ethanporcaro/eric-fulltext-meta huggingface dataset:
By Design Not Default: Optimizing District Spending on Small High Schools
Author: Education Resource Strategies
Date: 2009-04-00
Type: Reports - Evaluative
Subjects: School District Spending,School Districts,Educational Finance,Expenditures,Budgets,High Schools,Small Schools,Resource Allocation,Decision Making,Teacher Student Ratio,Special Education,Special Needs Students,Expenditure per Student

School districts across the country are redesigning their portfolios of high schools to include more small high schools. Over the past three years Education Resource Strategies (ERS), with the support of the Bill &amp; Melinda Gates Foundation, partnered with both schools and districts to understand spending in small high schools and document how these schools leverage all of their resources--people, time, and dollars--to best support student learning. This work by ERS demonstrated a clear and consistent pattern: districts spent 10 to 20 percent more per pupil on small high schools than they did on large high schools, for two primary reasons: (1) Small high schools tended to be staffed and run like large high schools; and (2) Districts deliberately awarded additional staff to small schools above required staffing levels (Frank &amp; Feinberg, 2008). This additional spending is not necessarily undesirable. Schools with lower per-pupil spending often suffer from insufficient resources and extra spending may be necessary to boost achievement. In addition, if, as some research suggests, more students stay in school and graduate from small high schools than from large high schools, higher spending on small schools may even result in a lower cost per graduate. ERS has developed a tool to help decision makers better understand, quantify, and more strategically deploy the resources used to support small high schools in their own district contexts. This paper uses this tool--called the &quot;Small School Spending&quot; (SSS) tool--to model how resources would be allocated to small schools if districts, as they typically do, use large high school rules to govern allocation. The tool allows district and school leaders to plug in numbers representing current district practice (e.g., number of guidance counselors allocated to each school) and change the assumptions to model different scenarios in terms of school size, staffing ratios, etc. The model helps decision makers clearly understand the tradeoffs involved in allocating resources. An appendix presents: Background on How Staffing Ratios Work and Drive Spending Differentials in Small and Large Schools. (Contains 6 endnotes and 7 figures.)
District Spending in Small and Large High Schools: Lessons from Baltimore City, Boston, and Chicago. Executive Summary
Author: Frank, Stephen
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Urban Schools,Case Studies,High Schools,Small Schools,School Size,Academic Achievement,School Effectiveness,Governance,Time Management,Educational Finance,Public Schools,Expenditure per Student,Operating Expenses,Resource Allocation,School Districts,Educational Equity (Finance),Leadership

In this paper, a companion piece to &quot;Strategic Designs: Lessons from Leading Edge Small Urban High Schools&quot; (ED544382), the authors analyze small high school spending in three urban districts--Baltimore City, Boston, and Chicago--to understand whether it is higher than in larger schools; if it is, why it is different; and the policy considerations connected to small school spending. Specifically, they examined two key questions: (1) How much do districts spend to operate small high schools? and  (2) How do patterns of resource use in small high schools differ from patterns of resource use in larger high schools? They detail the methodology they used to address these two questions and present a discussion of findings, policy considerations, and recommendations for how school and district leaders can approach small school resource use and funding. [For the full report, see ED544392.]
District Spending in Small and Large High Schools: Lessons from Baltimore City, Boston, and Chicago
Author: Frank, Stephen
Date: 2008-00-00
Type: Reports - Research
Subjects: Urban Schools,Case Studies,Small Schools,Academic Achievement,School Effectiveness,Governance,Time Management,Educational Finance,Teacher Competencies,Staff Utilization,Curriculum Development,Educational Environment,College Preparation,Student Diversity,Public Schools,Expenditure per Student,Operating Expenses,Personnel Selection,Resource Allocation,Professional Development,Academic Standards,Student Characteristics,Rewards,Contracts,School Districts,Unions,Poverty,At Risk Students,Teacher Salaries,Special Education,English Language Learners,Comparative Analysis,Budgets,School Size,Instructional Leadership,Educational Equity (Finance),Pupil Personnel Services,High Schools

