ethanporcaro/eric-fulltext-meta huggingface dataset:
Michigan&apos;s Talent Crisis: The Economic Case for Rebuilding Michigan&apos;s Broken Public Education System. Michigan Achieves! Michigan State of Education Report, 2016
Author: Arellano, Amber
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Public Education,Educational Change,Educational Improvement,Economic Impact,Competition,Educational Assessment,Educational Indicators,Labor Force Development,Talent Development,Reading Skills,Leadership,Teacher Effectiveness,Leadership Effectiveness,Educational Finance,Educational Opportunities

In recent months business leaders across the state have committed to a new effort to make Michigan a top ten education state by 2030. The Michigan Achieves initiative is designed to make that ambitious and urgent goal happen for &quot;all&quot; students in the state. These leaders know with certainty what others in Michigan are beginning to grasp: that Michigan has Great Lakes and an increasingly strong economy, but Michigan cannot be great, by any definition of greatness, if the state continues to educate children in one of the lowest-performing public school systems in the United States. This report lays out the next steps in a comprehensive plan--initially published in 2015--to make Michigan a top ten education state for every Michigan student, and details Michigan's progress toward this goal. This report contains the following sections: (1) The Goal: Becoming a Top Ten Education State; (2) The Economic Case for Public Education; (3) Michigan's Educational Competitiveness; (4) A Top Ten Plan for Michigan Education; and (5) Michigan Achieves Progress Indicators. Contains a list of sources.
The STEM Teacher Drought: Cracks and Disparities in California's Math and Science Teacher Pipeline
Author: Wolf, Leni
Date: 2015-09-00
Type: Reports - Research
Subjects: STEM Education,Mathematics Teachers,Science Teachers,Low Income Students,Teacher Supply and Demand,Credentials,Teaching Skills,Teacher Competencies,Teacher Qualifications,Pedagogical Content Knowledge,Teacher Effectiveness,Academic Standards,Teacher Shortage,Faculty Development,Student Diversity,Career Readiness

In today's fast-moving and interconnected world, high school and college graduates must be able to think critically and generate creative solutions to address complex problems. With the world producing new knowledge at an exponential rate, we cannot anticipate what all these future challenges will be. Without a doubt, they will impact a society that is more diverse and complex than ever before. This is especially true in California, where the majority of the population is non-White and increasingly low income, and almost half of its residents speak a language other than English at home. Young people--particularly those who are Black, Latino, multilingual, or who grow up in under-resourced communities--must play a central role in addressing California's social, economic, and environmental challenges. It is particularly urgent that California's diverse students develop skills in science, technology, engineering, and math--or STEM. While STEM learning opportunities are abundant in some schools and districts, they are not available to far too many students. African American, Latino, and low-income students in California have less access to STEM learning opportunities and experience worse academic outcomes in STEM subjects as compared to their more advantaged peers. Despite these barriers, this report focuses on the one element considered the most foundational for ensuring quality STEM learning: teachers. Three critical questions guide this analysis: (1) Are districts, especially those serving concentrations of low-income students, able to meet their demand for math and science teachers?; (2) Are high school math and science teachers appropriately credentialed in STEM subject areas, particularly in the highest poverty districts?; and (3) Are teachers, particularly those in the highest need schools, prepared and supported to effectively teach the new, more rigorous math and science standards? This report addresses these questions and highlights the Central Coast Partnership for Teaching Excellence, as well as District Bright Spots in the following school districts: Sweetwater Union High School District; Coachella Valley Unified School District; and Hacienda-La Puente Unified School District. Recommendations are included for state leaders and for school districts and/or institutions of higher education. Contains a Technical Appendix of Data Sources, Calculations, and Methodology.
Learning to Teach: Practice-Based Preparation in Teacher Education. Special Issues Brief
Author: Benedict, Amber
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Teacher Competencies,College Faculty,Educational Innovation,Experiential Learning,Learning Activities,Simulated Environment,Video Technology,Tutoring,Communities of Practice,Coaching (Performance),State Departments of Education

