ethanporcaro/eric-fulltext-meta huggingface dataset:
There's a New -gogy in Town: Say Goodbye to Educational Inequality and Injustice with Senegogy
Author: Ginley, Kristine
Date: 2016-03-24
Type: Reports - Evaluative
Subjects: Andragogy,Adult Learning,Adult Education,Funding Formulas,Resource Allocation,Justice,Learning Theories,Research Needs,Educational Needs,Equal Education

For the &quot;Baby Boomer&quot; generation, there exists inequality and injustice in education, both in dollars spent on education/programs and in amount of study devoted to their learning needs. &quot;When the first baby boomers turned 65 in 2011, there were just under 77 million baby boomers in the population&quot; (Colby &amp; Ortman, 2014). The total population of the U.S. in 2011 was 310.5 million (Schlesinger, 2011), which made the &quot;Boomers&quot; 24.8% of the population of the U.S. in 2011. Unfortunately, higher education received less than 1% of the total dollars spent on education, and it is unlikely that the dollars were spent on programs or classes for the Boomers. While synegogy, which is defined as elder learning or the study of learning in aging adults, cannot solve the problems of inequality and/or injustice in funding, it can address the problem of too little attention paid to the study of older adults' learning needs. By using Alternative Learning Techniques, which are experiential in nature, and Integrative Learning Techniques, which are memory based, as well as Senior Learning Theory, more can be discovered about the lifelong learning needs and current learning preferences of older adults. Additional research into these theories can help address the issues of educational inequality and injustice as they relate to Boomers. Everyone learns. For hundreds of years, theories about how people learn have been developed. Once people reach adulthood less money and time is invested in learning theories. However, when one-fourth of a population is receiving limited funding and research into their continuing learning needs, people should take notice. There is clearly inequality in funding and, by extension, injustice. Researchers and educators should explore more ways to build and fund programs for aging adults and develop learning theories to address their needs.
Using Evidence as the Driver of Policy Change: The Next Steps in Supporting Innovation, Continuous Improvement, and Accountability. Testimony of Gordon L. Berlin, President of MDRC, before the Senate Finance Committee
Author: Berlin, Gordon L.
Date: 2016-05-10
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Government,Evidence,Barriers,Policy Formation,Public Policy,Social Change,United States History,Social Services,Change Strategies,Financial Support,Educational Change

Over the last decade and a half, during a period defined in the public consciousness by political partisanship, the legislative and executive branches have quietly forged a bipartisan consensus around the need to build evidence of effectiveness that would ensure high rates of return on investment for the nation's social programs. The establishment by Congress of the new Evidence-Based Policymaking Commission is only the most recent example of this consensus. In this testimony Gordon L. Berlin, the President of Manpower Demonstration Research Corporation (MDRC), offers a brief history of the federal government's fruitful investment in evidence-building; then concentrates on several of the most recent efforts, including supporting pay-for-success initiatives; and concludes by identifying obstacles to effective evidence-building, offering potential solutions and suggesting a framework for exploiting the opportunities that lie ahead.
Idaho Percentile Results for the 2015 and 2016 ISAT (SBAC) English Language Arts and Mathematics Tests in Grades 3-8 and 10
Author: Stoneberg, Bert D.
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Language Arts,Standardized Tests,State Standards,Statistical Analysis,Scores,Mathematics,Academic Achievement,Achievement Tests,Achievement Gains,Graphs

