ethanporcaro/eric-fulltext-meta huggingface dataset:
The OECD, PISA and the Impacts on Educational Policy
Author: Froese-Germain, Bernie
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Test Results,Academic Achievement,Measures (Individuals),Educational Indicators,Foreign Countries,Accountability,Educational Policy,International Education,International Organizations,International Studies,Program Effectiveness,Policy Analysis,Observation,Outcome Measures,Public Education,Influences,Performance Factors,Barriers,Educational Assessment,Achievement Rating,Educational Development,Achievement Tests,Standardized Tests

Large-scale assessment regularly takes place in most jurisdictions across Canada, a fact not lost on the Fraser Institute and other right wing think tanks such as AIMS (Atlantic Institute for Market Studies) which use the test results as the primary basis for compiling school rankings at both the elementary and secondary level (see Gutstein, 2010). The frequency of external testing at different levels (provincial/territorial, national, international)--coupled with the high visibility accorded by the mainstream media to the results, usually in the form of league tables, and the imperatives of short term political mandates--have all contributed to a focus on improving one's position within the list of rankings, as well as to a narrow focus on the tested subjects--math, science, reading. In this era of accountability-by-numbers, the elevated status accorded to large-scale external assessments such as PISA (Programme for International Student Assessment) results is symptomatic of a trend towards data-driven policy initiatives in education, and the need for regular sources of outcome data to constantly feed narrow indicators of accountability. The dilemma facing teachers and teaching, a profession &quot;typically driven by ethical motive or intrinsic desire,&quot; is that it is caught between two competing forces in schools: &quot;Teachers try to balance their work between the moral purpose of student-centred pedagogy within education as a public good, on one hand, and the drive for higher standards through perceived efficiency of the presentation-recitation mode of instruction and the perspective of education as a private good.&quot; This publication discusses the following topics: (1) Organisation for Economic Co-operation and Development (OECD)--education indicators and international surveys; (2) PISA's impact on education policy; (3) PISA criticisms at a glance; and (4) Some observations on PISA's influence in Canada. (Contains 3 endnotes and 40 references and sources.)
Commentary on the OECD's Programme for International Student Assessment (PISA) 2009 Study
Author: Froese-Germain, Bernie
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Educational Change,Foreign Countries,Student Evaluation,Academic Achievement,Academic Standards,Achievement Rating,Program Evaluation,Performance Factors,Educational Policy,International Education,Comparative Analysis,Comparative Education,Comparative Testing,Program Design,Program Content

This paper presents some of the major issues raised in Education International's preliminary analysis of the overall PISA (Programme for International Student Assessment) 2009 study. Some of these issues are: (1) PISA has serious limitations. The study does not cover the full curriculum, focusing on a narrow set of subject areas, neglecting such important domains as the arts, humanities and social sciences; (2) Moreover, as noted above PISA is not designed on the basis of national education goals, curricula and programs, but it applies its own innovative methods to assess literacy and competencies in reading, mathematics and science. PISA provides only a snapshot of the selected group at one point in time during the life of the school; (3) PISA is intended to provide policy guidance to governments. Predictably, the reports will argue that the results show how countries can learn from each other about how to set and achieve measurable goals achieved elsewhere; and (4) PISA presents the performance of different students in different countries (each cycle brings in new countries and territories) at different times, and in different political, social and economic circumstances. The collection of 2009 PISA data overlapped with the deep economic crisis and recession affecting many OECD and partner countries, yet the PISA analysis does not take this broader context into account. According to Education International, while PISA reveals interesting data on correlations between the performance of students in reading, science and mathematics, their socioeconomic backgrounds, and the organization of schools, it is based on a relatively simple set of questions posed in a 2-hour paper-and-pencil test, answered by a sample of students drawn from one particular age-group (15-year-olds). As such it conveys neither the complexity nor the breadth of education systems, nor does it portray anything close to the total picture of education quality in any country. (Contains 13 sources and resources.
Class Size and Student Diversity: Two Sides of the Same Coin. Teacher Voice
Author: Froese-Germain, Bernie
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Student Needs,Educational Needs,Class Size,Student Diversity,Educational Quality,Equal Education,School Effectiveness,Educational Improvement,Improvement Programs,Classroom Environment,Classroom Techniques,Teacher Surveys,Teacher Attitudes,Foreign Countries

