ethanporcaro/eric-fulltext-meta huggingface dataset:
Minnesota K-12 Academic Standards: Physical Education, 2018
Author: Minnesota Department of Education
Date: 2018-00-00
Type: Guides - Classroom - Teacher
Subjects: State Standards,Academic Standards,Physical Education,Elementary Secondary Education,Student Educational Objectives,Physical Fitness,Physical Activities,Benchmarking,Motor Development,Interpersonal Competence,Games,Athletics,Nutrition,Stress Management,Responsibility,Safety,Health,Self Expression,Learner Engagement

The goal of the 2018 Minnesota K-12 Academic Standards in Physical Education is to develop &quot;physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. To pursue a lifetime of healthful physical activity, a physically literate individual: (1) Has learned the skills necessary to participate in a variety of physical activities; (2) Knows the implications and the benefits of involvement in various types of physical activities; (3) Participates regularly in physical activity; (4) Is physically fit; and (5) Values physical activity and its contributions to a healthful lifestyle.&quot; This document utilizes an &quot;anchor standard&quot; approach. Five standards establish the overall goals for student learning and these standards are repeated from kindergarten through grade 12. Each standard is comprised of one or more benchmarks that are unique to that grade level. The physical education standards include an appendix that further clarifies terminology used in the benchmarks. Information in the appendix includes the following: (1) A Glossary of terms referenced in the standards; (2) Activity categories referenced in the standards; and (3) Critical elements referenced in the standards.
Accreditation as an Alternative Pathway to Quality in QRIS. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2013-00-00
Type: Reports - Research
Subjects: Accreditation (Institutions),Rating Scales,Early Childhood Education,Educational Quality,Alternative Assessment,Scores

Of the 24 statewide quality rating and improvement systems (QRIS), 21 include linkages to national program accreditation and 15 include accreditation status as an alternative pathway to quality at a specific level of a statewide QRIS. While there is general agreement that program accreditation status is a valid measure of overall quality, little attention has been paid to the relationship between accreditation status and the threshold scores on classroom assessment tools such as the Environment Rating Scales and administrative assessment tools such as the Program Administration Scale (PAS), frequently used to determine incremental levels of program quality in QRIS. The present study was designed to focus attention on the relationship between accreditation status and the program quality assessment scores commonly used in statewide QRIS. The study also examined what star level would have been achieved by accredited programs if the quality level was determined by assessment scores instead of accreditation status. The study found that there is a need for additional research relating to accreditation status in QRIS, both as a proxy for program quality assessment scores and as a proxy for continuous quality improvement. There is also a need for future research on validation of threshold scores as measures of incremental quality improvement in QRIS.
Qualifications of Illinois Head Start and Early Head Start Administrators. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2016-00-00
Type: Reports - Research
Subjects: Federal Programs,Early Childhood Education,Administrator Qualifications,Coordinators,Expertise,Educational Attainment,Academic Degrees,Administrator Education

Administrators' qualifications often differ across sectors of the early childhood field--school-based pre-K programs, centerbased child care, and Head Start. School principals overseeing school-based programs typically have a minimum of a master's degree in educational leadership with administrative certification. Currently, Head Start Performance Standards do not specify minimum qualifications for sitelevel managers, but changes to these requirements are being considered as the regulations for this federal program are revised. Minimum qualifications in education, experience, and specialized training are needed in all sectors of the field to ensure that individuals leading and managing early childhood programs are adequately prepared. This Research Note provides a focused look at Head Start and Early Head Start administrators. The McCormick Center examined workforce data regarding Head Start and Early Head Start education coordinators and site-level managers in Illinois to learn more about their qualifications. For clarity, two levels of administration were considered--grantee level and site level. Separate data sources for each level were analyzed to identify administrative qualifications. The findings affirm that most Head Start and Early Head Start administrators in Illinois have formal coursework and expertise in child development and early childhood education. These findings reveal that one-fourth of the site-level managers in Illinois fail to meet the federal education mandates for classroom teachers--a bachelor's degree. The Office of Head Start should ensure that minimum qualifications for administrators at all levels meets or exceeds those of classroom teachers in their programs and include specialized formal education that includes both pedagogical leadership and administrative leadership.
Overview of C-SAIL&apos;s Years 1 and 2 Implementation Study Findings
Author: Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
Date: 2018-04-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Educational Policy,State Standards,State Policy,Governance,Power Structure,Administrative Organization,Alignment (Education),Common Core State Standards,Reliability,Consortia,Partnerships in Education,State Departments of Education

