ethanporcaro/eric-fulltext-meta huggingface dataset:
A Critical Review of the Massachusetts Next Generation Science and Technology/Engineering Standards. Policy Brief
Author: Metzenberg, Stan
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Program Evaluation,State Standards,Science Education,Technology Education,Engineering Education,Scientific Principles,Language Usage,Grammar,Content Analysis,Discourse Analysis,Criticism,Biological Sciences,Secondary School Science,High Schools,Cytology,Genetics,Anatomy,Physiology,Evolution,Ecology,Academic Standards,Verbs

Stan Metzenberg offers a critical analysis of the draft &quot;Massachusetts Science and Technology/Engineering Standards,&quot; which are for pre-Kindergarten to Grade 8 and introductory high school courses. Metzenberg claims that the document reveals significant, unacceptable gaps in science content, as well as some notable errors and inaccuracies. They are stunningly devoid of Mendelian genetics and large parts of cellular biology, which he sees that as an astonishing oversight for a state that has notable institutions of higher education and a thriving biotechnology industry. The principles of evolutionary biology are also incomplete and sometimes incorrectly stated. Metzenberg continues by saying that the standards are largely unintelligible because of abuses of the language, and sometimes grammatically incorrect. They do not support the stated purpose of standards, to indicate what students should know and be able to do. In fact, it is not certain, because of the feverish use of &quot;action verbs&quot; in this document, whether students will actually &quot;know.&quot; Metzenberg recommends that the draft be withdrawn from further consideration. In this brief he focuses on biological sciences, his area of expertise and explains why each gap is so significant.
Successful School Leadership
Author: Day, Christopher
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Success,Leadership Effectiveness,School Effectiveness,Educational Improvement,Instructional Effectiveness,Educational Practices,Institutional Research,Best Practices,Literature Reviews,Leadership Role,Models,Transformational Leadership,Instructional Leadership,Values,Morale,Ethics,Change Strategies,Leadership Styles,Motivation,Participative Decision Making,Educational Policy,Foreign Countries

Working with partners including the Department of Education at Oxford University, the Centre for Equity in Education at the University of Manchester, the University of Glasgow, the University of Nottingham and the Hong Kong Institute of Education, &quot;Education Development Trust&quot; has commissioned a series of reviews of international literature. These reviews cover a range of topics related to school improvement including assessment for learning; the inclusion of students with special educational needs; effective teaching practice; school self-evaluation; and successful school leadership. The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. These reviews highlight international examples of best practice in order to effect change and identify how effective school improvement manifests itself. It forms a useful tool for schools and school leaders, but also acts as a lesson for policymakers in terms of what works around the world. This review focuses on: &quot;Successful Leadership.&quot; School leaders are under considerable pressure to demonstrate the contribution of their work to school improvement, which has resulted in the creation of a wide range of literature which addresses leadership in the context of school improvement. This review pays particular attention to issues including transformational leadership, instructional/pedagogical leadership and distributed leadership. School leaders, particularly principals, have a key role to play in setting direction and creating a positive school culture including the proactive school mindset, and supporting and enhancing staff motivation and commitment needed to foster improvement and promote success for schools in challenging circumstances.
Fordham Institute's Pretend Research. Policy Brief
Author: Phelps, Richard P.
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Evaluation Methods,Tests,Evaluation Research,Standardized Tests,Test Validity,Language Usage,Bias,Standards

