ethanporcaro/eric-fulltext-meta huggingface dataset:
Students at the Margins and the Institutions That Serve Them: A Global Perspective. Salzburg Global Seminar Session 537 (Salzburg, Austria, October 11-16, 2014). A Special Policy Notes, Spring 2015
Author: Bloe, Diasmer
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Disadvantaged,Higher Education,Access to Education,Student Diversity,Identification,Nontraditional Students,Minority Group Students,Foreign Countries,Undocumented Immigrants,Ethnic Groups,Refugees,Educational Policy,Affirmative Action,Inclusion,School Holding Power,Educational Finance,Financial Support,Student Financial Aid,Educational Cooperation,Nongovernmental Organizations

In partnership with Educational Testing Service (ETS) and the Center for Minority Serving Institutions at the University of Pennsylvania's Graduate School of Education, Salzburg Global Seminar hosted an international strategic dialogue of 60 thought leaders, researchers, and practitioners from institutions serving marginalized populations to develop a platform for on-going dialogue, problem solving and solutions to common challenges. The program--&quot;Students at the Margins and the Institutions that Serve Them: A Global Perspective&quot;--was held October 11 to 16, 2014 at Schloss Leopoldskron in Salzburg, Austria and builds on Salzburg Global's track record of programs delivering on educational equity, quality and innovation. Program participants represented 19 countries and all regions of the world and engaged in five interactive days of issue framing, dialogue and strategic synthesis of global research, policy and expertise, and together assembled various frameworks for action. Issues debated include: national contexts and taxonomies of practitioners, intersections of identities and their effect of access, displaced students, legal frameworks for broadening access, and funding frameworks for institutions serving students at the margins. Participants also heard student voices; both at undergraduate and graduate levels. This report describes the program session discussions and outcomes. Appended are: (1) Session Participant and Staff List; (2) Session Agenda; and (3) Interviews and Op-eds. [Additional support for this work was provided by Capital Group Companies, the Mexican Business Council, and The Nippon Foundation.]
Equating Test Scores (without IRT). Second Edition
Author: Livingston, Samuel A.
Date: 2014-00-00
Type: Tests/Questionnaires
Subjects: Equated Scores,Scoring,Self Evaluation (Individuals),Scores,Test Items,Statistical Analysis,Data Collection,Item Response Theory,Scaling,Raw Scores,Tests,Vocabulary,Testing

This booklet grew out of a half-day class on equating that author Samuel Livingston teaches for new statistical staff at Educational Testing Service (ETS). The class is a nonmathematical introduction to the topic, emphasizing conceptual understanding and practical applications. The class consists of illustrated lectures, interspersed with self-tests for the participants. Livingston has included the self-tests in this booklet, at roughly the same points as they occur in the class. The answers are in a separate section at the end of the booklet. The topics in this second edition include raw and scaled scores, linear and equipercentile equating, data collection designs for equating, selection of anchor items, equating constructed-response tests (and other tests that include constructed-response questions), and methods of anchor equating. Livingston begins by assuming that the participants do not even know what equating is. By the end of the class, Livingston is explaining the logic of the Tucker method of equating and what conditions cause it to be biased.
More than a Dream: Expanding Educational Achievement in the Latino Community. Tomás Rivera Lecture Series
Author: Ubinas, Luis A.
Date: 2012-03-08
Type: Speeches/Meeting Papers
Subjects: Hispanic American Students,Access to Education,Higher Education,College Readiness,Educational Attainment,Social Justice,At Risk Students,Educational Opportunities,Equal Education,Barriers,Social Influences,Academic Achievement,Ethnic Groups,Community Colleges

Each year a distinguished scholar or prominent leader is selected to present the Tomás Rivera Lecture. Named in honor of the late Dr. Tomás Rivera, professor, scholar, poet and former president of the University of California, Riverside, in the tradition of the former Hispanic Caucus of the American Association for Higher Education, AAHHE is continuing this lecture at its annual conference. This publication reproduces a keynote address delivered by 2012's speaker, Luis, A. Ubinas, President of the Ford Foundation, at the annual conference of the American Association of Hispanics in Higher Education (AAHHE) in March, 2012. In this address, Ubinas presents a compelling case, drawing on demographic trends for greater attention to a national calamity: how our nation is failing Latino youngsters, failing to propel them into higher education, including education administration and into successful, productive careers. This report lays out the educational challenges, provides examples of best practices, and makes a call to to expand educational attainment in the Latino community.
Challenges and Opportunities: My Personal Journey. Tomás Rivera Lecture Series
Author: Moran, Rachel F.
Date: 2011-03-03
Type: Reports - Descriptive
Subjects: Hispanic Americans,Educational Attainment,Educational Opportunities,Competition,Human Capital,Equal Education,Elementary Secondary Education,Higher Education,Access to Education,Lawyers,Law Schools

