ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging Stakeholders in Teacher Pay Reform. Emerging Issues. Report No. 1
Author: Max, Jeffrey
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,Unions,Educational Change,Stakeholders,Compensation (Remuneration),Cooperation,Boards of Education,Superintendents,Merit Pay,Incentives,Public Officials

A growing number of states and school districts are experimenting with new approaches to paying teachers. These efforts to reform teacher pay can involve a range of state and local actors, including governors, state education officials, superintendents, local school boards, teacher unions, private foundations, community organizations, and local businesses. The broad spectrum of stakeholders invested in teacher pay issues presents a challenge for designing, implementing, and sustaining compensation reform plans. Each stakeholder represents a different constituency, has a different set of priorities, and holds his or her own beliefs about how teachers should be paid. In addition, teachers--the stakeholders directly affected by compensation reform--often have a strong attachment to the existing salary structure and may be wary of attempts to reform teacher pay. Despite these challenges, one lesson consistently stands out from the recent history of teacher pay reform: Engaging stakeholders in the design and implementation of a compensation plan is critical to its success (Kelley &amp; Odden, 1995; Milanowski, 2003). The development of a compensation reform plan is a collaborative effort that requires the support and contribution of a variety of stakeholders. By excluding stakeholders, proponents of an alternative pay plan generate distrust and misunderstanding about the intent and purpose of their efforts. On the other hand, efforts to engage stakeholders can address their concerns and increase their buy-in. This report explores the issue of stakeholder involvement in compensation reform. It is organized into two sections. The first section explains why it is critical for states and districts to engage stakeholders in the development of a compensation reform plan. The second section describes key aspects of engaging stakeholders, with a focus on how to involve stakeholders in the design process.
Meeting the Challenges of Stakeholder Engagement and Communication: Lessons from Teacher Incentive Fund Grantees. The Harvesting Project
Author: Koppich, Julia E.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Compensation (Remuneration),Teacher Salaries,School Districts,Incentives,Educational Change,Program Design,Program Implementation,Program Effectiveness,Stakeholders,Communication Strategies,Audiences,Unions,Charter Schools,Teacher Motivation,Information Networks,Technical Assistance,Communication Skills,Politics of Education

As of August 2010, a total of 33 states, school districts, charter school coalitions, and other education organizations had received Teacher Incentive Funds (TIF) to redesign compensation programs for teachers and principals. The U.S. Department of Education named a new cohort of TIF grantees on September 23, 2010. TIF grantees have faced a number of challenges as they have worked to design and implement new educator pay programs. Among the most demanding challenges has been developing a targeted set of metrics around available and manageable data. Grantees use these metrics to measure teacher or principal effectiveness and assign pay. Recently, grantees have made it a priority to sustain operation programs once their federal funding expires. TIF grantees have also found, often belatedly and unexpectedly, that effective stakeholder engagement and communication are challenging and essential to the success of their pay programs. Stakeholder engagement helps to create buy-in and initial acceptance of the TIF plan. It allows different voices and perspectives to be heard and recognized as new approaches to compensation develop. Communication provides the synergy to broaden buy-in and sustain support for the program. This paper describes the ways in which TIF grantees have approached stakeholder engagement. It is based on data from multiple sources, including TIF program monitoring reports, Center for Educator Compensation Reform (CECR) technical assistance notes, grantees' internal and external evaluations, and interviews with selected grantees. The author reviewed and analyzed these data with an eye toward shedding light on the following issues: (1) What stakeholder engagement and communication challenges have TIF grantees faced?; (2) What kinds of technical assistance did grantees seek and from whom?; and (3) What lessons can grantees learn about engagement and communication strategies? Throughout, the paper uses named grantees in describing examples of engagement and communication efforts. A few examples also use non-TIF sites that have developed innovative new compensation programs. Wherever examples appear, they are meant to be illustrative, not exhaustive. A list of data sources is included. (Contains 7 footnotes.
Improving Educational Outcomes for Youth in the Juvenile Justice and Child Welfare Systems through Interagency Communication and Collaboration. Practice Guide
Author: Gonsoulin, S.
Date: 2011-05-00
Type: Guides - Non-Classroom
Subjects: Educational Needs,Educational Objectives,Outcomes of Education,Child Welfare,Agency Cooperation,Educational Change,Juvenile Justice,Technical Assistance,Services,Guides,At Risk Students,Delinquency,Child Neglect,Federal Aid,Federal Programs,Academic Achievement,Disadvantaged