In this paper, a companion piece to &quot;Strategic Designs: Lessons from Leading Edge Small Urban High Schools&quot; (ED544382), the authors analyze small high school spending in three urban districts--Baltimore City, Boston, and Chicago--to understand whether it is higher than in larger schools; if it is, why it is different; and the policy considerations connected to small school spending. Specifically, they examined two key questions: (1) How much do districts spend to operate small high schools? and  (2) How do patterns of resource use in small high schools differ from patterns of resource use in larger high schools? They detail the methodology they used to address these two questions and present a discussion of findings, policy considerations, and recommendations for how school and district leaders can approach small school resource use and funding. Two appendices present: (1) Data Request; and (2) Coding Scheme for Resource Use. (Contains 25 endnotes and 11 figures.) [For the executive summary, see ED544391.]
Louisiana State Performance Plan--Part B. July 1, 2005-June 30, 2011. Under the Individuals with Disabilities Educational Improvement Act of 2004. Revised
Author: White, John
Date: 2012-02-01
Type: Reports - Evaluative
Subjects: Disabilities,Federal Legislation,Educational Legislation,Dropout Rate,Graduation Rate,Student Placement,Academic Achievement,Discipline Policy,Suspension,Expulsion,Disproportionate Representation,Conflict Resolution,Civil Rights,Individualized Education Programs,Special Education,Stakeholders

Louisiana developed a time frame for compiling the State Performance Plan with as much opportunity for broad stakeholder input as possible before the required submission date. Bearing in mind the requirements of No Child Left Behind (NCLB) legislation, Louisiana's Steering Committee projected performance targets through the year 2014 for the important areas of: (1) Graduation with a Diploma; (2) Dropout Rate; (3) Placement, ages 6-21 and ages 3-5; (4) Achievement Performance Levels; and (5) Discipline. Annual gains were set in order to reach the ambitious 2014 goals. The plan describes activities to achieve its targets, with annual reporting of the state's progress. (Contains 14 tables and 1 footnote.)
Common Core State Standards for Mathematics: Teacher Self Learning Series. Module 5: The Standards for Mathematical Practice--Connecting the Practices to Content Standards
Author: Louisiana State Dept. of Education, Baton Rouge.
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Education,Academic Standards,State Standards,Mathematics Skills,Mathematics Instruction,Alignment (Education)

This module assumes that the information presented in previous modules is well known to the learner. Module 5 is the second of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 5 focuses on how the practices connect to the content standards using tasks as examples. Additionally, there is a short section on the interrelatedness of the Math Practices which provides another lens through which to view the connections to the content standards. Links to descriptions to help differentiate the expected proficiencies by grade level are also included in this module. By the end of the module, the learner will be able to identify which practices are aligned to a task based on the grade level of a student.
Common Core State Standards for Mathematics: Teacher Self-Learning Series. Module 2: Focus and Coherence--The First Two CCSSM Shifts
Author: Louisiana State Dept. of Education, Baton Rouge.
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Academic Standards,State Standards,Mathematics Education,Program Implementation,Instructional Program Divisions,Teacher Role,Mathematics Teachers,Comprehension,Faculty Development

This module examines Focus and Coherence, two of the three shifts required for implementation of the Common Core State Standards for Mathematics (CCSSM). Focus and Coherence are the two major design principles of the math standards. The module assumes prior knowledge of the information presented in Module 1. Course Objectives: By the end of the module, learner will be able to: (1)  state the two levels of focus and find examples of each; (2) state the two levels of coherence and find examples of each; (3) use resources to determine major work for a specific grade or course in mathematics; and (3) define &quot;CCSSM stream&quot; and give an example which applies to a grade level or course which is of interest to the learner. (Contains 1 footnote.)
Common Core State Standards for Mathematics: Teacher Self Learning Series. Module 6: Standards for Mathematical Practice--Implementation in the Classroom
Author: Louisiana State Dept. of Education, Baton Rouge.
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Education,Academic Standards,State Standards,Mathematics Instruction,Mathematics Skills,Mathematics Achievement,Observation,Student Evaluation,Educational Strategies

This module assumes that the information presented in previous modules is well known to the learner. Module 6 is the third of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 6 focuses on strategies for implementing the practices in the classroom, determining the degree of students' progress towards meeting the practices, and using an observation tool to ensure that practices are evident in a classroom. Course Objectives: By the end of the module, the learner will be able to: (1) understand how to determine the progress that a student is making in meeting a practice; (2) state how specific instructional strategies are used to promote the use of practices and increase student achievement; and (3) use an observation tool to identify ways to make math practices visible to observers in the classroom and to assist in understanding the meanings of the practices.
Common Core State Standards for Mathematics: Teacher Self-Learning Series. Module 4: A First Look at the Standards for Mathematical Practice.
Author: Louisiana State Dept. of Education, Baton Rouge.
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Education,Academic Standards,State Standards,Teacher Role,Student Role,Mathematics Skills

