ethanporcaro/eric-fulltext-meta huggingface dataset:
State Teacher Policy Yearbook, 2009. Kansas
Author: Rosen, Kelli M.
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Kansas edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Kansas has an overall &quot;Yearbook&quot; grade of D for 2009. Kansas's major policy strengths include: (1) Ensuring that middle school teachers are prepared to teach appropriate grade-level content; (2) Requiring that all new teachers pass a pedagogy test; and (3) Maintaining full authority to approve teacher preparation programs. Kansas' major policy weaknesses include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacking an efficient termination process for ineffective teachers; (4) Not ensuring that elementary teachers are well prepared to teach reading or mathematics; and (5) Offering a disingenuous alternate route. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Louisiana
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Louisiana edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Louisiana has an overall "Yearbook" grade of C- for 2009. Louisiana's major policy strengths include: (1) Ensures that middle school teachers are prepared to teach appropriate grade-level content; (2) Articulates consequences for teachers with unsatisfactory evaluations; (3) Supports differential pay in high-needs schools and shortage subjects; and (4) Places no restrictions on alternate route usage or providers. Louisiana's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; and (4) Does not ensure that elementary teachers are well prepared to teach mathematics. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. California
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This California edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. California has an overall &quot;Yearbook&quot; grade of D+ for 2009. California's major policy strengths include: (1) Places no restrictions on alternate route usage or providers; (2) Requires that all new teachers pass a pedagogy test; (3) Supports differential pay in high-needs schools and shortage subjects; and (4) Maintains full authority to approve teacher preparation programs. California's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Does not ensure that middle school teachers are appropriately prepared to teach grade-level content; (4) Does not ensure that elementary teachers are well prepared to teach mathematics; and (5) Lacks an efficient termination process for ineffective teachers. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Illinois
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Illinois' edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Illinois has an overall &quot;Yearbook&quot; grade of D+ for 2009. Illinois' major policy strengths include: (1) Articulates consequences for teachers with unsatisfactory evaluations, earning the state a &quot;best practice&quot; designation; (2) Prevents teachers who have not met licensure requirements from continuing to teach; and (3) Requires that all new teachers pass a pedagogy test. Illinois' major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Allows middle school teachers to teach on a K-9 generalist license; and (5) Does not ensure that elementary teachers are prepared in the science of reading instruction. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Arizona
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Arizona edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Arizona has an overall &quot;Yearbook&quot; grade of D+ for 2009. Arizona's major policy strengths include: (1) Ensures that teachers pass all subject-matter licensure tests before entering the classroom; (2) Requires that all new teachers pass a pedagogy test; and (3) Supports a performance pay initiative. Arizona's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Does not ensure that middle school teachers are appropriately prepared to teach grade-level content; and (4) Lacks an efficient termination process for ineffective teachers. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Indiana
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Indiana's edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Indiana has an overall &quot;Yearbook&quot; grade of D for 2009. Indiana's major policy strengths include: (1) Ensures that middle school teachers are prepared to teach appropriate grade-level content; (2) Maintains full authority to approve teacher preparation programs; and (3) Requires induction for all new teachers. Indiana's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Does not ensure that elementary teachers are prepared in the science of reading instruction; and (5) Offers a disingenuous alternate route. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Florida
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Florida edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Florida has an overall &quot;Yearbook&quot; grade of C for 2009. Florida's major policy strengths include: (1) Makes evidence of student learning the preponderant criterion in teacher evaluations, earning the state a &quot;best practice&quot; designation; (2) Articulates consequences for teachers with unsatisfactory evaluations; (3) Supports differential and performance pay initiatives; and (4) Places no restrictions on alternate route usage or providers. Florida's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Does not ensure that special education teachers have subject-matter knowledge; and (3) Allows teachers who have not met licensure test requirements to continue teaching. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Hawaii
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Hawaii edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Hawaii has an overall &quot;Yearbook&quot; grade of D- for 2009. Hawaii's major policy strengths include: (1) Articulates consequences for teachers with unsatisfactory evaluations; (2) Requires that all new teachers pass a pedagogy test; and (3) Supports differential pay in high-needs schools and shortage subjects. Hawaii's major policy weaknesses include: (1) Does not ensure that elementary teachers are prepared in the science of reading instruction; (2) Awards tenure virtually automatically; (3) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (4) Lacks an efficient termination process for ineffective teachers; and (5) Offers a disingenuous alternate route. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.]
A Survey Data Quality Strategy: The Institutional Research Perspective
Author: Liu, Qin
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Institutional Research,Quality Control,Researchers,Surveys,Data Collection,Research Methodology,Error Patterns,Error of Measurement,Validity,Reliability,Response Style (Tests),Sampling,Responses

This paper intends to construct a survey data quality strategy for institutional researchers in higher education in light of total survey error theory. It starts with describing the characteristics of institutional research and identifying the gaps in literature regarding survey data quality issues in institutional research. Then it is followed by introducing the quality perspective of a survey process and the major components of total survey error. A proposed strategy for inspecting survey data quality is presented on the basis of five types of survey error and the characteristics of institutional research survey projects. The strategy consists of "quality measures" for each type of survey error, and "quality control" and "quality assurance" procedures for each of the quality measures. The major components in the survey data quality strategy are summarized in Table 2 in this paper, with elaborations in related sections. The paper ends with a discussion about the implications of the strategy for institutional researchers. A checklist for inspecting survey data quality is attached as an appendix. (Contains 3 tables and 1 figure.)
State Teacher Policy Yearbook, 2009. Idaho
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction,Secondary School Teachers

The Idaho edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Idaho has an overall &quot;Yearbook&quot; grade of D- for 2009. Idaho's major policy strengths include: (1) Requires annual evaluations for all teachers; (2) Requires teacher preparation in the science of reading instruction; and (3) Maintains full authority to approve teacher preparation programs. Idaho's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Allows middle school teachers to teach on a K-8 generalist license; and (5) Offers a disingenuous alternate route. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.]