ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflection on School Inspection
Author: Palmer, W. P.
Date: 1992-07-00
Type: Opinion Papers
Subjects: Foreign Countries,Educational Administration,Inspection,Comparative Education,International Education,National Programs,Educational History,Agency Role,Educational Policy,Accountability,Quality Control,Standards,Staff Role,Educational Change,Program Descriptions,Institutional Evaluation

The author was employed as an inspector of education in Nigeria from 1973 to 1978, in what was a completely new system of national inspection. His experience as an inspector has given him a long term interest in educational administration, particularly in relation to the types of school inspection that different countries have in relation to their overall educational system. This paper consists of some reflections on the different functions of school inspectors in different educational systems, with particular emphasis on the evolution of the National Inspectorates of Education in the United Kingdom and in Nigeria, and with the possibility of a National Inspectorate of Education in Australia being discussed. Summary table is appended.
A Coherent Approach to High School Improvement: A School and District Needs Assessment Tool
Author: National High School Center
Date: 2010-04-00
Type: Guides - Non-Classroom
Subjects: High Schools,Needs Assessment,Improvement Programs,Educational Improvement,Educational Policy,Educational Practices,Educational Change,Guidelines,School Districts,State Departments of Education,Evaluation Methods,Objectives,Sustainability,School Effectiveness,Self Evaluation (Groups),Educational Assessment,Accountability,Secondary School Curriculum,Alignment (Education),Teacher Effectiveness,Professional Development,Pupil Personnel Services,Family School Relationship,Stakeholders,Leadership,Governance,School Organization,Educational Resources

High school improvement initiatives often focus on specific intervention strategies, programs, or priority topics (e.g., dropout intervention). However, research shows that systemic and sustainable improvement can only be achieved when initiatives are implemented with consideration for the broader education contexts in which they operate. The National High School Center has developed &quot;A Coherent Approach to High School Improvement: A School and District Needs Assessment Tool&quot; to help districts and schools, in alignment with state goals, assess current high school education policies and practices, identify areas of strengths and limitations, and implement coherent school reform initiatives. The foundation for this needs assessment tool is the National High School Center's &quot;Eight Elements of High School Improvement: A Mapping Framework.&quot; This framework was developed to support researchers, policymakers, and practitioners at all levels in their efforts to maximize the achievement of all high school students. The document outlines eight core elements that can be used as a lens for mapping school, district, and state high school improvement efforts in a comprehensive, systemic manner. The eight elements of high school improvement are: (1) Rigorous Curriculum and Instruction; (2) Teacher Effectiveness and Professional Development; (3) Stakeholder Engagement; (4) Organization and Structure; (5) Assessment and Accountability; (6) Student and Family Supports; (7) Leadership and Governance; and (8) Resources for Sustainability. This needs assessment tool is designed to help school and district staff guide the development of high school improvement goals and strategies, with appropriate support from state education agencies. While this tool is directly focused on high school improvement at the school and district levels, state education agencies play an important role in building the capacity of schools and districts to support and align continuous improvement efforts.
Using the Right Data to Determine if High School Interventions Are Working to Prepare Students for College and Careers
Author: Dougherty, Chrys
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: High Schools,Intervention,Data,Data Analysis,College Preparation,Readiness,Racial Differences,Identification,Achievement Gap,Academic Achievement,Program Development,Educationally Disadvantaged,Educational Testing,Scores,Educational Policy,Guidelines,Educational Assessment,Careers,Education Work Relationship,Career Guidance,Educational Needs,Information Needs

In recent years, policymakers have begun to emphasize the goal that all students graduate from high school college- and career-ready (National Governors Association Center for Best Practices, National Conference of State Legislatures, National Association of State Boards of Education, &amp; Council of Chief State School Officers, 2008). Research has supported the idea that college-readiness and career-readiness are increasingly the same goal--the skills required to prepare for most well-paying careers are similar to those required for college readiness (ACT, 2006). Yet, evidence from college-readiness test scores indicates that the majority of students who finish high school do not graduate college ready. This is especially true for African American and Hispanic students (ACT, 2008). The problem of inadequate student academic preparation usually does not begin in high school. Many students enter ninth grade with low levels of academic preparation, particularly in nonmagnet high schools in communities with many economically disadvantaged students. This places an &quot;extreme degree of difficulty&quot; on high schools to ensure that these students catch up (Neild &amp; Balfanz, 2006). Many high schools struggle just to keep these students from dropping out (Balfanz &amp; Herzog, 2006; Jerald, 2006; Allensworth &amp; Easton, 2007; Kennelly &amp; Monrad, 2007; Heppen &amp; Therriault, 2008). This report focuses on identifying students who have large academic preparation gaps entering high school and developing databases that can be used to identify promising interventions for those students. Section 2 discusses how to disaggregate poorly prepared students based on the size of their academic preparation gaps relative to college and career readiness targets on state and national tests. Section 3 reports on research at the National Center for Educational Achievement (NCEA) on the relationship between students' eighth-grade academic preparation gaps and their likelihood of meeting college and career readiness targets by the end of high school. Section 4 describes the datasets that states and school districts should create to be able to assess the benefits of interventions for students at different prior achievement levels. Finally, the conclusion in Section 5 summarizes the direction that high schools and school districts can take given this information. (Contains 2 tables and 22 endnotes.)
ClassWide Peer Tutoring. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Instructional Effectiveness,Intervention,Peer Teaching,Tutoring,Teaching Methods,Educational Games,English (Second Language),Second Language Learning

