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2. Optimizing Reverse Transfer Policies and Processes: Lessons from Twelve CWID States. Thought Paper
- Author
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Illinois University, Office of Community College Research and Leadership, Taylor, Jason L., and Bragg, Debra D.
- Abstract
In 2012, five foundations launched the Credit When Its Due (CWID) initiative that was "designed to encourage partnerships of community colleges and universities to significantly expand programs that award associate degrees to transfer students when the student completes the requirements for the associate degree while pursuing a bachelor's degree" (Lumina Foundation, 2012, n.p.), also known as "reverse transfer." Initially, 12 states (Arkansas, Colorado, Florida, Hawaii, Maryland, Michigan, Minnesota, Missouri, New York, North Carolina, Ohio, and Oregon) were funded to develop and implement these reverse transfer programs and policies, and the Office of Community College Research and Leadership (OCCRL) at the University of Illinois at Urbana-Champaign was chosen as the research partner. In late 2013, three states (Georgia, Tennessee, and Texas) were added to bring the total number of states to 15. At least six additional states have legislation, pending legislation, or statewide initiatives related to reverse transfer. This thought paper describes changes that are occurring at the state, system, and institution levels with implementation of reverse transfer in the 12 original states. Using qualitative and quantitative data collected from the CWID Implementation Study, the authors describe efforts related to the optimization of reverse transfer in these 12 states. The authors define optimization as policy and program change at any level--state, system, or institution--that yields the largest number of students who are eligible for and able to benefit from reverse transfer. The initial results suggest that some states are piloting reverse transfer with a limited set of public community college and university partnerships, and others are striving for system-level reforms that eventually may impact all forms of transfer. Understanding what optimization means and how it works is possible because of this variation in implementation approaches among states, and this thought paper explores how states are implementing and optimizing reverse transfer.
- Published
- 2015
3. A Human Capital Framework for a Stronger Teacher Workforce. Advancing Teaching--Improving Learning. White Paper
- Author
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Carnegie Foundation for the Advancement of Teaching, Myung, Jeannie, Martinez, Krissia, and Nordstrum, Lee
- Abstract
Building a stronger teacher workforce requires the thoughtful orchestration of multiple processes working together in a human capital system. This white paper presents a framework that can be used to take stock of current efforts to enhance the teacher workforce in school districts or educational organizations, as well as their underlying theories of how the teacher workforce improves over time. The paper refines and provides evidentiary support for a human capital system framework composed of four subsystems that ideally work together to build a stronger teacher workforce: (1) getting the right teachers in the right positions on time (Acquire); (2) supporting professional growth in school-based learning communities (Develop); (3) nurturing, rewarding, and challenging high-performing teachers (Sustain); and (4) informing evidence-based personnel decisions (Evaluate). Attention to this framework will engender a corps of teachers with the capacity and expertise to collectively facilitate enhanced educational outcomes.
- Published
- 2013
4. Where Has the Money Been Going? A Preliminary Update. EPI Briefing Paper #281
- Author
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Economic Policy Institute, Alonso, Juan Diego, and Rothstein, Richard
- Abstract
For two decades, researchers at the Economic Policy Institute have been tracking nine school districts, typical of districts nationwide, to understand how the spending levels and composition in elementary and secondary education have changed over time. The first report, "Where's the Money Gone?" (1995) tracked expenditures from 1967 to 1991. The second report, "Where's the Money Going?" (1997) carried the analysis forward to 1996. These reports concluded that conventional views of the rise of education spending are exaggerated because inflation in educational services is more rapid than inflation in the economy overall. When an appropriate education price deflator is applied, elementary and secondary school spending increases since 1967 have been substantial, but not as much so as commonly believed. The authors have now completed a new analysis that carries the data through 2005. They find that the trends identified in earlier reports have continued: real spending increases that are slower than conventionally believed when an appropriate price deflator is used, and a continued growth of special education as a share of total elementary and secondary expenditures. Publication of the full report, covering changes in the level and composition of spending from 1967 to 2005, is forthcoming. Until that time, to assist researchers and policy makers, this briefing paper contains the data tables that will eventually appear in that full report. (Contains 40 tables.)
- Published
- 2010
5. Can Online Learning Reproduce the Full College Experience? Center for Policy Innovation Discussion Paper. Number 3
- Author
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Heritage Foundation and McKeown, Karen D.
- Abstract
With the tuition cost of traditional colleges and universities soaring and education technology advancing, online courses and degree programs are becoming more common. Some critics argue that an online degree cannot provide all the important features of a traditional college education, from extracurricular activities to new professional networks, but the evidence disputes much of that criticism, especially for certain groups of students. Indeed, some aspects of online education may provide a better experience than a traditional brick-and-mortar college for some students. (Contains 49 footnotes.)
- Published
- 2012
6. Learning about Teaching: Initial Findings from the Measures of Effective Teaching Project. Research Paper. MET Project
- Author
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Bill and Melinda Gates Foundation
- Abstract
In fall 2009, the Bill & Melinda Gates Foundation launched the Measures of Effective Teaching (MET) project to test new approaches to measuring effective teaching. The goal of the MET project is to improve the quality of information about teaching effectiveness available to education professionals within states and districts--information that will help them build fair and reliable systems for measuring teacher effectiveness that can be used for a variety of purposes, including feedback, development, and continuous improvement. The project includes nearly 3000 teachers who volunteered to help researchers identify a better approach to teacher development and evaluation, located in six predominantly urban school districts across the country: Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools (including Tampa, Florida), Memphis City Schools, and the New York City Department of Education. As part of the project, multiple data sources are being collected and analyzed over two school years, including student achievement gains on state assessments and supplemental assessments designed to assess higher-order conceptual understanding; classroom observations and teacher reflections on their practice; assessments of teachers' pedagogical content knowledge; student perceptions of the classroom instructional environment; and teachers' perceptions of working conditions and instructional support at their schools. The current findings include: (1) In every grade and subject, a teacher's past track record of value-added is among the strongest predictors of their students' achievement gains in other classes and academic years. A teacher's value-added fluctuates from year-to-year and from class-to-class, as succeeding cohorts of students move through their classrooms. However, that volatility is not so large as to undercut the usefulness of value-added as an indicator (imperfect, but still informative) of future performance; (2) Teachers with high value-added on state tests tend to promote deeper conceptual understanding as well; (3) Teachers have larger effects on math achievement than on achievement in reading or English Language Arts, at least as measured on state assessments; and (4) Student perceptions of a given teacher's strengths and weaknesses are consistent across the different groups of students they teach. Moreover, students seem to know effective teaching when they experience it: student perceptions in one class are related to the achievement gains in other classes taught by the same teacher. Most important are students' perception of a teacher's ability to control a classroom and to challenge students with rigorous work. Appended are: (1) Sample 8th Grade BAM Item; and (2) Example from Stanford 9 Open-Ended Reading Assessment. (Contains 1 figure, 11 tables and 14 footnotes.) [For "Learning about Teaching: Initial Findings from the Measures of Effective Teaching Project. Policy Brief. MET Project," see ED528388.]
- Published
- 2010
7. Learning from the Successes and Failures of Charter Schools. Discussion Paper 2012-06
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Brookings Institution, Hamilton Project and Fryer, Roland G.
- Abstract
Our education system is in desperate need of innovation. Despite radical advances in nearly every other sector, public school students continue to attend school in the same buildings and according to the same schedule as students did more than a hundred years ago, and performance is either stagnant or worsening. One of the most important innovations in the past half-century is the emergence of charter schools, which, when first introduced in 1991, came with two distinct promises: to serve as an escape hatch for students in failing schools, and to create and incubate new educational practices. We examine charter schools across the quality spectrum in order to learn which practices separate high-achieving from low-achieving schools. An expansive data collection and analysis project in New York City charter schools yielded an index of five educational practices that explains nearly half of the difference between high- and low-performing schools. We then draw on preliminary evidence from demonstration projects in Houston and Denver and find the effects on student achievement to be strikingly similar to those of many high-performing charter schools and networks. The magnitude of the problems in our education system is enormous, but this preliminary evidence points to a path forward to save the 3 million students in our nation's worst-performing schools, for a price of about $6 billion, or less than $2,000 per student. (Contains 1 table, 2 boxes, 3 figures and 5 endnotes.)
