ethanporcaro/eric-fulltext-meta huggingface dataset:
Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do
Author: Metz, Rachel
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Teacher Competencies,Teacher Effectiveness,Equal Education,Minority Group Students,Poverty,Racial Differences,Socioeconomic Status,Administrator Role,State Departments of Education,Consciousness Raising,Expectation,Educational Improvement,Resource Allocation,Networks,Cooperative Planning,Problem Solving,School Districts,At Risk Students,Teacher Placement,Educational Legislation,Elementary Secondary Education,Federal Legislation,Data Collection,Data Analysis,Accountability,Disproportionate Representation,Professional Isolation

Of the many inequities in the education system, gaps in access to strong teaching have proven to be among the most stubborn. That is not to say that there are not excellent teachers in high-poverty schools. Research shows an indisputable and wide-spread pattern in schools and districts across the country: Low-income children and children of color do not have the same access to strong, consistent teaching as their White and higher-income peers. Although district and school leaders make many of the decisions about recruiting, hiring, assigning, and supporting teachers, state education officials also have a critical role to play in addressing disparities in teaching quality. This report presents five ways, drawn from promising equity-focused initiatives, state education leaders can incentivize and support leaders in districts--both traditional and charter--to remedy inequities in access to strong teachers. [For the executive summary to this report, &quot;Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do. Executive Summary,&quot; ED578854. For the review of this report, &quot;NEPC Review: &quot;Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do (The Education Trust, October 2017),&quot; see ED578792.]
Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do. Executive Summary
Author: Education Trust
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Teacher Competencies,Teacher Effectiveness,Equal Education,Minority Group Students,Poverty,Racial Differences,Socioeconomic Status,Administrator Role,State Departments of Education,Consciousness Raising,Expectation,Educational Improvement,Resource Allocation,Networks,Cooperative Planning,Problem Solving,School Districts,At Risk Students,Teacher Placement,Educational Legislation,Elementary Secondary Education,Federal Legislation,Data Collection,Data Analysis,Accountability,Disproportionate Representation,Professional Isolation

Of the many inequities in the education system, gaps in access to strong teaching have proven to be among the most stubborn. That is not to say that there are not excellent teachers in high-poverty schools. Research shows an indisputable and wide-spread pattern in schools and districts across the country: Low-income children and children of color do not have the same access to strong, consistent teaching as their White and higher-income peers. Although district and school leaders make many of the decisions about recruiting, hiring, assigning, and supporting teachers, state education officials also have a critical role to play in addressing disparities in teaching quality. This executive summary briefly presents five ways, drawn from promising equity-focused initiatives, state education leaders can incentivize and support leaders in districts--both traditional and charter--to remedy inequities in access to strong teachers. [For the full report, &quot;Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do,&quot; see ED578853. For the review of the full report, &quot;NEPC Review: &quot;Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do (The Education Trust, October 2017),&quot; see ED578792.]
Incentivizing Diversity: Midwestern Performance Funding Policy and Diversity Indicators. Faculty Fellow Report 2017-1
Author: Jones, Sosanya M.
Date: 2017-00-00
Type: Reports - Research
Subjects: Case Studies,Racial Differences,Racial Factors,Merit Pay,Funding Formulas,State Policy,Semi Structured Interviews,State Officials,Administrator Attitudes,Incentive Grants,Content Analysis,Administrative Principles,Change Strategies,Annual Reports,Higher Education,Qualitative Research