Interagency communication and collaboration is a key principle and practice in addressing the unmet educational needs of youth in the juvenile justice and child welfare systems. When child-serving agencies communicate and work with each other, and are committed to coordinating services and supports for the youth and families they serve, they become part of a more integrated system. Such a system may prove more efficient and effective than one in which child welfare, juvenile justice, education, and related agencies work in silos. This guide is designed to provide agency administrators and staff with concrete strategies and real-life examples for implementing three practices geared to increasing effective interagency communication and collaboration. The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC) hopes this guide promotes administrators of Title I, Part D, and other Federal education-related funds to consider how the programs funded by these dollars can promote greater communication and collaboration between child-serving agencies and, in turn, improve academic and related outcomes for the youth they serve. A list of resources and examples is provided.
Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Juvenile Justice and Child Welfare Systems. Practice Guide
Author: Gonsoulin, S.
Date: 2012-04-00
Type: Guides - Non-Classroom
Subjects: Student Needs,Health Needs,Substance Abuse,Academic Achievement,Child Welfare,Risk,Juvenile Justice,Welfare Services,Disproportionate Representation,At Risk Persons,Minority Groups,Recidivism,Low Achievement,Mental Health,Guides,Educational Strategies,Barriers,Services,Residential Care,Group Counseling,Transitional Programs,Student Behavior,Learner Engagement

Youth who are involved with the juvenile justice and child welfare systems face many challenges and barriers to academic and vocational success. Regardless of the reasons for their involvement, youth in these systems are "disproportionately children and youth of color who currently have, or have experienced, a host of risk factors that are associated with poor academic achievement, delinquency, recidivism, substance abuse, and mental health issues" (Osher, Gonsoulin, & Lampron, in Leone & Weinberg, 2010, p. 1). Whether due to high rates of mobility, mental and/or behavioral health needs, living in poverty, or delinquent involvement, these youth often face struggles that their non-system-involved peers do not. Specifically, educators need to provide these youth with individually tailored support services to address their academic, behavioral, social, and emotional needs. This guide provides a range of practices and implementation strategies designed to foster a supportive educational system that addresses individual student needs and help students overcome the barriers and challenges to their academic and vocational success. A list of resources and examples is provided. (Contains 1 table and 2 figures.)
Writer's Workshop vs. Writing Prompts: The Effect on First Graders' Writing Ability and Attitude towards Writing
Author: Carroll, Stacy
Date: 2010-10-00
Type: Reports - Research
Subjects: Writing Evaluation,Writing Attitudes,Action Research,Writing Tests,Writing Processes,Writing Workshops,Item Analysis,Writing Ability,Grade 1,Writing Instruction,Comparative Analysis,Persuasive Discourse,Attitude Measures,Student Surveys,Scoring Rubrics,Writing Assignments,Classroom Research,Pretests Posttests

In the county schools, students are assessed every nine weeks based on a writing prompt using a rubric supplied by the county, but the students are often taught using Writer's Workshop.  This action research attempted to determine if Writer's Workshop and the use of writing prompts have different effects on first graders' writing ability and attitudes.  Eighteen students (N=18) in a first grade class were randomly split into two groups, and during a 5-week period each group was taught writing in a different method.  One group received instruction on writing a persuasive paper using a prompt, and another received instruction on writing a persuasive paper with a free-choice of topic.  The students were then assessed on their writing ability and attitude towards writing at the end of instruction.  A series of t-tests and item analysis was conducted to compare writing ability and attitude between the two groups.  The results showed that both Group A (prompted) and Group B (free-choice) experienced a decline in overall attitude about writing over the course of the study.  Group A (prompted), however, experienced more of a decline than Group B (free-choice).  It appears that students get slightly more enjoyment out of choosing their topic than being told what to write.  The overall scores on the final persuasive writing showed that students taught using a prompt scored better than those with free-choice (11.56 greater than 9.78).  The only subcategory where Group B (free-choice) scored higher than Group A (prompted) was in conventions.  (Ideas: 4.89 greater than 3.56; Organization 2.56 greater than 2.11; Style 2.22 greater than 2.00; Conventions: 1.89 less than 2.11).  It also shows that students who write better enjoy the writing process more.  Overall, the scores on the Writing Assessment were better from those students receiving a prompt.  When students are given the freedom to write what they choose, they have a more positive attitude towards writing.  This study indicates that free choice writing and prompted writing both have a place in the classroom.  In order to teach a specific type of writing (i.e. persuasive, narrative, informational) students need prompts and clear instructions.  However, if we are to foster a life-long love of writing, classroom teachers need to set aside time for students to write what they want to write about and share with others.  Elementary Writing Attitude Survey and Persuasive Writing Rubric--Grade 1 are appended.  (Contains 9 tables and 1 figure.)
Making Meaning of Constructivism: A Longitudinal Study of Beginning History Teachers' Beliefs and Practices
Author: Martell, Christopher C.
Date: 2012-04-14
Type: Reports - Research
Subjects: Constructivism (Learning),Longitudinal Studies,Beginning Teachers,History Instruction,Secondary School Teachers,Case Studies,Pedagogical Content Knowledge,Teacher Attitudes,Teaching Methods,Educational Practices,Interviews,Observation

