ethanporcaro/eric-fulltext-meta huggingface dataset:
New York State Testing Program: 2020 Grades 6-8 Mathematics Paper-Based Tests. Teacher&apos;s Directions (April 21-23, 2020)
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Tests,Scheduling,Testing,Individualized Education Programs,Testing Accommodations,Middle School Mathematics,Middle School Teachers,Grade 6,Grade 7,Grade 8

The New York State Department of Education (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 Mathematics Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 6-8 Mathematics Tests are administered in two sessions on two consecutive school days. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, the tests consist of multiple-choice (1-point) and short- (2-point) and extended-response (3-point) questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their responses on a separate answer sheet. The short- and extended-response questions require students to write (rather than select) appropriate responses. Students write their answers to these questions directly in their test booklets. This document provides guidelines to help teachers ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule. [For &quot;New York State Testing Program: 2020 Grades 3-5 Mathematics Paper-Based Tests. Teacher's Directions (April 21-23, 2020),&quot; see ED606135.]
District Capacity Assessment. Version 7.7
Author: Ward, C.
Date: 2019-10-00
Type: Guides - Non-Classroom
Subjects: School Districts,Program Implementation,Educational Change,Educational Innovation,Program Development,Ability,Strategic Planning,Formative Evaluation,School Effectiveness,Program Administration,Scoring Rubrics,Leadership,Competence,Information Systems,Data Use

The primary purpose of the District Capacity Assessment (DCA) is to assist school districts to implement effective innovations that benefit students. The &quot;capacity&quot; of a district to facilitate building-level implementation refers to the systems, activities, and resources that are necessary for schools to successfully adopt and sustain Effective Innovations. Additional functions include using the DCA as a tool to orient new members to district needs and also to monitor progress of capacity development. This document provides information about the focus of the DCA; schedule and timeframe of DCA administration; process and key roles (DCA administrator, facilitator, note taker, respondents, observer); preparation for the DCA and administration; scoring; research basis, technical adequacy, and outcomes from the DCA completion; administration prerequisites; and Version 7 of the DCA. Additionally, it includes the DCA Administration Fidelity Checklist; Scoring Form; and Action Planning form. A glossary is also provided.
Fair and Equitable Reductions to State Education Budgets: Evidence and Considerations for the 2020/21 Fiscal Year. Policy Perspectives
Author: Willis, Jason
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Crisis Management,Public Health,Budgeting,Educational Finance,State Aid,Funding Formulas,Resource Allocation,Academic Achievement,Fund Raising,Federal Aid,Federal Legislation,Disadvantaged,Educational Policy,Financial Policy,Outcomes of Education,Leaders

In the wake of public-health stay-at-home orders prompted by the coronavirus, the United States faces a nearly inevitable economic recession in the coming months. With a slowing economy will come a contraction in state revenues, including funding for public education. States are beginning to make budget-cutting calculations and are bracing for the effects of those cuts, even as they take into account likely support from the recent series of federal aid packages, with potentially more aid to come. What has been learned from the aftermath of the Great Recession of 2008 is that some of the policy decisions states made as they cut education budgets unintentionally exacerbated funding inequities between lower- and higher-wealth school districts across the country. Given these realities, now is an opportune time for policymakers to consider lessons learned from that period, as well as to consider what research says about how funding and resource allocation affect the academic achievement of the country's most vulnerable student populations. In this Policy Perspectives paper, authors Jason Willis and Sean Tanner suggest three key strategies intended to help ensure that cuts in education expenditures that result from any economic recession are fair and equitable. The strategies discussed in detail in the paper include: (1) Applying a sliding-scale reduction to account for differential student needs; (2) Accounting for differences in districts' abilities to raise revenue; and (3) Considering the length of the economic recession, as well as the potential availability of funds from other sources, when enacting reductions.
A Tale of Two States: Alignment and Cohesion to Close Long-Standing Disparities in Student Outcomes
Author: Ryan Jackson, K.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Change Strategies,Systems Approach,Evidence Based Practice,State Departments of Education,School Districts,Schools,Teacher Competencies,Educational Improvement,Alignment (Education),Teaching Skills,Elementary Secondary Education,Geographic Regions,Mathematics Achievement,Knowledge Level,Skill Development,Teamwork,Students with Disabilities,Middle School Students,Educational Legislation,Equal Education,Federal Legislation

