ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanding the Leadership Equation: Developing Next-Generation Leaders. A White Paper
Author: Van Velsor, Ellen
Date: 2012-10-00
Type: Reports - Research
Subjects: Leadership,Sustainability,Futures (of Society),Talent Identification,Leadership Qualities,High School Students,College Students,Youth,Leadership Training,Inclusion,Curriculum,Elementary Secondary Education,Generational Differences,Online Surveys,Attitudes,Labor Force

For a long time, leaders have asked the question, where will the next generation of leaders come from? And for a long time the same formula has been applied: Identify those high potentials in high school, college or in the workforce and provide that select group leadership development opportunities. One focus of the Leadership Beyond Boundaries initiative is early leadership development. But what do we mean by "early"? One answer the Center for Creative Leadership (CCL) has been hearing for years comes from senior leaders, as they leave CCL programs wishing they had been able to benefit from a leadership development experience much earlier in their lives. Couple this statement with comments from youth, leadership development practitioners (Van Velsor, 2011), principals, and educators in schools and universities and a fairly consistent theme begins to emerge--that leadership development could occur much earlier and be provided to a broader audience. Prompted by this theme of earlier and broader leadership development initiatives the authors began to ask several questions. When should leadership development start? What are the most important competencies to focus on in developing young leaders? Do current leaders see young people as having what is needed for success? Have young people been able to develop the competencies organizations need in their entry-level workforce or that they will need to lead organizations and society forward? What impact would a broad investment in younger audiences have? Would it help them learn more about themselves and others, and propel them on an increased path of purpose and impact? A subset of these important questions was the focus of a 2012 CCL Leadership Insights survey, the results of which are summarized in this paper. This online survey of business, government, nonprofit, and education leaders focused on: 1) the age a young person should commence his or her leadership journey, 2) whether leadership development should be part of the regular educational curriculum, 3) how widely it should be offered, 4) leadership qualities that managers want to see in young people entering the workforce, and 5) what excites managers and what concerns them about the young people they employ today. (Contains 2 resources.
Empowering Parents: States Have a Role in Ensuring Parents Have the Data They Need to Make Informed Choices. Data for Action 2012
Author: Data Quality Campaign
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Elementary Secondary Education,Career Readiness,Parent Role,Empowerment,State Government,Data Collection,Early Childhood Education,Postsecondary Education,Access to Information,Benchmarking,Longitudinal Studies,College Readiness,Career Development

Accessible, tailored, and easy-to-understand data can help parents influence their children's learning, take advantage of school resources, and inform their educational decision making: (1) Information about their children--such as attendance, performance, progress, and expected outcomes; and (2) Information about their children's current school and their educational options. States have a role in ensuring parents have access to tailored, easy-to-understand data about their children's progress, school performance, and educational options. States are best positioned to support parents with the following: (1) High-quality data links between early childhood, K-12, and postsecondary education; (2) Context around what student performance is compared to nearby schools and districts; (3) Benchmark information about where students should be, given their grade and state standards; (4) Longitudinal data about student growth and performance over time; and (5) Analytics about student progress toward college and career readiness. (Contains 5 resources.)
Limited Out-of-State Data Needed to Produce Robust Indicators. Breaking down State Silos
Author: Data Quality Campaign
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Stakeholders,Graduation Rate,High School Graduates,Postsecondary Education,Success,Management Information Systems,Interstate Programs,Teacher Education Programs,Program Effectiveness,Developmental Studies Programs,Progress Monitoring

There is increasing demand on the education sector to produce high-quality, actionable information to inform decisions aimed at improving student achievement. Unfortunately, every state currently lacks the out-of-state data necessary to follow individuals systemically and efficiently across state lines. The absence of appropriate out-of-state data limits states' ability to produce robust indicators to answer critical questions. It is vital that policymakers understand the impact of the combination of out-of-state mobility and lack of out-of-state student-level data on their ability to provide actionable information to stakeholders in their state. This publication will discuss three high-stakes, high-priority questions currently affecting education and highlight the impact of state-by-state mobility data on the following policy priorities: (1) High school graduation rates; (2) Postsecondary success; and (3) Educator Preparation. (Contains 16 endnotes.) [For a related report "Meeting Policymakers' Education Responsibilities Requires Cross-State Data Collaboration, Sharing, and Comparability. Breaking down State Silos," see ED543121.]
Meeting Policymakers' Education Responsibilities Requires Cross-State Data Collaboration, Sharing, and Comparability. Breaking down State Silos
Author: Data Quality Campaign
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Student Records,State Standards,Student Mobility,Interstate Programs,Management Information Systems,Alignment (Education),Articulation (Education),Knowledge Management,Educational Cooperation

