ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Capacity: Expanding Student Support Services
Author: Kirby, C. L.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Capacity Building,Student Personnel Services,Community Colleges,Two Year College Students,Federal Programs,Career Education,Educational Innovation,Professional Development,Educational Research,Educational Assessment,Social Networks,Educational Change,Educational Policy,Educational Practices,Consortia,Educational Strategies,Partnerships in Education,Career Development,School Holding Power,Change Strategies

The nation has made an unprecedented investment in community colleges to simultaneously increase college completion and stimulate economic recovery. One of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (U.S.DOL). Beginning October 2011, the TAACCCT program was intended to support the efforts of community colleges to develop training programs and build their capacity to innovate (United States Department of Labor, 2011). The Transformative Change Initiative (TCI) recognized the potential importance of TAACCCT to enhance community colleges' ability to better serve all students. Through professional development, research, evaluation and networking, TCI invited these colleges to share what they were learning and ways in which they were changing their policies and practices with the goal of improving student outcomes. TCI collaborated with 24 consortia to publish Strategies for Transformative Change briefs that describe specific strategies that each consortium implemented. Looking across these briefs, a number of key topical areas under which the grant-funded innovations (strategies) could be organized, including partnerships, career pathways, and intrusive student support, were identified. How the consortia engaged in capacity building to accomplish their goals was examined. How did TCI think of capacity building? Thinking went beyond the question of short-term changes and a focus on compliance to long-term change that has the potential to improve performance while sustaining access. Evidence that changes were accompanied by data and other indications that colleges were focusing on activities that would allow them to create structures and processes to engage in deep and collective capacity building necessary to sustain change were looked at (Sharratt &amp; Fullan, 2013; Kezar, 2014). This brief is one in a series that focuses on the capacity building of three TAACCCT funded consortia engaged in expanding student support services to retain students to completion of their academic programs and providing the support necessary to help them transition to employment. While the colleges used various methods to change existing structures and practices related to student support, there were similarities in their approach to building capacity.
The Chicago Landscape of Career and Technical Education. Feature on Research and Leadership. Vol. 2, No. 1
Author: Owens, Devean R.
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Vocational Education,Public Schools,Colleges,Unemployment,Employment Potential,Graduation Rate,Educational Benefits,Job Skills,Skill Development,Labor Force Nonparticipants,Education Work Relationship,School Business Relationship,Partnerships in Education,Work Experience Programs,High Schools,Selective Admission

In this brief, Owens and Welton provide an introductory overview of career and technical education (CTE) programs in both Chicago Public Schools (CPS) and the City Colleges of Chicago (CCC). They report that the State of Illinois, and the City of Chicago in particular, have some of the highest unemployment rates in the country for youth ages 16 to 19 years old and 20 to 24 years old. CTE is one programmatic solution to address this equity concern by providing youth the academic and technical skills needed to become more employable. Students who participate in high-quality CTE programs graduate from high school at higher rates, are more likely to attend college, and in the long term earn higher wages than students who do not participate. Another benefits of high-quality CTE programs is that of the employers. They report that participating in initiatives that help youth acquire specialized skills positively impacts their companies and industries as a whole. The CTE programs in Chicago have a strong foundation to continue to be appealing and viable options for students. Still, additional research is needed to understand how CTE programs in Chicago can help overcome a persistent inequity--that a significant percentage of Chicagoans are not participating in and/ or are left out of the workforce. Future issues will highlight specific CTE programs and initiatives in the Chicago area and the innovative partnerships between highs schools, community colleges, and industry that make them possible.
Reality and Resiliency: The Educational Needs and Strengths of Former Foster Youth. Feature on Research and Leadership. Vol. 2, No. 2
Author: Fox, Heather L.
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Foster Care,Educational Needs,Student Needs,Resilience (Psychology),Access to Education,Postsecondary Education,Barriers,Child Abuse,Child Neglect,Outcomes of Education

Each year an estimated four in every one-hundred children in the United States are victims of child maltreatment. The vast majority of these children endure the challenges associated with being uprooted from their homes and separated from their parents and/or guardians. Among these are the challenges of succeeding in school once they enter, and exit, foster care, and overcoming myriad educational obstacles from a place of instability and uncertainty. This article is meant to present the realities of education, especially postsecondary education, given the challenges faced by foster youth. This article begins with an overview of the foster care system and then turns to obstacles related to accessing and completing postsecondary education faced by former foster youth (FFY). This article advocates for a strengths-based, resilience-focused approach to improving postsecondary outcomes for FFY.
What Motivates Community College Students to Enroll Online and Why It Matters. Insights on Equity and Outcomes. Issue 19
Author: Fox, Heather L.
Date: 2017-01-00
Type: Reports - Research
Subjects: Two Year College Students,Student Motivation,Online Courses,Educational Technology,Technology Uses in Education,Course Selection (Students),Semi Structured Interviews,Phenomenology,Student Attitudes,College Environment,Student Responsibility,Pacing,Time Factors (Learning),Costs,Difficulty Level,Familiarity,Interaction,Value Judgment

