ethanporcaro/eric-fulltext-meta huggingface dataset:
Elements of Effective Practice for Mentoring[TM]: Research-Informed and Practitioner-Approved Best Practices for Creating and Sustaining Impactful Mentoring Relationships and Strong Program Services. 4th Edition
Author: Garringer, Michael
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Program Design,Mentors,Youth Programs,Evidence Based Practice,Standards,Benchmarking,Program Development,Program Evaluation,Adolescents,Guidelines,Interpersonal Relationship,Resources,Recruitment,After School Programs,Training

MENTOR's cornerstone publication, the &quot;Elements of Effective Practice for Mentoring[TM]&quot;, details research-informed and practitioner-approved Standards for creating and sustaining quality youth mentoring programs and consequently, impactful mentoring relationships. This Fourth Edition, released in 2015, reflects the most up-to-date research, practice, and thinking in the mentoring field. The six evidence-based Standards are intended to be applicable across almost every type of youth mentoring program. Each Standard includes Benchmarks to ensure the safety and effectiveness of mentoring relationships, as well as Enhancements that may be promising, innovative and useful for programs. Additionally, a Program Planning and Management section offers recommendations for designing, building, and strengthening mentoring programs and services. [For the 3rd edition of &quot;Elements of Effective Practice for Mentoring[TM]&quot;, see ED512172.]
Sustaining Effective Teacher Practice: The Impact of the EL Education Language Arts Curriculum and Professional Development on Teachers&apos; Instruction. In Focus
Author: Choi, Jane
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Skill Development,Thinking Skills,Literacy,Faculty Development,Teacher Competencies,Teaching Methods,Language Arts,Program Effectiveness,Middle School Teachers,Common Core State Standards,Alignment (Education),Reading Skills,Writing Skills,Language Skills,Middle School Students

Teachers play a crucial role in helping students develop the skills needed for success in school, career, and life. These skills--which are a focus in the Common Core State Standards (CCSS)--include higher-order thinking and complex literacy skills, such as reading, writing, and citing evidence from texts. Professional development (PD) can strengthen teachers' instructional practices to help students learn these skills, especially if the PD is paired with curriculum, intensive, sustained over a long duration, and ensures that teachers integrate what they learned. To address the need for high quality and lasting professional learning for teachers, EL Education developed the Teacher Potential Project (TPP), which includes the CCSS-aligned EL Education Language Arts Curriculum in combination with intensive PD. In an independent study funded by a U.S. Department of Education Investing in Innovation grant, Mathematica Policy Research examined a range of middle grades teachers' CCSS-aligned instructional practices after one and two years of TPP engagement. The study team found that TPP teachers demonstrated and sustained a range of CCSS-aligned instructional practices more than teachers who did not engage with the TPP. These two-year findings build on previous positive results of one year of TPP engagement. The findings are presented in this report.
Designing a Coherent State System of Accountability: The Every Student Succeeds Act and Perkins V
Author: Landl, Erika L.
Date: 2018-09-20
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Accountability,Educational Assessment,Student Evaluation,Alignment (Education),Reliability,Cooperative Planning,Statewide Planning,Educational Objectives,Standards,Psychometrics,Institutional Cooperation,Vocational Education

Over the last five years, the U.S. Department of Education (USED) is requiring states to provide more and better evidence supporting the quality and validity of their assessment and accountability systems. Notably, states are asked to explain more fully how the proposed design of their systems will provide accurate and reliable information that improves student outcomes. This brief discusses the characteristics and features of a coherent system, outlining ten recommendations to support those charged with developing, evaluating, or modifying state plans under the Every Student Succeeds Act (ESSA), Perkins V, and the Workforce Innovation and Opportunity Act (WIOA) .
Public Preschool in a More Diverse America: Implications for Next-Generation Evaluation Research. Working Paper Series, No. 2-17
Author: Phillips, Deborah A.
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Preschool Education,Public Education,Preschool Children,Student Diversity,At Risk Students,Low Income Students,Special Needs Students,English Language Learners,Outcomes of Education,Educational Research,Program Evaluation

The increasing diversity of young children enrolled in state pre-K and Head Start programs has prompted examination of varying impacts for identified subgroups of young children. We argue that questions of subgroup impacts and the processes that may account for them should be prioritized in future evaluations of these programs. Three subgroups at high risk of poor school performance provide the focus for our discussion: low-income children exposed to significant adversity, dual language learners, and children with special needs. We further draw upon new hypotheses regarding the kinds of processes most likely to support both short- and longer-term public preschool impacts as they apply to these subgroups. We conclude with a set of research recommendations aimed at identifying features of these programs that may render them especially effective in the context of today's increasingly diverse classrooms of young children.
Community Colleges and the New Era of Work and Learning. Working Paper 66
Author: Gallagher, Sean
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,College Role,Institutional Mission,Labor Force Development,Certification,Academic Degrees,Employment Qualifications,Online Courses,School Business Relationship,Competence,Lifelong Learning,Career Development,Quality Assurance,Labor Market