Among Canadian teacher unions, discussions of class size are increasingly being informed by the importance of considering the diversity of student needs within the classroom (often referred to as class composition). For teachers, both class size and diversity matter. Teachers consistently adapt their teaching to address the individual needs of the learners in their classroom. As the classroom becomes larger and more diverse, this task becomes increasingly more onerous. Class size and composition also have obvious implications for inclusive education--if class composition is the degree of student diversity, broadly conceived, in the classroom, inclusion is the extent to which teachers have--or not--the necessary supports and services to be able to effectively integrate students with special educational needs into their classrooms and schools. Indeed research has demonstrated that &quot;smaller classes may have the greatest positive impact on students with the greatest educational needs.&quot; This paper presents what class size research says about education quality and equity. It also presents some important lessons drawn from one of the class size surveys. (Contains 4 charts.)
Optimizing Conditions of Teachers' Professional Practice to Support Students with Special Educational Needs. Teacher Voice
Author: Froese-Germain, Bernie
Date: 2012-04-00
Type: Numerical/Quantitative Data
Subjects: Student Needs,Educational Needs,Inclusion,Individualized Instruction,Special Education,Special Needs Students,Disabilities,Students,Foreign Countries,Enrollment,Standardized Tests,Statistics

Across the country, teachers are working to provide individualized instruction to the students in their classes. Teachers use their professional judgement to modify teaching to suit the learning needs of students. Occasionally, this modification is required as a result of students being formally identified as having a learning exceptionality. As classrooms become more diverse, the teacher's task becomes more difficult. The challenges associated with teachers adapting to meet individual student needs can be made more difficult given the trend toward standardization in education. It is counterintuitive to be focussing on individualized instruction while at the same time hoping for standardized outputs on a standardized assessment. This paper presents some of the specific conditions of practice necessary for teachers to properly support inclusive schools and classrooms. (Contains 5 charts and 15 endnotes.)
College and Career Development Organizer
Author: National High School Center
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: School Districts,State Departments of Education,Career Development,Careers,Readiness,Accountability,Enrollment,Academic Achievement,College Readiness,High School Students,High School Graduates,Intervention,College Bound Students,Higher Education

The National High School Center has created a college and career development organizer to synthesize and organize an increasingly complicated and crowded field of college and career readiness initiatives. The organizer, composed of three strands, can be used to map the efforts of state education agencies (SEAs) and local education agencies (LEAs) as well as the many organizations devoted to researching and providing support for college and career readiness. By mapping these diverse initiatives against a static organizer, it becomes easier to see how the many components of career and college readiness fit together and how organizations and other entities can be leveraged to establish meaningful collaborations in helping high school students actualize their goals.
High School Improvement: Indicators of Effectiveness and School-Level Benchmarks
Author: National High School Center
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: High Schools,School Restructuring,Leadership Effectiveness,Educational Change,Educational Improvement,Educational Indicators,School Effectiveness,Benchmarking,Best Practices,Change Strategies,Program Descriptions,Accountability,Teacher Effectiveness,Professional Development,Family Involvement,Student Participation,Administrative Organization,Sustainability,Performance Factors,Instructional Development

The National High School Center's "Eight Elements of High School Improvement: A Mapping Framework" provides a cohesive high school improvement framework comprised of eight elements and related indicators of effectiveness. These indicators of effectiveness allow states, districts, and schools to identify strengths and weaknesses of their current high school reform efforts. This document, "High School Improvement: Indicators of Effectiveness and School-Level Benchmarks," extends the framework and offers specific school-level benchmarks that provide a deeper level of detail for each indicator of effectiveness and describe school-level practices that can be implemented to support high school improvement at the local level. The National High School Center (Center) recognizes that many improvement efforts target specific priorities for high schools. However, high school improvement is unlikely to be sustained when improvement efforts do not address the broader context within which high schools operate. The "Eight Elements of High School Improvement: A Mapping Framework" provides a structure that educators at all levels within the education system can use to address holistic high school improvement. This framework is one way to prioritize high school improvement efforts; it is not the only framework that focuses on high school improvement. The Center provides the following eight elements of high school improvement to help facilitate a cohesive and comprehensive approach to high school improvement: (1) Rigorous Curriculum and Instruction; (2) Assessment and Accountability; (3) Teacher Effectiveness and Professional Growth; (4) Student and Family Involvement; (5) Stakeholder Engagement; (6) Effective Leadership; (7) Organization and Structure; and (8) Sustainability. (Contains 1 table and 2 footnotes.)
Preventing Abuse in Federal Student Aid: Community College Practices
Author: Baime, David S.
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Grants,Federal Aid,Deception,College Students,Community Colleges,College Programs,Accountability,Politics of Education,Strategic Planning,College Administration,Coordination,Crime Prevention,Student Role,Teacher Role,Student Financial Aid Officers,Administrator Responsibility,Attendance Patterns