This analysis of college- and career-ready standards implementation is grounded in the policy attributes framework, which states that the more specific, consistent, authoritative, powerful, and stable a policy is, the better implementation will be (Porter, 1994). &quot;Specificity&quot; refers to how extensive, detailed, or prescriptive a policy is (i.e., specific curriculum). &quot;Authority&quot; reflects how policies gain legitimacy, buy-in and status through persuasion. &quot;Consistency&quot; captures the extent to which policies are aligned and how policies relate to and support each other. &quot;Power&quot; reflects how policies are reinforced and enacted through systems of rewards and sanctions (i.e., accountability). &quot;Stability&quot; refers to the extent to which policies change or remain constant over time. This brief details six themes organized by general, cross-state findings that incorporate both qualitative and quantitative data with regards to the policy attributes that emerged from C-SAIL's Year 1 and 2 Implementation Study survey and interview work in California, Kentucky, Massachusetts, Ohio, and Texas. Data for this study was collected between June 2015 and December 2017.
Voluntary Framework of Accountability: Metrics Manual Version 7
Author: American Association of Community Colleges
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Accountability,Community Colleges,Outcomes of Education,Remedial Instruction,Vocational Education,Adult Basic Education,Two Year College Students,Academic Achievement,College Transfer Students,College Credits

The Voluntary Framework of Accountability (VFA) is designed as a set of appropriate measures to determine how well community colleges are serving students. Lack of commonly accepted, appropriate performance measures has often led to misperceptions and frequently an underestimation of community college effectiveness and contributions. It has also limited the ability of institutions to identify areas for institutional challenges and to set goals for the improvement of outcomes. Thus, the VFA is designed to give community colleges sector-appropriate reporting formats and share them publicly. This technical manual provides a detailed description of the timeframes, cohorts, and measures included in the VFA.
Instructional Leadership in School-Based PreK. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2016-00-00
Type: Reports - Research
Subjects: Instructional Leadership,Preschool Education,Principals,Administrator Qualifications,Administrator Role,Teacher Leadership,Leadership Responsibility,Institutional Characteristics

The upsurge in adding preK to elementary education has many principals and district leaders facing uncharted waters. School systems designed for traditional elementary education may not be a good fit for preK, especially for instructional leadership. Some concerns have been raised about whether principals are prepared to support and supervise preK teachers. The McCormick Center partnered with the National Association for Elementary School Principals (NAESP) and New America to explore instructional leadership in school-based preK classrooms across the U.S. NAESP members were surveyed about various aspects of instructional leadership in preK. This study expands our understanding of who is providing instructional leadership and how specific functions are distributed. It also reflects changes in the grade-level configuration of schools, and documents the prevalence of schools that are exclusively early childhood programs across the United States. The findings of this study challenge existing norms for principal preparation and underscore the importance that all instructional leaders of preK classrooms have the specialized knowledge to support exemplary pedagogical practices for young learners.
Brief #2: Cut Scores. Screening Briefs Series
Author: National Center on Response to Intervention
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Cutting Scores,Screening Tests,Evaluation Methods,At Risk Students,Student Evaluation,Student Needs

This brief describes screening within a Response to Intervention (RTI) framework, defines cut scores, and reviews types of cut scores that are typically used for screening assessments. In addition, the brief provides considerations for school staffs relative to setting cut scores. It concludes that cut scores should be given thoughtful consideration because they impact both the number of students receiving extra support and the use of resources. It is a balancing act: schools must try to help all students who are at risk without depleting their resources. It is important that practitioners understand how cut scores relate to the decisions they make regarding their screening practices.
Brief #4: Ensuring Fidelity of Assessment and Data Entry Procedures. Screening Briefs Series
Author: National Center on Response to Intervention
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Fidelity,Response to Intervention,Testing,Scoring,Keyboarding (Data Entry),Error Patterns

