ethanporcaro/eric-fulltext-meta huggingface dataset:
The Hangover: Thinking about the Unintended Consequences of the Nation&apos;s Teacher Evaluation Binge. Teacher Quality 2.0. Special Report 2
Author: Mead, Sara
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Public Education,Elementary Secondary Education,Teacher Evaluation,Educational Legislation,Feedback (Response),Teacher Effectiveness,Educational Change,Systems Approach,Teacher Improvement,Educational History,Merit Pay,Merit Rating,Recognition (Achievement),Innovation,Financial Support,Value Judgment

Over the past three years, more than 20 US states have passed legislation establishing new teacher evaluation requirements and systems, and even more have committed to do so in Race to the Top or Elementary and Secondary Education Act Flexibility Waiver applications. These new evaluation systems have real potential to foster a more performance-oriented public education culture that gives teachers meaningful feedback about the quality and impact of their work. But there are pitfalls in states' rush to legislate new systems, and there are real tensions and trade-offs in their design. Unfortunately, much of the current policy debate has been framed in stark ideological terms that leave little room for adult discussion of these tensions. This paper seeks to move the debate beyond ideology and technical issues by highlighting four key tensions that policymakers, advocates, and educators must consider in the development of new teacher evaluations: (1) Flexibility versus control; (2) Evaluation in an evolving system; (3) Purposes of evaluations; and (4) Evaluating teachers as professionals. Recognizing these tensions and trade-offs, this paper offers several policy recommendations: (1) Be clear about the problems new evaluation systems are intended to solve; (2) Do not mistake processes and systems as substitutes for cultural change; (3) Look at the entire education ecosystem; (4) Focus on improvement, not just deselection; (5) Encourage and respect innovation; (6) Think carefully about waivers versus umbrellas; (7) Do not expect legislation to do regulation's job; and (8) Create innovation zones for pilots--and fund them. (Contains 24 notes.)
Indiana Reading Diagnostic Assessment: Resource &amp; Intervention Guide, Kindergarten. Additional Activities and Assessments
Author: Indiana Department of Education
Date: 2006-00-00
Type: Guides - Classroom - Teacher
Subjects: Reading Diagnosis,Reading Tests,Diagnostic Tests,Kindergarten,Student Evaluation,Academic Standards,State Standards,Class Activities,Reading Instruction,Intervention,Childrens Literature,Books,Instructional Materials,Phonemic Awareness,Phonics,Decoding (Reading),Reading Fluency,Vocabulary,Reading Comprehension,Reading Motivation

The materials included in this manual are organized according to the Indiana's Kindergarten Academic Standards for English/Language Arts. In each section teachers will find: (1) Indiana's Kindergarten Academic Standards for English/Language Arts Assessments: Black Line Masters of diagnostic/practice pages for skill areas, checklists, and rubrics; (2) Classroom Activities: activities that teachers can use to help students develop specific skills and strategies; and (3) Resources: a list of children's books and teaching materials that will help develop specific skills and strategies. The ideas for intervention and practice provided in this booklet are intended to help teachers and students in applying strategies used by successful learners. Students will also be practicing the skills and strategies that are assessed in the Indiana Reading Diagnostic Assessment--Kindergarten. The suggestions are based on the following basic dimensions of reading: (1) Phonemic awareness--understanding the relationship between speech sounds and words; (2) Systematic phonics--decoding unfamiliar words; (3) Fluency--reading effortlessly for comprehension; (4) Background knowledge and vocabulary--comprehending by using knowledge base; (5) Comprehension--developing active strategies to construct meaning from print; and (6) Motivation--developing and maintaining the desire to read and write. A list of reference sources and resources is included.
College Readiness: A Compendium of M-DCPS Results from the Florida College Placement Test, 2006 to 2009
Author: Romanik, Dale
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Scoring,Community Colleges,Communication Skills,College Freshmen,High Schools,Testing Programs,State Universities,Test Results,State Legislation,Student Placement,Standardized Tests,Computer Literacy,Public Colleges,State Colleges,High School Graduates,Academic Degrees,College Preparation,African American Students,White Students,Hispanic American Students,Minority Groups,School Districts,Mathematics Achievement,Reading Achievement,Writing Achievement,Academic Achievement,College Entrance Examinations,Racial Differences