Each year a distinguished scholar or prominent leader is selected to present the Tomás Rivera Lecture. Named in honor of the late Dr. Tomás Rivera, professor, scholar, poet, and former president of the University of California, Riverside, the American Association of Hispanics in Higher Education (AAHHE) is continuing this lecture at its annual conference. Educational Testing Service (ETS) is proud to join with the American Association of Hispanics in Higher Education (AAHHE) to publish the annual Tomás Rivera Lecture. This year's keynote address by Rachel Moran is the latest in the series of distinguished lectures dating from 1985. Dean of the UCLA School of Law, Rachel Moran combines her personal experience with an analysis of the pressing issues affecting educational opportunity for Hispanic Americans. Citing data on Latino educational attainment--including in law studies and the low number of Latino lawyers--she notes that investments in education are acts of optimism. Aimed at educators, administrators, policymakers, and other education professionals, this lecture contributes to public discourse on the critical need to educate all of our citizens and encourage them to be fully productive members of society. Moran strongly presents the case that it will be very difficult for the United States to reclaim its number-one ranking in education until depressed college completion rates for Latinos are addressed, and that steps targeted at this population's special needs are vital. Moran concludes the lecture with the final thought that we must make sure that our nation remains competitive in an increasingly competitive global market for human capital.
America's Prosperity: The Academic Success of Hispanics. Tomás Rivera Lecture Series
Author: Donado, Yvette
Date: 2014-03-06
Type: Speeches/Meeting Papers
Subjects: Hispanic Americans,Educational Opportunities,Educational Attainment,Outcomes of Education,Economic Impact

In the 2014 Tomás Rivera lecture, Yvette Donado, Senior Vice President and Chief Administrative Officer of Educational Testing Service, discusses the need to create educational opportunities for Hispanic Americans in order to create prosperity for all Americans.
No Country Left Behind: Rhetoric and Reality of International Large-Scale Assessment. William H. Angoff Memorial Lecture Series
Author: Feuer, Michael J.
Date: 2011-02-18
Type: Speeches/Meeting Papers
Subjects: International Assessment,Test Interpretation,Testing Problems,Comparative Testing,Economic Development,Academic Achievement,Educational Policy,Test Validity,Evaluation Utilization,Educational Change,Foreign Countries

Few arguments about education are as effective at galvanizing public attention and motivating political action as those that compare the performance of students with their counterparts in other countries and that connect academic achievement to economic performance. Because data from international large-scale assessments (ILSA) have a powerful effect on policy discourse, it is important to understand the limitations of these data as well as their benefits. This paper concentrates on three sets of cautions and caveats in the interpretation of ILSA and proposes a modest research agenda aimed at reinforcing the validity and utility of cross-national educational comparisons. Although aimed primarily at American policy and research audiences, the arguments in the paper are relevant to other countries for which performance on ILSA influences education reform.
The Decade Ahead: Inquire, Innovate, Impact. Tomás Rivera Lecture Series
Author: Pacheco, Manuel T.
Date: 2015-03-12
Type: Speeches/Meeting Papers
Subjects: Hispanic American Students,College Students,Hispanic Americans,College Faculty,School Personnel,Administrators,Higher Education,College Administration,Disproportionate Representation,Diversity (Institutional)

In the 2015 Tomás Rivera lecture, Manuel T. Pacheco, President Emeritus of the University of Missouri System and the University of Arizona, discusses the importance of representing the Hispanic American population proportionately among college students, faculty, staff, and administration in higher education.
States Pass Diverse Slate of Mental Health Legislation in 2013. Mental Health: 2013 Legislative Session
Author: Thomsen, Jennifer
Date: 2014-02-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Mental Health,Mental Health Programs,State Legislation,Suicide,Violence,School Safety,State Action,Mental Disorders,Parent Education,Student Development,Funding Formulas,Advocacy,Research Committees,Postsecondary Education,Elementary Secondary Education,Staff Development

Recent violence in schools and on college campuses has brought into sharp focus the need to address mental health issues in educational settings. Getting students with mental health problems the help they need, without stigmatizing mental illness, may help prevent future tragedies. Children with mental health problems face a host of challenges, including problems at school and an increased chance for brushes with the child welfare and juvenile justice systems. Schools across the country have struggled with how to identify and help students with mental health issues. Policymakers looking for ways to support schools in meeting this challenge have enacted legislation seeking to address the issue in a number of different ways. Education Commission of the States (ECS) conducted a scan of enacted legislation from the 2013 legislative sessions to capture the ongoing work of lawmakers on this issue. This report provides summaries of 17 bills from 13 states that illustrate the diversity of mental health-related legislation passed in 2013 legislative sessions. In addition, it highlights other ECS resources related to mental health and suicide prevention.
State Standard-Setting Processes in Brief. State Academic Standards: Standard-Setting Processes
Author: Thomsen, Jennifer
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: State Standards,Academic Standards,Debate,State Legislation,State Action,State Policy,Standard Setting,Benchmarking,Measurement Techniques,Program Validation,Barriers,Profiles,Information Sources,Operations Research,Educational Policy