The purpose of the brief is to provide examples from two state education agencies in the United States who took a different path to systemic change through the use of the Active Implementation Frameworks (Fixsen et al. 2013a; Metz &amp; Bartley, 2012). Both states received intensive implementation-informed support from the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center. The aim of the SISEP Center is to establish implementation and scaling capacity in a State Education Agency (SEA), its regional entities, its districts, and their schools to continuously support teacher practice and improve outcomes. Under optimal conditions, a simultaneous process of horizontal and vertical alignment occurs: horizontal alignment across the SEA to reduce duplication of efforts at the state level that often translates into burdensome duplication of efforts in districts and schools; vertical alignment as the state facilitates and resources a co-creative process with its regional entities, districts, schools, and stakeholders to design an implementation infrastructure. Everyone's efforts, horizontally and vertically, are focused on supporting state, regional, district, and school leaders, who in turn support continuous improvement of teacher skills to maximize academic and behavioral outcomes for all students. The benefits and challenges inherent in the separate approaches will be presented to offer the field a deeper understanding of organizational readiness for change and the importance of co-creation to engage benefactors from every level of the system to implement, sustain, and scale-up a practice with evidence (Metz, 2016; Tommeraas &amp; Ogden, 2015).
District Capacity Assessment (DCA) Technical Manual
Author: Russell, C.
Date: 2016-07-00
Type: Guides - Non-Classroom
Subjects: School Districts,Program Implementation,Educational Innovation,Educational Change,Program Development,Ability,Strategic Planning,Scoring Rubrics,Evaluation Methods,Validity,Protocol Analysis,Competence,Leadership,Program Administration,Usability

The purpose of the District Capacity Assessment (DCA) Technical Manual is to provide background information on the technical adequacy of the DCA (Ward et al., 2015). This current version draws upon a rich history and background of previous work assessing district capacity. Notably, the current version includes significant modifications from earlier iterations including revised items, a rubric for scoring and a glossary of terms. This version of the DCA was released in the spring of 2015 following a thorough development process and early validation work resulting in a high quality assessment of district capacity for implementation of effective innovations. Validity evidence collected during the assessment development process is rarely obtained and when it is obtained it is not often presented in detail (Carretero-Dios &amp; Perez, 2007). This technical manual details the development process to date, the validity work that has been completed, usability testing efforts accomplished and an outline of next steps to continue the work to a fully established assessment for local education agencies (LEAs). [This paper was developed in collaboration with Michigan's Integrated Behavior Learning Support Initiative (MIBLSI).]
The Hexagon: An Exploration Tool. Hexagon Discussion &amp; Analysis Tool Instructions
Author: Metz, A.
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Program Evaluation,Program Implementation,Evaluation Methods,Decision Making,Program Effectiveness,Program Administration

The Hexagon Discussion and Analysis Tool helps organizations evaluate new and existing programs and practices. This tool is designed to be used by a team to ensure diverse perspectives are represented in a discussion of the six contextual fit and feasibility factors. Program indicators assess new or existing programs or practices that will be implemented along the following domains: evidence, supports, and usability. These indicators specify the extent to which the identified program or practice demonstrates evidence, supports for implementation, and usability across a range of contexts. Implementing site indicators assess the extent to which a new or existing program or practice matches the implementing site along the following domains: population need, fit, and capacity. The Hexagon Tool can be used at any stage in a program's implementation to determine its fit with the local context. It is most commonly used during the Exploration stage: the period when a site is identifying possible new programs or practices to implement. If the organization has an Implementation Team, the Implementation Team can carry out this function for the organization.
Implementing an Adjunct Training and Development Model to Increase Student Success: A Mixed Method Study
Author: Brady, Tracie L.
Date: 2020-04-00
Type: Dissertations/Theses
Subjects: Higher Education,Adjunct Faculty,Teacher Role,Faculty Development,Teacher Student Relationship,College Students,Academic Achievement,Academic Persistence,Mentors,Communities of Practice,Andragogy,Best Practices,Leadership,Teacher Attitudes,Technical Institutes,Online Courses,Student Attitudes,Teacher Evaluation,Models