&quot;ClassWide Peer Tutoring&quot; is a teaching strategy that involves the entire class in tutoring using a game format. &quot;ClassWide Peer Tutoring&quot; typically uses existing curriculum materials and can be adapted across different grade levels and content areas. The class is divided into two competing teams, and pairs of students are formed within each team. The tutor presents the content stimulus (e.g., a word to be spelled, a math problem) to the tutee. The tutee responds both orally and in writing. The tutor evaluates the tutee's performance, provides corrective feedback, and awards points for the performance. Tutor and tutee roles are exchanged within each session. Points for each student are publicly posted and added to determine the winning team of the day. The What Works Clearinghouse (WWC) identified eight studies of &quot;ClassWide Peer Tutoring&quot; for English language learners that were published or released between 1983 and 2009. One study is out of the scope of the English Language Learners review protocol because it has an ineligible study design. Three studies are out of the scope of the English Language Learners review protocol because they are not a primary analysis of the effectiveness of an intervention. Two studies are out of the scope of the English Language Learners review protocol because the outcomes are not within the domains specified in the protocol. Two studies are out of the scope of the English Language Learners review protocol because the intervention examined is not implemented in a way that falls within the scope of the review; the intervention is bundled with other components. (Contains 2 footnotes.)
Book Clubs. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Instructional Effectiveness,Intervention,Clubs,Books,Discussion (Teaching Technique),Reading Instruction,Adolescents,Literacy

Book clubs provide a reading framework designed to supplement or organize regular classroom reading instruction for students in grades K-8. This review focuses on &quot;Book Club&quot; (Raphael &amp; McMahon, 1994) and &quot;Literature Circles&quot; (Daniels, 2002), but it uses the general lowercase) term &quot;book clubs&quot; to embrace both &quot;Literature Circles&quot; and &quot;Book Club&quot; activities, as well as small-group discussion activities that closely resemble either strategy but may leave out one or more key elements of these originally conceived instructional paradigms. The book club framework aims to improve students' comprehension skills and ability to interpret and think critically about text. The What Works Clearinghouse (WWC) identified 284 studies of book clubs for adolescent learners that were published or released between 1989 and 2009. Eleven studies are within the scope of the Adolescent Literacy review protocol but do not meet WWC evidence standards. Eight studies do not establish that the comparison group was comparable to the treatment group prior to the start of the intervention. Two studies have confounding factors, such as combining book clubs with other interventions, which makes it impossible to attribute the observed effect solely to book clubs. One single-case design study did not meet the minimum threshold of at least three attempts to demonstrate an intervention effect. Two hundred seventy-three studies fall outside the Adolescent Literacy review protocol. One hundred thirty-one studies have an ineligible study design. One hundred eighteen studies do not have a comparison group. Thirteen studies are meta-analyses or literature reviews. One hundred forty-two studies are outside the scope of the Adolescent Literacy review protocol for reasons other than study design. Forty-nine studies do not measure the effectiveness of book clubs in a manner defined by the WWC. Forty-two studies do not evaluate the impact of book clubs on student literacy outcomes. Thirty-five studies feature a sample that does not include students in grades 4-12. Fifteen studies feature a sample that is less than 50% general education students. One study occurred outside the geographical area covered by the Adolescent Literacy review. (Contains 5 footnotes.)
Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Combined User's Manual for the ECLS-K Eighth-Grade and K-8 Full Sample Data Files and Electronic Codebooks. NCES 2009-004
Author: Tourangeau, Karen
Date: 2009-02-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Kindergarten,Longitudinal Studies,Grade 8,Data Collection,User Needs (Information),Guides,Documentation,Sampling,Children,Exhibits,Information Utilization,Measurement Techniques,Measures (Individuals),Research Methodology

