ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Lesson Studies: Powerful Professional Learning for Implementing the Next Generation Science Standards. Evaluation Report #8
Author: Tyler, Burr
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Teacher Improvement,Teacher Collaboration,Academic Standards,Science Education,Faculty Development,Experiential Learning,Program Effectiveness,Elementary School Teachers,Middle School Teachers,Program Implementation

This evaluation report describes a central professional learning strategy that the California NGSS Early Implementers Initiative used to help teachers effectively transition to the Next Generation Science Standards (NGSS). The Initiative's approach to lesson study, called a Teaching Learning Collaborative (TLC), brings together teams of teachers who collaboratively plan, teach, critique, and then re-teach NGSS lessons. Trained facilitators ensure that participants feel professionally safe and supported to experiment with the substantial and sometimes daunting instructional shifts required by the NGSS. The especially strong emphasis on active collaboration is why the Initiative uses the term &quot;TLC&quot; rather than the more general, commonly used term &quot;lesson studies.&quot; Initiative leaders chose to focus heavily on TLCs because, while teacher professional learning often takes place outside of the classroom, TLCs, like all lesson studies, provide true hands-on learning in a classroom setting where teachers can grapple with authentic instructional issues. All NGSS Early Implementer districts followed the same TLC model during Years 1 through 4 of the Initiative. In Year 5, when grant funding began to scale back and professional learning became less centralized, districts made a variety of modifications to TLCs to meet their local needs and circumstances. This report describes: (1) The original TLC model used Initiative-wide in Years 1-4, and its benefits; (2) District modifications to TLCs in Year 5; (3) Feedback from participants about what was gained and lost through those modifications; (4) Recommendations for using TLCs as NGSS professional learning. Like the entire evaluation series for the NGSS Early Implementers Initiative, this report provides useful information to school and district administrators, leaders of science professional learning, and state policymakers. The report is based on an extensive amount of data: evaluators' observation of 27 TLCs; responses from a dozen surveys; and over 100 interviews with teachers, administrators, district Project Directors, and K-12 Alliance Regional Directors.
Environmental Instruction Catalyzes Standards-Based Science Teaching: How Environmental Literacy Aids Implementation of the NGSS. Evaluation Report #9
Author: Nilsen, Katy
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Environmental Education,Academic Standards,Science Education,Science Curriculum,Curriculum Implementation,Literacy,Vignettes,Field Trips,Partnerships in Education,Science Instruction,Physical Sciences

This report describes how effective environmental literacy can be for catalyzing Next Generation Science Standards (NGSS) teaching, and how the California K-8 NGSS Early Implementers Initiative has provided professional learning about environmental literacy to prompt and support this synergy. The report also outlines how the California Science Framework and the Human Impacts standards of the NGSS clearly call for such synergy. This is the ninth report in a series of evaluation reports about the Initiative, which are all intended for school and district administrators, leaders of science professional learning, and state policymakers. It draws on surveys, interviews, and observations of environmental literacy-focused lessons.
A System of Measures to Support Improvement in Teacher Preparation. NGEI Innovation Highlight
Author: Takahashi, Sola
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Program Improvement,Partnerships in Education,Feedback (Response),Formative Evaluation,State Universities,Data Use,Change Strategies,Systems Approach,College School Cooperation,School Districts,Skill Development,Mentors,Student Teaching,Measurement

This brief offers lessons learned from California State University teacher preparation programs engaged in using data to inform improvement efforts. The authors consider teacher preparation programs as systems that can undergo continuous, data-driven improvement through an improvement science approach. Teacher preparation programs typically have focused on outcomes data as measures of whether the program is achieving its goals. But other kinds of data can be important as well. In particular, this brief focuses on process measures that provide data on which underlying systems or processes within a program must change in order to achieve more desirable outcomes. The brief also outlines a set of process measures, examining how each measure could indicate both the quality of major processes and the reliability with which the processes occur as intended.
A Cross-State Evaluation of MIND Research Institute&apos;s ST Math Program and Math Performance
Author: Wendt, Staci
Date: 2019-07-00
Type: Reports - Research
Subjects: Educational Games,Mathematics Education,Mathematics Instruction,Computer Software,Elementary School Mathematics,Elementary School Students,Outcomes of Education,Instructional Effectiveness,Program Implementation,Computer Assisted Instruction,Mathematics Achievement,Mathematics Tests,Standardized Tests,Scores,Animation