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests (ISAT). ISAT results have been have been reported almost exclusively as &quot;percent proficient&quot; statistics (i.e., the percentage of Idaho students who performed at the &quot;A&quot; level on the ISAT). This paper examined whether one traditional normative statistic derived from ISAT scale scores--percentiles--can provide reasonable informative descriptions of student achievement. The 10th, 25th, 50th, 75th and 90th percentiles were identified from the ISAT 2015 and 2016 tests of English Language Arts and Mathematics. These percentiles provided the opportunity to look at student performance across the board (high, high average, average for grade level, low average, and low) and how it changes over time. The changes from 2015 to 2016 were tallied and presented in tabular format. The changes were also presented graphically via boxplots and line graphs. The tables and figures indicated that several grades in both subjects exhibited percentile gains across the board while only one grade had losses across the board in English Language Arts. This information was not discernible in percent proficient statistics, but important nonetheless for a comprehensive accountability system. Few Idaho districts and charter districts have staff with the skills and time to perform percentile analyses for the students in their districts and schools. With resolve, however, each year the state could provide the five percentiles with templates for tables and graphs to each group for which it reports ISAT &quot;percent proficient&quot; results. The following are appended: (1) ISAT English Language Arts 2015 and 2016; and (2) ISAT Mathematics 2015 and 2016 tables.
Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning
Author: Izci, Kemal
Date: 2016-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Adoption (Ideas),Instructional Improvement,Performance Factors,Literature Reviews,Pedagogical Content Knowledge,Teacher Characteristics,Beliefs,Values,Teacher Attitudes,Teaching Experience,Teacher Motivation,Self Efficacy,Student Attitudes,Resistance to Change,Parent Attitudes,Cultural Differences,Accountability,Work Environment,Teacher Education,Curriculum Implementation

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of formative assessment will be crucial for guiding educators to support prospective teachers in using formative assessment and also eliminate limiting factors to let practicing teachers to engage in formative assessment practices during their instruction. The study, by using teacher's change environment framework, reviews literature on formative assessment and proposes a tentative model that illustrates the factors impacting teachers' adoption of formative assessment in their teaching. The results showed that there are four main factors consisting personal, contextual, resource-related and external factors that influence teachers' practices of formative assessment.
Navigating the Shift to Intensive Principal Preparation in Illinois: Policy Brief
Author: White, Bradford R.
Date: 2016-07-00
Type: Reports - Research
Subjects: Principals,Administrator Education,Educational Change,College School Cooperation,Selective Admission,Instructional Leadership,Internship Programs,Certification,Partnerships in Education,Enrollment,Stakeholders,Competency Based Education

In 2010, Illinois became one of the first states to legislatively require a complete redesign of all its principal preparation programs, with the goal of advancing statewide school improvement through strengthening school leadership. This effort was ambitious and sweeping, calling for radical shifts in previous practice, including: (1) A targeted principal endorsement, instead of a general administrative certificate; (2) Formal partnerships with school districts in preparation program design and delivery; (3) More selective admissions criteria and processes; (4) Focus on leading all students, including students with disabilities, English Language Learners, and early childhood education; (5) Collaborative support for candidates from highly qualified faculty supervisors and mentor principals; and (6) A competency-based internship, with an emphasis on demonstrated leadership skills. For many decades prior to the redesign, principal preparation had typically consisted of administrative courses such as school law, finance, and educational theory, followed by an internship consisting of a set number of hours that were mainly spent shadowing a principal. Programs varied greatly in the quality of both course content and mentoring and generally had few, if any, selection criteria beyond what was required by the college or university. Meanwhile, a growing body of research evidence indicated that principals play a critical role in improving student performance and leading effective schools. This research identified the importance of principals as effective instructional leaders rather than simply efficient building managers, and identified key components of effective principal preparation programs, including: targeted recruitment and selection, a rigorous curriculum focused on instruction and school improvement; integration of coursework and fieldwork; and robust, sustained internships that allow candidates to gain leadership experience working with an expert mentor. As a result, traditional principal preparation began to be perceived as providing inadequate training, and principal preparation programs became the target of intense scrutiny. For the past two years, the authors have studied the implementation of Illinois' new principal preparation programs and the changes that have occurred as a result of the new policy. In this policy brief, they highlight key findings and implications from the second phase of the study. The full findings and analysis are presented in the final report. [For the final report, &quot;Navigating the Shift to Intensive Principal Preparation in Illinois: An In-Depth Look at Stakeholder Perspectives. Policy Research: IERC 2016-2,&quot; see ED567016.]
Over-the-Counter Data: The Heroics of Well-Displayed Information. MENSA Bulletin
Author: Rankin, Jenny Grant
Date: 2016-08-00
Type: Reports - Research
Subjects: Information Utilization,Educational Research,Best Practices,Student Records,Data Interpretation,Role Models,Statistical Studies,Statistical Data,Visualization

