ethanporcaro/eric-fulltext-meta huggingface dataset:
Update: Transitional Bilingual Instruction Program (TBIP). Report to the Legislature
Author: Garrett, Terry
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Correlation,Language Proficiency,Language Tests,Bilingual Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Transitional Programs,State Legislation,Educational Legislation,Language of Instruction,Academic Achievement,Eligibility,Scores,Spanish,Russian,Semitic Languages,Vietnamese,Afro Asiatic Languages,Expenditures,Statistical Analysis,English Language Learners,Educational Experience,School Districts,Elementary School Students,Secondary School Students

Washington state's Transitional Bilingual Instruction Program (TBIP) has existed since the passage of Senate Bill 2149 in 1979, and TBIP is codified in the Revised Code of Washington (RCW) 28A.180. The bill, called &quot;The Transitional Bilingual Instruction Act,&quot; recognized that &quot;classes which are taught in English are inadequate to meet the needs of&quot; English learners (ELs). Because of the bill, students who need bilingual instruction can receive it while they become proficient in English. RCW 28A.180.090 requires the Washington Office of Superintendent of Public Instruction (OSPI) to measure increases in the English and academic proficiency of students who are eligible for TBIP services. OSPI also tracks the academic progress of former TBIP students throughout their K-12 career. During the 2016-17 school year, 135,159 students were identified as ELs, a 3.7 percent increase from 2015-16. Enrollment was highest in urban areas along Interstate 5 and the Yakima Valley. ELs are typically eligible for TBIP services for about three years. Each year, TBIP students take the English Language Proficiency Assessment for the 21st Century (ELPA21). When a student passes the annual ELPA21 assessment, they exit TBIP. About one out of every eight ELs (13.6 percent) who took the ELPA21 in 2016-17 earned a Proficient-Level 3 score, allowing them to transition out of the TBIP. About 73 percent of ELs achieved a Progressing-Level 2 score and 11.5 percent scored as Emerging-Level 1. Students with scores of Emerging-Level 1 and Progressing-Level 2 continue to receive TBIP services. Students served by TBIP in 2016-17 spoke 225 different home languages. The most identified language was Spanish, followed by Russian, Vietnamese, Somali, and Arabic. Total expenditures to support English language development services across the state was $154.4 million, of which $123.6 million was from TBIP funding. This was a 9.93 percent increase in the TBIP total expenditures from the previous year.
Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011): User&apos;s Manual for the ECLS-K:2011 Kindergarten-Fourth Grade Data File and Electronic Codebook, Public Version. NCES 2018-032
Author: Tourangeau, Karen
Date: 2018-03-00
Type: Guides - Non-Classroom
Subjects: Children,Longitudinal Studies,Surveys,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Guides,Data Collection,Questionnaires,Interviews,Parents,Teacher Surveys,Special Education Teachers,General Education,Administrator Surveys,Comparative Analysis,Research Methodology,Science Achievement,Reading Achievement,Mathematics Achievement,Tests,Item Response Theory,Error of Measurement,Scores,Scoring,Test Validity,Test Reliability,Cognitive Tests,Executive Function,Child Behavior,Short Term Memory,Peer Relationship,Student School Relationship,Coding,Family Characteristics,Demography,Student Characteristics,Tables (Data)

This manual provides guidance and documentation for users of the longitudinal kindergarten-fourth grade (K-4) data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It mainly provides information specific to the fourth-grade round of data collection. The first chapter provides an overview of the ECLS-K:2011. Subsequent chapters provide details on the fourth-grade data collection instruments and methods, including a description of how the fourth-grade data collection differs from the earlier rounds; the direct and indirect child assessments; the sample design; weighting procedures; response rates; and data file content, including composite variables.
Renewing Our Cities: A Case Study on School Choice&apos;s Role in Urban Renewal
Author: Danielsen, Bartley R.
Date: 2017-03-00
Type: Reports - Research
Subjects: School Choice,Urban Renewal,Urban Schools,Case Studies,Relocation,Charter Schools,Statistical Analysis

Urban economic development resources are often focused on bringing jobs and affordable housing to downtown areas. In contrast, there has been very little consideration given to how public charter schools and other school choice programs might act as economic development catalysts. This study examines relocation decisions made by families whose children are enrolled in a successful arts-intensive urban public charter school. The authors find that the school is a strong relocation attractor, and families gravitate toward the school after their children enroll. To the extent public charter schools and/or other parental-choice options influence family relocation decisions, continued growth in these programs may provide a useful policy tool informing urban design and revitalization initiatives in areas where economic growth is otherwise stunted by inferior assigned schools.
Graduation and Dropout Statistics Annual Report [2014-15]
Author: Came, Deb
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Dropout Rate,Elementary Secondary Education,American Indian Students,Asian American Students,Pacific Americans,African American Students,Hispanic American Students,White Students,Multiracial Persons,Special Education,Limited English Speaking,Low Income Students,Migrants,Homeless People,Foster Care,Females,Males,Dropout Characteristics