This manual provides guidance and documentation for users of the eighth-grade data of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). It begins with an overview of the ECLS-K study. Subsequent chapters provide details on the instruments and measures used, the sample design, weighting procedures, response rates, data collection and processing procedures, and the structure of the data file. The ECLS-K followed a nationally representative cohort of children from kindergarten into middle school. The base-year data were collected in the fall and spring of the 1998-99 school year when the sampled children were in kindergarten. A total of 21,260 kindergartners throughout the nation participated. (Contains 86 tables, 74 exhibits and 37 footnotes.)
Supplemental Figures, Tables, and Standard Error Tables for Student Financing of Undergraduate Education: 2007-08. Sticker, Net, and Out-of-Pocket Prices
Author: National Center for Education Statistics (ED)
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Study,Higher Education,Undergraduate Students,Tables (Data),Error of Measurement,Student Loan Programs,Paying for College,Student Costs,Educational Finance,Student Financial Aid,Tuition,Two Year Colleges,Grants,Enrollment,Statistical Data

This paper presents the supplemental figures, tables, and standard error tables for the report &quot;Student Financing of Undergraduate Education: 2007-08. Web Tables. NCES 2010-162.&quot; (Contains 6 figures and 10 tables.) [For the main report, see ED511828.]
Student Financing of Undergraduate Education: 2007-08. Web Tables. NCES 2010-162
Author: Wei, Christina Chang
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Study,Educational Finance,Tuition,Student Financial Aid,Paying for College,National Surveys,Student Costs,Undergraduate Students,Demography,Fees,Student Loan Programs,Student Characteristics,Institutional Characteristics,Grants,Tax Credits,Tables (Data),Private Colleges,Public Colleges,Two Year Colleges,Family Income,Federal Aid,State Aid,Dependents

In 2007-08, approximately 21 million students were enrolled in undergraduate postsecondary education in the United States. These Web Tables provide a comprehensive source of information on financial aid that was awarded to undergraduate students during the 2007-08 academic year. Included are estimates of tuition, price of attendance, and financial aid, shown by the enrollment and demographic characteristics of students. The tables are similar to those produced for the 1995-96, 1999-2000, and 2003-04 National Postsecondary Student Aid Study (NPSAS) reports on student financing of undergraduate education, and are grouped into five separate sections. Section 1 displays the percentile distribution among all undergraduates for family income, tuition, and price of attendance. These distributions were used to create the categories for these variables in the subsequent sections. Section 2 shows undergraduates' average tuition and fees and average price of attendance. The price of attendance includes books and supplies, room and board (or housing and meal allowances for off-campus students), transportation, and other personal living expenses. Section 3 looks at the various types of financial aid that undergraduates received--federal, state, and institutional aid and combined amounts--by type of institution attended. Section 4 shows net tuition (tuition and fees minus all grants), net price of attendance (price minus all grants), the out-of-pocket net price (price minus all aid), and financial need. Section 5 examines students' dependency and attendance status, residence, race/ethnicity, gender, citizenship, family income, and their distribution by the type of institution attended. A glossary is included. (Contains 2 endnotes and 123 tables.) [For the accompanying report, &quot;Supplemental Figures, Tables, and Standard Error Tables for Student Financing of Undergraduate Education: 2007-08. Sticker, Net, and Out-of-Pocket Prices,&quot; see ED511827.]
Mind the Gaps: How College Readiness Narrows Achievement Gaps in College Success
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,College Preparation,Achievement Gap,Disproportionate Representation,Minority Groups,Ethnic Groups,Low Income,Academic Aspiration,High Schools,Academic Standards,Educational Quality,Grade Point Average,Equal Education,Access to Education

This report discusses factors that contribute to lower college success rates among underrepresented racial/ethnic minority students and students from lower-income families. The report also shows that "racial/ethnic and family income gaps in college success rates narrow substantially among students who are ready for college." Everyone needs to ensure that all students, including underrepresented racial/ethnic minority students and students from lower-income families, have access to high school coursework that is of sufficient depth and intensity to adequately prepare them for college and career. They also need to ensure that these students receive better guidance to eliminate the discrepancies that exist between their educational aspirations and the high school coursework they plan to complete to be prepared to meet these aspirations. Policymakers and educators have the power to help these students substantially narrow the achievement gaps that currently prevent students from taking full advantage of the college experience. With this goal in mind, the results of this research suggest the following recommendations: (1) Close the gap between student aspirations and high school course plans by ensuring that all students take at least a core curriculum in high school; (2) Close the gap in the alignment of high school courses with college and career readiness standards by focusing high school core courses on the essential standards for college and career readiness; and (3) Close the gap in the quality of high school courses across schools by offering all students rigorous high school core courses that cover the essential knowledge and skills needed for college and career readiness in sufficient depth and intensity. An appendix is included. (Contains 1 table, 31 figures, and 11 footnotes.)
Transforming Schools or Tinkering? An Analysis of CCSSO's Model Core Teaching Standards. A Center Policy & Practice Analysis Report
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Educational Change,Standards,Teaching Methods,Learning Problems,Behavior Problems,Teacher Role,Educational Improvement,Teacher Effectiveness,Well Being,Equal Education,Access to Education,Learner Engagement,Emotional Disturbances,Feedback (Response),Intervention,Special Education,Systems Approach,Core Curriculum

