ethanporcaro/eric-fulltext-meta huggingface dataset:
Case Studies of the Early Implementation of Kindergarten Entry Assessments
Author: Golan, Shari
Date: 2016-08-00
Type: Reports - Research
Subjects: Kindergarten,Tests,Testing Programs,Data Use,Test Use,Program Implementation,School Districts,Test Construction,Student Evaluation,Young Children,Inservice Teacher Education,Educational Legislation,Federal Programs,Federal Aid,Federal Legislation

States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and improving early learning opportunities. In 2010, seven states collected KEA data for the purposes of aggregating data at the state level (Daily, Burkhauser, and Halle 2010). By 2014, 29 states were engaged in development and use of KEAs with support from federal programs such as Race To the Top-Early Learning Challenge (RTT-ELC) grants and Enhanced Assessment Grants (EAG). This descriptive study examines the development and early implementation of KEAs in 12 districts and 23 schools within four RTT-ELC states (Maryland, Oregon, Pennsylvania, and Washington) during the 2014-15 school year. This was the first year of KEA implementation in Maryland and Pennsylvania, the second year of KEA implementation in Oregon, and the third year of KEA implementation in Washington, so findings reflect the early implementation of these assessments. The study is intended to help states learn from the experiences of other states as they work to develop and implement their own KEAs and to use KEAs to improve instruction and learning. [For this study's &quot;Results in Brief,&quot; see ED613416.]
Results in Brief: Case Studies of the Early Implementation of Kindergarten Entry Assessments
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Kindergarten,Tests,Testing Programs,Data Use,Test Use,Program Implementation,School Districts,Test Construction,Student Evaluation,Young Children,Inservice Teacher Education,Educational Legislation,Federal Programs,Federal Aid,Federal Legislation

States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and improving early learning opportunities. This &quot;Results in Brief&quot; summarizes a descriptive study that examined the development and early implementation of KEAs in 12 districts across four Race To the Top-Early Learning Challenge (RTT-ELC) states (Maryland, Oregon, Pennsylvania, and Washington) in the 2014-15 school year. This was the first year of KEA implementation in Maryland and Pennsylvania, the second year of implementation in Oregon, and the third year of KEA implementation in Washington, so findings reflect the early implementation of these assessments. The &quot;Results in Brief&quot; includes the study questions, study design and limitations, and highlighted findings. [For the full report, see ED613415.]
Graduation and Dropout Statistics. Report to the Legislature [2017-18]
Author: Randall, Katie Weaver
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Dropout Rate,Dropout Characteristics,Elementary Secondary Education,Public Schools,American Indian Students,Asian American Students,Pacific Americans,African American Students,Hispanic American Students,White Students,Multiracial Persons,Students with Disabilities,English Language Learners,Low Income Students,Special Education,Limited English Speaking,Migrants,Homeless People,Foster Care,Females,Males

Under the guidelines of state law, Revised Code of Washington (RCW) 28A.175.010, the Office of Superintendent of Public Instruction (OSPI) is required to report annually on the educational progress of public school students in grades 7-12. To meet the state and federal reporting requirements, OSPI prepares an annual report summarizing the enrollment activity of students in school grades 7-12 and adjusted cohort results for students. This report summarizes the graduation rates as of the 2017-18 school year for the four, five, six, and seven year graduation cohorts. A student's cohort is based on the year they enter 9th grade for the first time. The calculation adjusts for students who transfer into a Washington public high school for the first time and join a cohort. Students are removed from the cohort if they transfer out of public school in Washington. The adjusted cohort method tracks individual students over time and does not rely on estimates. It generally aligns with what most people think of as a graduation rate: Among a group of students who started high school together, what percent graduated in four (or five, or six, or seven) years? This year's report shows that Washington's 4-year graduation rate is 80.9% for the Class of 2018; students who entered 9th grade for the first time in 2014-15. The rate is an increase of 1.6% from the Class of 2017, which had a 4-year graduation rate of 79.3%. The 5-year graduation rate for students who entered 9th grade for the first time in 2013-14 is 82.7%. This is a slight increase from the previous year's 5-year rate, which was 82.4%. Both the 6- and 7-year cohorts increased from the previous school year. The 6-year graduation rate for students who entered 9th grade for the first time in 2012-13 is 83.6% and the 7-year graduation rate for students who entered 9th grade for the first time in 2011-12 is 84%. [For &quot;Graduation and Dropout Statistics Annual Report. Report to the Legislature [2016-17],&quot; see ED583136.]
New Mexico Charter School Study: Technical Appendix
Author: McCormick, Rachel
Date: 2021-04-30
Type: Reports - Research
Subjects: Charter Schools,Admission (School),Selective Admission,Bilingual Education,Academic Achievement,Elementary School Students,Middle School Students,High School Students,College Attendance,Disadvantaged Youth,Racial Composition,Language Arts,English Language Learners,Spanish,Mathematics Achievement,Suburban Schools,Urban Schools,Rural Schools,Minority Group Students,Socioeconomic Status,Magnet Schools,Immersion Programs,Academic Persistence

