ethanporcaro/eric-fulltext-meta huggingface dataset:
Brown v. Board at 60: Why Have We Been so Disappointed? What Have We Learned?
Author: Rothstein, Richard
Date: 2014-04-17
Type: Reports - Evaluative
Subjects: Desegregation Litigation,School Desegregation,Success,Racial Differences,Academic Achievement,Achievement Gap,African American Students,Equal Education,Disadvantaged Youth,Educational Resources,Racial Segregation,Neighborhoods

May 17 is the 60th anniversary of &quot;Brown v. Board of Education,&quot; the U.S. Supreme Court's 1954 decision that prohibited Southern states from segregating schools by race. The &quot;Brown&quot; decision annihilated the &quot;separate but equal&quot; rule, previously sanctioned by the Supreme Court in 1896, that permitted states and school districts to designate some schools &quot;whites-only&quot; and others &quot;Negroes-only.&quot; More important, by focusing the nation's attention on subjugation of blacks, it helped fuel a wave of freedom rides, sit-ins, voter registration efforts, and other actions leading ultimately to civil rights legislation in the late 1950s and 1960s. But &quot;Brown&quot; was unsuccessful in its purported mission--to undo the school segregation that persists as a central feature of American public education today. This issue brief highlights key elements of the American education system that have evolved in the wake of &quot;Brown.&quot; Among these key elements are: (1) Although &quot;Brown&quot; stimulated a civil rights movement that desegregated many facets of American society, it was least successful in integrating education, the decision's aim; (2) Initial school integration gains following &quot;Brown&quot; stalled and black children are more racially and socioeconomically isolated today than at any time since data have been available (1970); (3) Academic achievement of African Americans has improved dramatically in recent decades, but whites' has as well, so racial achievement gaps remain huge; and (4) Schools for black children had enormous resource shortages in 1954. Inequalities still exist in some places, although they are much smaller. But resource equality itself is insufficient; disadvantaged students require much greater resources than middle-class white students to prepare for success in school.
InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development
Author: Council of Chief State School Officers
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Standards,Teacher Competencies,Teacher Qualifications,Alignment (Education),Teaching Methods,Educational Quality,College Readiness,Career Development,Elementary Secondary Education,Employment Qualifications,Academic Achievement,Student Diversity,Knowledge Level,Skill Development,Student Evaluation,Teacher Collaboration,Leadership Responsibility,Pedagogical Content Knowledge,Teaching Skills,Teacher Responsibility,Educational Improvement,Teacher Role,Developmental Stages,Student Development,Student Needs,Student Characteristics,Educational Environment,Critical Thinking,Problem Solving,Creativity,Planning,Faculty Development,Ethics

The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC), offers this set of combined resources that define and support ongoing teacher effectiveness to ensure students reach college and career ready standards. This document includes the &quot;InTASC Model Core Teaching Standards: A Resource for State Dialogue,&quot; which was released in April 2011, and the new &quot;InTASC Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development (2013).&quot; Together they describe the new vision of teaching needed for today's learners, how teaching practice that is aligned to the new vision develops over time, and what strategies teachers can employ to improve their practice both individually and collectively. This document contains the following: (1) an introduction and summary of the &quot;Model Core Teaching Standards,&quot; which describe what the standards are and what they hope to achieve; (2) an introduction to the &quot;Learning Progressions for Teachers,&quot; which describes the increasing complexity and sophistication of teaching practice across a continuum of development; (3) standards and progressions themselves, with each standard followed by its corresponding learning progression; (4) a glossary; (5) a chart of cross-cutting themes in the standards; and (6) names of committee members who drafted the standards and progressions.
Incorporating Ninth-Grade PSAT/NMSQT® Scores into AP Potential™ Predictions for AP® European History and AP World History. Statistical Report 2014-1
Author: Zhang, Xiuyuan
Date: 2015-01-30
Type: Reports - Research
Subjects: Grade 4,Scores,Prediction,European History,World History,Correlation,Statistical Data,Statistical Studies,Advanced Placement,Secondary School Students,Tables (Data),High School Students,College Entrance Examinations

