ethanporcaro/eric-fulltext-meta huggingface dataset:
The Cost of Chaos in the Curriculum. Perspectives on Higher Education
Author: Capaldi Phillips, Elizabeth D.
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: College Students,Undergraduate Study,College Curriculum,Core Curriculum,Graduation Rate,Costs,Majors (Students),Course Selection (Students),Educational Quality,Educational History,Liberal Arts,Foreign Countries,Change Strategies,Departments,General Education,Elective Courses

ACTA's report &quot;The Cost of Chaos in the Curriculum&quot; reveals that the vast array of course choices given to college students is a cause of exploding costs and poor academic outcomes. And a bloated undergraduate curriculum is particularly detrimental to the success of students from lower socioeconomic backgrounds. The report documents how at most colleges and universities an expansive list of general education choices have replaced the thoughtful and efficient core curriculum that was previously part of every student's college education, and that by restoring a thorough and efficient core curriculum, colleges could save nearly 10% of educational costs per semester. The report also shows that graduation rates are higher with such a curriculum, and appropriate foundational courses provide what students need for success in career, community and citizenship.
A Crisis in Civic Education
Author: American Council of Trustees and Alumni
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Civics,Higher Education,United States History,Knowledge Level,Elementary Secondary Education,College Graduates,College Role,School Responsibility,Federal Government,State Government,Alumni,Donors,Student Role,Family Role

There is a crisis in American civic education. Survey after survey shows that recent college graduates are alarmingly ignorant of America's history and heritage. They cannot identify the term lengths of members of Congress, the substance of the First Amendment, or the origin of the separation of powers. They do not know the Father of the Constitution, and nearly 10% say that Judith Sheindlin--&quot;Judge Judy&quot;--is on the Supreme Court. Studies show that our colleges and universities are doing little or nothing to address the knowledge gap. A recent survey by the American Council of Trustees and Alumni (ACTA) of over 1,100 liberal arts colleges and universities found that only a handful--18%--require students to take even one survey course in American history or government before they graduate. In a country that depends upon an educated populace, ignorance of its history and founding documents will be disastrous. An annual survey by the Newseum Institute gives point to the alarm: When asked to identify the rights guaranteed by the First Amendment, one-third of Americans could not name a single right; 43% could not even name freedom of speech as one of those rights. How did America get to such a state? And what is to be done? This report outlines the problem, and, more importantly, what must must be done to restore rich civic education for all students and especially the college graduates who will be the next generation of leaders. The following are appended: (1) Sample Questions from the NAEP Test of Civic Knowledge; and (2) Constitution Day Survey.
Impact of California's Transitional Kindergarten Program, 2013-14
Author: Manship, Karen
Date: 2015-12-01
Type: Reports - Research
Subjects: Kindergarten,Young Children,School Readiness,Transitional Programs,Program Effectiveness,Success,Language Skills,Reading Skills,Literacy,Mathematics Skills,Executive Function,Social Development,Emotional Development,Comparative Analysis,Student Behavior,Self Control,Problem Solving

Transitional kindergarten--the first year of a two-year kindergarten program for California children born between September 2 and December 2--is intended to better prepare young five-year-olds for kindergarten and ensure a strong start to their educational career. The goal of this study was to measure the success of the program by determining the impact of transitional kindergarten on students' readiness for kindergarten in several areas. AIR researchers compared language, literacy, mathematics, executive functioning, and social-emotional skills at kindergarten entry for students who attended transitional kindergarten and for those who did not. Key findings include: (1) Transitional kindergarten improves preliteracy and literacy skills; (2) Transitional kindergarten improves students' mathematical knowledge and problem-solving skills; and (3) Transitional kindergarten supports children's behavioral self-regulation, but there is no detectable impact on social-emotional skills. This unique approach to early education in California--which serves children in a narrow age range on elementary school campuses, with credentialed teachers holding bachelor's degrees and a curriculum aligned with kindergarten--appears to better prepare students for kindergarten than what they might have received in the absence of the program. Future analyses will investigate the extent to which the transitional kindergarten advantage is sustained through the end of kindergarten, for which groups of students transitional kindergarten is most beneficial, and which transitional kindergarten program characteristics are most supportive of student learning. Detailed Methodology is appended. [For the Executive Summary of this report, see ED563820.]
Expanded Learning, Expanded Opportunity: How Four Communities Are Working to Improve Education for Their Students
Author: America's Promise Alliance
Date: 2015-00-00
Type: Reports - Research
Subjects: Case Studies,Low Income Groups,Low Achievement,Program Effectiveness,After School Programs,Extended School Day,Community Programs,Partnerships in Education,School Community Programs,Intervention,Program Evaluation,Financial Support,Youth Programs,Elementary Secondary Education,Summer Programs,Graduation Rate,High Schools,Poverty,Nonprofit Organizations,School Schedules