Spatial-Temporal Math (ST Math) is game-based, instructional software for K-12 students created by the MIND Research Institute (MIND). ST Math is integrated into classroom instruction, but can also be used in a computer lab or at home. The ST Math software games begin without language and symbol abstractions by posing math programs as purely visual puzzles. Interactive animated visual manipulatives provide informative feedback to student solutions. This report presents the findings from an assessment of mathematics outcomes in elementary schools across multiple states that were provided with the ST Math program. Data from 474 treatment schools in 16 states that included grade levels 3 through 5 were used in the evaluation. Of these 474 schools, 392 provided data for grade level 3, 366 provided data for grade level 4, and 374 provided data for grade level 5. The study found statistically significant differences between the ST-Math group and the matched-comparison group on the percentage of students scoring at or above proficient on the state standardized mathematics assessment. The strength of the effect was equivalent to 0.17 of a standard deviation. For schools where the ST Math program was implemented with fidelity in at least one grade level there was a difference between the treatment and comparison group on the percentage of students scoring at or above proficient on the state standardized mathematics assessment. The difference was statistically significant with an effect equivalent to 0.35 of a standard deviation. [This report was submitted to and funded by the MIND Research Institute.]
Understanding the Experiences of LGBTQ Students in California
Author: Hanson, Thomas
Date: 2019-10-00
Type: Reports - Research
Subjects: LGBTQ People,Student Experience,Secondary School Students,Student Attitudes,School Safety,Student School Relationship,Learner Engagement,Academic Achievement,Mental Health,Sexual Identity,Sexual Orientation,Teacher Student Relationship,Peer Relationship,Student Needs,Well Being,Risk,Bullying,Suicide

Research shows that lesbian, gay, bisexual, transgender, and questioning or queer (LGBTQ) youth are at high risk for bullying and violence, poor mental health, and other challenges. The availability of data from WestEd's California Healthy Kids Survey (CHKS), which provides arguably more data on LGBTQ youth than any other source in the nation, offers educators, school administrators, and state officials an important opportunity to explore how LGBTQ students -- and other populations -- perceive their school climate and how those perceptions relate to their academic success and emotional well-being. This report describes the school experiences of LGBTQ students by examining two years of CHKS data from approximately 800,000 secondary school students. The data reveal students' perceptions of school supports, school safety, school engagement, academic performance, and mental health. Previous research in the field has pointed to challenges faced by LGBTQ students but has generally conflated multiple gender identity and sexual orientation categories, making it difficult to draw conclusions regarding how different kinds of students experience the challenges differently. This report instead disaggregates data by three gender identity categories and by five sexual orientation categories, thereby providing a more complete and nuanced picture. The findings in this report indicate that LGBTQ youth receive substantially fewer social supports from teachers and school peers than their non-LGBTQ peers. The authors document the unmet needs and challenges of LGBTQ youth in California and provide suggestive evidence that schools might significantly improve the well-being of LGBTQ students by implementing policies and services and by creating a culture of support to address LGBTQ students' unique needs and elevated risks. [This report was prepared for The California Endowment.]
Update: Gangs in Schools Task Force. Report to the Legislature
Author: Donlin, Mike
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Juvenile Gangs,Federal Legislation,School Safety,Intervention,Data Collection,Training,Student Surveys,Grade 6,Grade 8,Grade 10,Grade 12,Educational Policy

