ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Preschool More Productive: How Classroom Management Training Can Help Teachers. Executive Summary
Author: Morris, Pamela
Date: 2010-11-00
Type: Reports - Research
Subjects: Classroom Techniques,School Readiness,Emotional Adjustment,Workshops,Preschool Teachers,Stress Management,Preschool Children,Teacher Competencies,Intervention,Student Behavior,Student Adjustment,Faculty Development,Mentors,Consultation Programs,At Risk Students,Educational Quality,Time Management,Maintenance,Teaching Skills,Mental Health,Teaching Conditions,Stress Variables,Costs,Teaching Methods,Behavior Problems,Teacher Student Relationship,Social Behavior,Interpersonal Competence,Language Skills,Comparative Analysis,Kindergarten,Program Effectiveness,Racial Differences,Gender Differences

This report presents results from the Newark, New Jersey, site of the Foundations of Learning (FOL) Demonstration, an intervention and random assignment evaluation of a curriculum designed to target children's behavior and emotional adjustment through the training of preschool teachers. The demonstration adopted the model used by CSRP (formerly the Chicago School Readiness Project) and adapted it slightly to fit a new policy context. The remainder of this report refers to the model as &quot;FOL.&quot; The FOL intervention was tested in two cities--Newark and Chicago--and it combined teacher training in effective classroom management with weekly classroom consultation. Consultants coached and mentored the teachers in the new strategies learned in the training workshops, and they provided individualized support to the highest-risk children in each FOL classroom. MDRC evaluated the results of this intervention. The findings for the preschool year indicate that FOL had promising effects on classroom quality, teachers' productive use of classroom time, and some outcomes for children. Yet these effects were not sustained, particularly for high-risk children, as they transitioned to kindergarten. (Contains 3 tables, 1 figure, and 5 footnotes.) [Additional funding for this report was provided by the Nicholson Foundation. For the full report, see ED514648.]
Summary Report of the Operations and Activities of Online Programs in Colorado
Author: Colorado Department of Education
Date: 2010-02-01
Type: Reports - Descriptive
Subjects: Electronic Learning,Online Courses,Annual Reports,Delivery Systems,Operations Research,Program Descriptions,Accountability,School Demography,Curriculum Implementation,Academic Support Services,Budgets,Alignment (Education),Educational Quality,Academic Standards,School Activities

Pursuant to section 22.30.7-109(1)(a) and (d) C.R.S., online programs in Colorado are required to submit an annual report to the Colorado Department of Education's (CDE) Unit of Online Learning. As per the &quot;CDE Rules for the Administration, Certification and Oversight of Colorado's online programs,&quot; individual program reports were submitted on Dec. 1, 2009 and are herein summarized. Pursuant to CRS 22-30.7-103(3)(f)and (h) the Unit of Online Learning shall evaluate reports submitted by online programs pursuant to CRS section 22-30.7-109, as such evaluation is described in section 22-30.7-110; and to compile the reports submitted by authorizers and school districts pursuant to section 22-30.7-109 and prepare a summary report to be submitted on or before Feb. 1, 2008, and on or before Feb. 1 each year thereafter, to the Colorado State Board of Education and the Education Committees of the House of Representatives and the Senate. This review provides information on the activities and structure of single district and multi-district online programs for the 2008-2009 school year and also includes 2009 October count data. It addresses not only the reporting requirements outlined in the &quot;CDE Rules for the Administration, Certification and Oversight of Colorado's Online programs,&quot; but also gives insight into other areas of program delivery about which the public has inquired. The intended audiences for this report include the Colorado State Board of Education, the education committees of the Colorado Senate and the House of Representatives, students and parents interested in the quality of online learning, and the community of stakeholders in online learning programs. Appendices include: (1) CSAP Performance; (2) Course Completion Rate; and (3) Annual Budget. (Contains 21 tables.)
Summary Report of the Operations and Activities of Online Programs in Colorado
Author: Colorado Department of Education
Date: 2009-02-01
Type: Reports - Descriptive
Subjects: Electronic Learning,Educational Finance,Online Courses,Alignment (Education),Educational Quality,Academic Standards,School Demography,Accountability,Curriculum Implementation,Academic Support Services,Budgets,Program Descriptions,Trend Analysis,State Programs,Operations Research

