ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Library Issues: A Quarterly Report from ARL, CNI, and SPARC. RLI  278
Author: Baughman, M. Sue, Ed.
Date: 2012-03-00
Type: Collected Works - Serial
Subjects: Foreign Countries,Research Libraries,Time Management,Strategic Planning,Agenda Setting,Alignment (Education),Organizational Effectiveness,Vignettes,Futures (of Society)

&quot;Research Library Issues&quot; (&quot;RLI&quot;) is a quarterly report from ARL (Association of Research Libraries), CNI (Coalition of Networked Information), and SPARC (Scholarly Publishing and Academic Resources Coalition). This issue includes the following articles: (1) Leading a Full Life: Reflections on Several Decades of Work, Family, and Accomplishment (Shirley K. Baker); (2) Scenario Planning: Developing a Strategic Agenda for Organizational Alignment (Deborah Ludwig and Jennifer Church-Duran); (3) Bringing Scenario Planning Home to KU (Jennifer Church-Duran and Deborah Ludwig); and (4) The ARL Balanced Scorecard Initiative Meets the ARL 2030 Scenarios (Kathryn Ball, Raynna Bowlby, Margaret Burri, Vivian Lewis, and Elizabeth Mengel). Regular features include News and ARL Calendar. Individual articles contain endnotes. (Contains 3 figures.)
Attendance and Chronic Absenteeism in Indiana: The Impact on Student Achievement. Education Policy Brief, Volume 10, Number 3, Summer 2012
Author: Spradlin, Terry
Date: 2012-00-00
Type: Reports - Research
Subjects: Academic Achievement,Average Daily Attendance,Educational Change,Best Practices,Data Analysis,Teacher Effectiveness,Educational Policy,Educational Attainment,Incidence,Graduation,Intervention,Outcomes of Education

This Education Policy Brief summarizes the research and data analysis completed by the Center for Evaluation and Education Policy (CEEP) on Indiana's student attendance and absenteeism data. The study was initiated by The Indiana Partnerships Center and conducted by CEEP with funding from USA Funds and State Farm. Additional partners in the study are the Marion County Commission on Youth, Net Literacy, and Attendance Works. The intended use of the study is to inform educators, families, community partners, and policymakers about the status of attendance in Indiana and the degree to which poor attendance impacts student achievement and attainment. Findings indicate that although the majority of schools report good average daily attendance, chronic absenteeism occurs in schools in all areas of Indiana. This brief quantifies the prevalence of chronic absenteeism in Indiana and describes the impact of chronic absenteeism on achievement and graduation at the student, school, and locality level. Additionally, best practices for improving attendance are discussed, and examples of successful interventions provided. This brief concludes with a set of recommendations for education leaders and policymakers to consider that will ensure sufficient attention, reporting, and action to reduce chronic absenteeism in Indiana and help improve academic outcomes for thousands of Hoosier students. (Contains 7 figures and 5 tables.)
Childhood Obesity and Nutrition Issues in the United States: An Update on School-based Policies and Practices. Education Policy Brief, Volume 10, Number 1, Spring 2012
Author: Spradlin, Terry
Date: 2012-00-00
Type: Reports - Research
Subjects: Children,Obesity,Nutrition,School Policy,Correlation,Trend Analysis,Federal Legislation,Taxes,School Role,Health Promotion,Physical Education,School Districts

This Education Policy Brief examines the latest research and statistics regarding childhood obesity. In addition to providing an overview of current trends and effects of childhood obesity, this brief considers the reasons for the increase in obesity rates among children, as well as the latest federal and state initiatives created to combat childhood obesity. In particular, the brief highlights the significance of the Healthy, Hunger-Free Kids Act of 2010, the &quot;Let's Move&quot; campaign, and recent soda tax initiatives. The brief also considers local policies addressing obesity, providing a summary of 41 wellness policies collected from school districts throughout Indiana. Finally, the authors offer conclusions and recommendations to schools and education leaders, policymakers, and parents about how to curb the obesity epidemic. (Contains 3 figures, 2 tables and 8 web resources.)
Student Count Mechanisms for Funding Purposes. Education Policy Brief, Volume 10, Number 2, Spring 2012
Author: Lara, Lindsi M.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Enrollment,Average Daily Attendance,Computation,Educational Finance,State Aid,Financial Support,State Legislation,Educational Legislation

