ethanporcaro/eric-fulltext-meta huggingface dataset:
Taking Root: South Carolina's Lessons for Sustaining the College- and Career-Ready Agenda
Author: Achieve, Inc.
Date: 2009-09-00
Type: Reports - Research
Subjects: Educational Change,Case Studies,Sustainability,Educational Strategies,Policy Analysis,Program Effectiveness,Program Implementation,Program Development,Leadership,Educational History,Achievement Gains,Educational Assessment,Accountability,Data,Educational Finance,Partnerships in Education,Business,Government Role,State Legislation,Graduation Requirements,Readiness,College Preparation,Careers,Education Work Relationship,Alignment (Education),Educational Policy,Academic Standards

To give states the information they need to sustain hard-fought education reform effectively, Achieve conducted research on state education reforms that have been sustained successfully for over a decade or more. Funded by the GE Foundation, Achieve hopes this work will help other state leaders, wherever they may be on their road to reform, replicate successful strategies and accelerate systemic reform in their own states, particularly around the college- and career-ready agenda. The project includes: (1) Four case studies that examine both governmental and non-governmental strategies that were effective in making reform last in Indiana, Massachusetts, South Carolina and Texas; (2) A paper that draws on and synthesizes the case studies' overarching lessons and states' strategies for sustainability; and (3) A tool that states can use in their own planning. The four states were chosen because they were able to pass and sustain significant education reforms over time, for at least a decade. The focus of the case studies is not on the specific policies passed, but rather the process and strategies the states employed to make significant change last. The South Carolina EIA (Education Improvement Act) story is often cited as one of the strongest examples of a successful campaign to adopt, implement and sustain a comprehensive education policy agenda. This case study seeks to describe the processes and decisions that allowed for such a successful adoption and implementation, as well as identify lessons other states may use when crafting and putting a major policy agenda into place to ensure the agenda is sustained over time. What did South Carolina do? Who was involved? How did they make it happen? While South Carolina is still struggling to raise achievement and attainment today, this should not detract from the important lessons everyone can learn from the deliberate and far-reaching steps South Carolina took in the 1980s to ensure the EIA was sustained successfully for well over a decade.
Taking Root: Massachusetts' Lessons for Sustaining the College- and Career-Ready Agenda
Author: Achieve, Inc.
Date: 2009-09-00
Type: Reports - Research
Subjects: Educational Change,Case Studies,Sustainability,Educational Strategies,Policy Analysis,Program Effectiveness,Program Implementation,Program Development,Leadership,Educational History,Achievement Gains,Educational Assessment,Accountability,Data,Educational Finance,Partnerships in Education,Business,Government Role,State Legislation,Graduation Requirements,Readiness,College Preparation,Careers,Education Work Relationship,Alignment (Education),Educational Policy,Academic Standards,Funding Formulas,Mass Media Role

To give states the information they need to sustain hard-fought education reform effectively, Achieve conducted research on state education reforms that have been sustained successfully for over a decade or more. Funded by the GE Foundation, Achieve hopes this work will help other state leaders, wherever they may be on their road to reform, replicate successful strategies and accelerate systemic reform in their own states, particularly around the college- and career-ready agenda. The project includes: (1) Four case studies that examine both governmental and non-governmental strategies that were effective in making reform last in Indiana, Massachusetts, South Carolina and Texas; (2) A paper that draws on and synthesizes the case studies' overarching lessons and states' strategies for sustainability; and (3) A tool that states can use in their own planning. The four states were chosen because they were able to pass and sustain significant education reforms over time, for at least a decade. The focus of the case studies is not on the specific policies passed, but rather the process and strategies the states employed to make significant change last. By all accounts, Massachusetts' journey to education excellence is a model for states around the nation. This case study attempts to capture the lessons that Massachusetts has learned in the 20-plus years it has been working on education reform, particularly with respect to how the commonwealth has successfully sustained its efforts over time. What did Massachusetts do? Who was involved? How did they make it happen? What's kept it going, especially in the face of inevitable opposition? (Contains 3 footnotes.)
Taking Root: Texas' Lessons for Sustaining the College- and Career-Ready Agenda
Author: Achieve, Inc.
Date: 2009-09-00
Type: Reports - Research
Subjects: Educational Change,Case Studies,Sustainability,Educational Strategies,Policy Analysis,Program Effectiveness,Program Implementation,Program Development,Leadership,Educational History,Achievement Gains,Educational Assessment,Accountability,Data,Educational Finance,Partnerships in Education,Business,Government Role,State Legislation,Graduation Requirements,Readiness,College Preparation,Careers,Education Work Relationship,Alignment (Education),Educational Policy,Academic Standards