Pursuant to section 22.30.7-109(1)(a) and (d) C.R.S., Online Programs are required to submit an annual report to the Unit of Online Learning within the Colorado Department of Education (CDE). As per the &quot;CDE Rules for the Administration, Certification and Oversight of Colorado's Online Programs&quot;, individual program reports were submitted on December 1, 2008 and are herein summarized. Pursuant to CRS 22-30.7-103(3)(f)and (h) the Unit of Online Learning shall evaluate reports submitted by Online Programs pursuant to section 22-30.7-109, as such evaluation is described in section 22-30.7-110; and to compile the reports submitted by authorizers and school districts pursuant to section 22-30.7-109 and prepare a summary report to be submitted on or before February 1, 2009, and on or before February 1 each year thereafter, to the State Board and the Education Committees of the House of Representatives and the Senate. This review provides information on the activities and structure of single district and multi-district Online Programs for the 2007-2008 school year and also includes 2008 October count data. It addresses not only the reporting requirements outlined in the &quot;CDE Rules for the Administration, Certification and Oversight of Colorado's Online Programs&quot;, but also gives insight into other areas of program delivery about which the public has inquired. In this report, each Quality Standard is addressed with a detailed summary of how the standard is met, as well as which programs may not be completely meeting the standard. The majority of Colorado's Online Programs are meeting most, if not all, of the Quality Standards. Appendices include: (1) CSAP Performance; (2) Course Completion Rate; (3) Curriculum Changes; and (4) Annual Budget. (Contains 23 tables.)
Forward Thinking: Progress Report
Author: Colorado Department of Education
Date: 2008-07-00
Type: Reports - Descriptive
Subjects: Educational Change,Guidance,Instructional Leadership,Educational Administration,Educational Objectives,School Districts,Educational Needs,Professional Development,Achievement Gap,Academic Achievement,Equal Education,Cooperation,Cooperative Planning,Federal Aid,State Aid,Private Financial Support,Educational Finance,Access to Information,Models,Leadership Training,Strategic Planning,Accountability,Educational Quality,State Legislation

In September 2007 the Colorado Department of Education and the Colorado State Board of Education jointly announced the launch of &quot;Forward Thinking&quot;, an ambitious plan &quot;to create a purpose-driven and dynamic system of educational leadership, service and support that relentlessly focuses on the learning of all students.&quot; The steps detailed in this report provide a transparent overview of how the organization is gearing itself to support the seven detailed goals embedded in &quot;Forward Thinking&quot;. The goals embedded in &quot;Forward Thinking&quot; are: (1) Provide guidance and support to meet school and district needs; (2) Enhance professional development involving best practices; (3) Develop tools to eliminate gaps and increase achievement for all; (4) Implement a seamless, collaborative leadership system with intentional intensity, urgency and impatience; (5) Make efficient, effective use of federal, state and private funds; (6) Become a reliable source for research, data, and analysis that is envied by all professionals; and (7) Define, detail and implement a model that builds and expands leadership capacity.
Forward Thinking: Progress Report, 2009
Author: Colorado Department of Education
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Educational Change,Guidance,Instructional Leadership,Educational Administration,Educational Objectives,Accountability,School Districts,Educational Needs,Professional Development,Achievement Gap,Academic Achievement,Equal Education,Cooperation,Cooperative Planning,Federal Aid,State Aid,Private Financial Support,Educational Finance,Access to Information,Models,Leadership Training,Educational Quality,State Legislation

In fall 2007, and in alignment with the strategic plan of the Colorado State Board of Education, the Colorado Department of Education released &quot;Forward Thinking,&quot; a plan which publicly announced seven goals that, when attained, would culminate in a statewide system of accountability and support addressing the needs of all districts. Some called them too lofty. Others believe the department was over-reaching. Many doubted anything would change. Two years later, the same seven goals continue to direct its work. This paper presents the achievements made by the &quot;Forward Thinking&quot; plan for 2009. [For the 2008 report, see ED514655.]
Forward Thinking. Progress Report, 2010
Author: Colorado Department of Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Educational Change,Guidance,Instructional Leadership,Educational Administration,Educational Objectives,School Districts,Educational Needs,Professional Development,Achievement Gap,Academic Achievement,Equal Education,Cooperative Planning,Federal Aid,State Aid,Private Financial Support,Educational Finance,Access to Information,Models,Leadership Training,Educational Quality,State Standards,State Legislation,Low Achievement,Mathematics Instruction,Language Arts,Grants

Since 2007, &quot;Forward Thinking&quot; has provided the roadmap for the department's work. These goals have served the department well in aligning and focusing the work at hand. The goals are: (1) Provide guidance and support to meet school and district needs; (2) Enhance professional development involving best practices; (3) Develop tools to eliminate gaps and increase achievement for all; (4) Implement a seamless, collaborative leadership system with intentional intensity, urgency and impatience; (5) Make efficient, effective use of federal, state and private funds; (6) Become a reliable source for research, data and analysis; and (7) Define, detail and implement a model that builds and expands leadership capacity. This paper presents updates regarding key state board of education initiatives that have been launched by the vision of &quot;Forward Thinking&quot; and by the Colorado State Legislature--or both. The work on many of these initiatives began in 2007. [For the 2009 report, see ED514656.]
Challenging Times: California Schools Cope with Adversity and the Imperative to Do More
Author: Edwards, Brian
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Educational Finance,School Districts,Financial Support,Budgets,Outcomes of Education,Student Improvement,Academic Achievement,Achievement Gap,Economic Climate,Academic Standards,State Standards,Grants,Federal Programs,Educational Change,Educational Legislation,Federal Legislation,State Legislation,Elementary Secondary Education,Higher Education