Even before Florence Nightingale diagrammed soldiers' changing mortality rates to save lives, we have seen clever design used to convey statistics and other complex concepts. In the field of education, student data is used extensively, and those who share such data need to ensure this communication is effective. This article is based on education research findings from a quantitative study in which 211 educators' data use was measured under varied conditions. The article (the cover story from Mensa Bulletin: The Magazine of American Mensa) reflects content from a TED Talk the researcher gave at TEDxTUM sharing these findings (see &quot;Why data should be over-the-counter | Jenny Rankin | TEDxTUM&quot;). The study resulted in best practices for data visualization. These best practices (called Over-the-Counter Data Standards) have been shown to double, triple or quadruple (depending on the practice applied) educators' likelihood of understanding the data being displayed. Examples throughout history are used to illustrate the importance of making data &quot;over-the-counter&quot; so it is easy to use, with an emphasis on improving data visualization for educators.
ESSA: Quick Guides on Top Issues
Author: Aragon, Stephanie
Date: 2016-08-00
Type: Guides - Non-Classroom
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Educational Policy,Educational Assessment,Alternative Assessment,Educational Innovation,Pilot Projects,Performance Based Assessment,Competency Based Education,Portfolio Assessment,Summative Evaluation,State Policy,Government Role,Alignment (Education),State Standards,Educational Indicators,Educational Quality,Accountability,English Language Learners,Academic Standards,Progress Monitoring,School Turnaround,Educational Improvement,Educational Finance,Teacher Effectiveness,Teacher Evaluation,Administrator Evaluation,Disadvantaged Schools,Educational Change,Educational Planning

The Every Student Succeeds Act (ESSA), signed into law in December 2015, is the latest reauthorization of one of the most influential pieces of federal education legislation, the Elementary and Secondary Education Act (ESEA). The law had not been reauthorized since 2001 when the No Child Left Behind Act (NCLB) was signed, and ESSA is the result of significant bipartisan effort to move beyond temporary waivers from NCLB's provisions. The new law maintains many of the same basic components as past iterations, such as state plans and report cards, but the bipartisan bill also responds to many of the common complaints about NCLB by offering states greater flexibility and control over education policy. Many questions remain before states can fully take advantage of ESSA. This report addresses the areas of the law where Education Commission of the States has heard the most questions and concerns from education leaders and policymakers. The following topics are included: (1) Assessment Flexibility; (2) Assessment Participation and Opt-Outs; (3) Innovation Assessment Pilot; (4) Indicators of School Quality or Student Success; (5) English Learners and Accountability; (6) Supporting Low-Performing Schools; (7) Teachers and School Leaders; (8) Title I's Supplement-Not-Supplant Provision; (9) Title IV--21st Century Schools; and (10) State Plans.
The Costly Consequences of Not Being Socially and Behaviorally Ready by Kindergarten: Associations with Grade Retention, Receipt of Academic Support Services, and Suspensions/Expulsions
Author: Bettencourt, Amie
Date: 2016-03-00
Type: Reports - Research
Subjects: Kindergarten,Public Schools,Urban Schools,School Readiness,Elementary School Students,Grade 3,Grade Repetition,Individualized Education Programs,Disabilities,Federal Legislation,Regression (Statistics),Gender Differences,Student Characteristics,Suspension,Expulsion,Student Development,Social Development,Behavior Problems

In 2014-15, over 50% of kindergarten children in Baltimore City Public Schools (City Schools) did not meet benchmarks for social-behavior readiness. These include the readiness skills children need to follow directions, comply with rules, manage emotions, solve problems, organize and complete tasks, and get along with others. Social-behavioral readiness skills develop early, before children enter school, and they are essential for learning in a classroom setting. What is the impact of not being socially and behaviorally ready on children's academic outcomes? This report examines the relationships between social-behavioral readiness in kindergarten as measured by the Maryland Model for School Readiness (MMSR) and three costly school outcomes for City Schools' students through third grade: being retained in grade, receiving additional services and supports through an Individualized Education Plan (IEP) or 504 plan, and being suspended or expelled from school. The findings of this study underscore the critical importance of young children entering school with essential social-behavioral skills and the costly consequences of not being socially and behaviorally ready for students and their families, school systems, and society. The following are appended: (1) Characteristics for Cohorts 1 and 2 Original Sample Compared to Final Analysis Sample; (2) Assessment Standards and Indicators of Social-behavioral Readiness on the MMSR and the KRA; and (3) Logistic Regression Models for Students in Cohorts 1 and 2.
Kindergarten Attendance and Readiness for Baltimore's Class of 2027. Policy Brief
Author: Grigg, Jeffrey
Date: 2016-03-00
Type: Reports - Research-practitioner Partnerships
Subjects: Kindergarten,School Readiness,Attendance,Early Childhood Education,Enrollment,Disadvantaged Youth,Hierarchical Linear Modeling,Parent Background,Mothers

