ethanporcaro/eric-fulltext-meta huggingface dataset:
A Common Framework for Remedial Reporting: Response to Remedial Reporting Task Force Recommendations
Author: Gianneschi, Matt
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Remedial Instruction,Reports,Measures (Individuals),State Policy,Public Officials,College Readiness,College Preparation,College Students

In December 2013, the Education Commission of the States (ECS) convened a steering committee of state education policy leaders from throughout the nation to discuss the implications of the inconsistent remedial education reporting practices in the states. After the conversation, the Remedial Reporting Steering Committee--which included elected officials, chief state school officers, state higher education executive officers, and numerous education policy experts--advanced two recommendations: (1) States should work together to develop and implement standard procedures for measuring and reporting placement into and progression through remedial instruction; and (2) In developing these new procedures, states should create a dynamic, comprehensive measurement methodology focused on progress and success rather than state-level accountability or comparative rankings. This report explores the two recommendations for consistent remedial education reporting practices. The full report from the convening, &quot;A Cure for Remedial Reporting Chaos: Why the U.S. Needs a Standard Method for Measuring Preparedness for the First Year of College,&quot; (see ED561915) includes details of state-level reporting practices, and is available from ECS. The following is appended: Proposed Common Framework for Reporting on Student Placement and Progress. [This report is part of the ECS Remedial Education Reporting Project.]
Florida and Illinois: Civics Initiatives, No Law Required
Author: Millard, Maria
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Citizen Participation,High School Students,Citizenship Education,College Students,Democracy,Institutional Mission,Civics,Citizenship Responsibility

Since the 1970s, public engagement has declined, generating great concern for some about the future of our nation's democracy. Some consider this decline a national crisis. Two states, Illinois and Florida, have made significant efforts--without legislation--to create a network of academic institutions committed to providing students with opportunities to gain the skills necessary to be effective participants in a democracy. These efforts demonstrate how leadership can drive change. Illinois and Florida take notably different approaches. Illinois' initiative is targeted at high school students through the state's Democracy Schools, which are schools recognized by the Illinois Civic Mission Coalition for their established commitment to civic learning. The Florida College System Civics Literacy Initiative, meanwhile, is viewed as a long-term project that will impact college students throughout the state as well as communities served by the participating colleges. Both states are using systems-change to send a strong signal that civics education is a priority--in Florida, this refers to the college system, while in Illinois the focus is on the Schools of Democracy system. Illinois and Florida are examples of states affecting large-scale change without policy directives. With that, their work has caught the attention of the policy world. [This report is the one of a series of reports examining state initiatives related to civic education. For the other reports: &quot;Florida and Tennessee: Accountability in Civic Education,&quot; see ED561922; &quot;States Address Civics with Mandated Task Forces,&quot; see ED561924; &quot;Advancing Civic Learning with Administrative Authority,&quot; see ED561911; &quot;Secretaries of State Make Impact, Lasting Impression in Civics,&quot; see ED561941; and &quot;Different Paths to a Common Goal: Preparing Students for Civic Life,&quot; see ED561954.]
Sign Support Guidelines for Accessible Assessments: Insights from Cognitive Labs
Author: Shyyan, Vitaliy
Date: 2014-12-00
Type: Reports - Research
Subjects: Testing Accommodations,Assistive Technology,Guidelines,Elementary School Students,Middle School Students,High School Students,Educational Assessment,Student Attitudes,Preferences,Difficulty Level,Deafness,Hearing Impairments,Partial Hearing,American Sign Language,Video Technology

Students who are deaf or hard of hearing (Deaf/HH) and communicate using American Sign Language (ASL) may benefit from sign accommodations on state assessments. However, there have been challenges in standardizing assessment content including how items should be signed. Technology enhanced assessment offers the opportunity to provide standardized sign support delivered through the test platform. One goal of the Guidelines for Accessible Assessment Project (GAAP) was to develop research-based sign guidelines that can be used across states, consortia, and assessment vendors to produce reliable and valid signed representations of assessment items and tasks for students who communicate using sign language. This report highlights the findings from cognitive labs conducted with students to gain their input and feedback on the proposed guidelines. A total of 46 elementary-, middle-, and high-school-aged students who were Deaf/HH and communicated using ASL participated in cognitive labs. The research findings point to the students' preferences for the provision of the sign support in general and for this support being grounded in ASL rather than representations aligned with other languages. Generally, students also voiced their preferences for graphics to be described in detailed ASL. However, overall research results were mixed. These findings support the approach of making individualized decisions informed by students' unique needs and preferences. Additionally, the study results suggest that in the process of developing sign supports for computer-based assessments, it is important to consider the individual needs of the diverse community of Deaf/HH students. The appendix contains &quot;Study Instruments.&quot; [The contents of this document were developed at the National Center on Educational Outcomes (NCEO) under a subcontract from the Maryland Department of Education for an Enhanced Assessment Grant (#S368A120006) from the U.S. Department of Education.]
An Analysis of the Charter School Facility Landscape in Arkansas
Author: National Alliance for Public Charter Schools
Date: 2013-10-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Open Enrollment,Educational Facilities,Geographic Location,State Surveys,Enrollment Trends,Measurement,Expenditure per Student,Operating Expenses,Costs,State Aid,Financial Support,School Size,Dining Facilities,Lunch Programs,Physical Education,Recreational Activities,School Buildings,School Space,Educational Environment,Elementary Secondary Education