To give states the information they need to sustain hard-fought education reform policy changes effectively, Achieve conducted research on state education reforms that have been sustained successfully for over a decade or more. Funded by the GE Foundation, Achieve hopes this work will help other state leaders, wherever they may be on their road to reform, replicate successful strategies and accelerate systemic reform in their own states, particularly around the college- and career-ready agenda. The project includes: (1) Four case studies that examine both governmental and non-governmental strategies that  were effective in making reform last in Indiana, Massachusetts, South Carolina and Texas;  (2) A paper that draws on and synthesizes the case studies' overarching lessons and states'  strategies for sustainability; and (3) A tool that states can use in their own planning. The four states were chosen because they were able to pass and sustain significant education reforms over time, for at least a decade. The focus of the case studies is not on the specific policies passed, but rather the process and strategies the states employed to make significant change last. The Texas story is remarkable in its continuity. The state's standards-based reforms have evolved over the past 25 years, as Texas has consistently and incrementally ratcheted up the expectations for students, teachers and schools alike. How did this come to be? What pieces needed to be in place for the standards-based reforms to take root in Texas? What type of leadership drove and sustained these reforms? It is hoped that the answers to these questions can help other state leaders, wherever they may be on their road to reform, replicate successful strategies and accelerate school-system reform on their home turf.
Taking Root: Indiana's Lessons for Sustaining the College- and Career-Ready Agenda
Author: Achieve, Inc.
Date: 2009-09-00
Type: Reports - Research
Subjects: Access to Education,Curriculum Implementation,Educational Change,Case Studies,Sustainability,Educational Strategies,Policy Analysis,Program Effectiveness,Program Implementation,Program Development,Leadership,Educational History,Achievement Gains,Educational Assessment,Accountability,Data,Educational Finance,Partnerships in Education,Business,Government Role,State Legislation,Graduation Requirements,Readiness,College Preparation,Careers,Education Work Relationship,Alignment (Education),Educational Policy,Academic Standards,College Admission,Enrollment Rate

To give states the information they need to sustain hard-fought education reform effectively, Achieve conducted research on state education reforms that have been sustained successfully for over a decade or more. Funded by the GE Foundation, Achieve hopes this work will help other state leaders, wherever they may be on their road to reform, replicate successful strategies and accelerate systemic reform in their own states, particularly around the college- and career-ready agenda. The project includes: (1) Four case studies that examine both governmental and non-governmental strategies that were effective in making reform last in Indiana, Massachusetts, South Carolina and Texas; and (2) A paper that draws on and synthesizes the case studies' overarching lessons and states' strategies for sustainability; and (3) A tool that states can use in their own planning. The four states were chosen because they were able to pass and sustain significant education reforms over time, for at least a decade. The focus of the case studies is not on the specific policies passed, but rather the process and strategies the states employed to make significant change last. In Indiana, a focus on a rigorous, college- and career-ready curricula and increased access to postsecondary opportunities has resulted in phenomenal progress. What accounts for its remarkable gains and sustained focus? Who was involved? How did they make it happen? What kept it going, especially in the face of important changes in state political leadership? This case study about Indiana's reform efforts will illuminate a few of the most salient and replicable lessons the state has learned over the course of its 15 years of education reform.
American Diploma Project (ADP) End-of-Course Exams: 2010 Annual Report
Author: Achieve, Inc.
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Program Effectiveness,Education Work Relationship,Consortia,Algebra,Standards,Graduation Requirements,College Preparation,Secondary School Mathematics,High School Graduates,College Mathematics,Annual Reports,Student Evaluation,Careers,Readiness,Higher Education,Secondary Education

To assess the raised expectations of college and career readiness for all students, a group of American Diploma Project (ADP) Network states formed the ADP Assessment Consortium in 2005. The Consortium created Algebra I and II end-of-course exams, based in large part on Achieve's ADP mathematics benchmarks, which would provide an honest assessment of whether a student has mastered the content in the course they just completed and whether the student is prepared for higher-level mathematics coursework. The spring 2010 administration marked the second administration of the Algebra I exam. The ADP Algebra II End-of-Course Exam was administered for the third time. This report presents the results of the Spring 2010 administration of the ADP Assessment Consortium's Algebra I and II exams. (Contains 9 footnotes and 9 tables.)
Closing the Expectations Gap, 2010: Fifth Annual 50-State Progress Report on the Alignment of High School Policies with the Demands of College and Careers
Author: Achieve, Inc.
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Academic Achievement,Graduation Requirements,Accountability,Alignment (Education),College Preparation,High Schools,State Standards,High School Graduates,Educational Policy,Student Evaluation,Academic Standards,Education Work Relationship,High School Students,State Surveys,Careers,Exit Examinations,Advanced Courses,Educational Improvement,Secondary Education,Federal Legislation,Testing,Educational Change,Readiness,Higher Education,Algebra

