ethanporcaro/eric-fulltext-meta huggingface dataset:
Smart, Skilled, and Striving: Transforming and Elevating the Teaching Profession
Author: Martin, Carmel
Date: 2015-11-00
Type: Reports - Research
Subjects: Teaching (Occupation),Career Development,Educational Policy,Educational Change,Faculty Development,Preservice Teacher Education,Student Recruitment,Admission Criteria,Occupational Information,Teacher Role,Common Core State Standards,Compensation (Remuneration),Teaching Conditions,Licensing Examinations (Professions),Teacher Salaries,School Restructuring,School Schedules,Teacher Persistence,Professional Recognition

The professional expectations for today's teachers are high. They must work to prepare students for new economic realities, use new and innovative pedagogical techniques and technologies, adapt their instruction to meet students' increasingly diverse needs, and adjust to recent policy reforms that directly affect their practice. These changes have reshaped teaching, making it a more difficult and demanding profession. At the same time, however, research is demonstrating the powerful effect that teachers can have on student learning and illuminating the ways in which great teaching is more important than ever before. This report is a progressive vision and policy agenda to achieve goals that would ultimately make changes to every stage of the teacher career continuum and modernize the system as a whole. It is a transformation that begins with recruitment and selection into teacher preparation programs and continues on to new teacher training and support, professional development, compensation, and opportunities for career advancement. This report guides the reader through a teacher's career trajectory, beginning at recruitment and selection and continuing throughout his or her career. The report's mission is to provide policymakers and the public with a forward-thinking document that proposes how to elevate and modernize the teaching profession. The authors argue that elevating the teaching profession cannot be solved by one policy change; instead, changes must be made to every step of the teacher pipeline. For this reason, they have paired each section--representing each stage in a teacher's career--with its own recommendation(s).
The Future Roles and Responsibilities within the University of Colorado System: Principles to Guide Decisions about Future Leadership of the University of Colorado
Author: National Center for Higher Education Management Systems (NCHEMS)
Date: 2018-01-09
Type: Reports - Research
Subjects: College Administration,Administrative Policy,Administrative Principles,Guidelines,Administrator Role,Administrator Responsibility,Decision Making,Governance,Strategic Planning,Leadership Styles,Interviews

The Regents of the University of Colorado engaged the National Center for Higher Education Management Systems (NCHEMS) to conduct a review of the reporting relationships and decision-making authority of the Board of Regents, the President of the System, the System Administrative Officers, and the Chancellors and senior officers of the four campuses, and to recommend guiding organizational principles for the University's future. This report documents the results of that review. The review drew upon lessons from the experience of other comparable university systems, while respecting University of Colorado's unique history, culture, and structure.
Who Is Likely to Graduate High School Ready for College? Technical Brief
Author: Ling, Jizhi
Date: 2017-05-00
Type: Reports - Research
Subjects: High School Graduates,College Readiness,Probability,Student Characteristics,Institutional Characteristics,College Entrance Examinations,Benchmarking,Predictor Variables,Outcome Measures,Regression (Statistics),Progress Monitoring

A majority of high school graduates aspire to earn a college degree (ACT, 2016), yet many students are graduating from high school unprepared to do college-level work. As a result, about one-third of college freshmen enroll in at least one developmental course upon entry to college (Skomsvold, 2014). Because developmental courses are often not credit-bearing, having to take them can delay students' degree completion and increase the cost of their education (Attewell, Lavin, Domina, &amp; Levey, 2006). To provide students and educators with an empirical definition of what it means to be academically ready for first-year credit-bearing college courses, ACT developed the ACT College Readiness Benchmarks based on college course grade data from 214 two-and four-year institutions (Allen, 2013). The ACT College Readiness Benchmarks are scores on the ACT subject-area tests that represent the level of achievement required for students to have at least a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding credit-bearing first-year college courses. These college courses include English Composition, College Algebra, introductory social science courses, and Biology. The Benchmarks correspond to scores of 18, 22, 22, and 23 on the ACT English, mathematics, reading, and science tests, respectively. Students meeting the ACT Benchmarks are less likely to take remedial courses and more likely to enroll immediately in college after high school, persist in college, earn a college GPA of 3.0 or higher, and complete a college degree as compared to students who do not meet the ACT Benchmarks (ACT, 2010; Radunzel &amp; Noble, 2012). The goals of this study were to determine the student and school characteristics that are related to students' chances of meeting each of the individual ACT Benchmarks as well as to their chances of meeting a specific number of Benchmarks.
Community School Standards
Author: Institute for Educational Leadership
Date: 2017-00-00
Type: Tests/Questionnaires
Subjects: Community Schools,School Community Relationship,Partnerships in Education,Instructional Leadership,Educational Improvement,Family Involvement,Learner Engagement,Standards,Federal Legislation,Educational Principles,Educational Legislation,Elementary Secondary Education,Self Evaluation (Groups),Sustainability,Integrated Services