Changes in the credentialing market have produced a complex, multilayered ecosystem with a demand for shorter credentials that are focused around job market competencies. Community colleges are well positioned to lead this emerging market for three reasons. (1) Their dual mission to offer both traditional degrees and workforce development programs provides a competitive advantage in piloting and implementing many of the new types of credentials, especially those that can be embedded into traditional degree programs. (2) They have a long history in awarding certificates, one type of shorter work-aligned credential that is experiencing a new emphasis in today's market. (3) They have an established infrastructure, content knowledge experts, and employer relationships that can support a broad array of shorter credentials with a solid level of quality assurance. To play a central, even leading role, in the new credentialing market, community colleges must build credentials that respond to four growing trends and imperatives: building competency and market-oriented programs, structuring credentials to facilitate lifelong learning, unbundling learning in traditional degrees, and recognizing the need for quality assurance.
Do Charter Middle Schools Improve Students&apos; College Outcomes? Evaluation Brief. NCEE 2019-4005
Author: Place, Kate
Date: 2019-04-00
Type: Reports - Research
Subjects: Charter Schools,Middle Schools,Outcomes of Education,Enrollment,Graduation,Higher Education,Academic Achievement,Admission (School),School Effectiveness,Middle School Students

The charter school sector plays an important role in efforts to reform the education system and better serve the nation's public school students. To help understand this role, more than a decade ago the National Evaluation of Charter Middle Schools examined how admission to about 30 charter middle schools affected students' achievement. On average, there were no significant effects. However, some charter middle schools in the study were successful in improving achievement, including those in urban areas and serving economically disadvantaged students -- features of many charter schools today. This brief examines if the charter middle schools included in the National Evaluation affected students' college enrollment and completion and the relationship between each school's earlier achievement results and these important longer-term outcomes. Key findings include: (1) Being admitted to a charter middle school in the study did not affect students' chances of enrolling in or completing college; and (2) Individual charter middle schools' success in improving students' middle school achievement was not related to their success in improving students' college enrollment and completion. [For the study highlights, &quot;Do Charter Middle Schools Improve Students' College Outcomes? Study Highlights. NCEE 2019-4005&quot;, see ED594045.]
Connecting Apprenticeships to the Young People Who Need Them Most: The Role of Community-Based Organizations
Author: Sack, Michael
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Young Adults,Apprenticeships,Community Role,Community Organizations,Employment Potential,Expertise,Youth Employment,At Risk Persons,Low Income Groups,Educationally Disadvantaged,Labor Force Development,Conventional Instruction,On the Job Training,Employers,Credentials,Wages,Partnerships in Education,School Business Relationship,Federal Programs,Program Implementation,Community Services,Capacity Building,Community Colleges,Out of School Youth

Despite the growing popularity of apprenticeships, pre-apprenticeships, and in-school youth apprenticeships in the United States, young adults who lack the credentials and connections to seamlessly enter postsecondary pathways remain overlooked. Young-adult-serving agencies and community-based organizations (CBOs) are underutilized key actors in employer-driven approaches to worker development. In this brief, the authors explore: (1) How CBOs serving young adults can connect constituents who are not in school or employed in high-demand careers through apprenticeships; and (2) How the CBOs can operate within a broader landscape, particularly with employers, workforce intermediaries, and other apprenticeship partners. This brief is organized in three sections. Section 1 defines apprenticeship--particularly Registered Apprenticeship--within the workforce development system and highlights why the model can be particularly valuable for young adults lacking on-ramps to skilled jobs. Section 2 considers how CBOs that serve young adults can learn from other CBOs that have successfully connected underrepresented populations to Registered Apprenticeships. It outlines a range of roles and activities that leverage the mission and capacity of CBOs, and offers keys to success. Section 3 brings together the first two sections with summary recommendations for CBOs as well as considerations for other key stakeholders, such as employers, workforce boards, city and other public and private partners, and policymakers. [This brief was produced by Jobs for the Future's (JFF's) Center for Apprenticeship and Work-Based Learning and was funded by Salesforce.org as part of JFF's Apprenticeship Awareness and Expansion Initiative.]
Do Charter Middle Schools Improve Students&apos; College Outcomes? Study Highlights. NCEE 2019-4005
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2019-04-00
Type: Reports - Research
Subjects: Charter Schools,Middle Schools,Outcomes of Education,Enrollment,Graduation,Higher Education,Academic Achievement,Admission (School),School Effectiveness,Middle School Students

