ethanporcaro/eric-fulltext-meta huggingface dataset:
Staffing and Employment Advice for Schools: Departmental Advice for School Leaders, Governing Bodies, Academy Trusts and Local Authorities
Author: Department for Education (DfE) (United Kingdom)
Date: 2018-10-00
Type: Guides - General
Subjects: Personnel Selection,Principals,Assistant Principals,Teacher Recruitment,Equal Opportunities (Jobs),School Personnel,Employment,Recruitment,Disclosure,Responsibility,Safety,Child Care,Beginning Teachers,Teacher Qualifications,Educational Administration,Contracts,Fringe Benefits,Flexible Scheduling,Attendance,Health,Standards,Teacher Evaluation,Discipline,Grievance Procedures,Suspension,Teacher Dismissal,Local Government,Unions,Retirement Benefits,Religious Education,Catholic Schools,Governance,School Districts,Foreign Countries

The publication is advice designed to help employers in all schools with staffing and employment issues, and to inform their decision making. It advises on matters contained within the School Staffing (England) Regulations 2009 for maintained schools and for independent schools, which include academies and free schools, the Education (Independent School Standards) Regulations 2014 and on wider staffing and employment issues. It draws attention to relevant legislation and sources of up-to-date guidance and advice that employers need to consider, some of which may be statutory guidance.
Assessing Progress: Four Years of Learnings from RTI[superscript 2] Implementation in Tennessee
Author: Tennessee Department of Education
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Response to Intervention,Program Implementation,Program Effectiveness,State Programs,Individualized Instruction,Special Education,Academic Achievement,Barriers,Elementary Secondary Education,High Schools

In 2014, Tennessee launched a statewide initiative known as Response to Instruction and Intervention (RTI[superscript 2]) aimed at better supporting students' individual learning needs. RTI[superscript 2] is a framework for teaching and learning that includes regular screenings to identify student areas of need and a tiered model of intervention for those that need additional help. In Tennessee, it is also used to determine the eligibility of students to receive special education services for specific learning disabilities (SLD). This report describes the Tennessee Department of Education's reflections and conclusions from the last several years of RTI[superscript 2] in Tennessee.
Preparation through Partnership: Strengthening Tennessee&apos;s New Teacher Pipeline
Author: Tennessee Department of Education, Office of Research and Strategy
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Beginning Teachers,Teacher Effectiveness,Teacher Supply and Demand,Public School Teachers,Partnerships in Education,Government Role,Data,Decision Making,Teacher Shortage,State Government,School Districts

More than 65,000 teachers show up each day to work in Tennessee's public schools. At the current rate, half of these teachers will leave or retire in the next decade. The positions they vacate will be filled primarily by novice educators. What will it take to ensure Tennessee has a strong and vibrant new teacher pipeline in the years to come? This report looks at the landscape of new teachers in Tennessee to understand more about state needs around teacher preparation. It investigates both the level of demand for teachers with particular subject-area specializations and the effectiveness and comfort level with which new teachers enter the classroom. The report argues that Tennessee must continue to improve its systems to ensure that prepared teachers find their ways into the schools and districts that need them the most and that they continue to develop their skills once they reach the classroom. To improve the pipeline, the report offers several next steps, each of which places specific requirements on Tennessee's state agencies, districts, and educator preparation providers (EPPs). It describes state efforts to provide better data for better decisions and new resources for partnership, collaboration, and enhancement of the pipeline. A series of recommendations are offered for districts and EPPs aimed at addressing teacher shortages and developing high-quality teachers for every classroom.
Bigger Bang, Fewer Bucks? The Productivity of Public Charter Schools in Eight U.S. Cities
Author: DeAngelis, Corey A.
Date: 2018-02-00
Type: Reports - Research
Subjects: Charter Schools,Urban Schools,Productivity,Cost Effectiveness,Outcomes of Education,Public Schools,Educational Finance,Academic Achievement,Differences,Institutional Characteristics,National Competency Tests