This report analyzes case studies of &quot;more and better learning time&quot; efforts around the country. With support from the Ford Foundation, America's Promise Alliance looked in Grand Rapids, MI; Louisville, KY; Memphis, TN; and Rochester, NY to see how time spent out of the classroom improved outcomes for students in low-income neighborhoods and low-performing schools. Just as different names are used for the same concept in different communities--expanded learning, extended learning or out-of-school-time opportunities--there is no typical approach to effective programs. The report highlights the challenges, successes, variation and innovation present in each community profiled in the report. Each of these communities is at a different stage in making more and better learning a reality for young people. Each, moreover, is following its own distinctive approach that is informed by its situation and unique combination of needs and resources. This variation suggests that communities need not follow one established model to succeed. At the same time, the diverse experiences of these four communities illuminate some of the challenges that all communities face, with implications for how individual communities can advance their own efforts. The hope is that these stories of community collaboration will benefit other communities as they develop and improve their own efforts to expand learning opportunities for all students.
The Impact of Transitional Kindergarten on Kindergarten Readiness. A Report from the Study of California's Transitional Kindergarten Program: Executive Summary
Author: American Institutes for Research
Date: 2015-12-00
Type: Reports - Research
Subjects: Kindergarten,Young Children,School Readiness,Transitional Programs,Program Effectiveness,Success,Language Skills,Reading Skills,Literacy,Mathematics Skills,Executive Function,Social Development,Emotional Development,Comparative Analysis,Student Behavior,Self Control,Problem Solving

Transitional kindergarten--the first year of a two-year kindergarten program for California children born between September 2 and December 2--is intended to better prepare young five-year-olds for Kindergarten and ensure a strong start to their educational career. The goal of this study was to measure the success of the program by determining the impact of transitional kindergarten on students' readiness for kindergarten in several areas. AIR researchers compared language, literacy, mathematics, executive functioning, and social-emotional skills at kindergarten entry for students who attended transitional kindergarten and for those who did not. This brief outlines the results of the study, &quot;Impact of California's Transitional Kindergarten Program, 2013-14,&quot; and suggests next steps for further research. [For the full study &quot;Impact of California's Transitional Kindergarten Program, 2013-14,&quot; see ED563818.]
What Will They Learn? 2015-16. A Survey of Core Requirements at Our Nation's Colleges and Universities
Author: Kempson, Lauri
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Liberal Arts,Educational Quality,General Education,Core Curriculum,Public Colleges,Private Colleges,Black Colleges,Required Courses,Writing (Composition),Literature,Second Language Instruction,Government (Administrative Body),History Instruction,Economics Education,Mathematics Instruction,Science Instruction,College Credits,Grading,Reputation,Costs,Catalogs

At a time when 87% of employers believe that our colleges must raise the quality of students' educations in order for the United States to remain competitive globally, and four in five Americans say they believe all graduates should have to take the key courses outlined in the study, few colleges require a real liberal arts education. &quot;What Will They Learn?&quot;™ provides information on over 1,100 colleges and universities that were graded on whether each requires the courses that provide preparation in the essential areas of the liberal arts. The American Council of Trustees and Alumni (ACTA) assigns each school a letter grade, and provides notes that explain the grades assigned and noteworthy programs within schools. Nearly every one of the over 1,100 colleges and universities included in this 2015-16 &quot;What Will They Learn?&quot;™ recognizes the importance of general education, and describes its program as a central part of its educational mission. This report makes clear that cost and reputation do not predict the strength of a school's core curriculum. An encouraging finding is that public colleges and universities generally do a better job maintaining requirements in science and English composition than do private institutions, and Historically Black Colleges and Universities are noteworthy for their strong requirements. This report also provides information about tuition and fees, as well as the percentage of students who graduate in four years. [For the 2014 report, see ED553422.]
Don't Quit on Me: What Young People Who Left School Say about the Power of Relationships. A Follow-up Report to &quot;Don't Call Them Dropouts.&quot; Full Report
Author: Hynes, Michelle
Date: 2015-00-00
Type: Reports - Research
Subjects: Dropouts,High School Students,Reentry Students,Social Support Groups,At Risk Students,Decision Making,Academic Persistence,Resilience (Psychology),Interpersonal Relationship,Focus Groups,Interviews,National Surveys,Student Experience,Barriers,Family Environment,Predictor Variables,Regression (Statistics),Family Involvement,Peer Relationship,Partnerships in Education,Caring

