ethanporcaro/eric-fulltext-meta huggingface dataset:
The Oversight of State Standards and Assessment Programs: Perspectives from a Former State Assessment Director
Author: DeVito, Pasquale J.
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: State Standards,High Stakes Tests,Program Effectiveness,Consortia,Administrator Attitudes,State Programs,Program Development,Testing Programs

The purpose of this paper is to provide information and insight into how state assessment programs are governed, how individual state and state-consortium assessment programs actually operate, and how key policy and technical decisions on these programs are made. To address these issues, this paper is divided into three sections: First, the New England Common Assessment Program (NECAP) is presented in some detail as an assessment consortium that has struggled with a variety of challenges and, for the most part, has successfully overcome the obstacles. In fact, there are currently no large consortia operating that are tackling comprehensive, multi-grade, multi-subject, high-stakes assessment programs. The only current example is the NECAP Consortium developed originally by three states: New Hampshire, Rhode Island, and Vermont. Second, the Massachusetts Comprehensive Assessment System (MCAS) program is presented as an example of one state's journey in developing, operating, and maintaining a quality, high-stakes assessment program that is considered by many to be one of the best in the nation. Third, relevant features of the assessment programs in three other states (Kentucky, Michigan, and North Carolina) are briefly described to illustrate the different approaches and pressures that have helped to shape those programs.
Networked Governance in Three Policy Areas with Implications for the Common Core State Standards Initiative
Author: Manna, Paul
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,State Standards,Networks,Governance,Educational Policy,Academic Standards,Network Analysis,Organizations (Groups),Group Membership,Administrative Organization,Educational Objectives,Evaluation Methods

Policy makers and researchers now recognize that designing effective institutions to govern policy networks is a major challenge of the 21st Century. Presently, the Common Core State Standards Initiative resembles an emerging network of organizations united around the goal of developing clear and challenging academic expectations for students in elementary and secondary schools. The present initiative has received praise from across the political spectrum, but the future of the Common Core network, assuming it persists, could take many forms. This paper aims to spark discussion about the potential future governance of Common Core by examining it through the lens of network management. This paper assumes that Common Core will persist as a network of connected organizations representing state and other interests. In exploring that possibility, the paper focuses on four issues. First, it considers network governance in theory by offering basic definitions as well as potential advantages and disadvantages of this organizational form. Second, it describes examples of network governance in action across a few diverse policy areas outside education. Third, it discusses some key governance questions that those examples suggest. Fourth, it considers some implications for any networked effort, including Common Core, designed to develop common educational standards and assessments. (Contains 17 footnotes and 1 figure.)
Review of the Draft K-12 Common Core Standards
Author: Carmichael, Sheila Byrd
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: State Schools,Elementary Secondary Education,Language Arts,Listening Skills,English,Standard Setting,Academic Standards,Professional Associations,State Standards,Social Studies,History,Evaluation Criteria,Content Analysis,Educational Policy,Policy Analysis,Audits (Verification),Educational Change,Change Strategies

American education approached a possible turning point when the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) released drafts of proposed new academic standards in English language arts and math for kindergarten through high school. Already the object of much interest--and some controversy--these are standards that, once revised and finalized, will be candidates for adoption by individual states in place of those they're now using. This report offers an appraisal of the draft Common Core standards. Its purpose is neither to praise nor to bury them. It's to give constructive feedback during a comment period that is intended to yield later improvements. On the math side, the reviewers found clear, rigorous standards that set forth most of the essential content that students in grades K-12 must master. While some tweaks are needed--particularly at the high-school level--this draft "embodies internationally-competitive expectations for students in mathematics" and earns an impressive A-. On the English language arts (ELA) side, the standards are also strong, though in need of a few more adjustments. While NGA and CCSSO have made clear from the outset that these expectations would concentrate on the reading, writing, speaking, and listening skills that students should master to be ready to succeed in college and the workforce, the standards-drafters have also woven in clear recommendations about the level of reading that young people should be doing, the sorts of fiction and non-fiction books they ought to read, and some of the essential content they'll need to master to attain these skills. As written, the standards earn a solid B. With some clarification of vague spots and the addition of more specific references to essential content, these standards will be top-notch expectations that help push the rigor of reading (and writing, etc.) instruction across the country. At this preliminary stage, the reviewers sense that most states would benefit from adopting the Common Core and hope all will appraise the present draft with that possibility in mind. The Grading Scale and Content Criteria is appended. (Contains 6 footnotes.
America's "Private" Public Schools
Author: Petrilli, Michael J.
Date: 2010-02-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Low Income,Federal Government,Scholarships,Academic Achievement,Poverty,Advantaged,Data Analysis,Urban Areas,Metropolitan Areas,Equal Education,Demography,Access to Education,Educationally Disadvantaged

