ethanporcaro/eric-fulltext-meta huggingface dataset:
Data Science Emerges as Essential Tool for Decision Making and Innovation across Industry Sectors. BHEF Issue Brief
Author: Business-Higher Education Forum
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Data Analysis,Decision Making,Innovation,Demand Occupations,Business,Higher Education,Undergraduate Study,Graduate Study,Education Work Relationship

This issue brief discusses how data science has emerged as a tool across all industries, resulting in a high demand for data-science experts and data analytics-enabled workers.
Forging Strategic Business Partnerships to Develop the 21st Century Workforce: A Case Study of the University of Houston's Undergraduate Petroleum Engineering Program
Author: Business-Higher Education Forum
Date: 2013-00-00
Type: Reports - Research
Subjects: Undergraduate Study,Program Descriptions,Fuels,Engineering Education,School Business Relationship,Universities,Labor Force Development,Talent Development,Educational Innovation,Energy,Partnerships in Education,Education Work Relationship,Advisory Committees,Program Development,Industry,Administrator Attitudes,College Graduates,Intervention,Teacher Recruitment,Teacher Persistence,College Faculty,Minority Group Teachers,Women Faculty

The Business-Higher Education Forum (BHEF) is committed to aligning education and the workforce to create the talent and capacity for innovation necessary to keep regions, states, and the nation economically competitive. As part of that work, BHEF strives to analyze the factors that contribute to effective business and higher education partnerships that align education and the workforce. To reach this deeper understanding, BHEF periodically examines exemplary &quot;innovative communities&quot; already in existence. One such center of innovation is in Houston, where leaders in the energy industry collaborated with the University of Houston (UH) to launch, and quickly grow, a highly successful undergraduate program in petroleum engineering. The success of this partnership stands as a model of how business and higher education can collaborate to meet workforce needs. It both exemplifies a successful strategy for improved alignment between education and the workforce, and it demonstrates the value that is inherent in synergies among business, higher education, and the community. One of the cornerstones of the success of the UH program is that it was created and shaped in consultation with an advisory board whose members are primarily executives in the energy industry. The process of creating this partnership between higher education and business produced insights that can be generalized to other partnerships, including these top-level findings: (1) New partnerships must address actual workforce realities and create college graduates who can enter high-demand fields; (2) Deeply engaged high-level industry support is a critical requirement for program development; (3) &quot;Quick wins&quot; can help keep business engaged; and (4) Targeted interventions in education can help universities recruit and retain women and minorities. The success of the undergraduate petroleum engineering program at the University of Houston exemplifies how business and education can effectively join forces to develop both curricular and co-curricular experiences that directly address regional workforce requirements.
Shortchanged: The Hidden Costs of Lockstep Teacher Pay
Author: TNTP
Date: 2014-07-15
Type: Reports - Evaluative
Subjects: Teacher Salaries,Compensation (Remuneration),School Districts,Teacher Competencies,Merit Pay,Incentives,Teacher Recruitment,Teacher Qualifications,Educational Quality,Promotion (Occupational),Disadvantaged Schools,Teacher Effectiveness,Teaching Conditions,Masters Degrees

