ethanporcaro/eric-fulltext-meta huggingface dataset:
Commonwealth Coaching: A Proposed System for Supporting Massachusetts&apos;s Early Educator Workforce. Statewide Infrastructure and Delivery Model for Coaching and Technical Assistance to the Early Education Field
Author: Norton, Jill
Date: 2017-06-30
Type: Information Analyses
Subjects: Coaching (Performance),Early Childhood Education,Capacity Building,Elementary School Teachers,Preschool Teachers,Instructional Effectiveness,Educational Quality,Technical Assistance,Program Evaluation,Educational Assessment,Models,Data Analysis,Program Implementation,Delivery Systems,State Programs,Educational Objectives,Literature Reviews

Increasingly, early education, regardless of setting type, is considered to be an educational intervention that sets the stage for children's long-term school success. Accordingly, policymakers are focused on how to develop and support educators who have the skills and capacity to deliver high-quality programming to children. A pressing question for the Massachusetts Department of Early Education and Care (EEC) and the driving question behind this report is: what kinds of coaching supports are effective at building the capacity of early childhood educators and, as a result, improving the quality of early education programming for children? In April 2017, Abt Associates was hired by the EEC to support the Department in the design of a system for the delivery of coaching-based technical assistance to early education and out-of-school time providers across Massachusetts. To accomplish this, Abt conducted four activities: (1) reviewed recent and relevant research and policy literature to determine the features and elements of a coaching model that evidence might support (literature review and annotated bibliography appear in Appendix A); (2) scanned statewide coaching models operating in other states (scan of state models appears in Appendix B); (3) inventoried Massachusetts's current state-level initiatives that have a coaching component (inventory appears in Appendix C); and (4) conducted a gap analysis, comparing findings from the review and scan versus Massachusetts's current coaching initiatives captured in the inventory. This report summarizes that work and provides recommendations, based on evidence and practice, for a proposed statewide model of coaching for early educators in Massachusetts. Chapter 2 summarizes findings from the three information-gathering activities and the gap analysis. The report concludes with recommendations for a proposed statewide coaching model (Chapter 3) and a preliminary implementation plan (Chapter 4).
Massachusetts English Language Arts/Literacy and Mathematics Curriculum Frameworks Review. Final Report
Author: Norton, Jill
Date: 2016-10-13
Type: Reports - Evaluative
Subjects: English Instruction,Language Arts,Mathematics Curriculum,Curriculum Evaluation,Academic Standards,Educational Change,Curriculum Implementation,Educational Assessment,Stakeholders,Expertise,Feedback (Response),Common Core State Standards,Elementary Secondary Education

With a national reputation for high standards and a rigorous assessment system, Massachusetts now faces a critical transition. The Massachusetts Board of Elementary and Secondary Education's (BESE) December 2015 decision to develop a new state assessment (Next-Generation MCAS) brought with it the opportunity to improve the 2011 state standards for ELA/Literacy and mathematics, five years after their adoption. Massachusetts has revised its standards several times since 1995, when the first curriculum frameworks were adopted. For revisions to the standards to inform the design of the state assessment, however, the timeline for the revision process had to be condensed to occur from January 2016-March/April 2017. To ensure that both the revised standards and the new assessment system are high quality, the Department has continued its longstanding practice of soliciting and using stakeholders' content expertise and knowledge of standards implementation to inform the revision of the standards and assessment system. Balancing the various opportunities and constraints presented by this timeline, the Department initiated a three-phase process for standards revisions. In Phase 1 (January-July 2016), the Department engaged stakeholders through various methods, gathered recommendations for revisions, began applying the suggestions to the standards document as proposed changes and continued an iterative process of receiving feedback from stakeholders. In Phase 2 (August-October 2016), the Department refined revisions and engaged content advisors to inform proposed revisions for Board consideration and discussion in October. In Phase 3 (November 2016-March/April 2017), the Department will incorporate Board feedback on proposed revisions from BESE's October meeting and present drafts reflecting that feedback to the Board in November for its vote to release the drafts of the Frameworks documents for public comment. From December through March or April, the Department will conduct a public comment period, synthesize public comment, make final revisions and bring the final ELA/Literacy and Mathematics Frameworks documents before the Board for a vote of formal adoption. Abt Associates has prepared this report to inform the Board about the standards review process conducted to date, and to assist the Board in its efforts to consider and incorporate feedback and guidance obtained from key stakeholders. In this report, the authors summarize the standards revision process, describe the stakeholder feedback and from whom it was collected, provide an analysis of the feedback and describe how the major themes for the revisions in ELA/literacy and mathematics emerged.
Documentation to the NCES Common Core of Data Local Education Agency Universe Dropout and Completion Data File: School Years 1991-92 through 1996-97
Author: National Center for Education Statistics (ED)
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Documentation,Data Collection,School Districts,National Surveys,Public Schools,Elementary Schools,Secondary Schools,National Programs,Educational Indicators,Guidelines,Dropouts,Definitions,Educational Attainment

