ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Massachusetts Office of District and School Turnaround Assistance to Commissioner&apos;s Districts and Schools: Impact of School Redesign Grants
Author: LiCalsi, Christina
Date: 2015-06-00
Type: Reports - Research
Subjects: School Turnaround,Grants,Educational Finance,Elementary Secondary Education,Program Effectiveness,Academic Achievement,Attendance,State Agencies

The Massachusetts Office of District and School Turnaround (ODST) assists the Commissioner's Districts (the 10 largest districts in the state) and schools within those districts. The assistance focuses on turning around the lowest performing schools in the district while building district capacity to support improvement in other district schools. The three major strategies examined in this study are as follows: (1) District Liaisons. Liaisons include ODST staff members who serve as project managers and coordinate support to the districts, overseeing implementation of the state's strategy for school turnaround; (2) Priority Partners. Partners include external organizations that support turnaround efforts in four areas of support: maximizing learning time; the effective use of data; social, emotional, and health needs; and district systems of support; and (3) School Redesign Grants (SRGs). SRGs are competitive funds that support turnaround efforts in persistently underperforming schools. The first year grants were awarded was 2010-11. American Institutes for Research (AIR) contracted with the Massachusetts Department of Elementary and Secondary Education (Massachusetts ESE) to conduct an evaluation of ODST assistance to Commissioner's Districts and schools. This report summarizes the results from an impact analysis focused on the impact of the SRG receipt. SRGs are provided through federal School Improvement Grant (SIG) funding. Federal guidelines allow states flexibility in how they administer and monitor their distribution of SIG funds. The Massachusetts ESE allocates SIG funds as SRGs through a competitive application process. They commissioned this research to better understand how the process it designed has impacted or has failed to impact schools and how the process might be improved. This report answers the following research question: What is the impact of SRG receipt on student outcomes (e.g., academic achievement and attendance)?&quot; Using a comparative interrupted time series (CITS) design, AIR researchers examined whether, when compared with non-SRG schools and controlling for selected background characteristics, students in SRG schools experienced better academic outcomes and attendance. The results from this evaluation suggest that the disbursement of SIG grants in the process designed by ESE as SRGs have consistently positive effects on student academic achievement, particularly on standardized state assessments. Moreover, these results are generally robust across districts and school levels, and they are particularly strong for students who are ELLs.
State Test Results Are Getting Closer to Student Achievement on NAEP: Parents, Students, and Teachers Benefit
Author: Achieve, Inc.
Date: 2016-01-28
Type: Reports - Evaluative
Subjects: State Standards,Academic Achievement,Grade 4,Grade 8,Mathematics Achievement,Reading Achievement

In 2015, Achieve first released &quot;Proficient vs. Prepared,&quot; showing large disparities between most state test results and the National Assessment of Educational Progress (NAEP). With states taking action to transition to new, more rigorous tests over the past couple of years and also setting new levels of proficiency or cut scores, states deserve a lot of credit for reducing or even eliminating the &quot;honesty gap&quot; that existed. With standards and tests that gauge whether students are able to show they can do grade-level work, parents are provided better information so they can partner with educators to impact student achievement. The 2016 edition of the Proficient vs. Prepared report demonstrates that most states acknowledged and corrected their reporting of student proficiency. Parents, students, and teachers in the states where gaps closed are now getting information from state tests that are much closer to other proficiency indicators allowing them to make more informed decisions for their individual students. And, policymakers and the general public now have better information to make decisions to improve school systems. While no single test can show everything needed to know about how a student is performing in school, test scores along with information about a student's work in the classroom, do provide families some measure of student progress. It's important to note that this report does not compare the content of the tests, but only of the percentage of students deemed proficient on each. NAEP is one benchmark to make sure parents are getting the truth from state tests. NAEP defines proficiency as &quot;solid academic performance&quot; for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills approximate to the subject matter.&quot;
At a Glance: The Race to The Top - Early Learning Challenge Year 2014 Progress Report
Author: Department of Education (ED)
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Early Childhood Education,Low Income Groups,Family Income,Poverty,Grants,Program Evaluation,Educational Assessment,Progress Monitoring,Program Implementation,Statistical Data,Tables (Data)