This multi-case study examines the Performance funding (PF) policies in four Midwestern states to explore how PF metrics and weights address racial diversity in higher education. Performance funding policies in Illinois, Kansas, Ohio, and Minnesota were examined using both document analysis and semi-structured interviews with state level actors closely attuned to the development of higher education policy in each state. This research addresses gaps in the literature concerning the development and use of state PF policy to incentivize racial diversity goals in higher education. This report provides recommendations for how policymakers can reflect on the ways indicators can be used to move past symbolic efforts to address diversity in higher education, particularly to increase the participation and retention of underrepresented students of color. Additionally, there are recommendations for future studies on bridging the communication gap between state policymakers and institutional leaders about diversity goals.
Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance across Four Years: Executive Summary. NCEE 2018-4005
Author: Chiang, Hanley
Date: 2017-12-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Academic Achievement,Teacher Influence,Merit Pay,Rewards,Grants,Teacher Salaries,School Districts,Program Implementation,Program Evaluation,Teacher Attitudes,Teacher Behavior,Program Effectiveness,Faculty Development,Principals,Evaluation Methods,Eligibility,Administrator Attitudes,Incentives,Student Characteristics,Teacher Characteristics,Surveys,Observation,Mathematics Tests,Achievement Gains,Reading Tests,Scores,Mathematics Achievement,Reading Achievement,Correlation,Elementary Schools,Middle Schools,Randomized Controlled Trials,Experimental Groups,Control Groups

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. The report provides implementation and impact information after four school years. Implementation was similar across the four years, with most districts implementing at least three of the four required components for teachers. In a subset of 10 districts participating in the random assignment study, educators' understanding of performance measures improved over time. However, many teachers were unaware that they were eligible for a bonus, and their understanding did not improve after the second year of implementation. Teachers also underestimated the maximum amount they could earn. The pay-for-performance bonus policy had small, positive impacts on students' reading and math achievement. [For the full report, see ED578857.]
Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance across Four Years. NCEE 2018-4004
Author: Chiang, Hanley
Date: 2017-12-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Academic Achievement,Teacher Influence,Merit Pay,Rewards,Grants,Teacher Salaries,School Districts,Program Implementation,Program Evaluation,Teacher Attitudes,Teacher Behavior,Program Effectiveness,Faculty Development,Principals,Evaluation Methods,Eligibility,Administrator Attitudes,Incentives,Student Characteristics,Teacher Characteristics,Surveys,Observation,Mathematics Tests,Achievement Gains,Reading Tests,Scores,Mathematics Achievement,Reading Achievement,Correlation,Elementary Schools,Middle Schools,Randomized Controlled Trials,Experimental Groups,Control Groups

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. The report provides implementation and impact information after four school years. Implementation was similar across the four years, with most districts implementing at least three of the four required components for teachers. In a subset of 10 districts participating in the random assignment study, educators' understanding of performance measures improved over time. However, many teachers were unaware that they were eligible for a bonus, and their understanding did not improve after the second year of implementation. Teachers also underestimated the maximum amount they could earn. The pay-for-performance bonus policy had small, positive impacts on students' reading and math achievement. Contains appendices. [For the Executive Summary, see ED578856.]
Utility-Value Intervention with Parents Increases Students&apos; STEM Preparation and Career Pursuit
Author: Rozek, Christopher S.
Date: 2017-00-00
Type: Reports - Research
Subjects: STEM Education,Career Readiness,College Readiness,High School Students,Parent Role,Intervention,Course Selection (Students),Career Choice,Student Attitudes,Program Effectiveness,Structural Equation Models,Correlation,Hypothesis Testing,Scores,College Entrance Examinations,Student Records,Control Groups,Experimental Groups,Parent Influence,Parent Education,Longitudinal Studies

During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States' continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school-aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students' attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later. [At time of submission to ERIC this article was in press with &quot;PNAS.&quot;]
Understanding the Role of Noncognitive Skills and School Environments in Students&apos; Transitions to High School. REL 2018-282
Author: Stoker, Ginger
Date: 2017-12-00
Type: Reports - Research
Subjects: High School Students,Grade 9,Student Attitudes,Educational Environment,Grade Point Average,Attendance Patterns,Academic Failure,Regression (Statistics),Racial Differences,Graduation Rate,American Indian Students,Hispanic American Students,White Students,Comparative Analysis,Statistical Significance,Scores,Goal Orientation,Discipline Problems,Interpersonal Competence,Peer Relationship,Progress Monitoring,Academic Achievement,Teacher Student Relationship,Outcomes of Education,Race,Ethnicity,Academic Persistence,School Safety,Sense of Community,Student Surveys