Nobody goes into teaching to get rich, but that's no excuse not to pay teachers as professionals. Compensation is one of the most important factors in determining who enters the teaching profession and how long they stay--yet 90 percent of all U.S. school districts pay teachers without any regard for their actual performance with students, shortchanging our best educators. If we seriously believe in the value of great teaching, we have to not only pay teachers more but also pay them &quot;differently.&quot; &quot;Shortchanged&quot; examines why lockstep pay undermines the value of great teaching and hurts students and teachers, making it difficult to recruit and keep top talent, and discouraging high performers from teaching where they're needed most. It's time to build smarter compensation systems that actually pay for what really matters: how hard teachers' jobs are and how well they're doing them. Schools and districts can--and should--free up existing funds and pay teachers according to three principles: (1) Raise early-career salaries, to compete with other professions for top talent. It's especially important to make sure that effective teachers can move quickly up the pay scale in the first five years on the job; (2) Offer raises for strong classroom performance, to encourage high performers to stay; and (3) Create incentives for great teachers in high-need schools, to get the best possible teachers in the schools with the greatest challenges. Smarter teacher compensation isn't just hypothetical. It's possible to build compensation systems that value great teaching without an influx of new funding, and more than 25 districts, states and charter networks across the country are proving it.
A Promising Approach to Addressing America's Biggest Challenges. Needle-Moving Community Collaboratives
Author: Jolin, Michele
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: College Readiness,Employment Qualifications,Career Development,Job Skills,Success,Partnerships in Education,Change Strategies,Graduation Rate,Cooperative Planning,Committees,Decision Making,Data Analysis,Networks,Data Collection,Financial Support,Public Schools,Elementary Secondary Education,Leadership Responsibility,Youth Programs,Prevention,Intervention,Early Parenthood,Pregnancy,Violence,Dropout Prevention,Social Change,Community Involvement

Communities face powerful challenges--a high-school dropout epidemic, youth unemployment, teen pregnancy--that require powerful solutions. In a climate of increasingly constrained resources, those solutions must help communities to achieve more with less. A new kind of community collaborative--an approach that aspires to significant, community-wide progress by enlisting all sectors to work together toward a common goal--offers enormous promise to bring about broader, more lasting change across the nation. The White House Council for Community Solutions, created in December 2010, worked with the Bridgespan Group to: (1) identify the most effective needle-moving collaboratives; (2) understand the keys to success; and (3) recommend ways the Council could help encourage more collective action, particularly in addressing the challenges of disconnected youth. This report presents their findings and also includes the appendix: A Long History of Community Revitalization Efforts in the United States. [See the Case Studies for: Nashville at ED559653; Chicago at ED559647; Cincinnati, Covington, Newport at ED559649; Parramore at ED559656; and Philadelphia at ED559658.]
Sources of Donated Books for Schools and Libraries, 2014. Publication No. RE003
Author: Peace Corps
Date: 2014-00-00
Type: Reference Materials - Directories/Catalogs
Subjects: Books,Educational Resources,Libraries,Schools,Volunteers,Library Materials,Donors,Planning,Guides,Library Services,Community Involvement

This publication helps volunteers identify organizations that can provide books and other educational resources to their communities. It provides contact information and guidance on how volunteers and their community partners can submit requests and receive donations from the organizations listed, and it emphasizes the importance of sustainability in library development activities. Volunteers involved with library or resource center development will find this manual of particular value. [This publication was produced by the Peace Corps Office of Overseas Programming and Training Support (OPATS) and is made available through its Knowledge &amp; Learning unit (KLU), formerly known as Information Collection and Exchange (ICE).]
Evaluation of the MIND Research Institute's Spatial-Temporal Math (ST Math) Program in California
Author: Wendt, Staci
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Educational Games,Computer Software,Teaching Methods,Elementary School Mathematics,Mathematics Instruction,Technology Uses in Education,Program Evaluation,Grade 2,Grade 3,Grade 4,Grade 5,Program Effectiveness,Standardized Tests,Control Groups,Experimental Groups,Comparative Analysis,Age Differences,Mathematics Achievement,Statistical Analysis