In this report, the authors identify public schools whose doors are effectively closed to poor children. These institutions--generally found in wealthy urban enclaves or well-heeled suburbs--educate many of the children of America's elite while proudly waving the "public school" flag. But they hardly embody the "common school" ideal. In fact, by exclusively serving well-of children, they are arguably more private--certainly more exclusive--than many elite private schools, which, after all, generally offer at least "some" scholarships to low-income students. The authors wanted the answers to some basic questions. How many of these ""private" public schools" exist nationwide? How many children do they serve? Are they clustered in certain states or metropolitan areas? What are their racial demographics? To find out, the authors dove into the federal government's Common Core of Data for 2007-2008 and started counting. This paper presents their findings. (Contains 8 tables, 4 figures and 8 footnotes.)
Needles in a Haystack: Lessons from Ohio's High-Performing, High-Need Urban Schools
Author: Suffren, Quentin
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Public Schools,Charter Schools,Magnet Schools,Profiles,School Effectiveness,Institutional Characteristics,School Administration,School Choice,Faculty Mobility,Teacher Recruitment,Teamwork,Discipline Policy,Teacher Characteristics,Administrator Characteristics,Leadership,Parent School Relationship,Accountability,Student Mobility,Attendance,Suspension,School Demography

For too long, youngsters in Ohio's major cities have been ill-served and ill-educated by their public schools. In the 2008-09 school year, almost half of these quarter million students--in district and charter schools alike--attended schools rated &quot;D&quot; or &quot;F&quot; by the state. Yet this bleak picture has some bright spots--schools with challenging pupil populations that beat the odds and show real and persistent academic achievement. Such schools are few, but they are worth finding, highlighting, and scouring for lessons. By understanding what makes these rare &quot;Needles in a Haystack&quot; schools successful, lawmakers, educators, and district leaders become better able to shape policies and practices that will create the conditions for more such schools. The findings and lessons reported in this paper are gleaned from the study of eight high-performing, high-need urban public schools across Ohio: (1) Citizens' Academy, charter school, Cleveland; (2) College Hill Fundamental Academy, magnet school, Cincinnati Public Schools; (3) Duxberry Park Arts IMPACT Alternative Elementary School, magnet school, Columbus City Schools; (4) Horizon Science Academy--Cleveland Middle School, charter school; (5) King Elementary School, Akron Public Schools; (6) Louisa May Alcott Elementary School, Cleveland Metropolitan Schools; (7) McGregor Elementary School, Canton City Schools; and (8) Valleyview Elementary School, Columbus City Schools. Appendices include: (1) School-selection methodology; (2) Researcher biographies; (3) Student demographics of Needles schools, 2008-09; (4) Student mobility, attendance, and out-of-school suspension rates at Needles schools, 2008-09; and (5) Teacher-related variables at Needles schools, 2008-09. (Contains 16 endnotes.) [Funding for this paper was provided by Ohio Grantmakers Forum.]
How Will the Common Core Initiative Impact the Testing Industry?
Author: Toch, Thomas
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Federal Legislation,State Standards,Testing,Standardized Tests,Consortia,Educational Opportunities,College Preparation,Accountability,Educational Change,Evaluation,Norm Referenced Tests,Academic Achievement,Educational Improvement,Mathematics Achievement,Language Arts

The National Governors Association and the Council of Chief State School Officers have sponsored the development of common K-12 education standards in math and English/language arts--a project known as the Common Core State Standards Initiative (CCSSI)--in an effort to improve college readiness for the nation's students and replace the patchwork of often-superficial state standards that have contributed to troubling gaps in educational opportunities for students living in different parts of the country. Testing-company executives say that the rise of state testing consortia would likely cause more disruption in an industry that has already struggled under NCLB (No Child Left Behind Act). There would be far fewer tests to create under the consortia, especially if states relinquish the option under the Department of Education's proposal to permit states to customize up to 15 percent of the questions on the new tests (NGA and CCSSO are also permitting states to customize up to 15 percent of their standards under their CCSSI project). With test development making up some 20 percent of the $800 million to $1 billion state accountability testing market today, the result of fewer tests under the consortium model would be another financial blow to the testing industry. But they also say the federal initiative could present new opportunities. For example, the industry could concentrate its resources on building smaller numbers of more sophisticated tests that move beyond the low-level skills that states have stressed under NCLB. This paper discusses how the Common Core Initiative Impact will impact the testing industry. (Contains 14 footnotes.)
E Pluribus Unum in Education? Governance Models for National Standards and Assessments: Looking beyond the World of K-12 Schooling
Author: McGuinn, Patrick
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,National Standards,Governance,Observation,Models,Case Studies,Government School Relationship,Legislation