One of the strongest promises of online education is the potential that this modality could be used to increase access to postsecondary education opportunities and promote a democratic society of educated citizens (Dillon &amp; Cintrón, 1997). Community colleges' use of online education is particularly important in light of the high proportion of underserved students they enroll and the potential for online education to reach underserved students, including disabled, rural, low-income, minority, and developmental students. Cox (2005) suggests, &quot;for the community college sector, which enables access to higher education for the least-advantaged students, clarifying the current state of online practice is essential to preserving the democratizing aspects of public postsecondary schooling&quot; (p. 1756). This study explores two research questions relating to the demand for online education at community colleges: (1) What factors motivate community college students to take online courses? and (2) What factors influence community college students' online course selection? Highlighted findings include: (1) Students use online education to engage in education while meeting a multiplex of responsibilities related to family, work, and community; (2) When selecting courses to take online, students carefully consider both the relative value and difficulty of each course; and (3) Online courses allow students to avoid perceived negative interactions they associate with being on campus.
Exploring the Role of First-Year Experiences in Enhancing Equity &amp; Outcomes. Insights on Equity and Outcomes. Issue 14
Author: Rockey, Marci
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Correlation,Academic Persistence,Equal Education,Educational Improvement,College Freshmen,Seminars,Student Adjustment,Transitional Programs,Student School Relationship,Community Colleges,Two Year College Students

Weak connections between students and their academic and social environment can hinder commitment and lead to departure (Deil-Amen, 2011; Karp, Hughes, &amp; O'Gara, 2010). Given their influence on college retention and completion, higher levels of academic and social integration should be a priority. Rather than focus on why students leave, it is important to understand what two-year institutions can or already do to improve transitions and persistence. Identifying equity gaps and focusing on improvement in pathways and programs of study is one way to improve student outcomes (Pickel &amp; Bragg, 2015; Tinto, 2007). To this end, this brief explores the role of First-Year Experience (FYE) programs, with specific attention to student success courses or first-year seminars, as strategies that institutions can employ to better integrate students academically and socially, thus improving their transition to and achievement in postsecondary education.
Changing Systems to Improve Outcomes: A Midterm Review of PTR Implementation Partnerships. Insights on Equity and Outcomes. Issue 17
Author: Graham, Edmund
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Interviews,Focus Groups,Teamwork,Partnerships in Education,Change Strategies,Student Needs,Postsecondary Education,Community Colleges,College Faculty,Transitional Programs,Equal Education,Educational Improvement,Program Implementation,Scaling,Teaching Methods,Data Collection,Sustainability,Academic Persistence,Mathematics Instruction,Remedial Mathematics

One of the driving forces behind the design of the Pathways to Results (PTR) initiative is to dismantle and redesign systems to produce equitable outcomes. This notion of systems producing the exact outcomes for which they were designed can also be applied to the Pathways to Results methodology itself. After five years of leading PTR initiatives the authors began a process of deep review and reflection, including interviews and focus groups with a diverse set of PTR team leaders and a broad analysis of team artifacts and outcomes. This analysis revealed a number of critical strengths (e.g., raising the issue of equity, building capacity for using local data), as well as some important shortcomings. Further analysis of the PTR process and qualitative data revealed that indeed these shortcomings were partially built into their methodology. In light of ongoing reflection, they decided it was time for PTR to evolve. The result was the creation of what is colloquially referred to as &quot;PTR Year 2&quot; or more formally as &quot;Pathways to Results: Implementation Partnerships.&quot; The idea was simple: an opportunity for teams to work in a supportive community to leverage their work from the initial PTR process to launch an equity-minded improvement or series of improvements and evaluate the impacts. Highlights from this process include: (1) The Pathways to Results model has evolved to better support implementation and scaling work on community college campuses; (2) Each participating team has unique implementation or scaling strengths--one from each team is highlighted here; and (3) Areas for further development of the project model have emerged related to equity in intervention design, resilience, and strengthening networks for accelerating change.
Work-Based Learning as a Pathway to Postsecondary and Career Success. Insights on Equity and Outcomes. Issue 18
Author: Rodriguez, Jacqueline
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Experiential Learning,Workplace Learning,Career Education,Technical Education,Postsecondary Education,College Students,Models,Job Skills,Apprenticeships,Internship Programs,Small Businesses,Service Learning

