ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;What It Takes&quot; for a Turnaround: Principal Competencies That Matter for Student Achievement. A Guide to Thoughtfully Identifying and Supporting Turnaround Leaders
Author: Hitt, Dallas Hambrick
Date: 2015-00-00
Type: Guides - General
Subjects: Principals,School Turnaround,Minimum Competencies,Academic Achievement,Leaders Guides,Leadership Qualities,Predictive Validity,Competency Based Education,Change Strategies,Selection Criteria,Change Agents,School Effectiveness,Accountability,Educational Change,Governance,Personnel Selection,Employment Interviews

Over the last eight years, the University of Virginia Partnership for Leaders in Education (UVA/PLE) has partnered with over 50 districts and state education agencies across the country to embark on high-level change at the state, district, and school levels through the use of leader competencies. This guide calls upon practice-based experience, expertise, and insight to provide both technical assistance and thought leadership to districts and systems involved in &quot;school turnaround.&quot; Specifically, the authors discuss the behavioral event interview (BEI) and turnaround leader competencies, and explain how each of these can support the turnaround endeavor. A BEI is a particular type of interview that allows candidates' suitability for a position to emerge by measuring their competencies, which are ways of behaving, acting, and feeling that support a person's performance in a particular role. This guide provides a rationale for using BEIs and competencies, and it takes an in-depth look at how they might be used in practice. It also explores how several districts and states use these research-based processes to improve selection as well as other human resource functions, such as school assignment and professional development. Redesigning for a Competency-Based Approach: SEA Support of LEA Principal Selection is appended.
Puzzling Plans and Budgets: Making Sense of California's Second Year Local Control and Accountability Plans
Author: Chen, Theresa
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Accountability,School District Autonomy,Budgets,Budgeting,Educational Planning,Funding Formulas,State Legislation,Institutional Characteristics,Special Needs Students,Expenditures,Change Strategies,State Policy

On July 1, 2013, Gov. Jerry Brown signed California's landmark Local Control Funding Formula (LCFF) into law. In addition to providing districts with greater control over how to spend funds, LCFF marked a tremendous opportunity for educational equity. The new funding law gave districts additional resources, called supplemental and concentration grants, to provide more services for English learners, foster youth, and low-income students. This brief follows up on the transparency issues raised in the 2014 report, &quot;Building a More Equitable and Participatory School System in California: The Local Control Funding Formula's First Year.&quot; That report identified two key concerns about the transparency of the Local Control and Accountability Plan (LCAP), the planning and budgeting tool that LCFF mandated for school districts to communicate their strategies for improving student outcomes and performance. Findings show that, in their second year, LCAPs continue to lack budget transparency. As a result, the concerns raised in the 2014 report remain the same: without a comprehensive understanding of a district's spending, communities are unable to make a clear and full assessment of whether supplemental/concentration dollars are indeed reaching high-need students. This report recommends that state leaders and policymakers improve the LCAP by revising the template, sharing best practices, and clarifying unallowable uses of supplemental/concentration grants. A balance of local control and fiscal transparency can safeguard the transformational promise of LCFF of increased equity for children in California. The authors reviewed 2015-16 LCAPs across the same 40 school districts studied in the 2014 report. These districts ranged from Trinity Alps Unified, a small district with 660 students, to the state's largest district, Los Angeles Unified, with almost 650,000 students. Most districts had high percentages of the students targeted for additional funding. The review focused on two key questions: (1) To what extent are the 2015-16 LCAPs transparent?; and (2) To what extent do the 2015-16 LCAPs demonstrate that supplemental/concentration grants are being targeted to high-need students? Though this review focused primarily on questions of transparency, it also analyzed trends in the types of programs and services districts proposed in their LCAPs. The following are appended: (1) Districts Selected For LCAP Analysis; (2) What Programs and Services Do Districts Propose in Their LCAPs?; and (3) Model Budget Format. [This report was written with the assistance of Carrie Hahnel, Natalie Wheatfall, and Leni Wolf.]
Black Minds Matter: Supporting the Educational Success of Black Children in California
Author: Education Trust-West
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: African American Students,African American Achievement,Success,Academic Achievement,Educational Trends,Achievement Gap,State Policy,Low Income Groups,Access to Education,Educational Quality,Academic Persistence,Dropout Rate,Developmental Studies Programs,Change Strategies,Educational Improvement,Educational Change

This report examines how the nearly 1 million Black youth in California are faring from preschool through college and reveals the distressing disparities that newly released state and national data show persist at all levels of their educational journey. The report also highlights the groundbreaking efforts underway to reverse these trends in California and close achievement and opportunity gaps for African American students. The report calls on policymakers, education leaders, and all Californians to prioritize the equity-based changes that California's Black students deserve and for which they have been waiting for far too long. If we believe California is a land of opportunity, we must acknowledge that the current rate of progress we see is unacceptable.
ExpandED Schools National Demonstration: Lessons for Scale and Sustainability
Author: Russell, Christina A.
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Educational Change,Time Factors (Learning),Models,School Community Relationship,Program Evaluation,Partnerships in Education,Teamwork,Cooperative Planning,Individualized Instruction,Financial Support,Curriculum Development,Program Implementation

