ethanporcaro/eric-fulltext-meta huggingface dataset:
Looking at the Best Teachers and Who They Teach: Poor Students and Students of Color Are Less Likely to Get Highly Effective Teaching
Author: DeMonte, Jenny
Date: 2014-04-11
Type: Reports - Research
Subjects: Teacher Competencies,Educational Quality,Teacher Effectiveness,Teacher Evaluation,Evaluation Methods,Rating Scales,Poverty,Socioeconomic Influences,Minority Group Students,Enrollment Trends,Teacher Placement

Although there is some debate over the exact mix of student achievement, observations, and results from other measures that combine to create an evaluative rating for a teacher's effectiveness, there is consensus among researchers that it should include multiple measures. Most states have already begun to use new systems to evaluate teachers or will begin to do so in the upcoming school year. The data from these systems, which are ratings of teachers based on multiple measures, can be used to probe whether all students--regardless of background--have access to highly effective teachers. In this study, the authors took a close look at Louisiana (1,265 schools) and Massachusetts (1,849 schools), two early adopters of new teacher evaluation systems that have released effectiveness data using new measures. These states released the percentages of teachers in each rating category by state, district, and school. The authors compiled poverty data for each school in the two states based on the percentage of students in each school who were eligible for free or reduced-price lunches, as well as enrollment data based on the percentage of students of color enrolled. Using these data for each school available on the states' websites, they were able to estimate the level of poverty and minority enrollment for each school. Key findings included: (1) The new evaluation data confirms previous findings--in many places, poor children and children of color are less likely to be taught by a highly effective teacher; (2) Despite the overall pattern of inequitable distribution, there are some places where excellent teachers are more evenly deployed; and (3) The places with a more balanced distribution of effective teachers are where the most can be learned about the policies and practices that help give all students access to great teaching.
Mid- and Late-Career Teachers Struggle with Paltry Incomes
Author: Boser, Ulrich
Date: 2014-07-23
Type: Reports - Research
Subjects: Teacher Salaries,Teaching Experience,Experienced Teachers,Salary Wage Differentials,Teacher Employment Benefits,Statistical Analysis,Welfare Recipients,Educational Attainment,Comparative Analysis,Compensation (Remuneration)

Low teacher pay is not news. Over the years, all sorts of observers have argued that skimpy teacher salaries keep highly qualified individuals out of the profession. One recent study found that a major difference between the education system in the United States and those in other nations with high-performing students is that the United States offers much lower pay to educators. But for the most part, the conversation around teacher pay has examined entry-level teachers. The goal of this issue brief was to learn more about the salaries of mid- and late-career teachers and see if wages were high enough to attract and keep the nation's most talented individuals. This research relied on a variety of databases, the results of which are deeply troubling. Findings include: (1) Mid- and late-career teacher base salaries are painfully low in many states; (2) Teachers with 10 years of experience who are family breadwinners often qualify for a number of federally funded benefit programs designed for families needing financial support; and (3) To supplement their minimal salaries, large percentages of teachers work second jobs. The bottom line is that mid- and late-career teachers are not earning what they deserve, nor are they able to gain the salaries that support a middle-class existence. An appendix provides a table of state-by-state data on teacher salaries.
Four Years Later, Are Race to the Top States on Track?
Author: Miller, Tiffany D.
Date: 2014-03-24
Type: Information Analyses
Subjects: Federal Legislation,Educational Legislation,Federal Programs,Federal Aid,Competition,Educational Improvement,Educational Change,Academic Standards,College Readiness,Career Readiness,Educational Assessment,Teacher Effectiveness,Teacher Recruitment,Teacher Selection,School Turnaround,Program Evaluation,Program Implementation,Academic Achievement,Progress Monitoring,Databases,Data Collection,Data Analysis

