ethanporcaro/eric-fulltext-meta huggingface dataset:
Prioritizing Leadership: Opportunities in ESSA for Chief State School Officers
Author: New Leaders
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Leadership,State Officials,Federal Aid,Educational Improvement,State Programs,Educational Innovation,Grants,Educational Finance

Any organization--a small business or start-up, a large established company, a nonprofit, and every level of government--depends on leadership to achieve more than the sum of its parts. The same is true for schools, where a single principal shapes the practice of dozens of teachers and the learning of hundreds--sometimes thousands--of students. Fully one-quarter of a school's influence on student learning can be directly attributed to the effectiveness of its school leaders. An outstanding principal--one who has deep instructional expertise, hires and supports talented teachers, and creates a great place to work and learn--can improve student academic achievement by as much as 20 percentage points. Given the significant effect school leaders have on student learning and other student outcomes, it is perhaps surprising that federal education law and local decisions about how to use Federal funds have, until now, paid insufficient attention to leadership. Just four percent of Title II funds have historically been spent on professional development for school leaders. Fortunately, the new federal K-12 education law--the Every Student Succeeds Act (ESSA), a bipartisan compromise that revises and replaces No Child Left Behind (NCLB)--creates important new and expanded opportunities to strengthen school leadership, particularly in the nation's highest-need schools and communities. To be sure, there will be substantial inertia and pressure from established interests to spend federal funds as they have always been spent. Chief state school officers, in partnership with governors and forward-thinking local leaders, are well-positioned to change the status quo and take advantage of four opportunities to strengthen school leadership in the following ways: (1) Targeting state-level Title II funds on school leadership; (2) Re-Thinking approaches to leadership and school improvement; (3) Devising comprehensive school leadership strategies; and (4) Using competitive federal grants for innovation. The passage of ESSA was, above all, an affirmation of the central role of states in managing and improving public education. That responsibility falls primarily to state chiefs who--along with their state board of education and governor--can exert real leadership over the agenda by: (1) articulating a vision of leadership; (2) Championing legislation key leadership priorities; and (3) Influencing the planning and budget processes.
New York State Alternate Assessment Technical Report, 2014-15
Author: New York State Education Department
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Alternative Assessment,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,High School Students,Test Validity,Test Reliability,Testing Accommodations,Test Content,Test Format,Testing Programs,Scores,Item Analysis,Test Use,Mathematics Education,Science Education,Social Studies,English Instruction,Language Arts,State Departments of Education

This technical report provides an overview of the New York State Alternate Assessment (NYSAA), including a description of the purpose of the NYSAA, the processes utilized to develop and implement the NYSAA program, and Stakeholder involvement in those processes. By comparing the intent of the NYSAA with its process and design, the validity of the assessment's use can be evaluated. Starting with the 2013-14 NYSAA, a new test design was implemented for all content areas. For the 2013-14 NYSAA, new English Language Arts (ELA) and mathematics Extensions, which are aligned to the Common Core Learning Standards (CCLS), were developed. For science and social studies, Alternate Grade-Level Indicators (AGLIs) aligned to the New York State Learning Standards, development occurred in 2006-07 and 2007-08. The processes for developing the Extensions and AGLIs are presented in detail. Stakeholder input in the development of the overall NYSAA process itself is described in detail, including the content alignment of the Extension and AGLI design following the new Blueprint/test design, the Assessment Task development, the teacher trainings for administration, the Scoring Trainings and process, and the standard setting. This report is organized based on the conceptual flow of the NYSAA as a multi-year-long process, which includes Blueprint design/development (completed in 2012-13), Extension (completed in 2012-13) and AGLI (completed in 2006-07 and 2007-08) development, Assessment Task development (completed in 2012-13), administration (completed in 2014-15), scoring (completed in 2014-15), standard setting (completed in 2013-14), technical characteristics, and validity. The appendices contain supporting documentation.
New York State&apos;s Final Every Student Succeeds Act (ESSA) Plan Summary
Author: New York State Education Department
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Academic Standards,Federal Legislation,Educational Legislation,Educational Quality,Elementary Secondary Education,State Departments of Education,Educational Improvement,School Districts,Teacher Effectiveness,Program Implementation,Accountability,Equal Education,Mathematics Education,Science Education,English Instruction,Language Arts,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The Every Student Succeeds Act (ESSA) provides federal funds to improve elementary and secondary education in the nation's schools. ESSA requires states and Local Educational Agencies (i.e., school districts and charter schools) to take a variety of actions to ensure that all children, regardless of race, socioeconomic status, gender, disability status, primary language, or ZIP code, receive the education that they need to be prepared for success in post secondary education, careers, and citizenship. New York State receives approximately $1.6 billion annually in funding through ESSA. After more than a year of engagement with thousands of stakeholders, the New York State Education Department (NYSED) released its draft ESSA state plan on May 9, 2017 for public comment NYSED, with Board of Regents approval, submitted New York State's ESSA plan to the United States Department of Education (USDE) for review on September 17, 2018. On January 17, 2018, the United States Department of Education (USDE) approved the State's plan. This summary document outlines the stakeholder engagement process and highlights key proposals from the full plan, as revised to incorporate public feedback on the May draft, feedback from the Board of Regents, and revisions made based on discussions with USDE.
The State of Education 2018
Author: West Virginia Department of Education
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Public Education,Educational Trends,State Boards of Education,Graduation Rate,Educational Quality,Access to Education,Vocational Education,Government Role,State Government,Credentials,Teacher Education,Leadership Training,Educational Finance,Educational Legislation,Elementary Secondary Education,Federal Legislation,National Competency Tests,Early Childhood Education,Dual Enrollment,Accountability,Advanced Placement,Virtual Classrooms,Certification,Nutrition Instruction,Physical Education,Faculty Development,Parks,Adult Education,Correctional Education,High School Graduates,Mathematics Achievement,Substance Abuse,Educational Improvement,Principals,Remedial Instruction,Career Education