Historically, AP Potential™ correlations and expectancy tables have been based on 10th-and 11th-grade PSAT/NMSQT® examinees and 11th-and 12th-grade AP® examinees for all subjects (Zhang, Patel, &amp; Ewing,2014; Ewing, Camara, &amp; Millsap, 2006; Camara &amp; Millsap, 1998). However, a large number of students take AP European History and AP World History Exams in 10th grade. The purpose of this addendum is to provide updated correlations and expectancy tables for AP European History and AP World History Exam scores that incorporate into the analyses students who took the PSAT/NMSQT in ninth grade and the AP Exam in 10th grade along with the other grade levels that have always formed the basis for the AP Potential predictions.
Beyond Averages: School Quality in Denver Public Schools
Author: Ooms, Alexander
Date: 2014-02-05
Type: Reports - Research
Subjects: Educational Quality,School Effectiveness,Public Schools,Outcomes of Education,School Closing,Educational Improvement,School Districts,Governance,Educational Innovation,Case Studies

Since 2009, academic outcomes for students in Denver Public Schools (DPS) have slowly improved. The primary mechanism for increasing academic performance lies within the district's schools, and on an aggregate level Denver has seen a substantial rise in both the number of quality schools and the percentage of students they serve. Every child deserves to attend a quality school, and while there is still much work to be done, the past five years have demonstrated encouraging progress. &quot;Beyond Averages: School Quality in Denver Public Schools,&quot; examines the past five years of performance in three disparate groups of schools: those closed or slated for closure (&quot;closing schools&quot;), those newly formed (&quot;new schools&quot;), and those that fall into neither category (&quot;continuing schools&quot;). Within these three school groups, we also assess criteria around governance models, student demographics, and grade levels. Based on our analysis we conclude with specific recommendations for the district and Denver's Board of Education to build on a growing foundation of progress. Every child deserves to attend a quality school, and if the district focuses on the right strategies, more children will soon have that opportunity. Two appendices include: (1) Flaws in the SPF: The Curious Case of East High School; and (2) List of Schools.
Personal Competencies/Personalized Learning: Reflection on Instruction. A Peer-to-Peer Learning and Observation Tool
Author: Twyman, Janet
Date: 2015-01-00
Type: Tests/Questionnaires
Subjects: Reflection,Instruction,Individualized Instruction,Individualized Programs,Cognitive Ability,Metacognition,Motivation,Emotional Development,Interpersonal Competence,Learning Processes,Peer Evaluation,Lesson Observation Criteria,Transformative Learning,Reflective Teaching,Interviews,Educational Practices,Teaching Guides

This publication and its companion, &quot;Personal Competencies/Personalized Learning: Lesson Plan Reflection Guide,&quot; were created in response to a request for further development of the practical application of personalized learning concepts by teachers. Personalized learning varies the time, place, and pace of learning for each student, and involves the student as a partner in their own education. Personal competencies underlie all learning. The four main competency areas are the following: (1) Cognitive Competency; (2) Metacognitive Competency; (3) Motivational Competency; and (4) Social/Emotional Competency. Personal competencies appear integral to learning, as they are acquired through learning and applied in the learning process. Personalized learning often amplifies the importance of personal competencies. As students are given greater choice and control over learning, their more prominent role in the entire learning process only magnifies the importance of personal competencies, and how educators may enhance and support them. This document features a peer-to-peer observation tool designed to help teachers support and learn from one another in the course of personalized learning, enhance personal competencies for all students, and use technology to support instruction. Using the tool enhances the ability to review and reflect on the lesson with accuracy and specificity--with a focus on student benefits across both instructional goals and personal competencies. Sustained use should strengthen educators' ability to engage in honest, supportive, and deep reflection, with the goal of continued improvements in teaching and learning.
Equity Priorities in the Northwest and Pacific: A Regional Dialogue
Author: Education Northwest
Date: 2013-12-10
Type: Reports - Descriptive
Subjects: Equal Education,Educational Opportunities,Access to Education,Public Education,Geographic Regions,Regional Planning,Educational Needs,Needs Assessment,Educational Policy,Culturally Relevant Education,Educational Improvement,School Turnaround,Family Involvement,Community Involvement,Educational Environment,Special Education,Teacher Effectiveness,English Language Learners,Student Needs,Resource Allocation,Foreign Countries