The Community School Standards are designed to engage and support the community schools movement as a standards-driven, evidence-based strategy to promote equity and educational excellence for each and every child, and an approach that strengthens families and community. The standards have three objectives: (1) To help new community schools more effectively develop and implement their community school plans; (2) To assist existing community schools to strengthen the quality of their practice and document outcomes; and (3) To provide a consistent language and framework for advocacy, technical assistance, research, funding, and policy efforts. The community school strategy makes explicit that in order to significantly improve the academic and developmental outcomes of children, schools and community partners--e.g. families, community and faith-based organizations, local government, institutes of higher learning, public agencies, law enforcement, United Ways and others--must work together to ensure that all students have an equitable opportunity to succeed in school. While the rationale behind a comprehensive approach to student-centered learning is simple, actual implementation requires a transformational shift in the way that public schools function, and in the way that community partners interact with public schools. It also demands change in all of the adults working with children and youth. Each community school develops along a continuum. And each community school operates differently than another one across town or across the country. However, we know that there are similarities across community schools that have successfully implemented their strategy in how they are structured, what types of programs they offer, and how they operate. These standards are designed to help community schools determine for themselves to what extent and how well they are implementing the various components of being a community school. The Coalition for Community Schools has designed this self-assessment so that community schools can reflect about their development, assess progress, and plot a course for continuous improvement.
Community Schools: A Whole-Child Framework for School Improvement
Author: Roche, Mary Kingston
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Community Schools,Educational Improvement,Achievement Gap,Models,Educational Quality,State Departments of Education

America has learned from No Child Left Behind that focusing on equity demands that we look and more than test scores alone or they quickly become all that matters. That approach overlooks other aspects of a child's life that are critical. The new Every Student Succeeds Act (ESSA) recognizes this lesson and encourages states and districts to &quot;provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.&quot; The law also emphasizes a &quot;well-rounded education,&quot; expands the indicators states and districts must report or be accountable for to include measures of school quality and compels leaders to examine conditions for learning and resource inequities. In short, the new law encourages schools to educate the whole child--and the community schools strategy with its emphasis on deep stakeholder engagement--offers a framework to meet this challenge. This paper proposes community schools as a strategy for school improvement; however the Institute for Educational Leadership, and the Coalition for Community Schools see all schools as community schools regardless of their academic standing in an accountability system. Rather than a reform, the community school is a vision for all schools--high or low-performing, urban or suburban or rural. This brief examines community schools at the school level. The ultimate goal, however is to build a system of community schools across a district. Where this occurs, districts and communities have built trust and are engaging in regular conversations about how to create results-focused partnerships that support young people both in and out of school. This brief also outlines how states can support community schools. As state education agency leaders and their peers in other state departments think about how to build and scale community schools, they should keep in mind that it is not a new program. Rather, they should build on the strengths that exist in schools and communities, and align current and new resources, including people, organizations, and funding-toward a common vision of shared ownership for results. In this way, schools are building a strategy and vision that will endure, and will benefit not only students, families and communities now, but many more in generations to come. [This report was written with the assistance of Martin Blank and Reuben Jacobsen.]
The Racial Heterogeneity Project: Implications for Educational Research, Practice, and Policy
Author: Nguyen, Bach Mai Dolly
Date: 2017-00-00
Type: Reports - Research
Subjects: Educational Research,Educational Policy,Educational Practices,Educational Quality,Demography,Population Trends,Educational Experience,Hispanic Americans,Racial Composition,Racial Distribution,Racial Discrimination,Racial Differences,Racial Identification,African Americans,American Indians,Asian Americans,Tables (Data),Educational Change,National Competency Tests