The Local Education Agency Universe Dropout and Completion Data File: School Years 1991-92 through 1996-97 is a one-time only file that contains agency dropout and completion data and rates for school years 1991-92 through 1996-97. Previous to the creation of this file, agency dropout and completion data were available on the Local Education Agency Universe Survey only. This new file separates the dropout and completion data into their own file and adds three new variables to the file: dropout rates, high school four-year completion rates, and enrollment base. This new file is constructed from data collected through the Public Elementary/Secondary School Universe and Local Education Agency Universe Surveys. This document provides information on the data file, the data fields, and special considerations of the file, as well as user guidelines for processing the data file.
School Surveillance: The Consequences for Equity and Privacy. Education Leaders Report. Volume 2, No. 4
Author: Tucker, J. William
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: School Safety,School Security,Privacy,Student Records,State Policy,Social Justice,Discipline,Social Bias,Video Technology,Attention,Information Technology,Access to Computers,Ownership,Internet,Handheld Devices,Telecommunications,Observation,Crime Prevention,Disproportionate Representation,Accountability,Empowerment

Schools watch their students. Nearly every responsibility that schools shoulder includes an element of surveillance--from ensuring that preschoolers do not wander off, to keeping third graders on task, to stopping bullying and sexting. These responsibilities are not new, but schools' increased ability to monitor students continuously is. Despite introducing more than 400 bills on student data privacy since 2014, states have yet to address privacy protections for school surveillance or its inequitable effects. This report examines this important, emerging issue, identifying the benefits and potential problems posed by school surveillance. The authors suggest six principles to guide state policymakers toward effective, balanced policies.
How States Can Advance Deeper Learning for All. Education Leaders Report. Volume 2, No. 2
Author: Parsi, Ace
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Resources,Difficulty Level,Educational Experience,Learning,Career Readiness,College Readiness,Educational Legislation,Federal Legislation,Access to Education,Elementary Secondary Education

Problem solving, resilience, and self-reflection remain buzzwords in education. These skills and attributes--along with others that are often referred to as &quot;deeper learning&quot; skills--are key to students' college, career, and civic success. Yet the barriers to deeper learning in schools serving large numbers of diverse and high-poverty student populations are significant. This report explores how three domains: (1) resources; (2) rigor; (3) and educational experiences, can be analyzed by states to ensure equitable access to deeper learning skills in the classroom.
Advancing Personalized Learning through Effective Use and Protection of Student Data. Education Leaders Report. Volume 4, No. 2
Author: Tucker, William
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Data Collection,Data Analysis,Student Records,Individualized Instruction,Student Needs,Privacy,Information Security,State Policy,Access to Information,State Legislation

With roots in student-centered pedagogies that go back at least to the 1900s, personalized learning meets students' learning goals, needs, context, and pace while incorporating their interests and preferences. Personalized learning in today's classroom depends upon and creates an abundance of rich student data, which simultaneously fosters new opportunities for learning and creates fresh concerns over student data privacy. In this report, the authors argue that good student data privacy policies recognize the potential for personalized learning to accelerate student achievement while also guaranteeing safe, secure access to a predetermined, transparent set of student data. To advance personalized learning, state policymakers need to develop laws and policies that avoid key pitfalls that can hamper the efficient, effective use of data by school leaders, teachers, parents, and students. The report recommends actions state boards can take to foster personalized learning and data protection.
Comparing Longitudinal and Cross-Sectional School Effect Estimates in Postsecondary Education
Author: Zahner, Doris
Date: 2015-04-00
Type: Speeches/Meeting Papers
Subjects: Longitudinal Studies,Case Studies,Postsecondary Education,Comparative Analysis,Critical Thinking,School Effectiveness,Value Added Models,Correlation,Data Collection,Effect Size,College Freshmen,College Seniors,Statistical Analysis,Standardized Tests,Cognitive Tests

