ethanporcaro/eric-fulltext-meta huggingface dataset:
Excellence for All: Creating Environments for Success for Males of Color in the Great City Schools
Author: Palacios, Moses
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Success,Educational Quality,Males,Educational Environment,Urban Schools,College Readiness,Postsecondary Education,Minority Group Students,School Culture,Social Development,Emotional Development,Discipline,Cultural Relevance,Leadership Styles,Communication Strategies,Legal Responsibility,Curriculum,Elementary Secondary Education,Civil Rights Legislation,Federal Legislation,Educational Legislation

This report seeks to contribute to the ongoing dialogue of raising our expectations for males of color and provide a resource for school districts seeking to build or recalibrate their initiatives to improve the academic outcomes of young men and boys of color. Throughout this report there are exemplars of current initiatives across the nation's big cities as well as promising practices in various areas.
K-12 Public Education through the Public Eye: Parents&apos; and Adults&apos; Perception of Public Education in New Orleans
Author: Rossmeier, Vincent
Date: 2015-05-00
Type: Reports - Research
Subjects: Adults,Parent Attitudes,Public Education,Public Opinion,Charter Schools,Educational Improvement,Natural Disasters,School Safety,School Choice,College Readiness,Career Readiness,Vocational Education,Academic Standards,Private Schools,Open Enrollment,Special Education,Governance,Elementary Secondary Education

Since 2009, the Cowen Institute has conducted an annual poll to assess public perception of the public education system in New Orleans. The survey results in this report highlight the notion that, while progress has been made in New Orleans' public education, there is still room for improvement. The majority of respondents believe that charter schools have improved education in the city and were more likely to send their child to New Orleans' public schools than before Hurricane Katrina. A majority of parents believe that their child's school provides a safe place to learn and prepares their child for life after high school. Parents also tended to believe that there was sufficient information for choosing a school in the current open enrollment landscape. There was also strong support for career and technical training as well as shared academic standards, as long as they are not called Common Core. A plurality of respondents believed that schools are better now than before Hurricane Katrina and would recommend New Orleans public schools to a friend or family member. Respondents most often agreed with the state's decision to take over most schools after Hurricane Katrina and believe that current governance policies are best. Despite these positive takeaways, respondents still think New Orleans public schools can improve. Collectively, they viewed public schools as average and respondents were still more likely to believe private schools are better. While respondents strongly supported career and technical education, many felt the school system could do better at preparing students for life after high school. Finally, respondents still have not gained complete faith in the Orleans Parish School Board's (OPSB's) ability to govern all New Orleans schools. One appendix is included. [In partnership with the New Orleans Advocate.]
Integrating Speaking and Listening Standards into Instruction--A Review of Resources. CSAI Report
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2017-01-00
Type: Reports - Research
Subjects: Listening Skills,Academic Standards,Academic Achievement,English Instruction,Language Arts,Literacy,Measurement,Common Core State Standards,Speech Skills

As part of the U.S. Department of Education's process for peer review of state assessment systems, states are required to submit documentation outlining the processes that they use to develop and administer state assessments in English language arts (ELA), mathematics, and science. States must demonstrate that the assessments are aligned with the &quot;full range of the state's academic content standards; [are] valid, reliable, and of adequate technical quality for the purposes for which they are used; express student results in terms of the State's student academic achievement standards; and provide coherent information about student achievement&quot; (U.S. Department of Education, 2015). Since 2010, many states have adopted new ELA standards that include speaking and listening skills, necessitating development of assessments that align with these new standards. The standards in the Speaking and Listening strand of the ELA Common Core State Standards (CCSS) are organized into two broad topic areas: (1) Comprehension and Collaboration; and (2) Presentation of Knowledge and Ideas. Key findings from this review include the following: (1) States emphasize the value of instruction in speaking and listening as the foundation for reading and writing. Overall, they endorse building language-rich classroom environments; providing opportunities for purposeful collaborative discussions and conversations; engaging in the use of academic language; and promoting students' comprehension and oral fluency skills; and (2) States are using several strategies for teaching the standards in the Speaking and Listening strand of the CCSS.
State Use of ACT--Peer Review Results. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Accountability,High School Students,Mathematics Achievement,Reading Achievement,Language Arts,Academic Achievement,College Entrance Examinations,Peer Evaluation,Evaluation Methods,Student Evaluation,Test Construction,Test Validity,Disabilities,English Language Learners,Testing Accommodations,Special Needs Students,Academic Standards,Information Dissemination

