ethanporcaro/eric-fulltext-meta huggingface dataset:
Misfit Structures &amp; Lost Opportunities: The Urgent Case for Restructuring Teacher Compensation and Career Paths
Author: Shields, Regis Anne
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Teacher Salaries,Finance Reform,Opportunities,Improvement,Cost Indexes,School Districts,Budgets,Educational Attainment,Promotion (Occupational),Job Performance

Teaching effectiveness is the most important in-school factor for improving student achievement. In order to attract, retain, develop, and motivate the most effective teaching force possible, many argue that teacher salaries should be elevated to compete with other professions that attract and retain strong talent. This paper explores how to rethink compensation and career paths to attract and retain the most effective teachers. Two urgent reasons suggested for this reform are misfit structures of current teacher salary schedules, and lost opportunities to impact student achievement. This paper outlines a set of goals, principles, and tactics that could help leaders prioritize areas for improvement and change practices. Included are a set of tools to help leaders to explore and refine these ideas further to fit their own context. [The following members of the ERS team contributed to the writing of this paper: Karen Hawley Miles, Chris Lewis, Anna Sommers, Genevieve Green, and David Bloom.]
First Steps: What School Systems Can Do Right Now to Improve Teacher Compensation and Career Path
Author: Frank, Stephen
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,Compensation (Remuneration),School Districts,Teaching (Occupation),Teacher Effectiveness,Teacher Competencies,At Risk Students,Teacher Placement,Strategic Planning,Design,Change Strategies,Educational Change,Tenure,Teacher Recruitment,Teacher Selection

Across the country, school districts are struggling to improve student performance on flat or declining budgets. Many districts are understandably cautious about implementing large changes, such as redesigning the step-and-lane system that has existed for decades. New evaluation systems must be implemented and vetted before they are linked to compensation, and it is challenging to find common ground among administration, teachers, and unions on the best approach.This paper outlines a series of actions that districts can take to start moving toward a future vision of the teaching job. These options can be implemented one at a time, or can be combined to provide more learning impact and/or so that the net result is budget neutral.
The Nation's Report Card Reading 2013 State Snapshot Report. Michigan. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Michigan's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in Michigan was 288. This was not significantly different from the average score of 287 for public school students in the nation. The percentage of students in Michigan who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2013. This percentage was not significantly different from the nation (36 percent). The percentage of students in Michigan who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2013. This percentage was not significantly different from the nation (73 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Reading 2013 State Snapshot Report. South Dakota. Grade 12, Public Schools
Author: Institute of Education Sciences (ED)
Date: 2014-05-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for South Dakota's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in South Dakota was 292. This was higher than the average score of 287 for public school students in the nation. The average score for students in South Dakota in 2013 (292) was not significantly different from their average score in 2009 (292). The score gap between higher performing students in South Dakota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2009 (40 points). The percentage of students in South Dakota who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2013. This percentage was not significantly different from that in 2009 (40 percent). The percentage of students in South Dakota who performed at or above the NAEP &quot;Basic&quot; level was 81 percent in 2013. This percentage was not significantly different from that in 2009 (82 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Reading 2013 State Snapshot Report. West Virginia. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in West Virginia was 280. This was lower than the average score of 287 for public school students in the nation. The average score for students in West Virginia in 2013 (280) was not significantly different from their average score in 2009 (279). The score gap between higher performing students in West Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2009 (50 points). The percentage of students in West Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 28 percent in 2013. This percentage was not significantly different from that in 2009 (29 percent). The percentage of students in West Virginia who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2013. This percentage was not significantly different from that in 2009 (68 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Reading 2013 State Snapshot Report. Illinois. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Illinois' 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in Illinois was 289. This was not significantly different from the average score of 287 for public school students in the nation. The average score for students in Illinois in 2013 (289) was not significantly different from their average score in 2009 (292). The score gap between higher performing students in Illinois (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 2009 (47 points). The percentage of students in Illinois who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2013. This percentage was not significantly different from that in 2009 (40 percent). The percentage of students in Illinois who performed at or above the NAEP &quot;Basic&quot; level was 76 percent in 2013. This percentage was not significantly different from that in 2009 (78 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Reading 2013 State Snapshot Report. New Jersey. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Jersey's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in New Jersey was 292. This was higher than the average score of 287 for public school students in the nation. The average score for students in New Jersey in 2013 (292) was not significantly different from their average score in 2009 (288). The score gap between higher performing students in New Jersey (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 2009 (53 points). The percentage of students in New Jersey who performed at or above the NAEP &quot;Proficient&quot; level was 41 percent in 2013. This percentage was not significantly different from that in 2009 (39 percent). The percentage of students in New Jersey who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2013. This percentage was not significantly different from that in 2009 (74 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
Affirmative Action, the Fisher Case, and the Supreme Court: What the Justices and the Public Need to Know. Research &amp; Occasional Paper Series: CSHE.2.13
Author: Douglass, John Aubrey
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Affirmative Action,Court Litigation,Racial Discrimination,College Applicants,Selective Admission,Minority Group Students,College Admission,School Policy,Public Colleges,Decision Making