Section 1008.30 (formerly 240.117), Florida Statutes, requires the State Board of Education to develop and implement a common placement testing program to assess the basic computation and communication skills of students who intend to enter a degree program at any public community college or state university. Every year the State provides reports to districts and high schools on their graduates' performance on these entry-level placement tests administered at Florida public community colleges and state universities. All entering freshmen must demonstrate certain basic skills before beginning college-level courses. This report focuses on the test results for students who: (1) graduated during the 2005-06, 2006-07, 2007-08, and 2008-09 school year with a standard diploma; and (2) entered a Florida public university or community college as degree-seeking students. These students represent roughly half of the 2006-09 graduates in Florida and a little more than half of the M-DCPS graduates. The compendium is organized by M-DCPS senior high schools and includes the number of students tested as well as the percent of students scoring above the established criteria or cutoff established by Section 1008.30, Florida Statutes. The present compendium has been completed to assist M-DCPS high schools in preparation of students for college. These results can be used by high schools to determine the extent to which graduates are prepared for college-level courses. (Contains 4 figures.)
College Readiness: A Compendium of M-DCPS Results from the Florida College Placement Test, 2007 to 2010
Author: Romanik, Dale
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Scoring,Community Colleges,Communication Skills,College Freshmen,High Schools,Testing Programs,State Universities,Test Results,State Legislation,Student Placement,Standardized Tests,Computer Literacy,Public Colleges,State Colleges,High School Graduates,Academic Degrees,College Preparation,African American Students,White Students,Hispanic American Students,Minority Groups,School Districts,Mathematics Achievement,Reading Achievement,Writing Achievement,Academic Achievement,College Entrance Examinations,Racial Differences

Section 1008.30 (formerly 240.117), Florida Statutes, requires the State Board of Education to develop and implement a common placement testing program to assess the basic computation and communication skills of students who intend to enter a degree program at any public community college or state university. Every year the State provides reports to districts and high schools on their graduates' performance on these entry-level placement tests administered at Florida public community colleges and state universities. All entering freshmen must demonstrate certain basic skills before beginning college-level courses. This report focuses on the test results for students who: (1) graduated during the 2006-07, 2007-08, 2008-09, and 2009-10 school year with a standard diploma; and (2) entered a Florida public university or community college as degree-seeking students. The compendium is organized by M-DCPS senior high schools and includes the number of students tested as well as the percent of students scoring above the established criteria or cutoff established by Florida Statutes. The present compendium has been completed to assist M-DCPS high schools in preparation of students for college. These results can be used by high schools to determine the extent to which graduates are prepared for college-level courses. (Contains 4 figures.)
High School Feedback Report for 2009 and 2010 Graduates
Author: Romanik, Dale
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Vocational Schools,Feedback (Response),High School Graduates,Graduation,High Schools,Statewide Planning,School Restructuring,Public Schools,Geographic Location,School Districts,Trend Analysis,Educational Change,Success,Change Strategies,Comparative Analysis,Educational Indicators,High School Equivalency Programs,Standardized Tests,Scores,Reading Achievement,Mathematics Achievement,Algebra,Mathematics Instruction,Dual Enrollment,Science Instruction,Course Selection (Students),College Entrance Examinations,Advanced Placement,Postsecondary Education,Enrollment Trends,Public Colleges,Private Colleges,Community Colleges,Grade Point Average,College Credits,State Colleges,Technical Education,Out of State Students,In State Students,Remedial Programs,Language Arts

The State of Florida Department of Education provides pre-and-post-graduation data for public high school graduates throughout Florida. These data were used for the present report to produce data sets for all M-DCPS regular high schools and charter high schools graduating students in 2009 and 2010. Summary data for the district are also provided. These data can be used to track the success of secondary school reform efforts at the school level. Several data elements presented here are already being tracked by the district and are not considered new. However, additional data are presented which can shed further light on the extent to which the district is preparing graduates for the world-of-work and for post-secondary education. Data for 2009 and 2010 are arranged side-by-side and grouped by region, first for the District and State followed by summaries for individual schools. The results for 20 indicators are presented including 13 pre-graduation indicators and seven post-graduation indicators. Data Sources and Definitions for the Indicators are appended.
Middle Grades Reform. Literature Review
Author: Blazer, Christie
Date: 2008-09-00
Type: Information Analyses
Subjects: Academic Standards,Educational Change,Grouping (Instructional Purposes),Grade 8,Academic Achievement,Middle Schools,Change Strategies,Literature Reviews,Educational History,Learner Engagement,School Schedules,Teamwork,Interdisciplinary Approach,Equal Education,Educational Environment,Developmentally Appropriate Practices,After School Programs,Teacher Qualifications,Teacher Competencies,Cooperation,Leadership Responsibility,Teacher Student Relationship,Teacher Expectations of Students,Guidance,Student Personnel Services,School Policy,Health Promotion,School Districts,Institutional Cooperation,High Schools,Family Involvement,Community Involvement,Repetition,Instructional Program Divisions