The term &quot;fidelity&quot; is often used in educational contexts to describe the degree to which a practitioner follows the prescribed directions when delivering an instructional program (Sanetti &amp; Kratochwill, 2009; Dane &amp; Schneider, 1998). Within a Response to Intervention (RTI) framework, the term fidelity also extends to assessment and data entry practices (Mellard &amp; Johnson, 2007). Fidelity within an assessment context is important; without it, it is difficult to determine whether results are an accurate representation of performance or a consequence of measurement error caused by inaccurate delivery of the assessment (NCRTI, 2011). This brief discusses the importance of fidelity within assessment administration, assessment evaluation, and data entry procedures. It also includes methods to maintain fidelity within these practices.
Brief #3: Predicting Students at Risk for Reading and Mathematics Difficulties. Screening Briefs Series
Author: National Center on Response to Intervention
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Screening Tests,At Risk Students,Low Achievement,Developmentally Appropriate Practices,Reading Skills,Mathematics Skills,Test Selection,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Learning Problems,Cutting Scores

Schools teams rely on their screening measures to consistently and accurately predict which students are at risk for poor academic outcomes. Among the many important attributes to consider when selecting screening measures is age appropriateness. Reading and mathematics skills that are used at the kindergarten level are different from those used at the first-grade level. The same is true for reading and mathematics skills in second grade, third grade, and so on. When selecting a screening measure, practitioners should make sure that the skills assessed on the screener are appropriate for the grade level that is being assessed. This brief provides suggestions for appropriate screening measures for predicting which students are at risk for reading difficulties and mathematics difficulties.
Brief #1: Classification Accuracy. Screening Briefs Series
Author: National Center on Response to Intervention
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Screening Tests,Classification,Accuracy,Response to Intervention,At Risk Students,Student Evaluation,Performance Based Assessment,Outcome Measures,Predictor Variables,Progress Monitoring,Grade 1,Elementary School Students,Reading Difficulties

A valid screening system requires a screener that accurately predicts whether or not students are at risk given their current performance. To understand a screening measure's accuracy, predicted student performance data (i.e., screening data) must be compared with actual performance data. When these sets of data are compared in a setting where interventions are in place, measures should be taken to ensure that the effects of interventions are controlled in the student data. This brief discusses screening assessments and describes classification accuracy. Understanding classification accuracy will help practitioners become more discerning consumers of screening data.
The Influence of Center Climate on Teachers&apos; Emotional Support of Children. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2016-00-00
Type: Reports - Research
Subjects: Organizational Climate,Early Childhood Education,Children,Preschool Education,Job Satisfaction,Classroom Environment,Administrators

Research suggests the organizational climate of early childhood programs affects overall program quality. A recent study by Katherine Zinsser and Timothy Curby examined early childhood centers to determine if various center characteristics could predict teachers' emotional support of children in their classrooms. The researchers used the Head Start Family and Child Experiences Survey (FACES) 2009 dataset to analyze 370 classrooms from 120 centers. The directors were interviewed about program characteristics, management practices, and their personal experiences and satisfaction in the workplace. They also reported about their job satisfaction by answering a questionnaire. The Classroom Assessment Scoring System (CLASS) was used to examine four dimensions of emotional support among teachers and children: &quot;Positive climate,&quot; &quot;negative climate,&quot; &quot;teacher sensitivity,&quot; and &quot;regard for student perspectives.&quot; The analysis of the overall model showed there were significant differences for three of the four Dimensions of Emotional Support. This research indicates there is a relationship between directors' satisfaction at work and the emotional support teachers provide to children. Zinsser and Curby suggest that factors like enjoying work, belief that one is making a difference, and commitment to early childhood education are the kind of dimensions that contribute to director's job satisfaction.
Stark Contrast between Early Childhood Program Directors and Elementary School Principals. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2017-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Administrators,Principals,Elementary Schools,Administrator Role,Compensation (Remuneration),Labor Turnover,Administrator Qualifications,Administrator Education

This Research Note summarizes research conducted through a collaboration of New America and the McCormick Center for Early Childhood Leadership. New America's Early &amp; Elementary Education Policy team conducted a 50-state survey of departments of education (DOE) and a few state elementary school principal associations to scan the policy landscape of elementary school principals. They partnered with the McCormick Center, who collected data on early childhood center directors by examining source documents on state policies and surveying various state departments (other than DOE) for certain indicators. To more deeply understand leaders' roles, challenges, professional preparation, and supports, New America interviewed center directors and principals across the country giving voice to their perspectives. Four aspects of pre-K leadership were examined in the New America study: (1) pre-service requirements; (2) in-service requirements; (3) compensation and retention; and (4) leader diversity. Pre-service requirements of principals were significantly higher than those of center directors. However, most states are slow to establish policies that require principals to acquire leadership knowledge and skills specific to pre-K children. Researchers found that licensing standards for center directors were inconsistent across the states and lacked rigor.
Closing the Racial Achievement Gap in NYC Schools: Integration Is Not Enough
Author: Domanico, Raymond
Date: 2018-10-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Achievement Gap,Middle Schools,Racial Integration,Admission (School),Admission Criteria,School Desegregation,School Demography,Student Diversity,Educational Improvement,Public Schools,Charter Schools,Middle School Students,African American Students,Hispanic American Students,Equal Education,Educational Opportunities,Racial Differences,Selective Admission

