ethanporcaro/eric-fulltext-meta huggingface dataset:
Supports Associated with Teacher Retention in Michigan. REL 2021-108
Author: Lindsay, Jim
Date: 2021-09-00
Type: Reports - Research
Subjects: Teacher Persistence,Labor Turnover,Teacher Shortage,Teacher Qualifications,Teacher Attitudes,School Districts,Student Characteristics,Mentors,Beginning Teacher Induction,Educational Resources,Disadvantaged Youth,English Language Learners,Racial Differences,Ethnicity,Faculty Development,Teacher Education Programs,Public Schools,Teacher Characteristics,Teacher Certification,Age Differences,Regional Characteristics,Special Education,Compensation (Remuneration),Teacher Evaluation,Enrollment,Teaching Conditions,Charter Schools,Elementary Secondary Education

Statewide teacher shortages are hindering Michigan's efforts to ensure that all students have equitable access to qualified teachers. Implementing teacher supports--which may be policies, practices, or programs--to increase teacher retention offers a way to alleviate shortages. This study identified supports implemented by local education agencies (traditional school districts and charter schools) that are associated with teacher retention. The study examined local teacher retention rates from 2013/14 to 2018/19 and teachers' responses to a survey about teacher supports in their local agencies and their perceptions of those supports. Average annual teacher retention rates among Michigan's local education agencies ranged from 33 percent to 100 percent in the six-year period. The likelihood that teachers would remain teaching in their local education agency was higher in local education agencies that served lower percentages of students who were economically disadvantaged, higher percentages of students who were White, and higher percentages of students proficient in English language arts. And the likelihood was higher in agencies that had regular supportive communication between new teachers and school leaders, implemented mentoring programs, provided new teachers with an orientation to their school, allowed teachers to set goals in their evaluations, and provided teachers with sufficient instructional resources. The study also found that supports associated with teacher retention varied by the type of local education agency and the percentage of students who were economically disadvantaged. Findings from this study can help education agencies in Michigan prioritize which of 30 teacher supports examined merit more rigorous investigation. [For the Study Snapshot, see ED614817. For the appendixes, see ED614818.]
The Equal Opportunity Schools (EOS) Initiative: Examination of Changes in Participation and Success in AP/IB Courses
Author: Maina, Nyambura
Date: 2020-12-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Public Schools,Enrollment,Academic Achievement,Grade 10,Grade 11,Student Characteristics,Disproportionate Representation,Equal Education,High School Students,Low Income Students,African American Students,Hispanic American Students,Enrollment Trends,Outcomes of Education,Grade Point Average,Graduation Rate,Attendance,Suspension,Vocational Education,Dual Enrollment

At the request of the Superintendent of Schools in Montgomery County Public Schools (MCPS), the Office of Shared Accountability (OSA) examined the enrollment and academic performance of students in Advanced Placement (AP) and International Baccalaureate (IB) courses in schools implementing the Equal Opportunity Schools (EOS) initiative. The goal of MCPS is to &quot;prepare students to lead the workforce of the future. The MCPS strategic plan has specified two objectives for achieving this goal: (1) expanding options, and access to programs and resources needed for all children to be academically successful; and (2) College and Career Readiness, by offering rigorous courses and college-level course work in high school, such as AP, IB, and, Dual Enrollment (DE). To support the stated goal, MCPS entered into a partnership with EOS in 2016. The purpose was twofold: (1) to reduce barriers and increase access to advanced courses among underrepresented students--students of color and students impacted by poverty; and (2) to support the participating students' success in AP and IB courses. Therefore, the goals of this study were to: (1) examine trends in access and success of students receiving Free and Reduced-price Meals System (FARMS) services, Black or African American and Hispanic/Latino students in AP/IB courses following the implementation of the EOS initiative; (2) examine the progress toward attainment of school-level equity for enrollment and performance in AP/IB among participating schools; and (3) analyze trends in student performance (as measured by GPA and college and career readiness measures) for students in schools implementing EOS and schools without EOS from SY 2016 to present. It is envisioned that the findings from the study will inform MCPS's efforts to create and sustain equitable access and support for the success of low income and Black or African American and Hispanic/Latino students in AP/IB courses and in their overall college and career readiness.
Supports Associated with Teacher Retention in Michigan. Study Snapshot. REL 2021-108
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Teacher Persistence,Labor Turnover,Teacher Shortage,Teacher Qualifications,Teacher Attitudes,School Districts,Student Characteristics,Mentors,Beginning Teacher Induction,Educational Resources,Disadvantaged Youth,English Language Learners,Racial Differences,Ethnicity,Faculty Development,Teacher Education Programs,Public Schools,Teacher Characteristics,Teacher Certification,Age Differences,Regional Characteristics,Special Education,Compensation (Remuneration),Teacher Evaluation,Enrollment,Teaching Conditions,Charter Schools,Elementary Secondary Education

