ethanporcaro/eric-fulltext-meta huggingface dataset:
How Californians View Education Standards, Testing and Accountability: Results from the Third PACE/USC Rossier Poll
Author: Plank, David N.
Date: 2013-12-00
Type: Reports - Research
Subjects: Public Education,Public Opinion,Educational Attitudes,State Surveys,Educational Policy,State Policy,Academic Standards,Testing,Accountability,Educational Assessment,Educational Finance,Tax Rates,Funding Formulas,Retrenchment,School District Autonomy,Budgets,Standardized Tests,Curriculum,Teacher Evaluation,Student Evaluation,Educational Legislation,Federal Legislation,State Legislation,Educational Change,Common Core State Standards,Knowledge Level,Educational Improvement

California is in the midst of sweeping education changes. The state is rolling out the Common Core State Standards (CCSS) and a new system of assessments. Voters approved a temporary statewide tax increase that will provide additional funding to schools after years of spending cuts. The Legislature adopted a new system for funding schools (the Local Control Funding Formula, or LCFF) that shifts resources to school districts that enroll lots of poor students and English learners, while granting local districts tremendous control over their budgets and spending. After years of budget cuts and policy stagnation, how do Californians view their education system and the changes that are now underway? This brief presents the findings from the latest Policy Analysis for California Education (PACE) and University of Southern California Rossier School of Education voters on education issues, which was conducted by MFour/Tulchin Research in August 2013. This is the third in a series of PACE/USC Rossier polls. The findings from our earlier polls were summarized in a 2012 policy report. Findings from all PACE/USC Rossier polls are available at PACE website (http://www.edpolicyinca. org/polls). This most recent poll surveyed registered voters' opinions regarding a variety of education-related topics, including standardized tests, curriculum, teachers, evaluations and accountability, the general direction of the state and state education, Governor Brown's job performance in handling education, Proposition 30 and school funding. [For &quot; How Californians Feel about Public Education: Results from the PACE/USC Rossier August 2012 Poll,&quot; see ED564339.]
Getting to the Core: How Early Implementers Are Approaching the Common Core in California
Author: Brown, Brentt
Date: 2014-02-00
Type: Reports - Research
Subjects: State Standards,Program Implementation,Educational Practices,Educational Strategies,Curriculum Development,Educational Change,Language Acquisition,Science Education,Background,Interviews,Superintendents,Administrator Attitudes,Trend Analysis,Change Strategies,Strategic Planning,Curriculum Design,Student Centered Curriculum,Active Learning,Student Projects,Testing Programs,Individualized Instruction,Organizational Change,Administrative Organization,Barriers,Elementary Secondary Education,Formative Evaluation,Common Core State Standards

California has embarked on a major new wave of curriculum reform with the adoption of the Common Core State Standards (CCSS), the new English Language Development (ELD) standards, and the Next Generation Science Standards (NGSS). The adoption of the CCSS builds a legacy of standards-based education reform in California that began with the development of curriculum frameworks in the 1980s and continued with the adoption of the California State Standards and the approval of the Public School Accountability Act. The environment for implementation of the CCSS has improved dramatically since the new standards were adopted in 2010. The state education budget is growing rather than shrinking. The state has reiterated its commitment to CCSS and expanded the scope of the statewide pilot of the new Smarter Balanced (SBAC) assessments, and provided earmarked funding to support CCSS implementation. Work on new curriculum frameworks is nearing completion, which means that districts will soon have a list of state endorsed instructional materials to choose from. Each of these changes present new opportunities and challenges for districts as they design and implement a plan for CCSS. This report is intended to inform both practitioners and policy makers about the wide variety of CCSS implementation strategies that California school districts are choosing. The report does not aim to evaluate these strategies, or paint a picture of how the average school district in California is responding to the challenge of CCSS implementation. Instead it offers an in-depth look at a small group of early implementers of CCSS, with the goal of chronicling the choices these pathfinders have made, identifying lessons they believe they have learned, and mapping potential pitfalls that other districts may seek to avoid. The following appendices are included: (1) District Profiles; and (2) Interview Guide.
Predicting Student Performance in a Collaborative Learning Environment
Author: Olsen, Jennifer K.
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Educational Environment,Predictive Measurement,Predictor Variables,Cooperative Learning,Regression (Statistics),Models,Problem Solving,Data Collection,Academic Records,Data Processing,Progress Monitoring,Goodness of Fit,Fractions,Grade 4,Grade 5,Prediction,Predictive Validity,Achievement Gains,Learning Strategies,Learning Processes

Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression model for modeling individual learning, often used in conjunction with knowledge component models and tutor log data. The extended model predicts performance of students solving problems collaboratively with an ITS. Specifically, we address the open questions: Does adding collaborative features to a standard AFM provide a better fit than the standard AFM? Also, does the impact of these features change based on the nature of the knowledge (conceptual v. procedural) that is being acquired? In our extended AFM models, we include a variable indicating if students are working individually or in pairs. Also, for students working collaboratively, we model both the influence on learning of being helped by a partner and helping a partner. For each model, we analyzed conceptual and procedural datasets separately. We found that both collaborative features (being helped and helping) improve the model fit. In addition, the impact of these features differs between the collaborative and procedural datasets, suggesting collaboration may affect procedural and collaborative learning differently. By adding collaborative learning features into an existing regression model for individual learning over a series of skill opportunities, we gain a better understanding of the impact that working with a partner has on student learning, when working with a step-based collaborative ITS. This work also provides an improved model to better predict when students have reached mastery while collaborating. [For the paper published in &quot;Proceedings of the International Conference on Educational Data Mining (EDM) (8th, Madrid, Spain, June 26-29, 2015),&quot; pages 211-217, see ED560503. For the individual paper published by the International Educational Data Mining Society, see ED560570.]
A Brief Look at: Test Scores and the Standard Error of Measurement. E&amp;R Report No. 10.13
Author: Holdzkom, David
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Standardized Tests,Scores,Error of Measurement,Elementary Secondary Education

In the context of standardized testing, the standard error of measurement (SEM) is a measure of the factors other than the student's actual knowledge of the tested material that may affect the student's test score. Such factors may include distractions in the testing environment, fatigue, hunger, or even luck. This means that a student's observed score may be below or above their &quot;true&quot; level of knowledge. On North Carolina's End-of-Grade (EOG) and End-of-Course (EOC) tests, the SEM is usually estimated at 3-4 scale points. Thus, the SEM is often factored into decisions on promotion/retention and graduation--students scoring within one SEM of Level III (proficient) are often advanced to the next level. However, the SEM is not factored into school accountability metrics, and students scoring below Level III on an EOG or EOC test are not counted as proficient in the school's publicly-reported testing results.
A Brief Look at: 2009-10 WCPSS Dropout Rate. E&amp;R Report No. 11.04
Author: Wake County Public School System (WCPSS), Evaluation and Research Department
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Dropout Rate,High School Students,Trend Analysis,School Districts,Student Characteristics,Racial Differences,Ethnic Groups,Limited English Speaking,Disabilities,Low Income Groups,White Students,Hispanic American Students,Multiracial Persons,African American Students,Asian American Students

The WCPSS dropout rate in 2009-10 for grades 9-12 was 3.53%, compared to 3.47% in 2008-09. The state's rate showed a decrease in 2009-10--from 4.27% to 3.75%. Other large school districts in North Carolina, including Durham (4.32%), Forsyth (4.07%), and Mecklenburg (4.15%), had higher dropout rates in 2009-10 than did WCPSS, while Guilford (2.81%) remained lower. Of those districts, only WCPSS and Guilford have had a rate below the state average in each of the past twelve years.
Analysis of 2009-10 WCPSS SAT Scores. Measuring Up. E&amp;R Report No. 10.25
Author: Holdzkom, David
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Public Schools,Counties,College Entrance Examinations,Scores,Mathematics Achievement,Reading Achievement,School Districts,Ethnic Groups,Racial Differences,Student Participation,College Bound Students,Geographic Location,Gender Differences