The MIND Research Institute contracted with the Evaluation Research Program at WestEd to conduct an independent assessment of mathematics outcomes in elementary school grades across California that were provided with the ST Math program. Spatial-Temporal (ST) Math is a game-based instructional software designed to boost K-5 and secondary-level students' mathematics comprehension and proficiency through visual learning. ST Math is integrated into classroom instruction but can also be used in a computer lab or at home. The ST Math software games follow JiJi, a penguin. Students help JiJi pass obstacles by solving spatial math puzzles. This report presents the results of an independent evaluation of 209 second through fifth grades using ST Math at 129 California schools. The study found that those grades using the program for one year exhibited 6.3 percent more students scoring proficient or better on the California Standards Test, compared to those at similar schools not using the program. This rigorous analysis reinforces and expands the findings of an earlier WestEd study focusing specifically on ST Math usage in the Los Angeles Unified School District. The following are appended: (1) Flow Chart of Sample Selection; (2) Baseline Differences Between Treatment and Comparison Grades; and (3) Unadjusted Baseline and Follow-up Outcomes on CST Mathematics Performance.
Roadmap to Safeguarding Student Data: Key Focus Areas for State Education Agencies. Data for Action
Author: Data Quality Campaign
Date: 2015-01-12
Type: Reports - Evaluative
Subjects: Data Collection,Data Analysis,Academic Achievement,State Departments of Education,Privacy,Student Records,Legal Responsibility,Accountability,Governance,Planning,Information Security

If our destination is improved student achievement, we cannot get there without valuing and effectively using data in education. Central to reaching this goal is building trust among all those who have a stake in education that individual student data, such as attendance, course taking, grades, and test scores, are being collected for meaningful purposes and kept safe, secure, and private. This document provides specific, practical recommendations for SEAs [state education agencies] as they prioritize the safeguarding of student data and continuously review and update their data privacy policies and practices to address changes in technology.
Case Study: Chicago. Needle-Moving Community Collaboratives
Author: Seldon, Willa
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: College Preparation,Career Development,Job Skills,Success,Academic Achievement,Partnerships in Education,Change Strategies,Graduation Rate,Cooperative Planning,Data Analysis,Data Collection,Public Schools,Urban Schools,College School Cooperation,Alignment (Education),At Risk Students,Intervention

Communities face powerful challenges that require powerful solutions: a high-school dropout epidemic, youth unemployment, teen pregnancy. In an era of limited resources, those solutions must help communities to achieve more with less. A new kind of community collaborative--an approach that aspires to significant community-wide progress by enlisting multiple sectors to work together toward a common goal--offers real promise for bringing about broader, more lasting change across the nation. This case study presents a window into Chicago's problems and how they effectively tackled them on their path to getting results. [See the full report at ED559643; and the Case Studies for: Cincinnati, Covington, Newport at ED559649; Nashville at ED559653; Parramore at ED559656; and Philadelphia at ED559658.]
Roadmap for a Teacher-Student Data Link: Key Focus Areas to Ensure Quality Implementation. Data for Action
Author: Data Quality Campaign
Date: 2014-09-17
Type: Reports - Evaluative
Subjects: Data Collection,Educational Quality,Teacher Effectiveness,Teacher Influence,Elementary Secondary Education,Classification,Coding,Databases,Teacher Responsibility,Scheduling,Governance,State Government,Government Role

Many states collect data on students and teachers, but linking teachers to students by course--the teacher-student data link (TSDL)--at the state level is critical to understanding the connection between student academic growth and teacher training, qualifications, and practice. This roadmap discusses the six key areas DQC recommends focusing on to implement this work.
Case Study: Cincinnati, Covington, and Newport. Needle-Moving Community Collaboratives
Author: Seldon, Willa
Date: 2012-08-00
Type: Reports - Research
Subjects: College Readiness,Employment Qualifications,Career Development,Job Skills,Success,Academic Achievement,College Attendance,Partnerships in Education,Change Strategies,Graduation Rate,Cooperative Planning,Committees,Decision Making,Data Analysis,Networks,Data Collection,Financial Support,Public Schools,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Community Involvement