The Race to the Top - Early Learning Challenge (RTT-ELC) program, authorized by Congress in 2011, is designed to improve the quality of early learning and development programs for children from birth through age 5. This discretionary grant program is administered jointly by the U.S. Departments of Education (ED) and Health and Human Services (HHS). Nearly half of all children who live in low-income families in the Unites States reside in the 20 RTT-ELC States. Of the 11.8 million children from birth through age 5 in these States, more than 5.4 million are living in families who are at or below 200 percent of the Federal poverty rate. Twenty States were awarded four-year grants in three phases between 2012 and 2014. This brief is based on 2014 Annual Performance Report (APR) data that RTT-ELC States submitted in the spring of 2015. It reflects the work of nine States at the end of the third year; five States at the end of the second year; and six States at the end of the first year of their RTT-ELC grants.
School Turnaround in North Carolina: A Regression Discontinuity Analysis. Working Paper 156
Author: Heissel, Jennifer A.
Date: 2016-03-00
Type: Reports - Research
Subjects: School Turnaround,Regression (Statistics),Elementary Schools,Middle Schools,Outcomes of Education,Low Achievement,Mathematics Achievement,Reading Achievement,Low Income Students,Teacher Surveys,Principals,Faculty Development,Program Effectiveness,School Administration,Barriers,Faculty Mobility,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Longitudinal Studies

This paper examines the effect of school turnaround in North Carolina elementary and middle schools. Using a regression discontinuity design, we find that turnaround led to a drop in average school-level math and reading passing rates and an increased concentration of low-income students in treated schools. We use teacher survey data to examine how teacher activities changed. Treated schools brought in new principals and increased the time teachers devoted to professional development. The program also increased administrative burdens and distracted teachers, potentially reducing time available for instruction. Teacher turnover increased after the first full year of implementation. Overall, we find little success for North Carolina's efforts to turn around low performing schools under its federally funded Race to the Top grant.
Rankings &amp; Estimates: Rankings of the States 2011 and Estimates of School Statistics 2012
Author: National Education Association
Date: 2012-00-00
Type: Reports - Research
Subjects: School Statistics,Public Education,Government Role,Educational Finance,Geographic Location,Elementary Secondary Education,Enrollment Trends,Attendance Patterns,Teachers,Financial Support,Federal Aid,State Aid,Local Government,Income,Expenditures,Educational Administration,School Districts,High School Graduates,Salaries,Expenditure per Student

The data presented in this combined report--&quot;Rankings &amp; Estimates&quot;--provide facts about the extent to which local, state, and national governments commit resources to public education. The National Education Association (NEA) Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services. Part I of this combined report--&quot;Rankings 2001&quot;--provides state-level data on an array of topics relevant to the complex enterprise of public education. Since the 1960s, &quot;Rankings&quot; has presented facts and figures useful in determining how states differ from one another--or from national averages--on selected statistics. Part II of this report, &quot;Estimates 2012,&quot; is in its 68th year of production and provides projections of public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. [For &quot;Rankings &amp; Estimates: Rankings of the States 2010 and Estimates of School Statistics 2011,&quot; see ED521870.]
Update: Online Learning. Report to the Legislature
Author: Nelson, Rhett
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Accountability,Online Courses,Educational Technology,Technology Uses in Education,State Legislation,Student Characteristics,Demography,Grades (Scholastic),Racial Differences,Ethnicity,Enrollment Trends,Success,Data Collection,Charts,Gender Differences,Elementary Secondary Education,Instructional Program Divisions,Place of Residence

In 2009 the Washington State Legislature created an accountability system for online learning (SSB 5410, RCW 28A.250.005). The Legislature directed the Office of Superintendent of Public Instruction (OSPI) to develop an online provider approval system and report annually on the state of online learning in Washington (RCW 28A.250.040). The Legislature asked OSPI to include: (1) student demographics; (2) course enrollment data; (3) aggregated student course completion and passing rates; and (4) activities and outcomes of course and provider approval reviews. This report provides information about online learning for the 2016-17 school year. Online learning is a delivery model for instruction. Depending on the structure, an online course may be delivered as a traditional course and schedule, or more commonly as one of three course models as an Alternative Learning Experience (ALE). Online learning continues to grow in Washington state. Demographics of students who take part in online learning ranked the same as the 2015-16 school year. A significantly larger share of Black/African American students took an online course than the previous year. American Indian/Alaskan Native students kept their ranking as the most likely to access online learning. Asian students remain least likely. English language learners (ELL), students in special education (SPED), and students eligible for free and reduced lunch (FRL) also showed growth, while staying consistent with their rankings. These students were less likely to take an online course than their non-group counterparts. The largest enrollment gap is between ELL students and students that did not qualify as ELL. [For &quot;Online Learning: Report to the Legislature&quot; (Jan 2016), see ED573042.]
Update: Dyslexia Support. Report to the Legislature
Author: Jackson, Aira
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: State Legislation,Charts,Elementary Secondary Education,Dyslexia,Guides,Intervention,Faculty Development,Technical Assistance,Conferences (Gatherings)