- Published
- 2012
8. Factors Related to Academic Outcomes of Mexican American and American Indian Students in Doctoral Programs. ASHE Annual Meeting Paper.
- Author
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Williamson, Madeline J. and Fenske, Robert H.
- Abstract
In response to concern about the supply of minority faculty available to replace retiring academics, a study investigated academic achievement in doctoral programs by two of the United States' fastest-growing subpopulations, Mexican-Americans (MA) and American Indians (AI). The objectives were to establish a conceptual framework, to refine existing methodology, and to develop a model of minority student achievement in doctoral programs, extending earlier research not focusing on these groups. The study targeted this population in six universities in five southwestern states. A total of 343 students (291 Hispanic and 52 American Indian) in all disciplines awarding Ph.D. or Ed.D. degrees were surveyed, and from these, 214 usable responses were received--176 from Hispanics identified as MAs and 38 from AIs. The variables investigated were those with the greatest effect on four outcomes: doctoral satisfaction, doctoral grade point average, intent to finish, and intent to enter college faculty. Results demonstrate that there are strong effects of the extracted factors relating to the doctoral academic experience that ultimately lead to doctoral achievement for these populations. Especially salient were effects of gender, mentoring, faculty relationships, feelings of racial discrimination and alienation, perceptions and experiences of faculty and departmental attitudes, academic self-concept, aspirations, and family support. Based on the findings, a structural model for academic achievement factors among Mexican-American and American Indian doctoral students is being developed. Includes 15 references. (MSE)
- Published
- 1990
9. Better Together: Building Local Systems to Improve Afterschool (A Conference Report)
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Wallace Foundation and Cummins, H. J.
- Abstract
What happens when teams from 57 cities building afterschool systems gather to discuss two key system responsibilities--improving afterschool programs and using data for informed decision-making? Lots of rich discussion. This report covers a national afterschool conference held in February 2013. It details what mayors, program providers, system leaders, researchers and others had to say on matters ranging from how to measure afterschool performance to how to boost program quality. [This conference was organized by: American Youth Policy Forum, The Collaborative for Building After School Systems, The Forum for Youth Investment, the National League of Cities Institute for Youth, Education & Families, and the Wallace Foundation.]
- Published
- 2013
10. For or against Children? The Problematic History of Stand for Children
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Libby, Ken and Sanchez, Adam
- Abstract
Stand for Children was founded in the late 1990s as a way to advocate for the welfare of children. It grew out of a 1996 march by more than 250,000 people in Washington, D.C. The aim of the march was to highlight child poverty at a time when Congress and the Clinton administration were preparing to "end welfare as we know it." Jonah Edelman, son of children's and civil rights activist Marian Wright Edelman, co-founded the group and continues to serve as CEO. Stand's first chapter was in Oregon, but the group now operates in eight additional states: (1) Arizona; (2) Colorado; (3) Illinois; (4) Indiana; (5) Massachusetts; (6) Tennessee; (7) Texas; and (8) Washington. Fifteen years later, Stand seems to have morphed into something quite different. For Oregonians, the first public indications that Stand had made a striking 180-degree turn in its politics was its support for Race to the Top legislation and its active promotion of the antiunion, anti-public school film "Waiting for "Superman"." In this article, the authors explore why Stand has made an alarming U-turn.
- Published
- 2011
11. Communities of Practice: Improving Equity and Opportunity through Postsecondary Data
- Author
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State Higher Education Executive Officers (SHEEO), Colorado, Jessica, Klein, Carrie, and Whitfield, Christina
- Abstract
State postsecondary education data systems are vital assets for policymakers, researchers, and the public. The State Higher Education Executive Officers Association's (SHEEO) Communities of Practice project builds upon SHEEO's efforts to measure the capacity and effective use of state postsecondary data systems and provides states with opportunities to develop solutions to common system issues. The seventh Community of Practice convening, "Improving Equity and Opportunity through Postsecondary Data," was held September 28-29, 2022, in Denver, Colorado. The two-day meeting included more than 80 representatives from 17 states: Arkansas, Colorado, Connecticut, Delaware, Hawai'i, Iowa, Kansas, Louisiana, Minnesota, Missouri, North Carolina, Oregon, Pennsylvania, Rhode Island, Texas, Washington, and the District of Columbia. Teams included representatives from SHEEO agency academic affairs, workforce, diversity, equity, and inclusion (DEI), and research and data offices and their partners at state agencies and two- and four-year postsecondary institutions. Given the recent impacts on higher education from the COVID-19 pandemic, social justice unrest, and economic pressures facing the country, a focus on equity and opportunity was timely for this Community of Practice. SHEEO agency staff communicated a need to inform state attainment and economic goals through improved collection and use of postsecondary student unit record data. Within and across state teams, Community of Practice attendees were able to learn more about the nuances and impacts of equity-and opportunity-focused data collection, disaggregation, and visualization; to better understand how to effectively communicate and illustrate the need for and the contributions of equitable student success in their states; and to reflect on their capacity, partnerships, and resources available to effectively engage in this work. In this paper, SHEEO shares the presentations, resources, and team activities from the convening. This information can be used by SHEEO agencies to reflect on their current practices, plan and develop effective data policies, and better use data to improve postsecondary equity and opportunity outcomes in their states.
- Published
- 2023
12. The National Schools to Watch Initiative: Characteristics and Implementation Levels of Successful Middle-Level Schools
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Mertens, Steven B. and Flowers, Nancy
- Abstract
Utilizing longitudinal data from the national Schools to Watch (STW) program, this paper examines school demographic characteristics and teacher ratings of the implementation of STW criteria in STW schools and schools that have applied but have not yet been designated as a STW. The STW program was established by the National Forum to Accelerate Middle-Grades Reform in 1999; currently 18 states participate in the program and nearly 400 schools have been designated as STW schools. Univariate and bivariate statistical analyses were used to examine relationships between the school demographic variables and the rating scores on the STW Rating Rubric, across the four domains of academic excellence, social equity, developmental responsiveness, and organizational structures and processes.
- Published
- 2016
13. An Examination of Skill Requirements for Augmented Reality and Virtual Reality Job Advertisements
- Author
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Verma, Amit, Purohit, Pratibha, Thornton, Timothy, and Lamsal, Kamal
- Abstract
The fields of augmented reality (AR) and virtual reality (VR) have seen massive growth in recent years. Numerous degree programs have started to redesign their curricula to meet the high market demand for people qualified to fill related job positions. In this paper, the authors perform a content analysis of online job postings hosted on Indeed.com and provide a skill classification framework for AR/VR job positions. Furthermore, they present a ranking of the relevant skills for such positions. The paper contributes to the extant literature on curriculum design in degree programs by presenting the popular skills in the AR/VR domain.
- Published
- 2023
- Full Text
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14. The Impact of 2003 Redistricting on 2004 Elections: The Cases of Colorado and Texas.
- Author
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Riddlesperger Jr., James W., King, James D., and Engstrom, Richard N.
- Subjects
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APPORTIONMENT (Election law) , *REPRESENTATIVE government , *SURVEYS - Abstract
This paper surveys the impact of the Colorado and Texas redistricting issues of 2004 [ABSTRACT FROM AUTHOR]
- Published
- 2005
15. Competence of Faculty, Staff, and Administrators in Hispanic Culture: Evidence from Three Surveys of Personnel and Students at Hispanic-serving Institutions
- Author
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Preuss, Michael, Sosa, Eric, Rodin, Jason, Ramos, Jorje, Dorsett, Christine, and Burleson, Chenoa
- Abstract
Best practice in the field of communication, especially intercultural communication, emphasizes seeking to understand and enter your interlocutor's perspective. This practice would seem directly applicable to college faculty and staff when they interact with students, especially given the cultural and ethnic diversity in college student populations. Yet, faculty and staff can operate with substantial autonomy when interacting with students and there are few means of monitoring cultural responsiveness in their conversations. Because of this, little is known about the actual cultural competence of college and university personnel. Information about competence, in respect to Hispanic culture, of college and university faculty, staff, and administrators at Hispanic-Serving Institutions (HSI) was gathered as part of an NSF-funded investigation that focused on the characteristics and programming of HSIs as well as the background and experiences of their students. A minimum of 44 HSIs in Texas, New Mexico, and Colorado were represented in the 403 usable responses gathered from faculty, staff, and administrators. Fourteen HSIs in New Mexico and Texas were represented in the student survey data gathered in 2018 and three in north Texas in the survey data from 2019. Responses from 213 Hispanic students were isolated from the 2018 student survey and 307 from the 2019 data. This material was used to verify and expand on the FSA results. A consistent and strong difference of opinion was found between Hispanic faculty, staff, and administrators at the HSIs and their non-Hispanic peers regarding information available to higher education professionals about Hispanic culture, the elements of Hispanic culture, and the characteristics and background of Hispanic students. Student responses confirmed, at many points, that the perspective of the Hispanic faculty, staff, and administrators was accurate. It appears, based on this information, that the non-Hispanic employees at HSIs are less well informed about a major portion of their student population than would be desirable. Being better informed about Hispanic culture would make these HSI employees--more credible, empathetic, relatable, and trustworthy? (Haupt & Connolly Knox, 2018, p. 538) when working with Hispanic students. The findings, while from the south-central United States, can inform multiple academic and support services at Hispanic-Serving Institutions and other colleges and universities as they detail gaps in competence regarding Hispanic culture among faculty, staff, and administrators at HSIs and the cultural orientation of Hispanic students attending the HSIs represented in the sample. [For the complete proceedings, see ED625798.]