In recent months, some legislators, government agency officials, segments of the media, and campus administrators have called attention to perceived and proven instances of abuse of the federal student financial assistance programs. Concerns have focused on students enrolling in courses primarily to secure student financial aid funds rather than to pursue an education. Organized fraud rings and individuals intending to commit financial aid fraud have allegedly concentrated on community college programs due to their low tuition: once institutional charges are covered, students can directly receive grant and student aid funds in the form of a cash payment or bank account deposit to cover nontuition expenses such as books, transportation, and living costs. While instances of abuse cannot be quantified, it is clear that it is an extremely small percentage of all students receiving aid at community colleges. However, the American Association of Community Colleges (AACC) and community colleges across the country recognize that no abuse can be tolerated. Not only are student aid funds limited--a situation that has caused Pell Grant program eligibility to be cut twice in the last year--but also instances of abuse, when covered by the media (Field, 2011), can undermine political support for the programs, giving some parties a reason to oppose funding. In this document, AACC provides member colleges with some strategies on how to prevent abuse within the federal student aid programs, with a focus on Pell Grants. These recommended strategies derive primarily from a meeting held at AACC's offices on January 20, 2012. Findings from this gathering and other developments make it clear that community colleges across the country are working actively to prevent any abuse of student aid. However, because not all campuses may be aware of the full range of activities community colleges are employing to prevent abuse, AACC is providing this material to share practices that colleges have found to be successful in curbing financial aid abuse. Examples of Institutional Actions Currently in Place to Prevent Abuse are appended. (Contains 1 note.
It's a Matter of Time: Low-Income Students and Community Colleges. AACC Policy Brief 2012-02PBL
Author: Mullin, Christopher M.
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Time to Degree,Community Colleges,College Students,Low Income Groups,Time,Resource Allocation,Human Capital,Higher Education,Nontraditional Students,Student Employment,Student Rights,Equal Education,Graduation Rate,Associate Degrees,College Graduates

Time is a core unit of human capital. With only 24 hours in a day, the way people choose to spend their time is an indication of what they value and the constraints under which they operate. In the higher education context, time-to-degree is a key element of higher education analysis, particularly at a time of constrained resources and a growing emphasis on completion. It is generally thought, and is often true, that a shorter time-to-degree implies a more efficient or &quot;better&quot; higher education experience. However, this is not always the case, especially when we factor the needs and patterns of nontraditional students (who are now the norm in American higher education) into the equation. An example of outdated concepts and nomenclature can be found in the Student Right to Know completion rate calculation--150% of the &quot;normal time&quot; to complete a program. The operative reality at community colleges is that 2 years is not the time it takes most students to complete an associate degree. For example, when &quot;normal time&quot; is reframed from 2 to 4 years, Student Right to Know graduation rates double, and completion rates--inclusive of community college graduates and transfers--become greater than 45%. In this brief, the author examines considerations of time as they relate to investments by students and institutions. He concludes with perspectives of efficiency, as expressed by the role time has and should play in policymaking. Estimated Amounts for Income and Expenses Used in Figure 1 are appended. (Contains 2 tables, 1 figure and 3 notes.)
Great Explorations in Math and Science[R] (GEMS[R]) Space Science. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Space Sciences,Astronomy,Elementary School Science,Science Instruction,Elementary School Students,Grade 4,Grade 5,Science Achievement,Instructional Effectiveness,Educational Research

&quot;Great Explorations in Math and Science[R] (GEMS[R]) Space Science&quot; is an instructional sequence for grades 3-5 that covers fundamental concepts, including planetary sizes and distance, the Earth's shape and movement, gravity, and moon phases and eclipses. Part of the &quot;GEMS&quot;[R] core curriculum, &quot;GEMS[R] Space Science&quot; uses the solar system as the focal point for learning. The sequence utilizes models, hands-on investigations, peer-to-peer discussions, reflection, and informational student readings. Students complete four units, each lasting between four and nine sessions. Each unit builds upon knowledge from previous units and can be used independently or in conjunction with one another for an overall learning progression. Two studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of [&quot;GEMS[R] Space Science&quot; on elementary school students. One study (Granger, Bevis, Saka, &amp; Southerland, 2010) is a randomized controlled trial that meets WWC evidence standards without reservations. That study is summarized in this report. The other study does not meet WWC eligibility screens. Appended are: (1) Research details for Granger et al., 2010; (2) Outcome measures for each domain; (3) Findings included in the rating for the general science achievement domain; and (4) Summary of follow-up findings for the general science achievement domain. A glossary of terms is included. (Contains 4 tables, 9 endnotes and 2 additional sources.)
Australian Vocational Education and Training Statistics: Apprentices and Trainees. December Quarter, 2011
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Mathematical Models,Foreign Countries,Vocational Education,Trainees,Apprenticeships,Tables (Data),Statistical Data,Trend Analysis,Educational Trends,Graduation Rate,Dropout Rate