The purpose of the report is to give a review of public education and depict how the West Virginia Department of Education (WVDE) and West Virginia Board of Education (WVBE) are addressing the needs of students as they prepare to enter college or the workforce. The report highlights successes achieved during the 2017-2018 school year through the combined effort of many people, partnerships, agencies and communities. West Virginia has the third highest graduation rate in the country at 89.4 percent; it ranks sixth in the nation for quality and access to early education programs due to its support of Universal Pre-K; and the state's commitment to Career and Technical Education (CTE) is resulting in more students earning industry-recognized credentials while still in high school. The report also highlights educator preparation and leadership development and outlines public funding for education.
Problem-Solving Skills of the U.S. Workforce and Preparedness for Job Automation
Author: Cummins, Phyllis A.
Date: 2019-01-14
Type: Reports - Research
Subjects: Foreign Countries,Global Approach,Employment Qualifications,Problem Solving,Job Skills,Information Technology,Adults,Age Differences,Cultural Differences,Automation,Technological Literacy,Racial Differences,Ethnicity

Automation and advanced technologies have increased the need for a better understanding of the skills necessary to have a globally competitive workforce. This study used data from the Program for the International Assessment of Adult Competencies to compare problem solving skills in technology rich environments among adults in South Korea, Germany, Singapore, Japan, Canada, Estonia, the United Kingdom, the United States, and Australia. Overall, the United States had the lowest scores among all countries, and in all countries scores declined with age. The United States had higher proportions of survey participants in the lowest skill category and lower proportions in the top skill categories. The results of this study suggest changes in the United States educational and lifelong learning systems and policies may be necessary to ensure all adults have the necessary skills in a competitive workforce. [The paper will be published in &quot;Adult Learning&quot;.]
Investigating the Relationship between Teachers&apos; Self-Efficacy Beliefs and Efficacy for Inclusion
Author: Özokcu, Osman
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Beliefs,Inclusion,Special Education,Foreign Countries,Preschool Teachers,Special Education Teachers,Special Needs Students,Gender Differences,Beginning Teachers,Experienced Teachers,Education Courses

The aim of this study is to investigate the relationship between teachers' self-efficacy beliefs and efficacy for inclusion education. Study participants included a total of 1204 teachers taken from preschool, classroom, subject-matter and special-education departments from schools in four different geographical regions of Turkey. Data were collected using the Teachers Sense of Efficacy (TSE) Scale and the Teacher Efficacy for Inclusion Practices (TEI) Scale. The results revealed a significant relationship between the teachers' self-efficacy beliefs and efficacy for inclusion. The levels of self-efficacy and efficacy regarding the inclusion of the teachers were higher for female teachers, experienced teachers, teachers who had taken previous courses about special education, and the teachers who have previously interacted with an individual with special needs. In addition, the efficacy level of novice teachers regarding inclusion was found to be higher than that of more experienced teachers.
A Conversation Analysis of Self-Initiated Self-Repair Structures in Advanced Iranian EFL Learners
Author: Emrani, Fateme
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Native Speakers,English (Second Language),Second Language Learning,Discourse Analysis,Classroom Communication,Video Technology,Error Correction,Comparative Analysis,Single Sex Classes,Second Language Instruction,Females

