ethanporcaro/eric-fulltext-meta huggingface dataset:
¿Qué Pasa? Are ELL Students Remaining in English Learning Classes Too Long?
Author: Flores, Edward
Date: 2009-11-00
Type: Reports - Research
Subjects: English Language Learners,Middle School Students,Grade 6,Academic Achievement,Time Factors (Learning),Hispanic American Students,Classification,Least Squares Statistics,Regression (Statistics),Outcomes of Education

This new study by the Tomás Rivera Policy Institute (TRPI) demonstrates that English Language Learners (ELLs) who learn English at school can do better academically than native English speakers, and that the window for mastering the English language is wider than previously thought. Typically ELLs perform at lower levels than their English-fluent peers, according to past studies, which also have suggested a variety of causes and possible remedies. This recent TRPI research simply spotlights the critical need for ongoing language education in our schools--despite the present policy debate about the best way to do it. This study was based on an analysis of complete official records for the 28,714 students who were in the 6th grade in 1999 in the Los Angeles Unified School District (LAUSD). The study revealed that even after ruling out other factors, students who gained sufficient English skills to be moved from English learning classes to mainstream English classes demonstrated improved performance. Also, the reclassification of students as English proficient was associated with improved performance beyond the middle school years, and this relationship was slightly larger for foreign-born English learners than native-born English learners. It is worth noting that a substantial proportion of students in the study began the English-learning process in kindergarten, yet in eight years of schooling never managed to be moved into mainstream English classes. The results of this investigation into the nation's second largest school district are critical for the education and retention of non-English speakers throughout school systems in the United States. The surprising result is that students who are reclassified even as late as eighth grade perform at much the same level on measurable high school outcomes as those who are reclassified earlier, while controlling for previous academic performance. Indeed, reclassification at any point during the middle school years was associated with improved likelihood that a student would stay in the 9th grade, pass the California exit exam (CAHSEE), take an Advanced Placement (AP) course in high school, or stay in high school. Among educators, finding the best path to long-term education and retention of ELL students is a top concern. This TRPI study clearly demonstrates the need for stepped up English language learning efforts targeting both native-born and foreign-born populations.
National Board for Professional Teaching Standards Certification. What Works Clearinghouse Intervention Report
Author: Mathematica Policy Research, Inc.
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Standards,Teacher Competencies,Teacher Certification,Teacher Effectiveness,Teaching Skills,Teacher Persistence,Teacher Role,Communities of Practice,Elementary School Students,Middle School Students,Teacher Influence,Mathematics Achievement,Language Arts,Reading Achievement,Program Effectiveness,Elementary School Teachers,Middle School Teachers,Standardized Tests,Literature Reviews,National Standards

The &quot;National Board for Professional Teaching Standards&quot; (&quot;NBPTS&quot;) establishes standards for accomplished teachers and awards professional certification to teachers who can demonstrate that their teaching practices meet those standards. Educators and experts in child development and related fields established the organization, and these experts work to develop and refine the standards for accomplished teaching based on the knowledge and skills that effective teachers demonstrate. The standards reflect five core propositions: (1) effective teachers are committed to students and their learning, (2) effective teachers know the subjects they teach and how to teach those subjects to students, (3) effective teachers manage and monitor student learning, (4) effective teachers think systematically about their practice and learn from experience, and (5) effective teachers are members of learning communities. Those seeking certification from the &quot;NBPTS&quot; must complete a computer-based assessment and three portfolio entries. The certification process can take 1 to 5 years. The What Works Clearinghouse (WWC) identified five studies of &quot;NBPTS&quot; certification that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards. No studies meet WWC group design standards without reservations, and five studies meet WWC group design standards with reservations. Together, these studies included more than 1,316,146 elementary and middle school students in grades 3 to 8 in four states. &quot;NBPTS&quot;-certified teachers had mixed effects on mathematics achievement and no discernible effects on English language arts achievement for students in grades 3 through 8.
IDRA Newsletter. Volume 44, No. 8
Author: Goodman, Christie L., Ed.
Date: 2017-09-00
Type: Collected Works - Serial
Subjects: School Policy,Educational Finance,Resource Allocation,Poverty,Student Needs,Costs,Early Childhood Education,Outcomes of Education,Preschool Education,Academic Achievement,Low Income Groups,At Risk Students,Educational Quality,Achievement Gap,Racial Differences,Ethnicity,Barriers,Enrollment,Access to Education,Special Needs Students