In order to comply with the regulations put forth by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), states are required to submit evidence associated with their statewide accountability systems to the United States Department of Education (ED) for peer review. Thirty-eight states submitted evidence for their assessment systems to the peer review process in 2016. As of March 2017, ED has issued thirty-six decision letters in response. Of those responses, two states, Wisconsin and Wyoming, received feedback regarding use of the ACT as their high school reading/language arts and mathematics assessments for accountability purposes. The information included in this brief outlines the findings of ED's feedback to Wisconsin and Wyoming contained in the decision letters sent to each state regarding their use of the ACT. Three appendices are included.
New Mexico Kindergarten Teachers&apos; Use of Kindergarten Entry Assessment Data. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Kindergarten,Preschool Teachers,Information Utilization,Educational Assessment,School Readiness,Data Collection,Teacher Attitudes,Educational Planning,Classroom Observation Techniques,Measures (Individuals),Usability,Curriculum Implementation,Information Dissemination,Parent Teacher Cooperation

The Kindergarten Observation Tool (KOT), an observation-based assessment tool designed for use during the first 30 instructional days of kindergarten, was implemented across New Mexico in fall of 2016 as the states' kindergarten entry assessment (KEA). After KOT administration ended, a survey was developed aimed to understand how New Mexico kindergarten teachers were using the data collected through the KOT. This CSAI Update provides information about the survey, along with a summary of its key findings.
Peer Review of State Assessment Systems Outcomes Report. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Educational Assessment,Compliance (Legal),State Standards,Peer Evaluation,Evidence,Feedback (Response),High Schools,Reading Achievement,Language Arts,Academic Achievement,Mathematics Achievement,Alternative Assessment,Science Achievement,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary Secondary Education

To comply with Section 1111(e) of the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA), states are required to submit evidence associated with their assessment systems to the United States Department of Education (ED) for peer review. Thirty-eight states submitted evidence for their assessment systems to the peer review process in 2016. As of May 2017, ED has issued thirty-seven decision letters in response. The peer review process requires cohorts of trained experts to evaluate state-submitted evidence as it relates to a number of established criteria, organized by and divided into Critical Elements (CEs). Each decision letter outlines the CEs for which states must submit additional evidence to meet the statutory and regulatory requirements for standards and assessment based on peer review feedback on state-submitted documentation. This report looks at the CEs for which many states have been required to submit additional evidence across high school assessments for reading/language arts (R/LA) and mathematics, grades 3-8 assessments for R/LA and mathematics, and alternate assessments. Lessons learned from high school and grades 3-8 science assessment feedback are also included in this update.
Selected Alternatives for Assessing College and Career Readiness. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Educational Assessment,State Standards,Performance Based Assessment,Dual Enrollment,Advanced Placement Programs,Alternative Assessment,Vocational Education

States often use summative assessments as a measure to determine students' readiness for college and career tracks. Some states administer the Smarter Balanced Assessment Consortium (Smarter Balanced) or Partnership for Assessment of Readiness for College and Careers (PARCC) assessments to measure high school student performance on college and career readiness content. Other states administer their own state-developed assessments, or administer the SAT or ACT assessments as part of their state assessment portfolios, as a measure of college and career readiness. States often use summative assessments to measure student performance against academic standards designed to represent college and career ready knowledge and skills. However, a summative assessment may not always be the best method of measuring students' college and career readiness. Due to differences in learning needs, or differences in state definitions of college and career readiness, students may require alternative methods of properly and accurately demonstrating this knowledge and these skills. Three examples of these alternatives are utilizing local assessments, utilizing performance-based assessments (such as a portfolio), or offering dual enrollment programs. This brief discusses each of these three examples.
Fiscal Year 2017 Salary Report for the Illinois Public Community Colleges
Author: Illinois Community College Board
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Public Colleges,College Faculty,Part Time Faculty,Teacher Salaries,Masters Degrees,School Policy,School Personnel,Salaries,Administrators,Fringe Benefits,Doctoral Degrees

