ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Boston Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 4,Elementary School Science

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Boston was 139. This was higher than the average score of 135 for public school students in large cities. The percentage of students in Boston who performed at or above the NAEP &quot;Proficient&quot; level was 18 percent in 2009. This percentage was not significantly different from large cities (20 percent). The percentage of students in Boston who performed at or above the NAEP &quot;Basic&quot; level was 62 percent in 2009. This percentage was greater than large cities (56 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452&quot;, see ED516654.]
Handbook for TEAC Auditors, 2011
Author: Teacher Education Accreditation Council
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Audits (Verification),Guides,Guidelines,Reports,Inquiry,Evidence,Quality Control,Worksheets,Specialists,Accreditation (Institutions),Professional Associations,Schools of Education,Teacher Education Programs,Educational Administration,Standards,Educational Policy,Educational Principles,Program Descriptions,College Programs,Evaluation Criteria

This handbook is primarily for the Teacher Education Accreditation Council (TEAC) auditor. It is intended to help in preparing for audits of &quot;Inquiry Briefs&quot; and &quot;Inquiry Brief Proposals&quot; and to contribute to the writing of the audit report. This handbook contains a full description of the audit process, the responsibilities of the program and TEAC staff, and auditors' responsibilities. It also provides guidelines for making audit decisions and developing the audit opinion. In addition, it includes an array of audit tools: documents and templates that will be used in each audit. This handbook begins with ten principles that describe the qualities of a TEAC auditor and can serve to guide auditors in their role and responsibilities. Following that introduction, the guide has four parts. Part One describes the TEAC audit in detail. It outlines the particular responsibilities of the program, TEAC staff, and the auditors and explains each phase of the audit. Part Two provides information and guidance on making decisions. Part Three contains the audit tools auditors will use before, during, and after the audit including the TEAC Accreditation Framework for both teacher education and educational leadership programs, templates for the Summary of the Case and the parity and capacity tables, and information about writing findings to audit tasks. Part Four covers practical matters such as schedule and costs and addresses the most frequent questions auditors have about their work.
How Student and School Characteristics Are Associated with Performance on the Maine High School Assessment. Issues &amp; Answers. REL 2011-No. 102
Author: Hoyle, Craig D.
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Intervals,Critical Reading,Educational Improvement,Federal Programs,Academic Achievement,Science Tests,Educational Indicators,Grade 11,Mathematics Tests,Reading Tests,Writing Tests,Grade 10,Predictor Variables,Institutional Characteristics,Student Characteristics,Longitudinal Studies,Scores,Measures (Individuals),Correlation,Regression (Statistics),High School Students

The Maine Department of Education wanted to use longitudinal data from its data system to better understand whether and how student and school characteristics are associated with student performance on the state-mandated Maine High School Assessment (MHSA). It was particularly interested in understanding the factors associated with changes in test scores between the beginning of grade 10 and the end of grade 11. The MHSA, which comprises the College Board's SAT tests in critical reading, writing, and math and a science assessment, is administered in the spring of grade 11 to determine whether Maine high schools have made adequate yearly progress. The following research question guided this study: How are student characteristics, student prior achievement measures, and school characteristics associated with students' grade 11 Maine High School Assessment scores in reading, writing, math, and science? Using multilevel regression models to examine how student characteristics, student prior achievement measures, and school characteristics are associated with performance on the Maine High School Assessment, this study finds statistically significant relationships between several of these variables and assessment scores in reading, writing, math, and science. Appendices include: (1) Data and assessments used in the report; (2) Literature review; (3) Methodology; (4) Confidence intervals for testing differences; (5) Multilevel regression model results; (6) Predicted differences across Maine High School Assessment domains for student and school characteristics; and (7) Predictors of Maine High School Assessment domain scores when Preliminary SAT scores are excluded from the model (model 3). (Contains 2 boxes, 1 figure, 15 tables, and 8 notes.) [For the summary report, see ED516741.]
How Student and School Characteristics Are Associated with Performance on the Maine High School Assessment. Summary. Issues &amp; Answers. REL 2011-No. 102
Author: Hoyle, Craig D.
Date: 2011-02-00
Type: Reports - Research
Subjects: High Schools,Critical Reading,Educational Improvement,Federal Programs,Academic Achievement,Science Tests,Educational Indicators,Grade 11,Grade 10,Predictor Variables,Institutional Characteristics,Student Characteristics,Longitudinal Studies,Scores,Correlation,Measures (Individuals),Regression (Statistics),Mathematics Tests,Reading Tests,Writing Tests,High School Students