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Culture of Poverty Myths and includes: (1) Tying the Knot Between School Finance Policy and Serving All Students (David G. Hinojosa); (2) Investing in Early Childhood Education Programs Yields High Returns (Paula Johnson); (3) Coca-Cola Valued Youth Program Winning Essay--Ana Luisa Valenzuela; and (4) Semillitas de Aprendizaje™ Early Childhood Curriculum. (Individual articles contain references.)
IDRA Newsletter. Volume 44, No. 5
Author: Goodman, Christie L., Ed.
Date: 2017-05-00
Type: Collected Works - Serial
Subjects: Family Role,Family Involvement,Family School Relationship,Innovation,Partnerships in Education,Community Involvement,Prevention,Bullying,State Policy,Local Government,Computer Mediated Communication,Board of Education Policy,Data Collection,Data Analysis,Educational Improvement,Committees,Meetings

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Family Leadership in Education and includes (1) IDRA Education CAFE--A Structure for Families Transforming Schools in their Communities (Aurelio M. Montemayor); (2) Preventing and Addressing Cyberbullying through Equitable State and Local Policies (David Hinojosa); (3) How to Use Actionable Education Data to Strengthen Your School (Christie L. Goodman); and (4) How to Start an Education CAFE.
Spatial Training Improves Children&apos;s Mathematics Ability
Author: Cheng, Yi-Ling
Date: 2014-00-00
Type: Reports - Research
Subjects: Children,Cognitive Processes,Computation,Control Groups,Correlation,Mathematics Skills,Numeracy,Outcomes of Education,Pretests Posttests,Puzzles,Scores,Spatial Ability,Statistical Analysis,Task Analysis,Teaching Methods

We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability in children this age (Ehrlich, Levine, &amp; Goldin-Meadow, 2006). The remaining children completed crossword puzzles instead. Children's posttest scores revealed that those in the spatial training group improved significantly on calculation problems. In contrast, children in the control group did not improve on any math tasks. Further analyses revealed that the spatial training group's improvement was largely due to better performance on missing term problems (e.g., 4 + ____ = 11). [This paper was published in &quot;Journal of Cognition and Development&quot; v15 n1 p2-11 2014 (EJ1028477).]
2016 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version
Author: Finnan, Leslie A.
Date: 2017-02-00
Type: Numerical/Quantitative Data
Subjects: Superintendents,Administrator Surveys,Salaries,Fringe Benefits,Demography,School Districts,Suburban Schools,Rural Schools,Gender Differences,Age Differences,Enrollment,Retirement Benefits,Tables (Data),Administrator Evaluation,Performance Based Assessment,Personnel Selection,Contracts,Leaves of Absence,Vacations,Health Insurance,Incentives,Minority Groups,Negotiation Agreements,Lawyers,Professional Associations,Economic Factors