The Illinois Community College Board collects data about compensation received by employees in Illinois' 48 Illinois public community colleges. Data in the &quot;Fiscal Year 2017 Salary Report&quot; reflect the census date of October 1, 2016. Data are presented by peer groups with statewide totals. The seven peer groups are based on a combination of college enrollment (semester), geographic location, and financial data. The 11 sections focus on: (1) Fiscal Year 2017 Contractual Base Salaries for Full-Time Faculty at Illinois Public Community Colleges; (2) Fiscal Year 2017 Part-Time Faculty Salary Rates and Full-Time Faculty Overload and Summer Term Rates at Illinois Public Community Colleges; (3) Salaries Based on Fiscal Year 2017 Salary Schedules for Full-Time Faculty with a Master's Degree at Illinois Public Community Colleges; (4) Institutional Policies Related to Faculty Salaries and Faculty Contracts at Illinois Public Community Colleges -- Fiscal Year 2017; (5) Fiscal Year 2017 Contractual Base Salaries for Other (Nonteaching) Professional Staff at Illinois Public Community Colleges; (6) Fiscal Year 2017 Contractual Base Salaries for Administrative Staff (12 Months) at Illinois Public Community Colleges; (7) Salaries Paid to Selected Administrators at Illinois Public Community Colleges During Fiscal Year 2017; (8) Fringe Benefits for Full-Time Employees at Illinois Public Community Colleges -- Fiscal Year 2016; (9) Fiscal Year 2017 Mean Percentage Salary Increases for Faculty, Other (Nonteaching) Professional Staff, Administrative Staff, and Classified Staff at Illinois Public Community Colleges; (10) Fiscal Year 2016 Average Total Salary Actually Paid at Illinois Public Community Colleges; and (11) Statewide Average Annual Contractual Salaries in Illinois Public Community Colleges for Fiscal Years 2013 to 2017.
Fiscal Year 2018 Salary Report for the Illinois Public Community Colleges
Author: Illinois Community College Board
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Community Colleges,Public Colleges,College Faculty,Part Time Faculty,Teacher Salaries,Masters Degrees,School Policy,School Personnel,Salaries,Administrators,Fringe Benefits,Doctoral Degrees

The Illinois Community College Board collects data about compensation received by employees in Illinois' 48 Illinois public community colleges. Data in the &quot;Fiscal Year 2018 Salary Report&quot; reflect the census date of October 1, 2017. Data are presented by peer groups with statewide totals. The seven peer groups are based on a combination of college enrollment (semester), geographic location, and financial data. The 11 sections focus on: (1) Fiscal Year 2018 Contractual Base Salaries for Full-Time Faculty at Illinois Public Community Colleges; (2) Fiscal Year 2018 Part-Time Faculty Salary Rates and Full-Time Faculty Overload and Summer Term Rates at Illinois Public Community Colleges; (3) Salaries Based on Fiscal Year 2018 Salary Schedules for Full-Time Faculty with a Master's Degree at Illinois Public Community Colleges; (4) Institutional Policies Related to Faculty Salaries and Faculty Contracts at Illinois Public Community Colleges -- Fiscal Year 2018; (5) Fiscal Year 2018 Contractual Base Salaries for Other (Nonteaching) Professional Staff at Illinois Public Community Colleges; (6) Fiscal Year 2018 Contractual Base Salaries for Administrative Staff (12 Months) at Illinois Public Community Colleges; (7) Salaries Paid to Selected Administrators at Illinois Public Community Colleges During Fiscal Year 2018; (8) Fringe Benefits for Full-Time Employees at Illinois Public Community Colleges -- Fiscal Year 2017; (9) Fiscal Year 2018 Mean Percentage Salary Increases for Faculty, Other (Nonteaching) Professional Staff, Administrative Staff, and Classified Staff at Illinois Public Community Colleges; (10) Fiscal Year 2017 Average Total Salary Actually Paid at Illinois Public Community Colleges; and (11) Statewide Average Annual Contractual Salaries in Illinois Public Community Colleges for Fiscal Years 2014 to 2018. [For the previous report, &quot;Fiscal Year 2017 Salary Report for the Illinois Public Community Colleges,&quot; see ED588470.]
Changing the Perception of Pasadena Unified School District through an Innovative Realtor Outreach Program. NCSD Field Report
Author: Miyake-Trapp, Jennifer
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Educational Quality,School Districts,Real Estate,Professional Personnel,Outreach Programs,Public Schools,Ethnicity,Racial Composition,Elementary Secondary Education,Students,Enrollment,Public Opinion,Socioeconomic Status,Poverty

For years, a negative view held by many local realtors about the quality of schools in California's Pasadena Unified School District (PUSD) remained largely unchallenged, and these negative attitudes effectively discouraged new residents from considering PUSD as a viable option for their children's education. PUSD has stabilized over time from its complicated past, but it is still only capturing approximately 55% of the school-age population residing within its boundaries. The result is a student population that does not reflect the communities it serves. Thanks to an innovative realtor outreach program sponsored by the Pasadena Educational Foundation (PEF), perceptions of PUSD are changing for the better. The realtor initiative has three goals: (1) to help realtors now and in the future see PUSD's public schools as they really are; (2) to equip realtors with current information about PUSD's schools; and (3) to encourage realtors to be active ambassadors for PEF, the Pasadena Education Network, and the PUSD.
State Scan of Professional Learning Activities. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: State Standards,Academic Standards,Faculty Development,Inservice Teacher Education,Professional Development,Learning Activities,Online Courses,Educational Technology,Technology Uses in Education,Cooperative Learning,Conferences (Gatherings),Summer Programs,Workshops

