ethanporcaro/eric-fulltext-meta huggingface dataset:
Projections of California Teacher Retirements: A County and Regional Perspective. REL 2017-181
Author: Fong, Anthony B.
Date: 2016-10-00
Type: Reports - Research
Subjects: Teacher Retirement,Geographic Location,Counties,Tables (Data),Special Education Teachers,Mathematics Teachers,Science Teachers,English Teachers,History Instruction,Elementary School Teachers,Secondary School Teachers,Place of Residence,Labor Market,Age Differences,Teacher Supply and Demand

This report projects California teacher retirements at the state and county levels for 2014/15-2023/24, updating a previously published report that projected California teacher retirements for 2006/07-2015/16. The current study finds that 25 percent of California teachers who were teaching in 2013/14 are projected to retire over 2014/15-2023/24. The proportion projected to retire varies greatly across counties, from 19 percent in Sutter County to 61 percent in Sierra County. This suggests that counties will confront very different staffing situations over the 10-year period because of projected retirements. Rural counties that are projected to have higher retirement rates tend to lie along the state's northern coast and near the state's northern and eastern borders; lower retirement rates are projected in and around metropolitan areas (such as San Francisco, Sacramento, Orange County/Los Angeles, and Fresno). This report also projects teacher retirements in math, science, English language arts, history, special education, and elementary school. The range of projected retirement rates statewide in these fields is 22.5-26 percent over 2014/15-2023/24, again, with wide variation across counties. Data on actual retirements indicate that White and Fong's (2008) projections for 2006/07-2013/14 underestimated the number of teachers across California who would retire by 11 percent. With prior research showing that graduates of teacher preparation programs tend to prefer living close to their hometown (Reininger, 2012), coupled with a projected statewide shortage of college-educated adults through at least 2025, the findings of this report suggest that careful local workforce planning will be essential, particularly in counties projected to experience high teacher retirement rates. For example, county offices of education and school districts in counties with high projected retirement rates might collaborate with local teacher credential programs to determine whether the supply of teachers in the region will be sufficient to replace the teachers projected to retire. Ultimately, local and state education leaders may need to undertake a more complete analysis of all teacher labor market variables--including pre-retirement attrition--to predict whether there will be enough teachers to meet future needs. If the prediction is that there will not be enough teachers to meet future needs, local and state education leaders might consider policies to increase teacher supply, such as alternative certification options, signing bonuses, or loan forgiveness for student teachers. The following are appended: (1) Supplemental data tables; and (2) Data and methods.
An Examination of the Movement of Educators within Wisconsin. Stated Briefly. REL 2017-195
Author: Podgursky, Michael
Date: 2016-11-00
Type: Reports - Research
Subjects: Labor Turnover,Public School Teachers,Principals,Assistant Principals,Faculty Mobility,Teaching Experience,Geographic Location,Academic Achievement,Institutional Characteristics,Economically Disadvantaged,Teacher Transfer,Special Education Teachers,Language Teachers,Urban Schools,Superintendents,Records (Forms),Teacher Characteristics,Elementary Secondary Education

This brief examines the mobility of public school teachers and principals (including assistant principals) in Wisconsin and presents annual and five-year mobility rates between 2006/07 and 2010/11. An average of 8.0 percent of teachers changed schools between consecutive years, and 19.4 percent changed schools within a five-year span. Teachers were more likely to move to another school if they had less teaching experience, were in an urban school, or taught in a school with lower academic performance, fewer students, or more economically disadvantaged students. For principals the annual mobility rate averaged 11.9 percent, and the five-year mobility rate was 30.0 percent. Principals were more likely to move to another school if they had less experience or were in an urban school or a school with lower academic performance. [To access &quot;An Examination of the Movement of Educators within and across Three Midwest Region States. REL 2017-185,&quot; see ED570453. To access &quot;An Examination of the Movement of Educators within Iowa. Stated Briefly. REL 2017-194,&quot; see ED570468. To access &quot;An Examination of the Movement of Educators within Minnesota. Stated Briefly. REL 2017-196,&quot; see ED570466.] ]
Is School Funding Fair? A National Report Card. Third Edition
Author: Baker, Bruce D.
Date: 2014-01-00
Type: Reports - Research
Subjects: Educational Finance,Educational Equity (Finance),Financial Support,State Aid,Public Education,Elementary Secondary Education,Resource Allocation,Poverty,Early Childhood Education,Teacher Salaries,Teacher Student Ratio,Economic Climate