Race to the Top (RTT) is a first-of-its kind $4.35 billion competitive grant program designed to spur state-level education innovation to boost student achievement, close achievement gaps, and prepare students for college and careers. Originally authorized in 2009 under the American Recovery and Reinvestment Act, RTT encourages states to develop and implement key reform strategies around four core components: (1) Adopting rigorous college- and career-ready standards and assessments; (2) Recruiting, evaluating, and retaining highly effective teachers and principals; (3) Building data systems that measure student success and inform teaching and learning; and (4) Turning around low-performing schools. In total, 45 states and the District of Columbia applied for funding in three phases. The U.S. Department of Education announced the Phase 1 winners--Delaware and Tennessee--in March 2010. A few months later, the Phase 2 winners--District of Columbia, Florida, Georgia, Hawaii, Maryland, Massachusetts, New York, North Carolina, Ohio, and Rhode Island--were announced. Arizona, Colorado, Illinois, Kentucky, Louisiana, New Jersey, and Pennsylvania were awarded Phase 3 grants in December 2011. March 2014 marks four years since the first grants were announced, and in a little over a year, the RTT funding to these initial set of states will end. An examination of the U.S. Department of Education's latest Annual Performance Report, or APR, data around the four core RTT components demonstrates the states' progress. When necessary, the APRs are supplemented with extant data from other sources, such as the Government Accountability Office. Three overarching findings emerged in the review of the data: (1) Many of the lowest-performing schools in RTT states have achieved impressive results in a short period of time; (2) Four RTT states are at or near full implementation of their educator evaluation systems, and all other states are in the process of implementing their systems. Implementing new, more rigorous educator evaluation systems is technical and arduous work; and (3) All RTT states have adopted college- and career-ready standards and are making progress toward implementation of assessments aligned with those standards.
Size &amp; Flow: Adult Education Issues in the Senate Immigration Bill
Author: Murphy, Garrett
Date: 2014-03-03
Type: Reports - Descriptive
Subjects: Undocumented Immigrants,Federal Legislation,Adult Education,Access to Education,English (Second Language),Civics,Adult Students

In this essay Garrett Murphy and Gail Spangenberg report on the need for understanding better than in the past, the number of undocumented immigrants likely to need adult education services under provisions of Senate Immigration Bill S.744. The essay looks at why the issues of &quot;size and flow&quot; are important for planners, providers, and funders of Adult Education service, and urges adjustments for ESL/civics provisions in the proposed and current immigration law.
&quot;Common Core Implementation Best Practices&quot;
Author: Martin, Carmel
Date: 2014-02-19
Type: Speeches/Meeting Papers
Subjects: Common Core State Standards,Educational Change,Best Practices,Faculty Development,Teacher Collaboration,Teaching Methods,Parent Attitudes,Teacher Attitudes,Educational Resources

This document presents the testimony of Carmel Martin, Executive Vice President for Policy at the Center for American Progress, delivered at the New York State Office of the Governor Common Core Implementation Panel on Wednesday, February 19, 2014. In this statement, Martin began by saying that The Center for American Progress believes that this is the biggest education reform in decades. If done well, the present reform effort will lead to dramatic improvements in educational opportunities. Such opportunities, are essential to building a strong middle class and creating an economy that works for all, not just those at the top. In her statement, Martin applauded New York as a leader on some aspects of implementation but pointed out that efforts have not been consistent across the state. Several areas that the Center for American Progress believes the state of New York's leaders must aggressively tackle in order to make that translation from standards to effective instruction include: (1) An investment in professional development; (2) Time for teachers to collaborate and learn new ways to adjust instruction to meet the challenge of the new standards; (3) An aggressive campaign to engage teachers and parents around the value of the standards and the changes required to implement them; and (4) Tools to enrich instruction. Martin reminded the panel that these initiatives will require all of the leaders across the state to come together, move forward, listen closely to the advice of classroom leaders, namely teachers, as well as parents so they can provide students with the critical supports necessary to be successful. Martin concluded her testimony by saying that while it is appropriate to expect more of children and educators, we must also expect more from policy leaders to deliver resources and supports needed to translate standards into instruction, and help engage parents while helping them understand the goals behind the standards. [This testimony was presented before the New York State Office of the Governor Common Core Implementation Panel (Feb 19, 2014).]
Better Serving the Children of Our Servicemen and Women: How the Common Core Improves Education for Military-Connected Children
Author: Center for American Progress
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Military Personnel,Student Mobility,Common Core State Standards,Educational Quality,Expectation,Student Needs