This Special Issues Brief from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center) and the Center on Great Teachers and Leaders (GTL Center) outlines essential features for providing high-quality, structured, and sequenced opportunities to practice within teacher preparation programs. This brief is intended to support states, districts, and educator preparation programs (EPPs) that are striving to prepare and support excellent teachers by: (1) showcasing several teacher preparation programs wherein faculty have enacted innovative strategies to embed practice-based opportunities into existing coursework and field experiences that more closely connect with the realistic demands of today's classrooms; (2) strengthening understanding of several practice-based approaches, informed by the science of learning, which have been found to increase beginning teacher candidates' capacity for teaching; and (3) identifying potential action steps that EPPs, districts, and states can take to improve candidates' opportunities to practice. The brief is intended for use by EPPs, districts, and state education agencies (SEAs). The information and considerations presented will be especially useful for EPP faculty engaged in transforming programs and for state policymakers in rethinking program approval requirements. An appendix provides practical examples of laboratory experiences, virtual simulation, course-aligned, field-based practice opportunities, video analysis, structured tutoring, lesson study, and bug-in-ear coaching.
A Tale of Two Systems: Education Reform in Washington D.C.
Author: Osborne, David
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Urban Schools,Public Schools,Charter Schools,Comparative Analysis,School Effectiveness,Politics of Education,Elementary Secondary Education,Academic Achievement,National Competency Tests,Achievement Tests

An important contest is taking place in Washington, D.C.--a race between two vehicles designed to carry children into the future with the habits and skills they need to live productive, meaningful lives. The older of the two, the District of Columbia Public Schools (DCPS), uses a &quot;unified governance model&quot; that emerged more than a century ago, in which the district operates all but one of its 113 schools and employs all their staff, with central control and most policies applied equally to most schools. Since 2007, when Michelle Rhee became chancellor, DCPS leaders have pursued the most aggressive reform effort of any unified urban district in America. Racing against them--and carrying 44 percent of D.C. public school students--is a very different vehicle, designed and built largely in this century. This model does not own or operate any schools. Instead, it contracts with 62 independent organizations--all of them nonprofits--to operate 115 schools. It negotiates contracts with operators, lets parents choose their schools, shuts down those that repeatedly fail to achieve their performance goals, and replicates those that are most effective. We know these as charter schools, authorized by the Public Charter School Board (PCSB), which Congress legislated into existence in 1996. Like DCPS, the Charter Board is a leader in its field, considered by experts one of the best authorizers in the nation. Under both models, student performance is improving. Comparisons are tricky, because their demographics are different. DCPS students are not as poor: 75 percent qualify for a free or reduced price lunch, compared to 82 percent in charter schools. The two systems are discussed and compared in this document.
A Proposal to Eliminate the SAT in Berkeley Admissions. Research &amp; Occasional Paper Series: CSHE.4.16
Author: Geiser, Saul
Date: 2016-05-00
Type: Reports - Research
Subjects: College Entrance Examinations,Eligibility,Selective Admission,Scores,College Admission,Test Bias,Psychometrics,Minority Group Students,Racial Factors,High School Students,Grade Point Average,Prediction,Student Characteristics

The SAT is used for two purposes at the University of California. First is &quot;eligibility&quot;: Determining whether applicants meet the minimum requirements for admission to the UC system. Second is &quot;admissions selection&quot;: At high-demand campuses such as Berkeley, with many more eligible applicants than places available, test scores are used to select from among them. UC policy delegates authority to the faculty at each campus to establish local admissions procedures that reflect &quot;campus values and academic priorities.&quot; Under the proposal outlined here, while retaining the test for eligibility, Berkeley would eliminate the SAT (and ACT) as a factor in local admissions decisions. There are strong reasons for doing so. With the advent of &quot;holistic&quot; review in Berkeley admissions, the SAT has become almost entirely redundant and adds little to the much richer body of information now available in applicants' files. After taking that information into account, the SAT predicts less than 2 percent of the variance in students' first-year grades at Berkeley. This introduces a considerable element of error in admissions decisions, as many students predicted to perform well actually perform worse than those with lower scores, and vice versa. Most troubling, the SAT has a severe adverse effect on admission of students of color beyond what is warranted by test validity. There is clear evidence, much of it produced by Berkeley researchers, that the SAT exhibits differential prediction, differential item functioning, and related psychometric issues when used with black and Latino examinees. National testing standards oblige colleges and universities to be sensitive to such issues, but in California, Proposition 209 bars sensitivity to race in admissions decisions. If Berkeley cannot consider race as a contextual factor in admissions, neither should it consider SAT scores. The cost of the SAT, in terms of its adverse impact on students of color, is far out of proportion with its marginal benefit as an indicator of student success at Berkeley.
A 21st Century School System in the Mile-High City
Author: Osborne, David
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Urban Education,School Districts,Educational Change,Change Strategies,Public Schools,Charter Schools,Educational Innovation,Educational Equity (Finance),Enrollment,Program Effectiveness,Traditional Schools,Educational Quality,Academic Achievement,Learner Engagement,Politics of Education,Educational History,Elementary Schools,Middle Schools,High Schools