&quot;Don-t Quit on Me&quot; examines the role supportive relationships play in promoting on-time high school graduation and helping young people who don't graduate on time re-engage with education. It examines, from the perspective of young people themselves, the roles that relationships with adults and peers play in decisions about staying in, leaving and returning to high school. Building on previous studies, including &quot;Don't Call Them Dropouts,&quot; this report offers new insights about how support from adults and peers can help to close the remaining gaps between those who graduate from high school on time and those who don't. This report seeks to illuminate: (1) How different &quot;sources&quot; of support--parents, adults at school, adults in the community and peers--relate to young people's decisions about staying in or leaving school; (2) How different &quot;types&quot; of support matter to young people, particularly with respect to promoting their strengths or buffering the risks they face; and (3) What it takes for young people and the adults in their lives to develop supportive relationships that lead to continuous engagement or re-engagement in school. That is, what are the &quot;conditions&quot; under which support is successfully offered and received? This report presents findings and offers recommendations for individuals, schools, and communities. [For the At-A-Glance report, see ED563825; for &quot;Don't Call Them Dropouts,&quot; see ED545308.]
Lending, Learning, Leading: Developing Results-Based Leaders in Opportunity Finance
Author: Annie E. Casey Foundation
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Community Development,Community Services,Financial Services,Money Management,Leadership Training,Leadership Qualities,Leadership Effectiveness,Minimum Competencies,Social Networks,Profiles,Educational Needs,Leadership Styles,Administrative Organization,Fundamental Concepts

This report tells the story of the CDFI Leadership Learning Network, a Casey Foundation initiative to equip leaders of community development finance institutions with the tools of results-based leadership (RBL). The Foundation shares lessons learned from the network, core RBL concepts and profiles of CDFI leaders as they apply RBL skills and tools to the work of their organizations.
What Young People Need to Thrive: Leveraging the Strengthening Families Act to Promote Normalcy
Author: Annie E. Casey Foundation
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foster Care,Adolescent Development,Family Environment,Family Relationship,Identification (Psychology),Barriers,Experience,Leisure Time,Federal Legislation,Well Being,Friendship,Social Attitudes,Adolescents,Check Lists,Social Life,Extracurricular Activities,School Role,Educational Opportunities,Placement,Parents,Standards

The Jim Casey Youth Opportunities Initiative has spent 14 years working with young people with foster care experience, engaging them to help identify what they need to transition successfully to adulthood. Consistently, young people have emphasized that their foster care experiences are far from normal. What they need--but too often do not receive--is what their peers not in foster care typically have: parents to love and guide them; close relationships with their siblings, extended family members and other committed adults; a sense of identity and belonging; and daily experiences such as extracurricular activities, sleepovers, and time just hanging out with friends. This brief highlights the importance of normalcy to the overall healthy development of young people in foster care; how young people view normalcy and foster care--what they wish for, the barriers they face and their recommendations; suggestions for how to leverage the Strengthening Families Act for significant improvements in child welfare systems, creating a more supportive and normal environment for all young people; and strategies from the field that can serve as examples. The following are appended: (1) Florida State Department of Children and Families: Normalcy Guidelines Excerpts; (2) Texas Department of Family and Protective Services: Normalcy Activities for Children Excerpts; and (3) Washington State Department of Social and Health Services.
Don't Quit on Me: What Young People Who Left School Say about the Power of Relationships. A Follow-up Report to &quot;Don't Call Them Dropouts.&quot; At-A-Glance
Author: Hynes, Michelle
Date: 2015-00-00
Type: Reports - Research
Subjects: Dropouts,High School Students,Reentry Students,Social Support Groups,At Risk Students,Decision Making,Academic Persistence,Resilience (Psychology),Interpersonal Relationship,Focus Groups,Interviews,National Surveys,Student Experience,Barriers,Family Environment,Predictor Variables,Regression (Statistics),Family Involvement,Peer Relationship,Partnerships in Education,Caring