This brief examines kindergarten readiness and attendance in kindergarten for children enrolled in publicly provided early education programs as well as similar children who entered kindergarten without enrolling in these programs. Key findings detail the effects for children if they were enrolled for at least 90 calendar days as a three- or four-year old in an early education program.
Baltimore Community Schools: Promise &amp; Progress
Author: Durham, Rachel E.
Date: 2016-06-00
Type: Reports - Research
Subjects: Community Schools,Student Characteristics,Parent Participation,Educational Environment,Attendance Patterns,After School Programs,Parent School Relationship,Grade 6,Grade 9,Grade 10,Transfer Students,Outcomes of Education,Regression (Statistics),Student Mobility,Student Participation,Multivariate Analysis

This report documents the interim progress of the Baltimore Community School (CommSch) strategy by examining outcomes for the 2014-15 school year. Results show that CommSch parents more often reported being connected with community resources by school staff compared to parents at other schools. They also were more likely to report that school staff cared about their child and that the school was working closely with them to help their children learn. While the current report does not show any significant differences between Community Schools and non-Community Schools in measures of organizational health and school climate, students in the longer-operating Community Schools had higher attendance in 2014-15, which suggests that school is a place they want to be and offers activities they do not want to miss. Findings did not indicate that students had higher attendance in all CommSchs; specifically, attendance in high schools remains a serious challenge, and it appears there is a relationship between the amount of time a school has implemented the model and student attendance. As might be expected, the more seasoned schools produced differences relative to non-Community Schools students not yet noticeable among students in newer schools. In summary, the findings for CommSchs suggest promising indications of increased engagement as reflected in a significantly higher levels of parent connections to school staff and community resources. Attendance is also higher for many students in CommSchs than in non-CommSchs, especially those implementing for five or more years. Results continue to indicate that OST participants attend school more often than similar peers. While causation cannot be proved with this comparative study design, the consistent findings are encouraging, especially for middle school grades where disengagement from school often begins. Key findings from the report include: (1) Parents reporting a more &quot;connected&quot; feeling to Community Schools than those in non-Community Schools; (2) Students in grades 6, 9, and 10 were less likely to transfer out of their school, relative to students in the same grades in non-Community Schools; and (3) Community Schools operating for 5 years or more had fewer chronically absent students. The following are appended: (1) Baltimore Community Schools by Implementation Year; (2) Family League's Vision of Community Schools in Baltimore; (3) Methodology for Community Schools Analyses; (4) Regression Results from Community School vs non-Community School Analyses; (5) Methodology for OST Analyses; (6) 2014-15 OST Serving Information; and (7) OST Outcome Analyses.
Status and Trends in the Education of Racial and Ethnic Groups 2016. NCES 2016-007
Author: Musu-Gillette, Lauren
Date: 2016-08-00
Type: Reports - Research
Subjects: Ethnic Groups,Racial Differences,Barriers,White Students,African American Students,Hispanic American Students,Asian American Students,Hawaiians,Pacific Islanders,American Indian Students,Alaska Natives,Multiracial Persons,Trend Analysis,Educational Attainment,Academic Achievement,Preschool Education,Elementary Education,Student Participation,Student Behavior,Grade Repetition,Achievement Gap,Postsecondary Education,Poverty,Behavior Problems,College Attendance,Employment Level,Unemployment,Outcomes of Education

&quot;Status and Trends in the Education of Racial and Ethnic Groups&quot; examines the educational progress and challenges students face in the United States by race/ethnicity. This report shows that, over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance. The report begins with demographic information (Chapter 1) and then is organized roughly according to the chronology of an individual's education, starting with indicators on preprimary, elementary, and secondary participation (Chapter 2), and continuing with student achievement (Chapter 3), student behaviors and persistence in education (Chapter 4), postsecondary education (Chapter 5), and outcomes of education (Chapter 6). A guide to sources and a glossary are appended.