In 2011, the Washington Dyslexia Resource Guide was created as a capstone document highlighting the multiple professional learning resources used by the Office of Superintendent of Public Instruction (OSPI) and the Educational Service Districts (ESDs). From 2005 to 2010, OSPI received funding from the WA State Legislature to work closely with school districts, ESDs, and the Washington Branch of the International Dyslexia Association (WABIDA) to develop resources for families and educators focused on the identification and support of students with dyslexia. During the 2016-17 school year, the Regional Literacy Cadre (RLC) representing each of the nine ESDs reported the following: (1) RLC members presented on dyslexia at state and regional conferences; (2) OSPI staff attended conferences and events on dyslexia around the state; (3) OSPI has started collaborating with researchers at the University of Washington; and (4) The ELA Office at OSPI and the RLC provided technical assistance (phone calls and email correspondence) to families and districts on dyslexia identification, legality and support.
Teacher Assessment and Evaluation: The National Education Association&apos;s Framework for Transforming Education Systems to Support Effective Teaching and Improve Student Learning
Author: National Education Association
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Instruction,Barriers,Evaluation Needs,Administrative Principles,Program Implementation,Guidelines,Formative Evaluation,Teacher Improvement,Summative Evaluation,Career Development,Professionalism,Outcome Measures,Evidence Based Practice,Educational Practices,Faculty Development

The National Education Association (NEA) recognizes the urgent need to transform the U.S. education system to support effective teaching and improve student learning. Based on its vision of great public schools for every child, NEA has identified the core purposes and values of a comprehensive teacher growth and development system to meet the demands of the 21st century. The U.S. public education system involves many stakeholders whose various roles and responsibilities aim to support and enhance student learning. Unfortunately, within the education system itself, there is a lack of alignment and coherence. Efforts to reform a single component, such as teacher evaluation, cannot produce a &quot;silver bullet.&quot; Focusing on only one component can lead to reforms that merely tinker around the edges. NEA advocates the development of new systems of teaching and learning that align student and teacher assessment with the ultimate goal of improving both. This report provides a concept map that shows how student learning standards can have a systemic connection with teacher education and assessment. A chart is also provided that identifies how a successful teacher assessment and development process could proceed.
CPR Scholarships: Using Private School Choice to Attack Concentrated Poverty, Crime, and Unemployment
Author: Danielsen, Bartley R.
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: School Choice,Educational Quality,Public Policy,Desegregation Methods,Scholarships,Models,Federal Programs,Educational Improvement,Educational Change,Neighborhood Integration,Residential Patterns,Elementary Secondary Education

Oftentimes, policymakers discuss school reform only in terms of its benefits to students. In this brief, researcher Bartley R. Danielsen identifies how more multifaceted reforms can not only improve educational outcomes for students but also revitalize communities by encouraging wealthy families to remain in lower-income areas, thereby raising school quality and decreasing concentrated poverty, increasing economic activity, and reducing crime. Because schools are the centers of the communities in which they exist, varying school quality across the nation today encourages families to &quot;move with their feet.&quot; But by providing incentives to families to not move and instead remain in areas that are currently lower income, policymakers can revitalize communities, improve educational outcomes, and increase opportunity on a larger scale for more Americans.
Leveraging ESSA to Support Quality-School Growth
Author: Smith, Nelson
Date: 2017-03-00
Type: Reports - Research
Subjects: Federal Legislation,Educational Legislation,Educational Improvement,Resource Allocation,Grants,Financial Support,Charter Schools,School Turnaround,State Government,School Districts,Models,Change Strategies,Evidence,Educational Policy