The Thomas B. Fordham Institute has released a report, &quot;Evaluating the Content and Quality of Next Generation Assessments,&quot; ostensibly an evaluative comparison of four testing programs, the Common Core derived SBAC and PARCC, ACT's Aspire, and the Commonwealth of Massachusetts' MCAS. Of course, anyone familiar with Fordham's past work knew beforehand which tests would win. Richard Phelps calls this latest Fordham Institute Common Core apologia, not so much research as a caricature of it and presents 5 arguments for this perspective: (1) Instead of referencing a wide range of relevant research, Fordham references only friends from inside their echo chamber and others paid by the Common Core's wealthy benefactors; (2) Instead of evaluating tests according to the industry standard &quot;Standards for Educational and Psychological Testing,&quot; or any of dozens of other freely-available and well-vetted test evaluation standards, guidelines, or protocols used around the world by testing experts, they employ &quot;a brand new methodology&quot; specifically developed for Common Core, for the owners of the Common Core, and paid for by Common Core's funders; (3) Instead of suggesting as fact only that which has been rigorously evaluated and accepted as fact by skeptics, the authors continue the practice of Common Core salespeople of attributing benefits to their tests for which no evidence exists; (4) Instead of addressing any of the many sincere, profound critiques of their work, as confident and responsible researchers would do, the Fordham authors tell their critics to go away--&quot;If you don't care for the standards…you should probably ignore this study&quot; (p. 4); and (5) Instead of writing in neutral language as real researchers do, the authors adopt the practice of coloring their language as so many Common Core salespeople do, attaching nice-sounding adjectives and adverbs to what serves their interest, and bad-sounding words to what does not. [To access the Thomas B. Fordham report: &quot;Evaluating the Content and Quality of Next Generation Assessments,&quot; see ED565742.]
School Improvement in London: A Global Perspective
Author: McAleavy, Tony
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Improvement,Global Approach,Educational Change,Cultural Capital,Economic Factors,Intervention,Academic Achievement,School Effectiveness,Low Income Students,Transformational Leadership,Teacher Supply and Demand,School Turnaround,Literacy,Political Attitudes,Information Utilization,Leadership,Faculty Development,Leadership Role,Change Strategies

This report considers how successful London's schools have been over the past decade and identifies potentially transferable components of the success story. There is much to be learned from the transformation undergone in London that is relevant to policymakers and educationalists worldwide, working in both high-income and low-income countries. The improvement in student academic outcomes in London since 2000 has been nothing short of outstanding. This report focuses on the applicability of the lessons from London to other contexts--so that policymakers can reflect on their relevance in education systems across the globe. Our original research report into London's success sought to investigate the causal factors which underpinned the transformation of schooling in London (Baars et al., 2014). The research identified key lessons for policymakers derived directly from a mixed-methods approach combining qualitative and quantitative data. The research involved analysis of student attainment and school inspection data, a literature review and a series of expert witness interviews with key people who played a part in the London story and focus groups with teachers in London schools. This report uses the original research and data in order to address how London's story can be applied to school reform worldwide. It re-purposes the lessons in order to make them relevant to a global audience, so that policymakers in whatever context--including both the developed and developing worlds--might learn from what happened in London. This report is divided into four main chapters. An initial Overview provides a summary of the research findings. Chapter 2 outlines the statistical evidence base from 2000 to 2013 which demonstrates the scale of the improvement in academic outcomes achieved by London's government schools during this period. Chapter 3 describes the specific reforms that proved to be successful in London, while Chapter 4 identifies the underlying themes which characterised these reforms.
Proving the Viability of a School Choice Voucher. Policy Brief
Author: Haller, Scott
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: School Choice,Educational Vouchers,School Districts,Private Schools,Low Income Groups,Elementary School Students,Secondary School Students,Financial Support,Program Effectiveness,Religious Education,Surveys

A recent Pioneer Institute report written by Ken Ardon and Cara Stilling Candal, &quot;Modeling Urban Scholarship Vouchers in Massachusetts,&quot; explores the viability of a school choice voucher program in the Commonwealth. Nationally, school choice has been shown to improve parent satisfaction and student achievement, reduce racial segregation, and enhance the performance of public schools who are consequently faced with new competition. Most families do not have the luxury of moving to better performing districts or paying for private school on their own, so school choice options need to be enhanced in order to reach them. Ardon and Candal propose a program which would divert state public school funds into a voucher program that would allow 10,000 low-income Massachusetts students to attend private schools. Students in grade school or kindergarten would receive a $6,000 voucher, while high school students would be eligible for $8,000 in assistance. The beauty of the voucher program is that the value of the grant is substantially less than the student's per pupil cost in public school, around $12,000 on average; this means that the Commonwealth would reduce overall education spending if such a system were implemented while adding educational options. Some critics of the voucher proposal argue that it would not, in reality, increase school choice as tuition at many of the private and parochial schools would still be out of reach. To prove the viability of such a voucher system, Pioneer has conducted a small scale, admittedly non-scientific survey of religious private school tuition in the state. In conducting the survey, Pioneer sought schools that were geographically distributed, but they did not preselect the schools. Pioneer simply surveyed private schools with religious affiliations in proportion to the existing ratio in the state, i.e. Catholic schools make up about five-sevenths of religious private schools in the state, thus they make up the majority of schools that were surveyed.
Federal Overreach and Common Core. White Paper No. 133
Author: Evers, Williamson M.
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Federal Regulation,Common Core State Standards,Compliance (Legal),Educational History,Federal State Relationship,State Action,State Curriculum Guides,States Powers,Consortia,Educational Improvement,Federal Legislation,Educational Policy,Educational Practices,Politics of Education,Standard Setting,Curriculum Development,Testing Programs,Power Structure,Educational Legislation,National Security,Elementary Secondary Education