- Published
- 2019
16. The Role of Finance Reform in Comprehensive Service Initiatives.
- Author
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Finance Project, Washington, DC. and Cutler, Ira M.
- Abstract
The well-being of a large portion of American children is distressingly low. Integrated service delivery--which provides the broadest range of education, health, housing, and social services--is viewed as one way to remedy the failure of public and private institutions to deliver effective services that can ameliorate or reverse these problems and conditions. This paper focuses on exemplary examples of community-based comprehensive service initiatives (CCBSS) in five pertinent areas: (1) restructuring intergovernmental relationships in California (Bill 1741), Iowa (Decategorization), Virginia (Comprehensive Services Act), Wisconsin (Community Aids), and Tennessee (Children's Plan); (2) tying outcome accountability to budgets in Oregon and in Minnesota; (3) efforts to create cross-system decision making bodies in Georgia (Savannah Youth Futures Authority), Missouri (Family Investment Trust), and West Virginia (Governor's Cabinet on Children and Families); (4) linking education with human services in Colorado (Family Resource Schools), California (Healthy State initiative), New Jersey (school-based services program), California (San Diego's New Beginnings program), New York (Beacons program in New York City), and Kentucky (Kentucky Education Reform Act); and (5) building comprehensive services at the neighborhood level in Maryland (Lafayette Courts, Baltimore project services team), New York (Brooklyn Center for Family Life program, and the South Bronx CCRP: Comprehensive Community Revitalization Project), and Texas (Austin's Empowerment Zones programs). The paper concludes with observations and conclusions. (ET)
- Published
- 1994
17. Multisectoral analysis of drought impacts and management responses to the 2008–2015 record drought in the Colorado Basin, Texas.
- Author
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Ferencz, Stephen B., Sun, Ning, Turner, Sean W. D., Smith, Brian A., and Rice, Jennie S.
- Subjects
DROUGHT management ,DROUGHTS ,TECHNOLOGICAL innovations ,WATER security ,URBAN agriculture ,CITY dwellers ,ENVIRONMENTAL infrastructure - Abstract
Drought has long posed an existential threat to society. Engineering and technological advancements have enabled the development of complex, interconnected water supply systems that buffer societies from the impacts of drought, enabling growth and prosperity. However, increasing water demand from population growth and economic development, combined with more extreme and prolonged droughts due to climate change, poses significant challenges for governments in the 21st century. Improved understanding of the cascading multisectoral impacts and adaptive responses resulting from extreme drought can aid in adaptive planning and highlight key processes in modeling drought impacts. The record drought spanning 2008 to 2015 in the Colorado Basin in the state of Texas, United States, serves as an outstanding illustration to assess multisectoral impacts and responses to severe, multi-year drought. The basin faces similar water security challenges to those across the western US, such as groundwater depletion and sustainability, resource competition between agriculture and growing urban populations, limited options for additional reservoir expansion, and the heightened risk of more severe and frequent droughts due to climate change. By analyzing rich, high-quality data sourced from nine different local, state, and federal sources, we demonstrate that characterizing regional multisector dynamics is crucial to predicting and understanding future vulnerability and possible approaches to reduce impacts to human and natural systems in the face of extreme drought conditions. This review reveals that, despite the severe hydrometeorological conditions of the drought, the region's advanced economy and existing water infrastructure effectively mitigated economic and societal impacts. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
18. Social, Political, and Institutional Setting: Water Management Problems of the Rio Grande.
- Author
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Douglas, Aaron J.
- Subjects
INTERNATIONAL obligations ,DROUGHTS ,WATER management ,SOCIAL factors - Abstract
This paper discusses various water management issues facing federal, state, and local agencies charged with managing the water resources of the Rio Grande River Basin and its major tributaries. The Rio Grande—3,058 km (=1,900 mi) long—is the fourth longest river in the United States. The river's basin is 870,236 km
2 (=336,000 mi2 ) and for roughly two-thirds of its length it forms the United States–Mexican border. It is a major recreational resource providing world class trout fishing near its headwaters in Colorado's San Juan Mountains and shoreline, angling, and boating opportunities near the Colorado–New Mexico border. The Rio Grande is the principal tourist attraction of Big Bend National Park and flows through downtown Albuquerque and El Paso. Many reaches are wide and broad, but almost all are relatively shallow and not navigable by commercial ships. Nevertheless, it is one of the most important renewable water resources of the southwestern United States and North America. The issue of the “manageability” of the river in the face of social forces and disparate administrative jurisdictions that adversely impact Rio Grande flows is a thread linking various sections of the paper together. The length of the river; the fact that major reaches lie in Colorado, New Mexico, and Texas; and its unique role as an international boundary pose complex management problems. The allocation status quo formed by the complex nexus of existing river laws make it difficult to reshape Rio Grande management. [ABSTRACT FROM AUTHOR]- Published
- 2009
- Full Text
- View/download PDF
19. Toward the Big Blur: State Governance of a Unified Education-to-Workforce System That Works for Everyone
- Author
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JFF (Jobs for the Future) and Cuevas, Erica
- Abstract
Jobs for the Future's (JFF) vision for the Big Blur calls for entirely new educational institutions and systems to better prepare 16-to-20-year-olds for college and careers. This paper examines the new type of governance needed to help states create more effective grade 11-14 schools and systems by erasing the arbitrary dividing line between high school and college to open opportunities for the learners the current systems leave behind. JFF makes the case for an entirely new type of public institution, neither high school nor college, designed to better meet the needs of 16-to-20-year-olds by enabling them to earn a postsecondary credential and prepare for a career--free of charge.
- Published
- 2023
20. State of the States 2014
- Abstract
Presenters at the State of the States Roundtable session at the 2014 National Education Finance Conference in Louisville were invited to submit their papers for publication. These papers address the following topics: (1) State issues affecting P-12 and/or higher education funding; (2) Funding priorities/trends for P-12 and/or higher education; (3) Changes to funding formula for P-12 and/or higher education; and (4) Impact on school district or higher education budgets. States represented in this section include Alabama (Brenda Mendiola and Philip Westbrook), Arkansas (Steve Bounds), Colorado (Spencer C. Weiler and Gabriel R. Serna), Florida (Brittany Larkin, Jasmine Ulmer, and R. Craig Wood), Illinois (Joel R. Malin and Rene J. Noppe, Jr.), Indiana (Matthew R. Della Sala and Marilyn A. Hirth), Kentucky (Tyrone Bynoe), Nebraska (Barbara Y. LaCost), New Jersey (Luke J. Stedrak), New York (Osnat Zaken), North Carolina (Lisa G. Driscoll and Jim R. Watson), Ohio (Randall S. Vesely), South Carolina (Matthew R. Della Sala and Robert C. Knoeppel), Tennessee (Betty Cox), Texas (Ken Helvey and Dennis Womack), Virginia (William Owings, Leslie S. Kaplan, and Richard G. Salmon), and Wisconsin (Faith E. Crampton). (Individual state sections contain references.)
- Published
- 2015
21. Examining Self-Efficacy of FCS Teachers Following the COVID-19 Modality Switch
- Author
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Fish, Brittany A. and Jumper, Rachel L.