As states review, refine, and implement new academic standards, professional learning activities,also known as professional development (PD), should be scheduled in order to support educators. At the request of a state education agency, the Center on Standards and Assessments Implementation (CSAI) conducted a scan of six states' PD opportunities that related to standards implementation practices in order to examine how those states support their standards implementation processes. This scan focused on Colorado, Iowa, Kansas, North Dakota, South Dakota, and Wyoming. The information was gathered by first searching each state department of education website for the page(s) dealing with PD, then, the PD opportunities offered were scanned for options that indicated their sole purpose was to assist educators with the implementation of new and/or revised standards. These opportunities were then recorded, along with the delivery method(s), intended participants, and frequency of the learning activities. Links to additional resources are provided.
Peer Review Assistance
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Peer Evaluation,State Standards,Evidence Based Practice,Educational Assessment,Educational Quality,Validity,Inclusion,Academic Achievement,Technical Assistance,Educational Legislation,Elementary Secondary Education,Federal Legislation,Benchmarking

The U.S. Department of Education's review of state assessment systems is an evidence-based, peer review process for which each state submits evidence to demonstrate that its assessment system meets a set of established criteria, called Critical Elements. Critical Elements represent the Elementary and Secondary Education Act statutory and regulatory requirements that state assessment systems must meet. The six sections of critical elements that cover these requirements are: (1) Statewide System of Standards and Assessments; (2) Assessment System Operations; (3) Technical Quality--Validity; (4) Technical Quality--Other; (5) Inclusion of All Students; and (6) Academic Achievement Standards and Reporting. To support states and ensure that the correct evidence is submitted for each critical element, the Center on Standards and Assessment Implementation (CSAI) can provide technical assistance supporting the different requirements. This report provides data organizers that highlight critical elements of peer review, specifically, those critical elements for which CSAI can provide support and/or resources.
Growth Measures in State Accountability Systems. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Achievement Gains,Outcome Measures,Accountability,Measurement,State Standards,Educational Legislation,Federal Legislation,Elementary Secondary Education,Evaluation Methods

With the increased inclusion of student academic growth in school accountability decisions, the Center on Standards and Assessment Implementation (CSAI) has received multiple queries regarding how states are incorporating student growth measures into their accountability systems. CSAI recently sought to answer this question through a scan of state systems, reviewing states' Elementary and Secondary Education Act (ESEA) flexibility waivers to find out what states use student growth measures and which measures they use. This CSAI Update provides the results of that scan, results that might provide some insight for states looking to add this kind of measure or to rethink the growth measure they are currently using.
Valid and Reliable Assessments. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Test Reliability,Test Validity,Student Evaluation,Test Bias,Tests,Alignment (Education),Scores

Reliability is a measure of consistency. It is the degree to which student results are the same when they take the same test on different occasions, when different scorers score the same item or task, and when different but equivalent tests are taken at the same time or at different times. Reliability is about making sure that different test forms in a single administration are equivalent; that retests of a given test are equivalent to the original test, and that test difficulty remains constant year to year. Determining whether an assessment is valid and reliable is a technical process that goes well beyond making sure that test questions focus on material covered in state standards. While both of these terms are used by researchers in association with precise statistical procedures, this brief will define assessment validity and reliability in a more general context for educators and administrators.
School Climate and Stakeholder Engagement Measures. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Environment,Federal Legislation,Accountability,Educational Quality,Academic Standards,Educational Assessment,Participation,Grants,Federal Aid,Parents,Teachers,School Personnel,Students,School Safety,Interpersonal Relationship,Health Behavior,Risk,High School Students,Elementary Secondary Education

As states begin to revisit or revise their accountability systems to include an additional indicator of school quality or success under the new Every Student Succeeds Act (ESSA), the Center on Standards and Assessment Implementation (CSAI) has received queries regarding whether and how states are measuring school climate and stakeholder engagement. CSAI recently sought to answer these questions through a scan of states' efforts to measure these factors, reviewing websites maintained by state departments of education and other government agencies. This CSAI Update provides the results of that scan, including information on the school climate and stakeholder engagement initiatives with which states are engaged and on tools that are used to gauge or measure school climate and engagement. [For additional information, see &quot;School Climate and Stakeholder Engagement Measures in States. CSAI Report&quot; (ED588493).]