In 2013-14, the United States spent over $630 billion on its public education system in hopes of providing children with greater opportunities to excel academically and improve their life trajectories. While public education dollars have risen at a relatively fast pace historically, education policymakers and practitioners should be seeking to economize, given the uncertainties of future funding levels and underfunded pension liabilities. Meanwhile, the number of public charter schools has increased exponentially. From 1991 to 2014, charter school legislation passed in 42 states and the nation's capital, and student enrollment increased to around 2.7 million. Since educational resources are limited, it is imperative to examine which types of schooling offer society the biggest &quot;bang for the buck.&quot; Both cost-effectiveness and return-on-investment (ROI) analyses compare the productivity of different organizations that are providing a similar service--in this case, public education. In this report, the authors examine the differences in cost-effectiveness and ROI for public charter schools and traditional public schools (TPS) in eight major cities in the United States. The cities are Atlanta, Boston, Denver, Houston, Indianapolis, New York City, San Antonio, and the District of Columbia. The authors utilize data on how much money is invested in public charter schools and TPS, what levels of student achievement are attained across the two public school sectors, and how much economic payoff society can expect to receive as a result of the educational investments in each sector. This is the first study to examine these differences across the United States at the city level. Overall, the authors find that public charter schools outperform TPS on productivity metrics overall and for all eight cities.
Welfare Reform and the Intergenerational Transmission of Dependence. Revised. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2016-01
Author: Hartley, Robert Paul
Date: 2017-05-00
Type: Reports - Research
Subjects: Welfare Services,Welfare Recipients,Mothers,Daughters,Parent Child Relationship,Parent Influence,Family Programs,Federal Programs,Federal Aid,Migration,Unemployment,Poverty,Family Income

We estimate the effect of welfare reform on the intergenerational transmission of welfare participation and related economic outcomes using a long panel of mother-daughter pairs over the survey period 1968-2013 in the Panel Study of Income Dynamics. Because states implemented welfare reform at different times starting in 1992, the cross-state variation over time permits us to quasi-experimentally separate out the effect of mothers' welfare participation during childhood on daughters' economic outcomes in adulthood in the pre- and post-welfare reform periods. We find that a mother's welfare participation increased her daughter's odds of participation as an adult by roughly 30 percentage points, but that welfare reform attenuated this transmission by at least 50 percent, or at least 30 percent over the baseline odds of participation. While we find comparable-sized transmission patterns in daughters' adult use of the broader safety net and other outcomes such as educational attainment and income, there is no diminution of transmission after welfare reform. These results are obtained by addressing nonrandom selection into welfare and are robust to other potential threats to identification from misclassification error, life-cycle age effects, and cross-state mobility. [Originally published in September 2016.]
The Effects of the Louisiana Scholarship Program on Student Achievement after Three Years. Updated. Technical Report. Louisiana Scholarship Program Evaluation Report #7
Author: Mills, Jonathan N.
Date: 2017-07-00
Type: Reports - Research
Subjects: Educational Vouchers,Academic Achievement,Private Schools,Program Effectiveness,Achievement Gains,School Choice,State Programs,Low Income Students,Elementary Secondary Education

The debate over school vouchers continues as more states offer government dollars to fund private schooling for students as a method of improving choice and quality in K-12 education. Previous research in the charter school sector has found that special education enrollment discrepancies between charters and traditional public schools is likely due to a mixture in parental choice making, differential identification practices, and the removal of special education labels. This study is the first experimental analysis of the impact of a enrollment in a private school choice program on special education identification and de-identification. Using data for almost 2,000 students who were randomly assigned to private schools in the Louisiana Scholarship Program (LSP), we find no statistically significant over impact of enrollment in a student's first choice school on being either identified or de-identified in special education. Analyzing annual trends results in lower probabilities of identification for students in the LSP in Year 2 and Year 3 of the program and higher probabilities of de-identification in Year 2. [For the original version of this report, see ED574515.]
Thinking Forward: New Ideas for a New Era of Public Education. A Collection of Essays Celebrating CRPE&apos;s 25th Anniversary
Author: Lake, Robin J., Ed.
Date: 2018-11-00
Type: Collected Works - General
Subjects: Public Education,Foundations of Education,Futures (of Society),Educational Trends,Educational Change,Equal Education,Educational Innovation,High Schools,Colleges,Elementary Secondary Education,School Community Relationship,Teaching (Occupation),Governance,Access to Education,Educational Finance