California school districts are being expected to &quot;do more with less.&quot; They face critical and competing pressures to improve academic achievement while remaining fiscally solvent in a time of increasing budgetary pressures. This report examines the financial circumstances of California's school districts and the actions they have been taking to cope with these competing demands. It looks at the various forces that govern both the revenues they receive and the expenditures they make, and the added pressures they face due to the insolvency of California's state budget and the fact that the 2010-11 budget was the latest in the state's history. The report also discusses new federal and state initiatives designed to improve student outcomes as well as policy actions that may add to districts' workload. (Contains 5 figures and 10 endnotes.) [Liz Terry, Smita Patel, and Raquel Gonzales provided research support for this paper.]
School Finance Highlights 2010-11
Author: Edwards, Brian
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: School Districts,Resource Allocation,Elementary Secondary Education,Federal Aid,Taxes,Educational Finance,Accountability,Budgets,Income,Expenditures,State Legislation,State Aid,Budgeting,Community Colleges,Charter Schools,Grants,Class Size,Small Classes,Mental Health,Student Needs,Disabilities,Health Services

California entered 2010-11 with a longstanding imbalance between ongoing spending and income. To help close that gap, state policymakers suspended Proposition 98, the minimum funding guarantee for K-12 schools and community colleges. In total, revenues for K-12 schools are down nearly 10% this year compared with 2007-08. Yet more cuts loom as the state faces a massive 2-year budget shortfall, including $6.1 billion in 2010-11. This EdSource report discusses the budgetary decisions made in 2010-11 that are affecting K-12 education this year and going forward. It also makes clear how tightly linked school funding and the budget are in California. (Contains 3 figures.)
Evaluating Math Recovery: A Case of Measuring Implementation Fidelity of an Unscripted, Cognitively-Based Intervention
Author: Munter, Charles
Date: 2010-00-00
Type: Reports - Research
Subjects: Program Implementation,Program Development,Mathematics Instruction,Tutoring,Evaluation,Intervention,Grade 1,Low Achievement,Feasibility Studies,Outcomes of Education,Interviews,Models,Elementary Schools,Measures (Individuals)

In this paper, the authors describe a case of measuring implementation fidelity within an evaluation of Math Recovery (MR), a pullout tutoring program for low-achieving first-graders. They use this case to address two aspects of implementation fidelity studies: (1) their feasibility with respect to unscripted interventions, and (2) their relationship to ongoing program development. The aim of the MR program is to use children's current understandings of number as bases for providing instruction that will support them in constructing increasingly sophisticated strategies. Therefore, assessing fidelity in this case is not as simple as monitoring adherence to a script, but requires assessing the complex practice of delivering mathematics instruction attuned to a child's current understanding and needs. Their intentions were to both measure the extent to which the program was implemented as intended, and link the measures to student outcomes. Determining the extent to which the tutoring is enacted as intended requires an explication of "good" tutoring as defined by the developers and systematically evaluating tutors' practices against that ideal. However, they also go beyond MR's notion of "good" tutoring by looking for instances of "positive infidelity" within tutoring sessions. Thus, they view studies of implementation fidelity as potential sources for refining theory and program design. Appendices are: (1) References; and (2) Tables and Figures.
Achieved Relative Intervention Strength: Models and Methods
Author: Hulleman, Chris S.
Date: 2010-00-00
Type: Reports - Research
Subjects: Intervention,Reading Instruction,Sample Size,Data Collection,Experiments,Introductory Courses,College Students,Educational Psychology,Psychology,Control Groups,Reading Programs,College Credits,Data Analysis,Research,Federal Programs,Primary Education

This paper outlines a method of determining the achieved relative strength (ARS) of an intervention by calculating the extent to which core intervention components are present in both the treatment and control condition. Using data from several examples the authors demonstrate how to calculate ARS indices, and subsequently how to incorporate them into analyses of intervention effectiveness. The motivation intervention examples demonstrate consistency across three different methods of calculating achieved relative strength, and how treatment fidelity diffuses when moving from more controlled to less controlled settings. The Reading First example demonstrates the importance of assessing core intervention components in control conditions as the average level of implementation of Reading First components in control conditions was quite high, thus diminishing the achieved relative strength of the intervention.
Head Start and Urban Children's School Readiness: A Birth Cohort Study in 18 Cities
Author: Zhai, Fuhua
Date: 2010-00-00
Type: Reports - Research
Subjects: School Readiness,Reference Groups,Disadvantaged Youth,Urban Areas,Least Squares Statistics,Urban Youth,Child Care,Academic Achievement,Longitudinal Studies,Cohort Analysis,Outcomes of Education,Comparative Analysis,Gender Differences,Racial Differences,Preschool Children,Early Intervention,Federal Programs,Early Childhood Education