Work-based learning (WBL) is a key example of the integration of academic and occupational training that is central to career and technical education (CTE) and through which students have the ability to gain high-wage, high-skilled occupational experience while pursuing postsecondary credentials (Bragg, Dresser, &amp; Smith, 2012; Chernus &amp; Fowler 2010; Holzer &amp; Lerman, 2014; Rayborn, 2015). Evidence suggests WBL has notable benefits for students, specifically students of color (Lerman, 2010). WBL reinforces the relevancy and authenticity of the learning experiences for students, engaging learners who prefer applied learning environments (Lerman, 2010). Moreover, WBL has been found to increase students' persistence, graduation, and employment rates, with notable gains for students from underserved racial, ethnic, and socioeconomic backgrounds (Holzer &amp; Lerman, 2014; Kuh, 2008; Lerman, 2010; National Survey of Student Engagement, 2007). This brief provides an overview of WBL, including a broad definition of WBL in postsecondary education settings, the benefits of WBL, and key elements for implementing high-impact, high-quality WBL programs.
ESSA: Mapping Opportunities for the Arts. June 2017
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Art Education,Elementary Secondary Education,Program Implementation,Accountability,Educational Assessment,Stakeholders,Statewide Planning,Educational Planning,Evidence,Disadvantaged Schools,Access to Education,Educational Quality,Achievement Gap,Interdisciplinary Approach,Educational Opportunities

In December 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) and, with it, ushered in a new era of education policy in America. Leaving behind many of the most criticized aspects of its predecessor, No Child Left Behind (NCLB), this newest incarnation of the primary federal legislation guiding K-12 education provides state and district leaders with increased flexibility to best meet the needs of all students. This increased flexibility allows these leaders to look beyond the traditional methods of approaching student achievement and find innovative solutions for ensuring that all students have the opportunity to experience a well-rounded education--one that pushes beyond the subjects of reading, writing and mathematics, and includes the arts, sciences, and humanities as essential components. A companion piece to the previously released Education Commission of the States report, &quot;ESSA: Quick Guides on Top Issues,&quot; this report serves as a resource for the arts and education communities--educators, school leaders, community organizations, and policymakers--illuminating the ways that states and districts can engage the arts in the ongoing work of ESSA. Designed to continue growing as ESSA implementation proceeds, this report currently contains chapters exploring the opportunities for arts education within the following topics: Accountability; Assessments; Stakeholder Engagement; State Plans; Tiers of Evidence; Title I; and a Well-Rounded Education. Contains ESSA and the Arts: Frequently Asked Questions. [For the 2016 edition of &quot;ESSA: Mapping Opportunities for the Arts,&quot; see ED570121. For the companion report, &quot;ESSA: Quick Guides on Top Issues,&quot; see ED567801.]
What Works in Gifted Education Mathematics Study: Impact of Pre-Differentiated and Enriched Curricula on General Education Teachers and Their Students. Research Monograph Series. RM13242
Author: Gubbins, E. Jean
Date: 2013-06-00
Type: Reports - Research
Subjects: Academically Gifted,Mathematics Education,Curriculum Enrichment,Individualized Instruction,Teacher Attitudes,Administrator Attitudes,Pretests Posttests,Mathematics Achievement,Cognitive Ability,National Competency Tests,Questionnaires,Focus Groups,Statistical Analysis,Scores,Randomized Controlled Trials,Grade 3,Elementary School Teachers,Elementary School Students,Faculty Development,Standardized Tests,Qualitative Research

The present study seeks to determine how exposure to pre-differentiated and enriched curricula incorporating educative curriculum materials affects students' achievement as well as teacher and administrator responses to the intervention. A 2-year multi-site cluster randomized control trial study recruited a national sample of 4,530 grade 3 students in 216 classrooms from 62 schools across 17 states. All treatment teachers participated in professional development on differentiated instruction and enrichment practices, as well as specific training in using the components of the three differentiated mathematics units. Treatment and control students completed standardized pretest measures of cognitive abilities and mathematics achievement, as well as a standardized posttest measure of mathematics achievement. Students in the treatment group also completed unit pretests and posttests for each of the three differentiated mathematics units and selected items from the out-of-level grade 4 National Assessment of Educational Progress (NAEP). Researchers observed treatment and control classrooms to evaluate the fidelity of implementation of the curricular units. Treatment teachers completed logs with their responses to each of the units and participated in focus groups. Administrators completed open-ended questionnaires to assess their reactions to participating in the study. Quantitative results did not show significant differences overall between treatment and control students on the standardized mathematics achievement test after accounting for pretest scores. Qualitative results demonstrated that the treatment teachers and administrators from participating schools responded positively to the curriculum intervention. The educative nature of the intervention curriculum materials in conjunction with the provision of professional development for all participating treatment teachers indicated teacher change and learning in the areas of instructional practices, understanding of how students learn mathematics, and expectations of students. The following are appended: (1) What Works in Gifted Education Study Instruments; (2) Data Source Key; (3) Cohorts I &amp; II Treatment Teacher Focus Group Pseudonyms; (4) Sample Grouping Guide for Differentiated Instructional Groups; and (5) Cohort III Treatment Teacher Focus Group Pseudonyms.
Parental Perceptions of Charter Schools: Evidence from Two Nationally Representative Surveys of U.S. Parents. Program on Education Policy and Governance Working Papers Series. PEPG 17-01
Author: Barrows, Samuel
Date: 2017-00-00
Type: Reports - Research
Subjects: Parent Attitudes,Charter Schools,National Surveys,Parent Surveys,Private Schools,Parent School Relationship,Public Schools,School Choice,Political Issues,Satisfaction,Statistical Analysis,Racial Composition,Socioeconomic Status,Parent Background,Educational Attainment,Ethnic Groups