In 2007, the Legislature passed Senate Bill 5097, which required the Office of Superintendent of Public Instruction (OSPI) to convene a task force to examine how gangs are affecting school safety. The task force must annually report its findings and recommendations to the education committees of the Legislature. The Gangs in Schools Task Force submitted legislative recommendations for several years. Ultimately, the Task Force chose to focus on three primary areas of activity, with direct impact on gang activity in schools: data, policy guidance, and training. This brief report provides an update status and the Task Force's recommendations to the Legislature.
Annual Overpayment Status Report for the Working Connections Child Care Program
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Child Care,Grants,Social Services,State Legislation,Health Services,Costs,Poverty,Family Programs,Block Grants,Low Income Groups,Access to Education,Early Intervention,Compliance (Legal),Federal Aid,State Aid,Federal Programs,Welfare Services,Disclosure,Participation,Income,Eligibility,Error Patterns

The Washington State Department of Children, Youth, and Families (DCYF), in collaboration with the Washington State Department of Social and Health Services (DSHS), submits this report to detail the status of overpayments in the Child Care Subsidy Programs (CCSP). This annual report complies with Substitute Senate Bill (SSB) 5883, Section 615(4)(d). This report details recent overpayment data and explains overpayment trends over the past three years. Additionally, this report describes DCYF and DSHS efforts to address the root causes of overpayments, improving the overall integrity of the CCSP. [This report was in collaboration with the Washington State Department of Social and Health Services (DSHS).]
Teacher Workload Survey 2019. Research Report
Author: Walker, Matt
Date: 2019-10-00
Type: Reports - Research
Subjects: Faculty Workload,Teaching Conditions,Work Environment,Administrators,Institutional Characteristics,Individual Characteristics,Teacher Attitudes,Administrator Attitudes,School Policy,Professional Development,Time,Teacher Responsibility,Administrator Responsibility,Elementary Secondary Education,Foreign Countries

This report presents the findings from the Teacher Workload Survey (TWS) 2019, which is a large-scale nationally representative survey of teachers, middle leaders and senior leaders, conducted over a three-week period in March 2019. The survey helps act as a national 'barometer' for teachers', middle leaders' and senior leaders' working conditions and forms a key part of the Department for Education's (DfE) commitment to improving the evidence base on what drives unnecessary teacher workload and what works to reduce it. 1,203 schools were selected and approached. Of these schools, 449 agreed to take part in the survey and distributed the survey link to all teaching staff, representing a total of 20,704 teachers, middle leaders and senior leaders. After removing responses from non-teaching staff and further data cleaning, the final sample comprised 7,287 teachers, middle leaders and senior leaders from 404 schools. This represented a 35 per cent response rate at the teacher/leader level among schools that agreed to participate. Overall, the majority of characteristics (including demographic and school characteristics) for teachers, middle leaders and senior leaders responding to the survey were similar to the average for the overall population of teaching staff, as described by the School Workforce Census (SWC). To address any differences, the data have been weighted to reflect the national population of teachers from the SWC.
Educator Field Placement in Rural Areas: A Policy Brief for the Washington State Legislature
Author: Greenberg Motamedi, Jason
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Student Teachers,Rural Schools,Placement,Student Teaching,Barriers,College School Cooperation,Teacher Education Programs,Educational Finance,Cooperating Teachers,Incentives,Teacher Education Curriculum,Rural Education,Student Teacher Supervisors

Washington State struggles to retain qualified and diverse teachers. This teacher shortage is particularly acute in rural areas. To address this issue, the 2019 State Legislature directed the Washington Student Achievement Council (WSAC) to produce a report with policy recommendations for increasing student teachers' field placement in rural areas (under Section 204 of E2SHB 1139.SL). This may create a teacher pipeline for rural districts and lead to more teachers in rural schools. This policy brief provides recommendations to encourage teacher preparation programs approved by the Washington Professional Educator Standards Board to develop relationships with school districts that are not in their general geographic area (i.e., rural districts) and to provide supervisory support for student teachers' field placement in these school districts.
Delayed School Admissions for Summer Born Pupils. Research Report [2019]
Author: Abrahams, Katie
Date: 2019-09-00
Type: Reports - Research
Subjects: School Entrance Age,Admission (School),Preschool Education,School Districts,Preschool Children,Foreign Countries

