ethanporcaro/eric-fulltext-meta huggingface dataset:
Paving the Path to Success. Data for Action 2014
Author: Data Quality Campaign
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: State Surveys,Annual Reports,State Action,Data,Information Utilization,Student Records,Information Security,Information Policy,Information Management,Disclosure,Information Networks,Profiles,Educational Practices,Federal Regulation,Privacy,Quality Assurance,Agency Cooperation

The Data Quality Campaign (DQC) is dedicated to helping everyone with a stake in education, including parents, teachers, education leaders, and policymakers, effectively and appropriately understand and use education data. DQC helps parents and educators understand the value of data--why data matter and how they can help students be successful in the classroom and beyond. Data are more than just test scores, and by effectively accessing and using different types of data--such as attendance, grades, and course-taking--teachers, parents, and school and district leaders can help ensure that every student is on a path for success every day, not just at the end of the school year. To report national and state progress on effectively using data to ensure that students graduate from high school prepared for success in college and the workplace, DQC conducts an annual survey of the states on the 10 State Actions to Ensure Effective Data Use, other key emerging data issues, and promising practices in the field. This report presents the findings from the &quot;Data for Action 2014&quot; survey, DQC's 10th annual survey of the states. The following are appended: (1) Detailed 10 State Actions Status; (2) Methodology; (3) 10 Essential Elements of Statewide Longitudinal Data Systems; and (4) Quality Implementation Expert Group Members. [For the key findings report, &quot;Paving the Path to Success. Data for Action 2014. Key Findings,&quot; see ED560591. For the summary report, &quot;Paving the Path to Success. Data for Action 2014. Summary,&quot; see ED560598.]
Paving the Path to Success. Data for Action 2014. Summary
Author: Data Quality Campaign
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: State Action,Data,Information Utilization,Student Records,Investment,Teacher Education Programs,Information Networks

At the federal level, leaders can promote policies that reduce burdens on states, encourage collaboration across agencies, and help build the capacity of stakeholders to use data while ensuring the privacy of student information. The annual &quot;Data for Action&quot; survey measures states' progress toward achieving the 10 State Actions to Ensure Effective Data Use. This report includes the following: (1) Data Linkages across P-20/Workforce Sectors; (2) Informing Teacher Preparation with Quality Data; (3) Financial Investments in Education Data; and (4) 10 State Actions National Status, 2011 and 2014. [For the full report, &quot;Paving the Path to Success. Data for Action 2014,&quot; see ED560597. For the key findings report, &quot;Paving the Path to Success. Data for Action 2014. Key Findings,&quot; see ED560591.]
Student Data and Consent Policies: Avoiding Unintended Consequences. Safeguarding Data: Briefs for Policymakers
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Student Records,Data Collection,Parent Rights,Informed Consent,Educational Policy,Information Security,Privacy,Access to Information,Governance,Educational Legislation

Schools use data for different purposes, which have different degrees of impact on a student's educational experience: administrative, instructional, assessment and measurement, and optional/noneducational. To the extent feasible, parental choice policies should be structured according to the use of the data in question. Parents should have more choice for activities in which opting out will not have a negative impact on their child's education, like data collection for noneducational purposes such as marketing for yearbooks or class rings. It is not feasible, however, to allow parents to limit the data schools collect about their child for administrative, instructional, or assessment and measurement purposes because it would hinder or minimize the impact of data's use to improve student achievement and would strain everyday school functions. &quot;Student Data and Consent Policies: Avoiding Unintended Consequences&quot; is part of the Data Quality Campaign's &quot;Safeguarding Data: Briefs for Policymakers,&quot; which provide key facts and recommendations that address high-priority issues that have characterized student data privacy conversations. A list of related resources is provided. [This brief was developed with contributions from: John Bailey, Keith Krueger, Jim Siegl, Richard Contartesi, Reg Leichty, Chip Slaven, Dan Domagala, Greg Mortimer, Omer Tene, Joseph Jerome, and Jules Polonetsky.]
Data Inquiry for School Improvement: Root Cause Analysis. Q&amp;A with Roni Silverstein. REL Mid-Atlantic Webinar
Author: Silverstein, Roni
Date: 2014-11-05
Type: Opinion Papers
Subjects: Inquiry,Educational Improvement,Data Analysis,Cognitive Mapping,Functional Behavioral Assessment,Problem Solving