Concerns about academic standards, whether created by states from scratch or adopted by states under the Common Core State Standards (CCSS) banner, have drawn widespread media attention and are at the top of many state policymakers' priority lists. Recently, a number of legislatures have required additional steps, such as waiting periods for public comment, that state education leaders must follow, and ECS anticipates that the 2015 sessions will see continued debate on this issue. This brief describes state standard-setting processes and provides profiles of eight states' standard-setting and review processes, as well as the measures used by those states to validate their standards. Appendix A provides historical context around standard setting and the evolution of state standards.
States Grapple with Autism's Rising Tide. Special Education: Autism
Author: Kreck, Carol
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Autism,State Policy,State Action,Early Intervention,Disability Identification,Professional Development,Influence of Technology,Inclusion,Transitional Programs,Student Costs,Educational Quality,Dropout Prevention,Pervasive Developmental Disorders

Autism Spectrum Disorders (ASD) are the fastest-growing developmental disability in the United States. In recognizing the increasing needs of children affected by ASD, as well as the associated financial implications for local governments, some states are re-assessing their current systems of support and looking for better and more efficient ways to serve individuals with ASD and their families. As states have struggled to respond to the phenomenon, they have formed task forces, created pilot programs and launched resource and support services. State leaders continue to grapple with numerous issues related to increased reports of autism, from best practices in the classroom to students who wander away from campus. While some of these areas delve into federal or local policy spheres, this report is intended to aid state leaders by providing examples of state activity, national context and recent research findings. The following contents are included in this report: (1) Early Diagnosis and Quality Intervention; (2) Cost of Care; (3) Professional Training; (4) The Power of Technology; (5) Inclusion versus Separate Classrooms, Separate Schools; (6) Students Who Bolt or Wander Off; and (7) High School Transitions.
States and the (Not So) New Standards--Where Are They Now? State Academic Standards: Activity around the Common Core
Author: Salazar, Tonette
Date: 2014-09-01
Type: Reports - Descriptive
Subjects: State Standards,State Legislation,State Policy,State Action,Program Implementation,Educational Practices,Educational Change,Program Attitudes,Fidelity,Adoption (Ideas),Resistance to Change,Common Core State Standards

States began adopting the Common Core State Standards (CCSS) in 2010 after they were launched by the Council of Chief State School Officers and the National Governors Association. Five years later, policymakers in numerous states continue to debate the Common Core and related elements, such as how to assess the standards. This brief provides a sampling of state legislative activity and executive branch action around the CCSS through Sept. 1, 2014. It is not intended to be an exhaustive list; rather, it is narrowly focused on the single issue of state affirmation, modification or replacement of the Common Core.
Third-Grade Reading Policies. Reading/Literacy: Preschool to Third Grade
Author: Workman, Emily
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Grade 3,Reading Programs,Educational Policy,Reading Diagnosis,Reading Difficulties,Intervention,State Policy,State Legislation,State Standards,State Action,Grade Repetition,Reading Tests

The third-grade year is considered a pivotal point in a child's educational career, as a critical shift in learning takes place--one where basic reading skills are established and can begin to be utilized for more complex learning. State policymakers are well aware of the importance of ensuring that all students are reading at grade level by the end of third grade. The Education Commission of the States (ECS) has seen a flurry of policies passed recently that are geared toward improving third grade reading through identification of reading deficiencies with state or local assessments, provision of interventions for struggling readers in grade K-3 and retention of outgoing third graders not meeting grade-level expectations. This report provides statutory provisions on the identification of, intervention for and retention of struggling readers in the preK-3 grades.
States Respond to School Safety Concerns with 2013 Legislation. School Safety: 2013 Legislative Session
Author: Wixom, Micah Ann
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: School Safety,State Legislation,State Policy,Violence,Trend Analysis,Educational Environment,Gun Control,Law Enforcement,Emergency Programs,Funding Formulas,Shared Resources and Services,Information Sources,Crime Prevention

School safety policies are constantly evolving, often in response to fatal events. After several high-profile and tragic shootings over the past 15 years, school safety has become a major focus for parents, school officials, policymakers and the public nationwide. ECS [Education Commission of the States] conducted a scan of school safety-related laws passed in 2013 legislative sessions to better understand trends in policy. This report highlights the ongoing efforts of lawmakers to provide students with safe places to learn.
A Hidden Cause of Rising Tuition: Tuition Discounting in Public Colleges and Universities. The Progress of Education Reform. Volume 15, Number 4
Author: Gianneschi, Matt
Date: 2014-08-00
Type: Reports - Evaluative
Subjects: Tuition,Public Colleges,Educational Change,Incentive Grants,Etiology,Student Financial Aid,Trend Analysis,Fees,Educational Practices,State Policy,Case Studies,Paying for College,Cost Indexes