Institutions of higher education have a primary concern regarding the success and attrition rates of the students. When these items begin to decline, it becomes necessary to ask why. This study looks at one identified element which is the increased role of adjunct faculty. The study specifically addresses the adjunct faculty training and development opportunities which are lacking in comparison to their full-time faculty colleagues. The study looks specifically at one institution, Oakdale Technical Institute. This institution, like many others, has come to rely heavily on adjunct faculty. It is the responsibility of the institute to provide the training and development model and additional support systems that meet the needs of the adjunct faculty. When the adjunct faculty is fully trained and onboarded with the same skills, knowledge, and values as the full-time faculty, the students should see no differences in their experiences. When the students have the same experiences with full-time and adjunct faculty, that will then eliminate one of the elements and lead to better student success and attrition rates. The purpose of this mixed-method analysis: case study project is to outline the elements that will be include in a new adjunct training and development model at Oakdale Institute of Technology which will lead to greater student success in the classroom and improved retention. The study was conducted during the January 2020 quarter. Quantitative data was used to evaluate the retention statistics and qualitative research was used to evaluate current and proposed training programs. The findings of this study identified seven areas of best and promising practices for training and development models for adjunct faculty. Through the focused qualitative research with the individuals directly affected, the study recommends the continuation of or implementation of the following six practices: orientations, formal in-service, mentoring, advanced technical training, supervisory and peer observations, and professional learning community.
New York State Testing Program: 2020 Grades 3-5 Mathematics Paper-Based Tests. Teacher&apos;s Directions (April 21-23, 2020)
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Tests,Scheduling,Testing,Individualized Education Programs,Testing Accommodations,Elementary School Mathematics,Elementary School Teachers,Grade 3,Grade 4,Grade 5

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 Mathematics Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 3-5 Mathematics Tests are administered in two sessions on two consecutive school days. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, the tests consist of multiple-choice (1-point) and short- (2-point) and extended-response (3-point) questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their responses on a separate answer sheet. The short- and extended-response questions require students to write (rather than select) appropriate responses. Students write their answers to these questions directly in their test booklets. This document provides guidelines to help teachers ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule. [For &quot;New York State Testing Program: 2020 Grades 6-8 Mathematics Paper-Based Tests. Teacher's Directions (April 21-23, 2020),&quot; see ED606128.]
Relationships between Measures of Social and Emotional Learning Factors and Course Failure. Technical Brief
Author: Kuo, Yi-Lung
Date: 2020-05-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Grade 7,Grade 8,Middle School Students,Predictor Variables,Academic Failure,Background,Parent Background,Educational Attainment,Intellectual Disciplines,Psychological Patterns,Behavior,Age Differences,Intervention,Program Effectiveness,At Risk Students,Individual Characteristics,Leisure Time,Television Viewing,Video Games,Internet,Expectation,Interpersonal Relationship,Family Involvement,Self Control

This study investigated the relationships between social and emotional learning factors and course failure for 9,308 7th-9th graders. Student self-report measures of social and emotional learning (SEL) and biographical factors (ACT® Engage® Grades 6-9) were analyzed through multiple regression models with propensity score weighting techniques. The results showed that given a sample of 7th graders, the increase in academic discipline, optimism, and orderly conduct, as well as having parents/guardians with higher educational degrees and expected educational degree from family could reduce the likelihood of course failure. Further, students who reported failing a course in grade 7 demonstrated lower SEL factors in grade 8; similarly, students failing a course in grade 8 demonstrated lower SEL factors in grade 9. Finally, for 7th graders reporting a failed class within the last year, an increase in SEL factors was shown to prevent additional course failures in grades 8 and 9. Interventions helping students who have failed a class to develop their SEL skills and how SE information can be used in early warning systems to help identify at-risk students are discussed.
Education System and English Language Teaching in the Philippines: Implications for Indonesian EFL Learning
Author: Turmudi, Dedi
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Postsecondary Education,English (Second Language),Second Language Instruction,Teaching Methods,Barriers,Language of Instruction,Language Usage,Cultural Differences,Native Language,Official Languages