This publication presents estimates of apprentice and trainee activity in Australia for the December quarter 2011. The figures in this publication are derived from the National Apprentice and Trainee Collection no.71 (March 2012 estimates). The most recent figures in this publication are estimated (those for training activity from the June quarter 2010 to the December quarter 2011). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. Estimated data are presented in this publication on a seasonally adjusted, quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. The seasonally adjusted data involve the use of a mathematical model to smooth out fluctuations due to seasonal influences. Seasonally adjusted data are useful to illustrate trends from one quarter to the next, but cannot be further disaggregated. There were 449,000 apprentices and trainees in-training as at 31 December 2011, an increase of 2.5% from the previous year. In the 12 months to 31 December 2011, compared with the previous year: (1) commencements increased by 1.4%, to 318 400; (2) completions increased by 6.9%, to 180 000; and (3) cancellations and withdrawals increased by 5.6%, to 138 600. For seasonally adjusted data, comparing the December quarter 2011 with the September quarter 2011: (1) commencements in trades occupations decreased by 1.3%; (2) commencements in non-trades occupations increased by 1.3%; (3) completions increased by 1.3%; (4) cancellations and withdrawals decreased by 1.1%; and (5) in-training numbers increased slightly. (Contains 19 tables, 3 figures and 5 notes.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education.]
Attachment and Aspiration: What Influences Rural Youths' Educational and Residential Plans? White Paper
Author: Howley, Caitlin
Date: 2011-00-00
Type: Reports - Research
Subjects: High Schools,Second Language Learning,Geographic Regions,Rural Areas,Attachment Behavior,Socioeconomic Status,Academic Aspiration,Place of Residence,High School Students,School Districts,English (Second Language),Influences,Gender Differences,Grades (Scholastic)

Building on recent research, ICF sought to explore how socioeconomic status and attachment to place influence rural youths' educational and residential preferences across a wider geographic region. Our research questions included: What are rural high school students' educational and residential plans? And what factors influence rural youths' plans for adulthood? This white paper summarizes ICF's findings using the National Center for Education Statistics' Common Core of Data. First we identified districts with locale codes of 41 (rural fringe), 42 (rural distant), and 43 (rural remote) in eight states: Delaware, Iowa, Kentucky, New York, North Carolina, Ohio, South Carolina, and Virginia. Because we also examined the experiences of rural English Language Learners (ELL), we then selected and identified rural districts with ELL growth rates of 100 percent or higher between 2000-2001 and 2007-2008. Finally, we identified high schools within selected districts, for a total of 612 high schools. (Contains 2 figures, 2 tables, and 12 footnotes.)
Transforming Dropout Prevention Policy and Practice
Author: Porowski, Allan
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Dropout Prevention,Dropouts,Youth,Educational Policy,Intervention,At Risk Persons,High School Students,Federal Government,Educational Improvement

School dropout is a widespread and serious problem in the United States, with enormous consequences for students who choose its path. While recent federal efforts related to dropout prevention measure the extent of the problem, this white paper explores ICF's recommendations to solve it. And while there is no &quot;magic bullet&quot; with regard to dropout prevention, effective changes to policy and practice based on in-depth research and a multi-faceted approach can positively change the lives of American youth.
Social and Emotional Learning as a Catalyst for Academic Excellence. White Paper
Author: Marchesi, Antonio G.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Learner Engagement,Emotional Intelligence,Dropout Rate,Emotional Development,Social Development,Interpersonal Competence,Academic Achievement,Dropout Prevention,Educational Strategies,Labor Force Development,Education Work Relationship,Outcomes of Education,High School Students,Preschool Children,Elementary School Students,Program Descriptions,Standards,College Students,Guidelines,Student Behavior

ICF International's white paper explores how implementation of social and emotional learning (SEL) has the potential to prepare students for workforce success and positively influence student engagement and academic performance while reducing dropout rates. Self-improvement and leadership development sections of bookstores are replete with texts advocating for the integral relationship that emotional intelligence plays in the development of an effective workforce. Is there an advantage to developing emotional intelligence prior to entering the workforce? (Contains 1 figure and 2 tables.)