As the United States continues to grow and the composition of its population shifts, expanding opportunity and reducing barriers to education must be a national priority. An essential first step toward greater educational equality is a deeper understanding of the fundamental changes in the demographic composition of the nation. Consider, for example, that there are 18.7 million children born to immigrant parents, which represents 25 percent of the U.S. population under the age of 18 and 30 percent of the public school enrollment. By 2050, Whites will comprise under half of the total population. The rapidly changing demography of our nation must be central to how we think about national priorities relative to education, workforce development, labor market participation, and human rights. This report offers a conceptual lens and actionable steps for organizations, institutions, and government agencies to improve data practices and more accurately capture the nation's racial and ethnic diversity. By offering data highlights on each racial population and providing specific examples of the relevance of data disaggregation for those communities, this report signifies a critical first step toward examining how the nation's demography can be best represented and the inequities between groups can be better addressed. The report also focuses on three intents: (1) Raise awareness about the complexity of race and the rapidly changing demography, both of which have important implications for education and addressing inequality; (2) Stimulate the demand for collecting and utilizing data disaggregation for all racial groups, with particular attention to opportunities to work collaboratively across and within racial groups to support the unique needs of students; and (3) Advance a call to action for organizations, institutions, and government agencies to commit to the examination of racial heterogeneity, the collection and use of disaggregated data, and collaboration within and between groups.
Does Testing Date Impact Student Scores on the ACT? Technical Brief
Author: Camara, Wayne J.
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Scores,Time Perspective,Scheduling,Testing,Curriculum Based Assessment,Equated Scores,Data Interpretation,Test Wiseness,Standardized Tests,College Entrance Examinations,High School Students

Students must choose when to take the ACT for the first time and if and when to retest. States and districts that administer the ACT test to all students must also choose when to administer the test. A key consideration in making these decisions is the impact on scores. Because the ACT is a curriculum-based test of academic achievement, students generally score higher later in their high school career. This brief provides answers to four questions related to the question of when to take the ACT: (1) What is equating and how does it affect interpretation of ACT test scores; (2) Do students who test later in their high school career perform better than students who test earlier in their career; (3) In grade 11, does it matter when during the school year students take the ACT; and (4) Do students who retest on the ACT increase their scores?
Evidence for Standard Setting: Probabilities of Success in &quot;Benchmark&quot; College Courses, by ACT Test Scores. Technical Brief
Author: Allen, Jeff
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Standard Setting,Probability,Success,Benchmarking,College Readiness,College Entrance Examinations,Scores,College English,College Mathematics,Algebra,Reading,Sciences,STEM Education,Language Arts,Academic Achievement,Tables (Data),Evidence

The ACT College Readiness Benchmarks are the ACT scores associated with a 50% chance of earning a B or higher grade in selected first-year credit-bearing courses at a typical postsecondary institution. The Benchmarks were established by linking ACT test scores with grades in first-year college courses from the same subject area. Benchmarks were first established for ACT English, Mathematics, Reading, and Science scores (Allen &amp; Sconing, 2005; Allen, 2013) and have also been established for ACT STEM (Mattern, Radunzel, &amp; Westrick, 2015; Radunzel, Mattern, Crouse, &amp; Westrick, 2016) and ACT ELA scores (Radunzel, Westrick, Bassiri, &amp; Li, 2017). Table 1 provides the ACT College Readiness Benchmarks and the respective college courses used to establish the Benchmarks. Students scoring at each Benchmark have a 50% chance of earning a B or higher grade in the respective course or courses at a typical postsecondary institution, and approximately a 75% chance of earning a C or higher grade. The purpose of this brief is to present the full range of course success probabilities, by ACT test score, for each of the college courses or course combinations listed in Table 1.
The Development of Behavioral Performance Level Descriptors. ACT Research Report Series 2017-7
Author: Latino, Christian A.
Date: 2017-00-00
Type: Reports - Research
Subjects: Interpersonal Competence,Behavior Rating Scales,Classification,Behavioral Objectives,Focus Groups,Databases,Personality Traits,Program Effectiveness,Statistical Analysis,College Entrance Examinations

As part of ACT's Holistic Framework, ACT researchers developed a Behavioral Skills Framework that can be used to assess behavior in education and work settings. By utilizing specific statements of effective behaviors, known as performance level descriptors (PLDs) (e.g., communicating well in group tasks), the Behavioral Skills Framework is designed to predict successful outcomes, identify potential risks, and propose actionable resolutions by assessing non-cognitive factors (i.e., factors not related to one's intellectual capacity). The present document contains the following: (1) A brief overview of the theory and scientific evidence for the Behavioral Skills Framework, (2) A comprehensive description of the methods used to develop the PLDs; and (3) A description of the anticipated uses of PLDs in assessment.
Review of &quot;Smart, Skilled, and Striving: Transforming and Elevating the Teaching Profession&quot;
Author: Meyer, Elizabeth J.
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Change Strategies,Research Reports,Research Utilization,Research Methodology,Validity,Evidence,Educational Policy,Educational Practices,Teacher Effectiveness,Teacher Recruitment,Teacher Evaluation,Teaching (Occupation),Teacher Education,Educational Legislation,Elementary Secondary Education,Federal Legislation