Once again, the U.S. Supreme Court will decide on the contentious issue of Affirmative Action, and specifically the use of race in admissions decisions in public universities. Despite differences in the details, seasoned veterans of affirmative action debates are experiencing déjà vu. In this case, Abigail Noel Fisher claims overt racial discrimination when the highly selective University of Texas at Austin (UT) rejected her freshman application in 2008. The Court's ruling could range from upholding the legal precedent of allowing race to be one of many factors in admissions; to a more narrow decision that rejects UT's particular use of race, but sets new limits on such decisions; to an outright rejection of using race in any form as one among many factors universities currently use in admissions. In this paper, I discuss the case and present a number of themes that should be considered by the Court and by the public, including problems with the notion of a &quot;critical mass&quot; of minority students; that arguments regarding academic merit are complex and nuanced; and that among highly selective public universities, where demand from many qualified students far exceeds the supply of admissions spots, admissions policies have arbitrary outcomes despite the best efforts to create rational and explainable admissions policies. As much as anything, the Fisher case is about the appropriate locus of admissions policy and decisions. The historical precedent, as reiterated by Justice Sandra Day O'Conner in the 2003 &quot;Grutter&quot; case, is that judgments related to the question of admissions, including the idea of sufficient critical mass of underrepresented students and factors that indicate future academic success, are, in the end, judgments that should remain within the Academy and which the courts should not infringe on without a compelling need to do so. There is no compelling need in the Fisher case. Simply agreeing to hear the case seems to indicate a willingness by the Court to overrule past precedent. Yet there is also a possibility that the Court's decision will be influenced by the prospect that a ruling against affirmative action will, for the first time, have meaning for selective private institutions, which have largely avoided scrutiny of their admissions practices and biases. As all of the justices are products of eastern elite private institutions, this could be an important consideration, although speculative.
A Provost for Professional Schools and Colleges. Research &amp; Occasional Paper Series: CSHE.3.13
Author: King, C. Judson
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Professional Education,College Administration,Administrators,Administrative Organization,Public Colleges,Administrator Role

From 1972 to 1994, the academic administrative structure of the Berkeley campus of the University of California was unusual, in that it involved two Provosts, one who was also Dean of the College of Letters and Science, and another who was responsible for the remainder of the academic units, which were for the most part professional schools and colleges. The nature of the Provost-Professional Schools and Colleges position is explored, along with some of the issues addressed by the position and the relative advantages and disadvantages of the dual-provost structure. The value of the position stemmed in substantial part from there being common needs and issues among the professional schools, from an ability to give more attention by the campus administration to these schools and to represent their issues within the administration, and from the fact that Berkeley integrates academic planning, program review, and faculty advancement and promotion across all fields, with important roles played by the Academic Senate, which also covers and integrates the entire campus. An analysis is made of the advantages and disadvantages of this structure in comparison with the &quot;each tub on its own bottom&quot; approach that exists more commonly at private institutions.
Yes, but Can They Earn a Living? Methods for Creating an Effective System of Measuring Labor Market Outcomes in Higher Education. Research &amp; Occasional Paper Series: CSHE.5.13
Author: Moore, Richard W.
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,Education Work Relationship,College Graduates,Labor Market,Higher Education,Income,Measurement,Politics of Education,Accountability,Pilot Projects,State Universities