This report provides the historical background and interpretive analysis needed to understand controversies surrounding Common Core and its associated tests. In this report, Williamson M. Evers presents a revised and expanded version of his expert report for &quot;Jindal v. United States Department of Education et al.,&quot; No. 14-CV- 534 (M.D. La), that includes the following four points: (1) That longstanding federal statutes contain prohibitions on the federal government in general--and the U.S Department of Education in particular--from directing or controlling curriculum; (2) That Common Core in combination with its associated tests are components of curriculum and put the country on the path to a national curriculum; (3) That, notwithstanding the role of the state officials and others in the creation of Common Core and its tests, the federal government and its Department of Education got the states to adhere to the Common Core and its associate tests and are enforcing against the states policies aimed at keeping in place these national standards and national tests (or their federally-approved equivalents); and (4) That, although the Common Core and its tests are defended as needed for school-improvement purposes, there is an alternative approach to school improvement that is consistent with the Constitution and federal statutes.
Pioneer Institute Statement on MBAE PARCC/MCAS Study
Author: Pioneer Institute for Public Policy Research, Center for School Reform
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Academic Standards,State Standards,Alignment (Education),Mathematics Achievement,Research Reports,Criticism,Career Readiness,College Readiness,Educational Indicators,Comparative Analysis

The Massachusetts Business Alliance for Education (MBAE) continues its advocacy for Common Core and the Partnership for Assessment of Readiness for College and Careers (PARCC), a federally funded testing consortium, with the release of a study concluding that Massachusetts Comprehensive Assessment System (MCAS) performance is not an indicator of preparedness for higher education success. This report maintains the MBAE report conveniently and selectively excludes several facts which are detailed in this statement. Pioneer believes that the MCAS serves Massachusetts well, even as it clearly can be improved. For the fourth and eighth grades, the MCAS aligns very well with the Nation's Report Card (NAEP); its results therefore have been confirmed by a widely used national reference, in addition to the stellar results of Massachusetts students on the TIMSS and PISA tests. It is worth noting that the MCAS is almost unique in providing such a level of comparison with other major tests. The Institute is, however, concerned by the 10th grade MCAS results, which do not align with NAEP results. It is worth exploring whether the high school graduation requirement has been watered down, given the chart provided in this report. The study continues a deeply troubling pattern of conflicts of interest marking the commonwealth's consideration of Common Core and PARCC. It is worth noting that recommendations of the report fly in the face of actions taken in states around the country. When PARCC was still in the design phase, and was the beneficiary of federal incentives for adoption, it boasted 24 participating states. As states have become more familiar with the product, only 12 states are left participating in PARCC.
Support and Defend: The K-12 Education of Military-Connected Children. White Paper No. 131
Author: Wykes, Bruce L.
Date: 2015-06-00
Type: Numerical/Quantitative Data
Subjects: Military Personnel,Student Needs,Public Schools,Educational History,Federal Government,Federal Legislation,Educational Legislation,War,United States History,State Programs,Federal State Relationship,Federal Programs,Family School Relationship,Home Schooling,Charter Schools,Academic Achievement,Standardized Tests,Student Characteristics,Elementary Secondary Education,Grade 4,Grade 8

Many policies and initiatives have been proposed or implemented to address the unique needs of military families who face special challenges while supporting the service of their military member(s). Some of those policies and initiatives have sought to focus on military-connected children (MCCs) and the particular academic challenges they face. The unique aspects of many of the challenges stem from the dynamics of the military lifestyle. Current efforts to address the academic needs of MCCs are built upon earlier efforts, some of which can be traced back nearly two centuries. Although ascertaining their academic performance is more challenging and less straightforward than it could and should be, there are many indications that MCCs perform academically at least as well--and sometimes better--than their non-MCC peers. Despite this, there have been assertions that federal Common Core standards are essential to improving the academic progress of MCCs and would greatly benefit them as they transition with their military parents between different military duty locations. However, such assertions are supported neither by the available evidence nor by the existing questions of rigor, legality, transparency, privacy, and state and local control that surround the implementation of Common Core. Rather than centrally and opaquely determined standards, initiatives such as the Interstate Compact on the Education of Military Children, the creation of school liaison officers, support of military homeschooling families, and the use of targeted grants, to name just a few examples, are better suited to assisting military families and military leaders address the challenges of K-12 education for MCCs. [This document contains a preface by Lieutenant General Rick Lynch, Retired Three-Star General, United States Army.]
Condition of Education in the Commonwealth: 2016 Data Report
Author: Rennie Center for Education Research and Policy
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Annual Reports,Statistical Data,Educational Indicators,School Readiness,Early Childhood Education,Teacher Effectiveness,College Preparation,Transitional Programs,Academic Achievement,STEM Education,Educational Attainment,Higher Education,Elementary Secondary Education