- Abstract
This paper presents the results of a nationwide survey of educators for grades 6-12 who specialize in family and consumer sciences education (N=380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they were doing a good job and teachers having had prior online interactions with students were significantly related to the teachers' positive perceptions of self-efficacy.
- Published
- 2021
- Full Text
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22. Characterization of the Water Supply of the Rio Grande Project Based on Rio Grande Compact Reports 1940–2020.
- Author
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Trueblood, Claudia, Jeon, Soyoung, Brown, Christopher, and King, J. Phillip
- Subjects
WATER supply ,TRANSBOUNDARY waters ,CONTRACTS ,INTERSTATE agreements ,WATERSHEDS - Abstract
The focus of this study is the 1938 Rio Grande Compact water supply. The compact is an interstate agreement signed in 1938 between the states of Colorado, New Mexico, and Texas to evenly apportion the waters of the Rio Grande Basin. A shortage in deliveries is at the center of a lawsuit that began in 2011, went to the Supreme Court in 2013, and has not been resolved. This research statistically characterized the differences between water available and water delivered by Colorado and New Mexico, signatories of the Rio Grande Compact with Texas, to understand changes over time and uncover potential autocorrelations. Unexpected changes in water deliveries can have serious financial impacts on communities, thus the importance of shedding light into the behavior of the differences between water available and delivered. One of the findings of the research was that the annual credit/debit time series for Colorado was significantly correlated with the current and immediately previous scheduled delivery as well as with itself in the two previous years, and the behavior is explained by a transfer function model (TFM). For New Mexico, the annual credit/debit series did not display a clear pattern; therefore, it was not possible to characterize its relationship with scheduled delivery with the method examined. This technical note contributes to the extensive body of literature of the Rio Grande Compact in a way no other study has done as well as contributing to the wealth of literature related to the use of the transfer function model in hydrology. The main contribution of the study is the methodology developed and used, which could be useful to other river systems and transboundary water sharing agreements. This research statistically characterized the differences between water available and water delivered, also known as credits and debits, by Colorado and New Mexico, signatories of the Rio Grande Compact with Texas, to understand changes over time and uncover potential autocorrelations. A legal conflict between the signatories of the compact has lasted over a decade. Texas alleges that New Mexico is extracting groundwater, shortening their share of the water. Unexpected changes in water deliveries can have serious financial impacts on communities so shedding light on the differences between water available and water delivered can contribute to the debate. One of the research findings was that the annual credit/debit time series for Colorado was significantly correlated with the current and immediately previous scheduled delivery as well as with itself in the two previous years, and the behavior is explained by a TFM. For New Mexico, the annual credit/debit series did not display a clear pattern; therefore, it was not possible to characterize its relationship with scheduled delivery with the method examined. The main contribution of the study is the methodology developed and used, specifically the TFM, which could be tweaked to fit other river systems and transboundary water sharing agreements. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
23. Regional differences in firearm ownership, storage and use: results from a representative survey of five US states.
- Author
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Anestis, Michael, Bond, Allison E., Baker, Nazsa, and Semenza, Daniel C.
- Subjects
SAFETY ,SELF-evaluation ,WORLD Wide Web ,RESEARCH funding ,STATISTICAL sampling ,CONSUMER attitudes ,FIREARMS ,POPULATION geography ,CHI-squared test ,ANALYSIS of covariance ,DESCRIPTIVE statistics ,SURVEYS ,GUNSHOT wounds ,COMMUNICATION - Published
- 2024
- Full Text
- View/download PDF
24. Outcomes-Based Funding: Taking Stock
- Author
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National Center for Higher Education Management Systems (NCHEMS), Complete College America, and Jones, Dennis P.
- Abstract
This is the third paper on the topic of outcomes-based funding written by Dennis Jones for Complete College America. The first paper, "Performance Funding: From Idea to Action" (ED535356), proposed a set of design and implementation principles to help states develop and implement their own outcomes-based funding models. The second paper, "Outcomes-Based Funding: The Wave of Implementation" (2013) described features of models being implemented in states and the extent to which they conformed to the principles presented in the first paper. This third paper documents the continued spread of adoption with an increased focus in the field on whether outcomes are equitable across populations, with states disaggregating results by race, ethnicity, age and income and reporting those publicly. The additional purposes of this paper are threefold: (1) To reinforce the point that outcomes-based funding is but one component of the overall financing model for higher education in a state. The power of outcomes-based funding models is enhanced if the other components are designed so as to strengthen the alignment between funding streams and desired results; (2) To once again revisit the lists of design and implementation principles presented in the earlier document and (slightly) revise them in light of states' actions and experience; and (3) To describe the models that are being employed in implementing states and to assess the extent of conformance with the proffered set of design and implementation principles. This for the purpose of identifying areas of non-conformance to catalog potential weaknesses in models and questioning the applicability of certain of the principles. As with earlier versions of the document, the ultimate objective is to provide clear, straightforward guidance to policymakers who are searching for ways to better align their approaches to resource allocation with the educational outcomes that are of highest priority in their state.
- Published
- 2016
25. Early College for All: Efforts to Scale up Early Colleges in Multiple Settings
- Author
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Society for Research on Educational Effectiveness (SREE) and Edmunds, Julie A.
- Abstract
Given the positive impacts of the small, stand-alone early college model and the desire to provide those benefits to more students, organizations have begun efforts to scale up the early college model in a variety of settings. These efforts have been supported by the federal government, particularly by the Investing in Innovation (i3) program. This paper will describe current efforts to take the early college model and apply it in multiple settings and It will describe programs being supported by three i3 grants, focusing on the commonalities of these three efforts. The specific questions addressed by this paper include: 1) How are providers conceptualizing the scaling up of the early college model? 2) What adaptations are expected as the model is being scaled up? 3) What are early lessons learned from the scale-up efforts? The results report that one of the primary lessons learned by project and school staff was the importance of early and frequent communication about the goals of the project and the importance of working with leadership at both the district and school levels.
- Published
- 2016
26. Re-Redistricting in Texas and Colorado: Questions of Process and Impact.
- Author
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King, James D., Engstrom, Richard N., and Riddlesperger Jr., James W.
- Subjects
- *
APPORTIONMENT (Election law) , *CENSUS - Abstract
Examines redistricting in Texas and Colorado following the reapportionment accompanying the 2000 census. Advantage of the redistricting process to the Republican Party in Texas, according to its critics; Outcome of the efforts of both Democrats and Republicans to expand their share of the congressional seats through redistricting in Colorado; Similarities between the Texas and Colorado redistricting efforts.
- Published
- 2004
- Full Text
- View/download PDF
27. Workforce Results Matter: 'The Critical Role of Employment Outcome Data in Improving Transparency of Postsecondary Education and Training'
- Author
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Center for Law and Social Policy (CLASP), Center for Postsecondary and Economic Success, Harmon, Tim, and Ridley, Neil
- Abstract
At a time of sustained unemployment and sluggish job growth, students and policymakers are increasingly asking tough questions about postsecondary education and training outcomes. Do graduates find jobs? What are they paid? What will they earn in the future? Despite growing national interest in this information, good answers are not widely available for many programs. As college costs have soared in recent years, "unmet financial need" (the share of college costs not covered by financial aid or what the family is expected to contribute) has also climbed sharply. Rising costs and increased student debt, combined with a weak economy, make college a riskier investment than in the past. Students and families can reduce that risk by gauging the quality of institutions and programs and choosing carefully among fields of study. Armed with better information about post-graduation outcomes, low-income and first-generation students and their families are more likely to consider the full range of programs and institutions that can help them succeed. This paper focuses on the need for better information about post-graduation outcomes of postsecondary education and training, with a particular focus on workforce results. Workforce results include employment-related outcomes, such as post-graduation employment rates and earnings levels. Survey research and other evidence reviewed below shows that consumers are keenly interested in these outcomes. This paper suggests the types of employment measures and data that would help meet this demand for better information and describes recent progress by states in producing more comprehensive and consistent information about labor market results. Federal and state policymakers are grappling with the best ways to improve employment data and incorporate metrics into higher education policy. Developing a fair, accurate method for measuring and presenting workforce results should be a top priority for institutions and policymakers at all levels of government. [For the companion report "Transparency and Accountability: 'Implementing a Postsecondary Institution Rating System That Empowers Students While Avoiding Unintended Consequences'", see ED561779.]