The ExpandED Schools model for expanded learning is designed to transform schools by changing the use of time, both as experienced by students in learning and by teachers in instruction. The model is grounded in the belief that strategically adding time to the school day can enhance skills and knowledge and broaden horizons by engaging students in enriched learning opportunities beyond core academics. Community partner organizations play an instrumental role in supporting this expanded learning experience in ExpandED schools. Policy Studies Associates (PSA) has evaluated the national demonstration of ExpandED Schools since the demonstration, supported by The Wallace Foundation and others, was launched in the 2011-12 school year in 10 schools in New York City, NY; Baltimore, MD; and New Orleans, LA. Over four years, the evaluation explored the approaches that participating schools took to adopting the ExpandED Schools model, in particular seeking to understand the conditions that support--or hinder--the implementation of an expanded day. The following topics are presented in this report: (1) The ExpandED Schools Model; (2) The Evaluation Approach; (3) Adoption of the Core Elements in the National Demonstration; (4) Factors That Support Adoption, Scale, and Sustainability; and (5) Recommendations for School and Community Leaders.
Accountability for All: 2016. The Broken Promise of Michigan's Charter Sector
Author: Joy, Sunil
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Accountability,Charter Schools,School Effectiveness,Quality Control,Quality Assurance,Benchmarking,Achievement Rating,Job Performance,High Achievement,Low Achievement,Compliance (Legal),Academic Achievement,Comparative Analysis

In Michigan, schools and educators are held accountable for performance more than ever before. Charter school authorizers--the entities responsible for opening and overseeing new and existing charter schools--face almost no accountability for their performance. In Michigan's current charter landscape, the enormous responsibility of authorizing has largely been taken for granted. Indeed, much as teacher tenure was once seen as an entitlement, the role of charter authorizer is now seen as an entitlement. This must change. In this report, Education Trust-Midwest (ETM) proposes Michigan's first performance-based charter authorizer accountability system and updates their 2015 scorecard for charter authorizers. The analysis includes 16 authorizers, who together represent 95 percent of charter students statewide. Through increased scrutiny of authorizer performance, ETM seeks to inform an honest dialogue about authorizer performance. This updated scorecard follows the same methodology and commitment to transparency as 2015. However, given that Michigan is transitioning to a new assessment system with higher standards, this 2016 authorizer scorecard does not incorporate new state accountability data. Rather, the updated scorecard incorporates recent authorizer decision-making about school openings and closings. Still, there is both good and unpleasant news. The good news: (1) The data suggest efforts to bring greater public scrutiny and transparency to authorizer performance are helping to marginally improve authorizer practices; (2) Eastern Michigan University improved its scorecard grade by closing a poor-performing school, moving to a &quot;D&quot; grade from an &quot;F&quot; grade; (3) In total, six authorizers received &quot;A&quot; grades; and (4) Some of Michigan's largest public universities and colleges received &quot;B&quot; grades. The bad news: (1) Michigan still has a very serious authorizer performance problem. Four authorizers received a &quot;D&quot; or &quot;F&quot; grade; (2) About 20 percent of Michigan charter school openings between fall 2011 and 2015 were by &quot;D&quot; and &quot;F&quot; authorizers; and (3) While some poor-performing charter schools closed recently, other authorizers' failing charter schools continue to operate for years. This report includes recommended principles for a statewide accountability system.
The Liberal Arts and the University: Tracing the Origins and Structure of Undergraduate Education in the US and at the University of California. Research &amp; Occasional Paper Series: CSHE.7.15
Author: Dirks, Nicholas B.
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Undergraduate Study,Liberal Arts,Models,Religious Education,Higher Education,Educational Development,Educational History,Scientific Literacy,Educational Practices,Educational Legislation,Land Grant Universities,Research and Development,Specialization,Access to Education,Statewide Planning,Strategic Planning