States across the country have always established their own academic standards, curricula, and achievement goals. What students are expected to know and be able to do often differs from state to state. Additionally, states with low standards may leave students unprepared for higher standards in other states. This inconsistency creates problems for children from military families, who must move and change schools frequently as their parents are reassigned. This brief report explains how moving from state to state not only has significant social and emotional challenges on these children, it also complicates their education. To minimize the strain that moving has on these children, it is critical that states adopt and effectively implement the Common Core State Standards to ensure that as students change schools, their education is consistent and of high quality.
For Women and Girls, the Common Core Is a Step toward Greater Equity
Author: Center for American Progress
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Females,Womens Education,Common Core State Standards,Equal Education,Gender Issues,STEM Education,Elementary Secondary Education,Postsecondary Education,Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Disproportionate Representation,Advanced Placement,Minority Group Students,Majors (Students)

More engaging and challenging standards build a strong academic foundation for all students. Girls--and in particular, girls of color--have a lot to gain from more rigorous learning standards that better prepare them for college and career success. This fact sheet explores the positive effect the Common Core State Standards can have on gender equity in education. By raising the expectations for student learning, the Common Core State Standards allow girls the opportunity to seize STEM learning opportunities while in elementary and high school; to pursue a diverse set of college majors; and to obtain jobs that command higher salaries. The Common Core State Standards can expand on the progress girls have made since Title IX and can have a long-lasting impact on women in society. Contains endnotes.
In the Quest to Improve Schools, Have Teachers Been Stripped of Their Autonomy?
Author: Boser, Ulrich
Date: 2014-01-21
Type: Reports - Evaluative
Subjects: Educational Improvement,Professional Autonomy,Teacher Surveys,Principals,Administrator Surveys,Geographic Location,Teacher Attitudes,Job Satisfaction,Tables (Data),National Surveys,Elementary Secondary Education,Common Core State Standards,Faculty Development,Teaching Conditions,Instructional Materials,Public School Teachers,Teaching Methods

Over the past few years, there has been an ever-growing chorus of those who grumble that teachers are unhappy with their lack of control and freedom and have grown to deeply dislike their jobs. This article asks if teachers really lack autonomy and freedom, and wonders if as a nation, whether or not we have reached the right balance of accountability and autonomy that is necessary for workplace innovation, career satisfaction and over results. To gain a better handle on this issue, the authors examined a number of relevant data sets. First an analysis of the 2011-12 Schools and Staffing Survey, or SASS, a nationally representative survey of teachers and principals administered regularly by the National Center for Education Statistics was conducted. Second they looked at various state surveys, including 2013 data from Kentucky and Tennessee, as well as other recent national polling data on teacher attitudes. The data suggest something much different than the conventional wisdom. In fact, teachers are far more autonomous--and far more satisfied--than most people believe. This article suggests that in many ways, the problem is in the perception of the way we think about educator autonomy and suggests some changes to what could be an outdated mindset on the issue. The authors make an argument that while teachers should be given a great deal of leeway over how they teach, the country also needs to do a far better job of defining what teachers need to teach. The authors conclude by saying in the end, the teaching profession will be all the better for it. Six data tables looking at teacher control are appended.
Politics Threaten Efforts to Improve K-12 Education
Author: Marchitello, Max
Date: 2014-09-26
Type: Reports - Research
Subjects: Politics,Common Core State Standards,Educational Improvement,Educational Change,Federal Government,Public Officials,Legislators,Political Influences,Public Opinion,News Reporting,Elementary Secondary Education,Educational Policy

Beginning in 2010, more than 40 states adopted the Common Core State Standards. In the years immediately following their adoption, educators, parents, and policymakers familiar with the standards strongly supported them. Both Republicans and Democrats heralded the Common Core as one of the most promising school reforms in decades. Fast forward to today--a midterm election year--and the Common Core is a deeply controversial topic, despite the fact that the standards have not changed since they were first released. In the past year, two states--Indiana and Oklahoma--have withdrawn entirely from the Common Core, claiming the federal government has poisoned an otherwise positive education reform. In addition, Louisiana Gov. Bobby Jindal (R) attempted to unilaterally repeal the standards and is now in a dispute with the state education board and the state superintendent. To understand the cause of state legislators' and governors' sudden resistance to the Common Core, the Center for American Progress (CAP) examined the influence of politics on the Common Core by tracking the popularity of &quot;Common Core&quot; as a Google search term, the number of news articles related to the Common Core published since 2009, and public opinion polls. Based on this research, it appears that both public interest and opinion of the Common Core reacts to--rather than causes--the politicization of the standard.
The Common Core Is an Opportunity for Education Equity
Author: Center for American Progress
Date: 2014-05-19
Type: Reports - Evaluative
Subjects: Common Core State Standards,Equal Education,Achievement Gap,White Students,Minority Group Students,African American Students,Hispanic American Students,Disabilities,English Language Learners,Low Income Students,Access to Education,Graduation Rate,Outcomes of Education,Enrollment Trends,Educational Attainment,Educational Benefits