Marking the Center on Reinventing Public Education's (CRPE's) 25th anniversary, this volume of essays rethinks foundational aspects of the current education system, from funding to accountability to equity, with an eye toward preparing every student for the future. The goal is not to propose what the education system of the future ought to look like, but to reexamine past assumptions, look for gaps in existing education policies and reforms, and offer provocative new ideas to address them. These essays consider ways to unbundle learning. But they also focus on the rebundling, elevating concerns about social mobility, opportunity for the disadvantaged, educational coherence, and safeguards for the public interest that have always been a part of the unique lens through which CRPE views the future of public education. Many questions--and potential risks--exist in even a gradual transition to more agile, student-centered learning systems. Yet, fundamentally rigid and inequitable structures prevent the current system from doing what is necessary to meet the needs of all students. Stagnant debates over issues that have long been the focus of education reformers--funding, parental choice, school accountability--demand an injection of fresh thinking that can awaken new political coalitions and bridge long-standing divides. The ideas presented in this volume are intended to provoke discussion and debate, not provide all the answers. These are difficult, debatable challenges and will require to untether from past orthodoxies and push each other's thinking. In the end, however, there is real urgency for beginning to try new approaches, test their efficacy, and build coalitions to create widespread change. The hope is that these essays help launch the work ahead. Following a foreword and executive summary the following essays are presented: (1) Learning in the Age of Agility: How U.S. Education Can Prepare Students to Solve the Problems of the Future; (2) To Serve Every Student Well, Design for the Tails, Not the Mean (Robin Lake and Travis Pillow); (3) Rethinking the Traditional High School-College-Career Continuum (Robin Lake, Georgia Heyward, and Tom Coyne); (4) Beyond the Bell: Leveraging Community Assets for an Expanded Learning System (Betheny Gross); (5) The Uncertain Future of Teaching (Michael DeArmond, Christine Campbell, and Paul Hill); (6) Educational Equality in the Future: Risks and Opportunity (Ashley Jochim); (7) Local Governance for an Innovating System (Paul Hill); (8) Funding a Nimble System (Travis Pillow and Paul Hill); and (9) Moving from a Portfolio of Schools to a Portfolio of Student Opportunities.
The Opportunity Myth: Technical Appendix
Author: TNTP
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Opportunities,College Readiness,Career Readiness,Equal Education,At Risk Students,Minority Group Students,Low Income Students,Disabilities,English Language Learners,Educational Quality,Learner Engagement,Teacher Expectations of Students,Assignments,Middle School Students,High School Students,Elementary School Students,Teacher Competencies,Student Attitudes,Grades (Scholastic),Racial Bias,Social Bias

How can so many students be graduating from high school unprepared to meet their goals for college and careers? Three years ago, TNTP set out to answer that question. Researchers suspected that they could gain a better understanding of students' daily experiences by observing those experiences in action, looking closely at the work students were doing, and most importantly, by asking students directly. Researchers hypothesized that a clearer picture of students' daily experiences could point the way toward changes to policy and practice that would bridge the gap between what students need and what they are getting every day in their classrooms. TNTP partnered with five diverse school systems, rural and urban, district and charter, to listen to students' views on their educational experiences and observe how those experiences played out, in real time, in their classrooms. While &quot;student experiences&quot; include many things within and outside school, TNTP chose to focus on a set of in-school elements that offered a window into what students were doing in their classes and how they perceived that time. Above all, TNTP wanted to understand students' aspirations for themselves, what kind of lives they wanted to lead, and how school was preparing them to live those lives--or letting them down. This technical appendix provides the study's complete methodology, including further explanation of TNTP's analytical approaches and full analysis results. [For the full report, &quot;The Opportunity Myth: What Students Can Show Us about How School Is Letting Them Down -- And How to Fix It,&quot; see ED590204. For &quot;The Opportunity Myth: What Students Can Show Us about How School Is Letting Them Down -- And How to Fix It. Executive Summary,&quot; see ED590205.]
Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges
Author: Department for Education (DfE) (United Kingdom)
Date: 2018-09-00
Type: Legal/Legislative/Regulatory Materials
Subjects: School Safety,Child Safety,Legal Responsibility,Compliance (Legal),Child Welfare,Children,Adolescents,Governance,Teacher Recruitment,Child Abuse,Teacher Student Relationship,Violence,Peer Relationship,School Personnel,Disclosure,Sexual Harassment,Sexual Abuse,Elementary Secondary Education,Postsecondary Education,Foreign Countries

This statutory guidance should be read and followed by headteachers, teachers and staff governing bodies of schools (including maintained nursery schools) and colleges, proprietors of independent schools and non-maintained special schools, and management committees of pupil referral units (PRUs). This guidance sets out the legal duties that must be followed to safeguard and promote the welfare of children and young people under the age of 18 in schools and colleges. It is divided into five parts: (1) Safeguarding information for all staff; (2) The management of safeguarding; (3) Safer recruitment; (4) Allegations of abuse made against teachers and other staff; and (5) Child on child sexual violence and sexual harassment.
Building the Framework: A Report on Elementary Grades Reading in Tennessee
Author: Tennessee Department of Education, Office of Research and Strategy
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Reading Achievement,Reading Instruction,At Risk Students,Reading Comprehension,Listening Comprehension,Teaching Methods,Elementary Education,Vocabulary,Learning Activities,Knowledge Level,Reading Programs,School Districts,Oral Reading,Reading Material Selection,Reading Skills,Literacy Education,Emergent Literacy,Primary Education,Coaching (Performance),Reading Attitudes,Summer Programs,Grants