Wake County Public School System (WCPSS) students continue to fare well on the SAT test as compared with students in the state and nation. While there was a decline in average test scores in 2009-10 as compared with the prior year, the posted scores continue a trend of measurable improvement over time. Over the past 20 years, the average SAT combined score (mathematics and critical reading) for WCPSS students has moved from 1007 to 1067. Importantly, all major ethnic groups have seen improvement trends and have average scores significantly higher than similar groups in the state and nation. The WCPSS' students' participation rate improved over 2008-09, which suggests that a larger portion of WCPSS seniors have intentions of attending college.
NovaNET 2008-09 Evaluation. Impact Evaluation. E&amp;R Report No. 09.36
Author: Bulgakov-Cook, Dina
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: At Risk Students,Graduation Requirements,Achievement Gap,High Schools,Repetition,Required Courses,Summer Programs,Program Effectiveness,Graduation Rate,Credits,Nontraditional Education,Remedial Programs,Enrollment,Educational Resources,Courses,Teachers,Student Characteristics,Online Courses,Individualized Instruction

NovaNET is a technology-based teacher-facilitated educational approach used at schools to support students at risk of not meeting graduation requirements to accrue credits in a variety of subjects. NovaNET contributes to the WCPSS goal of closing achievement gaps and creating opportunities for all students to graduate on time. In 2008-09, 38 NovaNET courses were offered districtwide. All high schools offered credit recovery (CR) courses. Six schools offered remediation opportunities, and 11 offered new credits. Based on summer courses, NovaNET had a high success rate in helping students earn credits towards graduation. Based on high summer pass rates, it is recommended to encourage use of NovaNET to earn course credits, examine ways to enhance EOC performance, designate use of NovaNET within course codes, streamline reporting methods, and enhance monitoring of success. Consider expanded use of NovaNET as a supplement for regular courses. Based on cost-effectiveness, expand student access to NovaNET in summer if feasible. The NovaNET Coordinator Questionnaire is appended.
A Digest of UNC System Reports on Freshman Performance: 2006-07. Research Watch. E&amp;R Report No. 10.05
Author: Holdzkom, David
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: State Colleges,College Freshmen,Public Schools,High School Graduates,Academic Achievement,Grade Point Average,Geographic Location,School Districts,College Applicants,College Bound Students

The University of North Carolina System (UNC) annually reports statistics related to characteristics of freshmen classes from each high school and district in the state. Wake County Public School System (WCPSS) graduates were more successful at gaining admission and making academic progress at the member institutions of the UNC system than was true for graduates of other North Carolina high schools in 2006-07. Just over 46% of WCPSS graduates in 2006-07 enrolled in a UNC system institution the following fall, as compared with a little under 30% for all public high schools in North Carolina. WCPSS graduates had higher rates of academic success during their freshman year, including a larger percentage of students earning at least a 3.0 GPA (51% vs. 40% for all NC high school graduates), and a larger percentage enrolled in higher level English and math courses.
Supplemental Education Services: 2008-09 &amp; 2009-10. Implementation Insights. E&amp;R Report No. 11.01
Author: Paeplow, Colleen
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Supplementary Education,Academic Support Services,Program Descriptions,Student Participation,Institutional Characteristics,Compliance (Legal),Educational Needs,Educational Resources,Program Implementation,Eligibility,Student Characteristics,Teacher Characteristics,Vendors,School Statistics,Case Records,Interviews,Employee Attitudes,Content Analysis,Educational Practices