Researchers and policymakers have pointed to the lagging scores of eighth graders on international, national, and state assessments as evidence that students are not prepared to meet high academic standards and that middle grades reform is needed. In response to these concerns, educators have introduced reforms designed to provide middle-level students with academically challenging instruction and developmentally responsive programs. This literature review summarizes the components of effective middle grades reform efforts. Research conducted on the impact of middle grades reform on student academic and behavioral outcomes and on the issue of grade configuration is also reviewed.
Homework. Literature Review
Author: Blazer, Christie
Date: 2009-01-00
Type: Information Analyses
Subjects: Homework,Teaching Methods,Feedback (Response),Community Information Services,Literature Reviews,Educational Practices,Time Factors (Learning),School Districts,Educational Policy,Parent Participation,Peer Influence,Assignments,Relevance (Education),Cognitive Style,Family Income,Socioeconomic Influences,Ethnicity,Racial Differences,Gender Differences,Academic Achievement,Program Effectiveness,Parent Attitudes,Student Attitudes,Teacher Attitudes

Although homework is assigned for a variety of academic and non-academic purposes, there is disagreement within the educational community about the value of homework and the amount of homework students should be assigned. This Literature Review summarizes the benefits and drawbacks of homework and examines how much time students should and actually do spend on homework. Issues such as whether school districts should develop a formal homework policy and how to involve parents in their children's homework assignments are also discussed. Strategies for increasing homework completion rates, including after-school homework centers, homework hotlines, and peer support programs, are provided. Issues teachers should consider when assigning homework, such as matching assignments to students' skill levels and learning styles, connecting homework to real life events, and providing feedback on homework assignments, are also reviewed. Research on homework's impact on student achievement is summarized. Finally, the role of grade level, income level, ethnicity, and gender in homework completion rates and the resulting effects on achievement is also reviewed. (Contains 3 tables.)
College Readiness: A Compendium of M-DCPS Results from the Florida College Entry-Level Placement Test (FCELPT), 2001 to 2005
Author: Romanik, Dale
Date: 2007-06-00
Type: Numerical/Quantitative Data
Subjects: Scoring,Community Colleges,Communication Skills,College Freshmen,High Schools,Testing Programs,State Universities,Test Results,State Legislation,Student Placement,Standardized Tests,Computer Literacy,Public Colleges,State Colleges,High School Graduates,Academic Degrees,College Preparation,African American Students,White Students,Hispanic American Students,Minority Groups,School Districts,Mathematics Achievement,Reading Achievement,Writing Achievement,Academic Achievement,College Entrance Examinations,Racial Differences

Section 1008.30 (formerly 240.117), Florida Statutes, requires the State Board of Education to develop and implement a common placement testing program to assess the basic computation and communication skills of students who intend to enter a degree program at any public community college or state university. Every year the State provides reports to districts and high schools on their graduates' performance on these entry-level placement tests administered at Florida public community colleges and state universities. All entering freshmen must demonstrate certain basic skills before beginning college-level courses. This report focuses on the test results for students who: (1) graduated during the 2000-01, 2001-02, 2002-03, 2003-04, and 2004-05 school year with a standard diploma; and (2) entered a Florida public university or community college as degree-seeking students. These students represent roughly half of the 2001-05 graduates in Florida and a little more than half of the M-DCPS graduates. The compendium is organized by M-DCPS senior high schools and it provides test results for students graduating in 2000-01, 2001-02, 2002-03, 2003-04, and 2004-05. Data include the number of students tested and the percent of students scoring above the established criteria or cutoff established by Section 1008.30, Florida Statutes. The present compendium has been completed to assist M-DCPS high schools in preparation of students for college. These results can be used by high schools to determine the extent to which graduates are prepared for college-level courses.
High School Feedback Report for 2008 and 2009 Graduates
Author: Romanik, Dale
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Vocational Schools,Feedback (Response),High School Graduates,Graduation,High Schools,Statewide Planning,School Restructuring,Public Schools,Geographic Location,School Districts,Trend Analysis,Educational Change,Success,Change Strategies,Comparative Analysis,Educational Indicators,High School Equivalency Programs,Standardized Tests,Scores,Reading Achievement,Mathematics Achievement,Algebra,Mathematics Instruction,Dual Enrollment,Science Instruction,Course Selection (Students),College Entrance Examinations,Advanced Placement,Postsecondary Education,Enrollment Trends,Public Colleges,Private Colleges,Community Colleges,Grade Point Average,College Credits,State Colleges,Technical Education,Out of State Students,In State Students,Remedial Programs,Language Arts