The &quot;2016 Data Report&quot; identifies and measures state-level indicators linked to outcomes to inform decision-making among Massachusetts education leaders. These indicators focus on critical stages in learning and development from school readiness and early learning to the emergence of a strong and productive workforce. Important indicators in science, technology, engineering, and mathematics (STEM) are highlighted at each stage and specific attention is leveled at the need for prepared and effective educators to support student progress throughout our entire education system. Indicators are selected because of their evidentiary base and alignment with Massachusetts' reform agenda and updated at least every two years. This report provides a critical overview of our public education system, while presenting data and information to encourage more nuanced discussions of potential strategies for improving student learning outcomes.
The New Forgotten Half and Research Directions to Support Them. A William T. Grant Foundation Inequality Paper
Author: Rosenbaum, James
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Social Differences,Disadvantaged,Futures (of Society),Educational Policy,Labor Market,Employment Potential,Noncollege Bound Students,Multivariate Analysis,Access to Education,Nontraditional Students,Educational Attainment,Employment Qualifications,Correlation,Job Satisfaction,Salaries,Counseling Services,Educational Change,Standards,Articulation (Education),Education Work Relationship,College Attendance,Institutional Characteristics,Employment Level,High Stakes Tests,Scores,Low Achievement,Regression (Statistics)

In 1988, the William T. Grant Foundation issued &quot;The Forgotten Half,&quot; the final report of the Foundation's Commission on Youth and America's Future. Focusing on inequality in American society, specifically among non-college-bound 16-24 year olds, the report explored the challenges facing young people and the institutions that serve them. Twenty-four years later, using data on young adults in 2012, the authors seek to understand the composition of the forgotten half today, how educational institutions may inadvertently contribute to their disadvantage, and how these same institutions can improve their chances of success. This essay is meant as an update of the &quot;The Forgotten Half.&quot; The original report presented a valuable analysis that described various institutional mechanisms that contributed to inequality, and used that analysis to recommend policy actions. This approach continues to be useful. However, many of the particular elements have changed, and this essay attempts to update the prior analysis. To that end, the authors seek first to understand the new forgotten half--those youth who do not complete college and ind themselves shut out of good jobs in the era of college for all. They then propose research that may help increase the new forgotten half's chances at success in today's labor market. [For the summary report, &quot;The New Forgotten Half and Research Directions to Support Them. Summary and Key Findings. A William T. Grant Foundation Inequality Paper,&quot; see ED565751.]
The New Forgotten Half and Research Directions to Support Them. Summary and Key Findings. A William T. Grant Foundation Inequality Paper
Author: Rosenbaum, James
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Social Differences,Disadvantaged,Futures (of Society),Educational Policy,Labor Market,Employment Potential,Noncollege Bound Students,Multivariate Analysis,Access to Education,Nontraditional Students,Educational Attainment,Employment Qualifications,Correlation,Job Satisfaction,Salaries,Counseling Services,Educational Change,Standards,Articulation (Education),Education Work Relationship,College Attendance,Institutional Characteristics,Employment Level,High Stakes Tests,Scores,Low Achievement,Regression (Statistics)

In 1988, the William T. Grant Foundation issued &quot;The Forgotten Half,&quot; the final report of the Foundation's Commission on Youth and America's Future. Focusing on inequality in American society, specifically among non-college-bound 16-24 year olds, the report explored the challenges facing young people and the institutions that serve them. Twenty-four years later, using data on young adults in 2012, the authors seek to understand the composition of the forgotten half today, how educational institutions may inadvertently contribute to their disadvantage, and how these same institutions can improve their chances of success. This report is a summary of an update of the &quot;The Forgotten Half.&quot; [For the full report, &quot;The New Forgotten Half and Research Directions to Support Them. A William T. Grant Foundation Inequality Paper,&quot; see ED565750.]