As the University of California continues to face unprecedented challenges--from state disinvestment, to attempts by the legislature to wrest control of the university, to disruption brought on by new technology, to concerns, valid or otherwise, about the value of college--university leaders must return to fundamental questions about the purposes of higher education to guide us in our decision making. With this essay, I look back at how we arrived at contemporary understandings of undergraduate education in order to show that today's dominant debates--regarding the purpose of higher education, its benefit to society, its benefit to individuals, its role in the economy, how curricula and the university itself should be structured, who should pursue a university education, and who should fund it--have in fact been meaningfully shaping institutions of higher education for centuries. I hope to show, too, that the system of public higher education that developed in the United States--and, particularly, in California--is exceptional, and worth not only preserving, but also enhancing and strengthening, given its unique contributions to economic growth, innovation, socioeconomic mobility, civic engagement, and cultural vitality, both for the state and for the world.
Berkeley's New Approach to Global Engagement: Early and Current Efforts to Become More International. Research &amp; Occasional Paper Series: CSHE.12.15
Author: Dirks, Nicholas B.
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Global Approach,Change Strategies,Higher Education,Models,Educational Development,Educational Change,Educational History,Study Abroad,International Educational Exchange,International Schools,Social Networks,Partnerships in Education,Public Colleges,Educational Cooperation

This essay discusses past and current thinking about the globalization of higher education (from a U.S. point of view in particular) and a new model we are attempting to develop at the University of California, Berkeley. This essay begins with a brief narrative of the historical evolution of efforts to internationalize education, from the seventeenth century to the present day, before providing a schematic outline of efforts to create new models for the global university. From its earliest beginnings in the U.S. and elsewhere, higher education embodied important global dimensions. Since then, the globalization of higher education has accelerated rapidly over the last quarter century, motivated by a quest for additional revenues (especially in the case of Anglophone universities), a desire for greater international relevance and hence prestige (for all universities, but especially in the case of European and Asian universities), and a desire to provide a foundation for a knowledge economy (especially in the case of Asian universities).
Teachers' Responses to Feedback from Evaluators: What Feedback Characteristics Matter? REL 2017-190
Author: Cherasaro, Trudy L.
Date: 2016-11-00
Type: Reports - Research
Subjects: Teacher Attitudes,Teacher Evaluation,Feedback (Response),Teacher Effectiveness,Educational Legislation,Federal Legislation,Elementary Secondary Education,Evaluators,Correlation,User Satisfaction (Information),Accuracy,Credibility,Access to Information,Scores,Structural Equation Models,Data Analysis,Teacher Surveys

The importance of teacher effectiveness is well supported by studies that document variation in teachers' abilities to contribute to student achievement gains. All else being equal, students taught by some teachers experience greater achievement gains than do students taught by other teachers. In response to initiatives to increase educator effectiveness as directed through flexibility waivers under the Elementary and Secondary Education Act, many states are implementing new teacher evaluation systems. Those states are also seeking information about how evaluators can best use evaluation findings to provide individualized feedback to teachers to improve both teaching and learning. Data from Regional Educational Laboratory Central's Examining Evaluator Feedback Survey were used to analyze teachers' perceptions of feedback provided as part of their district's teacher evaluation system as well as their ratings of the importance of various characteristics of feedback in their response to feedback. The study team then explored how characteristics of feedback and response to feedback are interrelated. Correlational analysis finds that teachers' responses to feedback are related to their perceptions of four characteristics: the usefulness of the feedback, the accuracy of the feedback, the credibility of their evaluator, and their access to resources. Structural equation modeling analysis suggests that in responding to feedback, teachers' perceptions of the usefulness of the feedback and the credibility of their evaluator could be more important than their perceptions of the accuracy of the feedback and their access to resources. Results from this study may be helpful in prioritizing evaluation needs at both the state and district levels for training and guidance on providing feedback. They may also help inform states of additional data needed to improve understanding of how feedback is used and what impact it can have on teacher performance. The following are appended: (1) Analysis sample; and (2) Methods.
Development of Want-Need Perception Scale for Primary and Secondary School Students
Author: Bakirtas, Hülya
Date: 2016-10-00
Type: Journal Articles
Subjects: Preferences,Student Needs,Student Interests,Test Construction,Psychometrics,Grade 3,Grade 5,Grade 8,Attitude Measures,Elementary Secondary Education,Factor Analysis,Test Reliability,Test Validity,Program Validation,Student Attitudes,Foreign Countries,Likert Scales

In the development of the national economies, the economy education in school curricula has an important place, because students may not have received the necessary economic realities and requirements. For that reason, it is necessary to determine the perception of wants and needs of children. In this study, it was aimed to develop a scale for determining of elementary and secondary school students' perception of wants and needs. The study's data was obtained from 790 students who were attending to third, fifth and eighth grade in Turkey. The findings showed that Want-Need Perception Scale consists of 19 items. As a result of the study, the scale could be used to determine the need and want perception of the students at elementary and secondary schools.
A Review of Language Teacher Selection Examination and Recruitment in Turkey and Poland
Author: Kiliçkaya, Ferit
Date: 2013-12-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Selection,Comparative Education,Cross Cultural Studies,Licensing Examinations (Professions),Portfolio Assessment,Teacher Recruitment,Foreign Countries,Knowledge Base for Teaching,State Schools,Teacher Qualifications,Second Language Learning,Second Language Instruction,English (Second Language),Faculty Development

