ethanporcaro/eric-fulltext-meta huggingface dataset:
Federal Barriers to Innovation
Author: Miller, Raegen
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Educational Technology,Information Technology,Access to Information,Outcomes of Education,Innovation,Education Work Relationship,Educational Objectives,Barriers,Federal Government,Federal Regulation,Government Role,Technology Uses in Education,Technological Advancement,Influence of Technology,Federal Legislation,Performance Factors

With educational outcomes inadequate, resources tight, and students' academic needs growing more complex, America's education system is certainly ready for technological innovation. And technology itself is ripe to be exploited. Devices harnessing cheap computing power have become smart and connected. Voice recognition, artificial intelligence, and ubiquitous access to information have enabled a profusion of mobile, economically important, and educationally remarkable activities. For some students with disabilities, specialized software and cheap, connected devices such as tablet computers have radically altered how their education is delivered. Replicating these innovations, and going much further, must be a top priority if the United States is to remain economically competitive. Technology-driven innovation has increased demand for workers with cognitive skills that require substantial investments in education. Given its high wage basis, America's economic competitiveness is especially sensitive to its schools' failure to produce graduates who are ready for college or a career. Despite a high rate of unemployment, in several high-tech fields, such as aerospace, oil, and information technology, employers simply can't find enough skilled workers in some labor markets to fill openings for well-paying, technically demanding jobs. In response to threats to U.S. economic competitiveness, the federal government should be doing all it can to promote technology-driven innovation for schoolchildren. Instead, federal policy stands in the way of innovation, both actively and passively. This doesn't have to be the case. With greater support for the federal efforts that already exist, and modifications to rules that discourage innovation, the U.S. government can lead the charge in ensuring that all stakeholders--school systems, educators, private companies, and above all students--make the most of the technological challenges and opportunities in front of Americans. (Contains 33 footnotes.)
Implementing Education Policy: Getting from "What Now?" to What Works. Education Grantmakers Institute (Cambridge, Massachusetts, May 2-4, 2011)
Author: Grantmakers for Education
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Policy,Program Implementation,Best Practices,Donors,Policy Formation,Brainstorming,Academic Standards,Performance Factors,Cooperative Planning,Educational Planning,Improvement Programs,Program Improvement,Partnerships in Education,Capacity Building,Focus Groups,Alignment (Education),Theory Practice Relationship,Praxis

The Grantmakers for Education (GFE) Institute attracted more than 60 grantmakers from national, corporate, community and family foundations, with interests in systems and programs from early learning through postsecondary completion. And while attendees arrived with diverse experiences and expertise in grantmaking to support policy change, they shared a commitment to better understanding and improving their efforts to influence policy implementation. The Institute defined "policy implementation" as the series of efforts by grantmakers, national, state or local public agencies, system administrators, school leaders, and teachers to translate newly adopted education policies into tangible next steps that would likely lead to improved outcomes for students. Throughout the Institute, participants reflected on the unique role grantmakers should play in policy implementation and how funders can leverage their role for maximum impact. They weighed the need to balance intentional planning with the ability to adapt and make iterative adjustments as implementation challenges unfold. Funders discussed how best to secure and maintain public understanding and support over time and through leadership transitions, as the spotlight moves to new policy issues; they also debated when to help grantees build their capacity to implement policy versus when a grantmaking organization itself should become more directly involved in policy implementation. This report summarizes key observations and lessons from GFE's 2011 Institute for education grantmakers as they begin to place greater emphasis on education policy implementation. [This report was written by Education First Consulting  and Grantmakers for Education.]
Investing in Our Next Generation: A Funder's Guide to Addressing the Educational Opportunities and Challenges Facing English Language Learners
Author: Grantmakers for Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Gap,Second Language Learning,Limited English Speaking,Private Financial Support,Grants,English Language Learners,Literacy,Immigrants,Outcomes of Education,Elementary Secondary Education