This report describes Supplemental Education Services (SES) within Wake County Public School System (WCPSS) in terms of the schools, providers, and student participants in 2008-09 and 2009-10. It is the first in a series of three reports related to SES. NCLB requires schools receiving Title I funding in their second year of school improvement to offer eligible students SES in addition to existing Title I services. The SES programs for WCPSS in 2008-09 and 2009-10 were in compliance with federal guidelines to make available an SES program, enroll only FRL students, and to use state-approved vendors to deliver the program. SES is designed to improve the achievement of FRL students who score below, at, or above grade level. Therefore, service to some students may help schools reach AYP standards while service to others may help individual students and schools reach ABCs and other standards of academic success. An appendix explains the steps in SES analysis.
Comprehensive Assessment Systems: Purposes and Implementation. Research Watch. E&amp;R Report No. 11.10
Author: Troy, Talbot
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Program Implementation,Comprehensive Programs,Testing Programs,Summative Evaluation,Formative Evaluation,Benchmarking,Definitions,Systems Development,Best Practices,Design Preferences,Evaluation Methods,Methods Research,Comparative Analysis,Evaluation Needs

A comprehensive assessment system is one in which three types of assessments: summative, benchmark, and formative assessments are routinely administered to all students in K-12 classrooms. The first part of this report summarizes the research on comprehensive assessment systems and provides clarity in terms of how each individual assessment type is defined; and the purpose of each assessment type in a comprehensive system. The second half of this report provides practical implications for districts that are considering developing comprehensive assessment systems. In summary, school administrators should have a good sense of the qualities they want in assessment systems and in individual items and, if purchasing products from a vendor, should scrutinize vendors' claims about reliability, validity, and alignment with state content standards. Finally, districts should proceed carefully when developing and deploying comprehensive assessment systems.
Implementation of Supplemental Education Services: 2009-10. Implementation Insights. E&amp;R Report No. 11.05
Author: Paeplow, Colleen
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Program Implementation,Supplementary Education,Academic Support Services,Fidelity,Interviews,School Surveys,Position Papers,Content Analysis,Enrollment Rate,Attendance,Student Participation,Access to Information,Time Factors (Learning),Pretests Posttests,Teacher Attitudes,Participant Satisfaction,Program Effectiveness

This report, the second of three reports examining Supplemental Education Services (SES) within WCPSS, focused on the implementation of SES, and the degree to which short-term and intermediate goals were met. In 2009-10, the SES program was largely implemented with fidelity, with some areas needing refinement related to communication and monitoring. Monitoring reports noted appropriate instruction based on learning plans was occurring. SES has 13 implementation requirements for the Local Educational Agency (7), providers (2), and parents (4). Nine were fully met, with four partially met. The two short-term goals--student enrollment in SES and providers pre-assess all participants--were met. Three of the six intermediate goals were met (progress reports given to parents, minimum of 30 hours offered to each student, monitoring showed implementation occurring) and two additional goals were partially met (attendance at SES and post-assessments given to completers). Appended are: (1) Supplemental Education Services Logic Model 2008-09, 2009-10 and 2010-11; (2) 2009-10 Supplemental Education Services (SES) Implementation School Site Coordinator Survey; (3) 2009-10 Supplemental Education Services (SES) Implementation Provider Survey; (4) SES Implementation Responsibilities; (5) Title I School Improvement Provisions under No Child Left Behind Legislation Implementation Timeline--Supplemental Educational Services Round 1; (6) WCPSS Learning Plan Template 2009-10; (7) Supplemental Educational Services Monitoring Tool; and (8) Results of NC Supplemental Educational Services (SES) Parent Satisfaction Survey--Questions 15-21--Wake County Public School System.
WCPSS Advanced Placement (AP) Test Results, 2009-10. E&amp;R Report No. 10.29
Author: McMillen, Brad
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Public Schools,Counties,Advanced Placement,Tests,Scores,Enrollment Trends,Courses