New York City is the nation's largest school system. Once again racial integration of schools in New York has become a hot button issue. It appears that much work needs to be done before enacted changes to middle school admissions policies in two city districts can refer to the present time period as the dawn of a new age of racial justice. Mayor Bill de Blasio and Schools Chancellor Richard Carranza want to change the racial makeup of New York City's schools. Their plan, already under way, is to alter the rules under which many middle schools admit students, as a way of increasing diversity. The goal is to improve the educational opportunities of black and Hispanic students.The plan has generated opposition, especially among parents of students in selective middle schools. Overlooked in the controversy, however, is demography. The racial and geographic mix of students attending city schools will naturally limit attempts to increase diversity. One key fact: only 16% of the city's public middle school students are white. Another key fact: there are many selective middle schools, largely black and Hispanic, whose students attain much higher scores on state exams than the citywide average scores for those groups. These higher-achieving public schools, as well as the city's high-achieving charter schools, show that academic improvement is possible regardless of a student body's ethnic mix. Both facts suggest that improving the educational outcomes for black and Hispanic students on a large scale is going to require improving the schools they attend, as well as supporting high-performing charter schools.
An International Perspective on Early Childhood Leadership. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2015-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Instructional Leadership,Administrator Role,Leadership Responsibility,Leadership Training,Attitudes,Program Administration,Foreign Countries

While there is considerable research about the nature and practice of leadership in business, K-12 education, and health sciences, evidence regarding early childhood leadership is relatively thin. One way to conceptualize early childhood leadership is to consider two functional types--administrative leadership and instructional (or pedagogical) leadership. Administrative leadership involves creating management systems to leverage resources, oversee operations, and engage stakeholders. Instructional leadership inspires effective teaching and learning within a culture of continuous quality improvement. It focuses on creating a positive work climate, ensuring the organizational conditions that foster professional growth and effective teaching. A recent study in Victoria, Australia provides an interesting perspective when considering these two leadership functions. The goal of the Australian study was to examine perceptions of important leadership capacities of 351 individuals selected to participate in a 4-month leadership development program between 2010 and 2013. Participants responded to an online questionnaire at the beginning of the training course to explore their perceptions about early childhood leadership. They were asked: &quot;What do you think are the most important things an early childhood leader should have the capacity to do?&quot; Results showed that on average participants rated all 15 of the capacities as important (3.0 or above), which was expected because the questionnaire was based on the training program's leadership framework. This study raises awareness that early childhood program leaders in Australia do not perceive key aspects of instructional leadership as most critical to their work and program administration is less important than personal and social capacity. Leaders in this study believe they must primarily be able to self-regulate and motivate others. Through these leadership capacities they are able to build the collective competence of learning organizations to create knowledge, promote inquiry and reflection, and align behaviors around shared values.
Indicators of School Crime and Safety: 2018. NCES 2019-047/NCJ 252571
Author: Zhang, Anlan
Date: 2019-04-00
Type: Reports - Research
Subjects: Student Surveys,National Surveys,School Surveys,Crime,Violence,School Safety,Death,Victims of Crime,Educational Environment,Weapons,Drinking,Drug Use,Fear,Discipline,School Security,Bullying,Discipline Problems,Incidence,Public Schools,Juvenile Gangs,Student Attitudes,Narcotics,Elementary Secondary Education,Postsecondary Education,Student Behavior,Age Differences,Gender Differences,Racial Differences,Institutional Characteristics

A joint effort by the National Center for Education Statistics and the Bureau of Justice Statistics, this annual report examines crime occurring in schools and colleges. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the Schools and Staffing Survey, EDFacts, and the Campus Safety and Security Survey. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. [For the 2017 report, see ED581798.]