More than one in ten preK-12 students in the U.S. are English Language Learners (ELLs), yet a sizable achievement gap exists between these more than 5.3 million ELL students and their English-proficient peers. In June 2010, Grantmakers for Education (GFE) convened funders, researchers, policymakers and practitioners to examine the role of philanthropy in supporting ELL students' success. Recognizing that no single solution or short-term effort can adequately address this diverse and growing population, funders acknowledged the need for comprehensive, long-term commitments around ELL issues. This funder's brief summarizes key themes from the gathering to deepen grantmakers' understanding of the nation's growing ELL student population, and to underscore how to make ELL success a priority across education philanthropy.
The School Leadership Challenge: Roles "and" Strategies "for" Philanthropy "to" Make a Difference. Education Grantmakers Institute (Cambridge, Massachusetts, May 15-17, 2007)
Author: Mackinnon, Anne
Date: 2007-05-00
Type: Reports - Evaluative
Subjects: Leadership Effectiveness,Instructional Leadership,Private Financial Support,Grants,Grantsmanship,Skill Development,Case Studies,Financial Support,Seminars,Administrator Characteristics,Educational Policy,Environmental Influences,Leadership Styles,Leadership Training

A key part of Grantmakers for Education's program portfolio to improve education philanthropy, the biannual Education Grantmakers Institute provides an especially unique and effective venue for strengthening the skills and knowledge of grantmakers. Held at a leading academic institution, the Institute includes noted scholars and researchers directing sessions, attendees using case studies to reflect on their work as funders, and seminars that allow for extensive conversation and debate among participants. The 2007 Grantmakers Institute took up the question of how philanthropy can best promote effective educational leadership. The program was designed to examine the unique leverage points through which grantmakers can expand and strengthen the pool of educational leaders, as well as the ways that philanthropists can affect the contexts in which leaders work to enhance their effectiveness. Key learning objectives included the following: (1) What are the characteristics of effective educational leadership--as well as the supportive policies and systems that nurture it?; (2) How can funders strengthen the leadership-development pipeline?; (3) Which kinds of environmental conditions support effective leadership?; and (4) How can grantmakers help to cultivate systems where leaders can succeed?
Tough Choices or Tough Times: Bolder Steps for Education Philanthropy? Notes and Resources from the GFE Foundation Leaders Institute (Tamaya, New Mexico, October 19, 2007)
Author: Mackinnon, Anne
Date: 2007-10-19
Type: Collected Works - Proceedings
Subjects: Adult Learning,Adult Students,Foreign Countries,Labor Force Development,Private Financial Support,Job Skills,Skill Development,Employment Qualifications,High School Graduates,Economic Factors,Educational Quality,Teacher Recruitment,Teacher Persistence,Postsecondary Education,Philanthropic Foundations,Public Policy,Educational Finance

In late 2006, the National Center on Education and the Economy released "Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce." With compelling language, the report updated and sharpened the findings of the center's influential 1990 report, "America's Choice: High Skills or Low Wages," which called attention to the widespread loss of portable low-skill jobs from the U.S. economy. The 2006 report delivered further bad news: the job loss trend has spread to high-skill sectors, as school systems in countries such as China, Korea and India increase their nations' supplies of workers with advanced technical skills. Meanwhile, the supply of highly qualified graduates of American secondary schools is failing to keep pace. "Tough Choices or Tough Times" argues for an aggressive realignment of the nation's education and workforce development systems. Foundation leaders encouraged the Council on Foundations and Grantmakers for Education to convene a joint discussion to examine the commission's findings, debate its recommendations and consider its implications for grantmakers. This report includes, in summary form, many of the key materials discussed at the meeting, along with highlights of the conversation. This publication contains the following: (1) Introduction: Education and the National Economy (Robert King); (2) The Dilemma: Tough Choices or Tough Times? (Charles Knapp); (3) Creating High-Performance School Systems at Scale (James Shelton); (4) Attracting and Retaining the Most Talented Teachers (Kate Walsh); (5) Offering the Benefits of Higher Education and Workforce Training to More Students and Adult Learners (Steve Gunderson); and (6) Conclusion: What Can Philanthropy Do to Accelerate Change? (Terry Marzany). (Contains 8 figures.)
Seeing It through: Advanced Strategies &quot;for&quot; Influencing Education Policy. Education Grantmakers Institute (Cambridge, Massachusetts, May 19-21, 2009)
Author: Mackinnon, Anne
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Faculty,Educational Change,Public Policy,Global Approach,Educational Improvement,Higher Education,Grants,Private Financial Support,Entrepreneurship,Standards,Accountability,Case Studies,Incentives