Root cause analysis is a powerful method schools use to analyze data to solve problems; it aims to identify and correct the root causes of problems or events, rather than simply addressing their symptoms. Veteran practitioner, Roni Silverstein, presented the value of this process and practical ways to use it in your school or district. This Q&amp;A addressed the questions participants had for Roni Silverstein following the webinar. The webinar recording and PowerPoint presentation are also available.
Helping Federal Policymakers Understand and Support Data Literacy. Federal Spotlight
Author: Data Quality Campaign
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Data,Technological Literacy,Federal Legislation,State Policy,School Support,Educational Improvement,Teaching Skills,Pedagogical Content Knowledge,Teacher Empowerment,Capacity Building

Current federal and state policies focus on improved results for students through quality teaching. Strategies in school improvement plans, data-driven teacher evaluation, assessments and rigorous standards, competency-based learning, and innovative digital platforms make teacher data use essential. While state and federal policies are asking teachers to use data, they have not gone far enough to promote the skills teachers need to be data literate. This publication demonstrates how federal policymakers can support state efforts of improving data literacy among teachers by promoting, supporting, and incentivizing data literacy through laws, grants, or guidance that provide parameters or resources for educator quality.
The Returns to Completion or Partial Completion of a Qualification in the Trades. Research Report
Author: Lu, Tham
Date: 2015-00-00
Type: Reports - Research
Subjects: Vocational Education,Job Skills,Skill Development,Employment Qualifications,Student Surveys,Outcomes of Education,Dropouts,Graduates,Intention,Wages,Labor Market,Statistical Analysis,Regression (Statistics),Probability,Student Characteristics,Student Attitudes,Foreign Countries

Many students do not complete full qualifications in the vocational education and training (VET) system because their intention is to obtain only the particular skills they require. This can be achieved through the acquisition of skill sets; these enable flexibility in training to quickly respond to changes in the labour market. Skill sets may also be more appealing to learners due to their relatively lower cost and shorter training duration. Despite the advantages of skill sets, it is clear from previous National Centre for Vocational Education Research (NCVER) research that VET students who complete a full qualification have better labour market outcomes than those who do not. Investigating partial completion allows consideration of the impact that completion of skill sets has on the returns to training. Building on the previous research, this particular report focuses on the value of completing a qualification in the trades. Using data from the 2013 Student Outcomes Survey, the research quantifies the benefits of completion of a full qualification relative to partial completion of a qualification. The report also identifies the trade occupations to which completion of a full qualification matters most. Key Messages include: (1) Completion of a full qualification in the trades on average leads to better employment outcomes than completion of modules only; (2) The wage gap between graduates and module completers is relatively small, with graduates estimated to annually earn 2.7% more than module completers; and (3) The returns to qualification completion vary greatly depending on the trade. Students who intend to study the trades should be encouraged to investigate the various types of trades and weigh up the possibilities and potential benefits to completing a full qualification. These findings emphasise the important role of career guidance for trade students while they are still engaged in the VET system. Appended are: (1) Propensity score regression; (2) Modelling results; and (3) Outcome estimates.
ESEA Reauthorization: Why Data Matter
Author: Data Quality Campaign
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Data Collection,Information Utilization,Educational Improvement,Educational Policy,Policy Formation,Access to Information,Student Needs,Student Records,Privacy,Teacher Effectiveness,Parent Rights,Information Security,Compliance (Legal),Capacity Building,State Policy,Government Role,Governance

The reauthorization of the Elementary and Secondary Education Act (ESEA) provides an opportunity to transform how data are used in education. The 2002 ESEA requirement to disaggregate data and provide them to the public has made it possible to have greater transparency and more accurate measures of academic performance than ever. Congress now has the opportunity to build on this success and leverage data as a tool to shine a light on what is working; inform continuous improvement; and empower stakeholders, including parents and educators, with information they can use to help students succeed. To transform how data are used in education, the Data Quality Campaign (DQC) recommends four strategies for federal leadership to create the conditions for data to be used to improve systems and increase student achievement: (1) Shift the role of data from compliance to meeting the needs of people; (2) Use data to improve teacher effectiveness; (3) Ensure student data are safeguarded; and (4) Reduce burden and build state and local capacity to use data effectively. The recommendations detailed in this document represent specific, concrete opportunities for federal leadership to build on the tremendous momentum of the past decade, and help change the role of data from one centered on compliance reporting and accountability to one of empowerment. Contains an appendix: DQC Knowledge and Expertise.
Getting the Facts Straight about Education Data. Safeguarding Data
Author: Data Quality Campaign
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Data,Misconceptions,Privacy,Student Records,Elementary Secondary Education,Data Collection,Incentive Grants,Federal Aid,Federal Programs,Educational Legislation,Parent Rights,Information Utilization,Information Policy,Information Management,Access to Information,Online Vendors,Educational Practices,Federal Legislation,Disabilities,Equal Education

