ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Effects of Quantway® Persist in the Following Year? A Multilevel Propensity Score Approach to Assessing Student College Mathematics Achievement. Carnegie Math Pathways Technical Report
Author: Yamada, Hiroyuki
Date: 2017-03-00
Type: Reports - Research
Subjects: Mathematics Achievement,College Mathematics,Acceleration (Education),Developmental Programs,Remedial Mathematics,Program Effectiveness,Statistical Analysis,Matched Groups,Comparative Analysis,Enrollment Rate,Grade Point Average

This report analyzes evidence from a new study assessing the effectiveness of Quantway 1 (QW1), a single-term accelerated developmental math course with a focus on quantitative reasoning. Quantway® is one of the Pathways courses (along with Statway®) developed by a network of faculty and content experts convened by the Carnegie Foundation to accelerate the progress of college students through developmental mathematics with the aim of increasing success rates in earning college credit in mathematics. This report is the sequel to an earlier study (see ED582412) of the effectiveness of QW1, both of which applied a multilevel propensity score matching approach. The first study provided robust evidence that QW1 increases student success in fulfilling developmental math requirements and advances equity in student outcomes. The present study tracked student college math achievement through the year after QW1 enrollment. Results in this most recent analysis revealed that QW1 students were significantly more likely to enroll in credit-bearing college math courses within a year than their counterparts who followed traditional developmental math sequences were, and that while increasing subsequent math course taking, QW1 students demonstrated a comparable GPA. Significantly, QW1 effects were positive across all sex and race/ethnicity subgroups, as well as in nearly all classrooms and colleges. The current study provided additional empirical evidence of the persistence of QW1's effectiveness for diverse student populations across varied classroom and institutional contexts. Directions for future work are discussed. As indicated in the prior study, additional questions still need to be answered: Do the effects of QW1 persist in the following year? More specifically, we are interested in whether or not QW1 students are (a) more likely than matched comparison students to enroll in credit-bearing college math courses, and (b) perform comparably to or better than matched comparison students in college math courses. Because QW1 is designed not only to get students through their developmental math sequences but to help them meet their college-level math requirements, these questions will be particularly important to answer in determining QW1's effectiveness. Therefore, the objective of the current study is to assess the persistence of effects of QW1 by tracking student college math achievement one year after QW1 participation.
Community College Pathways: 2014-2015 Impact Report. Community College Pathways Technical Report
Author: Huang, Melrose
Date: 2016-01-00
Type: Reports - Research
Subjects: Community Colleges,Research Reports,Developmental Programs,Remedial Mathematics,Enrollment Rate,Academic Achievement,Success,Program Improvement,Educational Assessment,Educational Indicators

The Community College Pathways initiative is composed of two pathways, Statway® and Quantway® that provide post-secondary students with accelerated means to complete developmental mathematics sequences and attain college-level mathematics credit. Since its inception in 2011, the Pathways initiative has made tremendous strides toward reclaiming thousands of students' mathematical lives. In 2014-2015, the Pathways sustained the remarkable results seen in the Pathways' first three years of implementation, including successful course completion rates of approximately 50 percent for both Pathways. Notably, the program was able to achieve these outcomes while serving over three times as many students as in its first year. This report provides descriptive statistics on 2014-2015 student outcomes, as well as insights into potential areas for improvement based on data from the fourth year's Pathways implementation.
The Feasibility of Collecting School-Level Finance Data: An Evaluation of Data from the School-Level Finance Survey (SLFS) School Year 2013-14. Research and Development Report. NCES 2018-305
Author: Cornman, Stephen Q.
Date: 2018-04-00
Type: Reports - Research
Subjects: Educational Finance,Data Collection,Feasibility Studies,Elementary Secondary Education,Public Education,National Surveys,Expenditures,School Districts,Data Analysis

This report presents school-level finance data on expenditures by function from the School-Level Finance Survey (SLFS). The SLFS is an extension of two existing collections being conducted by the National Center for Education Statistics (NCES) in collaboration with the Census Bureau: the School District Finance Survey (F-33) and the state-level National Public Education Financial Survey (NPEFS). The SLFS is essentially an expansion of the F-33 to include some school-level variables. The SLFS pilot study was cleared to collect school-level finance data for the School Year (SY) 2013-14 from 12 state education agencies (SEAs). In the second year (SY 2014-15), the SLFS pilot was cleared to collect data from up to 20 SEAs, and NCES has recently obtained clearance to collect school-level finance data on a volunteer basis from all 50 states and the District of Columbia for SY 2015-16.
A Primer on the Epistomological Frameworks of Evolution and Creationism for Science Education Researchers
Author: Feig, Anthony D.
Date: 2002-03-01
Type: Reports - Evaluative
Subjects: Evolution,Scientific Concepts,Creationism,Science Education,Philosophy,Postmodernism,Feminism,Theories,Scientific Principles,Epistemology