&quot;No education grantmaker can afford to ignore public policy. Local, state and federal policies shape the context in which we work by establishing education standards, allocating resources and setting priorities for people working in education.&quot; So begins the report on Grantmakers for Educations' 2005 Grantmakers Institute, Foundation Strategies for Influencing Education Policy. The statement rings more true than ever. Even funders that choose to steer clear of public policy grantmaking must do so with an understanding that their work will almost certainly be influenced by shifts in the policy environment. This reality will persist as long as American schools and colleges continue to suffer the effects of the economic crisis, cities and states look for ways to stimulate significant educational improvements, and states step up to participate in new federal policy initiatives and to meet the challenges of preparing students for the global economy. Building on its 2005 examination of the procedural and legal strategies funders need to consider for engaging with policy, GFE convened grantmakers from around the country in Cambridge, Massachusetts, in May 2009. Through a series of discussions with education leaders and faculty members from Harvard University's Graduate School of Education and John F. Kennedy School of Government, Institute participants deepened their understanding of successes, opportunities and challenges in public policy grantmaking. This report reflects the insights that came out of those conversations, as well as the sense of urgency the participants brought to their learning.
From Access to Success: A Funders Guide to Ensuring More Americans Earn Postsecondary Degrees
Author: Grantmakers for Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Scholarships,Politics of Education,Private Financial Support,Graduation Rate,Access to Education,Educational Attainment,Educational Opportunities,Outreach Programs,Institutional Role,Student Role,Government Role,School Holding Power,Academic Persistence,Guidelines,Achievement Need,Change Strategies,Success

College attainment rates are increasing in every industrialized and post-industrialized nation in the world--except America. Stagnating postsecondary graduation rates in the United States leave millions of Americans cut off from economic prosperity and impede our nation's ability to compete globally. Education philanthropy, which has long worked to improve college access through scholarship programs and other efforts that have increased the number of students enrolling at postsecondary institutions, must now shift its sights to college success by providing support to ensure postsecondary students graduate. In May 2010, Grantmakers for Education convened funders from across the country along with prominent researchers, higher education leaders and officials from the U.S. Department of Education to examine the most promising strategies for dramatically increasing the number of Americans earning a postsecondary degree. This brief summarizes key themes from that gathering to delineate current barriers to college completion; examine critical intervention levers at the student, institutional and policy levels that can drive increases in graduation rates; and identify the role grantmakers can play in promoting college success. [Additional funding was provided by TG.]
From Roadblock to Gateway: Improving Developmental Education for Student Success
Author: Parker, Susan
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Graduates,Community Colleges,Remedial Instruction,Academic Achievement,College Students,Higher Education,Remedial Programs,College Preparation,Two Year Colleges,Educational Improvement,Low Income Groups,Educational Change

College completion is a priority for federal and state governments as well as policy makers and funders. Yet a major barrier exists for many students seeking college certificates or degrees. The barrier is that more than half of community college students and about one-quarter of students at four-year universities are not well prepared to succeed in college and are referred into developmental education to take remedial courses in math, reading and writing. However, many of the developmental education options these students are offered do not effectively or quickly provide students with the skills they need to succeed in college. President Obama, meanwhile, has called for all Americans to restore the United States to its former position as the country with the highest percentage of adults with postsecondary credentials. In order to meet the president's ambitious goal of an additional five million community college graduates by 2020, much more attention must be paid to the question of how to help students succeed in college--especially those students who face barriers of poverty and lack of preparation. Furthermore, addressing developmental education is crucial for many grantmakers in reaching their goals. Reforming developmental education is critical for funders who seek to improve college completion rates and the country's economic productivity. This funder's guide captures themes and lessons from an ongoing body of work that has been supported by a number of funders working to reform developmental education. In June 2011, these funders met with prominent researchers and higher education leaders to examine promising strategies to accelerate students' progress toward earning degrees and credentials by reforming developmental education and by ensuring that more students enter postsecondary institutions prepared to succeed. This brief summarizes key insights from the gathering, from research and from funders' work to identify promising areas for grantmakers to support. (Contains 5 footnotes.)
Benchmarking 2010: Trends in Education Philanthropy
Author: Bearman, Jessica
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Benchmarking,Private Financial Support,Grants,Grantsmanship,Financial Support,Trend Analysis,Educational Finance,Economic Factors,Economically Disadvantaged,Human Capital,Achievement Gap,Educational Quality,Early Childhood Education,STEM Education,Professional Development,English (Second Language),Educational Administration,Academic Standards,Evaluation Methods,Educational Technology,Educational Policy