Some of the most dramatic gains in urban education have come from school districts using what many call a &quot;portfolio strategy.&quot; Others call it &quot;reinvention,&quot; a &quot;21st century approach,&quot; or &quot;relinquishment.&quot; By whatever name, it generally means that districts negotiate performance agreements with some mix of traditional, charter, and hybrid public schools, allow them great autonomy, let them handcraft their schools to fit the needs of their students, give parents their choice of schools, replicate successful schools, and replace failing schools. Reformers are paying close attention to Denver, Colorado. With an elected board, Denver Public Schools (DPS) has embraced charter schools and created &quot;innovation schools,&quot; which it treats somewhat like charters. Since 2005 it has closed or replaced 48 schools and opened more than 70, the majority of them charters. In 2010 DPS signed a Collaboration Compact with charter leaders committing to equitable funding and a common enrollment system for charters and traditional schools, plus replication of the most effective schools--whether charter or traditional. This report tracks Denver's progress on the &quot;21st century approach,&quot; and the impact it is having on Denver Public Schools.
Quantifying Faculty Productivity in Japan: Development and Application of the Achievement-Motivated Key Performance Indicator. Research &amp; Occasional Paper Series: CSHE.8.16
Author: Aida, Misako
Date: 2016-10-00
Type: Reports - Research
Subjects: Foreign Countries,Productivity,College Faculty,Job Performance,Educational Indicators,Organizational Change,Outcome Measures,Measurement Objectives,Growth Models,Job Analysis,College Preparation,Teaching Load,Supervision,Faculty Publishing,Program Effectiveness,Global Approach,Fund Raising,Teacher Evaluation

Universities throughout the world are trending toward more performance based methods to capture their strengths, weaknesses and productivity. Hiroshima University has developed an integrated objective measure for quantifying multifaceted faculty activities, namely the &quot;Achievement-Motivated Key Performance Indicator&quot; (A-KPI), in order to visualize the strengths and weaknesses of the university, while balancing versatile faculty activities university-wide. We believe any reform efforts should be based on accurate understanding of the status quo through rigorous self-assessment. This uniquely developed KPI could be a starting point for shaping a stronger faculty body, with each motivated faculty member striving to achieve his or her professional expertise while balancing the distribution of overall efforts as a single institution with shared visions and missions. The individual A-KPI scores calculated for all the faculty members at Hiroshima University reveal that the faculty activities are unevenly distributed for some schools, with a majority of professors devoting their efforts to teaching and thesis advising, and much less toward academic publications and/or the acquisition of external funding. More balanced distributions between teaching and research oriented activities are observed for the faculties of other schools. Our analysis suggests that the overall performance would be improved through more efficient and well-balanced time allocation among faculty members.
Restructuring Public Higher Education Governance to Succeed in a Highly Competitive Environment. Research &amp; Occasional Paper Series: CSHE.6.15
Author: Hyatt, James A.
Date: 2015-06-00
Type: Reports - Research
Subjects: Governance,Higher Education,Public Education,Competition,Educational Change,Models,Administrative Organization,Administrative Principles,Educational Finance,Educational History,Change Strategies,Barriers,Organizational Change

Given diminished governmental support, competition from private counterparts, and public demands for access to services, public universities need to respond in an effective manner to take advantage of opportunities and meet the challenges of today's highly competitive environment. A critical factor in meeting these challenges is the manner in which these institutions are governed. Today's governance structures must enhance institutions' ability to generate resources from multiple sources--tuition and fees, gifts from donors, governmental support, and partnerships with the private sector. To achieve this, authority must be vested at a level where institutions can respond to challenges and opportunities in a timely and nimble fashion. The history of governance of public higher education is characterized by a wide range of models--a single governing board responsible for a single institution, a board overseeing a university with branch campuses, university systems with a single governing board for multiple universities. Changes in governance have occurred in response to difficult economic times, like the Great Depression, or the need to meet increased student demand including the surge in enrollment in the 1960s. The challenges facing today's public universities involve not only finances but also the need to use technology to respond to student demand for instructional services and to partner with both government and the private sector. This paper proposes a governance structure for public higher education systems that reinforces the strengths of traditional models while creating opportunities to streamline governance responsibilities in order to strengthen decision making. Contains a bibliography.
Arts Integration: A Strategy to Improve Teaching and Learning, Promote Personal Competencies, and Turn Around Low-Performing Schools
Author: Biscoe, Belinda
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Capacity Building,School Turnaround,Theses,Competency Based Education,Art Education,Integrated Activities,Underachievement,Student Role,Case Studies,Program Implementation,Change Strategies,Elementary Schools,School Effectiveness