This report continues a series analyzing proposals and blueprints for transforming schools from the perspective of how well they delineate ways to enable equity of opportunity for "all" students to succeed at school. The focus of this report is on the July 2010 draft of CCSSO's (Council of Chief State School Office's) "Model Core Teaching Standards" which is being circulated for public comment. The draft consists of ten individual standards organized into four priority areas: "the learner and learning" (standards 1-3); "content" (standards 4-5); "instructional practice" (standards 6-8); and "professional responsibility" (standards 9-10). Each is delineated in terms of "performances," "essential knowledge," and "critical dispositions." The analysis stresses major deficiencies with respect to the standards as a whole and each one specifically, and offers substantive revisions. A Summary of Updated InTASC Core Teaching Standards from CCSSO is appended. (Contains 5 exhibits.)
Turning around, Transforming, and Continuously Improving Schools: Federal Proposals Are Still Based on a Two- Rather than a Three- Component Blueprint. A Center Policy Brief
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Educational Change,Educational Improvement,Equal Education,Public Policy,Federal Government,Problems,Models,Learner Engagement,Barriers,School Effectiveness

As Secretary Arne Duncan recognizes, turning around schools that are not doing well is a formidable task. It is also a task about which many ambiguities and controversies swirl. Given all the uncertainties associated with turning around, transforming, and continuously improving schools, it is essential to keep analyzing deficiencies in blueprints and roadmaps guiding policy and practice. Such analyses are especially important with respect to low performing and failing schools. The focus of this report is on how current federal policy and practice mainly tinkers with the need to directly address barriers to learning and re-engage disconnected students. It underscores that the reason for this is that these concerns are marginalized. And the marginalization stems from the two-component framework that dominates school improvement thinking. Appended are: (1) Rationales and Recommended Practices Offered for the Federal Turnaround Models; (2) Details About the Federal Turnaround Models; and (3) Examples of "Content" Arenas for a Component to Address Barriers to Learning. (Contains 5 exhibits.)
Addressing Barriers to Learning. Volume 15, Number 3. Summer 2010
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Mental Health Programs,Educational Change,Educational Resources,Mental Health,Barriers,Academic Achievement,Instructional Improvement,Educational Administration,Governance,Grants

In May, Congresswoman Judy Chu issued a report entitled: "Strengthening Our Schools: A New Framework and Principles for Revising School Improvement Grants." Rather than the usual limited two-component blueprint framework that focuses only on instruction and management/governance, Representative Chu's report adopts a three-component framework. This third component encompasses learning supports directly designed to remove barriers to student success and is presented as a primary and essential component of school improvement. Concerns related to mental health in schools are fully embedded in this component. This paper is an excerpt from Congresswoman Chu's report. This is followed by (1) a brief overview about moving from a  two- to a three-Component approach for school improvement, (2) a commentary on the report, and (3) an illustration of what learning supports in the classroom and schoolwide can look like. We end this issue with what's new from the Center. (Contains 2 exhibits.)
Outlook. Number 348
Author: Council for American Private Education
Date: 2009-10-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,Scholarships,Video Technology,Best Practices,Public Agencies,Educational Innovation,Public Officials

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. Outlook is published monthly by CAPE. This issue contains the following articles: (1) Education Secretary Duncan Talks to Private School Leaders; (2) Students and Parents Rally to Support Scholarships; (3) Video Contest; and (4) CAPE Notes.
Outlook. Number 357
Author: Council for American Private Education
Date: 2010-09-00
Type: Collected Works - Serial
Subjects: Private Schools,Educational Vouchers,School Choice,Graduation Rate,Program Effectiveness,School Safety,Web Sites,Court Litigation,Private Financial Support,Tax Credits,Religious Education,Educational Quality,Bullying,Public Schools,State Government

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. Outlook is published monthly by CAPE. This issue contains the following articles: (1) CAPE Joins Brief in Arizona School Choice Case; (2) Vouchers Bring Higher Graduation Rates; (3) Students Safer in Private Schools; (4) CAPE on YouTube; and (5) CAPE Notes.