Since Achieve launched the American Diploma Project (ADP) Network at the National Education Summit on High Schools in February 2005, state leaders across the country have been hard at work aligning their standards, graduation requirements, assessments and accountability systems with the expectations of colleges and employers. To monitor state progress in adopting the college and career readiness agenda, Achieve conducts an annual survey of all 50 states and the District of Columbia on the key college- and career-ready policies that form the basis for the ADP Network. K-12 education chiefs from all 50 states and the District of Columbia responded to this year's survey. &quot;Closing the Expectations Gap, 2010&quot; is the fifth annual report in this series. The report details state progress implementing the American Diploma Project policy agenda. It looks at the number of states that have raised standards and adjusted their graduation requirements, P-20 data systems, assessments and accountability systems to support the college- and career-ready agenda. Appendices include: (1) Achieve Resources; (2) Overview of the ADP Assessment Consortium and Use of ADP Algebra II Exam; and (3) Methodology. (Contains 13 endnotes.) [For the 2009 report, see ED507052.]
On the Road to Implementation: Achieving the Promise of the Common Core State Standards
Author: Achieve, Inc.
Date: 2010-08-00
Type: Guides - Non-Classroom
Subjects: State Standards,Program Implementation,Alignment (Education),Graduation Requirements,Language Arts,Accountability,State Aid,Comparative Analysis,Mathematics Education,Outreach Programs,Academic Achievement,Consciousness Raising,Public Support,Policy Analysis,Financial Support,Educational Policy,Educational Practices,College Preparation

The K-12 Common Core State Standards (CCSS) represent a major advance in standards for Mathematics and English Language Arts. They are grounded in evidence about what it takes for high school graduates to be ready for college and careers and build on the finest state and international standards. The Common Core State Standards offer an unprecedented opportunity for states across the nation to improve upon their education policies and practices, and achieve system-wide reform. This document seeks to identify the key areas that state policymakers will need to consider to implement the new standards with fidelity. The guide is organized by topic with short chapters. It is "not" meant to be an exhaustive review or a checklist of all the issues that states and districts will need to consider as they move from adoption of the CCSS to implementation. Rather, it is meant to be the starting point from which state and district leaders and their allies can organize and begin the necessary discussions around key topics to successfully implement the standards. Individual sections contain footnotes.
Achieving the Possible: What Americans Think about the College- and Career-Ready Agenda
Author: Achieve, Inc.
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: State Standards,Educational Change,College Preparation,Career Development,Public Opinion,National Surveys,Academic Standards,Public Support,Educational Policy,Expectation,Developmental Studies Programs

For years, state and local policymakers and education leaders have embraced the goal of graduating students college and career ready, vaulting the agenda to become a national priority--as evidenced by the more recent dialogue on education reform, including Race to the Top, Common Core State Standards, and common assessments. But, while policy leaders at all levels embrace the goal of college and career readiness for all, what does the public think? To find out, Achieve commissioned a survey of registered voters to find out whether they support both the goal of graduating all students from high school ready for college and careers and the necessary policies to meet that goal. Key findings from the poll are: (1) There is widespread agreement that all students need additional education and training beyond high school; (2) Support for policies aimed at preparing high school students for college and careers is broad, deep and fully bipartisan with equally high numbers of Democratic, Republican and Independent voters supporting such reforms; (3) There is strong support for the specific policies that put common expectations in place for all students--including common standards, common assessments and graduation requirements; and (4) There is near universal agreement across partisan, ethnic/racial and geographic lines that some education and training beyond high school is necessary--and that stronger expectations in high school will go a long way towards preparing students for their next steps. (Contains 5 footnotes.)
State College-and Career-Ready High School Graduation Requirements
Author: Achieve, Inc.
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: High School Graduates,Graduation Requirements,Readiness,College Preparation,Careers,Education Work Relationship,Secondary School Curriculum,Alignment (Education),Educational Policy,Academic Standards,High School Students,Required Courses,National Surveys

Achieve's research suggests that for high school graduates to be prepared for success in postsecondary settings, they need to take four years of challenging mathematics--including content at least through Algebra II or its equivalent--and four years of rigorous English aligned with college- and career-ready standards. This paper offers a comparison table of state graduation requirements.
What States Should Know about International Standards in Science: Highlights from Achieve's Analysis
Author: Achieve, Inc.
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Science Instruction,Science Education,Academic Standards,International Education,Global Approach,Comparative Analysis,Comparative Education,Standard Setting,National Standards,Benchmarking,Correlation,Qualitative Research,Performance Factors,Foreign Countries