This technical appendix supports the &quot;New Mexico Charter School Study: Findings Report,&quot; providing detailed information on statistical methods and results. The document includes: (1) Overview of Study Design; (2) Charter School Lottery Study; and (3) Dual Language and Charter School Matching Study. The Charter School Lottery Study section describes the experimental methods and detailed findings. The Dual Language and Charter School Matching Study section describes the quasi-experimental methods and findings. [This report was written with Matthew Pahl, Michael Rodríguez, David Rogers, and Elizabeth Howard and produced in partnership with Public Charter Schools of New Mexico, and Dual Language Education of New Mexico. For the full report, see ED613420.]
New Mexico Charter School Study: Findings Report
Author: McCormick, Rachel
Date: 2021-04-30
Type: Reports - Research
Subjects: Charter Schools,Admission (School),Selective Admission,Bilingual Education,Academic Achievement,Elementary School Students,Middle School Students,High School Students,College Attendance,Disadvantaged Youth,Racial Composition,Language Arts,English Language Learners,Spanish,Mathematics Achievement,Suburban Schools,Urban Schools,Rural Schools,Minority Group Students,Socioeconomic Status,Magnet Schools,Immersion Programs,Academic Persistence

Conducted for Arnold Ventures by Abt Associates, the &quot;New Mexico Charter School Study: Findings Report&quot; collates the results of Abt's evaluation of numerous charter schools in the state, several of which employ a whole-school dual language model. The study also created multiple logic models for use by practitioners, policymakers, and researchers, and led to ideas for making enrollment in charters schools more equitable. Among the findings: the most rigorous analysis, a lottery study, found no statistically significant impacts on measured student academic outcomes for elementary-aged and middle school-aged students, nor on college enrollment for high school-aged students. However, the less rigorous analysis--a quasi-experimental study--had mixed results, suggesting high school charters increased college enrollment and elementary charters reduced mathematics achievement. [This report was written with Matthew Pahl, Michael Rodríguez, David Rogers, and Elizabeth Howard and produced in partnership with Public Charter Schools of New Mexico, and Dual Language Education of New Mexico. For the technical appendix, see ED613419.]
Time to Lead: An Illustrative Look at How Elementary School Principals Spend Their Workweek. Study Snapshot. NCES 2021-012
Author: Johnson, Matthew
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Principals,Elementary Schools,Instructional Leadership,Teacher Administrator Relationship,Teaching Experience,Time Management

Principals can improve their teachers' classroom practice, either directly or indirectly by arranging resources, to support improvement. However, there is limited information about how principals spend their time. This Snapshot provides a look at how a large group of principals spent their workweek, including on instructional support and other activities. Because time spent coaching teachers may be particularly useful for improving instruction, the Snapshot separately examines the time principals spent &quot;directly&quot; supporting their teachers' instruction (such as providing feedback based on a classroom observation) and the time they spent &quot;indirectly&quot; supporting teachers' instruction (such as designing professional development activities). It also describes principals' time spent on other tasks, which may reduce the time that principals can devote to supporting instruction. The findings highlighted in this Snapshot are based on data collected for a study of principal professional development conducted by the Institute of Education Sciences (see ED599489). The study included 100 elementary schools from eight districts in five states during school years 2015-2016 and 2016-2017. Although previous studies have examined the relationship between principal time use and years of experience as a principal, this Snapshot presents the first analysis of whether principal time use is related to whether principals have experience teaching in their schools' grade range.
Statistical Significance: Implementing Adaptive Courseware in Gateway Math and Business Courses. A Case Study of Lorain County Community College
Author: Achieving the Dream, Inc.
Date: 2021-06-00
Type: Reports - Research
Subjects: Courseware,Introductory Courses,College Mathematics,Business Administration Education,Community Colleges,Computer Uses in Education,Technology Integration,Statistics Education,Educational Change