This longitudinal interpretative case study examined the constructivist beliefs and related practices of four secondary history teachers from their teacher preparation through their first year in the classroom. The results of this study showed that issues of historical content knowledge and classroom control were major barriers for the implementation of constructivist-oriented practices. However, contrary to some previous studies, learning to teach in transmission-oriented contexts did not result in the diminishing of the teachers' constructivist beliefs and in some ways affirmed their constructivist beliefs. Third, the teachers expressed that a lack of practical tools hindered their ability to better and more frequently use constructivist-oriented practices in their classroom. Two appendixes present: (1) Interview Protocols; and (2) Observation Field Notes: Teacher Classroom. (Contains 2 tables.)
Investigating the Intersection of Race and Histories in the Classroom
Author: Martell, Christopher C.
Date: 2012-04-14
Type: Reports - Research
Subjects: Teacher Researchers,Social Studies,History Instruction,Learning Processes,History,Student Attitudes,Racial Differences,Urban Schools,High Schools,Teaching Methods,Race,Culturally Relevant Education,Student Needs,Minority Group Students,White Students,Controversial Issues (Course Content),Perspective Taking

In this practitioner research study, a social studies teacher examined the intersection between his students' race/ethnicity and their experiences learning history. Using the theory of culturally relevant pedagogy as a lens, this study employed mixed methods, analyzing teacher journaling, classroom artifacts, and student reflections, as well as survey and interview data from the non-White students. The results showed that the teacher's attempt to use culturally relevant pedagogy had a positive impact on his non-White students, but it also could be improved with a greater inclusion of more ethnic and racial histories and examinations of U.S. history from foreign perspectives. This study highlights the importance of White teachers in listening to the voices of their non-White students when planning instruction. Three appendixes present: (1) Secondary Students and Perspectives in History Class: Survey of Students at Course Completion; (2) Interview Protocol; and (3) Coding Dictionary. (Contains 2 figures and 1 table.)
Public Education Finances: 2010
Author: Dixon, Mark
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Public Education,Surveys,Statistics,Elementary Secondary Education,State Government,Federal Government,Expenditures,Income,Expenditure per Student,Local Government,Student Personnel Services,Debt (Financial),Enrollment Trends,School Size,National Surveys,Census Figures

The U.S. Census Bureau conducts a Census of Government Finances and an Annual Survey of Government Finances as authorized by law under Title 13, U.S. Code, Sections 161 and 182. The Census of Government Finances has been conducted every 5 years since 1957, while the Annual Survey of Government Finances has been conducted annually since 1977 in years when the Census of Government Finances is not conducted. The 2010 Annual Survey of Government Finances, similar to previous annual surveys and censuses of governments, covers the entire range of government finance activities--revenue, expenditure, debt, and assets (cash and security holdings). This report contains financial statistics relating to public elementary-secondary education. It includes national and state financial aggregates and displays data for each public school system with an enrollment of 10,000 or more. Appended are: (1) Definitions of Selected Terms; (2) Notes Relating to Education Finance Data; (3) Two-Letter State Abbreviations; and (4) F-33 Survey Form. (Contains 6 figures and 19 tables.) [For 2009 report, &quot;Public Education Finances, 2009,&quot; see ED520204.]
Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Briefing Paper 28
Author: Lumsden, Marilyn
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Educational Trends,Employment Patterns,Vocational Education,Cohort Analysis,Longitudinal Studies,Predictor Variables,Student Surveys,Interviews,Student Characteristics,Student Motivation,High School Graduates,Travel,Employment,Incidence,Young Adults,Academic Achievement,College Attendance,Stopouts,Welfare Services,Majors (Students)