This Education Policy Brief provides an overview of the student count mechanisms that are currently employed by states. It then reviews Indiana's outgoing count mechanism, the Single Count Date, and compares it with the newly enacted Multiple Count Dates mechanism. To conclude the discussion, the brief examines how other states use the Multiple Count Dates mechanism and highlights their varied experiences, to draw insights into how this new mechanism may impact Indiana school funding in the near future. (Contains 3 tables and 3 web resources.)
Implementing Observation Protocols: Lessons for K-12 Education from the Field of Early Childhood
Author: Pianta, Robert C.
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Young Children,Observation,Testing,Primary Education,Elementary Secondary Education,Classroom Environment,Teacher Evaluation,Teacher Effectiveness

This report draws from decades of experience using observation in early childhood education, which has implications for administrative decisions, evaluation practices, and policymaking in K-12. Early childhood education has long embraced the value of observing classrooms and teacher-child interactions. In early childhood education the features of the settings in which children are served are the hallmarks of quality. These features can include health and safety considerations, the materials and physical layout of the space, and the interactions that take place between adults and children--such as conversations, emotional tone, or physical proximity. Standardized observations of these early childhood education features in turn yield metrics that are used in state and federal policy, program improvement investments, and the credentialing of professionals--all uses that K-12 education is now considering. This paper examines lessons learned from observation in early childhood education that may be helpful as states and districts begin implementing more rigorous observation protocols for K-12 teachers. Although these lessons apply to all grades, they may be particularly relevant for K-3 as assessment of student performance using standardized achievement tests is most challenging in those grades. These lessons focus on the importance of standardization, trained observers, methods for ensuring the validity and reliability of the instruments, and the use of observational measures as a lever to produce effective teaching. These lessons form the basis for the recommendations offered in this paper. (Contains 1 figure and 33 endnotes.)
Race to the Top: What Have We Learned from the States So Far? A State-by-State Evaluation of Race to the Top Performance
Author: Boser, Ulrich
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: State Policy,Educational Policy,Policy Analysis,Federal Programs,Federal Legislation,Educational Finance,Educational Improvement,Improvement Programs,Program Effectiveness,Comparative Analysis,Profiles,Benchmarking,Grants,Program Evaluation,Educational Change,Academic Standards

On February 17, 2009, President Obama signed the American Recovery and Reinvestment Act (ARRA). The law had a very simple mission: kick-start an economic recovery through strategic investment. Deep within the law were a number of key education initiatives, including Race to the Top (RTT), which was a way to invest in the nation's education system and spur efforts to reform schools. To apply for a grant, states had to submit a detailed application and the Department of Education rewarded points if the application met certain criteria and policies. Applications for Phase 1 of the program were due in early 2010 and 40 states and the District of Columbia applied for funding, with Delaware and Tennessee winning grants in the first round. Phase II winners were announced in September 2010. In the end there were 12 winners in the second round of the program, including the District of Columbia, Florida, Georgia, Hawaii, Maryland, Massachusetts, New York, North Carolina, Ohio, and Rhode Island. Given the importance of RTT the author and his team wanted to take a closer look and get a better sense of what exactly was happening within the states that won the grants in Phase 1 and Phase 2 of the program. They wanted to determine what's going well? And what's going wrong? Were the states on track to meet all of the goals detailed in their grants? How has Department of Education helped or hindered implementation? And finally, what lessons could be drawn for future federal education initiatives? To answer these questions, a team of researchers was enlisted to dig deep into each state's RTT efforts. The team spoke to key stakeholders, examined various budget and implementation documents, and sifted through performance data provided by the Department of Education. As part of their evaluation effort, they also evaluated the states based on their performance, benchmarking their success against a set of key indicators. Overall, they found that although a lot of work remains to be done, RTT has sparked significant school reform efforts and demonstrates that significant policy changes are possible. Full methodology and list of sources for Race to the Top implementation table is appended. (Contains 58 endnotes.)
Principal Concerns: Leadership Data and Strategies for States
Author: Campbell, Christine
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: School Personnel,Educational Change,Public Education,Change Strategies,Leadership Effectiveness,Leadership Qualities,Performance Technology,Personnel Management,Principals,Strategic Planning,Data Analysis,Data Collection,Data Interpretation,Management Information Systems,Guidelines