Achieving the Dream (ATD) is one of 12 higher education and digital learning organizations that make up the Every Learner Everywhere (Every Learner) Network, whose mission is to help higher education institutions improve and ensure more equitable student outcomes through advances in digital learning, particularly among poverty-impacted, racially minoritized, and first-generation students. Every Learner partners are addressing high failure rates in foundational courses through the provision of scalable, high-quality support to colleges and universities seeking to implement adaptive courseware on their campuses. In this case study, faculty in several disciplines at Lorain County Community College (LCCC) in Ohio explored the use of adaptive courseware, ultimately implementing it in a gateway statistics course and several business courses. This case study is part of a series of studies conducted by ATD examining how adaptive courseware is implemented at those institutions as well as how courseware is used in particular disciplines to better serve students. Case studies are based on a series of interviews with college leaders, faculty, instructional designers, developers, technology specialists and students who were enrolled in classes using the courseware.
A Faculty-Centered Approach to Successfully Implementing Adaptive Courseware: A Case Study of Cuyahoga Community College
Author: Achieving the Dream, Inc.
Date: 2021-06-00
Type: Reports - Research
Subjects: Courseware,Community Colleges,College Faculty,Introductory Courses,Computer Uses in Education,Communities of Practice,Technology Integration,Educational Change

Faculty at Cuyahoga Community College in Cleveland, Ohio, led efforts to implement and then scale adaptive courseware for gateway courses in more than a half-dozen disciplines. The institution supported faculty efforts by creating a collaborative learning community and providing other supporting resources, and faculty continue to take the lead in scaling adaptive courseware within their disciplines. Adaptive courseware was part of intentional efforts to leverage technology to support institutional equity initiatives. Administrative supports included release time and service credits focused on learning communities, support from instructional designers, technologists, and staff from two college offices; a staff-developed guide listing adaptive courseware products by discipline; and a dedicated Blackboard site for collaboration. The following case study is part of a series of studies conducted by Achieving the Dream (ATD) examining how adaptive courseware is implemented at those institutions as well as how courseware is used in particular disciplines to better serve students. Case studies are based on a series of interviews with college leaders, faculty, instructional designers, developers, technology specialists and students who were enrolled in classes using the courseware.
Evaluation of Bridges to Career Opportunities: Final Report
Author: Alamprese, Judith A.
Date: 2021-04-23
Type: Reports - Research
Subjects: Program Evaluation,Adult Education,Transitional Programs,Low Income Groups,Employment Potential,Program Implementation,Program Effectiveness,Financial Support,Money Management,Credentials,Educational Attainment

Abt Associates evaluated the Bridges to Career Opportunities (BCO) program, developed by the Local Initiatives Support Corporation (LISC), to determine whether adults with low incomes and low skills who participate in BCO services are more likely to increase their employment and financial stability than do adults who participate in LISC's Financial Opportunity Center® (FOC) services alone. Overall, participants who were in the BCO programs were 19 percentage points more likely to have a &quot;job improvement&quot; than were participants in FOC-only programs (56 percent versus 37 percent). [This report was submitted to and supported by the Local Initiatives Support Corporation (LISC).]
Gains in Language and Cognitive Scores among Children in Their First and Second Years of Head Start. Research Brief. OPRE Report 2021-42
Author: Harding, Jessica F.
Date: 2021-03-00
Type: Reports - Research
Subjects: Preschool Children,Federal Programs,Achievement Gains,Language Skills,Expressive Language,Writing (Composition),Mathematics,Receptive Language,Preschool Education,Individual Characteristics,Family Characteristics,Age Differences,Enrollment,Educational Quality,Teacher Characteristics,Preschool Teachers,Mixed Age Grouping

Research has found that children who attend Head Start for more than one year tend to score higher on cognitive skills at the end of pre-K or at kindergarten entry than children who attend for one year or less (Lee 2011; Wen et al. 2012b; Xue et al. 2016). Although attending Head Start for more years is linked with higher cognitive scores, children's gains across the years may not be comparable (Yoshikawa et al. 2013). In nationally representative data from the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014), the authors found that, on average, first-year children showed larger gains in language and cognitive scores from fall to spring of the program year than second-year children (Kopack Klein et al. 2018). In this brief, the authors use data across one year of Head Start (from fall 2014 to spring 2015) from FACES 2014 to expand this finding and explore possible explanations for why second-year children made smaller gains in language and cognitive scores than first-year children during the Head Start program year (see methods in the box at the end of the brief). They explore whether differences between first- and second-year children's gains across the program year can be explained by differences in child and family characteristics, including age; fall language and cognitive scores; part-day enrollment; classroom quality; or teacher experience and education.
2021 Strategic Action Plan
Author: Washington Student Achievement Council
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Planning,Statewide Planning,Strategic Planning,State Policy,Educational Attainment,Educational Policy,Educational Finance,Costs,Access to Education,Paying for College,Student Financial Aid,Enrollment,Tuition,Postsecondary Education,Equal Education