The Philippines is held as one of the largest English-speaking countries worldwide with most of its people possessing at least some degree of fluency in the target language. The prestige of the English language in this country has attracted the attention of many foreign students including Indonesian. In this paper, we aimed to discuss the education system and the English language teaching (ELT) in the Philippines so that practical insights can be gained to reflect on Indonesian EFL learning. To this end, we first described how the Philippine education system looks like and how the English language is taught in schools from elementary to tertiary level. We then explored some prevailing challenges surrounding the ELT, and established links relating the benefits of learning English in this country to Indonesian EFL context. Drawing on qualitative approach, we realized our research objectives by carefully selecting sources and data through critical review of articles from journals, books, websites, and other reliable sources retrieved online. Ultimately, we conducted this inquiry to find out answers so that some lessons learned can be adopted to make ELT in Indonesia better and more resilient since Indonesia remains left behind in the spectrum of English literacy.
Strategic Resource Allocation for the 21st Century: How State Leaders Can Address the Silent Recession
Author: Krausen, Kelsey
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Resource Allocation,Educational Finance,Elementary Secondary Education,Economic Climate,School Districts,State Government,State Aid,Budgets,Special Education,Teacher Salaries,Teacher Employment Benefits,Income,Fund Raising,Costs

School districts and state education systems across the country are in the midst of an increasingly challenging fiscal environment. In many states, funding for K-12 education remains below pre-recession levels in what has been called a &quot;punishing decade for school funding&quot; (Leachman et al., 2017), despite efforts in recent years to increase funding levels for the sector. Consequently, budget forecasts for school districts are increasingly grim, and many districts are being forced to make difficult decisions about how to leverage limited dollars to best meet the needs of students. As education expenses continue to outpace revenues -- often in ways that are outside of the general public's awareness -- school districts are experiencing a &quot;Silent Recession&quot; (Krausen &amp; Willis, 2018), forcing many districts to make difficult decisions about how to maximize limited dollars to best meet the needs of students. This paper outlines a series of state-level strategies for helping districts to address these rising costs and strategically deploy resources to improve student outcomes. The strategies are drawn from a research and media review, as well as interviews with 20 state leaders, directors of regional education-focused nonprofits, and leading education researchers across 10 states. To provide context, the paper first outlines the external and internal factors contributing to increased education costs, as well as current trends in state-level funding distribution policy and practice. Next, it focuses on state-level resource allocation strategies in the following three key areas: (1) special education; (2) educator compensation and benefits; and (3) revenue generation. The review of research, media coverage, and interviews with district and state leaders indicated that these three areas were among the most influential factors currently affecting districts' fiscal stability.
Educator Perspectives: Insights on Test Preparation in Schools with State and District Testing. Insights in Education and Work
Author: Payne, J. Scott
Date: 2020-05-00
Type: Reports - Research
Subjects: Test Preparation,Testing Programs,State Programs,School Districts,College Entrance Examinations,Data Use,Instructional Effectiveness,Learner Engagement,Teaching Methods,Student Motivation,High Stakes Tests,Assistant Principals,Principals,Administrator Attitudes,School Role,Learning Activities,Test Wiseness,Knowledge Level,Computer Software,High School Students

High-stakes, standardized testing plays an important role in the lives of many students as they apply to college and compete for scholarships. In states where college readiness measures, like the ACT® test, are used for school and district accountability, the ACT scores of all students, whether college-bound or not, are a top priority for school administrators and teachers. To ensure all students meet the proficiency standards set by states for each subject, educators are employing a multifaceted approach to prepare students for taking the ACT test. In this paper, the authors report some of the strategies, practices, and perspectives educators shared with them. The shared experiences and perspectives may provide useful insight for other educators grappling with similar challenges across the country.