The third edition of the National Report Card examines the condition of states' finance systems as the country emerges from the Great Recession, but is still wrestling with its consequences. As in prior editions, this Third Edition of the National Report Card continues to make the case for states to take immediate and longer-term action to improve the fairness of their school finance systems. The Report builds on previous analyses to highlight the repercussions of the financial crisis on the fairness of states' school funding systems. This Edition also presents some additional indicators that exemplify how school finance policies affect the distribution of resources across districts. This data further illustrates the importance of fair school funding as the essential precondition for the delivery of a high-quality education throughout the states. To meet the pressing national imperative to improve educational outcomes, the states must develop finance systems designed to provide a sufficient level of funding that is fairly distributed so that all students, no matter where they live, have the opportunity to learn. Two appendices are included: (1) National Child and Student Poverty Rates; and (2) Federal Equity Commission Report. [For the second edition, see ED533413.]
Environmental Health at School: Ignored Too Long. Panel and Facilitated Workshop. Summary Report
Author: Goodson, Dana
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Health Promotion,Workshops,Environmental Influences,Hazardous Materials,Pollution,Elementary Secondary Education,Child Care Centers,Early Childhood Education,Child Health,Cooperative Planning,Prevention,Intervention,Standards,Guidelines,Parent Role,School Policy,Training,Educational Legislation,Parent Rights,Privacy,Student Records,Risk Management

On November 9-11, 2015, Healthy Schools Network, with funding support from the W. K. Kellogg Foundation, Education Facilities Clearinghouse, The California Endowment, Mid-Atlantic Center for Children's Health and the Environment, and National Institute of Environmental Health Sciences, convened the first national facilitated workshop on environmental health in schools and child care facilities at The PEW Charitable Trusts in Washington, DC. The theme of this meeting was: &quot;Environmental Health at School: Ignored Too Long&quot;. This meeting brought together representatives from local and state health departments, public health associations, federal agencies (the US Environmental Protection Agency (EPA), Centers for Disease Control and Prevention National Center for Environmental Health/Agency for Toxic Substances and Disease Registry [CDC -NCEH/ATSDR), and the National Institute of Occupational Safety and Health (NIOSH)], environmental and health NGOs, environmental justice organizations, school facilities experts, and parents of affected children to develop research and policy recommendations for addressing environmental health hazards (including, but not limited to, indoor air pollution, PCBs, molds, and chemical mismanagement and spills) commonly found in the nation's 130,000 PK-12 schools and child care facilities. These risks place more than 55 million children who occupy these facilities across the country at risk every day. This summary report outlines the main themes derived from conversations during the facilitated workshop, as well as policy and research recommendations that participants indicated should be explored further. In generating creative solutions that put children's environmental health first, attendees were asked not to allow potential fiscal constraints to limit their thinking. This summary provides background to and an outline of potential policy and research priorities to be refined at a national meeting of stakeholders hosted by the Healthy Schools Network, proposed for late spring of 2016. Representatives of 32 organizations participated in the Panel and Workshop, and the list of panel and workshop participants is provided in Appendix 1 of this report. [For the full report see ED570459.]
Making the Grade in America's Cities: Assessing Student Achievement in Urban Districts
Author: Blagg, Kristin
Date: 2016-06-00
Type: Reports - Research
Subjects: Academic Achievement,Urban Schools,School Districts,Educational Change,Educational Assessment,Educational Trends,Student Characteristics,Scores,Demography,Comparative Analysis,Public Schools,Educational Improvement,National Competency Tests,Mathematics Tests,Reading Tests,Grade 4,Grade 8,Achievement Gains

Many US education reform efforts focus on student performance in large, urban school districts. The National Assessment of Educational Progress's Trial Urban District Assessment (TUDA) program provides data on student achievement in these districts, but differences in student characteristics complicate comparisons of district performance. I use student-level data to adjust TUDA scores for a rich set of demographic factors across districts and over time, allowing for more appropriate comparisons of achievement in TUDA districts. The results point to districts that have excelled or lagged in their levels of student achievement and the progress they have made over time.
Environmental Health at School: Ignored Too Long. Panel and Facilitated Workshop. Full Report
Author: Goodson, Dana
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Health Promotion,Workshops,Environmental Influences,Hazardous Materials,Pollution,Elementary Secondary Education,Child Care Centers,Early Childhood Education,Child Health,Cooperative Planning,Prevention,Intervention,Standards,Guidelines,Parent Role,School Policy,Training,Educational Legislation,Parent Rights,Privacy,Student Records,Risk Management