The purpose of this study was to: examine differences in students' perceptions of their noncognitive skills and school environments by race/ethnicity, and explore whether students' perceptions of their noncognitive skills and school environments were related to three outcomes that have been identified in the research as mattering most for a success transition to high school--grade 9 GPA, grade 9 absences, and grade 9 course failures. The study used administrative and survey data from students in 14 high schools in New Mexico. Regression analyses were used to investigate differences in students' responses on scales measuring their perceptions of their noncognitive skills and school environments. Structural equation modeling was used to assess relationships between students' perceptions of their noncognitive skills and school environments and their grade 9 outcomes. The results of this study revealed significant differences in students' perceptions of their noncognitive skills and school environment by race/ethnicity. The results also suggest that students' perceptions of their noncognitive factors and school environments are associated with the grade 9 outcomes. Although no casual relationships can be derived from this study, the results can help schools or districts to determine where they might want to focus some of their efforts with regard to helping students to make successful transitions to high school. Given that Hispanic and Native American students have lower graduation rates, improving the noncognitive skills or school environment factors that are strongly related to grade 9 performance for these groups may well provide a substantial return on investment in dropout prevention.
From Combat to Collaboration: The Labor-Management Partnership in San José Unified School District
Author: Knudson, Joel
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: School Districts,Partnerships in Education,Personnel Management,Teacher Associations,Negotiation Agreements,Group Dynamics,Policy Formation,Organizational Effectiveness,Teacher Administrator Relationship,Performance Factors,Strategic Planning,Administrative Change,Decision Making,Personnel Policy,Change Strategies,Teacher Role,Administrator Role,Unions

It started with a cup of coffee. In the wake of an intense contract negotiation, and against the backdrop of a district bankruptcy, multiple teacher strikes, and a wave of mistrust that veterans of the era still refer to as &quot;rock bottom,&quot; the San José superintendent and the San José Teachers Association president decided to chart a different path forward. A new report from the California Collaborative on District Reform, &quot;From Combat to Collaboration,&quot; explores the way in which the district and union laid the groundwork for a new way of working together, how leaders have continued to foster and deepen the partnership, the day-to-day policies and practices that allow the relationship to flourish, and how collaboration enables the district to better serve its students. The report concludes with a set of lessons that can inform other districts and unions seeking to develop a more productive relationship.
Conceptualizing Essential Components of Effective High Schools
Author: Preston, Courtney
Date: 2017-00-00
Type: Information Analyses
Subjects: High Schools,School Effectiveness,Educational Change,Educational Research,Effective Schools Research,Educational Improvement,Institutional Characteristics,Leadership,Instruction,Educational Quality,Data,Decision Making,Teacher Student Relationship,School Culture,Accountability,School Community Relationship,Secondary School Teachers,High School Students,Literature Reviews

Three decades of reform aimed at improving disadvantaged student achievement have not substantially narrowed achievement and graduation gaps. This article reviews the research around eight essential components of effective high schools emerging from a review of the effective schools and high school reform literature, and provides a framework for how these components are implemented and integrated. We submit that far-reaching high school improvement is rooted in these components: schools succeed because they are woven into the school's organizational fabric to create internally consistent and mutually reinforcing reforms; their success is explained by more than the simple sum of their parts. [This paper was published in &quot;Leadership and Policy in Schools,&quot; (EJ1161145.]
The Effects of Cassady and Justin&apos;s Functional Model for Emotional Information Processing on Improving Social Competence of First Grade Children with ADHD
Author: Eissa, Mourad Ali
Date: 2017-04-00
Type: Journal Articles
Subjects: Models,Cognitive Processes,Emotional Response,Interpersonal Competence,Nonparametric Statistics,Grade 1,Elementary School Students,Attention Deficit Hyperactivity Disorder,Foreign Countries,Intervention,Outcomes of Treatment,Statistical Analysis

