learning progression perspective, these issues exist on a continuum and are not mutually exclusive. A sound foundation to scientific literacy allows students to pursue Upper Secondary and postsecondary options based on their interests and occupational goals. Leaders have called for U.S. standards to be internationally benchmarked--reflective of the expectations that other leading nations have set for their students. To that end, Achieve examined 10 sets of international standards with the intent of informing the development of both the conceptual framework and new U.S. science standards. Achieve selected countries based on their strong performance on international assessments and/or their economic, political, or cultural importance to the United States. Achieve's analysis has both a quantitative and qualitative component. The quantitative analysis identifies the specific content and performance expectations the ten high-performing countries have established for each science discipline for Primary through Lower Secondary and for Upper Secondary (subject-specific courses). The qualitative examination complements the quantitative analysis by identifying noteworthy practices and weaknesses among the countries' standards. (Contains 15 tables, 6 figures, 3 charts, and 62 footnotes.)
Implementing the Common Core State Standards: The Role of the School Counselor
Author: Achieve, Inc.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Stakeholders,Educational Improvement,School Counselors,Academic Standards,Teacher Expectations of Students,Academic Achievement,Teacher Attitudes,Counselor Role,Program Implementation,Alignment (Education),Career Readiness,College Readiness,Educational Change,Mathematics Instruction,Reading Instruction,Mathematics Achievement,Reading Achievement

As shown by MetLife's 2010 "Survey of the American Teacher," America's educators strongly believe that all students should graduate from high school ready for college and a career (85 percent). Additionally, according to MetLife's 2009 survey, 86 percent of teachers believe that setting high expectations for students will improve student achievement to that end. The new Common Core State Standards (CCSS) are strongly aligned with those sentiments. The CCSS provide an opportunity to realize systemic change and ensure that American students are held to the same high expectations in mathematics and literacy as their global peers--regardless of state or zip code. The success of such change requires the thoughtful attention of school leaders. As such, this Action Brief for school counselors is offered as a "starting point," designed to increase awareness of the standards, create a sense of urgency around their implementation, and provide these stakeholders--who are faced with dramatically increased expectations in the context of fewer resources--with a deeper understanding of the standards and their role in implementing the standards. This Action Brief will provide no-cost takeaways, talking points, and action steps that school leaders and counselors can begin to put into practice in their schools today. Resources are appended. (Contains 7 footnotes and 16 resources.) [This paper was a joint action brief with College Summit.]
Understanding the Skills in the Common Core State Standards
Author: Blosveren, Kate
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Academic Achievement,State Standards,Communication Skills,Job Skills,Career Planning,Conflict Resolution,Research Skills,Academic Standards,Learner Engagement,Critical Thinking,Mathematics Achievement,Reading Achievement,Teamwork,Cooperation,Problem Solving,Ethics,Career Readiness,College Readiness,Alignment (Education)

As defined on the Common Core State Standards (CCSS) website, "the Common Core State Standards provide a consistent, clear understanding of what students are expected to learn... reflecting the "knowledge" and "skills" that our young people need for success in college and careers." While the "knowledge" defined within the CCSS is apparent--the content itself--the "skills" that are imparted by the standards may be less apparent. What specifically should students be able to "do" as a result of mastering the CCSS in mathematics and English language arts/literacy (ELA/literacy)? Beyond the mastery of concepts and content, with what skills--and even more important, what "transferable" skills--will students leave high school? To answer these questions, Achieve commissioned an analysis to identify the types and range of skills reflected in the CCSS in mathematics and ELA/literacy, using two sets of skills statements as benchmarks--the Deeper Learning Standards and the Career Cluster Essential Knowledge and Skills Statements. Based on this analysis, Achieve found that: (1) Many skills are reflected throughout the CCSS in either or both subjects--skills such as communications, teamwork/collaboration, problem solving, critical thinking and research skills; (2) The CCSS articulate a set of skills that require an academic foundation in ELA/literacy or mathematics but have technical elements or applications--such as work-based communications and job-seeking skills--that are outside the scope of the CCSS; (3) The CCSS include skills that could be reflected in CCSS-aligned instruction, such as adaptability and motivation/self-discipline, even though they are not explicitly required or called out in the CCSS; (4) Finally, some skills--mostly technical or work-based in nature, such as career planning, ethical reasoning and conflict resolution skills--are simply outside the scope of the mathematics and ELA/literacy CCSS. Appended are: (1) Standards and Skills Statements Coding; and (2) Commonly Identified CCSS. (Contains 6 tables and 8 endnotes.) [Contributions provided by Jason Weedon, Chad Colby and Rebecca Wittenstein.]
Are Residents Losing Their Edge in Public University Admissions? The Case at the University of Washington. Schools in Crisis: Making Ends Meet
Author: Blume, Grant
Date: 2012-12-00
Type: Reports - Research
Subjects: In State Students,State Universities,College Admission,College Freshmen,Admission Criteria,Out of State Students,Tuition,Educational Finance,Budgets,State Aid,Public Policy,Educational Policy