The 2016 AASA Superintendent Salary &amp; Benefits Study marks the fifth edition of this study. This survey tracks the demographics, salary, benefits, and other elements of the employment contracts of school superintendents throughout the country. This year's study is based on 1,392 responses (15 percent response rate). The survey was distributed online and relied on superintendents to respond to 47 items with the understanding that report of findings would contain no personally identifiable information. Consequently, data must be considered descriptive and not necessarily representative of all superintendents. However, the report is rich with information and serves as a useful snapshot of the salary and benefits of superintendents for the 2016-17 school year. This year, as in the past four years, more than 90 percent of respondents reported that they served in suburban and rural districts with nearly 70 percent of respondents self-reported serving in rural districts. This is generally representative of the distribution of school districts nationwide. Consistent with findings of the previous years, male respondents outnumbered females by a four-to-one ratio. Respondents were also overwhelmingly White (non Hispanic). Female respondents also tended to be somewhat older than their male counterparts. The average and median age of all respondents was 52. The median salary distributed by district enrollment ranged from just $90,000 for the smallest districts to nearly $230,000 for superintendents serving in the largest enrollment school districts. Overall, the median salary was $130,683. All positions from superintendent to teacher show that salaries increase relative to district enrollment size as well as slight increases over previous years. The report of findings profiles the benefits received by superintendents, including, but not limited to contribution to annuities or private retirement plans, medical/hospital coverage, dental coverage, vision coverage, disability insurance, and medical and dental insurance coverage for the family of the superintendent. Respondents also overwhelmingly support professional memberships.
Project-Based Learning: A Promising Approach to Improving Student Outcomes. Issue Focus
Author: Quint, Janet
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Student Projects,Teaching Methods,Skill Development,Thinking Skills,Program Effectiveness,Classroom Techniques,Evaluation Methods,Social Development,Emotional Development

The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. PBL is viewed as an approach that enables students to develop the &quot;21st century competencies&quot;--cognitive and socioemotional skills--needed for success in college and careers. This issue focus, pulling from a recent MDRC working paper, &quot;Project-Based Learning: A Literature Review&quot; (ED578933), defines project-based learning, describes how it works and what it takes to implement PBL, and provides recommendations for advancing research on PBL's design principles, effectiveness, and implementation.
The Future of Executive-Skills Coaching and Behavioral Science in Programs That Serve Teens and Young Adults: Lessons from the Annie E. Casey Pilot Project
Author: Dechausay, Nadine
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Executive Function,Cognitive Ability,Coaching (Performance),Behavioral Sciences,Skill Development,Adolescents,Young Adults,Pilot Projects,Time Management,Self Management,Goal Orientation,Progress Monitoring,Scaffolding (Teaching Technique),Educational Strategies,Educational Environment,Incentives,Mothers,Models,Questionnaires,Readiness,Motivation Techniques,Program Implementation

Executive skills are the cognitive abilities that make it possible for people to set goals, regulate impulses, and complete the steps necessary to achieve their objectives. Examples of these skills include time management, emotional control, and organization. Richard Guare and Peggy Dawson have developed a coaching strategy based on executive functioning, and three programs serving young people conducted a pilot of that strategy with funding from the Annie E. Casey Foundation. Executive-skills coaching (ESC) puts participant-driven goal setting at the center of the coaching interaction. Participants gain an understanding of their executive skills profiles and use the coaching sessions to define goals and monitor progress. The grantees involved in the pilot project were: (1) New Moms, a job-training, housing, and family-support program in Chicago; (2) Teen Parent Connection (TPC), a support network for pregnant or parenting teens in state custody in the metropolitan Atlanta area; and (3) Women's Resource Center, a program offering various career and educational services to single mothers in Grand Rapids, Michigan who are involved in the criminal justice system. This was the most diverse group of programs that had ever tested the Guare and Dawson ESC approach. MDRC's Center for Applied Behavioral Science (CABS) provided technical assistance to the grantees to help them use behavioral science to design &quot;environmental modifications&quot;: strategies to reduce the demands on attention, organization, and follow-through that programs may unwittingly place on participants. This report summarizes how programs implemented ESC, with an emphasis on how they adapted the coaching model to fit their program contexts, the challenges coaches faced, and the diverse experiences of participants. Overall, the grantees described the pilot project as a positive experience--and in many cases a transformative one. Coaches found that ESC helped them to approach their practice more systematically and to clarify their role. They believed it empowered participants in a way that traditional case management does not. While there are limits to ESC and a critical need to define the organizational factors that contribute to successful implementation, the pilot seems to indicate that the model has promise. The final section of the report suggests next steps for researchers, technical-assistance providers, and funders to further support the refinement and spread of ESC in programs that serve at-risk young people.
School Climate Improvement Action Guide for Instructional Staff. School Climate Improvement Resource Package
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Environment,Educational Improvement,Educational Strategies,Program Implementation,Educational Planning,Strategic Planning,Stakeholders,Data Collection,Intervention,Progress Monitoring,Information Dissemination,Surveys,Resources,Program Evaluation,Teamwork,Teacher Role,Administrator Role,Training,Paraprofessional School Personnel,Teacher Aides,Teachers,Elementary Secondary Education