This module assumes that the information presented in previous modules is well known to the learner. Module 4 is the first of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 4 focuses on developing an initial understanding of the Standards by Mathematical Practices by closely examining the wording of the descriptions for each practice and viewing instructional videos in which evidence of a practice can be found. Course Objectives: By the end of the module, the learner will be able to: (1) identify the roles that teachers and students play when Standards for Mathematical Practice are implemented; and (2) find examples of use of a practice when viewing an instructional video.
Common Core State Standards for Mathematics: Teacher Self-Learning Series. Module 1: Introduction to the Common Core State Standards in Mathematics--The Need, the Development Process, the Common Languages, and the Structure
Author: Louisiana State Dept. of Education, Baton Rouge.
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Education,Academic Standards,State Standards,Benchmarking,College Readiness,Career Readiness,Coding,Elementary School Mathematics,Secondary School Mathematics,Vocabulary

This module provides background information and presents the new terminology used in the Common Core State Standards for Mathematics (CCSSM). Educators should complete this module to understand the need for common standards, determine information about who developed the Standards, and learn the terminology and the coding used in the CCSSM. An article written by the CCSSM authors also provides insight into and reasons for the structure of the standards. Understanding the coding and the terminology is needed for lesson planning. Course Objectives: By the end of the module, learner will be able to: (1) cite reasons for having Common Core State Standards; (2) identify the process under which the Common Core State Standards were developed; (3) define and use terminology found in the Common Core State Standards; and (4) decode a Common Core State Standard for Mathematics. (Contains 4 footnotes.)
The Toughest Test: The Student Loan Liquidity Crisis of 2007-08 in Texas. A Report to the 81st Regular Session of the Texas Legislature
Author: Webster, Jeff
Date: 2008-11-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Student Loan Programs,College Students,Federal Programs,Higher Education,Paying for College,Economic Climate,Loan Default,Loan Repayment,Debt (Financial),Government Role,Need Analysis (Student Financial Aid)

The credit market in the United States currently suffers from a rare and serious disruption. Once flowing with liquidity, the creativity and vibrancy of these markets helped fuel an economy that had been the envy of the world. Poor repayment performance in the subprime mortgage market has now reduced the availability of funds needed for other consumer loans, including those for students. As these funds were drying up, Congress reduced subsidies to student lenders in the federally guaranteed student loan program, making student loans less profitable and less attractive to investors. Student lenders have experienced this tightening of credit in varying degrees, with some deciding to exit the market altogether, many continuing to loan to students, and others lending only to borrowers at schools with lower default rates and high average borrower indebtedness. These changes have created anxiety and uncertainty among students and their families as they plan their pathway to college. This paper will outline the important factors of this student loan &quot;credit crunch&quot; with emphasis on its impact on Texas students. Section 1 focuses on the time period directly prior to the &quot;credit crunch,&quot; primarily the 2005-2006 time frame, and gives other general background information about student loans. Section 2 discusses the subprime mortgage crisis and how it affected student loans. Section 3 considers the government response to this crisis and how the crisis has affected Texas. A bibliography is included. (Contains 14 figures and 63 footnotes.)
Teacher Hiring, Transfer and Assignment in Chicago Public Schools. Executive Summary
Author: New Teacher Project
Date: 2007-07-00
Type: Reports - Evaluative
Subjects: Urban Schools,Public Schools,Public School Teachers,Teacher Selection,Teacher Transfer,Teacher Placement,Teacher Evaluation,Teacher Recruitment,Teacher Dismissal

In the winter of 2006-2007, The New Teacher Project (TNTP) engaged in an extensive review of teacher staffing policies and practices in Chicago Public Schools (CPS). TNTP investigated the impact of CPS staffing rules through several avenues: (1) Review of CPS Teachers contract; (2) Analysis of Human Resources transaction data; (3) Surveys of principals, current teachers, and teacher applicants; and (4) Interviews with principals and central staff. Feedback from principals, teachers, and applicants, along with Human Resources data has made clear to TNTP that Chicago has many sound human capital policies and practices already in place and has made significant progress in recent years. Nonetheless, TNTP has identified a number of staffing processes that can be improved to better serve all schools, teachers and students.
Teacher Hiring, Transfer and Assignment in Portland Public Schools. Executive Summary
Author: New Teacher Project
Date: 2007-08-00
Type: Reports - Evaluative
Subjects: Urban Schools,Public Schools,School Districts,Teacher Selection,Teacher Transfer,Teacher Placement,Public School Teachers,Faculty Mobility,Organizational Communication

Between November and June 2007, The New Teacher Project (TNTP) engaged in an extensive review of teacher staffing policies and practices in Portland Public Schools (PPS). The New Teacher Project's analysis shows significant areas of concern regarding the hiring, assignment, and transfer processes in Portland Public Schools. TNTP believes the data make clear that the current staffing system is broadly ineffective for stakeholders and participants, and that it leads to almost universal frustration. Portland's teachers, schools and students deserve better. Reforms to the current rules and processes can result in improved teacher satisfaction with the hiring system, improved school-level morale, and greater collaboration between teachers and administrators. (Contains 4 footnotes.)
School Staffing and Performance Management in Newark Public Schools. Executive Summary
Author: New Teacher Project
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Urban Schools,Public Schools,School Districts,Teacher Selection,Teacher Placement,Teacher Evaluation,Disadvantaged Schools,Teacher Effectiveness,Principals,Personnel Management