With the interest and assistance of more than a dozen key state education leaders and staff from across the country, the Center on Reinventing Public Education (CRPE) is investigating what it would take for states to attract and support talented school leaders. This report explains CRPE's efforts to create a coherent framework that any state could use to draft a strategy for developing and supporting a principal corps for the coming decades. It explains why principals are key to so many of today's education efforts and why now is the time to take action. The report then presents a focused data guide and a framework for thinking about policies that can help states get started. State Principal Data Guide: Data Elements is appended. (Contains 22 footnotes.)
Open Educational Resources: Tools to Help 21st Century Students Achieve Their Postsecondary Education Goals and Keep America Competitive
Author: Center for American Progress
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Open Education,Educational Resources,Cost Effectiveness,Access to Education,Distance Education,Nontraditional Students,Student Costs,Experiential Learning,Online Courses,Textbooks

Open courseware and other open educational resources are beginning to draw the attention of higher education policymakers and other leaders. These web-based educational tools hold the promise of both reducing the cost of higher education and helping learners to complete their degrees by providing access to top quality course materials and instruction. By radically reducing the costs of course content, delivery of instruction, textbooks, and related materials these open resources can make college more affordable. Further, by enabling &quot;learning-from-anywhere&quot; for students who have work and family obligations, the same technologies provide expanded access to higher education for millions of nontraditional learners. This paper discusses the basics of open educational resources (OER) and highlights the advantages of OER for students/learners, such as reducing student costs, increasing entrepreneurial learning, improving online learning, and credentialing open learning. (Contains 7 endnotes.)
Preparing All Teachers to Meet the Needs of English Language Learners: Applying Research to Policy and Practice for Teacher Effectiveness
Author: Samson, Jennifer F.
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: English Language Learners,Teacher Education,Teacher Certification,Teacher Effectiveness,Educational Legislation,Federal Legislation,Academic Achievement,Achievement Gap,National Competency Tests,Oral Language,Language Acquisition,Academic Discourse,Cultural Differences,Inclusion,Licensing Examinations (Professions),Teacher Evaluation,Educational Improvement,Educational Change

There is a sea change occurring in education across the country in the systematic way that everyone considers &quot;what&quot; students should be learning and &quot;how&quot; teachers should be evaluated. Amidst the sweeping changes in the enterprise of teaching and learning, English language learners, or ELLs, are one subgroup of students that require special attention, particularly because of their growing numbers and low-performance relative to their non-ELL peers. To date, there has been relatively little attention paid to the essential standards, knowledge, and skills that general education teachers ought to possess in order to provide effective instruction to ELLs placed in their classroom. Drawing from the literature on what English as a second language and bilingual teachers should know, the authors extrapolated foundational knowledge about ELLs that might serve general education teachers that have these students in their classrooms. These include the importance of attending to oral language development, supporting academic language, and encouraging teachers' cultural sensitivity to the backgrounds of their students. They argue that these areas of knowledge be purposefully and explicitly integrated into the preparation, certification, evaluation, and development of all teachers in the interest of improving outcomes for English language learners. In this report the authors summarize key findings drawn from the literature on promising practices that all teachers can employ when working with ELLs. The authors also consider the degree to which that research is integrated into the preparation, certification, and evaluation of teachers as a means for improving educational outcomes for ELLs. Through a review of professional and state level standards for teacher-education programs, state teacher-certification examinations, and teacher-observation evaluation rubrics, the authors examine gaps in policy and practice pertaining to general education teachers of ELLs. They argue that system-level changes must be made to establish evidence-based practices among general education teachers of ELLs. (Contains 2 figures, 3 tables and 41 endnotes.)
Modernizing the State Education Agency: Different Paths toward Performance Management
Author: Murphy, Patrick
Date: 2012-09-00
Type: Reports - Research
Subjects: State Departments of Education,School Turnaround,Agency Role,Educational Change,Federal State Relationship,Federal Legislation,Educational Legislation,Federal Programs,Organizational Change,Models,Performance,Educational Administration,Leadership,Change Strategies