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that instructional staff--including teachers, paraprofessionals, and others in the classroom who provide instruction or assistance--can take to support school climate improvements. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in school climate improvements; (3) Support the collection and use of reliable and valid school climate data; (4) Help choose and implement school climate interventions; and (5) Support ongoing monitoring and evaluation of school climate improvements. [For the complete resource package, &quot;Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017,&quot; see ED578926.]
School Climate Improvement Action Guide for School Leaders. School Climate Improvement Resource Package
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Environment,Educational Improvement,Educational Strategies,Program Implementation,Educational Planning,Strategic Planning,Stakeholders,Data Collection,Intervention,Progress Monitoring,Information Dissemination,Surveys,Resources,Program Evaluation,Teamwork,Administrator Role,Training,Elementary Secondary Education,Principals,Assistant Principals,Leaders,Leadership Responsibility

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that school leaders--including principals, assistant/vice principals, and building leaders--can take to support school climate improvements. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in school climate improvements; (3) Support the collection and use of reliable and valid school climate data; (4) Help choose and implement school climate interventions; and (5) Support ongoing monitoring and evaluation of school climate improvements. [For the complete resource package, &quot;Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017,&quot; see ED578926.]
School Climate Improvement Action Guide for Working with Families. School Climate Improvement Resource Package
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Environment,Educational Improvement,Educational Strategies,Program Implementation,Educational Planning,Strategic Planning,Stakeholders,Data Collection,Intervention,Progress Monitoring,Information Dissemination,Surveys,Resources,Program Evaluation,Teamwork,Teacher Role,Administrator Role,Training,Elementary Secondary Education,Family Involvement,Family Role,Student Role

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines how family members--including guardians of students--can support school climate improvements. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in school climate improvements; (3) Support the collection and use of reliable and valid school climate data; (4) Help choose and implement school climate interventions; and (5) Support ongoing monitoring and evaluation of school climate improvements. [For the complete resource package, &quot;Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017,&quot; see ED578926.]
School Climate Improvement Action Guide for Working with Students. School Climate Improvement Resource Package
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Environment,Educational Improvement,Educational Strategies,Educational Planning,Stakeholders,Data Collection,Intervention,Progress Monitoring,Student Participation,Participative Decision Making,Guidelines

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps to engage students in the school climate improvement process. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in school climate improvements; (3) Support the collection and use of reliable and valid school climate data; (4) Help choose and implement school climate interventions; and (5) Support ongoing monitoring and evaluation of school climate improvements. [For the complete resource package, &quot;Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017,&quot; see ED578926.]
Construct Validation--Community College Instructional Development Inventory
Author: Xiong, Soua
Date: 2017-00-00
Type: Reports - Research
Subjects: Community Colleges,Construct Validity,Instructional Development,Institutional Evaluation,Educational Assessment,Self Evaluation (Groups),Faculty Development,Standardized Tests,Factor Analysis,Cooperative Learning,Culturally Relevant Education,Instructional Materials,Interpersonal Relationship,School Responsibility,Expectation,Teacher Student Relationship,Disclosure,Educational Environment,Racial Bias,Needs Assessment

This white paper describes the construct validation of the Community College Instructional Development Inventory (CC-IDI). The CC-IDI is an institutional assessment tool designed to inform professional development programming for instructional faculty. The instrument was developed to serve as a standardized assessment tool to determine the efficacy of community college faculty instruction and encourage institutional professional development.