- Published
- 2014
28. Meeting the Challenges of Fiscal and Programmatic Sustainability: Lessons from Teacher Incentive Fund Grantees. The Harvesting Project
- Author
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Center for Educator Compensation Reform (CECR), Schuermann, Patrick, Archibald, Sarah, Kluender, Ray, and Ptak, Kirsten
- Abstract
A total of 33 sites, including states, school districts, charter school coalitions, and other education organizations make up Cohorts 1 and 2 of the Teacher Incentive Fund (TIF). These sites received funds beginning in the fall of 2006 and spring of 2007 to redesign compensation programs for teachers and principals. The U.S. Department of Education named a third cohort of TIF grantees on September 23, 2010. TIF grantees have confronted numerous challenges as they have worked to design and implement new performance-based compensation programs. These challenges include effectively engaging and communicating with stakeholders, developing a set of measures to assess teacher and principal effectiveness, and ensuring that data quality procedures are in place for such high-stakes decisions. As Cohort 1 and 2 grantees near the end of their five-year Federal funding period, fiscally and programmatically sustaining TIF programs has become a top priority. This paper describes the ways in which TIF grantees have approached fiscal and programmatic sustainability. The paper draws from multiple sources, including TIF program monitoring reports, Center for Educator Compensation Reform (CECR) technical assistance notes, grantees' internal and external evaluations, and interviews with selected grantees. The authors reviewed and analyzed these data with an eye toward shedding light on the following issues: (1) What fiscal and programmatic sustainability challenges have TIF grantees faced?; (2) What approaches to fiscal and programmatic sustainability have grantees taken?; and (3) What lessons can grantees learn about sustaining performance-based compensation systems in the current economic climate? This paper uses named grantees in describing examples of sustainability efforts. A few examples also use non-TIF sites that have developed innovative new compensation programs. Wherever the authors use examples, they are illustrative, not exhaustive, as the particular historic, economic, and political context of each district offers nuanced challenges and solutions. One goal of the brief is to share what has worked for some grantees as a means of helping Cohort 1 and 2 grantees sustain performance-based compensation after their grants end. Another aim is to help new TIF grantees develop their programs with an eye toward sustainability. Before beginning to answer the three focus questions that frame this paper, the authors first take up the issue of defining "fiscal" and "programmatic" sustainability. A list of data sources is provided. (Contains 4 tables and 5 footnotes.
- Published
- 2011
29. Computational Thinking Patterns
- Author
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Ioannidou, Andri, Bennett, Vicki, Repenning, Alexander, Koh, Kyu Han, and Basawapatna, Ashok
- Abstract
The iDREAMS project aims to reinvent Computer Science education in K-12 schools, by using game design and computational science for motivating and educating students through an approach we call Scalable Game Design, starting at the middle school level. In this paper we discuss the use of Computational Thinking Patterns as the basis for our Scalable Game Design curriculum and professional development and present results from measuring student learning outcomes using our unique Computational Thinking Pattern Analysis. (Contains 7 figures and 2 footnotes.)
- Published
- 2011
30. Learning Time in America: Trends to Reform the American School Calendar--A Snapshot of Federal, State, and Local Action
- Author
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Education Commission of the States and Farbman, David
- Abstract
The National Center on Time & Learning (NCTL), an organization dedicated to redesigning and expanding school time to improve opportunities and outcomes for high poverty students, and the Education Commission of the States (ECS), with a mission to foster both the exchange of ideas on education issues among the states and long range strategic thinking, have joined forces to produce this review. Their goal is to help education leaders to better understand the complexities of time related policy and its far reaching educational implications. In exploring how policymakers and educators have dealt with the matter of school time at the federal, state, and local levels, NCTL and ECS hope to accelerate the national conversation on how they can best leverage the power of time to realize the vision of a high quality education for all. This paper offers a number of recommendations highlighting fresh ways that policy and research can best support efforts to expand learning time in schools. State policies on instructional time are appended. (Contains 82 notes and 51 footnotes.) [This paper was supported by The Eli and Edythe Broad Foundation.]
- Published
- 2011
31. State Growth Models for School Accountability: Progress on Development and Reporting Measures of Student Growth
- Author
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Council of Chief State School Officers and Blank, Rolf K.
- Abstract
The Council of Chief State School Officers (CCSSO) is working to respond to increased interest in the use of growth models for school accountability. Growth models are based on tracking change in individual student achievement scores over multiple years. While growth models have been used for decades in academic research and program evaluation, a wide cross section of policymakers at local, state, and national levels are now using different types of growth models. A total of 12 states are utilizing growth models that provide estimates of whether student achievement will meet Adequate Yearly Progress (AYP) state proficiency targets within three years. These models were designed to meet the requirements of the No Child Left Behind (NCLB) Act. In addition, 13 states have developed and implemented growth models as required by state policy; these models use different formulas to measure growth for students and schools. Finally, five states are reporting on growth under both NCLB and state policies. This paper is an overview and description of current state activities with growth models. Policymakers and educational leaders are also seeking more information on basic differences between various types of growth models and the assessments, data, and reporting systems necessary to implement them. CCSSO has developed an annual report and webpage focused on state accountability systems, and this paper provides a current snapshot of differences and similarities in growth models used by state education agencies. The present paper is one of CCSSO's recent efforts to provide information on this topic. (Contains 2 tables.)
- Published
- 2010
32. College Readiness Practices at 38 High Schools and the Development of the CollegeCareerReady School Diagnostic Tool
- Author
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Conley, David T., McGaughy, Charis L., Kirtner, Jody, van der Valk, Adrienne, and Martinez-Wenzl, Mary Theresa
- Abstract
Educational Policy Improvement Center (EPIC) researchers visited 38 public high schools around the United States in 2007 and 2008 with the goal of validating and operationalizing a definition of college readiness. Schools in the sample were selected because they were demonstrating success at enabling more students from underrepresented groups to be ready for postsecondary education. This paper presents a qualitative summary of what researchers collected--programs, activities, practices, attitudes, and cultures of the schools visited. The results of the study include the identification of seven key principles underlying a comprehensive approach for promoting college readiness. In addition, the findings have resulted in the creation of an instrument, the CollegeCareerReady School Diagnostic, to measure school level college readiness over time and provide a detailed profile tied to actionable recommendations and resources. (Contains 3 footnotes, 3 tables, and 3 figures.)
- Published
- 2010
33. Doing Democracy: How a Network of Grassroots Organizations Is Strengthening Community, Building Capacity, and Shaping a New Kind of Civic Education
- Author
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Kettering Foundation and London, Scott
- Abstract
This paper examines a burgeoning network of organizations that is inventing new forms of community renewal and citizenship education. Their names vary--some call themselves public policy institutes, others centers for civic life--yet they share a common methodology, one aimed at tackling tough public issues, strengthening communities, and nurturing people's capacities to participate and make common cause. Today, there are more than 50 of these centers operating in almost every state in the union, most of them affiliated with institutions of higher learning. Except for a handful that are freestanding, the centers combine the best of what colleges and universities provide--civics courses, leadership development, service-learning programs, community-based research--with the kinds of hands-on, collaborative problem solving traditionally done by nongovernmental organizations. Because they operate at the intersection of the campus and the community, their impact extends to both: they nurture and sustain public life while at the same time enriching higher education. This paper surveys the state of the network today, how it has evolved over the years, and what it has achieved. It also looks at how the centers carry out their activities, the varying orientations and essential practices that define their work, and some of the challenges they face in coming years as they continue to deepen and expand their efforts.