This project examines how eight state education agencies engaged the charge of improving their lowest-performing schools. The states examined are among the most active and intentional in this regard. In many ways, they are at the leading edge of what could eventually become 50 different experiments in performance management. By focusing on states at the forefront of the turnaround effort, the authors hope to identify promising paths that SEAs can follow as they shift the focus of their departments away from ensuring compliance and toward managing for improved performance. This report begins by briefly discussing prior research on the role of state agencies in supporting struggling schools. It then identifies the logic of school reform that guides their processes. Importantly, all of the states examined here start from nearly the same point, a federally defined set of steps by which they are bound, and they share certain elements of change. For example, they all used data to guide their work, restructured their organizations, and embraced the principles of transparency and clarity in communicating their intentions. They established a sense of urgency to build momentum for reform, leveraged the threat of federal requirements, and relied upon strong leadership, though in differing manners and to differing degrees. Finally, the report examines the overall strategic visions that guide SEAs' efforts to improve schools. These visions represent the greatest variation in terms of how SEAs approach school improvement. Undergirding these strategies are very different theories of action and expectations about the role of local education agencies (LEAs). It is too early to identify one strategic approach that is best in all situations. Each was implemented only recently and is embedded in a particular set of circumstances. Interestingly, they all share a common implicit assumption that enough administrative, teaching, and school leadership talent--either in terms of individuals or organizations--can be developed or recruited to support the reform effort. While the overall prognosis is uncertain as to the best transformation path, it is clear that any approach relies on recruiting enough talent to drive the effort. New Jersey Department of Education Organizational Charts 2010 and 2011 are appended. (Contains 2 figures, 2 tables and 36 footnotes.)
The Western States: Profound Diversity but Severe Segregation for Latino Students
Author: Kucsera, John
Date: 2012-09-00
Type: Reports - Research
Subjects: Educational Opportunities,School Segregation,Racial Segregation,Civil Rights,Public Schools,Demography,White Students,Economically Disadvantaged,Hispanic American Students,Poverty,Social Change,Student Diversity,Public Policy,Statistical Data,Educational Trends,Trend Analysis

The U.S. Western region and its public schools are in the midst of its largest racial and economic transformation, as the area witnesses a shrinking white majority, a surging Latino minority, and a growing class of poor. These groups, along with blacks and Asian, more often than not attend very different and segregated schools both in educational opportunity and student body diversity. With its growing diversity potentially exemplifying our nation's future demography, the West is an ideal region to determine how demographic transformation and segregation of our public schools can affect the rest of the nation if social and civil rights policy continues in their stagnant state. According to data from the National Center for Education Statistics, as the proportion of white students drops and the percentage of Latinos rises, whites in the Western region are attending more diverse schools than whites across other regions. Yet, the interracial contact between white and Latino students is declining more than ever before, as more and more Latinos attend schools with 10% or fewer white classmates. To exacerbate this growing segregation, and without taking into account the full effect of the recent recession, two out of three students in a typical Latino student's school are poor, often a clear indicator of an impoverished setting that lacks educational opportunities and morale often found in low poverty schools. A similar story emerges for black students in the West, as many attend impoverished schools with mostly Latino peers. In this report, the authors present an in-depth exploration of these Western trends that are merely summarized in the corresponding larger report, "E Pluribus... Separated." Major findings in the West are highlighted. Data Sources and Methodology are appended. (Contains 15 tables and 19 footnotes.) [For the main report, ""E Pluribus"... Separation: Deepening Double Segregation for More Students," see ED535442. For related report, "Southern Slippage: Growing School Segregation in the Most Desegregated Region of the Country," see ED535611.]
Southern Slippage: Growing School Segregation in the Most Desegregated Region of the Country
Author: Siegel-Hawley, Genevieve
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Desegregation Plans,School Desegregation,School Segregation,Racial Segregation,Poverty,African American Students,Federal Legislation,Educational Legislation,Hispanic American Students,Social Bias,White Students,Asian American Students,Trend Analysis

The South remains the most desegregated region in the country for black students, but along every measure of segregation and at each level of geography, gains made during the desegregation era are slipping away at a steady pace. This report shows that the segregation of Southern black students has been progressively increasing since judicial retrenchment on &quot;Brown&quot; began in the early 1990s. Though the Supreme Court granted desegregation rights to Latino students in the 1973 &quot;Keyes&quot; case, many Southern desegregation plans were dissolved without ever recognizing Latino rights. Latino students in the South were seldom included in desegregation orders, and have undergone increases along multiple measures of segregation over the past four decades. Black and Latino students in the South attend schools defined by double isolation by both race and poverty. The South reports high overall shares of students living in poverty, but students of different racial backgrounds are not exposed equally to existing poverty. The typical black and Latino student in the region goes to a school with far higher concentrations of low-income students than the typical white or Asian student. In this report, the authors present an in-depth treatment of Southern trends that are merely summarized in the accompanying larger report, &quot;E Pluribus... Segregation.&quot; Key findings are highlighted. Appended are: (1) Data Sources and Methodology; and (2) Additional Data Tables. (Contains 4 figures, 21 tables and 55 footnotes.) [For the main report, &quot;&quot;E Pluribus&quot;... Separation: Deepening Double Segregation for More Students,&quot; see ED535442. For related report, &quot;Western States: Profound Diversity but Severe Segregation for Latino Students,&quot; see ED535610.]