&quot;Don-t Quit on Me&quot; examines the role supportive relationships play in promoting on-time high school graduation and helping young people who don't graduate on time re-engage with education. It examines, from the perspective of young people themselves, the roles that relationships with adults and peers play in decisions about staying in, leaving and returning to high school. Building on previous studies, including &quot;Don't Call Them Dropouts,&quot; this report offers new insights about how support from adults and peers can help to close the remaining gaps between those who graduate from high school on time and those who don't. This report seeks to illuminate: (1) How different &quot;sources&quot; of support--parents, adults at school, adults in the community and peers--relate to young people's decisions about staying in or leaving school; (2) How different &quot;types&quot; of support matter to young people, particularly with respect to promoting their strengths or buffering the risks they face; and (3) What it takes for young people and the adults in their lives to develop supportive relationships that lead to continuous engagement or re-engagement in school. That is, what are the &quot;conditions&quot; under which support is successfully offered and received? This report presents findings and offers recommendations for individuals, schools, and communities. [For the Full Report, see ED563822; for &quot;Don't Call Them Dropouts,&quot; see ED545308.]
Supporting Social and Emotional Development through Quality Afterschool Programs. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field
Author: Devaney, Elizabeth
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: After School Programs,Socialization,Emotional Development,Definitions,Competence,Competency Based Education,Skill Development,Student Development,Program Effectiveness,Outcomes of Education

During the past 20 years, the afterschool field has been held accountable in varying ways--first, on the ability to provide safe places for young people to spend time while their parents work; then, on success in helping to improve participants' academic achievement as a supplement to the school day. Today, measuring success in afterschool programs is more nuanced and has been influenced by an increased recognition that the social and emotional competencies youth develop while in afterschool programs are also critical to their success in school and life. This first brief in our series, &quot;Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field,&quot; focuses on how afterschool programs contribute to the development of social and emotional competencies in young people. In practice, we see how high-quality programs can help participants learn, grow, and develop. But what does the research say? How can we prove it? We chose to focus our first brief on this important topic because there has been a growing recognition that afterschool programs can and do facilitate the social and emotional development of young people. Despite the recent attention this topic has received, efforts to define and measure social and emotional competencies in afterschool settings are still emerging. This brief provides an overview of work done to date both in afterschool and school-based settings to define social and emotional learning, shares recent research on how afterschool programs contribute to the development of these competencies, and offers some next step recommendations to both practitioners and researchers. [For Brief No. 2, see ED563829; for Brief No. 3, see ED563831; for the planning tool, see ED563832.]
Changing the Odds: The Race for Results in Atlanta
Author: Williams, Janelle
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Barriers,Racial Discrimination,Disadvantaged Environment,Educational Experience,Family Income,Economic Opportunities,Educational Opportunities,Neighborhood Improvement,Investment,Change Strategies,Employment Opportunities,Educational Change,Educational Practices,Child Development

Casey has invested in several southwest Atlanta communities for more than 10 years. This report explores how race and community of residence continue to create barriers that keep the city's kids, particularly those of color, from reaching their full potential. The report highlights three key areas that support or thwart children's healthy development: (1) the community where they grow up; (2) school experiences; and (3) family access to economic opportunities. Policy recommendations are included. [Staff members who contributed to this report include Arin Gencer, Charles Rutheiser, and Nonet Sykes.]
Income Share Agreements on Campus: A Practice Guide
Author: American Institutes for Research
Date: 2015-12-00
Type: Guides - General
Subjects: Income Contingent Loans,Paying for College,Student Financial Aid,Student Financial Aid Officers,Student Loan Programs,Best Practices,Disclosure

Next fall, students at Purdue University may have a new way to pay their tuition: income share agreements (ISAs). ISAs are an alternative form of higher education financing in which students pledge a fixed percentage of future earnings in exchange for money to pay for college. ISAs present a new challenge to the nation's colleges and universities, which do not have guidance from the U.S. Department of Education (ED) or professional associations on how to treat ISAs. These administrative concerns are pressing. Without guidance, Purdue and other institutions will have to decide how to include ISAs in students' financial aid awards and how to report these funds to ED. This second brief in a series about ISAs explores a) the likely impact of ISAs on how campus financial aid offices will award student aid, and b) the implications of ISAs for campus reporting on student aid with help from the National Association of Student Financial Aid Administrators (NASFAA). NASFAA asked a small group of its members to share their experiences with ISAs on campus and, absent that, how they planned to award and report on this type of aid. Key Findings: (1) Although none of the financial aid officers we contacted had any real-world experience with ISAs, most responded that, hypothetically, they would package ISAs as estimated financial assistance and report them as private student loans; (2) Depending on how financial aid officers interpret ED guidelines about financial aid award packaging and on the size of the ISA, ISAs could displace need-based and non-need-based aid, such as federal student loans; and (3) If ISAs were reported as private student loans, students, administrators, and the public will be unable to discern how many students receive ISAs (and the terms of these agreements), and comingling reporting on ISAs with that of other forms of aid, such as private loans, makes existing data about those products less useful.