This case study examines admissions data at the University of Washington (UW) in order to quantify the effect on admissions standards for residents versus nonresidents. Like many other state flagship universities, the UW has suffered from constrained state revenues during the recent recessionary years. The findings suggest that Washington residents have indeed lost their edge in UW admissions, and in fact may have been at a disadvantage in 2011. While reflective of one university in one state, the findings raise broader concerns that state-supported universities, if unconstrained by public policy, can act counter to the goals implicit in the bargain that accompanied state support, and that solving budget gaps with nonresidents will weaken the case for state support when state revenues begin to climb. The report recommends that state lawmakers and administrators move beyond the resident-nonresident tradeoff to look for policy solutions that maintain access for state residents and make progress on solving budget gaps. Technical Appendix is included. (Contains 2 figures, 5 tables, and 17 footnotes.)
Taking Stock: Evaluating the Impact of Education Grants. Member Briefing (November 14-15, 2007)
Author: Grantmakers for Education
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Philanthropic Foundations,Grants,Private Financial Support,Academic Achievement,Program Evaluation,Measures (Individuals),Cost Effectiveness,Evidence,Case Studies,Organizational Objectives

In today's climate of accountability, many grantmakers struggle to determine the impact of the activities they support. This report seeks to summarize and make available much of the information from a special member briefing Grantmakers for Education organized to help funders--especially those from foundations with modest budgets--confront this challenge. Held in November 2007, the program provided tools and framework for how funders can make the best use of evaluation to match their objectives and resources. Although the unique learning format of the event and the give-and-take among participants are difficult to capture in a written document, this report was organized to capture key lessons and advice for grantmakers. To help readers navigate the report and to probe topics where they want to learn more, each section of this report opens with a set of key questions to be answered and includes sidebars or text sub-heads to clearly flag suggested advice to grantmakers. (Contains 2 figures.) [The program was designed with the advice of the following grantmakers: Daniel Fallon, Paul Goren, Robert Granger, Ellen Hershey, Tony Lewis, Peter Mich, Robin Steans, and Ruby Takanishi.]
Transforming Public Reporting to Ensure College and Career Readiness for All
Author: Achieve, Inc.
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Educational Change,High School Graduates,Economic Progress,Career Readiness,Data,Disclosure,College Readiness,Foreign Countries,Partnerships in Education,Accountability,Educational Assessment,Reports,Academic Achievement

As states adopt and implement bold education reforms intended to dramatically increase a student's likelihood of graduating from high school prepared for college and career, there is a strong sense among many states that reporting the right data to the right people at the right time, and reporting it well, is an essential path toward meeting their college and career readiness (CCR) goals. By setting their sights on improving CCR outcomes among high school graduates, states will promote greater opportunities for individuals as well as economic growth at all levels. Timely, accessible, contextual, and coordinated data reporting in alignment with these goals--and strategies for getting there--is a critical foundation for states' CCR reform efforts. To go one step further, it can also serve as a strategic driver toward the goals. The intent of this policy brief is to clarify some concrete mechanisms by which states can gain traction, turning their aspirations for effective public reporting into reality. It first explores the current state of public reporting on CCR indicators across states, then discusses several policy mechanisms on which states could draw to advance their reporting, and finally addresses the opportunity for states to create partnerships to ignite the power of data reports. (Contains 4 resources and 2 footnotes.)
What Happens to Teacher Salaries during a Recession? Schools in Crisis: Making Ends Meet
Author: Simpkins, Jim
Date: 2012-12-00
Type: Reports - Research
Subjects: Educational Finance,Teacher Salaries,Change,Economic Climate,Urban Schools,Public Schools,School Districts,Comparative Analysis,Trend Analysis

