ethanporcaro/eric-fulltext-meta huggingface dataset:
2011 State Teacher Policy Yearbook. Idaho
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Idaho received a D+ Overall 2011 Yearbook Grade. Idaho ranks 8th among states and has made high progress compared to other states. Highlights from recent progress in Idaho include: (1) Evidence of student learning in teacher evaluations; (2) State data system with the capacity to provide evidence of teacher effectiveness; and (3) Pay scales connected to teacher performance. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Alabama
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Alabama received a C- Overall 2011 Yearbook Grade. Alabama ranks 19th among states and has made moderate progress compared to other states. Highlights from recent progress in Alabama include: (1) Annual evaluations for all teachers; (2) Elementary teacher preparation in the science of reading instruction; and (3) Admission requirements for alternate routes to certification. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Kentucky
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Kentucky received a D+ for Overall 2011 Yearbook Grade. Kentucky ranks 41st among states and has made low progress compared to other states. Highlight from recent progress in Kentucky includes: (1) No loopholes on licensure test requirements. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Mississippi
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Mississippi received a D+ for Overall 2011 Yearbook Grade. Mississippi ranks 47th among states and has made no progress compared to other states. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Arkansas
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Arkansas received a C Overall 2011 Yearbook Grade. Arkansas ranks 25th among states and has made low progress compared to other states. Highlights from recent progress in Arkansas include: (1) Middle school teacher preparation; (2) Evidence of student learning in teacher evaluations; and (3) Consequences for unsatisfactory evaluations. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. California
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. California received a D+ Overall 2011 Yearbook Grade. California ranks 51st among states and has made no progress compared to other states. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Florida
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Florida received a D- for Overall 2011 Yearbook Grade. Florida ranks 32nd among states and has made low progress compared to other states. Highlights from recent progress in Florida include: (1) Teacher preparation program admission requirements; and (2) Dismissal of teachers for classroom ineffectiveness. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Illinois
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Illinois received a C for Overall 2011 Yearbook Grade. Illinois ranks 4th among states and has made a very high progress compared to other states. Highlights from recent progress in Illinois include: (1) Evidence of student learning in teacher evaluations; (2) State data system with the capacity to provide evidence of teacher effectiveness; and (3) Dismissal for classroom ineffectiveness. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Indiana
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Indiana received a C+ for Overall 2011 Yearbook Grade. Indiana ranks 1st among states and has made very high progress compared to other states. Highlights from recent progress in Indiana include: (1) Annual evaluations for all teachers; (2) Consequences for unsatisfactory evaluations; (3) Pay scales connected to teacher performance; (4) Dismissal of teachers for classroom ineffectiveness; (5) State data system with the capacity to provide evidence of teacher effectiveness; and (6) Elementary teacher preparation. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]