Under the guidelines of state law, RCW 28A.175.010, the Washington Office of Superintendent of Public Instruction (OSPI) is required to report annually on the educational progress of public school students in grades 7-12. At the direction of the U.S. Department of Education, Washington uses the adjusted cohort graduation calculation to track a single cohort of students over four or five years. This report summarizes the graduation rates following the 2014-15 school year. The adjusted cohort method yields a 78.1 percent 4-year graduation rate for the Class of 2015, students who first began 9th grade in 2011-12. This is slightly higher than the Class of 2014. An additional 3.9 percent of students in the Class of 2014 graduated during their fifth-year of high school (2014-15) for a total 5-year rate of 81.1 percent. The cumulative dropout rate, after four years, for students entering 9th grade in 2011-12 was 11.9 percent. [Appendices A through I, which are not included in this report, are available as electronic files under &quot;Graduation and Dropout Statistics&quot; at http://www.k12.wa.us/DataAdmin.]
Washington Comprehensive Assessment Program. Report to the Legislature
Author: Came, Deb
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Language Arts,Mathematics,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,High School Students,Mathematics Tests,Science Tests,English,Language Proficiency,Exit Examinations,Graduation Requirements,State Boards of Education,Role,Computer Assisted Testing,Science Achievement,Standardized Tests,State Standards,Alternative Assessment,Disabilities,English Language Learners,Costs

The Washington Comprehensive Assessment Program (WCAP) is a maturing and stable program. In 2016-17 it included: (1) Smarter Balanced Assessments (SBA) in English Language Arts (ELA) and math for students in grades 3-8 and high school; (2) Measurements of Student Progress (MSP) in science for grades 5 and 8; (3) End-of-Course exams in math and biology; and (4) Specialized testing for English proficiency, alternate achievement standards, and graduation alternatives. Spring 2017 represented the third year of Smarter Balanced testing. In spring 2017, a total of 580,276 students took the ELA tests and 558,631 students took the math tests. Students with significant cognitive challenges can take an alternate assessment, the Washington Access to Instruction and Measurement (WA-AIM). In spring 2017, about 6,000 students took the WA-AIM. Washington is part of a consortium that developed the English Language Proficiency Assessment for the 21st Century (ELPA21). Students took it for the second time during the 2016-17 school year. In winter 2017, 129,709 students took the ELPA21. Washington adopted the Next Generation Science Standards (NGSS) in October 2013, and they are called the Science K-12 Learning Standards. The new test, the Washington Comprehensive Assessment of Science (WCAS), will begin in spring 2018 and will test students in grades 5, 8, and 11. WaKIDS is a whole-child assessment where kindergarten teachers observe children during everyday classroom activities. About 4,000 teachers from 292 districts completed the fall 2016 assessment for 78,000 kindergartners. Costs for 2016-17 were lower than projected due to fewer students than anticipated participating in the graduation alternatives. Costs for 2017-18 are projected to drop further as ESHB 2224 and other previous legislations have eliminated specific graduation alternatives, specifically Collection of Evidence.
Taking on the Challenge: Building a Strong Foundation for Early Learning. Early Learning Challenge Summary Report
Author: Caron, B.
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Young Children,Student Needs,Quality Control,Information Dissemination,Governance,Educational Legislation,Educational Policy,Partnerships in Education,Academic Standards,Accountability,Program Effectiveness,Screening Tests,Student Evaluation,Kindergarten,Family Involvement,Preschool Teachers,Career Development,Alignment (Education),Teacher Certification,Faculty Development,Incentives,Preservice Teacher Education,Labor Force,Sustainability,Community Involvement,Data Collection,Data Analysis,At Risk Students,Preschool Children,Early Intervention,Grants