Some universities administer standardized tests to estimate school effects on student learning. To that end, many of those institutions choose to gather cross-sectional data (freshmen and seniors in the same academic year) rather than longitudinal data. The effects of this decision on institutional assessment results are generally unknown. The study reported here compared longitudinal and cross-sectional school effect estimates using data from 25 schools that administered the Collegiate Learning Assessment (CLA), an open-ended test of critical-thinking skills. Four different statistical methods were used to estimate school effects, including value-added models commonly used in K-12 and higher education. Correlations between longitudinal and cross-sectional results averaged 0.47, revealing that data-collection methodology had a large impact on the relative standings of school effect estimates. The effect of using different statistical models was much smaller. Effect sizes, reflecting longitudinal and cross-sectional differences between freshmen and seniors, were similar on average, but differed greatly at a few schools. Effect sizes varied across schools, suggesting that some schools are more successful than others at increasing students' critical-thinking skills. [Paper presented at the 2015 National Council on Measurement in Education Annual Meeting, Chicago, IL.]
Rising to the Challenge: Views on High School Graduates&apos; Preparedness for College and Careers. Key Findings from Survey of College Instructors and Employers Who Teach and Hire Recent High School Graduates Conducted April 2015
Author: Hart Research Associates
Date: 2015-07-22
Type: Reports - Research
Subjects: High School Graduates,Public Schools,College Readiness,Career Readiness,National Surveys,Attitude Measures,Student Needs,Racial Differences,Ethnicity,Role of Education,College Students,Intellectual Disciplines,Study Habits,Job Skills,Communication Skills,Public Speaking,Research Skills,Problem Solving,Technological Literacy,Difficulty Level,Expectation,Course Selection (Students),Remedial Instruction,Educational Attainment,Mathematics Achievement,Science Achievement,Reading Achievement,Writing Achievement,Socioeconomic Status,Graduation Requirements,Tutoring,Required Courses,Advanced Courses,Teacher Attitudes,College Faculty,Employer Attitudes,Employers,Thinking Skills,Motivation,Persistence,Two Year Colleges

The second phase of a new national survey conducted among college instructors and employers shows that 78% of college faculty and 62% of employers believe that public high schools are not doing enough to prepare students for the expectations they will face in college and the working world. Only roughly one in four recent high school grads report that their high school set high academic expectations. The research suggests that providing real academic challenge for high school students and communicating with them about what is needed for future success helps to better prepare grads for the road ahead. Providing consistent and regular signals to all high school students about what academics are needed to be ready for college and careers is key. [For &quot; Rising to the Challenge: Are High School Graduates Prepared for College and Work? Key Finding from Surveys among Recent Public High School Graduates Conducted November 2014,&quot; see ED582115. For &quot;Rising to the Challenge: Are Recent High School Graduates Prepared for College and Work? Key Findings from a Survey among Parents of Recent Public High School Graduates Conducted August 2015,&quot; see ED582110.]
Why Do Some Community College Students Use Institutional Resources Differently than Others in Program Selection and Planning? CCRC Working Paper No. 101
Author: Kopko, Elizabeth
Date: 2018-03-00
Type: Reports - Research
Subjects: Two Year College Students,Community Colleges,Educational Resources,Course Selection (Students),Decision Making,College Freshmen,Faculty Advisers,Teacher Student Relationship,Interaction,Student Personnel Services,Success,Semi Structured Interviews,Use Studies,Student Characteristics

A growing number of institutions undertaking &quot;guided pathways&quot; reforms are rethinking how students select programs of study, choose courses, and make other program-related choices. One primary aim is to help students make thoughtful decisions about their programs early on as a means to encourage faster and more satisfying college completion. The City Colleges of Chicago (CCC) has been undertaking a guided pathways reform effort for several years. Based largely on student interviews, this paper describes how degree-seeking students at CCC make choices about their programs in their first year of enrollment, focusing especially on how they interact with advisors and how they use college-based resources in program selection and program planning. We find that the complex process of program selection and planning is undertaken differently by students with greater or lesser tolerance for ambiguity, and that inconsistent or conflicting information about program details is particularly frustrating for some students. We recommend that institutions engaging in guided pathways reform efforts clarify advising processes and materials to reduce contradictory information and confusion.
Rising to the Challenge: Are Recent High School Graduates Prepared for College and Work? Key Findings from a Survey among Parents of Recent Public High School Graduates Conducted August 2015
Author: Achieve, Inc.
Date: 2015-10-15
Type: Reports - Research
Subjects: High School Graduates,Public Schools,College Readiness,Career Readiness,National Surveys,Attitude Measures,Student Needs,Racial Differences,Ethnicity,Role of Education,College Students,Intellectual Disciplines,Study Habits,Job Skills,Communication Skills,Public Speaking,Research Skills,Problem Solving,Technological Literacy,Difficulty Level,Expectation,Course Selection (Students),Remedial Instruction,Educational Attainment,Mathematics Achievement,Science Achievement,Reading Achievement,Writing Achievement,Socioeconomic Status,Graduation Requirements,Tutoring,High School Students,Parent Attitudes,Parent Participation,Required Courses,Advanced Courses