The promise of a public education is that all students will have access to high-quality learning opportunities. Accomplishing this requires collective and coherent action to increase system effectiveness and produce results that are not predictable by race, ethnicity, or socioeconomic status. On December 10, 2013, education stakeholders from around the Northwest and Pacific gathered at Education Northwest in Portland, Oregon, to participate in a forum to prioritize equity needs in these regions. Sponsored by Education Northwest, the Region X Equity Assistance Center, and the Northwest Comprehensive Center, the event marked the first-ever convening of leaders from across all of these jurisdictions. The forum aimed to identify common equity related issues, establish a regional agenda to collaboratively address the most critical issues, build regional relationships, and engage in ongoing dialogue with other educational leaders. This document captures the rich discussions from that day of learning and sharing, and demonstrates education and community leaders' renewed commitment to collective and coherent action for educational equity across the Pacific and Northwest. The following are appended: (1) Participants; (2) Participating Staff; and (3) Education Statistics in the Northwest and Pacific Regions.
How Do Principals Assign Students to Teachers? Finding Evidence in Administrative Data and the Implications for Value-Added. Working Paper #30. Revised
Author: Dieterle, Steven G.
Date: 2013-11-07
Type: Reports - Research
Subjects: Principals,Student Placement,Teacher Influence,Classification,Longitudinal Studies,Scores,Student Evaluation,Academic Achievement,Teacher Effectiveness,Equations (Mathematics),Elementary School Students,Elementary School Teachers,Mathematics Achievement,Standardized Tests,Middle School Teachers,Middle School Students,Public Schools,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grouping (Instructional Purposes),Institutional Characteristics

The federal government's Race to the Top competition has promoted the adoption of test-based performance measures as a component of teacher evaluations throughout many states, but the validity of these measures has been controversial among researchers and widely contested by teachers' unions. A key concern is the extent to which nonrandom sorting of students to teachers may bias the results and lead to a misclassification of teachers as high or low performing. In light of this, it is important to assess the extent to which evidence of sorting can be found in the large administrative data sets used for VAM estimation. Using a large longitudinal data set from an anonymous state, we find evidence that a nontrivial amount of sorting exists--particularly sorting based on prior test scores--and that the extent of sorting varies considerably across schools, a fact obscured by the types of aggregate sorting indices developed in prior research. We also find that VAM estimation is sensitive to the presence of nonrandom sorting. There is less agreement across estimation approaches regarding a particular teacher's rank in the distribution of estimated effectiveness when schools engage in sorting. The following is appended: Performance of Panel Data Value-added Estimates.
An Evaluation of Empirical Bayes&apos; Estimation of Value- Added Teacher Performance Measures. Working Paper #31. Revised
Author: Guarino, Cassandra M.
Date: 2014-08-19
Type: Reports - Research
Subjects: Teacher Evaluation,Bayesian Statistics,Comparative Analysis,Teacher Effectiveness,Measurement Techniques,Simulation,Statistical Analysis