In many districts where budgets are tight and forcing cuts in services, are teacher incomes also falling behind? Is teaching becoming a less remunerative occupation relative to other local opportunities such that over time it may become less attractive? Or, do the automatic salary triggers shift wages up despite revenue constraints? This study uses data from Seattle Public Schools to explore actual salary changes amidst rapid changes in economic context. Typical of other urban districts, Seattle faced budget gaps throughout the recession as state revenues tightened. The study shows that wage trends shifted up in unexpected ways at the outset of the recession, then leveled off as the economic strain continued in subsequent years. Analysis of the salary components sheds light on the nature of the salary drivers and why they are at times out of pace with economic context. (Contains 3 figures and 6 footnotes.)
Implementing Common Core State Standards and Assessments: A Workbook for State and District Leaders. Updated
Author: Harris, Alex
Date: 2012-03-00
Type: Guides - Non-Classroom
Subjects: State Standards,Accountability,State Agencies,Educational Experience,Workbooks,Alignment (Education),Academic Standards,Educational Policy,Program Implementation,Delivery Systems,Best Practices,Instructional Materials,Faculty Development,Technology Integration,Teacher Education,Teacher Evaluation,Teacher Certification,Transitional Programs,Governance,Guidance Programs,Educational Change,Educational Planning,Strategic Planning,Progress Monitoring,Educational Environment,Electronic Learning,Curriculum Design,Partnerships in Education,Career Readiness,College Readiness,Academic Achievement,Educational Assessment

Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC). This workbook uses a proven performance management methodology known as "delivery" to lay out clear action steps for states and districts. It provides relevant information, case stories of good practice, key questions and hands-on exercises for leadership teams to complete together. Regardless of one's timeline, the workbook offers state and district leaders the means to plan for the CCSS and then drive successful implementation. The workbook begins with a diagnostic assessment to help readers determine where their CCSS implementation effort is going well and areas of challenge that merit additional attention. After the diagnostic, the next sections of the workbook focus on how the state agency and school districts can organize for implementation. The workbook then offers a set of implementation actions that consist of the actual work of the CCSS transition. Chapters 5 and 6 help readers answer the critical questions for two key actions: how to align curricular and instructional materials and how to train educators on the CCSS. Chapter 7 addresses the broad transformation many schools will need to make as they become true digital learning environments where technology is integrated into all parts of the school experience, including instruction and assessment. Chapter 8 identifies ways to advance and align college- and career-ready accountability systems with CCSS implementation. Chapter 10 examines ways to strengthen student transitions to higher education in light of the CCSS. The workbook ends with Chapter 11, which answers the final question--how to monitor progress and sustain momentum, a topic that obviously applies across all the implementation actions. Individual sections contain endnotes. [This paper was developed with the U.S. Education Delivery Institute. This paper was written with the assistance of Marie O'Hara and Lauren Kurczewski. For the previous version of this report, see ED527109.]
How Public Universities Close Budget Gaps Matters for States. Schools in Crisis: Making Ends Meet
Author: Kinne, Alicia
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Educational Finance,Public Colleges,Budgeting,Retrenchment,State Aid,Tuition,Out of State Students,Enrollment,Graduation Rate,Educational Attainment

When the Great Recession took its toll on state budgets, public universities felt the pain. Many public universities attempted to offset reductions in state funds by raising tuition, shifting admission spots to more out-of-state students, and, in some cases, increasing enrollment. For a given budget gap, these three strategies should be weighted both for their revenue-generating capacity and for their impact on the university's mission. This analysis considers how these three revenue-generating options compare for use in public flagship universities, first in terms of the relative magnitude needed to close a gap in state funds, and then in terms of the extent to which they contribute to degree production for students in their state. (Contains 1 figure, 2 tables, and 14 footnotes.)