This paper defines the processes of evolution and natural selection for the non-scientist, and summarizes its history in the context of scientific racism. Types of creationism are defined, and both evolution and creationism are contextualized in the theoretical frameworks of modernism and postmodernism. The philosophical differences between scientists and creationists that lead to their conflict are discussed.
Principal Professional Development: New Opportunities for a Renewed State Focus
Author: Rowland, Cortney
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Principals,Professional Development,Educational Opportunities,Educational Quality,Academic Standards,Management Development,Leadership Training,Alignment (Education),Elementary Secondary Education,Change Strategies,Program Improvement

Over the years, most states and districts have focused professional development on teachers rather than principals. However, evidence suggests that principals can play an important role in reaching our national goals of high achievement for all students. School leaders are powerful levers for change--when given the right training and support. But most of the nation's school principals do not have access to professional learning that reflects what is happening in schools today (e.g., changing demographics, large-scale reform initiatives, changing technology, evolving instructional strategies) and what we know are effective practices. Improving principal professional development is going to require a new way of thinking, prioritizing, and budgeting--at the state and local levels. For example, professional learning for school staff tends to be a small part of school districts' budgets. And when funds are ample, districts overwhelmingly support teachers' professional development (Manna, 2015). But there are avenues for improving principal professional development. Some states and districts are already doing this work, and there is research that illustrates what can be done to enhance on-the-job principal professional development. This brief describes: (1) The need for more and better principal professional development to improve principal effectiveness, decrease principal turnover, and more equitably distribute successful principals across all schools; (2) The research on the importance of principals and how professional development can improve principals' effectiveness; and (3) Options and examples for leveraging current policies to revisit and refocus efforts concerning principal professional development.
Creating Coherence in the Teacher Shortage Debate: What Policy Leaders Should Know and Do
Author: Behrstock-Sherratt, Ellen
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,Faculty Mobility,Educational Policy,Educational Research,Prevention,Supply and Demand,Teacher Persistence

Shortages of teachers and parental disengagement are lamented as the reasons schools are just not what they were in days gone by. The consensus is that teachers are the most important within-school factor affecting student achievement. Yet U.S. student performance lags behind international counterparts, suggesting that there are not enough sufficiently qualified teachers for all students. The purpose of this brief is present whether or not there is a teacher shortage. To curb teacher shortages, policy leaders must navigate the teacher shortage rhetoric to: (1) make the dialogue among policymakers and constituents more coherent; (2) improve access to meaningful teacher supply-and-demand data; and (3) if there are shortages, create an action plan to address them without delay.
Improving Observer Training: The Trends and Challenges. Issue Brief
Author: McKay, Sarah
Date: 2015-09-00
Type: Reports - Research
Subjects: Teacher Evaluation,Lesson Observation Criteria,Scoring Rubrics,Inferences,Data Interpretation,Feedback (Response),Barriers,Capacity Building,Program Improvement,Educational Principles,Evaluation Methods

An evaluation system that is designed to support and improve teacher practice--rather than simply to assess and manage teacher performance--would have as its foundation effective and reliable processes to observe classroom practice and give teachers useful feedback. Such an improvement-focused evaluation system should be aligned with and contribute to a district-wide system that includes a shared definition of teacher quality, a clear set of district priorities, and a coherent strategy for improving teacher practice. High-quality observations demand skilled observers who deeply understand a common frame of reference for quality teaching (the rubric their district uses), who reliably interpret classroom evidence according to this rubric, and who give teachers timely feedback that is targeted to improve their practice. The challenge for districts and states now is how to train and support these observers. What types of training and support do observers need, and what is being provided? Does effective training improve observer skills and, ultimately, classroom practice? To address these questions, the authors examined recent research on observer training and explored the training efforts in a sampling of five districts: Boston, Massachusetts; the District of Columbia; Santa Fe, New Mexico; Maricopa County, Arizona; and New Haven, Connecticut. This brief describes key takeaways from their research and from conversations with trainers, researchers, and district officials.
The Arts Leading the Way to Student Success: A 2020 Action Agenda for Advancing the Arts in Education
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Art Education,Equal Education,Educational Objectives,Academic Achievement,Teacher Effectiveness,Educational Change,Capacity Building,Access to Education,Partnerships in Education,Educational Strategies