This paper presents a review of language teacher selection examination and recruitment in Turkey and Poland, together with the national assessments conducted to assess candidates entering the teaching profession such as Praxis I and II and the Teaching Knowledge Test. It further discusses KPSS (Selection Examination for Professional Posts in Public Organizations) conducted and used as the selection process for teaching positions in the state schools in Turkey and compares it with the examinations discussed above, with a focus on the alternative model of teacher certification and recruitment with reference to Poland's portfolio assessment and teacher development scheme.
Integrating Community Services and Research: A Livelihood Needs Assessment at the Countryside of the Philippines
Author: Garcia, Rosario C.
Date: 2016-10-00
Type: Reports - Research
Subjects: Community Services,Needs Assessment,Integrated Activities,Group Discussion,Community Study,Community Problems,Improvement Programs,Change Strategies,Workshops,Seminars,Farm Management,Agribusiness,Retailing,Marketing,Transportation,Foreign Countries,Qualitative Research,Questionnaires,Focus Groups

(Purpose) This study assessed the integration of community services and research through the livelihood needs assessment of a countryside in the Philippines particularly Sitio Malanas, Lettac Sur, Santol, La Union as basis of the actions in addressing the needs. Specifically, the livelihood situation and needs were determined and proposed actions for the improvement of the livelihood situation of the community. (Methodology) Using the descriptive type of research 35 members of the community participated in the research. A focused group discussion was utilized in gathering the data. (Results) The residents of the community were found to be engaged in farming, sold agricultural products, and had only three variety stores getting its supplies from other places. They encountered livelihood problems mostly related to marketing and transportation. They wanted additional livelihood program, to improve sales, and be provided with seminar-workshops on business-related activities. (Conclusions) The findings show that the root crops they produce can be further processed and there is a need for a program to improve their livelihood needs. (Recommendations) It is recommended that actions have to be taken for the improvement of the livelihood situation of the community in cooperation with the local government unit and the school extending relevant community services based on research. The following are appended: (1) Pictures taken during the Focused Group Discussion with Sitio Malanas Women's Association, Lettac Sur, Santol, La Union; (2) Map of the Municipality of Santol, La Union; and (3) Interview Guide/Questionnaire.
Analysis of the Impacts of City Year's Whole School Whole Child Model on Partner Schools' Performance
Author: Meredith, Julie
Date: 2015-06-04
Type: Reports - Research
Subjects: Program Evaluation,Program Effectiveness,Comparative Analysis,Standardized Tests,Language Arts,Reading Achievement,Mathematics Achievement,Quasiexperimental Design,Elementary Schools,Middle Schools,High Schools,Urban Schools,Low Achievement,Achievement Gains,Surveys,Demography,Graduation Rate,Attendance Patterns,Regression (Statistics),Poverty,Scores,Limited English Speaking

City Year is a learning organization committed to the rigorous evaluation of its &quot;Whole School Whole Child&quot; model, which trains and deploys teams of AmeriCorps members to low-performing, urban schools to empower more students to reach their full potential. A third-party study by Policy Studies Associates (PSA) examined the impact of &quot;Whole School Whole Child&quot; on City Year's partner schools' performance in comparison to similar schools without City Year. This study used publicly available data that local education agencies (LEAs), State and U.S. Departments of Education use to assess school performance. PSA found that schools with teams of City Year AmeriCorps members were two to three times more likely to increase English Language Arts (ELA) and math proficiency rates compared with similar schools that did not partner with City Year, as measured by state assessments. Schools that partnered with City Year also gained the equivalent of approximately one month of additional learning in math and ELA. PSA used a methodology common in education and social science research--a quasi-experimental comparison group study--of City Year's impact on its partner elementary, middle and high schools in 22 cities over three school years, from 2012 to 2014. This study was designed to estimate the impact of City Year's holistic &quot;Whole School Whole Child&quot; model during the first three years of its national implementation. City Year first piloted the &quot;Whole School Whole Child&quot; model in 2007 and, by 2011-2012, had achieved greater consistency in its implementation and in the collection of student data. The model is designed to build community-based learning environments that foster the academic and social emotional mind-sets and competencies essential to sustained student performance, and includes school climate work, whole class support,targeted one-on-one and small group tutoring in literacy and math, attendance interventions, social and emotional learning supports, and after school programming. More than 93% of the schools partnered with City Year are high-poverty (i.e. serve populations in which 75% or more students are classified as economically disadvantaged). The findings of this study suggest that City Year's &quot;Whole School Whole Child&quot; model generates positive results for its partner elementary, middle, and high schools. The following are appended: (1) High Performing City Year Partner Schools; (2) Data Sources and Regression Models; and (3) Coding Method for Binary Outcome Variables Used in the Logistic Regressions.