A new national survey shows that better communication between high schools and parents is needed to address the disconnect between parents and students, faculty, and employers in perceptions of recent graduates' readiness for life after high school. Parents see significant room for improvement in the job their child's high school did conveying important information critical for success after high school. [For &quot; Rising to the Challenge: Are High School Graduates Prepared for College and Work? Key Finding from Surveys among Recent Public High School Graduates Conducted November 2014,&quot; see ED582115. For &quot;Rising to the Challenge: Views on High School Graduates' Preparedness for College and Careers. Key Findings from Survey of College Instructors and Employers Who Teach and Hire Recent High School Graduates Conducted April 2015,&quot; see ED582108.]
Parent and Family Involvement in Education, from the National Household Education Surveys Program of 2012: First Look. NCES 2013-028.REV2
Author: Noel, Amber
Date: 2016-06-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,National Surveys,Parent Participation,Family Involvement,Family School Relationship,Parents as Teachers,Kindergarten,Elementary Secondary Education,Communication Strategies,Homework,Poverty,Socioeconomic Influences,Questionnaires,Parent Teacher Cooperation,Meetings,Volunteers,Public Schools,Academic Aspiration,Expectation,Field Trips,Private Schools,School Size,Geographic Location,Gender Differences,Racial Differences,Ethnic Groups,Parent Background,Language Usage,English,English Language Learners,Parent Attitudes,Educational Methods,Family Characteristics

This report presents data on students in the United States attending kindergarten through grade 12. The main focus of the report is on parent and family involvement in the students' education during the 2011-12 school year as reported by the students' parents. It also includes the percentage of students who participated in selected family activities. Demographic information about students and families is presented, including students' poverty status and parents' education and language spoken at home, as well as school characteristics, such as school size and school type. The data for this report come from the National Household Education Surveys Program of 2012 (NHES:2012), Parent and Family Involvement in Education (PFI) Survey. The PFI survey is designed for students who are enrolled in kindergarten through grade 12 or are homeschooled for equivalent grades and asks questions about various aspects of parent involvement in education, such as help with homework, family activities, and parent involvement at school. For homeschooled students, the survey asks questions related to the student's homeschooling experiences, the sources of the curriculum, and the reasons for homeschooling. This report (NCES 2013-028.REV2) is revised from an earlier version (NCES 2013-028.REV) that was released in May 2015. This updated version corrects an error in the standard error estimates presented in table C-1. The correction was made to the standard errors reported for the estimated total number of students in kindergarten through grade 12 by school, student, and family characteristics. All other estimates and findings presented in the report remain unchanged. [For the original report, &quot;Parent and Family Involvement in Education, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-028.Rev,&quot; see ED556339.]
Evaluating Performance Task Scoring Comparability in an International Testing Program
Author: Zahner, Doris
Date: 2014-03-27
Type: Reports - Research
Subjects: International Assessment,Performance Based Assessment,Postsecondary Education,Scoring,Comparative Education,Scores,Test Validity,Test Reliability,Multiple Choice Tests,Correlation,Statistical Analysis,Foreign Countries,Test Construction,Computer Assisted Testing,College Students,Feasibility Studies

The Organisation for Economic Co-operation and Development (OECD) launched the Assessment of Higher Education Learning Outcomes (AHELO) in an effort to measure learning in international postsecondary education. This paper presents a study of scoring equivalence across nine countries for two translated and adapted performance tasks. Results reveal that scorers had similar notions of relative response quality, but not absolute quality.
Rising to the Challenge: Are High School Graduates Prepared for College and Work? Key Finding from Surveys among Recent Public High School Graduates Conducted November 2014
Author: Achieve, Inc.
Date: 2014-12-17
Type: Reports - Research
Subjects: High School Graduates,Public Schools,College Readiness,Career Readiness,National Surveys,Attitude Measures,Student Needs,Racial Differences,Ethnicity,Role of Education,College Students,Intellectual Disciplines,Study Habits,Job Skills,Communication Skills,Public Speaking,Research Skills,Problem Solving,Technological Literacy,Difficulty Level,Expectation,Course Selection (Students),Gender Differences,Remedial Instruction,Educational Attainment,Mathematics Achievement,Science Achievement,Reading Achievement,Writing Achievement,Socioeconomic Status,Graduation Requirements,Tutoring,Required Courses,Advanced Courses

A new national survey of recent public high school graduates shows that approximately 50% of them report gaps in preparation for life after high school. Recent grads say they would have worked harder if they had fully understood the challenges that lay ahead. The research suggests that providing real academic challenge for high school students and communicating with them about what is needed for future success helps to better prepare grads for the road ahead. [For &quot; Rising to the Challenge: Views on High School Graduates' Preparedness for College and Careers. Key Findings from Survey of College Instructors and Employers Who Teach and Hire Recent High School Graduates Conducted April 2015,&quot; see ED582108. For &quot;Rising to the Challenge: Are Recent High School Graduates Prepared for College and Work? Key Findings from a Survey among Parents of Recent Public High School Graduates Conducted August 2015,&quot; see ED582110.]