Analysis of WCPSS' 2009-10 AP reports from the College Board reveal that the number and proportion of WCPSS students taking AP courses and exams continues to grow. Between 1996-97 and 2009-10, the number of students enrolled in WCPSS grew by approximately 63% and the number taking AP exams increased by 238% with a corresponding increase in exams taken (269%). However, with the increases, the percentage of exams with scores of 3 or higher (76.4%) has declined slightly over the past decade, a pattern consistent with both state and national trends. Exams with the largest number of test-takers in WCPSS in 2009-10 were Environmental Science, English Language/Composition, Psychology, and U.S. History.
Middle School Mathematics: 2006-07 to 2008-09. Impact Evaluation. E&amp;R Report No. 10.11
Author: Paeplow, Colleen
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Secondary School Mathematics,Middle Schools,Algebra,Mathematics Instruction,Middle School Students,Heterogeneous Grouping,Individualized Instruction,Counties,Public Schools,Comparative Analysis,Mathematics Achievement,Mathematical Logic,Mathematical Concepts,Grade 8,Grade 7,Grade 6,Grade 9,Program Effectiveness

In 2006-07, seven Wake County Public School System (WCPSS) middle schools piloted Algebraic Thinking as an alternate approach to teaching middle school mathematics. Algebraic Thinking was developed to help students in grade 6 reach higher mathematics courses by combining the regular and advanced middle school mathematics courses into one heterogeneously grouped class and differentiating instruction. Of the 1,493 grade 6 students enrolled in one of the five pilot schools, 1,087 were still enrolled in Algebraic Thinking in 2008-09 and were therefore included in the study. A comparison cohort of 1,078 grade 6 students enrolled from 2006-07 to 2008-09 was selected from five matched schools. While both cohorts of students improved academically, overall findings suggest that participation in Algebraic Thinking did not have a greater positive impact on students' mathematics achievement as measured by EOG proficiency or growth. However, a significantly higher percentage of Algebra I students at the Algebraic Thinking schools met their Algebra I growth target. The following appendices are included: (1) Grade 9 Mathematics Courses Students Enrolled in 2006-07, 2007-08, and 2008-09 at Algebraic Thinking and Comparison Schools; (2) Percentage of Algebraic Thinking and Comparison Cohort Students Enrolled in Algebraic Thinking III, 8th Grade Math Plus, or 8th Grade Math by Grade 9 Mathematics Courses; and (3) Grade 9 Mathematics Courses Students Enrolled in 2006-07, 2007-08, and 2008-09 at Algebraic Thinking Schools.
District Improvement Outcomes: 2010-11. Impact Evaluation. D&amp;A Report No. 11.21
Author: Paeplow, Colleen
Date: 2011-12-00
Type: Reports - Research
Subjects: School Districts,Educational Improvement,Improvement Programs,Program Effectiveness,Program Evaluation,Educational Assessment,Educational Indicators,Secondary School Mathematics,Literacy,Student Characteristics,Demography,Matched Groups,Academic Achievement,Mathematics Achievement,Teacher Effectiveness,Reading Achievement,Racial Distribution

In 2010-11, Wake County Public School System (WCPSS) was in district-wide improvement as a result of failing to meet Adequate Yearly Progress (AYP) in mathematics at the district level for the second consecutive year. This report examines student outcomes in 2010-11 as well as overall teacher outcomes and longitudinal results for schools targeted for three consecutive years of SIOP® training and support compared to matched schools not involved. SIOP® schools had a greater increase in students reaching growth targets than in the district overall. Increases in reading and mathematics proficiency at SIOP® elementary schools and reading at SIOP® middle schools were similar or slightly higher than for WCPSS. Overall mathematics results were not positive for SIOP®middle schools; however, matched school analysis by subject and school level found targeted student subgroups (i.e., Hispanic/Latino and Black/African American, Limited English Proficient, and economically disadvantaged) did benefit from attending SIOP® targeted schools. 2010-11 represented the first year of implementation of the Secondary Literacy and Secondary Mathematics Initiatives. The demographic similarity of schools implementing Secondary Mathematics with WCPSS coupled with the weak results indicates, as with Secondary Literacy, the results of this initiative could be strengthened by more selective process of targeting schools to receive training.