The School Admissions Code (&quot;the Code&quot;) requires school admission authorities to provide for the admission of all children in the September following their fourth birthday, and this is when children usually start school. A child does not reach compulsory school age, however, until the &quot;prescribed day&quot; following their fifth birthday (or on their fifth birthday if it falls on a prescribed day). The parents of summer born children (born between 1 April and 31 August), are able to delay their child's entry to school by a full academic year after they are first entitled to a place. They may request that they are admitted out of their normal age group, to reception rather than year 1, at this point. In February 2017, the Department issued an online survey to all 152 top tier local authorities to gather information about each local authority's policy in relation to the admission of summer born children, and to gather information about take-up rates for delayed admission between 2015-2017. The findings were published in May 2018. In July 2018, the Department re-issued this survey, to collect updated data and information about the admission of summer born children for entry in 18/19 and requests to delay entry until 19/20. This report summarises the findings of the survey. This 2019 report updates findings from the 2018 report. It also compares data with that from the 2017 survey published in the 2018 report, to show trends across 4 academic years (2016 to 2019). [For the 2018 report, see ED601927.]
Transfer of Rights for Students with Disabilities upon Reaching the Age of Majority in Virginia. Technical Assistance Resource Document. Revised November 2015
Author: Virginia Department of Education
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Adults,Legal Responsibility,Student Rights,Decision Making,Trusts (Financial),Medical Services,Court Litigation,Educational Legislation,Federal Legislation,Equal Education,State Regulation,Informed Consent,Special Education,Parents,Records (Forms),Compliance (Legal),Competence

The &quot;Individuals with Disabilities Education Act&quot; (IDEA) 2004 and its implementing regulations of 2006 contain provisions for the transfer of rights of students with disabilities upon reaching the age of majority. (20 USC §1415(m); 34 CFR §300.520). Virginia regulations governing special education further detail these requirements at 8 VAC 20-81-180. (&quot;Regulations Governing Special Education Programs for Children with Disabilities in Virginia, January 25, 2010&quot;). The Virginia Department of Education (VDOE) developed a technical assistance resource document on this subject in 2004. VDOE staff edited the document to include the federal and state regulations governing special education to provide this current resource. The purpose of this document is to assist school administrators and parents in operationalizing the law and regulations relative to the transfer of rights of students with disabilities who reach the age of majority. School personnel will want to review this document in concert with a review of the school division's policies that may supplement this document's provisions. [For the Jan 2010 report, &quot;Regulations Governing Special Education Programs for Children with Disabilities in Virginia,&quot; see ED601926.]
The Cost of College: Student Centered Reforms to Bring Higher Education within Reach. Hearing before the Committee on Education and Labor, U.S. House of Representatives, One Hundred Sixteenth Congress, First Session (March 13, 2019). Serial Number 116-9
Author: US House of Representatives
Date: 2019-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Student Costs,Access to Education,Higher Education,Educational Change,Paying for College,Low Income Students,Student Financial Aid,Federal Aid,Grants,Debt (Financial),Student Loan Programs,Loan Repayment,College Students,Loan Default,Minority Group Students