Education data can empower educators, students, parents, and policymakers with the information they need to make the best decisions to improve student achievement, information that can move the nation toward an education system in which every student graduates prepared for college and career. Safeguarding the privacy of student data is a critical component of effective data use, and this data stewardship is a shared responsibility. Recently, conversations about how education data are collected and used, and the ways in which student privacy is safeguarded, have been taking place around the country. An important part of these conversations is ensuring that existing privacy laws and practices are well understood and that misconceptions about data use and privacy are addressed. This document dispels the most common myths with concise talking points and related resources. Information about the number of states reporting an activity is based on Data Quality Campaign's (DQC) &quot;Data for Action 2013.&quot;
Getting the Facts Straight about Education Data: Common Core State Standards-Associated Assessment Consortia. Safeguarding Data
Author: Data Quality Campaign
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: State Standards,Consortia,Organizational Theories,Data Collection,Privacy,Misconceptions,Testing Programs,Academic Records,Information Management,Information Security,Information Policy

High education expectations--and the tools to ensure that they are being met--empower educators, students, parents, and policymakers to support student learning and make the best decisions to improve education. Most states have voluntarily adopted the Common Core State Standards to serve as their education expectations. To consistently and transparently measure the skills and knowledge outlined in the standards, many states have opted to join one of two assessment consortia and use the Common Core-aligned assessments they develop. As states choose to participate in these consortia and implement the new assessments, it is important for everyone with a stake in education to understand how the consortia work, what data the assessments collect, and how student privacy is safeguarded. This document dispels the most common myths with concise talking points and related resources.
Providing High School Feedback: Using Data to Improve Students' College and Career Readiness. Data for Action
Author: Data Quality Campaign
Date: 2014-05-13
Type: Reports - Evaluative
Subjects: High School Students,Feedback (Response),Career Readiness,College Readiness,Data,Information Utilization,Program Improvement,Student Records,State Action

Educators, administrators, and policymakers are all working to ensure that students graduate high school ready for success in college and the workforce. High school feedback reports, reports that provide information on how a class of high school graduates fares in postsecondary, let school and district leaders know where their students go after graduation and how well they are prepared for college and beyond. This factsheet uses the findings from the &quot;Data for Action 2013&quot; analysis to discuss which states are leading the way and how your state can move from good to great!
State Student Data Privacy Legislation: What Happened in 2014, and What Is Next? Safeguarding Data
Author: Data Quality Campaign
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Privacy,State Legislation,Student Records,Confidentiality,State Action,Information Policy,Information Security,Information Utilization,Access to Information,Information Management

Growing state and district use of education data and increased public attention to the ways in which these data are collected, used, managed, and disclosed have sparked conversation on the value of data and how they are protected. Student data (e.g., demographics, transcripts, attendance, test scores, outcomes, etc.) are an important tool for policymakers, educators, and families as they seek ways to support students and improve education experiences and pathways. Safeguarding data is a critical component of effective data use, and educators and policymakers alike have begun to develop and implement new policies and practices. Faced with a rapidly changing conversation, an increasing use of education technology, and strong public concern, state legislators in every part of the country took action this year to better address student data privacy. While some new state laws may disrupt aspects of state and local data work, no state has defunded its data system, delinked its data, or stopped critical data services. But privacy concerns and misconceptions still abound, and the 2015 legislative sessions will be just as critical as those in 2014. However, this national privacy conversation also remains an opportunity to demonstrate the value of data to improve education.
Gateway to College: Lessons from Implementing a Rigorous Academic Program for At-Risk Young People
Author: Willard, Jacklyn Altuna
Date: 2015-09-00
Type: Reports - Research
Subjects: At Risk Students,Dropouts,Nontraditional Education,College Preparation,Dual Enrollment,College Credits,Program Implementation,High School Students,Dropout Prevention,Dropout Programs,Student Characteristics,Fidelity,Program Effectiveness,Community Colleges

This study reports on the implementation of Gateway to College, a program whose mission is to serve students who have dropped out of high school, or who are at risk of dropping out of high school, by allowing them to earn a high school diploma and credits toward a postsecondary degree. Gateway to College is uniquely ambitious in providing struggling students with opportunities often reserved for the highest achievers; it believes that high expectations and the right support can lead to more students completing high school and transitioning to college. This report has two main goals: (1) Provide an in-depth description of the Gateway to College model, and more precisely define the youth population served by the program; and (2) Describe the implementation of the Gateway to College model at three program sites, assess the extent to which it is implemented as designed at those sites, and draw lessons for other Gateway to College programs. This study finds that, at a broad level, the three study sites implemented the Gateway to College model as designed. However, Gateway to College struggled with finding the right balance between being flexible and providing concrete guidelines for implementation. The following are appended: (1) Lessons Learned About Student Outreach; and (2) Data-Collection Activities.
Understanding Teacher Effectiveness: Providing Feedback to Teacher Preparation Programs. Data for Action 2013
Author: Data Quality Campaign
Date: 2014-04-28
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Education Programs,Feedback (Response),Data Analysis,Information Utilization,Best Practices,Longitudinal Studies,Student Records,State Action,Educational Improvement