The State of Florida Department of Education provides pre-and-post-graduation data for public high school graduates throughout Florida. These data were used for the present report to produce data sets for all M-DCPS regular high schools and charter high schools graduating students in 2008 and 2009. Summary data for the district are also provided. These data can be used to track the success of secondary school reform efforts at the school level. Several data elements presented here are already being tracked by the district and are not considered new. However, additional data are presented which can shed further light on the extent to which the district is preparing graduates for the world-of-work and for post-secondary education. Data for 2008 and 2009 are arranged side-by-side and grouped by region, first for the District and State followed by summaries for individual schools. The results for 21 indicators are presented including 13 pre-graduation indicators and eight post-graduation indicators. Data Sources and Definitions for the Indicators are appended.
9/11 and the War on Terror in Curricula and in State Standards Documents. CIRCLE Fact Sheet
Author: Stoddard, Jeremy
Date: 2011-09-00
Type: Reports - Research
Subjects: United States History,Terrorism,Air Transportation,Suicide,Curriculum Development,State Standards,Social Studies,Textbooks,Curriculum Evaluation,Secondary School Students,Educational Opportunities,National Security,Civil Rights,Foreign Policy,Public Policy,Historical Interpretation,Outcomes of Education

This Fact Sheet reports findings from an ongoing study of the representation of 9/11 and terrorism in curricula, textbooks, and state standards documents. The study was conducted in three stages. The first two stages focused on how supplemental curricula and best-selling social studies textbooks published between 2002-2010 present the events of 9/11 and their aftermath to secondary school students. In 2011, a third stage of the study was added. This stage extended the previous ones by including an analysis of whether and how terrorism, 9/11, and related content are included in the 49 standards documents that have been revised since 2001. Here the authors provide a brief overview of the earlier findings. They then focus on the initial findings from the third stage of the study: an analysis of the standards documents. A promising finding from this initial analysis is that it seems many states are including standards that ask students to go beyond the rote memorization of simple content related to 9/11. These states provide opportunities for inquiry into the causes and effects of 9/11 on U.S. domestic and foreign policy and opportunities for students to examine issues related to security and civil liberties. The authors hope that their analysis helps to guide teachers and curriculum specialists in these states to think about how they engage students in the study of the 9/11 attacks and the US response, and to think more explicitly about how they can also teach intellectual and democratic skills through thoughtful lessons surrounding these important issues and events. A supplemental document on state standards for 9/11 is appended. (Contains 1 table and 2 notes.)
High School Feedback Report for 2007 and 2008 Graduates
Author: Romanik, Dale
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Vocational Schools,Feedback (Response),High School Graduates,Graduation,High Schools,Statewide Planning,School Restructuring,Public Schools,Geographic Location,School Districts,Trend Analysis,Educational Change,Success,Change Strategies,Comparative Analysis,Educational Indicators,High School Equivalency Programs,Standardized Tests,Scores,Reading Achievement,Mathematics Achievement,Algebra,Mathematics Instruction,Dual Enrollment,Science Instruction,Course Selection (Students),College Entrance Examinations,Advanced Placement,Postsecondary Education,Enrollment Trends,Public Colleges,Private Colleges,Community Colleges,Grade Point Average,College Credits,State Colleges,Technical Education,Out of State Students,In State Students,Remedial Programs,Language Arts

The State of Florida Department of Education provides pre-and-post-graduation data for public high school graduates throughout Florida. These data were used for the present report to produce data sets for all M-DCPS regular high schools and charter high schools graduating students in 2007 and 2008. Summary data for the district are also provided. These data can be used to track the success of secondary school reform efforts at the school level. Several data elements presented here are already being tracked by the district and are not considered new. However, additional data are presented which can shed further light on the extent to which the district is preparing graduates for the world-of-work and for post-secondary education. Data for 2007 and 2008 are arranged side-by-side and grouped by region, first for the District and State followed by summaries for individual schools. The results for 21 indicators are presented including 13 pre-graduation indicators and eight post-graduation indicators. Data Sources and Definitions for the Indicators are appended.