This paper connects the dots between arts integration, students' personal competencies, and school turnaround. Its thesis is that by intertwining art forms and methods with content in all subject areas, students learn more about art and the other subjects and build their personal competencies for learning. The paper includes the story of an inner-city elementary school that significantly turned around its performance using a schoolwide approach to arts integration. Core to all aspects of the discussion is a focus on students' engagement in their learning and the role arts integration plays in enhancing students' capacity and desire to learn. The following are appended: (1) Arts Integration Models; (2) Accomplishments and Highlights for Wilson Arts Integration Elementary School; and (3) Unpacking the Kennedy Center's Partners in Education Definition of Arts Integration.
Using Federal Education Formula Funds for School Turnaround Initiatives: Opportunities for State Education Agencies
Author: Junge, Melissa
Date: 2016-00-00
Type: Guides - General
Subjects: School Turnaround,Federal Aid,State Agencies,Funding Formulas,Educational Opportunities,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Change Strategies,Guidelines,Barriers,Needs Assessment,Alignment (Education),Accountability,Program Proposals,Elementary Secondary Education

Much has been written on the subject of school turnaround, but relatively little about how to &quot;pay for&quot; turnaround-related work. Turning around low-performing schools not only requires changing instructional and related practices, but changing spending patterns as well. Too often education dollars are spent on the same costs from year-to-year, with little scrutiny of how closely costs align to the needs of schools and students. This handbook addresses how U.S. Department of Education (ED) formula grants, such as Title I, Title II, and Individuals with Disabilities Education Act (IDEA), can be used to support school turnaround efforts. ED formula grants often are overlooked as funding sources for turnaround efforts because ED formula grant programs are subject to complex rules and regulations that are difficult to navigate. As a result, states, school districts, and schools often are uncertain about what they can spend their money on. Even where spending options are well understood, it can be challenging to use federal funds effectively while still meeting paperwork and other compliance requirements. State education agencies (SEAs) play a critical role in helping districts and schools navigate federal grant rules and spend funds effectively. To support SEAs in fulfilling this role, this handbook presents the following information: (1) Four strategies SEAs can use to create the conditions for maximizing ED formula grants for turnaround activities, including: (a) Strategy 1: Provide Clear Guidance Aligned to Turnaround Activities; (b) Strategy 2: Eliminate Barriers to Full Use of Schoolwide Programs; (c) Strategy 3: Focus on Aligning Spending to Needs; and (d) Strategy 4: Build Oversight Processes That Incentivize High-Quality Programming; and (2) An overview of how districts and schools can use Title I, Part A;3 Title II, Part A;4 and IDEA, Part B5 funds to support turnaround efforts.
Changing the Equation: Ensuring the Common Core Math Standards Enable All Students to Excel in California Schools. K-12 Practice
Author: Banks, Amber
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,Mathematics Education,Best Practices,Barriers,Expectation,Goal Orientation,School Support,Educational Opportunities,Faculty Development,Curriculum Design,Alignment (Education),Outcome Measures,Student Participation,Thinking Skills,English Language Learners,Participant Satisfaction,Caregiver Role

Schools around California are implementing the new Common Core State Standards. In math specifically, where significant disparities in proficiency exist for African American, Latino, and low-income students as compared to their white, Asian and higher-income peers, these new standards provide an opportunity to close achievement and opportunity gaps. Our new report, &quot;Changing the Equation Ensuring the Common Core Math Standards Enable All Students to Excel in California Schools&quot;, describes both the challenges districts face in implementing the new math standards and best practices for addressing these challenges. Specific examples include ways to create a culture of high expectations for all students, models for supporting teachers as they design and implement rigorous curriculum, and strategies for meaningfully engaging students and parents with the standards. In highlighting practices from the field, the report illuminates how districts can ensure the standards not only raise the bar for all students but also help close achievement gaps for students of color and low-income students. [This report was written with the assistance of Brentt Brown.]