- Published
- 2010
34. A phylogeographic assessment redefines the distributions of Truncilla species (Bivalvia: Unionidae) in Texas.
- Author
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Saxon, Rachel, Randklev, Charles R, Roe, Kevin J, Robertson, Clinton R, and Smith, Chase H
- Subjects
UNIONIDAE ,BIVALVES ,SPECIES distribution ,FRESHWATER mussels ,WATERSHEDS - Abstract
Truncilla macrodon ¸ the Texas Fawnsfoot, is currently considered to be restricted to the Brazos and Colorado river drainages in central Texas, USA. Subfossil specimens resembling T. macrodon from shell middens in the Trinity river drainage have raised questions about its presumptive range. Extant Truncilla populations occupying the Trinity river drainage are believed to be Truncilla donaciformis , the Fawnsfoot, but the species identity has not been assessed using molecular techniques. In this study, we set out to use phylogeographic and morphometric approaches to resolve the distribution of Truncilla spp. in Texas, with an emphasis on assessing species identity of Truncilla in the Trinity river drainage. Our molecular analyses indicated individuals from the Trinity river drainage are T. macrodon rather than T. donaciformis , and morphometric analyses using ratios of shell length, width and height supports this finding and showed differentiation among T. macrodon, Truncilla cognata and T. donaciformis. These combined findings suggest the range of T. macrodon is larger than previously recognized and includes the Colorado, Brazos and Trinity river drainages. The status of Truncilla spp. in the San Jacinto river basin remains unclear due to lack of information on historical or extant populations, but we recommend conservationists consider T. macrodon as part of the mussel fauna since the drainage shares an embayment with the Trinity river drainage. Molecular data also indicated the Trinity population of T. macrodon is distinct from, and more genetically diverse than, the Brazos and Colorado populations. This difference suggests the Trinity River population should be treated as a separate management unit from the Brazos and Colorado River populations to facilitate effective conservation and recovery planning. Our study adds to the growing body of literature highlighting the utility of molecular data in conservation and management of freshwater mussels. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
35. Brick and Click Libraries: Proceedings of an Academic Library Symposium (9th, Maryville, Missouri, November 6, 2009)
- Author
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Northwest Missouri State University, Ury, Connie Jo, Baudino, Frank, and Park, Sarah G.
- Abstract
Twenty-one scholarly papers and fourteen abstracts comprise the content of the ninth annual "Brick and Click Libraries Symposium," held annually at Northwest Missouri State University in Maryville, Missouri. The peer-reviewed proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. Many of the papers include charts and illustrations, which enhance readers' understanding of the information presented. Several papers describe research projects or deployment of current trends in a specific library setting. Topics incorporate information of interest to librarians working in the areas of reference, instruction, access services, and collection development. The 2009 paper titles include: (1) The Process and Promise of Consolidating Public Service Desks: You Can't Hurry Love (Phillip J. Jones and Tim Zou); (2) Build an iLibrary with iGoogle: Building Blocks for Libraries (Rene Erlandson and Rachel Erb); (3) Evaluating "CamStudio and Wink" Screen Capture Programs for Library Instruction (Ted Gentle); (4) Physical Space in a Virtual World: Implications for Library Space (David Alexander); (5) Collection Development in Tight Economic Times: A Homegrown Workflow Analysis Program (Anna Hulseberg and Julie Gilbert); (6) Creating Usability Tests that Work for Your Web Site and Other Web Applications (Kari D. Weaver and Kimberly Babcock Mashek); (7) 11,000,000 Words: An Avalanche of Academic Archive Photos at KState at Salina (Heidi Blackburn, Pam Bower, and Alysia Starkey); (8) Are You Ready for "The Cloud"? Implications and Uses of Cloud Computing for Libraries (Alyssa Martin, Kent Snowden, and Debbie West); (9) Using "Jing" to Turn Your IM or Chat Reference into a Multimedia Educational Experience (William Breitbach); (10) Empowering College Students' Research Skills via Digital Media (Elaine Chen); (11) "Meebo": Jumpstarting an Instant Message Reference Program (Jennifer Nelson); (12) Taking the Library Where Our Users Are (Where Is That, Exactly?) (Julia Bauder); (13) Expanding while Simplifying: Document Delivery Services at the University of Wyoming Libraries (William O. Van Arsdale, III); (14) What We Do for the Sake of Correct Citations (Connie Jo Ury and Patricia Wyatt); (15) New Acquisitions Retrieval System (NARS) a New Tool to Promote Library Collection (Youbo Wang); (16) "Excel"erate Your Metadata: Tips and Tricks for Using Excel to Generate Metadata for the NonProgrammer (Teressa Keenan); (17) This Is the World Calling: The Global Voices and Visions of Internet Radio and Television (John Barnett); (18) Comparing Bananas with Grapes: Ebook Use Data from a Bunch of Vendors (Joseph Kraus); (19) What the Text Is Happening? (Linda L. Parker and Audrey DeFrank); (20) Cataloging Streaming Media: Tools and Rules (Janice Boyer); and (21) "Coursecasting" with iTunes University (Plamen Miltenoff, Pamela Salela, and Gary Schnellert). An author/title index is included. (Individual papers contain notes, figures, tables and references.) [Abstract modified to meet ERIC guidelines. For the 2008 proceedings, see ED503310.]
- Published
- 2009
36. State Education Activities to Support Mission Growth. NGA Center for Best Practices. Issue Brief
- Author
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National Governors Association, Center for Best Practices and Butler, Tara A.
- Abstract
The National Governors Association Center for Best Practices (NGA Center) leads a Mission Growth Working Group, which consists of states that are significantly impacted by the growth of military bases. The group includes state representatives appointed by the governors of Alabama, Colorado, Florida, Georgia, Hawaii, Kansas, Kentucky, Louisiana, Maryland, Missouri, New Mexico, New York, North Carolina, Ohio, Oklahoma, Texas, and Virginia. The Working Group's goal is to enhance the relationship between states, military communities, and military bases, with a particular focus on addressing growth issues outside the military fence line. The Working Group has identified education as one of the top challenges mission growth states face. Recognizing that there is no "one-size-fits-all" solution to meet the education needs of a growing state, the Working Group offers recommendations to respond to both the needs of incoming military dependent children, as well as long term workforce needs of a base: (1) Establish collaborative approaches that coordinate educational responses and represent diverse stakeholders; (2) Adjust educational programs to allow for flexibility; (3) Focus on teacher recruitment, retraining, and retention strategies; (4) Establish educational programs that support military dependent students and prepare future workforce; and (5) Identify and Secure Funding. Member listing of Mission Growth Working Group is appended. (Contains 38 endnotes and 1 table.) [Additional writing and research support was provided by Sue Gander and Ryan Reyna.]
- Published
- 2009
37. What Works for Latino Students in Higher Education: 2009 Compendium--Profiles of Selected Programs. Examples of iExcelencia!
- Author
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Excelencia in Education and Santiago, Deborah
- Abstract
By 2025, 22 percent of the U.S. college-age population will be Latino, a level already exceeded in four states: California, Florida, New York, and Texas. However, today, only seven percent of Latinos ages 18 to 24 have an associate's degree or higher compared to 9 percent of African Americans, 16 percent of white, and 25 percent of Asians of the same age cohort. Given the importance of college degree completion for U.S. society and economic competitiveness, meeting the country's future human capital and workforce needs make it imperative to improve outcomes for Latino students. As public attention is focused on achievement gaps in education, educators and policymakers search for what they can do to improve education outcomes for Latino students. Finding the right solutions can be difficult. "Excelencia" in Education responds to this challenge by linking research, policy, and practice that supports higher educational achievement for Latino students. Premier in this effort is Examples of "Excelencia," a national initiative to systematically identify and honor programs and departments boosting Latino enrollment, performance and graduation. This compendium is a central component of the Examples of "Excelencia" initiative. By sharing best practices, the authors hope to prompt educators and policymakers to challenge the current state of Latino achievement in higher education and inspire them to work to increase Latino student success. All the programs profiled in this compendium are at the forefront of meeting the challenge of improving higher educational achievement for Latino students and the authors congratulate them for their current and continued efforts. (Contains 4 footnotes.) [This paper was compiled with the assistance of Estela Lopez and Maureen Skoloda. Additional funding for this paper was provided by Diverse Issues in Higher Education and Univision Communication. For the 2008 edition of this report, see ED540161.]
- Published
- 2009
38. What Works for Latino Students in Higher Education: 2008 Compendium--Profiles of Selected Programs. Examples of iExcelencia!
- Author
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Excelencia in Education and Santiago, Deborah A.