The purpose of this brief is to support stakeholders in their efforts to influence how states use the mandatory 7 percent Title I school improvement set-aside in the Every Student Succeeds Act (ESSA)--an allocation that could total more than $5 billion nationwide over the next five years. First, the authors provide an overview of the ESSA's school improvement provisions and discuss how these differ from the school improvement grants (SIGs) in the now-defunct No Child Left Behind (NCLB) Act. They also review some current approaches to school improvement that aim for more fundamental and effective changes than resulted from SIGs, while considering how they relate to the ESSA's revised evidence requirements. They conclude with recommendations for how education-reform advocates and municipal leaders can participate in shaping state school improvement programs in the ESSA era.
NEPC Review: Back to the Staffing Surge (EdChoice, May 2017)
Author: Roy, Joydeep
Date: 2017-07-00
Type: Reports - Research
Subjects: Public Schools,United States History,Educational History,Personnel Selection,Enrollment Trends,Academic Achievement,Teacher Salaries,School Choice,School Personnel,Role,Educational Finance,Expenditures,Achievement Gains,Charter Schools,Special Education,Statistical Data,Private Schools,Educational Vouchers,Elementary Secondary Education

A recent report from EdChoice documents two staffing trends in public schools. After a temporary pause during the Great Recession, school staffing in the U.S. resumed an upward trajectory, and hiring tilted toward non-teaching personnel as compared to teachers. The report concludes that staffing growth outpaces enrollment growth and that there has been no corresponding increase in student performance. The report then recommends increasing teacher pay, at the expense of non-teaching staff, and school choice. While the data on staffing trends are obtained from NCES publications, the report's discussion of inputs, outcomes, and policy approaches is poorly grounded, leading to unsupported conclusions and policy prescriptions. It does not examine why there has been a staffing surge or whether it reflects a valid use of personnel. It evaluates the effectiveness of school staffing changes using &quot;concurrent&quot; achievement and finance measures, and it fails to acknowledge that educational outcomes have steadily improved, even though any benefits of staffing increases will be lagged and only show up gradually over time. The report presents no logical relationship between staffing trends and the solutions proposed. As a result, the report is irrelevant and is devoid of any important policy implications. This report provides a review of &quot;Back to the Staffing Surge: The Great Teacher Salary Stagnation and the Decades-Long Employment Growth in American Public Schools.&quot; (A list of notes and references is included.) [For the EdChoice report, &quot;Back to the Staffing Surge: The Great Teacher Salary Stagnation and the Decades-Long Employment Growth in American Public Schools,&quot; see ED583004.]
Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011): User&apos;s Manual for the ECLS-K:2011 Kindergarten-Third Grade Data File and Electronic Codebook, Public Version. NCES 2018-034
Author: Tourangeau, Karen
Date: 2018-03-00
Type: Guides - Non-Classroom
Subjects: Longitudinal Studies,Children,Surveys,Kindergarten,Grade 3,Data Collection,Student Evaluation,Guides,Questionnaires,Parents,Interviews,Teacher Surveys,General Education,Special Education Teachers,Administrator Surveys,Copyrights,Instructional Materials,Reading Skills,Mathematics Skills,Science Process Skills,Executive Function,Cognitive Tests,Item Response Theory,Scores,Error of Measurement,Disabilities,Test Reliability,Test Validity,Interpersonal Competence,Rating Scales,Attention,Inhibition,Teacher Student Relationship,Short Term Memory,Peer Relationship,Measures (Individuals),Sampling,Primary Education,Grade 1,Grade 2,Sample Size,Research Methodology,Response Rates (Questionnaires),Coding,Data Analysis,Age Differences,Racial Differences,Gender Differences,Ethnicity,Body Height,Body Weight,Body Composition,Family Structure,Family Income,Socioeconomic Status,Poverty,Teacher Characteristics,Institutional Characteristics,Grades (Scholastic),Lunch Programs,School Location,Geographic Location,Employment Level,Family Characteristics,School Districts

This manual provides guidance and documentation for users of the longitudinal kindergarten-fourth grade (K-4) public-use data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), which includes the first release of the public version of the third-grade data. This manual mainly provides information specific to the third-grade round of data collection. The first chapter provides an overview of the ECLS-K:2011. Subsequent chapters provide details on the third-grade data collection instruments and methods, including a description of how the third-grade data collections differ from the earlier rounds; the direct and indirect child assessments; the sample design; weighting procedures; response rates; and data file content, including composite variables.