Achieve, through support from the Noyce Foundation, examined ten sets of international standards with the intent of informing the development of both the conceptual framework and Next Generation Science Standards. Achieve selected countries based on their strong performance on international assessments and/or their economic, political, or cultural importance to the United States. The overall goal of Achieve's report on international standards is to inform the development of the NRC's (National Research Council) conceptual framework and the subsequent development of the Next Generation Science Standards. Through a quantitative analysis of international standards, Achieve's reviewers discovered four key findings: (1) All countries require participation in integrated science instruction through Lower Secondary and seven of 10 countries continue that instruction through Grade 10, providing a strong foundation in scientific literacy; (2) Physical science content standards (physics and chemistry content taken together) received far more attention in lower primary through lower secondary. Other countries dedicate the greatest proportion of their standards to biology and physics content and the least to earth and space science; (3) Other countries' standards focus life science instruction strongly on human biology, and relationships among living things in a way that highlights the personal and social significance of life science for students and citizens; and (4) Cross-cutting content common to all of the sciences such as the nature of science, nature of technology and engineering receives considerable attention. (Contains 1 footnote.) [For the full report, see ED512106.]
Connecting Science Standards with Assessment: A Snapshot of Three Countries' Approaches--England, Hong Kong and Canada (Ontario)
Author: Achieve, Inc.
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Formative Evaluation,Foreign Countries,Standards,Science Instruction,Standardized Tests,Student Evaluation,Scoring Rubrics,Evaluation Methods,Science Tests,Role,Science Achievement,Academic Achievement

Achieve, through support from the Noyce Foundation, examined ten sets of international standards with the intent of informing the development of both the conceptual framework and new U.S. science standards. Achieve selected countries based on their strong performance on international assessments and/or their economic, political, or cultural importance to the United States. These 10 countries take a variety of approaches to standards and assessments, but three countries' efforts (England, Hong Kong and Canada) to connect their standards, assessments and instruction stand out. All three countries share an interest in making the role of formative assessment more central in their systems. Ontario, in developing detailed rubrics supported by student work, best captures the potential power of thoughtfully developed classroom and/or school-based assessment to raise student achievement. A capsule summary of each country's effort to realize and communicate the connection between its standards and assessments is presented. (Contains 14 footnotes.)
Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report
Author: Achieve, Inc.
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Science Instruction,Science Education,Academic Standards,National Standards,Comparative Education,Comparative Analysis,Standard Setting,Best Practices,Content Analysis,Benchmarking,Research Reports,Foreign Countries,Science Course Improvement Projects,Global Approach,International Education,Statistical Analysis

In response to concerns over the need for a scientifically literate workforce, increasing the STEM pipeline, and aging science standards documents, the scientific and science education communities are embarking on the development of a new conceptual framework for science, led by the National Research Council (NRC), and aligned next generation science standards, led by Achieve. The American Association for the Advancement of Science (AAAS) and the National Science Teachers Association (NSTA) are also key partners in this effort. Leaders have called for U.S. standards to be internationally benchmarked--reflective of the expectations that other leading nations have set for their students. To that end, Achieve examined 10 sets of international standards with the intent of informing the development of both the conceptual framework and new U.S. science standards. Achieve selected countries based on their strong performance on international assessments and/or their economic, political, or cultural importance to the United States. The overall goal of Achieve's study on international standards is to inform the development of the NRC framework and next-generation science standards. Through a quantitative analysis of international standards, Achieve's reviewers discovered four key findings: (1) All countries require participation in integrated science instruction through Lower Secondary and seven of 10 countries continue that instruction through Grade 10, providing a strong foundation in scientific literacy; (2) Physical science content standards (physics and chemistry content taken together) receive far more attention in lower primary through lower secondary. Other countries dedicate the greatest proportion of their standards to biology and physics content and the least to Earth and space science; (3) Other countries' standards focus life science instruction strongly on human biology, and relationships among living things in a way that highlights the personal and social significance of life science for students and citizens. However, in the U.S., virtually all states also have a requirement for health and physical education from lower primary to lower secondary which could explain the difference in focus; and (4) Cross-cutting content common to all of the sciences such as the nature of science, nature of technology and engineering receives considerable attention. Inquiry skills in Primary are stressed more than in Lower Secondary. However, advanced inquiry skills receive increasing attention in Lower Secondary. (Contains 3 charts, 6 figures, 15 tables, and 62 footnotes.) [For the accompanying appendix, see ED512107.]