On November 9-11, 2015, Healthy Schools Network, with funding support from the W. K. Kellogg Foundation, Education Facilities Clearinghouse, California Endowment, Mid-Atlantic Center for Children's Health and the Environment, and National Institute of Environmental Health Sciences, convened the first national facilitated workshop on environmental health at school at The PEW Charitable Trusts in Washington, DC. This gathering assembled knowledgeable parents, experts, and advocates from multiple fields to develop research and policy recommendations for addressing environmental health hazards (including, but not limited to, indoor air pollution, PCBs, molds, and chemical mismanagement and spills) commonly found in the nation's 130,000 PK-12 schools and child care facilities. These risks place more than 55 million children who occupy these facilities across the country at risk every day. Overall, participants agreed that children's risks and exposures at schools and in child care facilities are truly public health issues that require public health solutions. Recommendations include the need for collaborations across the sectors to develop preventive measures and identify a host of primary, secondary, and tertiary prevention actions that keep all children safe. Healthy Schools Network closed the workshop by informing the group that a meeting summary, including their suggestions and recommendations, would be developed, revised by the members of the organizing committee and breakout group leads, and shared with the participants by the end of December. The additional goal is to share the report and its recommendations with a larger group of stakeholders at a national gathering organized by Healthy Schools Network, proposed for late spring 2016. Appended are: (1) Attendees; (2) Speakers and Presentations; (3) Breakout Group Reports; and (4) Bibliography.
Accountability under ESSA: How States Can Design Systems That Advance Equity and Opportunity. Working Paper
Author: TNTP
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Accountability,Educational Legislation,Federal Legislation,Elementary Secondary Education,Public Education,State Government,Government Role,Equal Education,Educational Opportunities,Design,Measurement,Educational Objectives,Program Implementation,Leadership Responsibility,Teacher Effectiveness,School Culture,School Surveys,Attendance,Discipline Policy,Worksheets

The Every Student Succeeds Act (ESSA) gives states new flexibility to deliver on the promise of public education in the way that works best for the communities they serve--especially when it comes to building school accountability systems. These systems are among the most powerful tools at a state chief's disposal to advance ESSA's goals of &quot;school quality and student success.&quot; They should embody a state's vision of a great education and definition of a great school, and help monitor whether it's becoming a reality for students. In this working paper, we offer some guiding principles to help state chiefs build an accountability system that reflects voices from across their communities, advances educational equity, and makes a difference for as many students as possible.
Considerations for State Leaders in the Design of School Accountability Systems under the &quot;Every Student Succeeds Act&quot;
Author: Marion, Scott
Date: 2016-02-19
Type: Reports - Descriptive
Subjects: State Officials,State Policy,Policy Formation,Accountability,Design Requirements,Educational Legislation,Federal Legislation,Educational Objectives,Educational Indicators,Teacher Evaluation,Educational Change,Educational Improvement,Elementary Secondary Education

The Elementary and Secondary Schools Education Act (ESEA) was finally reauthorized as the Every Student Succeeds Act (ESSA). The reauthorization was long overdue and with its passage comes much hype and some misinformation about what the law permits and does not permit. The purpose of this brief is to outline some of the key accountability provisions of ESSA and offer some considerations for states as education leaders move to meet the accountability requirements of the law that capitalizes on what has been learned in the state previously and how an ESSA accountability system can best support the state's policy and educational goals. These recommendations and general steps can be tailored to each state's needs. The accountability systems called for under ESSA offer more flexibility than under No Child Left Behind (NCLB) even with the waivers. Taking advantage of this flexibility to further the state's policy and educational aims will require considerable thought and collaboration with other states and other partners.
NMC/CoSN Horizon Report: 2016 K-12 Edition
Author: Adams Becker, S.
Date: 2016-00-00
Type: Reports - Research
Subjects: Annual Reports,Elementary Secondary Education,Educational Trends,Educational Change,Technology Integration,Adoption (Ideas),Educational Practices,Space Utilization,Cooperative Learning,Learning Strategies,Literacy,Creativity,Barriers,Change Strategies,Learning Experience,Teacher Role,Access to Computers,Instructional Innovation,Achievement Gap,Individualized Instruction,Educational Development,Educational Technology,Computer Simulation,Robotics,Artificial Intelligence,Handheld Devices,Technological Advancement