This article reports the results of a study involving the Conversation Analysis (CA) of self-initiated self-repair structures in classroom conversations. The study aimed to cast light on self-initiated repairs practiced by advanced EFL learners. The data were collected in 2018. Forty proficient EFL students participated in the study. 72 hours of videotaped single-sex conversations were collected through classroom observations, and follow-up interviews were conducted, both at three different language institutes in Isfahan, Iran. The CA approach was employed as the theoretical framework for this study. The students' utterances were analyzed qualitatively. It was found that Iranian EFL learners practice 4 self-initiated self-repair structures, namely, replacing, inserting, deleting and aborting. Finally, the collected data were compared to those used by English native speakers. The results showed that the most frequent self-initiated self-repair structure employed by the participants in both cultures is replacing.
Determination of Metaphors of Middle School Pre-Service Mathematics Teachers about the Concept of Mathematical Thinking
Author: Yildiz, Cemalettin
Date: 2018-12-00
Type: Journal Articles
Subjects: Figurative Language,Foreign Countries,Preservice Teachers,Mathematics Teachers,Student Attitudes,Mathematical Logic,Thinking Skills,Mathematical Concepts,Middle School Teachers

This research aims to determine the perceptions of middle school pre-service mathematics teachers regarding the concept of &quot;mathematical thinking&quot; through the usage of metaphors. The phenomenology method, which is one of the qualitative research methods, is adopted in this study. Data of the research was obtained by the pre-service mathematics teachers filling the sentences such as &quot;Mathematical thinking is like ... because …&quot;. The data was analysed using a content analysis method. The statements of pre-service teachers starting with &quot;because&quot; were coded. Then relevant codes were united together, and eight categories were developed. Some codes were taken as they were, whilst some were combined and thus, 54 features were formed. At the end of the research, it has been determined that the pre-service teachers have produced 156 different metaphors about mathematical thinking. In addition, it was determined that the metaphors, categories, and features concerning mathematical thinking had a positive meaning in general. Besides, it was determined that the perceptions of grades 1st-4th pre-service mathematics teachers centred upon four different categories. Finally, it was concluded that mathematical thinking was considered to be a process-oriented concept by females and a result-oriented concept by males. Metaphors, categories, and features revealed within the scope of the study may guide researchers in their studies on mathematical thinking.
Structural Changes in Teacher Education Programmes: Some Ground Realities
Author: Areekkuzhiyil, Santhosh
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Teacher Education Programs,Internship Programs,Undergraduate Students,Guidelines,Student Teachers,Public Schools,Private Schools,Urban Schools,Rural Schools,Tribally Controlled Education,Teaching Methods,Foreign Countries,Teacher Effectiveness,Teacher Educators,Teacher Competencies

National Council for Teacher Education (NCTE) further emphasized the importance of school internship for B Ed students by releasing a frame work and guidelines document for school internship in the year 2016. The total period of field engagement was decided to be 20 weeks, of which 4 weeks were to be in the first year and 16 weeks in the second year. Out of the 16 weeks allotted for school internship in the second year, two weeks are to be spent for community works and the remaining 14 weeks for teaching and related activities in the school. The guidelines recommend the student teachers to spend 80% of their school internship in government schools and the remaining 20% in private schools. They are also advised to get exposure at secondary and primary level classes or secondary and higher secondary classes. The guidelines also emphasise the need for student teachers to undergo internship in urban, rural as well as tribal schools. However, in any circumstances the student teachers are not to be sent to more than two schools. There are sixteen specifically mentioned tasks ranging from observing classroom teaching of regular teachers to community work/survey which have to be completed by the student teachers during the period of school internship. This comprehensive list of tasks is meant to provide the student teachers all the available opportunities to hone their skills as a teacher. Few year has been completed with the implementation of structural changes in the teacher education programme in the country. Discussions and debates are taking place about the prone and cones of the restructured teacher education programmes across the country. Meanwhile the Government of India has been announced the four year integrated programme of teacher education from the year 2019 onwards. In this context an attempt has been made to analyses some of the field realities of implementation of the restructured teacher education programme.
Does the Severity of Students&apos; Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?
Author: Fuchs, Lynn S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Elementary School Students,Grade 1,Mathematics Skills,Learning Disabilities,Severity (of Disability),Intervention,Outcomes of Education,At Risk Students,Mathematics Achievement,Arithmetic,Student Improvement