The Maine Department of Education wanted to use longitudinal data from its data system to better understand whether and how student and school characteristics are associated with student performance on the state-mandated Maine High School Assessment (MHSA). It was particularly interested in understanding the factors associated with changes in test scores between the beginning of grade 10 and the end of grade 11. The MHSA, which comprises the College Board's SAT tests in critical reading, writing, and math and a science assessment, is administered in the spring of grade 11 to determine whether Maine high schools have made adequate yearly progress. The following research question guided this study: How are student characteristics, student prior achievement measures, and school characteristics associated with students' grade 11 Maine High School Assessment scores in reading, writing, math, and science? Using multilevel regression models to examine how student characteristics, student prior achievement measures, and school characteristics are associated with performance on the Maine High School Assessment, this study finds statistically significant relationships between several of these variables and assessment scores in reading, writing, math, and science. (Contains 1 note.) [For the full report, see ED516738.]
All Together Now: Building Strong Communities through Arts and Education Partnerships (New Orleans, Louisiana, February 12-13, 2009). Reflections on the Forum
Author: Arts Education Partnership
Date: 2009-02-00
Type: Collected Works - General
Subjects: Conferences (Gatherings),Art Education,Partnerships in Education,Educational Change,Educational Improvement,Instructional Effectiveness,Public Education,Educational Quality,Social Change,Cognitive Development

When the members of Arts Education Partnership (AEP) first started thinking of how they might disseminate information about the AEP Winter Forum in New Orleans, they knew they wanted to shake up the format of a traditional Forum report. At this stage in the evolution of the Partnership, and of the arts education field as a whole, they felt they would learn more about what really happened at the Forum, and what could be shared, by hearing from multiple voices from the field rather than their own interpretation of events. And since the theme of this Forum was All Together Now: Building Strong Communities Through Arts and Education Partnerships, it seemed especially inappropriate that the story of the event unfold through multiple perspectives and voices. This paper presents the reflections of the participants who participated at AEP forum held last February 12-13, 2009 in New Orleans, Louisiana. The reflections presented in this report include: (1) Shining the Light on What Works (Doug Herbert); (2) New Voices for New Times (Arnold Aprill and Amy Rasmussen); (3) What Happened, What's Next (John Abodeely); (4) Revisiting the ImagiNation (Kathleen Cerveny); (5) Understanding the Issues and Building the Field (Colin Ilgen and Amira Wizig); (6) Bringing Change Closer to Home (Richard Baker and Bethany France); (7) Reflecting on New Orleans (Eric Booth); and (8) Inspired to Action (Tom DeCaigny and Jessica Mele).
TEAC Exercise Workbook: Writing the "Inquiry Brief" and "Inquiry Brief Proposal"
Author: Teacher Education Accreditation Council
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Educational Planning,Workbooks,Writing Workshops,Accreditation (Institutions),Professional Education,Scoring Rubrics,Professional Associations,Schools of Education,Teacher Education Programs,Educational Administration,College Programs,Program Evaluation,Evaluation Criteria,Audits (Verification),Guides,Guidelines,Reports,Inquiry,Evidence,Worksheets,Writing Exercises,Technical Writing,Program Proposals,Teacher Qualifications,Check Lists,College Faculty

This workbook is about producing the "Inquiry Brief" or "Inquiry Brief Proposal" for TEAC (Teacher Education Accreditation Council) accreditation. It is designed as a companion to the TEAC "Guide to Accreditation." The exercises in this workbook are selected by the writing workshop presenters to help program faculty get started on their "Brief." Through a series of exercises, the workbook is built on the steps TEAC recommends for producing the "Brief" and is designed for use in TEAC's workshops and on campus with faculty groups who are working to develop an "Inquiry Brief" or "Inquiry Brief Proposal." Appended are: (1) The internal audit; (2) the program's capacity; (3) the faculty qualifications; (4) the program requirements; (5) results of the assessments; (6) copies of any local instruments and rubrics used to assess candidate knowledge and skills; and (7) copies of decisions by other recognized accreditors for professional education programs not covered in the "Inquiry Brief." (Contains 49 tables and 9 footnotes.)
From Anecdote to Evidence: Assessing the Status and Condition of Arts Education at the State Level. AEP Research and Policy Brief
Author: Ruppert, Sandra S.
Date: 2006-11-00
Type: Reports - Descriptive
Subjects: Art Education,Data Collection,Surveys,Educational Research,Research Design,Research Administration,Communication (Thought Transfer),Educational Policy