This Study Snapshot highlights key findings from a study that identified supports implemented by local education agencies (traditional school districts and charter schools) that are associated with teacher retention. Statewide teacher shortages are hindering Michigan's efforts to ensure that all students have equitable access to qualified teachers. Implementing teacher supports--which may be policies, practices, or programs--to increase teacher retention offers a way to alleviate shortages. The study found that supports associated with teacher retention varied by the type of local education agency and the percentage of students who were economically disadvantaged. Findings from this study can help education agencies in Michigan prioritize which of 30 teacher supports examined merit more rigorous investigation. [For the full report, see ED614815. For the appendixes, see ED614818.]
Supports Associated with Teacher Retention in Michigan. Appendixes. REL 2021-108
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Research
Subjects: Teacher Persistence,Labor Turnover,Teacher Shortage,Teacher Qualifications,Teacher Attitudes,School Districts,Student Characteristics,Mentors,Beginning Teacher Induction,Educational Resources,Disadvantaged Youth,English Language Learners,Racial Differences,Ethnicity,Faculty Development,Teacher Education Programs,Public Schools,Teacher Characteristics,Teacher Certification,Age Differences,Regional Characteristics,Special Education,Compensation (Remuneration),Teacher Evaluation,Enrollment,Teaching Conditions,Charter Schools,Elementary Secondary Education

The &quot;Supports Associated with Teacher Retention in Michigan&quot; study examined local teacher retention rates from 2013/14 to 2018/19 and teachers' responses to a survey about teacher supports in their local agencies and their perceptions of those supports. Average annual teacher retention rates among Michigan's local education agencies ranged from 33 percent to 100 percent in the six-year period. The likelihood that teachers would remain teaching in their local education agency was higher in local education agencies that served lower percentages of students who were economically disadvantaged, higher percentages of students who were White, and higher percentages of students proficient in English language arts. Supports associated with teacher retention varied by the type of local education agency and the percentage of students who were economically disadvantaged. Findings from this study can help education agencies in Michigan prioritize which of 30 teacher supports examined merit more rigorous investigation. This document presents the following three appendixes that accompany the study: (1) Methods; (2) Detailed findings; and (3) The Michigan Department of Education's Teacher Survey on Teacher Supports. [For the full report, see ED614815. For the Study Snapshot, see ED614817.]
Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District&apos;s New Teacher Mentoring Program. REL 2021-100
Author: Caven, Meg
Date: 2021-09-00
Type: Reports - Research
Subjects: Mentors,Teacher Persistence,Beginning Teachers,Teacher Characteristics,Urban Schools,Program Evaluation,Minority Group Teachers,Interpersonal Relationship,Classroom Techniques,Time Factors (Learning),Racial Differences,Gender Differences,Faculty Development,Elementary Secondary Education

A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. This study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how participation varied by the racial/ethnic makeup of new teacher-mentor pairs; and how participation in various aspects of the program was related to new teacher retention after the first year. The study found that over 40 percent of new teachers spent at least 10 hours a month meeting with their mentor but that more than 25 percent spent less than half that much time in mentoring meetings. There were also large differences by race/ethnicity in the proportions of new teachers who reported spending time on specific topics: White new teachers were almost twice as likely as Black new teachers to report spending substantial time on classroom management. New teacher retention was related to the amount of time new teachers spent meeting with their mentor, to whether new teachers reported spending substantial time with their mentor addressing classroom management, and to the racial/ethnic alignment of new teacher-mentor pairs. [For the Study Brief, see ED614820. For the Study Snapshot, see ED614821. For the appendixes, see ED614822.]
Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District&apos;s New Teacher Mentoring Program. Study Brief. REL 2021-100
Author: Caven, M.
Date: 2021-09-00
Type: Reports - Research
Subjects: Mentors,Teacher Persistence,Beginning Teachers,Teacher Characteristics,Urban Schools,Program Evaluation,Minority Group Teachers,Interpersonal Relationship,Classroom Techniques,Time Factors (Learning),Racial Differences,Gender Differences,Faculty Development,Elementary Secondary Education