In 2013, the Washington Student Achievement Council proposed a statewide goal for educational attainment that called for 70 percent of the state's 25-44 year olds (i.e., early and mid-career residents) to have a postsecondary credential. The goal was adopted by the state legislature and signed into law by Governor Jay Inslee. In 2019, the Washington Student Achievement Council adopted a Strategic Framework to better understand how state higher education policy contributes to campus and student success. The framework organizes the policy work into four areas deemed essential to achieve the 70 percent goal. These are: (1) Affordability; (2) Enrollment; (3) Completion; and (4) Student Supports. The framework is built upon the belief that an affordable and supportive educational environment will encourage more Washingtonians to enroll in programs and complete credentials. Ensuring equitable access and success for all students is central to the strategic framework. The 2021 Strategic Action Plan (SAP) identifies key state policies to increase educational attainment. The SAP is not an agency-specific document that addresses only Washington Student Achievement Council (WSAC) programs and initiatives. It is meant to be the state's policy built through the Council's work to engage a wide range of partners and stakeholders to forge a consensus for state action. The SAP includes a summary of the current state policy environment and a work plan for the Council, partners, and stakeholders to take on over a two-year cycle. [For &quot;2019-21 Strategic Action Plan. The Roadmap,&quot; see ED595726.]
Reconsidering Teacher Recertification in Maryland. The Abell Report. Volume 34, No. 3
Author: Procopio, Mark
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Teacher Certification,Educational Change,Public School Teachers,Faculty Development,Teacher Effectiveness,Teacher Evaluation,Professional Continuing Education,Educational Finance

Every five years, all public school educators in Maryland are required to renew their licenses to teach. This process is meant to ensure that teachers maintain competent practice and engage in career-long learning, development, and growth. Given the ambiguous relationship between licensure renewal and teacher effectiveness in the classroom--and that it is largely a publicly funded effort, unlike many other regulated, licensed professions--recertification in the state warrants a reexamination. Generally, to renew or advance a license, Maryland teachers must (1) provide evidence of effective classroom practice through satisfactory performance evaluations; and (2) engage in continued professional learning through either state-approved professional development opportunities or state-approved credit-bearing coursework at colleges and universities. Districts throughout the state are investing at least $52.8 million each year in professional development activities. Accounting for the time teachers and other school staff invest in professional learning and development and the direct costs borne by districts, Maryland is likely spending between $86.28 million and $1.08 billion on professional development annually. The report examines the current system for recertification and questions Maryland's overreliance on state-approved professional development trainings or graduate-level coursework despite research largely not bearing out the impact and value of these trainings and degrees on teacher effectiveness.
Anti-Racism Education in California Community Colleges. Position Paper. Adopted Fall 2020
Author: Academic Senate for California Community Colleges
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Racial Bias,Minority Group Students,Equal Education,Social Justice,Ideology,Race,Power Structure,Student Diversity,School Culture,Professional Development,Barriers,Consciousness Raising,Inclusion,Whites,Critical Theory,United States History,Laws,State Legislation,State Programs,Intervention

Racism exists within communities and within colleges. It is ever-present in the structures that professionals in the California Community Colleges system work within and that students of color must navigate. Striving to achieve equity is not enough and is not possible within the current community college system. Policies, processes, and other systemic structures built on a history of racism must first be dismantled and then rebuilt with a focus on equity and inclusion. Dismantling racist structures requires a review of the history that created those structures. It requires understanding the history of the construct of race as a culture, the white supremacy ideology, the centuries of laws intended to maintain positions of power for whites, and the ways in which the equity and diversity efforts within California's community colleges have fallen short. Constructing anti-racist structures and developing anti-racist campus cultures require an understanding of the tenets of antiracism education and principles for professional development. This paper provides foundational information for California community college practitioners to better understand the origins of today's racial conflict and reasons why gaps in achieving equitable educational outcomes for students, particularly for students of color, cannot be closed within current systems. The paper is intended to engage college practitioners in self-reflection and critical consciousness as they develop and deliver the strategic anti-racism education and professional development needed to reconstruct campus cultures and learning environments built on principles of equity and inclusion. It concludes with recommendations for individual growth, for local academic senates, for colleges and districts, and for the Board of Governors of the California Community Colleges. [Title varies: &quot;Anti-Racism Education in the California Community Colleges: Acknowledging Historical Context and Assessing and Advancing Effective Anti-Racism Practices for Faculty Professional Development.&quot;]