The title is catchy and positive: &quot;Smart, Skilled, and Striving: Transforming and Elevating the Teaching Profession.&quot; It sounds like a teacher-friendly approach to improving the perceptions and experiences of teachers working in classrooms. However, this report published by the Center for American Progress uses popular rhetoric and sound bites to advance a policy agenda that in many ways could harm the teaching profession. The authors present 10 recommendations to &quot;raise the quality&quot; of how teachers are recruited, trained and evaluated in order to &quot;elevate&quot; the profession. Although the report purports to advance a &quot;progressive vision and policy agenda&quot; a deeper analysis indicates that the recommendations are more aligned with conservative, individualistic, accountability-based approaches to educational reform. [For &quot;Smart, Skilled, and Striving: Transforming and Elevating the Teaching Profession,&quot; see ED583595.]
Sin Fronteras: Questioning Borders with(in) Mathematics Education. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, Arizona, November 3-6, 2016)
Author: Wood, Marcy B., Ed.
Date: 2016-11-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Mathematics Curriculum,Numbers,Mathematical Concepts,Geometry,Measurement,Inservice Teacher Education,Faculty Development,Knowledge Base for Teaching,Pedagogical Content Knowledge,Cognitive Processes,Preservice Teacher Education,Statistics,Probability,Learning Processes,Teaching Methods,Classroom Techniques,Educational Technology,Technology Uses in Education,Theory Practice Relationship,Research Methodology,Elementary Secondary Education,Higher Education

The theme of this year's conference is &quot;Sin Fronteras: Questioning Borders with(in) Mathematics Education.&quot; This theme is intended to encourage research presentations, discussion, and reflection on the variety of borders within mathematics education, as well as those that might be probed, challenged, explained, enhanced and/or potentially transformed by mathematics education. Sessions examine topics such as geographic, political, cultural and language borders with(in) mathematics education, as well as borders between mathematical content areas and grade levels, and how borders can limit access to mathematical content or impact mathematics teaching practices. To catalyze conversations about the conference theme, the organizers of this conference organized three plenary talks that each address different perspectives on borders with(in) mathematics education. The 2016 conference was attended by over 550 researchers, faculty, and graduate students from around the world including the US, Mexico, Canada, Sweden, Australia, Chile, Puerto Rico, Israel, Trinidad and Tobago, and Germany. Submissions received numbered 581. The acceptance rate was 92% for working groups, 48% for research reports, 36% for brief research reports, and 61% for posters. The conference program includes 104 Research Report sessions, 102 Brief Research Report sessions, 222 Posters, and 11 Working Groups. It is the hope of the organizers that this would be a model to follow in future Psychology of Mathematics Education-North American Chapter conferences. Chapters include: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts;(4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC. Some papers are written in both Spanish and English.]
A National Portrait of Head Start Children and Families: FACES 2014. Research Brief. OPRE Report 2017-98
Author: Tarullo, Louisa
Date: 2017-12-00
Type: Reports - Research
Subjects: Preschool Children,Early Childhood Education,Student Characteristics,Child Development,Well Being,Family Characteristics,Program Effectiveness,Cohort Analysis,Age Differences,Ethnicity,Racial Differences,Interpersonal Competence,Executive Function,Body Composition,Child Behavior,Thinking Skills

This research brief provides a national portrait of the characteristics, development, and well-being of children and families at the beginning of the Head Start program year, using recent data from the Head Start Family and Child Experiences Survey (FACES 2014). This brief highlights descriptive information from the Fall 2014 Data Tables and Study Design report (Aikens et al. 2017c). The authors address the following research questions: (1) What are the characteristics of children and families in Head Start?; (2) How are families doing at the beginning of the Head Start year?; and (3) How are children doing at the beginning of the Head Start year? How does this vary by Head Start exposure (that is, newly entering children compared with those returning for a second year), the age of newly enrolled children, and race/ethnicity? To address the first question, the authors explore the characteristics of children and families participating in Head Start, such as the age of the children, children's racial/ethnic background, home language, and household structure. They examine child and family characteristics to provide a national portrait of the participants the Head Start program serves. Indicators of family well-being during the fall of the Head Start program year are examined to address the second question. To address the third question, the authors describe children's cognitive skills (language, literacy, and mathematics), body mass index (BMI), social skills, problem behaviors, and executive function at the beginning of the program year.