A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. The study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how participation varied by the racial/ethnic makeup of new teacher-mentor pairs; and how participation in various aspects of the program was related to new teacher retention after the first year. The study found that over 40 percent of new teachers spent at least 10 hours a month meeting with their mentor but that more than 25 percent spent less than half that much time in mentoring meetings. There were also large differences by race/ethnicity in the proportions of new teachers who reported spending time on specific topics: White new teachers were almost twice as likely as Black new teachers to report spending substantial time on classroom management. New teacher retention was related to the amount of time new teachers spent meeting with their mentor, to whether new teachers reported spending substantial time with their mentor addressing classroom management, and to the racial/ethnic alignment of new teacher-mentor pairs. This study brief of the full study presents: (1) Why this study?; (2) What was studied and how?; (3) Findings; and (4) Implications. [For the full report, see ED614819. For the Study Snapshot, see ED614821. For the appendixes, see ED614822.]
Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District&apos;s New Teacher Mentoring Program. Study Snapshot. REL 2021-100
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Mentors,Teacher Persistence,Beginning Teachers,Teacher Characteristics,Urban Schools,Program Evaluation,Minority Group Teachers,Interpersonal Relationship,Classroom Techniques,Time Factors (Learning),Racial Differences,Gender Differences,Faculty Development,Elementary Secondary Education

Teacher induction and mentoring programs are increasingly promoted as an effective mechanism for improving new teacher quality, new teacher retention, and student outcomes. This Study Snapshot highlights key findings from a larger study that examined teacher survey and staffing data to describe new teachers' participation in a large urban district's New Teacher Mentoring program, including mentoring dosage (the frequency and length of new teachers' meetings with their mentor), practices, and the alignment of demographic characteristics between new teachers and their mentor. The analyses also explored how these features varied by participants' characteristics and how the characteristics are related to retention. [For the full report, see ED614819. For the Study Brief, see ED614820. For the appendixes, see ED614822.]
Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District&apos;s New Teacher Mentoring Program. Appendixes. REL 2021-100
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Research
Subjects: Mentors,Teacher Persistence,Beginning Teachers,Teacher Characteristics,Urban Schools,Program Evaluation,Minority Group Teachers,Interpersonal Relationship,Classroom Techniques,Time Factors (Learning),Racial Differences,Gender Differences,Faculty Development,Elementary Secondary Education

These are the appendixes for the report, &quot;Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District's New Teacher Mentoring Program.&quot; A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. This study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how participation varied by the racial/ethnic makeup of new teacher-mentor pairs; and how participation in various aspects of the program was related to new teacher retention after the first year. The appendixes to the study include: (1) Supporting analyses; (2) Other analyses; and (3) New Teacher Mentoring program survey for new teachers. [For the full report, see ED614819. For the Study Brief, see ED614820. For the Study Snapshot, see ED614821.]
K-12 Online Learning in Saudi Arabia: COVID-19 Impact Study -- II. An Online Learning Developmental Study with Learning Management System Context Analysis
Author: Online Learning Consortium (OLC)
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Elementary Secondary Education,School Closing,Leadership,Curriculum Design,Curriculum Development,Student Evaluation,Student Needs,Faculty Development,Teacher Competencies,Administrator Attitudes,Teaching Methods,Teacher Attitudes,Parent Attitudes,Student Attitudes,Governance,Barriers

The commitment to learning during a global pandemic has taken an emotional and financial toll on students, parents, teachers, and administrators. While all stakeholder groups are working to improve learning experiences and to ensure strategic planning in allocating resources and services to move towards high quality online learning, the Kingdom of Saudi Arabia has commissioned this Phase II Developmental Study to understand the state of online learning during COVID-19 to gauge stakeholder satisfaction across the areas of the quality framework, including leadership, design and planning, online teaching and learning, technology, training and support for students and teachers, and continuous improvement. The study highlights current practices, informs strategic decision making, guides allocation of resources to overcome barriers to quality, and identifies investments to enhance the quality of the online learning experience for students. The report has two primary components and includes several appendices. The first section introduces Phase II Developmental Study research framework concerning online learning satisfaction and benchmarking, as well as its findings and recommendations for future online teaching and learning in the Kingdom of Saudi Arabia. The second section details the context for and nationwide launch of the Madrasati learning management system (LMS) across K-12 schools, as well as benchmarking across the international community and recommendations for future LMS innovations. Within each section, contexts, frameworks, and findings are detailed, as well as recommendations based on the study findings. [This study was coordinated with the Council of Ministers of Saudi Arabia's National eLearning Center (NELC). For Part I, see ED608877.]
Realizing the Potential for Rapid Reskilling: Practitioner-Informed Policy Considerations and Commitments for Short-Term Credentialing Programs
Author: JFF (Jobs for the Future)
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Credentials,Retraining,Unemployment,COVID-19,Pandemics,Labor Force Development,Minicourses,Educational Policy,Higher Education,Academic Standards,Educational Quality,College Outcomes Assessment,Financial Support,Educational Finance,Access to Education,Student Financial Aid