"Benchmarking 2010" offers insights into the current priorities, practices and concerns of education grantmakers. The report is divided into five sections: (1) Mapping the Education Grantmaking Landscape; (2) 2010 Funding Priorities; (3) Strategies for Leveraging Greater Impact; (4) Identifying Significant Trends in Education Funding; and (5) Building Our Field. (Contains 14 figures.) [For the 2009 edition of this report, see ED537489.]
Benchmarking 2009: Trends in Education Philanthropy
Author: Bearman, Jessica
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Benchmarking,Private Financial Support,Public Policy,Grants,Grantsmanship,Economic Factors,Federal Aid,Resource Allocation,Surveys,Cooperation,Innovation

"Benchmarking 2009: Trends in Education Philanthropy" is Grantmakers for Education's (GFE) second annual study of grantmaking trends and priorities among members. As a national network dedicated to improving education outcomes through philanthropy, GFE members are mindful of their role in fostering greater knowledge in the field. They believe it's vital for funders to understand how their efforts relate to those of others in the field, and, in these times of great change, they especially believe that funders can't afford to work in isolation. This new study provides a much-needed examination of how GFE's diverse members are responding to some of 2009's most significant developments--particularly the economic downturn and the greatly expanded federal investment in education--and how they expect their funding priorities and strategies to evolve in the next few years. The study findings, which draw from a survey of 140 GFE member organizations, underscore four major themes shaping education philanthropy today: (1) Focus in the face of challenge; (2) Increased collaboration; (3) Innovation and scaling what works; and (4) Engagement with public policy. By detailing the deliberate and diligent work of so many funders, "Benchmarking 2009" serves as both evidence of and a lens for more strategic education grantmaking--and the GFE staff conclude the report with an overview of areas that require collective attention across the field to ensure the efficacy of all their work in the months and years to come. (Contains 12 figures.)
Educating Oneself out of Social Exclusion. Research Report
Author: Buddelmeyer, Hielke
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Social Isolation,Educational Attainment,Income,Employment,Literacy,Numeracy,Work Experience,Health,Disabilities,Interpersonal Relationship,Community,Citizen Participation,Volunteers,Safety,Incidence,Persistence,Surveys

Providing more education and training is considered one means by which to reduce the extent of social exclusion and consequently has been a key focus in recent public policies. Using the first ten waves of the Household, Income and Labour Dynamics in Australia (HILDA) Survey as well as data from the Survey of Education and Training, the research builds a multi-dimensional measure of social exclusion comprising: material resources (household income and expenditure); employment; education and skills (literacy and numeracy, educational attainment, work experience); health and disability; social interactions; community (neighbourhood quality, civic participation, volunteerism); and personal safety. The authors are then able to show how social exclusion varies across different levels of educational attainment and over time. The authors also simulate the effect on the measure of multi-dimensional social exclusion of the Council of Australian Governments (COAG) target: halving, between 2009 and 2020, the proportion of 20 to 64-year-olds without at least a certificate III qualification. This mind experiment takes advantage of the correlations between the various dimensions by assuming that the outcomes of the &quot;new certificate III graduates&quot; are the same as the &quot;previous certificate III&quot; graduates. In a sense therefore it is a &quot;best case&quot; simulation and assumes that the quality of the education expansion induced by the COAG target is high. This research reveals that the level of social exclusion has declined over the decade beginning in 2001, except during the period around 2008-10, presumably as a result of the Global Financial Crisis. Education is a powerful marker of social exclusion. Those who are early school leavers or have a certificate II as their highest qualification suffer from social exclusion to a far greater degree than those with other levels of educational attainment. This is true for all dimensions of the index. The impact of improved basic educational levels on social inclusion is potentially very significant; for example, if the authors calibrate our cut-off of the measure of social exclusion so that around 10% of the population is in the socially excluded category and then conduct the COAG target simulation, the percentage of the population who are socially excluded drops to under 7%. Notwithstanding its statistical complexity, the research clearly shows the power of attacking poor levels of education to reduce social exclusion. Appended are: (1) Overview of the literature; (2) Additional information; and (3) Formal description of the methodology used. (Contains 16 tables, 6 figures and 32 footnotes.)