States have responsibilities to ensure that transferring students receive uninterrupted education and services, produce indicators that provide a complete picture, and ensure that information is comparable across states. However, states' and districts' ability to meet these responsibilities requires data capacity that can be undermined due to significant mobility of students and teachers across state lines and lack of comparability across states. It is vital that policymakers understand these challenges and work with other state policymakers to standardize education data, support student record exchanges, share limited and appropriate data across state lines, and define and use common metrics. Just as state policymakers worked together on a common-sense solution to the need for common state standards, it is critical that state policymakers take the lead in finding collaborative solutions to states' interdependent data challenges. (Contains 8 endnotes.) [For related report, "Limited Out-of-State Data Needed to Produce Robust Indicators. Breaking down State Silos," see ED543120.]
Aligning the Effective Use of Student Data with Student Privacy and Security Laws
Author: Winnick, Steve
Date: 2011-10-00
Type: Guides - Non-Classroom
Subjects: Educational Policy,Educational Improvement,Academic Achievement,Privacy,Student Records,Information Security,Longitudinal Studies,Access to Information,Federal Legislation,Content Analysis,Guidance,Alignment (Education)

This legal and policy guidance provides a summary framework for state policymakers as they work to use longitudinal data to improve student achievement while also protecting the privacy and security of individual student records. Summarizing relevant federal privacy and security laws, with a focus on the Family Educational Records and Privacy Act (FERPA), this guidance illustrates how constraints placed on states by federal privacy and security laws can be harmonized with the appropriate use of student data for significant educational purposes. Finally, this guidance includes an overview of other relevant laws and key issues, including a discussion of federal laws that govern early education, workforce, and health information, along with suggested action steps policymakers should consider to ensure privacy and security while supporting the use of data. (Contains 39 footnotes.)
Alignment between DQC's 10 Essential Elements & America COMPETES Act's 12 Elements
Author: Data Quality Campaign
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Alignment (Education),Standard Setting,Management Information Systems,Design Requirements,Quality Assurance,Longitudinal Studies,Progress Monitoring

In 2005, the Data Quality Campaign (DQC) identified the "10 Essential Elements of a Statewide Longitudinal Data System" to provide a roadmap for state policymakers as they built statewide longitudinal data systems designed to collect, store, & use longitudinal data to improve student achievement & outcomes. In 2007, the federal America COMPETES Act, codified 12 "Required Elements of a P-16 Education Data System." This paper demonstrates the significant alignment between the DQC's 10 Essential Elements & the 12 COMPETES Elements. The one substantive difference is that all of the DQC's 10 Essential Elements only apply to K-12 education & some of the COMPETES Elements apply to K-12 & postsecondary education or to only postsecondary education.
DQC 2009-10 Annual Survey Results
Author: Data Quality Campaign
Date: 2010-00-00
Type: Reports - Research
Subjects: Stakeholders,Governance,Foreign Countries,Educational Change,Privacy,Data Collection,Management Information Systems,Information Management,Information Systems,Longitudinal Studies,Access to Information,Progress Monitoring,Partnerships in Education,State Action,Change Strategies,Consciousness Raising,Information Policy,Educational Practices,Educational Assessment,Educational Indicators,Annual Reports

This report presents survey results of the 10 State Actions including status of all 50 states, the District of Columbia and Puerto Rico. These State Actions include: (1) Link P-20/workforce data systems; (2) Create stable, sustained support for robust state longitudinal data systems; (3) Develop governance structures to guide data collection, sharing and use; (4) Build state data repositories that integrate student, staff, financial and facility data; (5) Implement systems to provide all stakeholders timely access to the information they need while protecting student privacy; (6) Create progress reports with individual student data that provide information educators, parents and students can use to improve student performance; (7) Create reports that include longitudinal statistics on school systems and groups of students to guide school-, district- and state-level improvement efforts; (8) Develop a purposeful research agenda and collaborate with universities, researchers and intermediary groups to explore the data for useful information; (9) Implement policies and promote practices, including professional development and credentialing, to ensure that educators know how to access, analyze and use data appropriately; and (10) Promote strategies to raise awareness of available data and ensure that all key stakeholders, including state policymakers, know how to access, analyze and use the information. The report contains overview of state progress on each action as well as states' implementation plans.
Data for Action 2011: Empower with Data
Author: Data Quality Campaign
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Stakeholders,Policy Formation,Educational Policy,Data Collection,Data Analysis,Resource Allocation,Academic Achievement,Access to Information,Decision Making,College Preparation

Any policy proposal in education requires quality data to inform its development, implementation, and evaluation. In fact, the highest-profile education policy agendas currently discussed in states--ensuring that all students are taught by effective teachers and graduate from high school prepared for college and 21st-century careers--were previously hindered because states lacked quality data about these policy areas. However, state policymakers now increasingly have access to and are using robust data to inform their decisions. Federal policymakers are also demonstrating unprecedented commitment to supporting states' efforts to effectively use data in education. As a result of state policymakers embracing the data agenda and the federal support to fuel and incent this momentum, every state now has the capacity to empower education stakeholders to make informed decisions. This report contains key findings of "Data Action 2011," emerging data and policy issues confronting states, and four game-changing priorities. (Contains 14 footnotes and 3 resources.)
Maine K-12 &amp; School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 12
Author: DiPerna, Paul
Date: 2013-03-06
Type: Numerical/Quantitative Data
Subjects: Familiarity,School Choice,Opinions,Sampling,Elementary Secondary Education,Telephone Surveys,Interviews,Educational Policy,Charter Schools,Public Schools,Educational Vouchers,Public Opinion,Virtual Classrooms,Expenditure per Student,Scholarships,Income,Tax Credits,Low Income Groups,School Districts,Questionnaires,Private Schools,State Surveys,Educational Finance,Financial Support