- Abstract
As the college-age Latino population continues to increase throughout the nation, meeting the country's future human capital and workforce needs make it imperative to improve outcomes for Latino students today. As public attention is focused on existing achievement gaps, educators and policymakers are seeking ways to improve educational outcomes for Latinos. "Excelencia" in Education responds to this need through research, analysis and initiatives advancing practices and policies supporting Latino student achievement in colleges and universities. Premier in this effort is Examples of "Excelencia," a review of national nominations to recognize exemplary programs and departments at the associate, baccalaureate, and graduate levels with evidence of improving Latino access, retention, and success in higher education. Now in its fourth year, Examples of "Excelencia" is identifying programs at institutions throughout the country investing strategically to improve results for Latino students, and all students. This compendium is a key component of the Examples of "Excelencia" program. By providing descriptions of approaches used and results achieved by these programs that work, "Excelencia" in Education strives to make educators and policymakers aware of the available tools to challenge the current state of achievement in higher education for Latino students. The promising practices profiled in this edition are successful in propelling Latino students forward and can be adapted to suit the needs of colleges and universities throughout the nation. These practices are at the forefront of a long-needed movement to improve higher educational achievement for Latino students and are to be commended. The compendium begins with an explanation of the Examples of "Excelencia" selection process. Following this section is a brief overview of the program services and the strategies employed in one-page summaries of each program's goals, outcomes, and key personnel. [This paper was compiled with the assistance of Lourdes Guerrero and Estela Lopez. Additional funding for this paper was provided by Univision Communication. For the 2007 edition of this report, see ED540160.]
- Published
- 2008
39. College Admission Requirements: A New Role for States.
- Author
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Education Commission of the States, Denver, CO., State Higher Education Executive Officers Association., and Rodriguez, Esther M.
- Abstract
The experiences of 10 states described in this paper illustrate how higher education can be a constructive force for change in the schools, and how the changes taking place in school-based curriculum and assessment provide valuable lessons for collegiate reform. The 10 states profiled are California, Colorado, Florida, Illinois, Kentucky, New York, Oklahoma, Oregon, Texas, and Wisconsin. The paper reviews current admission policies and practices in these states. Section 1 explains the need to clearly communicate to high school students expectations for college-level work to foster greater collegiate retention and graduation. Section 2 examines the need to strengthen the quality of the high school curriculum. Section 3 outlines the need to reduce remediation in postsecondary education. Section 4 explores the need to improve the levels of access and academic achievement of underrepresented students. Section 5 discusses the need to manage enrollment within constrained budgets and section 6 addresses the need to align high school student outcomes and college expectations. Appendixes contain more state-by-state detail and information on state officers who provided additional detail on their state's programs. Contains 25 references. (JB)
- Published
- 1995
40. Marketing Education National Research Conference Report (Appalachicola, Florida, April 3-5, 1992).
- Author
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Auburn Univ., AL., University of West Florida, Pensacola., Houston Univ., TX., and Williams, Harold
- Abstract
This conference provided a forum for presenting research findings to educators and other audiences interested in marketing education. The following papers were presented: "Turnover of Marketing Education Teacher-Coordinators in Secondary Programs" (Allen); "An Empirical Investigation of Marketing Education Completers" (Palmieri, Roayaei); "The Kentucky Bed and Breakfast Customer" (Worms, Worms, Smith); "Perceived Benefits of DECA (Distributive Education Clubs of America) Membership: State and Chapter Officers vs. Chapter Members" (Searle); "The Role of Marketing Education in Basic Skill Development" (Littman); "A Study of Conative Gender Differences on the Educational Style Preference Inventory among Secondary Marketing Education Students" (Fritz); "Problems of First Year Marketing Education Teachers in Colorado and Texas" (Moorman, O'Neil, Ditzenberger); "Comparison of DECA Advisors and State DECA Advisors Priorities Regarding Preparation for DECA Activities" (Norwood); "A Study of the Symposium Methodology in a Marketing Education Teacher Preparation Course" (Olson); "Changes in Accounting Principles: Implications for Marketing Education" (Cooper, Lucas); and "Vocational Teacher Preparation At Risk in Florida--An Issue of Concern" (Holmes). Some papers contain references. (MN)
- Published
- 1992
41. A Survey of the Instructional Reading Practices of New Teachers in Three States.
- Author
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Grace, Marsha
- Abstract
A study investigated the ranking by first-year teachers of how much support instructional practices in reading received by universities, administrators, colleagues, and parents. Subjects, 110 new teachers in Texas, Colorado, and New Mexico, completed the survey. Results indicated that administrators, colleagues, and parents encourage use of basal readers, workbooks, and writing activities while universities encourage language experience, writing activities, learning centers, and free, silent reading. Anecdotal data that 19 teachers submitted on the backs of their surveys reinforces the conclusion that a disparity existed between teachers' training programs and their schools' expectations in the area of reading instruction. The anecdotal data also revealed the full range of pleasure and pain associated with making the transition from student to professional in the field of education. (The entire text of the teachers' comments is included; the survey instrument is attached.) (RS)
- Published
- 1991
42. Measuring Forward: Emerging Trends in K-12 Assessment Innovation
- Author
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Aurora Institute, National Center for the Improvement of Educational Assessment, Inc. (NCIEA), and KnowledgeWorks Foundation
- Abstract
A significant movement is underway across the nation to design K-12 assessment systems that better equip stakeholders to provide an equitable and excellent education to each child. While some of these innovations emerged before the pandemic, the massive disruption to instruction fueled a new urgency to rethink the potential of assessments to drive better teaching and learning. States and communities are working together to create more balanced systems of assessment that better support instruction while still providing the information necessary to inform policy and resource decisions. There is much to learn from the ideas emerging across the nation--particularly where states are trying to innovate despite limitations of federal policy. The insights and innovations emerging from this paper have the potential to cast a new vision for K-12 assessment in the United States. This work details efforts across the nation to encourage, support and grow innovative state assessment systems, and represents a significant increase in recent state-level energy and action around new forms of assessment to provide deeper and more meaningful understanding of student learning. [Additional producers of this report are Center for Innovation in Education (C!E), Envision Learning Partners, and the Great Schools Partnership.]
- Published
- 2021
43. Finding Space: Charter Schools in District-Owned Facilities
- Author
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National Charter School Resource Center (NCSRC) at Safal Partners, Griffin, Jim, Christy, Leona, and Ernst, Jody
- Abstract
Accessing affordable facilities has long been identified as one of the most significant challenges facing charter schools. In response to this challenge, an array of policy and market-based approaches has emerged over the years. Examples of these approaches include: public and private credit enhancement, tax-exempt bond financing, community development lending, commercial facilities development, state per pupil facilities aid, constitutional mandates for fair treatment, state facilities grant programs, federal tax credits, co-location with other public schools, and charter schools accessing vacant district facilities. In January of 2014, New York City Mayor, Bill DeBlasio, put forward a proposal to no longer allow charter schools to use district-owned facilities at no cost. Instead, he proposed to charge charter schools rent for the use of these facilities. The resulting debate has brought national attention to this topic and highlighted the need for more data and a common framework for understanding the nature of transactions between charter schools and districts for the use of district-owned facilities. Against this backdrop, the National Charter School Resource Center has developed this paper to provide policy-makers and sector stakeholders with a more data-driven and nuanced exploration of the issue. This white paper is organized as follows: (1) Section I provides information about our primary data source: the Charter School Facilities Initiative (CSFI) survey and dataset; (2) Section II describes the landscape of charter schools in district-owned facilities using data from the CSFI dataset; (3) Section III provides a framework for financial transactions between charter schools and districts for the use of district-owned facilities and shares data on these transactions; (4) Section IV highlights trends in the use of district-owned facilities by charter schools over time and explores possible reasons for the growth of this phenomenon; and (5) Section V concludes the paper by noting key considerations for policymakers and charter sector stakeholders.
- Published
- 2015
44. Local Organizations and the Political Incorporation of Immigrants.
- Author
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Andersen, Kristi and Heindl, Brett
- Subjects
- *
POLITICAL participation of immigrants , *POLITICAL participation , *CITIES & towns - Abstract
The article examines five U.S. cities, Chico, California; Fort Collins, Colorado; Lansing, Michigan; Spokane, Washington; and Waco, Texas, and examines in what ways are other organizations stepping up to connect members of immigrant groups to local political machinery. Whether politicians pay attention to these groups depends on whether the politicians perceive them as voting, voting in a bloc, or likely to vote in the future. The default position is one that can be read as either openness or indifference.