Communities face powerful challenges that require powerful solutions: a high-school dropout epidemic, youth unemployment, teen pregnancy. In an era of limited resources, those solutions must help communities to achieve more with less. A new kind of community collaborative--an approach that aspires to significant community-wide progress by enlisting multiple sectors to work together toward a common goal--offers real promise for bringing about broader, more lasting change across the nation. This case study presents a window into Cincinnati, Covington, and Newport's problems and how they effectively tackled them on their path to getting results. [See the full report at ED559643; and the Case Studies for: Chicago at ED559647; Nashville at ED559653; Parramore at ED559656; and Philadelphia at ED559658.]
Roadmap for Teacher Access to Student-Level Longitudinal Data: Key Focus Areas to Ensure Quality Implementation. Data for Action
Author: Data Quality Campaign
Date: 2014-05-30
Type: Reports - Evaluative
Subjects: Student Records,Privacy,Student Mobility,Access to Information,Information Storage,Surveys,Teachers,Educational Needs,Databases,Electronic Publishing,Visualization,Time,State Government,Government Role

Teachers have access to information about the students in their classrooms each year, but schools and districts often cannot provide teachers with longitudinal data (or data linked over time). Given resource constraints in schools and districts, states are best positioned to ensure that teachers have secure access to their students' longitudinal data, especially when students move across districts. This roadmap discusses the six key focus areas the Data Quality Campaign (DQC) recommends states work on to ensure quality implementation of teacher access to student-level longitudinal data.
Roadmap for K-12 and Postsecondary Linkages: Key Focus Areas to Ensure Quality Implementation. Data for Action
Author: Data Quality Campaign
Date: 2014-07-17
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Postsecondary Education,Outcomes of Education,Best Practices,Educational Methods,College Preparation,College Readiness,Educational Quality,Correlation,Course Selection (Students),Remedial Instruction,Poverty,Surveys,Data Analysis,Charter Schools,State Colleges,Public Colleges,Educational Policy,Alignment (Education),Student Records,Governance,Accountability,Access to Information

States rely on data from both the K-12 and postsecondary sectors to inform policy discussions; chart the progress of students, schools, districts, colleges, and the state; pinpoint best practices and areas of need; allocate scarce resources; and make other important education decisions every day. However, states need to securely link limited, but critical, K-12 and postsecondary data to ensure that high school graduates are ready for postsecondary education and to identify the K-12 practices and programs that best prepare students to succeed in college.
Roadmap for Educator Licensure Policy Addressing Data Literacy: Key Focus Areas to Ensure Quality. Data for Action
Author: Data Quality Campaign
Date: 2014-07-11
Type: Reports - Evaluative
Subjects: Teacher Certification,State Standards,Teacher Education Programs,Teacher Qualifications,Teaching Skills,State Policy,Data Analysis,Data Collection,Information Literacy,Teacher Competencies,Inquiry,Student Diversity,Information Dissemination

State licensure polices are meant to provide teacher preparation programs with direction about the skills teachers need to be qualified to teach, including skills to use data. This roadmap discusses the 10 key data use skills that states can include in a licensure policy with a quality focus on effective data use.
Case Study: Nashville. Needle-Moving Community Collaboratives
Author: Seldon, Willa
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Change Strategies,Graduation Rate,Cooperative Planning,Committees,Decision Making,Data Analysis,Networks,Data Collection,Financial Support,Public Schools,Elementary Secondary Education,Truancy,Youth Programs,Student Needs,Community Involvement,Governance,Leadership,Alignment (Education),Attendance Patterns,Urban Schools,Intervention

Communities face powerful challenges that require powerful solutions: a high-school dropout epidemic, youth unemployment, teen pregnancy. In an era of limited resources, those solutions must help communities to achieve more with less. A new kind of community collaborative--an approach that aspires to significant community-wide progress by enlisting multiple sectors to work together toward a common goal--offers real promise for bringing about broader, more lasting change across the nation. This case study presents a window into Nashville's problems and how they effectively tackled them on their path to getting results. [See the full report at ED559643; and the Case Studies for: Chicago at ED559647; Cincinnati, Covington, Newport at ED559649; Parramore at ED559656; and Philadelphia at ED559658.]
Roadmap for High School Feedback Reports: Key Focus Areas to Ensure Quality Implementation. Data for Action
Author: Data Quality Campaign
Date: 2014-07-22
Type: Reports - Evaluative
Subjects: High School Graduates,Postsecondary Education,Outcomes of Education,Feedback (Response),College Preparation,Data Analysis,Data Collection,High Schools,Reports,Institutional Characteristics,Time,Enrollment Trends,Academic Persistence,Success,College Entrance Examinations,Advanced Placement Programs,Accountability,Access to Information,Stakeholders,Participation