The &quot;Maine K-12 &amp; School Choice Survey&quot; project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Maine registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences (often using the terms &quot;net&quot; or &quot;spread&quot;) of voter opinion, and the &quot;intensity&quot; of those responses. Where do Mainers stand on important issues and policy proposals in K-12 education? The author and his colleagues try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of Maine voters recently responded to 19 substantive questions and 12 demographic questions. A total of 604 telephone interviews were conducted in English from January 30 to February 6, 2013, by means of both landline and cell phone. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project they also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if providing a new piece of information about education spending can significantly influence opinion on that topic--a salient issue in Maine's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section &quot;Survey Snapshots,&quot; which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the questionnaire and results (&quot;topline numbers&quot;), allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. (Contains 11 notes and 4 footnotes.)
North Dakota K-12 &amp; School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 13
Author: DiPerna, Paul
Date: 2013-03-20
Type: Numerical/Quantitative Data
Subjects: Familiarity,School Choice,Opinions,Sampling,Elementary Secondary Education,Interviews,Educational Policy,Charter Schools,Public Schools,Educational Vouchers,Educational Quality,Virtual Classrooms,Expenditure per Student,Scholarships,Educational Attitudes,Tax Credits,Income,Private Schools,State Surveys,Telephone Surveys,Financial Support,Charts,Voting

The &quot;North Dakota K-12 &amp; School Choice Survey&quot; project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures North Dakota registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, and the intensity of those responses. Where do North Dakotans stand on important issues and policy proposals in K-12 education? They try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of North Dakota voters recently responded to 19 substantive questions and 12 demographic questions. A total of 605 telephone interviews were conducted in English from February 2 to 10, 2013, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. In this case, the purpose is to see if providing a new piece of information about education spending can significantly influence opinion on that topic--a salient issue in North Dakota's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section &quot;Survey Snapshots,&quot; which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the survey questions and results (&quot;topline numbers&quot;), owing the reader to follow the interview as it was conducted, with respect to question wording and ordering. (Contains 8 notes and 3 footnotes.)
Texas K-12 &amp; School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 14
Author: DiPerna, Paul
Date: 2013-04-23
Type: Numerical/Quantitative Data
Subjects: Educational Policy,Familiarity,School Choice,Opinions,Sampling,Elementary Secondary Education,Interviews,Charter Schools,Public Schools,Educational Vouchers,Educational Quality,Virtual Classrooms,Expenditure per Student,Educational Change,Scholarships,Tax Credits,Income,School Districts,Private Schools,State Surveys,Voting,Charts,Enrollment,Educational Finance,Telephone Surveys,Financial Support

The &quot;Texas K-12 &amp; School Choice Survey&quot; project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Texas registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Texans stand on important issues and policy proposals in K-12 education? They try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of Texas voters recently responded to 20 substantive questions and 11 demographic questions. A total of 613 telephone interviews were conducted in English and Spanish from March 19 to 27, 2013, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. In this case, the purpose is to see if providing a new piece of information about education spending can significantly influence opinion on the topic--a salient issue in Texas's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section &quot;Survey Snapshots,&quot; which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the survey questions and results (&quot;topline numbers&quot;), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering. (Contains 9 notes and 3 footnotes.)
Data for Action 2012: Focus on People to Change Data Culture
Author: Data Quality Campaign
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: State Action,Organizational Culture,Systems Approach,Educational Policy,Change Agents,Change Strategies,Educational Change,Management Information Systems,Evaluation Utilization,Information Utilization,Inferences,Evidence,Access to Information,Capacity Building,Knowledge Management

States are making progress in supporting effective data use, but the hardest work remains. Although states collect quality data and have enacted policy changes, they have not yet focused on meeting people's needs. This report includes the following: (1) Changing the Culture of Education Data Takes Systems, Policies, and People; (2) Data for Action 2012 Key Findings; (3) 2013 State Steps to Move the Needle on Data Culture; and (4) Conclusion. Appended are: (1) Detailed 10 State Action Status; and (2) Methodology. (Contains 11 resources.) [For "Data for Action 2012: Focus on People to Change Data Culture. Summary," see ED543130.]
Data for Action 2012: Focus on People to Change Data Culture. Summary
Author: Data Quality Campaign
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Data Collection,Data Analysis,State Departments of Education,Evaluation Utilization,Stakeholders,Longitudinal Studies,Elementary Secondary Education,Kindergarten,State Policy,Governance,Reports,Preservice Teacher Education

States are making progress in supporting effective data use, but the hardest work remains. Although states collect quality data and have enacted policy changes, they have not yet focused on meeting people's needs. This report includes the following: (1) 10 State Actions; (2) Key Findings: Data for Action 2012; (3) States Are Making Progress, but No State Has All 10 State Actions; and (4) 10 State Actions to Ensure Effective Data Use--National Status, 2011 and 2012. [For the full report, "Data for Action 2012: Focus on People to Change Data Culture," see ED543129.]