Empirical Bayes' (EB) estimation is a widely used procedure to calculate teacher value-added. It is primarily viewed as a way to make imprecise estimates more reliable. In this paper we review the theory of EB estimation and use simulated data to study its ability to properly rank teachers. We compare the performance of EB estimators with that of other widely used value-added estimators under different teacher assignment scenarios. We find that, although EB estimators generally perform well under random assignment of teachers to classrooms, their performance generally suffers under non-random teacher assignment. Under nonrandom assignment, estimators that explicitly (if imperfectly) control for the teacher assignment mechanism perform the best out of all the estimators we examine. We also find that shrinking the estimates, as in EB estimation, does not itself substantially boost performance. The report also includes an appendix containing three additional tables.
The Need to Address Noncognitive Skills in the Education Policy Agenda. Briefing Paper #386
Author: Garcia, Emma
Date: 2014-12-02
Type: Reports - Descriptive
Subjects: Educational Policy,Skill Development,Guidelines,Policy Formation,Role,Evidence,Educational Change,Educational Objectives,Accountability,Family Characteristics,Social Influences,Educational Environment,Genetics,Early Childhood Education,Socioeconomic Influences,Teaching Methods,Attention Control,Cognitive Style,Creativity,Curriculum,Discipline Policy,Special Education,Extracurricular Activities,Teacher Education

Multiple traits compose a broad definition of what it means to be an educated person. Indisputably, being an educated person is associated with having a certain command of a curriculum, and knowledge of theories and facts from various disciplines. This paper contends that noncognitive skills should be an explicit pillar of education policy. It contributes to the growing interest in these skills by reviewing what is known about noncognitive skills, including what they are, why they matter, and how they enter into the education process. The author then extends the discussion by providing a tentative list of skills that are both important for and can be nurtured by schools. Contrasting what is known about noncognitive skills with how policy currently treats them, the author contends that noncognitive skills deserve more attention in the education policy arena. Toward this end, she proposes some guidelines for how to design education policies that better nurture them, and describe the kinds of research needed to inform policy and practice. This paper is composed of two main sections. The first defines noncognitive skills and explores the evidence-based findings on their role in education and adulthood outcomes, and on how they are nurtured. The second section examines how education policy could help schools better nurture noncognitive skills. It includes some suggestions for researchers on how their work can provide new evidence geared toward policymakers, and a discussion of the goals of public education, education reform, and accountability.
Evaluating Specification Tests in the Context of Value-Added Estimation. Working Paper #38
Author: Guarino, Cassandra M.
Date: 2014-02-06
Type: Reports - Research
Subjects: Achievement Gains,Evaluation Methods,Teacher Effectiveness,Educational Quality,Educational Practices,Outcome Measures,Feedback (Response),Educational Theories,Simulation,Program Validation,Testing Problems,Testing,Models,Computation,Mathematical Formulas,Grouping (Instructional Purposes),Teacher Placement,Predictive Measurement,Predictive Validity

We study the properties of two specification tests that have been applied to a variety of estimators in the context of value-added measures (VAMs) of teacher and school quality: the Hausman test for choosing between random and fixed effects and a test for feedback (sometimes called a &quot;falsification test&quot;). We discuss theoretical properties of the tests to serve as background. An extensive simulation study provides important further insight to the VAM setting. Unfortunately, while both the Hausman and feedback tests have good power for detecting the kinds of nonrandom assignment that can invalidate VAM estimates, they also reject in situations where estimated VAMs perform very well. Consequently, the tests must be used with caution when student tracking is used to form classrooms.
Department of Education Educator Equity Initiative
Author: Lindsey, Kevin
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Placement,Equal Education,Educational Planning,Federal Programs,Data,Technical Assistance,Social Support Groups,Improvement Programs,Educational Legislation,Federal Legislation,Disadvantaged,Minority Group Students,Elementary Secondary Education