&quot;The Arts Leading the Way to Student Success: A 2020 Action Agenda for Advancing the Arts in Education&quot; is a blueprint for systemic change and collective action. This Action Agenda outlines a set of goals and strategies by which the arts and education community can collectively respond to and inform high-priority areas of action needed to effectively address educational inequalities, and level the playing field for academic achievement and student success. The report also identifies four state level priority areas in which arts and education leaders can situate their work: (1) Raise Student Achievement and Success; (2) Support Effective Educators and School Leaders (3) Transform the Teaching and Learning Environment; and (4) Build Leadership Capacity and Knowledge.
The AUSL Way: Moving from &quot;Good&quot; to &quot;Truly Excellent&quot;
Author: Iyengar, Nithin
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Educational Innovation,School Turnaround,Public Schools,School Districts,School District Autonomy,Educational Improvement,Student Improvement,Educational Objectives,Nonprofit Organizations,Accountability,Governing Boards,Partnerships in Education,Urban Schools,Charter Schools,Leadership,Teacher Education Programs

This article is part of a Bridgespan Group research project that focuses on a new wave of district-led &quot;innovation zones&quot; that holds promise to overcome the challenges of turning around failing schools and deliver significant improvements in student outcomes. This new wave provides a subset of district schools with control over staffing, curriculum, and budgeting. Such autonomy often is guaranteed by a contractual agreement and enabled by state law that can sustain the zone despite potential changes in district leadership. The schools are sometimes operated by a nonprofit that is held accountable to the school district for significant improvement in student outcomes. The research highlights the experiences of five school districts that are vanguards of this new wave of innovation zones--Chicago; Denver; Indianapolis; Memphis, Tennessee; and Springfield, Massachusetts. These innovation zones reveal certain design features that place a focus on improving teaching and learning over multiple years--the heart of any successful turnaround effort. Specifically promising innovation zones: (1) set ambitious goals; (2) guarantee autonomy; (3) improve teaching and learning; (4) follow the students; and (5) are sustainable, scalable, and built to last. The article looks in detail at the Academy for Urban School Leadership (AUSL) in the Chicago Public Schools (CPS) district. AUSL is a nonprofit with the goal of providing CPS with high-quality teachers prepared to succeed within the demanding conditions of failing urban schools. [For the full report on all five school district innovation zones, &quot;School District Innovation Zones: A New Wave of District-Led Efforts to Improve Economic Mobility,&quot; see ED582407.]
From Innovation Schools to an Innovation Zone in Denver, Colorado
Author: Iyengar, Nithin
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Educational Innovation,School Districts,School Turnaround,School District Autonomy,Governance,Nonprofit Organizations,Accountability,Student Improvement,Educational Objectives,Educational Improvement,Sustainability,Public Schools,Governing Boards,Partnerships in Education,Philanthropic Foundations

This article is part of a Bridgespan Group research project that focuses on a new wave of district-led &quot;innovation zones&quot; that holds promise to overcome the challenges of turning around failing schools and deliver significant improvements in student outcomes. This new wave provides a subset of district schools with control over staffing, curriculum, and budgeting. Such autonomy often is guaranteed by a contractual agreement and enabled by state law that can sustain the zone despite potential changes in district leadership. The schools are sometimes operated by a nonprofit that is held accountable to the school district for significant improvement in student outcomes. The research highlights the experiences of five school districts that are vanguards of this new wave of innovation zones--Chicago; Denver; Indianapolis; Memphis, Tennessee; and Springfield, Massachusetts. These innovation zones reveal certain design features that place a focus on improving teaching and learning over multiple years--the heart of any successful turnaround effort. Specifically promising innovation zones: (1) set ambitious goals; (2) guarantee autonomy; (3) improve teaching and learning; (4) follow the students; and (5) are sustainable, scalable, and built to last. The article looks in detail at the Denver Public Schools (DPS) district's first innovation zone--the Luminary Learning Network (LLN). [For the full report on all five school district innovation zones, &quot;School District Innovation Zones: A New Wave of District-Led Efforts to Improve Economic Mobility,&quot; see ED582407.]
Innovation Network Schools in Indianapolis: Phalen Leadership Academies Takes the Lead
Author: Iyengar, Nithin
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Educational Innovation,School Districts,School Turnaround,School District Autonomy,Governance,Nonprofit Organizations,Accountability,Student Improvement,Educational Objectives,Educational Improvement,Sustainability,Public Schools,Governing Boards,Partnerships in Education,Philanthropic Foundations,Charter Schools