Taking a gap year--a break between high school and university--is becoming increasingly popular with Australian students. In terms of length and purpose, the traditional notion of a gap year being a year off between school and university has expanded considerably over time. For the purposes of the analysis reported in this paper, a person who takes a gap year is defined as &quot;an individual who commenced university one to two years after completing Year 12. This includes those who accept and defer their university placement for one to two years&quot; (Curtis, Mlotkowski &amp; Lumsden 2012). Highlights of this report include: (1) In Australia the incidence of taking a gap year has increased from 10% in the period 1999-2000 to 24% in 2009-10; (2) The top four primary activities undertaken by gap students in 2009-10 were work (51%), full-time study leading to a non-university qualification (10%), other study (6%), and travel (6%); (3) Characteristics of gap-takers include: (a) being academically less inclined than non-gap-takers; (b) living in regional locations when at school; (c) having English speaking backgrounds; (d) being employed when in Year 12 at school; and (e) being less likely to receive Youth Allowance payments while at school; (4) In their first year of university, gap-takers are more likely to study in the areas of education and creative arts; and (5) Those who don't take a gap year are substantially more likely at age 24 to be employed full-time and to work in professional occupations than gap-takers. Much of this difference can be attributed to the fact that, in terms of their careers, gap-takers are a year or two behind those who don't take a gap year. The data do not allow the authors to measure the longer-term outcomes of both groups because the Longitudinal Surveys of Australian Youth (LSAY) stops at age 25. Appended are: (1) Gap year definitions; and (2) LSAY cohorts sample sizes and durations. (Contains 13 tables.) [For &quot;Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report,&quot; see ED533077.]
Tertiary Education and Training in Australia, 2010
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Foreign Countries,Vocational Education,Postsecondary Education,School Statistics,Statistical Data,Student Participation,Enrollment Rate,Enrollment Trends,Educational Assessment,College Outcomes Assessment,Outcomes of Education,Error of Measurement,Graduation Rate,Statistical Distributions

This publication presents information on tertiary education and training during 2010, including statistics on participation and outcomes. The definition of tertiary education and training adopted for this publication is formal study in vocational education and training (VET) and higher education, including enrolments in Australian Qualifications Framework (AQF) certificate I qualifications through to doctorates by research, as well as enrolments in non-AQF courses and single vocational subjects. This paper reports that in 2010: (1) there were 1.8 million vocational education and training (VET) students and 1.2 million higher education students; and (2) there were 1.5 million equivalent full-time students in tertiary education and training. This comprised: (a) 655 800 equivalent full-time students reported in the VET sector; and (b) 861 500 equivalent full-time students reported in the higher education sector. (Contains 19 tables and 20 notes.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education. For 2009 edition, see ED521475.]
Finding Opportunities to Nudge Student Groups over the Finish Line: Examining Students' Five-Year Progress. Data Notes. Volume 7, Number 1, January-February 2012
Author: Clery, Sue
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Credentials,Community Colleges,College Credits,School Counselors,Guidance,Higher Education,Outcomes of Education,Enrollment,Two Year Colleges,Academic Achievement,College Students,Academic Advising,Educational Counseling,College Preparation,Student Personnel Services

Past research has revealed that students who complete coursework in a concentrated area, defined as completing three or more courses in a specific field of study, are much more likely to have successful outcomes than those who do not. Moreover, fewer than half of students included in this research, which followed students over seven years, entered into concentrated fields of study. Of students attending Achieving the Dream's earliest participating colleges, students still enrolled after three years accumulated an average of about 60 credits. Students still enrolled during the fourth year, accumulated an average of about 70 credits; fifth year, nearly 80 credits; and sixth or seventh years, well over 80 credits. Assuming 60 credits are needed to attain an associate's degree, these students with long-term enrollments are accumulating credits above and beyond that required for credentials. Students accumulating large numbers of credits without attaining credentials or transferring could be the result of a lack of focus on a particular pathway or program of study. Credential-seeking students who complete large numbers of courses, but are not necessarily following coherent pathways, are at risk of becoming frustrated and dropping out. Many community college students, especially those who are first-generation and are from low socioeconomic status families, may not have the experience or the opportunity to receive guidance from friends and family to help them navigate and pursue coherent academic pathways. Adding to the problem, as institutional finances tighten, institutions may restrict student services, including guidance counselors and advisors. This analysis investigates students' outcomes after five years--did they complete, transfer, or were they still enrolled? If they did not complete or transfer, the number of credits the student accumulated is examined. Five-year outcomes by race/ethnicity, Pell Grant status, attendance status, major field area, and the number of developmental subjects referred to were examined to determine if differences occur by student groups. (Contains 2 figures and 7 footnotes.)
Delayed Enrollment: Is It a Risk? Data Notes. Volume 7, Number 2, March-April 2012
Author: Clery, Sue
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: High Schools,Graduation,High School Graduates,Student Characteristics,Comparative Analysis,Outcomes of Education,Graduation Rate,Enrollment,Higher Education,Risk,Educational Objectives,College Bound Students,Attendance

This issue of "Data Notes" examines characteristics and three-year outcome differences between students who enroll in Achieving the Dream colleges immediately after high school and those who delay their enrollments. Recent high school graduates were identified based on the student's reported high school graduation year and the year the student first enrolled in the Achieving the Dream college. Comparisons were conducted between students who enrolled during the fall immediately following high school graduation, those who delayed enrollment one to two years, three to four years, and five or more years after graduating. Student characteristics examined include: attendance status, developmental education needs, type of major, gender, race/ethnicity, and Pell grant receipt. (Contains 4 figures and 4 footnotes.)