What is on the five-year horizon for K-12 schools worldwide? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions? These questions and similar inquiries regarding technology adoption and transforming teaching and learning steered the collaborative research and discussions of a body of 59 education and technology experts to produce this report. The experts agreed on two long-term trends: redesigning learning spaces to accommodate more immersive, hands-on activities, as well as rethinking how schools work in order to keep pace with the demands of the 21st century workforce and equip students with future-focused skills. In the short-term, the rise of coding as a literacy emerged as a new trend this year. As the number of computer science jobs are expected to proliferate in the next five years, there is a need for students to learn coding and programming skills, which have proven to bolster problem-solving, creativity, and critical thinking skills. These are just three of the 18 topics analyzed in the this report, indicating the key trends, significant challenges, and important technological developments that are very likely to impact changes in K-12 education across the world over the next five years. The experts identified the task of bridging the achievement gap as a wicked challenge--one that is seemingly impossible to define let alone solve. In view of the trends and challenges observed, the panel also signalled the important developments in technology that could support these drivers of innovation and change. The three key sections of this report constitute a reference and straightforward technology planning guide for educators, school leaders, administrators, policymakers, and technologists. The aim of this research is to help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in K-12 education across the globe. Contains a list of the participants in the 2016 K-12 Edition Expert Panel. [The research in this report was made possible in part by Share Fair Nation under a grant from the Morgridge Family Foundation.]
Employment Status of Postsecondary Completers in 2009: Examination of Credential Level and Occupational Credentials. Data Point. NCES 2016-107
Author: Roberts, Ashley
Date: 2016-11-00
Type: Numerical/Quantitative Data
Subjects: Employment Level,Postsecondary Education,College Graduates,Credentials,Followup Studies,Educational Attainment,Employment Qualifications,Comparative Analysis,Longitudinal Studies

This Data Point uses data from the 2009 follow-up to the 2004 Beginning Postsecondary Students Longitudinal Study to examine the rates of employment among students who do and do not earn a postsecondary credential, and among those who earn a credential in an occupational versus academic field. The Data Point also looks at the percent of students who get a job related to their field of study.
Highlights from the U.S. PIACC Survey of Incarcerated Adults: Their Skills, Work Experience, Education, and Training--Program for the International Assessment of Adult Competencies: 2014. NCES 2016-040
Author: Rampey, Bobby D.
Date: 2016-11-00
Type: Numerical/Quantitative Data
Subjects: Institutionalized Persons,Adults,Work Experience,Correctional Education,National Surveys,Literacy,Numeracy,Job Skills,Income,Employment Level,Computer Use,Correctional Institutions,Enrollment,Participation,Access to Information,Special Libraries,Adult Education,International Assessment

The U.S. PIAAC Survey of Incarcerated Adults was designed to provide policymakers, administrators, educators, and researchers with information to improve educational and training opportunities for incarcerated adults and foster skills they need in order to return to, and work successfully in, society upon release from prison. This report highlights data from the survey's extensive background questionnaire and direct assessments of cognitive skills. It examines the skills of incarcerated adults in relationship to their work experiences and to their education and training in prison. Results for incarcerated adults on the literacy and numeracy domains are presented in two ways: (1) as scale scores (estimated on a 0-500 scale), and (2) as percentages of adults reaching the proficiency levels established for each of these domains. The report includes results for groups of incarcerated adults by various characteristics, including employment prior to incarceration, experiences with prison jobs, skills certifications, educational attainment in prison, and participation in academic programs and training classes. The following are appended: (1) Methodology and Technical Notes; (2) PIAAC Scales and Proficiency-Level Descriptions; and (3) Members of the PIACC Prison Expert Group. [The research contained in this document was coordinated in part by the Texas Department of Criminal Justice.]
An Examination of the Movement of Educators within Minnesota. Stated Briefly. REL 2017-196
Author: Podgursky, Michael
Date: 2016-11-00
Type: Reports - Research
Subjects: Labor Turnover,Public School Teachers,Principals,Assistant Principals,Faculty Mobility,Teaching Experience,Geographic Location,Academic Achievement,Institutional Characteristics,Economically Disadvantaged,Teacher Transfer,Special Education Teachers,Language Teachers,Urban Schools,Superintendents,Records (Forms),Teacher Characteristics,Elementary Secondary Education

This brief examines the mobility of public school teachers and principals (including assistant principals) in Minnesota and presents annual and five-year mobility rates between 2006/07 and 2010/11. An average of 9.5 percent of teachers changed schools between consecutive years, and 20.8 percent changed schools within a five-year span. Teachers were more likely to move to another school if they had less teaching experience, were in an urban school, or taught in a school with lower academic performance, fewer students, or more economically disadvantaged students. For principals the annual mobility rate averaged 10.5 percent, and the five-year mobility rate was 29.3 percent. Principals were more likely to move to another school if they had less experience or were in a school with lower academic performance or with more economically disadvantaged students. Principals' years of experience, as well as the percentage of students in the school who were academically proficient and the percentage who were economically disadvantaged, predicted their annual and five-year mobility rates. [For &quot;An Examination of the Movement of Educators within and across Three Midwest Region States. REL 2017-185,&quot; see ED570453. For &quot;An Examination of the Movement of Educators within Iowa. Stated Briefly. REL 2017-194,&quot; see ED570468. To access &quot;An Examination of the Movement of Educators within Wisconsin. Stated Briefly. REL 2017-195,&quot; see ED570452.]