This first report of charter school parents' perceptions based on nationally representative samples finds that charter parents, as compared with parents from district schools, are less likely to see serious problems at their children's school, report more extensive communications with the school, and are more satisfied with most aspects of the school. Charter parents are less satisfied than private-school parents, but report more communications with the school. The variation of parental perceptions within the private sector is less than in other sectors. Results are obtained from The Parent and Family Involvement in Education Survey of 2012, administered by the National Center of Education Statistics, and the 2016 &quot;Education Next&quot; Survey, designed by the Harvard Program on Education Policy and Governance. The following are appended: (1) Survey Items; (2) Ordered Logistic Regression Models; and (3) Leik's D Analysis.
Case Studies of Successful Schoolwide Enrichment Model-Reading (SEM-R) Classroom Implementations. Research Monograph Series. RM10204
Author: Reis, Sally M.
Date: 2010-11-00
Type: Reports - Research
Subjects: Case Studies,Reading Instruction,Comparative Analysis,Qualitative Research,Talent,Elementary School Students,Middle School Students,Enrichment Activities,Reading Programs,Metacognition,Observation,Teacher Attitudes,Educational Benefits,Teaching Methods,Program Implementation,Fidelity,Reading Comprehension,Principals,Administrator Attitudes,Middle School Teachers,Elementary School Teachers,Individualized Instruction,Interviews

The purpose of this qualitative study was to examine the scaling up of the Schoolwide Enrichment Model in Reading (SEM-R) in 11 elementary and middle schools in geographically diverse sites across the country. Qualitative comparative analysis was used in this study, with multiple data sources compiled into 11 in-depth school case studies summarizing findings from researcher observations of the SEM-R and comparison classrooms. Teachers were assigned to implement either the SEM-R for 3 hours each week as part of their reading program or to continue teaching their regular reading curriculum during their reading block. Three core student categories emerged across all schools, beginning with increased student enjoyment in reading for students using SEM-R. The second most dominant student finding related to how SEM-R was effectively used to challenge talented readers, and the third related to increased self-regulation in students as observed by teachers, coaches, and principals. Teacher findings that emerged across all schools focused on the perceived benefits of SEM-R for both students and teachers, teachers use of differentiated reading instructional practices and how they were enhanced after the SEM-R was implemented, and the professional benefits and challenges experienced during their successful implementation of the SEM-R. Over 90% of the teachers implemented the SEM-R with high fidelity, and this approach was considered beneficial to all students, including those who achieved at very high and very low levels of reading comprehension by teachers, principals, and literacy coaches.
The Effect of Private School Vouchers on Political Participation: Experimental Evidence from New York City. Program on Education Policy and Governance Working Paper Series. PEPG 16-01
Author: Carlson, Deven
Date: 2016-10-00
Type: Reports - Research
Subjects: Private Schools,Educational Vouchers,Citizen Participation,Voting,Outcomes of Education,Low Income Students,Scholarships,Regression (Statistics),Elections,Citizenship Education

In 1997, the New York School Choice Scholarships Foundation Program (SCSF) randomly offered three-year scholarships to attend private schools to approximately 1,000 low-income families in New York City. In this paper we leverage exogenous variation generated by the SCSF to estimate the causal effect of the private school voucher offer--and the private school attendance it induced--on later-life voter registration and turnout outcomes. Our results demonstrate that the voucher intervention had no effect on registering to vote or voting in any of several elections for either the full sample or any of several demographic subgroups. Although unique aspects of the SCSF context impose limits on the scope of our results, they have clear implications for assessing the relative effectiveness of public and private schools in preparing democratic citizens. We close the paper by discussing the implications of the results for research and policy. Supplemental tables are appended.