This report from JFF with a select group of community college practitioners, makes the case for policymakers, employers and practitioners to invest in and strengthen short-term credentialing programs to rapidly retrain unemployed workers for better career prospects, especially workers affected by the COVID-19 pandemic. It includes key commitments for policy design, policy recommendations and state examples from Louisiana, Florida, North Carolina and Virginia. This report would be helpful for employers, education providers and policymakers to learn more about the role short-term credentialing programs can play in the education and workforce fields of today and how to come together to ensure these programs are the critical first step towards economic mobility for learners and workers. [This report was authored by the Policy Leadership Trust.]
Staying the Course: Lessons from the Central Ohio Partnership for College and Career Readiness Expansion
Author: Hoooker, Sarah
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,COVID-19,Pandemics,Social Differences,Attendance,School Districts,Community Colleges,Kindergarten,Elementary Secondary Education,Partnerships in Education,College Attendance,Dual Enrollment,Grants,Educational Innovation,Crisis Management,College School Cooperation,Program Descriptions,Equal Education,Educational Improvement,Sustainability,Access to Education,Workplace Learning,Employers,Talent,Student Diversity,College Credits,Family Income,Power Structure,Economically Disadvantaged,High School Students

For over a year, stories of economic devastation, food and housing insecurity, and the challenges of remote learning have dominated headlines as the COVID-19 pandemic ushered in dramatic changes for education, businesses, and communities. In the Columbus, Ohio region, the pandemic widened existing inequalities, as it did across the rest of the nation; the people hardest hit were low-wage workers--who are disproportionately Black and Latinx--and their families. The effects reverberated throughout educational institutions, as attendance at the region's most economically disadvantaged school districts dropped sharply and turnover spiked. It was in this unprecedented context that leaders from Columbus State Community College, seven K-12 school districts, the Educational Service Center of Central Ohio (ESC), and Jobs for the Future (JFF) entered the final year of a major five-year initiative: the Central Ohio Partnership for College and Career Readiness Expansion (CCRE), which is focused on expanding the college pipeline through dual enrollment. This final publication details how the CCRE initiative evolved over the later years of the U.S. Department of Education's Investing in Innovation (i3) grant, how collaboration grew stronger, and how the purpose of the work became even clearer in a time of national crisis. [Additional matching fund support was provided by the American Electric Power Foundation's Credits Count initiative. For the first brief in this series, see ED588452. For the second brief in the series, see ED603601.]
Fueling a Relationship Movement: The Critical Role That Employers Play in Growing and Supporting Youth Mentoring in America
Author: Garringer, Michael
Date: 2019-00-00
Type: Reports - Research
Subjects: Mentors,Youth Programs,Business,Employers,Employees,Adults,Program Effectiveness,Employee Attitudes,Morale,Participation,Motivation,Barriers,Corporations,Occupations,Needs,Relationship,Job Satisfaction

In the summer of 2017, MENTOR: The National Mentoring Partnership and its partners at AT&amp;T set out on an ambitious data collection and research project intended to capture the perceptions, beliefs, and activities of American adults about the topic of youth mentoring. One core objective of this first-of-its-kind project is the focus of this report: a deeper understanding of how American businesses facilitate the engagement of working-age adults in youth mentoring opportunities. While the Power of Relationships survey, as it came to be known, ultimately surveyed 1,700 American adults over the age of 18, many of the results presented in this paper are based on a subset of 1,002 working Americans, including an oversampling 221 American adults who were both currently employed and also engaged in youth mentoring activities that were supported by their employer in some capacity. In examining this group, the authors are able to not only isolate the impact that employer engagement has on the mentoring attitudes and behaviors of their employees, but also build understanding about how employers support mentoring and the impact that serving as a mentor has on employee morale and a variety of other outcomes.