The attempt to create common standards and assessments in education obliges individuals to revisit some longstanding debates about the capacity of the American intergovernmental system to adapt to new policy demands. Some observers remain skeptical that states have the political will or administrative capacity to develop and adopt higher policy standards on their own--particularly for their most disadvantaged and least politically powerful members--absent federal money/mandates/leadership driving the effort. Are there examples from outside of K-12 education of successful multi-state efforts to create common standards? What lessons can be gleaned from existing interstate ventures? This paper seeks to broaden the discussion around &quot;common&quot; standards and assessments in K-12 education by analyzing the long-term governance challenges such efforts pose and by identifying models whereby common standards and assessments have been created in other policy sectors. Education Compacts and Agencies (As of 2003) is appended. (Contains 34 footnotes and 1 table.)
Working Together for a Healthy Environment: A Guide for Multi-Cultural Community Groups
Author: US Environmental Protection Agency
Date: 2007-07-00
Type: Guides - Non-Classroom
Subjects: Community Leaders,Wastes,Sanitation,Conservation (Environment),Multicultural Education,Program Development,Guidelines,Environmental Education,Sustainable Development,Role of Education,Educational Strategies,Physical Environment,Activities,Community Organizations,Information Dissemination,Workshops,Children,Community Involvement,Educational Resources,Mass Media,Recycling,Natural Resources

As a community-based organization, community leader or activist, individuals are in a unique position to take the lead in raising awareness about resource conservation, good solid waste management, and safeguarding the environment for future generations. This paper is designed to help individuals plan and execute community events that promote the 3Rs of solid waste management: reduce, reuse, and recycle. (Contains 5 online resources.)
What Can the Common Core State Standards Initiative Learn from the National Assessment Governing Board?
Author: Musick, Mark
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: State Standards,National Competency Tests,Governing Boards,Academic Standards,Delivery Systems,Organizational Theories,Educational History,Program Administration,Program Development,Program Implementation,Barriers

The Common Core State Standards Initiative (CCSSI) is a bit like the underdog candidate who wins the election when few think it possible. "Now what?" is the question facing the surprised victor. With an initial agreement for the Common Core State Standards to be developed, and visible progress toward their development and promulgation, what will happen to those standards and the new assessments meant to be aligned with them? There are many ways to think about "now what" or "what next." One way is to seek lessons from a previous effort that has some similarities to CCSSI. The National Assessment of Educational Progress (NAEP) and its National Assessment Governing Board (NAGB) are an obvious place to look. The fact that some are suggesting that the CCSSI and associated assessments might be assigned, long term, to NAGB to run or oversee makes this an important, as well as obvious, place to look. This paper describes what the Common Core State Standards Initiative can learn from the National Assessment Governing Board.
The Effects of Public Support on College Attainment. WISCAPE Working Paper
Author: Trostel, Philip A.
Date: 2009-12-00
Type: Reports - Research
Subjects: Higher Education,State Aid,Financial Support,Educational Finance,Educational Attainment,Enrollment,Tuition,Public Colleges,Parent Background,Income

This study estimates the extent that state financial support for higher education raises college attainment. Despite its manifest importance for policy, this is the first study to estimate this effect directly. Many studies have estimated the effect of college price on attendance, but state support for higher education and college price do not have a one-to-one correspondence. Moreover, state support for higher education can affect enrollment through college quality, not just price. A two-stage instrumental-variables approach is employed to account for the possibility that state funding for higher education may endogenously depend on anticipated college enrollment. Using 22 years of interstate data (1985-2006) and controlling for fixed state effects, the results of this study indicate a state-support elasticity of college enrollment and college degree attainment of about 0.35. (Contains 19 footnotes and 4 tables.)
The Intersections of the CEDAW and CRPD: Putting Women's Rights and Disability Rights into Action in Four Asian Countries
Author: de Alwis, Rangita de Silva
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Civil Rights,Females,Children,Disabilities,Pilot Projects,Social Discrimination,Court Litigation,Civil Rights Legislation