High school feedback reports let school and district leaders know where their students go after graduation and how well they are prepared for college and beyond. This roadmap discusses the seven key focus areas the Data Quality Campaign (DQC) recommends states work on to ensure quality implementation of high school feedback reports.
Case Study: Parramore. Needle-Moving Community Collaboratives
Author: Seldon, Willa
Date: 2012-08-00
Type: Reports - Research
Subjects: Academic Achievement,Change Strategies,Financial Support,Public Schools,Early Childhood Education,Elementary Secondary Education,Community Involvement,Poverty,Youth Programs,Neighborhoods,Social Capital,Leadership,Governance,Outreach Programs,Prevention,Transportation,Standardized Tests,Scores,Housing,Early Intervention,Child Care,Surveys,Intervention,Access to Education

Communities face powerful challenges that require powerful solutions: a high-school dropout epidemic, youth unemployment, teen pregnancy. In an era of limited resources, those solutions must help communities to achieve more with less. A new kind of community collaborative--an approach that aspires to significant community-wide progress by enlisting multiple sectors to work together toward a common goal--offers real promise for bringing about broader, more lasting change across the nation. This case study presents a window into Parramore's problems and how they effectively tackled them on their path to getting results. [See the full report at ED559643; and the Case Studies for: Chicago at ED559647; Cincinnati, Covington, Newport at ED559649; Nashville at ED559653; and Philadelphia at ED559658.]
Talent Pipeline Management in Education: Using Supply Chain Management to Close the Educator Equity Gap. Solutions. Issue No. 7
Author: Barfield, Kathleen
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Equal Education,Teacher Distribution,Elementary Secondary Education,Teacher Supply and Demand,State Departments of Education,School Districts,Role,Talent Development

21st century economy demands a broad range of new skills and deeper knowledge in science, technology, engineering, and mathematics to both sustain our existing society and be successful in the future. This imperative must drive our collective school improvement efforts to ensure that every graduate is college and career ready. Teacher quality has been identified as a key contributor to student success (Hanushek, 2010). Though we have the largest pool of teachers ever (Ingersoll, Merrill, and Stuckey, 2014), supply gaps still remain for poor and minority schools, and some special needs populations; we stand far from the goal of having a qualified teacher in every classroom. New federal requirements are being implemented to compel state and local education agencies to make progress toward this important goal. The purpose of this paper is to address the need expressed by many states for innovative state plans (as required by No Child Left Behind and Title I) to address educator equity gaps. The U.S. Department of Education has provided extensive guidance on the components of state plans, the necessary data to help them determine equity gaps, and examples of how various federal pools of funding can be used to implement their plans. However, states remain challenged by the fundamental task of identifying and addressing the &quot;root causes&quot; of the inequitable distribution of qualified teachers across schools and specific student populations. Recently, the Center for Great Teachers and Leaders released an &quot;Equitable Access Toolkit&quot; that provides many resources to help state and local education agencies address this challenge (Center for Great Teachers and Leaders, 2015). This &quot;Solutions&quot; issue suggests a perspective on the educator equity challenge, adapted from recent lessons in business and industry, which can help strengthen the &quot;actionability&quot; of plans by positioning state and local education agencies as the drivers of demand, rather than as victims of teacher supply. In other words, strategically identifying the sources of high quality teachers to meet specific needs, and managing the supply chain that results in those teachers being placed into the right positions, for both short-term and long-term success.