This research and policy brief draws on the experiences in five states, each of which has been the subject of a comprehensive arts education survey in recent years. The states are Illinois, Kentucky, New Jersey, Rhode Island, and Washington. Distilled from the &quot;lessons learned,&quot; the brief provides 20 principles designed to inform and guide new and continuing arts education data collection and survey research at the state level. A primary audience is those who may be involved in advancing such efforts in their own states. In addition to an analysis of relevant written materials from the five states, the brief was informed by the deliberations of a select group of arts education research, policy, and communications experts. At the invitation of the Arts Education Partnership (AEP), the group came together in June 2006 for a one-day seminar in Chicago, supported in part through a grant from the Spencer Foundation. Drawing on their direct involvement in the research and survey work in one of the five states, the seminar participants provided valuable insights into the broader context in which the studies occurred as well as into the outcomes that followed. Profiles of State Level Surveys on the Status and Condition of the Arts in Education in Five States are appended.
&quot;You Want to Be a Part of Everything&quot;: The Arts, Community, &amp; Learning. A Report from the September 2003 Forum of the Arts Education Partnership (Lincoln Center, New York City)
Author: Smyth, Laura
Date: 2003-09-19
Type: Reports - Descriptive
Subjects: Art Education,Community,Conferences (Gatherings),Youth Programs,Literacy Education,Urban Education,Public Education,Nonschool Educational Programs

On September 18th 2003, the director of the Human Creativity youth arts program at Central  Falls High School in Central Falls, Rhode Island, and four of its youth leaders enter Lincoln Center in New York City. They are there to present their program's work at a national forum held by the Arts Education Partnership (AEP). The forum is one of three that AEP holds each year engaging its partner organizations across the country in critical conversations to advance the field of arts education. This forum will focus on the role of the arts in building community, particularly positive learning communities for youth. Waiting for the others to arrive, Human Creativity's four youth leaders, Elisa Ferreira, Raziel Ferreira, Cecilia Flores, and Anyeli Rivera, and their director, Deanna Camputaro, are excited and nervous. AEP has charged them and the representatives from the four other presenting organizations to determine the central issues and ideas that should frame the discussions at Lincoln Center. When the forum convened, Kurt Wootton, the director of the Brown University ArtsLiteracy Project, set the stage with his opening remarks, &quot;'Community This' and 'Community That.'&quot; Wootton described the work of ArtsLiteracy--which integrates literacy and performing arts instruction--and provided a framework for grappling with issues of arts, education, and community. Wootton was not alone on stage. As a way of showing how community building is inseparable from the work that happens at ArtsLiteracy, Wootton presented his remarks alongside a chorus of young people and teaching artists representing the multiple voices of ArtsLiteracy. When the second day of the meeting began, this panel of young people shared their thoughts with the captive audience of (adult) forum participants. Their comments reinforced and further brought to life Wootton's discussion of the four characteristics of effective youth arts practice that support teaching and learning. &quot;'Community This' and 'Community That'&quot; by Kurt Wootton and the ArtsLiteracy Project is appended.
The Art of Collaboration: Promising Practices for Integrating the Arts and School Reform. AEP Research and Policy Brief
Author: Nelson, Andrew L.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Art Education,Integrated Curriculum,Educational Change,Urban Schools,Public Schools,Partnerships in Education,Educational Quality,Administrative Organization,Strategic Planning,Communication (Thought Transfer),Advocacy,School Community Relationship,Teacher Collaboration