The Common Core helps address inequity in education by ensuring all students are taught to the same high standards and held to the same rigorous expectations. This helps make sure that ZIP codes do not determine education quality. The Common Core-aligned assessments are integral to realizing the promise of the standards; they act as a quality-control check to ensure all students receive a high-quality education. A Common Core-aligned curriculum will create a more challenging and exciting classroom experience. Students will explore concepts deeply, work together to solve complex problems, and engage in project-based learning--instead of focusing on worksheets and rote memorization. This report highlights educational gaps between white students and students of color, students with disabilities. and English Language learners. The Common Core will improve education quality for all students--particularly traditionally underserved students. Raising standards and preparing all students for college and careers will help reduce the disparities identified for low-income students, students of color, ELLs, and students with disabilities.
New York: Expanding Time, Increasing Opportunities for Achievement
Author: Miller, Tiffany D.
Date: 2014-06-09
Type: Reports - Descriptive
Subjects: Educational Opportunities,Disadvantaged Schools,Time Factors (Learning),Extended School Day,Academic Achievement,Educational Change,Improvement Programs,Partnerships in Education,School Community Programs,State Programs,Educational Policy

New York is poised to take an important step to improve student achievement by expanding learning time for students attending high-poverty, low-performing schools. Recent district- and state-level investments in expanded learning time--a promising strategy to close achievement and opportunity gaps--will give students more time to learn core academics but not at the expense of extracurricular activities such as music, art, and sports. Expanded learning time also provides teachers with more time for collaboration, planning, and professional development. What's more, New York's strong history of working with community partners will help support schools that decide to significantly lengthen the school day. Other school districts and states that are interested in boosting student performance, closing achievement gaps, and expanding enrichment opportunities should follow New York's example and consider a significant investment in expanded learning time. Contains endnotes.
A Hidden Crisis: Including the LGBT Community When Addressing Sexual Violence on College Campuses
Author: Pérez, Zenen Jaimes
Date: 2014-09-19
Type: Reports - Descriptive
Subjects: Rape,Violence,Homosexuality,Sexual Orientation,Victims,Campuses,Federal Legislation,Higher Education,School Policy,Safety,Sexual Identity,Gender Discrimination,Prevention,Sexual Harassment

Recently, sexual assault on college campuses has received increased national attention. In its first report, the White House Task Force to Protect Students from Sexual Assault highlighted steps colleges and universities can take to curb the number of sexual assaults on campuses. For the first time, the U.S. Department of Education has released the names of the schools currently under investigation for Title IX violations--sex-based discrimination, including sexual assault, that is so severe, pervasive, and objectively offensive that it effectively denies a victim an educational opportunity or benefit. A recent report from the Office of Senator Claire McCaskill shed light on how too many higher-education institutions fail to protect students from sexual assault. Already, these milestones have spurred new bipartisan legislation in the Senate to address the issue. As these conversations continue, the needs of lesbian, gay, bisexual, and transgender, or LGBT, survivors of sexual assault must be addressed in order to effectively end sexual assault on college campuses. This document describes how, despite significant strides in creating safer environments for LGBT students, many still experience harassment and violence based on their sexual orientation or gender identity. As a result of their experiences, LGBT students are more likely to support policies at their colleges and universities that prevent sexual harassment and support survivors. Colleges and universities have a moral and legal obligation to support survivors and prevent sexual assault against students. Sexual assault significantly harms LGBT students and their education, and no response to the sexual violence prevalent on so many campuses across the nation can be complete unless it takes the needs of the LGBT community seriously.