The Early Learning Challenge (ELC) program awarded more than $1 billion in four-year grants to 20 States to implement comprehensive and cohesive high-quality early learning systems that support young children with high needs and their families. A key lever in making these improvements was the enhancement of States' Quality Rating and Improvement Systems (QRIS). A QRIS is designed to measure, rate, and dissemination information about the quality of the early learning and development programs that participate in the QRIS. Through ELC, States worked across agencies to improve, or in some cases, reinvent their QRIS. This report summarizes the progress ELC States made since the program began in 2012. It includes selected examples of key initiatives States undertook to create a comprehensive system of high-quality programs for young children and their families. Specifically, it looks at States' efforts to refine their QRIS; examine progress elements (including early learning standards, screenings, and assessment systems); engage and support families; support the early learning workforce; enhance early childhood data systems; and foster community connections. The content was drawn from States' ELC Annual and Final Performance Reports. As a result of the efforts States have undertaken, it can now be said that more children with high needs are enrolled in high-quality programs and more programs participate in the States' QRIS. States made progress in developing and strengthening their comprehensive early learning and development systems. States used the ELC program to make advancements and drive positive changes in their early learning and development systems, often in the face of significant challenges. Other States are benefiting from these experiences and lessons as they work on improving their own systems.
Review of &quot;Better Evidence, Better Choices, Better Schools&quot;
Author: Wilson, Terri S.
Date: 2017-01-00
Type: Opinion Papers
Subjects: Evidence Based Practice,Educational Practices,Educational Improvement,Educational Legislation,Federal Legislation,Standards,Intervention,State Departments of Education,State Agencies,Program Implementation,Educational Change,Definitions,Role,Clearinghouses,Decision Making,Information Dissemination,Partnerships in Education,Educational Policy,Research Reports,Research Methodology,Validity

&quot;Better Evidence, Better Choices, Better Schools,&quot; a recent report from the Center for American Progress and the Knowledge Alliance, focuses on the evidence-based research provisions in the Every Student Succeeds Act (ESSA). ESSA provisions ask districts and schools to consider various sources of evidence, make judgments about the strength and reliability of that evidence, and use that evidence to justify their choices of interventions. Contrasting these new standards with the scientifically based research requirements featured in previous federal legislation, the report aims to provide guidance for the state and local education agencies now tasked with implementing evidence-based school improvement practices. The guidance consists of eight recommendations for implementing evidence-based reform strategies: defining roles, using evidence clearinghouses, supporting robust decision-making, ensuring high-quality service providers, promoting communication, partnering with intermediate organizations, facilitating effective implementation and promoting continuous learning. While helpful general pieces of advice, these recommendations remain relatively vague and are grounded in neither the existing research literature nor the empirical study featured in the report. The nebulous idea of evidence-based policy is easy to agree about, but skims over more challenging questions. For instance, what counts as evidence, and who is able (and authorized) to determine what kinds of evidence are most relevant to local contexts? While this report raises a number of important issues, it leaves these more difficult questions unexplored. Contains a list of combined notes and references. [For &quot;Better Evidence, Better Choices, Better Schools: State Supports for Evidence-Based School Improvement and the Every Student Succeeds Act. Series on Implementation of the Every Student Succeeds Act,&quot; see ED579214.]
Review of &quot;Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep&quot;
Author: Cochran-Smith, Marilyn
Date: 2017-03-00
Type: Opinion Papers
Subjects: Teacher Education Programs,Admission Criteria,Research Problems,Educational Research,Research Utilization,Research Methodology,Validity,Preservice Teacher Education

Based on a review of GPA and SAT/ACT requirements at 221 institutions in 25 states, a new report from the National Council on Teacher Quality (NCTQ) recommends that states, institutions of higher education, and the Council for the Accreditation of Educator Preparation (CAEP) maintain or establish a higher bar for entry into teacher preparation programs. The NCTQ report suggests that boosting teacher candidate entry requirements in ways they advocate would significantly improve teacher quality in the U.S. Yet the report does not provide the needed supports for its assertions or recommendations. In addition, the report makes multiple unsupported and unfounded claims about the impact on teacher diversity of raising admissions requirements for teacher candidates, about public perceptions of teaching and teacher education, and about attracting more academically able teacher candidates. Each claim is based on one or two cherry-picked citations while ignoring the substantial body of research that either provides conflicting evidence or shows that the issues are much more complex and nuanced than the report suggests. Ultimately the report offers little guidance for policymakers or institutions. Contains a combined list of notes and references. [For &quot;Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. 2016 State Teacher Policy Yearbook Report Series,&quot; see ED579660.]
Public School Funding and Postsecondary Outcomes in Illinois: What Is Reasonable to Expect from Illinois&apos; School Funding Reforms? Policy Research. IERC 2018-1
Author: Houston, Derek A.
Date: 2018-00-00
Type: Reports - Research
Subjects: Public Schools,Educational Finance,Finance Reform,Educational Change,Postsecondary Education,Outcomes of Education,College Preparation,Enrollment,Educational Attainment,High Schools,College Entrance Examinations,Scores,High School Students,Probability,Hierarchical Linear Modeling,Expenditure per Student,Demography,Social Mobility,Resource Allocation,Administrative Organization