This report details the status of charter school facilities in the state of Arkansas. In the Spring of 2013, the Arkansas Public School Resource Center, the Colorado League of Charter Schools, and the National Alliance for Public Charter Schools worked to collect evidence that would accurately portray both the degree to which Arkansas open enrollment charter school facilities were sufficient and the average amount of operating funds spent on facilities. Collectively, the results described in this report provide evidence that open enrollment charter school students in Arkansas do not have access to the same facilities and facilities-related special program amenities compared to traditional public school students in the state. In order to ensure that the policy recommendations of this report are research-based and supported by reliable data, Cuningham Group Architecture, Inc. consulted on the project to provide a set of reasonable expectations for school facilities' size and amenities. Given the alignment of the Facilities Initiative and the goals and data needs of the U.S. Department of Education's (ED) Charter Schools Program (CSP), ED procured additional state surveys, including Arkansas. The National Charter School Resource Center at American Institutes for Research (AIR) has been subcontracting with the Colorado League of Charter Schools to collect the research and data on behalf of the U.S. Department of Education since October of 2011. To date, AIR has subcontracted for the data collection and research of charter school facilities in seven states: Arkansas, Idaho (ED561933), Massachusetts (ED561929), Michigan (ED561921), New Jersey (ED561926), Rhode Island (ED561925), and South Carolina (ED561927). This report is based on facilities survey and measurement data plus enrollment and operating revenue data collected for the 2012-2013 school year. The results presented in this report are based on data from 100 percent of Arkansas brick and mortar charter schools. Appended are: (1) Methodology; and (2) School Facility Standards.
Governors' Top Education Issues: State of the States 2014
Author: Thomsen, Jennifer
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Quality,Access to Education,Economic Development,Quality of Life,Vocational Education,Dual Enrollment,Preschool Education,Partnerships in Education,Labor Force Development,Higher Education,Tuition,Student Financial Aid,Educational Finance,Financial Support,Teacher Salaries

Education issues were again at the forefront when the leaders of 42 states and the District of Columbia outlined their priorities in their 2014 State of the State addresses. Governors outlined their plans for increasing the quality and availability of education--from preschool through postsecondary--to spur economic growth and enhance the quality of life of each state's citizens. This brief highlights the most frequently cited education priorities of the nation's governors. They include: (1) Career and technical education--At least 13 governors and the D.C. mayor outlined proposals improving or expanding CTE options for students; (2) Dual enrollment--Governors in at least 10 states discussed college- and career-ready high school graduates, many outlining plans to increase funding for, or access to, dual enrollment programs; (3) Early learning--At least 14 governors and the mayor of D.C. highlighted preschool proposals in their 2014 addresses, focused primarily on expanding access through increased funding, universal pre-K and public-private partnerships; (4) Economic and workforce development--At least 13 governors described plans to create or strengthen partnerships between their education systems and business communities, with a focus on ensuring graduates are prepared to meet state workforce need; (5) Higher education--Governors in at least 17 states outlined proposals related to higher education, most focused on tuition, financial aid and affordability. Five governors called for a freeze on tuition rates; (6) K-12 finance--At least a dozen governors and the D.C. mayor have made the restoration of K-12 funding a priority, following cuts made in the economic recession; and (7) Teacher compensation--Governors in at least 10 states included teacher compensation policy in their addresses, with calls for pay increases or compensation policy changes.
An Analysis of the Charter School Facility Landscape in Michigan
Author: National Alliance for Public Charter Schools
Date: 2013-02-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Educational Facilities,Geographic Location,State Surveys,Enrollment Trends,Measurement,Expenditure per Student,Operating Expenses,Costs,State Aid,Financial Support,School Size,Dining Facilities,Lunch Programs,School Buildings,School Space,Educational Environment,Elementary Secondary Education