In the winter and spring of 2009, The New Teacher Project (TNTP) partnered with Newark Public Schools (NPS) to investigate the impact of the school district's policies and practices on the ability of schools to build and maintain strong instructional teams. TNTP's analysis of policy and practice in NPS, funded by The Prudential Foundation, reveals that under current NPS policies  and practices, late hiring, inadequate communication with applicants, forced placement of teachers and ineffective use of evaluation data prevent Newark schools from building effective instructional teams.
Teacher Hiring, Support and Evaluation in Thompson School District, CO. Executive Summary
Author: New Teacher Project
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: School Districts,Public Schools,Teacher Selection,Teacher Evaluation,Teacher Recruitment,Teacher Shortage,Beginning Teacher Induction,Public School Teachers

In the spring of 2008, The New Teacher Project (TNTP) partnered with the Thompson School District (TSD) in Loveland, Colorado, to analyze current teacher staffing practices in the district and make recommendations to further build the concentration of highly effective teachers in TSD schools. TNTP's analysis of policy and practice in TSD demonstrated that TSD has a strong record of academic performance that reflects the district's ability to attract and retain high-quality teachers. The district has avoided some of the common staffing challenges that TNTP has documented in other districts across the country. However, TNTP's analysis reveals that applicant shortages, delayed hiring, and ineffective support and evaluation mechanisms keep the Thompson School District from fully capitalizing on its ability to give all students high-quality teachers.
Boosting the Supply and Effectiveness of Washington's STEM Teachers. Executive Summary
Author: New Teacher Project
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: STEM Education,Public School Teachers,Teacher Effectiveness,Teacher Supply and Demand,Academic Achievement,Achievement Gap,Public Schools,School Districts,Disadvantaged Schools,Access to Education,Teacher Evaluation,Incentives,Faculty Development,Undergraduate Students,Teacher Persistence

In the spring of 2009, the Partnership for Learning (PFL) asked The New Teacher Project (TNTP) to analyze challenges Washington faces in science, technology, engineering and mathematics (STEM) instruction and to make recommendations to overcome these challenges as part of a new STEM initiative. This initiative aims to dramatically raise student achievement in STEM subjects and close the achievement gap in math and science--ensuring that all Washington students graduate from high school college- and career-ready. Research has shown that teachers have a greater impact on student success than any other school factor, which means that teachers are a critical part of any solution to Washington's STEM challenges. With this in mind, TNTP drew on its experience studying human capital challenges in education to identify the policies and practices that prevent Washington's STEP teachers from performing at the highest possible level. (Contains 10 endnotes.)
Teacher Hiring, Transfer and Evaluation in Pueblo City Schools, CO. Executive Summary
Author: New Teacher Project
Date: 2008-10-00
Type: Reports - Evaluative
Subjects: Urban Schools,Public Schools,Teacher Selection,Teacher Transfer,Teacher Evaluation,Public School Teachers,Teacher Shortage,Teacher Effectiveness,Contracts,Job Security,Beginning Teachers,Job Layoff,Teacher Placement

In the winter and spring of 2008, The New Teacher Project (TNTP) partnered with Pueblo City Schools (PCS) in Pueblo, Colorado to assess the impact of the district's policies and practices on the ability of schools to build and maintain strong instructional teams. TNTP's analysis included the following components: (1) Interviews with a diverse range of stakeholders, including central leadership, union leadership, principals and teachers; (2) Analysis of district teacher hiring and evaluation data; and (3) Online surveys of principals and teachers (565 teachers and 34 principals responded to the survey, for response rates of 51 percent and 103 percent, respectively). TNTP's analysis reveals that under current PCS policies and practices, schools struggle to build and maintain strong instructional teams. These challenges arise from four specific areas of significant concern. These four areas of concern are: (1) Hiring: Subject-specific applicant shortages and a late hiring timeline lead schools to fill vacancies with lower quality candidates, or not at all; (2) Reduction in Building Staff: Contractual provisions governing position cuts cause schools to lose teachers they want to keep and create significant job insecurity for novice teachers; (3) Transfers: The current transfer process deprives some teachers of the ability to find satisfactory new placements, and also deprives schools of choice in filling vacancies; and (4) Evaluation: The evaluation process does not effectively differentiate teacher performance or provide teachers with adequate feedback to improve. Policy recommendations are made to address these challenges and provide all schools with the high-quality teachers they need. (Contains 1 footnote.)