In this study, the authors used data from a large longitudinal birth cohort study of primarily low-income children in urban areas, the Fragile Families and Child Wellbeing Study (FFCWS), to investigate the effects of Head Start participation on children's school readiness. The fact that their sample was mainly made up of disadvantaged families helped address some of the issues with regard to selection bias, but to further address possible selection bias, they adopted several different analytic approaches, including ordinary least squares (OLS) regressions with a rich set of controls, city-fixed effects, and propensity score matching models. In addition, they were able to control for children's earlier developmental outcomes (i.e., at age three when almost none of the children had attended Head Start), which has not been possible in most of the previous research. In common with prior studies, they first examined the effects of Head Start by comparing Head Start participants to all non-participants (regardless of what their child care arrangements were). Then, to address the problem of the lack of clarity with regard to the reference group, they compared children who attended Head Start to children who attended specific types of other care arrangements separately, including parental care, pre-kindergarten, other center-based care, and other non-parental care. They also analyzed whether the effects of Head Start were moderated by child gender and race/ethnicity. (Contains 2 tables.)
Evaluating Math Recovery: Implications for Policy and Practice
Author: Smith, Thomas
Date: 2010-00-00
Type: Reports - Research
Subjects: Intervention,Mathematics Achievement,Program Implementation,Grade 1,Tutoring,Computer Software,Data Analysis,Elementary Education,Evaluation Methods

This presentation focuses on an initial evaluation study of Math Recovery (MR), a pullout, one-to-one tutoring program that has been designed to increase mathematics achievement among low-performing first graders, thereby closing the school-entry achievement gap and enabling participants to achieve at the level of their higher-performing peers in the regular mathematics classroom. Following Cordray and Morphy (2009), the authors' goal was not merely to assess whether MR works, for whom, under what circumstances. They also attempted to understand how and why the program works to produce particular outcomes (cf. Clements, 2007). In addition, they illustrate that assessments of implementation fidelity can help identify aspects of an intervention that need improving. Assessments of implementation fidelity in turn require that the evaluation begins with a "well-stated set of expectations about how the intervention is supposed to work, its underlying logic, and rationales for how and why these actions will produce the desired enhancements in student learning, motivation, and achievement" (Hulleman & Cordray, 2009, p. 90). ["Evaluating Math Recovery: Implications for Policy and Practice" was written with Paul Cobb, Dale Farran, David Cordray, Charles Munter, Sarah Green, Annie Garrison, and Alfred Dunn.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. National Summary
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This 2008 edition of the &quot;State Teacher Policy Yearbook&quot; provides an in-depth analysis of a critical piece of the teacher quality puzzle: the retention of effective new teachers. Unlike the comprehensive analysis of all aspects of states' teacher policies provided in the 2007 &quot;Yearbook&quot;, this year's edition focuses on a particular policy issue. The 2009 &quot;Yearbook&quot; will revisit and evaluate the states' progress in meeting the full set of goals first analyzed in 2007, as well as the new goals examined this year. The third through fifth years of teaching represent an opportunity lost for the health of the teaching profession. Many new teachers leave at this juncture, just at the time that they are becoming consistently effective. Concurrently, school districts confer permanent status more commonly understood as tenure--at this juncture, absent either the reflection or evidence that this important decision merits. While school districts are certainly key players in teacher retention, do not underestimate the state's role. Without exception, the state controls virtually every aspect of the teaching profession particularly licensing and tenure. This edition of the &quot;Yearbook&quot; analyzes what each state is doing to identify teachers' effectiveness; support the retention of valuable, early career teachers; and dismiss those found to be ineffective, with each of these factors measured against a realistic blueprint for reform. This year's goals meet NCTQ's five criteria for an effective reform framework: (1) They are supported by a strong rationale, grounded in the best research available; (2) They offer practical, rather than pie-in-the-sky, solutions for improving teacher quality; (3) They take on the teaching profession's most pressing needs, including making the profession more responsive to the current labor market; (4) They are for the most part relatively cost neutral; and (5) They respect the legitimate constraints that some states face so that the goals can work in all 50 states. This national report includes a state-by-state summary, as well as a summary of state performance for each of the 15 goals. It also points to states that offer a &quot;Best Practice&quot; for other states to emulate. (Contains 60 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the 2007 national report, see ED506661.