In June 2007, the Arts Education Partnership (AEP) convened the directors of eight collaborative entities to discuss promising practices for integrating the arts into the lives and curricula of urban public schools as a means of fostering system-wide educational improvement. The seven school-community collaboratives and one higher education collaborative represented at the one-day seminar at Oklahoma City University were selected based on their participation in The Ford Foundation's &quot;Integrating the Arts and Education Reform (Arts-Ed) Initiative&quot;. Each collaborative is partially supported, and in some cases was initiated, by grants from The Ford Foundation. This research and policy brief describes some of the strategies discussed during the directors' roundtable discussion. At the seminar, as the directors talked candidly about challenges and opportunities they face in managing their organizations during this start-up phase of the initiative, a general consensus emerged about particular approaches and practices that may be helpful to others in the field. The purpose of this brief is to share these ideas with a broader audience of those engaged and interested in using community-based arts education collaboration as an agent for system change. Profiles of the Collaboratives Participating in the Integrating the Arts and Education Reform Initiative are appended. (Contains 1 footnote.)
The Arts and Education: New Opportunities for Research
Author: Arts Education Partnership
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Art Education,Educational Research,Cognitive Development,Learning,Art Expression,Literacy,Young Children,Individual Development,Social Development,Self Concept,Persistence,Resilience (Psychology),Interpersonal Competence,Teaching Methods,Teacher Attitudes,Teacher Student Relationship,Student Role,Educational Environment,School Culture,Interdisciplinary Approach,Partnerships in Education,Technology Uses in Education,Artists,Art Teachers,Group Activities,Citizen Participation,Democracy,At Risk Students,Special Needs Students,Cultural Pluralism,Financial Support,Educational Policy,Comparative Education

The research agenda for arts education presented in this report is a challenge to researchers, foundation directors, and policymakers. The intellectual stimulus for this report was the publication of "Critical Links: Learning in the Arts and Student Academic and Social Development" (2002), conducted under the leadership of the Arts Education Partnership. As a compendium of the best arts education research examining student intellectual and social development in the arts, "Critical Links" demonstrates not only the strength of the field but also the need and potential for future study. Its essays point to limitations of traditional research approaches and, indirectly, to limitations in the arts research infrastructure. Most important, an essay by James Catterall calls attention to the discrepancy between new understandings of cognitive processes and traditional research in arts and education. This report provides a research agenda that begins with contemporary understandings of cognitive and personal development and offers an approach that is believed to move arts education research into the mainstream of social science research. The research agenda represented in the report is illustrative rather than imperative. The reader will find no statements or recommendations typical of reports of blue-ribbon panels (e.g., "Increase investment in research in immunology"), but will find instead justifications for additional arts education research on specific topics, commentaries about the status of existing research on those topics, and research-based suggestions for new studies. Topics recommended for additional study are organized according to four well-established areas of concern for educational research: (1) cognition and expression; (2) personal and social development; (3) community, democracy, and civil society; and (4) teaching and learning environments. The fifth and final set of agenda topics relates to data collection and analysis of the status and condition of arts education.
Essential Elements of Teacher Policy in ESEA: Effectiveness, Fairness, and Evaluation. K-12 Policy
Author: Brown, Cynthia
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Elementary Secondary Education,Educational Change,Federal Legislation,Educational Improvement,Evaluation,Academic Achievement

As the 112th Congress considers the reauthorization of the Elementary and Secondary Education Act (ESEA), it must revamp Title II of the ESEA and target additional dollars toward improving teacher effectiveness and equity. States and districts must engage in important reforms as a condition of receipt of their Title II funds. The authors call on Congress to consider the recommendations outlined in this paper: to collect and report school-level teacher-quality measures, implement new evaluation systems, and hold states and districts accountable for ensuring that all students have access to strong teachers. (Contains 3 notes.) [A paper jointly released by The Center for American Progress and The Education Trust.]
TEAC's Accreditation Process at a Glance, 2009-2011
Author: Teacher Education Accreditation Council
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Academic Degrees,Professional Associations,Schools of Education,Teacher Education Programs,Educational Administration,Undergraduate Study,Graduate Study,Alternative Teacher Certification,Standards,Educational Policy,Educational Principles,Educational Objectives,Educational Philosophy,Program Descriptions,College Programs,Program Evaluation,Evaluation Criteria

The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree programs for professional educators--those who teach and lead in schools, pre-K through grade 12. TEAC accredits undergraduate and graduate programs, including alternate route programs, based on (1) the evidence they have that they prepare competent, caring, and qualified professional educators and (2) their capacity to monitor and improve the program's quality. TEAC believes this is the soundest way to assure the public about the quality of college and university programs. This paper includes the following: (1) TEAC's Goal and Accreditation Principles; (2) TEAC's Philosophy of Accreditation; (3) Overview of TEAC's Accreditation Process; (4) TEAC's Accreditation Status Designations; (5) TEAC's Relationship to States, Other Accreditors, and Professional Associations; (6) TEAC's Accreditation Goal, Principles, and Standards; and (7) TEAC's Accreditation Framework: TEAC's Principles and Standards.