In spring of 2012, the Michigan Association of Public School Academies, the Colorado League of Charter Schools, and the National Alliance for Public Charter Schools worked to collect evidence that would accurately portray both the adequacy of charter school facilities and the average amount of operating funds spent on facilities. Collectively, the results described in this report provide evidence that charter school students in Michigan do not have access to the same facilities and amenities compared to traditional public school students in the state. In order to ensure that the policy recommendations of this report are research-based and supported by reliable data, Hutton Architecture Studio consulted on the project to provide a set of reasonable expectations for school facilities' size and amenities. Given the alignment of the Facilities Initiative and the goals and data needs of the U.S. Department of Education's (ED) Charter Schools Program (CSP), ED procured additional state surveys, including Michigan. The National Charter School Resource Center at American Institutes for Research (AIR) is subcontracting with the Colorado League of Charter Schools to collect the research and data on behalf of the U.S. Department of Education for Idaho (ED561933), Massachusetts (ED561929), Michigan, and New Jersey (ED561926). This report is based on survey, enrollment, and operating revenue data collected for the 2011-2012 school year. All results presented in this report are based on data from the 67 percent of Michigan's brick and mortar charter schools that completed all or part of a comprehensive facility survey. Appended are: Methodology; and (2) School Facility Standards.
Florida and Tennessee: Accountability in Civic Education
Author: Delander, Brady
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Accountability,Citizenship Education,State Legislation,Educational Legislation,Elementary School Students,Middle School Students,High School Students,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Experiential Learning,Student Projects,Exit Examinations,Grades (Scholastic),Civics

While most states require testing in social studies or civic education, two states attach consequences for students and schools based on required statewide civics exams. Lawmakers in Florida, in 2010, and in Tennessee, in 2012, approved legislation that holds students accountable for their civics knowledge. Students are taking the tests for the first time this school year. The two states' approaches to accountability in civic education are very different. This paper provides a brief overview of the diverse methods--Tennessee is using project-based exams while Florida is administering tests worth nearly a third of a student's course grade. State leaders say both approaches are intended to emphasize the importance of civic knowledge. Florida's approach to civics testing mirrors its approach to assessments in other academic areas such as language arts and science. The law initially required middle school students to take a civics course, and then pass the civics test, in order to be promoted to high school. Now, the test counts as 30 percent of the student's total grade in the course, which must be passed to advance to high school. In Tennessee, the test is project-based--the first of its kind in the country in civics. It moves students away from pencil-and-paper standardized tests and toward hands-on assessments that, ideally, engage the students in meaningful, real-world situations. Students will be assessed at least once in grades 4 through 8 and at least once again in high school, grades 9 through 12. [This report is the first in a series of reports examining state initiatives related to civic education. For the other reports: &quot;States Address Civics with Mandated Task Forces,&quot; see ED561924; &quot;Florida and Illinois: Civics Initiatives, No Law Required,&quot; see ED561917; &quot;Advancing Civic Learning with Administrative Authority,&quot; see ED561911; &quot;Different Paths to a Common Goal: Preparing Students for Civic Life,&quot; see ED561954; and &quot;Secretaries of State Make Impact, Lasting Impression in Civics,&quot; see ED561941.]
A Closer Look: Teacher Evaluations and Tenure Decisions
Author: Thomsen, Jennifer
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Evaluation Methods,Tenure,Decision Making,Performance Based Assessment,State Standards,State Legislation,Teacher Competencies

Teacher performance, as measured by evaluations, is increasingly being considered by states in employment decisions, including the awarding of tenure--and the removal of that status, according to a 50-state policy review by the Education Commission of the States (ECS). This report, one of three based on ECS' 2014 review, identifies the states using the results of teacher evaluations in granting tenure. It also identifies the states with laws removing tenure status from teachers rated ineffective and returning them to probationary status.
States Address Civics with Mandated Task Forces
Author: Delander, Brady
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Citizenship Education,National Competency Tests,State Legislation,Educational Legislation,Policy Formation,Knowledge Level,Grade 4,Grade 8,Grade 12,Civics,Elementary School Students,Secondary School Students