This document records testimony from a hearing before the Committee on Education and Labor that was held to discuss the cost of college as well as student-centered reforms to bring higher education within reach. Member statements were presented by: (1) Honorable Robert C. Scott, Chairman, Committee on Education and Labor; and (2) Honorable Virginia Foxx, Ranking Member, Committee on Education and Labor. Witness statements were presented by: (1) Elizabeth Akers, Senior Fellow, Manhattan Institute; (2) James Kvaal, President, The Institute for College Access and Success; (3) Jenae Parker, Board Member, Student, Franklin University; (4) Alison Morrison-Shetlar, Interim Chancellor, Western Carolina University; and (5) Douglas Webber, Associate Professor and Director of Graduate Studies, Economics Department, Temple University. Additional submissions include: (1) Mrs. Foxx: Article--The Benefits of Starting College Early in High School; (2) Honorable Marcia L. Fudge, a Representative in Congress from the State of Ohio: Question for the record; and Letter dated March 25, 2019 from the Council of Graduate Schools; (3) Honorable Andy Levin, a Representative in Congress from the State of Michigan: Letter dated March 8, 2019 from the Preserve the Public Service Loan Forgiveness; and Letter dated March 13, 2019 from the American Federation of Teachers (AFT); (4) Honorable Donna E. Shalala, a Representative in Congress from the State of Florida: Letter dated March 13, 2019 from CLASP; (5) Honorable Kim Schrier, a Representative in Congress from the State of Washington: Letter dated March 12, 2019 from the National Education Association (NEA); (6) Honorable Mark Takano, a Representative in Congress from the State of California: Letter dated March 11, 2019 from the California Community Colleges; (7) Honorable Van Taylor, a Representative in Congress from the State of Texas: Link; (8) Questions submitted for the record by: Honorable Joseph D. Morelle, a Representative in Congress from the State of New York; Honorable Ilhan Omar, a Representative in Congress from the State of Minnesota; Honorable Gregorio Kilili Camacho Sablan, a Representative in Congress from the Northern Mariana Islands; Honorable Haley M. Stevens, a Representative in Congress from the State of Michigan; and Mr. Taylor; and (9) Responses to questions submitted for the record: Mr. Kvaai; Dr. Morrison-Shetlar; and Dr. Webber.
Best Practices for Financial Literacy and Education at Institutions of Higher Education
Author: Financial Literacy and Education Commission (FLEC)
Date: 2019-00-00
Type: Reports - Research
Subjects: Best Practices,Money Management,Higher Education,College Students,Evidence Based Practice,Consumer Education,Paying for College,Student Financial Aid,Student Loan Programs,Decision Making,Teaching Methods,Standards

The complex financial choices students must make are compounded by the fact that, for decades, the cost of college has been rising far faster than incomes. Between 2004-2005 and 2015-2016, prices for undergraduate tuition, fees, room, and board at public institutions rose 34 percent, after adjustment for inflation. Students and their families have increasingly taken on debt to pay for college. Currently, most student debt consists of federal government loans, which now totals more than $1.5 trillion, owed by 43 million individuals, or over $33,000 per borrower on average. This rising cost of tuition and student debt is even more troubling when considering recent survey data that found one in five adults who attended college believe the cost of their education exceeded the financial benefit it produced. The Financial Literacy and Education Commission (FLEC) prepared this report in response to Section 603 of P.L. 115-174, the &quot;Economic Growth, Regulatory Relief, and Consumer Protection Act,&quot; which requires the FLEC to establish best practices for institutions of higher education regarding methods of teaching financial literacy and providing information to assist students with borrowing decisions. The recommendations in this report can be summarized in the following categories: (1) Identification of best practices for evidence-based, effective financial education programs; and (2) Identification of specific best practices for institutions of higher education to address teaching financial literacy and improving decisions related to student borrowing.
State of the Nation 2019: Children and Young People&apos;s Wellbeing. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2019-10-00
Type: Reports - Research
Subjects: Foreign Countries,Well Being,Children,Adolescents,Young Adults,Mental Health,Females,Age Differences,Bullying,Gender Differences,Ethnicity,Low Income Students,Family Relationship,Friendship,Satisfaction,Health,School Attitudes,Leisure Time,Psychological Patterns

This report evaluates wellbeing in children and young people, including: (1) statistics on the wellbeing of children and young people in England; (2) wider indicators on their happiness with their relationships, self-reported health and experiences with school; and (3) an in-depth analysis of psychological wellbeing in teenage girls.