This study examines the relationships between school funding and students' college preparation, postsecondary enrollment, and postsecondary degree attainment, adding to the literature on how money matters in education. The author addresses how past school funding levels among Illinois public high schools may have been associated with students' postsecondary outcomes. The following research questions guide this study: (1) To what extent did public high school funding relate to educational achievement, as measured by ACT (American College Testing) composite and subject test scores, of Illinois public high school students?; (2) To what extent did public high school funding relate to the likelihood of enrollment in a four-year postsecondary institution for Illinois students?; and (3) To what extent did public high school funding relate to the likelihood of graduation from a four-year postsecondary institution for Illinois students that enrolled in a four-year postsecondary institution at any time?
Suspension &amp; Expulsion in Preschool Development States: Policies and Practices. State Technical Assistance Report
Author: Mitchell, Susan
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Suspension,Expulsion,Preschool Education,Preschool Children,Racial Differences,Disproportionate Representation,Educational Policy,Grants,Financial Support,State Programs,Block Grants,Federal Government,State Government,Government Role,Family Programs,Family Role,Early Intervention,Mental Health,Social Development,Emotional Development,Interpersonal Relationship,Data Collection,Males,Elementary Secondary Education

There is growing unease about suspension and expulsion of children at the preschool level. Preschoolers are expelled at three times the rate of K-12 students (Gilliam, 2005). Boys--particularly African-American boys--comprise a disproportionate number of these cases, a fact that has caused concern among parents, policymakers, and advocates alike. These suspensions and expulsions have broad-ranging impacts on children and families across the country. States that received the Preschool Development Grant (PDG) funding have begun to explore and implement policies and practices to mitigate this growing problem. This brief is intended to serve as a resource to these and other states. It sets the stage by detailing why preschool expulsion and suspension rates should matter to states. There is a discussion of relevant federal and state policies as well as various state practices used to impact this issue. The brief concludes with appendices that include excerpts of PDG states' policies or guidelines, and descriptions of their preventive practices.
A Technical Overview of the Student Growth Percentile Methodology: Student Growth Percentiles and Percentile Growth Projections/Trajectories
Author: Betebenner, Damian W.
Date: 2011-08-12
Type: Reports - Descriptive
Subjects: Academic Achievement,Growth Models,Data Analysis,Information Utilization,Educational Quality,Norm Referenced Tests,Criterion Referenced Tests,Accountability,Student Development,Educational Assessment,Regression (Statistics),Mathematics Achievement,Reading Achievement

In this report, student growth percentiles and percentile growth projections/trajectories are introduced as a means of understanding student growth in both normative and a criterion referenced ways. With these values calculated, the author shows how growth data can be utilized in both a norm- and in a criterion-referenced manner to inform discussion about education quality. The author asserts that the establishment of a normative basis for student growth eliminates a number of the problems of incorporating growth into accountability systems, providing needed insight to various stakeholders by addressing the basic question of how much a student has progressed.
NEPC Review: &quot;Charter School Funding: Inequity in New York City&quot; (University of Arkansas, August 2017)
Author: Belfield, Clive
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Finance,Financial Support,Educational Equity (Finance),Documentation,Public Schools,Resource Allocation,Geographic Location,School Districts,Educational Facilities,Expenditure per Student,Economically Disadvantaged,Socioeconomic Influences,Food Service,Transportation,Special Education,School Health Services,Computer Software,Textbooks,Library Materials,Enrollment,Research Methodology,Comparative Analysis

A new report by researchers at the University of Arkansas concludes that charter schools in New York City are not fairly funded, in comparison to district schools. The report asserts that this inequity is especially big for charter schools that are not co-located in public schools. The report also describes expenditure patterns across schools, which show no clear differences between charter schools and district schools. This review of the report raises several concerns. Perhaps most importantly, the report simply does not attempt a rigorous comparison across schools. It assumes that any differences in student characteristics across charter and district schools are trivial. It therefore concludes that raw, unadjusted funding amounts are sufficient for assessing fairness. It does not undertake any sensitivity testing to identify the precision of its estimates. It does not investigate in detail what the optimal amount of funding should be for charter schools that are not co-located in public school buildings. Finally, the report is based on data from 2014. Since that date, New York City has significantly reformed its funding regulations for charter schools; the report's estimates are therefore no longer policy-relevant. A list of notes and references is provided. [For &quot;Charter School Funding: Inequity in New York City,&quot; see ED580235.]