By coincidence or not, Massachusetts, Illinois and Virginia created civic education task forces not long after national test results showed a dismal understanding of the subject matter across all grade levels. Results of the 2010 National Assessment of Educational Progress showed just 25 percent of all testtakers in grades 4, 8 and 12 demonstrated a &quot;proficient&quot; grasp of civic knowledge. While fourth-graders posted their highest civics scores since 1998, scores for older students were flat or declining. Mandating the task forces via legislation underscores these states' increased attention to civic education. The declared goals are similar--to analyze the condition of civic knowledge in schools and make recommendations for improvement. What follows the recommendations is to be determined. Massachusetts, the first of the three states to enact the legislation, was also the first to present its findings; this brief will focus on the Commonwealth for that reason. Illinois will offer its results later this month and Virginia is in the beginning stages after being established this year. When the Massachusetts Special Commission on Civic Engagement and Learning released its reports, state Sen. Richard Moore said, &quot;Civic education is a critical component for the survival of our precious democracy. The current status of civic knowledge does not suggest such a priority, however.&quot; [This report is one in a series of reports examining state initiatives related to civic education. For the other reports: &quot;Florida and Tennessee: Accountability in Civic Education,&quot; see ED561922; &quot;Florida and Illinois: Civics Initiatives, No Law Required,&quot; see ED561917; &quot;Advancing Civic Learning with Administrative Authority,&quot; see ED561911; &quot;Secretaries of State Make Impact, Lasting Impression in Civics,&quot; see ED561941; and &quot;Different Paths to a Common Goal: Preparing Students for Civic Life,&quot; see ED561954.]
An Analysis of the Charter School Facility Landscape in Rhode Island
Author: National Alliance for Public Charter Schools
Date: 2013-10-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Educational Facilities,Geographic Location,State Surveys,Enrollment Trends,Measurement,Expenditure per Student,Operating Expenses,Costs,State Aid,Financial Support,School Size,Dining Facilities,Lunch Programs,School Buildings,School Space,Elementary Secondary Education

In winter of 2013, the Rhode Island League of Charter Schools, the Colorado League of Charter Schools, and the National Alliance for Public Charter Schools worked to collect evidence that would accurately portray both the adequacy of charter school facilities and the average amount of operating funds spent by charter schools on facilities. Collectively, the results described in this report provide evidence that charter school students in Rhode Island do not have access to the same sized facilities, facilities amenities and/or funding compared to traditional public school students in the state. In order to ensure that the policy recommendations of this report are research-based and supported by reliable data, Cuningham Group Architecture, Inc. consulted on the project to provide a set of reasonable standards for school facilities' size and amenities. Given the alignment of the Facilities Initiative and the goals and data needs of the U.S. Department of Education's (&quot;ED&quot;) Charter Schools Program (CSP), ED procured additional state surveys, including in the state of Rhode Island. The National Charter School Resource Center at American Institutes for Research has subcontracted with the Colorado League of Charter Schools to collect the research and data on behalf of ED since October of 2011. To date, this has included data collection and research of charter school facilities in seven states: Arkansas (ED561919), Idaho (ED561933), Massachusetts (ED561929), Michigan (ED561921), New Jersey (ED561926), Rhode Island, and South Carolina (ED561927). This report is based on survey, enrollment, and operating revenue data collected for the 2012-2013 school year. All results presented in this report are based on data from all 20 of Rhode Island's charter school facilities for which all or part of a comprehensive facility survey was completed. Appended are: (1) Methodology; and (2) School Facility Standards.
An Analysis of the Charter School Facility Landscape in New Jersey
Author: National Alliance for Public Charter Schools
Date: 2013-01-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Educational Facilities,Geographic Location,State Surveys,Enrollment Trends,Measurement,Expenditure per Student,Operating Expenses,Costs,State Aid,Financial Support,School Size,Dining Facilities,Lunch Programs,School Buildings,School Space,Elementary Secondary Education,Standards,Physical Education,Recreational Activities

In spring of 2012, the New Jersey Charter Schools Association, the Colorado League of Charter Schools, and the National Alliance for Public Charter Schools worked to collect evidence that would accurately portray both the adequacy of charter school facilities and the average spending for facilities out of charter schools' operating budgets in New Jersey. Collectively, the results described in this report provide evidence that charter school students in New Jersey do not have access to facilities and amenities comparable to those accessed by traditional public school students. In order to ensure that the recommendations of this effort were research-based and supported by reliable data, Hutton Architecture Studio consulted on the project to provide a set of reasonable expectations for school facilities' size and amenities. Given the alignment of the Facilities Initiative and the goals and data needs of the U.S. Department of Education's (ED) Charter Schools Program (CSP), ED procured additional state surveys, including New Jersey. The National Charter School Resource Center at American Institutes for Research (AIR) is subcontracting with the Colorado League of Charter Schools to collect the data on behalf of the U.S. Department of Education for Idaho (ED561933), Massachusetts (ED561929), Michigan (ED561921), and New Jersey. This report is based on survey, enrollment, and operating revenue data collected for the 2011-2012 school year. Results presented in this report are based on data from the 72 percent of New Jersey's charter schools that completed all or part of a comprehensive facility survey. Appended are: (1) Methodology; and (2) School Facility Standards.