Teachers need longitudinal student-level data, such as attendance history, course-taking patterns, grades, and test scores, to tailor instruction to individual students' strengths and weaknesses.This factsheet uses the findings from the Data for Action 2013 analysis to discuss how states can provide teachers with student-level longitudinal data, especially when students move across districts.
Understanding Teacher Effectiveness: Providing Feedback to Teacher Preparation Programs. Data for Action 2014
Author: Data Quality Campaign
Date: 2014-12-19
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Education Programs,Feedback (Response),Data,Information Utilization,Access to Information,State Action,Student Records

State leaders are increasingly focused on improving college and university programs that prepare teachers as a route to a high-quality teacher workforce. This work requires significant data capacity to reliably and securely link teachers with their students' achievement and growth data with the state's teacher preparation programs. This fact sheet uses the findings from the &quot;Data for Action 2014&quot; analysis to discuss the progress states are making in providing feedback to teacher preparation programs and highlights leading states.
Recent Retirement Trends of Tennessee Teachers. Policy Brief
Author: Tennessee Department of Education
Date: 2013-02-00
Type: Reports - Research
Subjects: Teacher Retirement,Trend Analysis,Educational Policy,Teacher Effectiveness,Teacher Competencies,Teacher Evaluation,Scores,Statistical Analysis,Comparative Analysis,Elementary School Teachers,Secondary School Teachers,Academic Achievement,Federal Legislation,Educational Legislation,Federal Programs,Federal Aid

Tennessee has undertaken several wide-ranging reforms aimed at educator practice and effectiveness over the past several years, including the launch of a new teacher evaluation system, modification of teacher tenure policy, and initial implementation of Common Core State Standards. This report from the Tennessee Department of Education (TDOE) investigates patterns of teacher retirement in the years surrounding these policy changes. The analysis is concerned not only with the overall levels of teacher retirement in the state but also with the relative effectiveness of those who stay and leave the teacher workforce through retirement. It was found that retirement rates have risen since 2009, corresponding with a loss of an additional one percent of the teacher workforce or approximately 1,000 teachers per year. The rise in retirement has been steady since just prior to the onset of the reforms under Race to the Top, and has continued through the ensuing years. At the same time, there is evidence that current patterns of retirement are likely to strengthen the overall quality of the teacher workforce. First, among those eligible for retirement, teachers who choose to retire tend to be less effective than those that remain in the classroom. Moreover, retirement rates are becoming increasingly differentiated by teacher effectiveness, with the more effective teachers choosing to stay longer in the classroom and the less effective teachers choosing to leave at higher rates.
Federal Funding Opportunities to Support the P-20W Data Pipeline. Federal Spotlight
Author: Data Quality Campaign
Date: 2014-02-28
Type: Reports - Descriptive
Subjects: Federal Aid,Data Collection,Data Processing,Information Management,Longitudinal Studies,Student Records,State Action,Information Utilization,Information Policy,Incentive Grants,Federal Legislation,Educational Legislation,Elementary Secondary Education,Federal Programs,Disabilities,Equal Education

This publication provides an overview of the current federal opportunities to help states advance their data-related activities. Although not exhaustive, this list provides a starting point for federal policymakers to support states' work in this area.
ED Proposed Regulations to Title II of HEA: Comments from the Data Quality Campaign
Author: Data Quality Campaign
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Data,Quality Assurance,Feedback (Response),Teacher Education Programs,Teacher Effectiveness,Student Records,Accountability,State Action,State Regulation,Educational Improvement,Information Utilization,Expertise,Trust (Psychology),Leadership Effectiveness,Information Management,Information Policy

States are uniquely positioned to provide feedback to teacher preparation programs (TPPs) on the effectiveness of the teachers they train, and to provide information about the quality of TPPs to the public. States have been building the significant data capacity to reliably and securely link teachers with their students' achievement and growth data with states' TPPs. States will need to demonstrate new leadership in being the source for transparency on TPP quality, as well as in creating a culture of using data for continuous improvement. Presented in this report are the Data Quality Campaign's responses to the Department of Education's proposed regulations.