This article is part of a Bridgespan Group research project that focuses on a new wave of district-led &quot;innovation zones&quot; that holds promise to overcome the challenges of turning around failing schools and deliver significant improvements in student outcomes. This new wave provides a subset of district schools with control over staffing, curriculum, and budgeting. Such autonomy often is guaranteed by a contractual agreement and enabled by state law that can sustain the zone despite potential changes in district leadership. The schools are sometimes operated by a nonprofit that is held accountable to the school district for significant improvement in student outcomes. The research highlights the experiences of five school districts that are vanguards of this new wave of innovation zones--Chicago; Denver; Indianapolis; Memphis, Tennessee; and Springfield, Massachusetts. These innovation zones reveal certain design features that place a focus on improving teaching and learning over multiple years--the heart of any successful turnaround effort. Specifically promising innovation zones: (1) set ambitious goals; (2) guarantee autonomy; (3) improve teaching and learning; (4) follow the students; and (5) are sustainable, scalable, and built to last. The article looks in detail at the Innovation Network Schools in Indianapolis, which are managed by the nonprofit, Phalen Leadership Academies. [For the full report on all five school district innovation zones, &quot;School District Innovation Zones: A New Wave of District-Led Efforts to Improve Economic Mobility,&quot; see ED582407.]
Proving What&apos;s Possible: Shelby County (Memphis) Public Schools, Tennessee
Author: Iyengar, Nithin
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Educational Innovation,Public Schools,School Districts,School Turnaround,School District Autonomy,Governance,Nonprofit Organizations,Accountability,Student Improvement,Educational Objectives,Educational Improvement,Sustainability,Partnerships in Education,Philanthropic Foundations

This article is part of a Bridgespan Group research project that focuses on a new wave of district-led &quot;innovation zones&quot; that holds promise to overcome the challenges of turning around failing schools and deliver significant improvements in student outcomes. This new wave provides a subset of district schools with control over staffing, curriculum, and budgeting. Such autonomy often is guaranteed by a contractual agreement and enabled by state law that can sustain the zone despite potential changes in district leadership. The schools are sometimes operated by a nonprofit that is held accountable to the school district for significant improvement in student outcomes. The research highlights the experiences of five school districts that are vanguards of this new wave of innovation zones--Chicago; Denver; Indianapolis; Memphis, Tennessee; and Springfield, Massachusetts. These innovation zones reveal certain design features that place a focus on improving teaching and learning over multiple years--the heart of any successful turnaround effort. Specifically promising innovation zones: (1) set ambitious goals; (2) guarantee autonomy; (3) improve teaching and learning; (4) follow the students; and (5) are sustainable, scalable, and built to last. The article looks in detail at Shelby County (Memphis) public schools' innovation zone--the iZone. Unlike the majority of district-led efforts to turnaround schools, the iZone in Memphis has produced strong results, gaining national attention in the process. [For the full report on all five school district innovation zones, &quot;School District Innovation Zones: A New Wave of District-Led Efforts to Improve Economic Mobility,&quot; see ED582407.]
Built to Last: The Springfield Empowerment Zone Partnership, Springfield, Massachusetts
Author: Iyengar, Nithin
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Educational Innovation,School Districts,School Turnaround,School District Autonomy,Governance,Nonprofit Organizations,Accountability,Educational Improvement,Educational Objectives,Sustainability,Public Schools,Governing Boards,Partnerships in Education,Philanthropic Foundations,Student Improvement,Empowerment

This article is part of a Bridgespan Group research project that focuses on a new wave of district-led &quot;innovation zones&quot; that holds promise to overcome the challenges of turning around failing schools and deliver significant improvements in student outcomes. This new wave provides a subset of district schools with control over staffing, curriculum, and budgeting. Such autonomy often is guaranteed by a contractual agreement and enabled by state law that can sustain the zone despite potential changes in district leadership. The schools are sometimes operated by a nonprofit that is held accountable to the school district for significant improvement in student outcomes. The research highlights the experiences of five school districts that are vanguards of this new wave of innovation zones--Chicago; Denver; Indianapolis; Memphis, Tennessee; and Springfield, Massachusetts. These innovation zones reveal certain design features that place a focus on improving teaching and learning over multiple years--the heart of any successful turnaround effort. Specifically promising innovation zones: (1) set ambitious goals; (2) guarantee autonomy; (3) improve teaching and learning; (4) follow the students; and (5) are sustainable, scalable, and built to last. The article looks in detail at the Springfield Empowerment Zone Partnership. The Partnership was formed when Massachusetts, the Springfield Public Schools (SPS), and the teachers union formed a voluntary partnership that aims to dramatically improve outcomes in a cluster of the district's middle schools. [For the full report on all five school district innovation zones, &quot;School District Innovation Zones: A New Wave of District-Led Efforts to Improve Economic Mobility,&quot; see ED582407.]