This study explores whether or not Emotional Information Processing (EIP) model Intervention has positive effects on the Social Competency in first grade children with ADHD. 10 first graders primary who had been identified as having ADHD using Attention-Deficit Hyperactivity Disorder Test (ADHDT) (Jeong, 2005) and were experiencing social problems were chosen. These children from two primary schools located in Baltim Edara, Kafr EL Sheik, Egypt. The effects of training using Cassady and Justin's Functional Model for Emotional Information Processing on social competence of first grade children with ADHD were assessed using Mann-Whitney U test, Wilcoxon signed-rank test, and Z Value. Findings from this study indicated the effectiveness of the Emotional Information Processing (EIP) model Intervention employed in increasing Social Competency of the target children.
Cornerstones of Student Success: Institutions Yielding High Return on Investment for Underserved Students. Policy Research 2017-5
Author: Holt, Janet K.
Date: 2017-00-00
Type: Reports - Research
Subjects: Postsecondary Education,African American Students,Hispanic American Students,Colleges,Low Income Groups,First Generation College Students,Debt (Financial),Interviews,Administrator Attitudes,Student Attitudes,Graduation Rate,Employment Level,Outcomes of Education,At Risk Students,Correlation,Paying for College,College Choice,Educational Quality,Institutional Characteristics,College Admission,Selective Admission,Success,Geographic Regions,Undergraduate Students,Barriers,Minority Group Students,Tuition,Fees,Student Financial Aid,Multiple Regression Analysis,Academic Persistence

The Illinois Board of Higher Education (IBHE) sought to identify those institutions helping students overcome barriers to college completion and achieve a livable wage. This analysis of Illinois 4-year postsecondary institutions highlights those institutions which fostered degree completion and job success with less debt for underrepresented minority students, first-generation students, and low-income students. Combined, this group is defined as traditionally underserved students. This study focuses on some of the most relevant variables for later financial success: graduation rates, including for minority students; earnings after graduation; and student debt and default rates. A ranking system was devised that emphasized Illinois institutions that are strong academically, but are attainable and realistic options for students who have average ACT scores and high school GPAs. The ranking methodology was applied used in Holt, White, and Terrell (2017), with some adaptations, to generate a new metric and identify the top 4-year postsecondary institutions in Illinois for graduating underserved students and transitioning them to employment, while helping students to accrue minimal debt. By creating a tailored or personalized ranking formula, researchers were better able to identify those institutions that are leading the way and fostering success for underserved students. Correlates of these success metrics among these universities and colleges were also investigated. [For the Executive Summary, see ED578865.]
Cornerstones of Student Success: Institutions Yielding High Return on Investment for Underserved Students. Executive Summary. Policy Research 2017-5
Author: Holt, Janet K.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,African American Students,Hispanic American Students,Colleges,Low Income Groups,First Generation College Students,Debt (Financial),Interviews,Administrator Attitudes,Student Attitudes,Graduation Rate,Employment Level,Outcomes of Education,At Risk Students,Correlation,Paying for College,College Choice,Educational Quality,Institutional Characteristics,College Admission,Selective Admission,Success,Geographic Regions,Undergraduate Students,Barriers,Minority Group Students,Tuition,Fees,Student Financial Aid,Multiple Regression Analysis,Academic Persistence

The Illinois Board of Higher Education (IBHE) sought to identify those institutions helping students overcome barriers to college completion and achieve a livable wage. This analysis of Illinois 4-year postsecondary institutions highlights those institutions which fostered degree completion and job success with less debt for underrepresented minority students, first-generation students, and low-income students. Combined, this group is defined as traditionally underserved students. This study focuses on some of the most relevant variables for later financial success: graduation rates, including for minority students; earnings after graduation; and student debt and default rates. A ranking system was devised that emphasized Illinois institutions that are strong academically, but are attainable and realistic options for students who have average ACT scores and high school GPAs. The ranking methodology was applied used in Holt, White, and Terrell (2017), with some adaptations, to generate a new metric and identify the top 4-year postsecondary institutions in Illinois for graduating underserved students and transitioning them to employment, while helping students to accrue minimal debt. By creating a tailored or personalized ranking formula, researchers were better able to identify those institutions that are leading the way and fostering success for underserved students. Correlates of these success metrics among these universities and colleges were also investigated. [For the full report, see ED578864.]