The Read to be Ready campaign emerged from the startling reality of Tennessee's reading achievement data. Only one-third of Tennessee fourth graders scored proficient in the last administration of National Assessment of Education Progress (NAEP) in 2015. Equally concerning, students who fell behind in the early years almost never caught up in later grades, and many who appeared to be proficient readers at the end of third grade were no longer proficient at the end of fifth grade. When instruction in elementary classrooms was tracked, a nearly exclusive focus on building students' foundational reading skills--like phonics and word recognition were seen. Little time however, was spent on equally necessary knowledge-based competencies, such as vocabulary and comprehension. What was found from observing more than 150 classrooms in 2017--is simultaneously encouraging and sobering about the degree of work that lies ahead. Structural features of classrooms are changing. High-quality texts that meet grade-level expectations are increasingly making their way into classrooms and lessons. Students are spending more time reading and more time listening to texts that have the potential to build both knowledge and foundational skills. However, this progress is not yet accompanied by deeper instructional shifts. In particular, it was found that students rarely engage in lesson sequences or classroom activities that intentionally build knowledge-based competencies. As a result, students who are meeting the expectations of classroom assignments are still not attaining the level of rigor demanded by Tennessee's academic standards. As Tennessee moves forward, it is critically important to coordinate support from all levels of the education system and focus attention on building knowledge and infrastructure in this area. Each of the vignettes described at the beginning of this report describes a snapshot from a different district participating in a Read to be Ready initiative. While individual district approaches vary, each approach combines a targeted focus on key elements of instruction, a coordinated district-wide strategy for building teacher capability to deliver quality instruction, and a shared vision for success. Case studies of this work are provided in this report both as an indication of what it will take to improve and as guidance for other districts engaging in similar efforts. Suggested next steps forward are discussed.
OER in TVET: Open Educational Resources for Skills Development
Author: Ehlers, Max
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Shared Resources and Services,Educational Technology,Technology Uses in Education,Vocational Education,International Cooperation,Educational Resources,Global Approach,Government Role,Educational Policy,Capacity Building,Partnerships in Education

Digital technology is gaining in importance -- not only in life and work, but also in education and training. The availability of quality educational materials to prepare learners for work and life is a key factor to ensure an inclusive and equitable global society. A growing number of platforms with Open Educational Resources (OER) provide access to high-quality educational materials related to skills development. In times in which the development of knowledge is increasingly dynamic, openness in itself has emerged as a quality in education. In this context, it is key to realize the benefits of OER in the area of technical and vocational education and training (TVET).
First Steps: A Report on Elementary Grades Reading in Tennessee
Author: Tennessee Department of Education
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Reading Instruction,Grade 3,Reading Programs,State Programs,Media Selection,Instructional Materials,Reading Teachers,Coaching (Performance),Program Evaluation,Program Effectiveness,Reading Achievement,Teaching Methods

In February 2016, the Tennessee Department of Education (TDOE) pulled together stakeholders from across the state and set an ambitious goal--that at least 75 percent of third graders would be proficient readers by 2025. The goal originated from both stagnant third grade reading scores in the state and national research indicating that third grade reading is a key predictor of later life outcomes. Following the public commitment to the goal, the state embarked upon a campaign called Read to be Ready aimed at helping the (TDOE) meet this ambitious target. It has now been two years since the original call to action. The children who will be third graders in 2025 are infants taking their first steps. (TDOE) knows that systematic change takes time, but also recognizes the urgency of this mission. This report looks at areas of significant progress and areas of continued challenge. The report provides a detailed analysis of progress including findings both from the 2016-17 state assessment and from classroom observations. Key next steps for the (TDOE) include supporting teachers in foundational skills instruction and in the selection of strategic texts, along with questions, and tasks to build student knowledge. This support will include working with district and school leaders on quality materials selection and strengthening professional learning efforts (including coaching) designed to help teachers improve their instruction. It will also include the release of additional supports, such as more unit starters, and supporting alignment of expectations with elementary school principals and educator preparation providers. Though still in the initial phases of this work, (TDOE) is encouraged by the progress seen. District leaders guided by department regional content experts have been surprised by the lack of quality texts used in classrooms, and upon realizing this, have expressed determination to help teachers shift to more worthwhile texts. Teachers are also realizing that if they ask higher-order thinking questions, their students will meet the challenge. The hope is that as readers examine the report they will have their own &quot;aha&quot; moments and will feel both the excitement and importance of this work. [To access the related report, &quot;Building the Framework: A Report on Elementary Grades Reading in Tennessee,&quot; see ED590225.]