A new federal initiative calls for a College Scorecard which will include a yet to be determined measure of graduate earnings. In this paper we examine the political context that drives this initiative and examine the nascent efforts of four states to develop statewide systems to measure the labor market outcomes of higher education. We propose five principles to support a system that would generate valid labor market measures that could cut across all segments of higher education in California, and disaggregate down to campuses, departments and programs. We present results from a large-scale pilot project using these principles that generated labor market outcomes for 44,000 college students from California State University Northridge. Finally, we recommend an agenda for creating a statewide system to measure labor market outcomes in California. A first step is to create a venue in which policymakers representing the three public segments (University of California, California State University and the California Community Colleges) and the private sector can come together to design a system. In the past, the California Postsecondary Education Commission (CPEC) would have been a natural body to do this, as it had representatives from all higher education segments. But it was essentially closed in the last round of budget cuts, so an alternative is needed. We believe that a system that emerges through voluntary cooperation will be stronger in the long run than one that is imposed legislatively. We recommend that each sector designate a high level administrator to join an ad hoc group to develop a system that will ultimately be endorsed by the boards of each system. Private institutions should be represented as well and should encourage their colleagues to join in.
Let&apos;s Not Railroad American Higher Education! Research &amp; Occasional Paper Series: CSHE.6.13
Author: Brady, Henry
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Change,Educational Finance,Obsolescence,Internet,Student Costs,Commercialization,Proprietary Schools,Program Evaluation,Teacher Evaluation,Teacher Effectiveness,Technology Uses in Education,Resource Allocation,Budgeting,Decision Making

Politics, economics, and technology have conspired to make this an exceptionally challenging time for American higher education. Some critics claim that costs are out of control in traditional public and private nonprofit higher education. They believe these institutions will soon go the way of the railroads as for-profit institutions displace them and the Internet replaces college campuses and classrooms. Other critics bemoan the privatization of higher education and the increasing role of market forces. Still others think higher education has lost its way and fails to focus on educating undergraduates. With their cries of alarm and simple nostrums for change, these critics often miss the mark because they do not recognize the strengths of the current system and the complexity of the problems it faces. Yet defenders of American higher education who paint a rosy picture are held too much in thrall by its venerable traditions, manifest accomplishments, and worldwide reputation for excellence. The modern university is worth protecting but it must also change in substantial ways.
England's New Market Based System of Student Education: An Initial Report. Research &amp; Occasional Paper Series: CSHE.7.13
Author: Brown, Roger
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Educational Change,Politics of Education,Finance Reform,Funding Formulas,Educational Assessment,Sustainability,Access to Education,Fees,Tuition,Student Participation,Educational Quality,Social Mobility,Educational Indicators,Educational Policy,Policy Analysis,Educational Finance

In 2012 the Conservative-Liberal Democrat Government introduced a number of reforms to the higher education system in England. The main change was to abolish direct state subsidies for the teaching of most subjects, and replace them with a state-subsidised tuition fee of up to $9,000 (US $13,700). A number of other changes were also made, all with the aim of increasing institutional competition and consumer choice. The Government believes the reforms are necessary to assure financial sustainability, raise quality and enhance social mobility. This paper assesses the early impact of the reforms. It concludes that, on the evidence so far, none of the Governments declared objectives is likely to be met.
Degrees of Change: How New Kinds of Professional Doctorates Are Changing Higher Education Institutions. Research &amp; Occasional Paper Series: CSHE.8.13
Author: Zusman, Ami
Date: 2013-06-00
Type: Reports - Research
Subjects: Higher Education,Emerging Occupations,Educational Change,Doctoral Programs,Intellectual Disciplines,College Programs,Case Studies,Professional Education,Educational Practices,Educational Development,Institutional Characteristics,Data Analysis,Influences,Research Needs

Over the past fifteen years, new types of &quot;professional practice&quot; doctorates in fields ranging from nursing to bioethics have increased exponentially, from near zero to over 500 programs in at least a dozen fields in the U.S. today. This growth raises many policy questions. For example, do doctorate holders serve their clients and organizations more effectively? How do new credential requirements affect access to these professions? How are they shaping institutional missions, pressures, and resource allocation? Using national data and case studies, this paper examines the forces driving the growth of new types of professional practice doctorates and their impacts on higher education institutions, especially those that had not previously offered doctorates.