Charter schools play an important role in efforts to reform education and better serve the nation's public school students. However, little is known about whether charter schools improve students' outcomes in the long term, including the likelihood of enrolling in and completing college. This study obtained data on attainment of college milestones for students who -- more than a decade ago -- entered lotteries to be admitted to 31 charter middle schools across the United States. The lotteries randomly selected 1,723 &quot;lottery winners&quot; who were offered admission to these schools while the remaining 1,150 &quot;lottery losers&quot; were not. Comparing lottery winners and lottery losers is a rigorous way to assess how effective the charter middle schools were in improving college outcomes. Key Findings include the following: (1) Being admitted to a charter middle school in the study did no taffect college enrollment; (2) Charter school admission did not affect degree attainment or students' chances of remaining enrolled in college; and (3) Individual charter middle schools' success in improving college outcomes was not related to their success in improving middle school achievement. [For the evaluation brief, &quot;Do Charter Middle Schools Improve Students' College Outcomes? Evaluation Brief. NCEE 2019-4005,&quot; see ED594043.]
Construct Validation of the Math Anxiety Scale for Teachers
Author: Ganley, Colleen M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Rating Scales,Construct Validity,Mathematics Education,Teacher Characteristics,Elementary School Teachers,Pedagogical Content Knowledge,Factor Analysis

Past research indicates that teacher math anxiety is related to student outcomes and can be decreased through intervention. However, there is little research on this topic, partially due to a lack of math anxiety measures validated for use with practicing teachers. In this study of 399 elementary school teachers, we report on the construct validation of the Math Anxiety Scale for Teachers. Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math. Math anxiety scores correlate with other teacher characteristics in expected ways: higher math anxiety is associated with lower mathematical knowledge for teaching, more traditional beliefs about math teaching and learning, being a lower elementary school teacher, and a lack of math-specific teaching credentials. The 15-item Math Anxiety Scale for Teachers can be administered efficiently in large-scale studies and may support advances in research exploring relations among practicing teachers' math anxiety, instruction, and student learning. [This article was published in &quot;AERA Open&quot; (EJ1210489).]
Know Well before Supporting: Lessons of a Comprehensive Diagnosis of Two Low-Cost Private Schools in Slums of Nairobi, Kenya
Author: Soto, Sebastián
Date: 2016-11-00
Type: Reports - Research
Subjects: Foreign Countries,Private Schools,Slum Schools,Access to Education,Costs,Barriers,Teacher Attitudes,Teacher Education,Time Management,Student Participation,Peer Relationship,Academic Achievement,Teacher Role,Preschool Education,Elementary Education

The purpose of the present report is to show a comprehensive diagnosis of the situation of two low-cost private schools (Destiny and Saint Martin's schools) located in two slums (Mathare and Kibera) of Nairobi, capital city of Kenya, that Educafrica's team found before starting a collaboration programme through field volunteers work. A wide variety of instruments were used in order to collect data that captures all the complexities of schools that deals with contexts of deep scarcity of basic resources as well as challenging working conditions. Data collected and systematized was fundamental to have a proper understanding of the current ongoing educational situation in these schools, in order to articulate the best interventional framework that will help to improve the schools' performance. Several lessons are drawn after analysing the schools' normal operation regarding teachers' methodological and pedagogical practices. Challenges for achieving a desired teaching system are also highlighted, which would also frame the action course of Educafrica for the next years. [This report was produced by Eduafrica Foundation.]
Evaluates after Having Supported: Lessons from the Assessment of Training Workshops for Teacher&apos;s Staff of Two Low-Cost Private Schools in Slums of Nairobi, Kenya
Author: Soto, Sebastián
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Faculty Development,Foreign Countries,Human Capital,Teaching Methods,Private Schools,Nongovernmental Organizations,Program Descriptions,Teacher Effectiveness,Time Management,Intervention,Program Evaluation,Outcomes of Education,Elementary School Teachers,Secondary School Teachers,Slum Schools,Teacher Workshops

Education has been regarded as one important aspect to reach human capital development. Several aspects of education have been researched, and an important part of them have focused on the effectiveness that teachers training programmes have over improving students' learning outcomes and improving teachers' pedagogical and methodological skills. The following report provides an evaluation of the educational assessment that Educafrica, a Chilean NGO, provided for Destiny and Saint Martin's School, two low-cost private schools located in Mathare and Kibera slums in Nairobi, Kenya. The teachers' training programme that Educafrica were designed and implemented considering some relevant findings and suggestions that different studies have made regarding teachers' training strategies, which basically points out the importance of addressing real needs of participants. An analysis of the effects over teachers and students is done, as well as the indication of some suggestions to improve the way these workshops should be implemented. At the same time, the final part of this report presents an evaluation of the goals related to the increase in teachers' effectiveness in the use of instructional time, which together with the training in methodological strategies were the main objectives of the Educafrica's intervention in both schools. [This report was produced by Eduafrica Foundation.]
Class of 2016 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Wilson, Janet S.
Date: 2017-04-20
Type: Reports - Evaluative
Subjects: Public Schools,Advanced Placement Programs,Tests,Academic Achievement,Student Participation,Counties,Scores,African American Students,Achievement Gains,College Readiness,High School Graduates,Hispanic American Students,White Students,Performance,Racial Differences,Ethnic Groups,High School Students,Asian American Students,Multiracial Persons,Low Income Students,Special Education,English Language Learners,Gender Differences