This report examines a new model built on advancing an intersectional human rights platform of action. The four country project in the Asian region provided a powerful locus for an innovative human rights praxis which integrated a dialectical interaction between different social movements, analytical insights and concrete political strategies and practices. The praxis model of four pilot projects in the Asia region was built on a framework that put into action an intersectional analysis of the Convention on the Rights of Persons with Disabilities (CRPD), the Convention on the Elimination of Discrimination against Women (CEDAW) and the Convention on the Rights of the Child (CRC) so as to challenge multiple forms of human rights violations against women and children with disabilities. Discrimination is often compounded for women and children on the grounds of gender, age and minority status. A holistic approach to human rights advocacy promotes the understanding that the human rights framework is indivisible and interrelated. This report explores the programmatic ways in which this conceptual analysis was put into practice. This is a narrative of these groundbreaking projects that attempted to build bridges between and among human rights groups to address more effectively the way in which multiple grounds of discrimination often violate the rights of women and girls with disabilities. Four premier women's rights programs in Nepal, Bangladesh, Cambodia and India were the focal points for this program. They multiplied their strengths by forging with disability rights organizations to push the frontiers of the rights of women, children and all persons with disabilities. The intersections of the CEDAW and the CRPD provided a powerful framework for this new interaction. In the past year, three in-country pilot projects were put into motion in Bangladesh, Nepal and Cambodia. Eight months later these projects were scaled up to a regional program in Delhi, India. Appendices include: (1) Guidelines for Writing CEDAW Shadow Reports with a Focus on the Rights of Women with Disabilities; (2) Draft Chapter on Disability Rights in the Nepal Shadow Report to the CEDAW Committee (2009) and Draft Chapter on Disability Rights in the Cambodia Shadow Report to the CEDAW Committee (2009); and (3) Participants. (Contains 53 footnotes.) [This report is based on the pilot projects and research conducted by the Bangladesh National women Lawyers Association (BNWLA); The Forum for Women Law and Development in Nepal (FWLD); Mekea Srey (Cambodia) and the Asia Cause Lawyer Network (ACLN) in India.]
The Condition of College &amp; Career Readiness, 2010
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Economic Development,Readiness,College Entrance Examinations,College Preparation,Job Training,Benchmarking,Core Curriculum,High School Graduates,High Schools,Race,Ethnicity,College Curriculum,Scores,English Instruction,Reading Achievement,Mathematics Achievement,Science Achievement

Since 1959, ACT has collected and reported data on students' academic readiness for college. Because becoming ready for college and career is a process that occurs throughout elementary and secondary education, measuring academic performance over time in the context of college and career readiness provides meaningful and compelling information about the readiness of students. A focus on the number and percentage of students meeting or exceeding the ACT College Readiness Benchmarks does just that. Empirically derived--based on the performance of students in college--a College Readiness Benchmark is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding first-year credit-bearing college course. These college courses include English Composition, College Algebra, an introductory social science course (e.g., History, Psychology, Sociology, Political Science, and Economics), and Biology. Using ACT test scores and the ACT College Readiness Benchmarks, this report provides a snapshot of college readiness of the graduating seniors of the class of 2010 who took the ACT in high school. This report is organized into five sections: (1) Access &amp; Preparation; (2) Academic Performance; (3) College Readiness; (4) Educational/Career Aspirations &amp; Economic Development; and (5) Policies &amp; Practices to Increase College Readiness. (Contains 1 footnote.) [This state report is based on the &quot;ACT Profile Report--National: Graduating Class 2010&quot;.]
Institutional Transfer and the Management of Risk in Higher Education. WISCAPE Working Paper
Author: Deil-Amen, Regina
Date: 2009-08-00
Type: Reports - Research
Subjects: Reverse Transfer Students,Grade Point Average,Social Environment,Social Capital,Community Colleges,Public Schools,Academic Achievement,College Students,Data Analysis,Interviews,Risk Management,Financial Support,Academic Persistence

By probing the micro-level interactions and experiences shaping students' thoughts, behaviors, and decisions during college the authors hope to generate a better picture of how individuals enact the intersection of their own agency with their given social context. Such insights may enable a more accurate and meaningful interpretation of the association between parental education, first-year GPA, and reverse transfer. Therefore, the purpose of this study is to examine the &quot;remain or reverse transfer&quot; decision more closely by focusing on how it occurs among graduates of Chicago Public Schools (CPS). This study reveals the multiple and complex ways in which a sample of low SES four-year college students enact choices and strategies that have an impact whether or not they remain on a four-year trajectory or experience reverse mobility. Findings demonstrate how the nuances of the pre-college goal-setting process have implications not just for access to college but also for students' trajectories through college. The importance of risk-inducing contexts and risk-management strategies emerge prominently, with the role of social capital in negotiating this process gaining central focus. As the authors see from the quantitative findings, CPS students who enroll in 4-year colleges experience reverse transfer at relatively high rates, and this pathway increases their risk of non-completion. Moving beyond the role of parental education, this analysis of qualitative data highlights the pivotal role of advocates in helping students negotiate institutional contexts that induce risk and present serious academic and financial challenges. (Contains 14 endnotes 2 tables.)