- Published
- 2005
45. Substate Federalism and Fracking Policies: Does State Regulatory Authority Trump Local Land Use Autonomy?
- Author
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Davis, Charles
- Subjects
- *
HYDRAULIC fracturing , *LAND use laws , *POLITICAL autonomy , *STATE government personnel , *ATTITUDE (Psychology) , *GOVERNMENT policy ,FEDERAL government of the United States - Abstract
State officials responsible for the regulation of hydraulic fracturing (fracking) operations used in the production of oil and gas resources will inevitably confront a key policy issue; that is, to what extent can statewide regulations be developed without reducing land use autonomy typically exercised by local officials? Most state regulators have historically recognized the economic importance of industry jobs and favor the adoption of uniform regulatory requirements even if these rules preempt local policymaking authority. Conversely, many local officials seek to preserve land use autonomy to provide a greater measure of protection for public health and environmental quality goals. This paper examines how public officials in three states--Colorado, Pennsylvania, and Texas--address the question of state control versus local autonomy through their efforts to shape fracking policy decisions. While local officials within Texas have succeeded in developing fracking ordinances with relatively little interference from state regulators, Colorado and Pennsylvania have adopted a tougher policy stance favoring the retention of preemptive oil and gas statutes. Key factors that account for between state differences in fracking policy decisions include the strength of home rule provisions, gubernatorial involvement, and the degree of local experience with industrial economic activities. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
46. Modelling Transformations of Quadratic Functions: A Proposal of Inductive Inquiry
- Author
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Sokolowski, Andrzej
- Abstract
This paper presents a study about using scientific simulations to enhance the process of mathematical modelling. The main component of the study is a lesson whose major objective is to have students mathematise a trajectory of a projected object and then apply the model to formulate other trajectories by using the properties of function transformations. It was hypothesised that situating the lesson in a modelling environment would enhance the meaning of transformations that are not often conceptualised in mathematics textbooks. The lesson is guided by inductive reasoning. As a medium of data gathering, a free simulation called "Projectile Motion" was used (available at http://phet. colorado.edu/sims/projectile-motion/projectile-motion_en.html). The inductively organised stages of the activity described in this paper were conducted with a group of (N = 22) mathematics students in a high school in Texas. The students' verbal reflections upon this type of novel learning environment supported the study hypothesis. Their perception of the process of studying function transformations has evolved into a meaningful and purposeful experience. Although, the unit was developed for high school math curriculum in the US, its objectives reflect the aims and scope of Australian math curriculum. The Victorian Certificate of Education Study Design (VCAA, 2010) states that students should model investigate and solve problems in unfamiliar situations. The proposed lesson supports this aim.
- Published
- 2013
47. Combined portable free fall penetrometer and chirp sonar measurements of three texas river sections post hurricane harvey.
- Author
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Jaber, Reem, Stark, Nina, Jafari, Navid, and Ravichandran, Nadarajah
- Subjects
- *
HURRICANE Harvey, 2017 , *ANALYSIS of river sediments , *SONAR , *PENETROMETERS , *GEOMORPHOLOGY , *WATER depth , *SEDIMENT transport - Abstract
The US Gulf of Mexico coastal region has repeatedly been subjected to major flood events. Local geotechnical site characteristics and geomorphology can change due to sediment transport processes during such events. However, field measurements during extreme conditions are challenging. This paper discusses initial attempts at a combined geotechnical and geophysical site investigation of the uppermost layers of riverbeds following severe flooding events at three different rivers in Texas: the Guadalupe, Brazos, and Colorado Rivers in terms of sediment strength derived from a portable free fall penetrometer, backscatter intensity recorded by a chirp sonar, and soil sample characterization. Results show low strength sediments (<40 kPa) along the investigated sections of the Guadalupe and Brazos riverbanks. Although sediments in the center of the Brazos River were characterized with higher strength (>50 kPa) and larger grain sizes (d 50 ∼ 0.3 mm), sediment strength of the Guadalupe and Colorado Rivers displayed more variations around bridge piers. The spatial variations likely resulted from sediment remobilization processes and local scour under severe hydrodynamic conditions. Both, geotechnical and geophysical results, reflected the observed variations in the riverbed sediments; nonetheless, a quantitative correlation among the rivers was impeded by challenges primarily related to limitations of spatial accuracy and the significant riverbed heterogeneity, as well as shallow water limitations of the chirp sonar. • Combined geotechnical and geophysical site characterization at three Texas river sections • Measurements from small vessels and in areas of unknown riverbed conditions • Sediment dynamics were reflected in geotechnical and geophysical data • Qualitative relationship between portable free fall penetrometer and chirp sonar • Three river sections differed significantly in local sediment properties [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
48. APEX-MODFLOW: A New integrated model to simulate hydrological processes in watershed systems.
- Author
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Bailey, Ryan T., Tasdighi, Ali, Park, Seonggyu, Tavakoli-Kivi, Saman, Abitew, Tadesse, Jeong, Jaehak, Green, Colleen H.M., and Worqlul, Abeyou W.
- Subjects
- *
WATERSHEDS , *SNOWMELT , *GROUNDWATER flow , *WATER table , *HYDROLOGIC models , *GROUNDWATER recharge - Abstract
APEX (A gricultural P olicy/ E nvironmental e X tender) is an oft-used agroecosystem model but has limited use in groundwater-driven watersheds due to a simplistic representation of groundwater processes. This paper presents the linkage of APEX and the groundwater flow model MODFLOW into a single modeling code. The mapping of recharge, groundwater head, and groundwater-surface water interactions are handled internally via subroutines. The APEX-MODFLOW model is applied to three watersheds in the United States for testing code accuracy and hydrologic state variables and fluxes: the Animas River Watershed, Colorado and New Mexico (3543 km2); the Price River Watershed, Utah (4886 km2); and the Middle Bosque River Watershed, Texas (470 km2). Whereas the hydrology of the Animas River and Price River watersheds is driven by snowmelt and spring runoff, the hydrology of the Middle Bosque River Watershed is driven by summer thunderstorms. The model can be used for scenario analysis in groundwater-driven watersheds. • New integrated hydrologic model links APEX model to MODFLOW model. • Model passes recharge, water table elevation, and gw-sw flux rates internally. • APEX-MODFLOW applied to three watersheds in Utah, Colorado, and Texas, USA. • Model results show importance of including physically based groundwater flow. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
49. Futures Bound: Re-Designing Literacy Research as a Conduit for Healing and Civic Dreaming
- Author
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Garcia, Antero and Mirra, Nicole
- Abstract
Authored by a teacher-researcher design team, this manuscript explores the boundaries and processes of literacy research enacted across perilous timescales. Building from fieldnotes, reflections, and dialogue from a two and a half year social design-based experiment, this study extends scholarship focused on kinship and communities of practice. Through considering the boundaries of where and how critical research is enacted, this paper demonstrates the ethical imperatives for considering when collective research continues or ends. Considering a lineage of solidarity tied to new literacy studies, we examine the multiple activity systems occupied by our community members and explore the pedagogies of healing and reconstitution that emerged. These findings push for speculative approaches to design that center affect and analog interactions. [This article was written with the Digital Democratic Dialogue (3d) Teacher Community.]
- Published
- 2022
- Full Text
- View/download PDF
50. From Minority to Majority: Education and the Future of the Southwest. A Report and Recommendations by the WICHE Regional Policy Committee on Minorities in Higher Education.
- Author
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Western Interstate Commission for Higher Education, Boulder, CO.
- Abstract
Recommendations presented to the states of Arizona, California, Colorado, New Mexico, and Texas represent both an assessment of the demographic and educational challenges faced by these states, in which minority populations will become the majority in the foreseeable future, and a call for action to deal with these challenges. The report is the product of a committee of state policymakers, business leaders, and educators. It reviews demographic facts and economic consequences of population changes, particularly in the area of education. Twenty recommendations are related to the following goals: (1) education for a multicultural society (e.g., recognize student diversity and reflect it in educational policies and practices; expect all students to succeed); (2) keep minority students in school (e.g., provide a core curriculum at the elementary and secondary levels that challenges and prepares all students); (3) double the proportion of minority college graduates (e.g., improvement recruitment and selection procedures); (4) bring more minorities into teaching, educational leadership, and the professions (e.g., create environments that support minority students and fosters strong faculty-student relationships); and (5) use financial resources to promote equity in education (e.g., halt the erosion of student aid and examine loan programs in terms of effects on students' educational decisions). An executive summary of this report is attached. (LB)
- Published
- 1987
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