Why does tuition increase faster than inflation? And why does tuition continue to increase even when states increase their investments in public colleges and universities? These questions have perplexed policymakers and higher education consumers alike. Though tuition setting can be very complicated, one of the drivers for rising costs is price discrimination in the form of tuition discounts. In 2008-09, the average published tuition and fee rate for four-year public institutions was $6,811, but the average net revenue per student was only $5,564- a difference of $1,247, or more than 18 percent. This difference is referred to as a tuition discount. Tuition discounting is the practice of awarding targeted financial incentives to students, usually in the form of merit awards or need-based grants. Importantly, a tuition discount is not real money; it is an intentional markdown or revenue foregone. Colleges have a variety of motivations for discounting tuition, such as increasing the college's academic profile, enticing wealthy full-pay students to enroll, or increasing the diversity of the student population. Though the practice has its benefits, if not managed well it can lead to large increases in costs for the majority of students and dissuade low-income students from enrolling at all. In this issue of &quot;The Progress of Education Reform,&quot; we examine tuition discounting, with specific attention focused on the impact state-legislated tuition caps can have on the practice.
Teacher Performance Plays Growing Role in Employment Decisions. Teacher Tenure: Trends in State Laws
Author: Thomsen, Jennifer
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Effectiveness,Personnel Management,Personnel Policy,State Policy,Tenure,Policy Analysis,Teacher Employment,Teacher Evaluation,Job Performance,Nontenured Faculty,Job Layoff,Achievement Rating,Definitions

An increasing number of states are mandating teacher performance be considered in educator employment decisions, including awarding tenure and layoffs, according to a 50-state policy review of teacher tenure laws. Tenure laws have historically granted job protections based on years of employment. The Education Commission of the States (ECS) released its last report on tenure laws in 2011 and reviewed reduction-in-force laws in 2012. This 2014 update gauges national trends on how tenure is changing across the states. The following contents are presented in this report: (1) Revisiting teacher tenure; (2) Using performance evaluations in tenure decisions; (3) Returning non-probationary teachers to probationary status; (4) Basing teacher layoff decisions on performance ratings; and (5) Defining tenure: What it is, what it's not and how it's granted.
Trends in State Charter School Laws: Authorizers, Caps, Performance-Based Closures and Virtual Schools
Author: Christie, Kathy
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Charter Schools,State Legislation,State Policy,School Law,State Standards,Accountability,Profiles,Annual Reports,Virtual Classrooms,Case Studies,Trend Analysis

Forty-two states and the District of Columbia have enacted charter school legislation. The Education Commission of the States (ECS) analysts reviewed laws in the 50 states in creating an online database that highlights how state charter school laws vary, particularly in how states establish standards and accountability for charter school authorizers, allow for appeals, provide assistance with start-ups and fund charter schools. Recently, attention to authorizers--the entities responsible for approving and overseeing charter schools--has increased. A growing number of states are establishing standards and reporting requirements that authorizers must adhere to. Six evolving policy areas in state charter school laws are discussed in this brief. Other rapidly evolving policy areas discussed in this brief are limits or &quot;caps&quot; on the number of charter schools allowed in a state, automatic performance-based closures and virtual or &quot;cyber&quot; charter schools.
&quot;Vergara&quot; and the Complexities of Teacher Employment Policies. ECS Education Policy Analysis
Author: Rowland, Julie
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: Teacher Employment,Educational Policy,Personnel Policy,State Policy,Court Litigation,Policy Analysis,Tenure,Personnel Management,Change Strategies,Teacher Effectiveness

Teaching quality is a crucial factor in student success, contributing to students' short- and long-term learning opportunities. High-quality teaching not only contributes to the improvement of student test scores and graduation rates but also gives students a &quot;strong foundation from which to advance and achieve&quot; in the future. Long term, students may have better chances of college and career success and to earn higher incomes, giving them greater ability to save for retirement and reside in higher income neighborhoods, according to evidence in a recent lawsuit. As states continue to grapple with choosing the best policies for ensuring high teaching quality, the use of tenure, dismissal and seniority policies remains a contentious topic. Understanding the debates playing out in &quot;Vergara v. California&quot; and similar lawsuits can help prepare state policymakers and education leaders for similar discussions in their states. This Education Commission of the States policy analysis uses the &quot;Vergara&quot; case as a means to examine the complexities of teacher employment policies and how they may impact student and teacher rights. The report closes with recommendations for policies that offer meaningful alternatives to the all-or-nothing approaches of retaining or eliminating teacher employment protection policies entirely.