On July 7, 2014, the U.S. Department of Education announced plans to enforce a provision of the 2001 No Child Left Behind (NCLB) Act meant to ensure that every student is taught by a great teacher and attends a school run by great administrators. The provision requires states to develop and implement plans to ensure that no subgroup of students is taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers. These plans are clearly necessary, as many states have never developed them, and no state has updated their plan since 2006. Additionally, minority students are being taught at higher rates than other children by inexperienced, unqualified, and out-of-field teachers nationwide. The Department's next steps toward implementing these new plans will decide if they are more successful than previous efforts or not. This brief describes the Department's plan to address disparities in educator equity through three provisions: (1) New State Educator Equity Plans; (2) Educator Equity Support Network; and (3) Data and State Profiles.
Meeting Colorado's Demand for Excellent Leaders. The School Leadership Pipeline Series. Part 1
Author: Dolan, Kim Knous
Date: 2013-06-17
Type: Reports - Evaluative
Subjects: Instructional Leadership,Superintendents,Interviews,Administrator Attitudes,Principals,Surveys,Supply and Demand,Administrator Qualifications,Professional Development,Accountability,Administrator Education,Higher Education,Educational Policy,State Legislation,Leadership Qualities,Leadership Responsibility,Administrator Role,Incentives,Human Capital,Personnel Selection,Recruitment,Educational Quality

During the fall of 2012, the Donnell-Kay Foundation surveyed the state's superintendents and charter network leaders to better understand the principalship in Colorado today. Some key findings of the survey are presented in this report. The findings include perceptions that there is a shortage of quality leaders to run Colorado's schools, that the quality of principal preparation is extremely poor, and that professional development and accountability are levers to improve the quality of leadership. Information gathered in the survey, as well as research into national trends and promising practices on school leadership, serve as the basis for the recommendations presented. A chart titled State Principal Data Guide: Data Elements is appended. [For &quot;Promising Leadership for School Turnarounds. The School Leadership Pipeline Series. Part 2,&quot; see ED558133.]
Promising Leadership for School Turnarounds. The School Leadership Pipeline Series. Part 2
Author: Dolan, Kim Knous
Date: 2014-01-21
Type: Reports - Evaluative
Subjects: School Turnaround,Leadership Styles,Leadership Effectiveness,Educational Research,Trend Analysis,Personnel Selection,Leadership Training,Teamwork,School Support,Incentives,Best Practices,Educational Change,Educational Practices,Change Strategies,Elementary Secondary Education,Educational Administration

In the fall of 2012, the Donnell-Kay Foundation conducted a survey of Colorado's superintendents and charter management organization (CMO) leaders to understand the pipeline challenges faced by district and charter leaders in the state. The results of the survey found particular challenges with recruiting, supporting, and retaining qualified leaders for school turnarounds. In light of these responses, this paper examines the promising research and national trends specific to school turnarounds. [For &quot;Meeting Colorado's Demand for Excellent Leaders. The School Leadership Pipeline Series. Part 1&quot;, see ED558132.]
How Can State Law Support School Continuity and Success for Students in Foster Care?
Author: First Focus
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: State Legislation,Foster Care,Educational Opportunities,Students,Federal Legislation,Educational Legislation,Student Transportation,Child Welfare,Public Agencies,School Districts,State Departments of Education,Academic Records,Information Transfer,Student Mobility,Graduation Requirements,Academic Achievement

This brief is authored by The Legal Center for Foster Care and Education, a collaboration between the American Bar Association Center on Children and the Law, Education Law Center (PA), and Juvenile Law Center. The federal Fostering Connections Act of 2008 and the McKinney-Vento Act both provide education stability for children in foster care, especially children &quot;awaiting foster care placement.&quot; Many state laws address improving education opportunities for children in care. Some expand the number of children entitled to McKinney-Vento protections by defining which children in care meet the definition of &quot;awaiting foster care placement.&quot; Some states imbed the Fostering Connections and McKinney-Vento requirements relating to school stability and seamless transitions in their state laws. Other states expand upon these federal protections. This brief examines what states are already doing to ensure the educational needs of children in care are met and makes recommendations on how states can improve their laws.