The purpose of this analysis was to assess whether effects of 1st-grade mathematics intervention apply across the range of at-risk learners' initial skill levels. Students were randomly assigned to control (n=213) and 2 variants of intervention (n=385) designed to improve arithmetic. Of each 30-minute intervention session (48 over 16 weeks), 25 minutes were identical in the 2 variants, focused on number knowledge that provides the conceptual bases for arithmetic. The other 5 minutes provided non-speeded conceptual practice (n=196) or speeded strategic practice (n=199). Contrasts tested effects of intervention (combined across variants) versus control and effects between the variants. Moderation analysis indicated no significant interactions between at-risk children's pre-intervention mathematics skill and either contrast on any outcome. Across pre-intervention math skill, effects favored intervention over control on arithmetic and transfer to double-digit calculations and number knowledge and favored speeded over nonspeeded practice on arithmetic. [This article was published in &quot;Exceptional Children&quot; (EJ1202496).]
Existing Programs and Practices in State and Federal Efforts to Maintain School Safety. Issue Brief No. 4827
Author: Burke, Lindsey M.
Date: 2018-03-13
Type: Reports - Descriptive
Subjects: School Safety,State Programs,Agency Cooperation,Government Role,Federal Government,State Government,School Districts,Federal Programs,Educational Legislation,Elementary Secondary Education,Federal Legislation,Grants,Violence,Emergency Programs,Community Schools,Federal Aid,Resilience (Psychology),Student Needs,Educational Environment,Prevention

This Issue Brief reviews general state practices to maintain safe schools and federal education programs that fund and shape some local school practices. Re-examining how school safety initiatives are implemented in states suggests the need for increased collaboration among states and new flexibility for states when it comes to the use of existing federal funds.
Income Share Agreements Have the Potential to Revolutionize College Financing. Issue Brief No. 4910
Author: Amselem, Mary Clare
Date: 2018-10-19
Type: Reports - Descriptive
Subjects: Educational Finance,Paying for College,Business,Industry,School Business Relationship,Contracts,Federal Government,Government Role,Private Financial Support

While the idea has existed since at least the 1950s, schools are only now beginning to truly experiment with the concept of income share agreements (ISAs). When structured well to be financially solvent and beneficial to both parties, income share agreements offer an innovative way to provide access to education at no up-front cost to students--and without undue government intervention and taxpayer burden.
Racial Discrimination at Harvard University and America&apos;s &quot;Elite&quot; Institutions. Legal Memorandum. No. 236
Author: von Spakovsky, Hans A.
Date: 2018-09-20
Type: Reports - Descriptive
Subjects: Racial Discrimination,Higher Education,Selective Admission,Civil Rights Legislation,Federal Legislation,Asian American Students,Jews,Court Litigation,College Applicants,Ethnic Stereotypes,Racial Composition,Racial Differences

More than 50 years after the passage of the Civil Rights Act of 1964, recent studies, complaints filed with the U.S. Department of Education, and lawsuits filed against Harvard University and the University of North Carolina at Chapel Hill reveal that many academic institutions are engaging in blatant racial discrimination by gaming the system, denying admission to Asian American students who would otherwise be admitted based on their qualifications and credentials. In the case of Harvard University, this invidious discrimination is eerily similar to the discrimination unashamedly practiced by Harvard University in the 1920s--to limit the number of Jewish students.
Hispanic Higher Education and HSIs. 2018 Fact Sheet
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: Hispanic Americans,Hispanic American Students,Demography,Educational Attainment,Higher Education,Racial Composition,Colleges,Enrollment,Geographic Regions,Undergraduate Students

This fact sheet presents information on: (1) Hispanic demographics; (2) Hispanic academic attainment; (3) Hispanic higher education; and (4) Hispanic-Serving Institutions (HSIs).
Education Choice and the Success Sequence: Adapted Remarks from The Heritage Foundation&apos;s 2017 Antipoverty Forum. Backgrounder. No. 3346
Author: Wilcox, W. Bradford
Date: 2018-09-12
Type: Reports - Descriptive
Subjects: School Choice,Social Mobility,Poverty,Poverty Programs,Success,Models,Academic Achievement,Individual Development,Academic Aspiration,Occupational Aspiration,Educational Change,Outcomes of Education,Private Schools

School choice is a means to achieving numerous important goals: It fosters upward economic mobility, instills civic values, engenders an appreciation for the arts and humanities, and imparts students with the knowledge and the skills necessary to pursue their life and career goals. Education choice, at its essence, serves as a vehicle through which the individual is able to attain his highest aspirations. How do schools of choice foster these ends? Many model what Ron Haskins and Isabel Sawhill of the Brookings Institution have called &quot;the success sequence&quot;: graduate high school, get a job, get married, and then have children. As Dr. Brad Wilcox has found, 97 percent of Millennials who follow the success sequence do not end up in poverty once they reach young adulthood. School choice, by enabling families to choose schools that foster the success sequence, provides access to education options that prepare students for all that life may hold, equipping them to be successful in marriage and family formation. Enabling students to choose schools that are the right fit for them prepares them to inherit the blessings and the liberties of a free society.