Students in the Montgomery County Public Schools (MCPS) Class of 2016 continued to outperform students in the state of Maryland on Advanced Placement (AP) examinations based on AP results released by the Maryland State Department of Education and the College Board. The number and percentage of AP exam participation and performance for the State of Maryland and the nation is different from the AP/IB exam results published in prior reports because Western Interstate Commission for Higher Education changed the projected number of high school graduates in the 9th Edition of &quot;Knocking at the College Door.&quot; In 2016, 65.5 percent of MCPS graduates took one or more AP exams, a rate that was 16.2 and 29.3 percentage points higher than the rate for public school graduates in Maryland (49.3 percent) and the nation (36.2 percent), respectively (Figure 1). From 2015 to 2016, the AP exam participation rate remained steady for MCPS, Maryland, and national graduates. The attached tables provide additional information for review. In addition to AP programs, MCPS also provides the International Baccalaureate (IB) program for students at selected high schools as an option for experiencing college-level coursework and earning college credits in high school. The IB program continues to grow, and MCPS high school students demonstrate a steady increase in IB course and exam participation. Attached tables provide information for reader review. [For the 2015 report, &quot;Class of 2015 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum,&quot; see ED568910.]
A Redesigned Training Program for New Teachers: Findings from a Study of Teach for America&apos;s Summer Institutes
Author: Rappaport, Shelley
Date: 2019-03-00
Type: Reports - Research
Subjects: Institutes (Training Programs),Summer Programs,Alternative Teacher Certification,Teacher Education Programs,Educational Change,Program Effectiveness,Teaching Experience,Beginning Teachers,Adult Education,Alignment (Education),College Readiness,Career Readiness,Program Implementation,Teacher Attitudes,Teacher Persistence

In summer 2015, roughly six years after the Great Recession of 2007-2009 ended, the American media began reporting on an emerging teacher shortage. Public schools were reinstating programs and classes that they had cut during the recession, and student enrollment was increasing. Meanwhile, enrollment in teacher training programs was decreasing. Teacher shortages are especially problematic for schools serving mainly students from low-income families and communities of color. Teach For America (TFA), founded in 1989, has grown to become one of the largest providers of educators in the country for high-needs, underresourced schools. In 2015, TFA was awarded a Supporting Effective Educator Development (SEED) grant from the U.S. Department of Education to redesign its summer training for new teachers, or &quot;corps members&quot; (CMs). In summer 2016, TFA piloted a redesigned training model, developed specifically for adult learners, that incorporated more rigorous academic standards and training methods and practices with an eye toward college and career readiness. This report presents the findings from a study that examined how the redesigned training was implemented in a TFA training site (program group) and how it compared with the usual training at other TFA sites (comparison group). It also examined the promise of the redesigned training to improve the short-term outcomes of the first cohort of TFA teachers to receive it -- that is, CMs' use of the new instructional strategies and teaching practices, their perceptions of the value of the training, their commitment to teaching and to equity, and their retention rates in the TFA program. The lessons from this study have helped TFA address the challenges that were encountered during implementation and to strengthen the redesigned training model.
Class of 2017 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Wilson, Janet S.
Date: 2018-03-15
Type: Reports - Evaluative
Subjects: Public Schools,Advanced Placement Programs,Tests,Academic Achievement,Student Participation,Counties,Scores,African American Students,Achievement Gains,College Readiness,High School Graduates,Hispanic American Students,White Students,Performance,Racial Differences,Ethnic Groups,High School Students,Asian American Students,Multiracial Persons,Low Income Students,Special Education,Limited English Speaking,Gender Differences

The College Board released national Advanced Placement (AP) Cohort Results. This memorandum provides information pertinent to the AM international Baccalaureate (IB) participation and performance for the Class of 2017 in Montgomery County Public Schools (MCPS). The AP exam results in MCPS were bench marked with the results for the state of Maryland and the nation for public school graduates in 2017. Trends of AP and IB exams participation and performance for MCPS graduates from 2015 to 2017 are also provided. [For &quot;Class of 2016 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum,&quot; see ED594049.]