ethanporcaro/eric-fulltext-meta huggingface dataset:
How Legacy High School Students Use Their Flexible Time. Study Snapshot. REL 2020-031
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: High School Students,Flexible Scheduling,Decision Making,Time Management,Gender Differences,Teacher Role,Student Role,Student Characteristics,Public Schools,Intellectual Disciplines,Low Achievement,Reading Achievement,Mathematics Achievement,Resource Centers

There is growing attention to personalizing education to provide students with more flexibility in their education experiences and more time to master academic content. To personalize education, Legacy High School in Bismarck Public Schools, North Dakota, has implemented a schedule that allows students to choose how they use a portion of the school day outside of their regularly scheduled classes. Students can use this flexible time, called flex-time, visiting one of the school's content-specific learning centers, working alone or with classmates on school projects, or relaxing with friends. Teachers may also determine how students use some of their flex-time, when necessary. Leaders at Legacy High School and Bismarck Public Schools partnered with the Regional Educational Laboratory Central to examine how students used their flex-time and whether students with different demographic characteristics and academic achievement levels used their flex-time differently. [For the full report, see ED606448; for the appendixes, see ED606451; for the study brief, see ED606453.]
Maximizing the Use of New State Professional Learning Investments to Support Student, Educator, and School System Growth: State Guidance for Key District Stakeholders
Author: Bishop, Joseph
Date: 2015-11-00
Type: Guides - Non-Classroom
Subjects: Professional Development,Principals,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education,Preschool Education,Academic Standards,State Standards,School Districts,Alignment (Education),Accountability,Educational Strategies

Due to a surplus in the State General Fund, California's Pre-K-12 teachers and administrators have an additional $490 million to spend on programs supporting professional development. The $490 million represents one of the largest investments in professional development and teacher effectiveness ever made by California and has the potential to improve every classroom in the state. Developing a system of professional learning requires contributions from all key decision makers involved in aligning people, time, and resources needed for the continuous improvement of school systems. Divided into three sections, this guidance document has been crafted with a particular eye towards bridging professional learning with approaches for implementing the state academic standards, Next Generation Science Standards (NGSS), and imminent Science and History/Social Studies frameworks. It covers: (1) Strategies for supporting professional learning; (2) Key professional learning resources for districts; and (3) Developing LCAPs (Local Control Accountability Plans) aligned with district professional learning strategies. Three appendices describe effective elements of professional learning, district examples of effective professional learning for principals, and an overview of California's Quality Professional Learning Standards with example of district application. [This report was published by the Consortium for the Implementation of the Common Core State Standards. For the executive summary, see ED606458.]
Maximizing the Use of New State Professional Learning Investments to Support Student, Educator, and School System Growth. Executive Summary
Author: Bishop, Joseph
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Professional Development,Principals,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education,Preschool Education,Academic Standards,State Standards,School Districts,Alignment (Education),Accountability,Educational Strategies

This is the executive summary for the guidance document, &quot;Maximizing the Use of New State Professional Learning Investments to Support Student, Educator, and School System Growth: State Guidance for Key District Stakeholders.&quot; It has been created to help districts determine the most effective uses of new state professional learning money under Senate Bill (SB) 77, which is intended to improve the ability of educators to support learning around the state academic standards. [This report was published by the Consortium for the Implementation of the Common Core State Standards. For the guidance document, see ED606456.]
Using Stakeholder Feedback to Improve Online Professional Development Opportunities
Author: Nese, Rhonda N. T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Online Courses,Electronic Learning,Professional Development,Problem Solving,Teamwork,Models,School Districts,Elementary School Teachers,Middle School Teachers,School Personnel,School Psychologists,Administrators,Program Effectiveness

Traditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effectiveness in meeting the needs of key stakeholders. Focus groups were conducted with teachers, administrators, and other specialists to gather feedback on content as well as how online learning modules (OLMs) could be tailored to meet specific school site and team needs. We discuss our findings in the context of continuing efforts to improve general and specific professional development opportunities. [This article was published in &quot;Journal of Research on Technology in Education&quot; (EJ1248803).]
Educating the Whole Child: Improving School Climate to Support Student Success. Research Brief
Author: Darling-Hammond, Linda
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Child Development,Holistic Approach,Interpersonal Relationship,Emotional Development,Social Development,Student Needs,Trauma,Learning Processes,Educational Environment,Academic Achievement,Student Behavior,Teaching Methods,Access to Health Care,Access to Education,Social Support Groups,Cultural Relevance,21st Century Skills,Student Diversity,Accountability,Standards,School Policy,Teacher Competencies,Financial Support,Tutoring,Academic Support Services,Family Involvement,Outreach Programs,Teacher Education,Discipline,Elementary Secondary Education,School Safety

This brief reviews research demonstrating that student learning and development depend on affirming relationships operating within a positive school climate. It describes how such an environment can provide all children with a sense of safety and belonging by creating safe and culturally responsive classroom communities, connecting with families, teaching social-emotional skills, helping students learn to learn, and offering a multi-tiered system of supports. [For the full report, see ED606462.]
Educating the Whole Child: Improving School Climate to Support Student Success
Author: Darling-Hammond, Linda
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Child Development,Holistic Approach,Interpersonal Relationship,Emotional Development,Social Development,Student Needs,Trauma,Learning Processes,Educational Environment,Academic Achievement,Student Behavior,Teaching Methods,Access to Health Care,Access to Education,Social Support Groups,Cultural Relevance,21st Century Skills,Student Diversity,Accountability,Standards,School Policy,Teacher Competencies,Financial Support,Tutoring,Academic Support Services,Family Involvement,Outreach Programs,Teacher Education,Discipline,Elementary Secondary Education,School Safety

New knowledge about human development from neuroscience and the sciences of learning and development demonstrates that effective learning depends on secure attachments; affirming relationships; rich, hands-on learning experiences; and explicit integration of social, emotional, and academic skills. Given that emotions and relationships strongly influence learning--and that these are the byproducts of how students are treated at school, as well as at home and in their communities--a positive school climate is at the core of a successful educational experience. In this paper, the authors examine how schools can use effective, research-based practices to create settings in which students' healthy growth and development are central to the design of classrooms and the school as a whole. The authors describe key findings from the sciences of learning and development, the school conditions and practices that should derive from this science, and the policy strategies that could support these conditions and practices on a wide scale. In order to create schools that support healthy development for young people, our education system needs to: (1) Focus accountability, guidance, and investments on developmental supports; (2) Design schools to provide settings for healthy development; and (3) Enable educators to work effectively. [For the research brief, see ED606461. This document draws upon the following articles: &quot;Implications for Practice of the Science of Learning and Development&quot; (EJ1249443); &quot;Malleability, plasticity, and individuality: How children learn and develop in context&quot; (EJ1230868); and &quot;Drivers of human development: How relationships and context shape learning and development&quot; (EJ1241861).]
Implementation of Career- and College-Ready Requirements for High School Graduation in Washington. REL 2020-020
Author: Hanson, Havala
Date: 2020-07-00
Type: Reports - Research
Subjects: Program Implementation,Career Readiness,College Readiness,Graduation Requirements,High School Students,Educational Trends,High School Graduates,Outcomes of Education,Admission Criteria,Secondary School Science,Art Education,Second Language Learning,Individual Differences,Educational Policy,Educational Change,School Schedules,Social Differences,Racial Differences,Credits

In 2014 the Washington state legislature approved career- and college-ready (CCR) requirements for high school graduation that better align with career pathways and with admissions standards at the state's public universities than previous requirements did. The CCR requirements increased the total number of credits needed to graduate, from 20 to 24, by requiring an additional credit of laboratory science, an additional credit of fine arts, and two credits of world languages, though students can replace one fine arts credit and two world languages credits with credits in other content areas that align with their postsecondary plans. The requirements took effect for the class of 2019, though some districts implemented them earlier and others received a waiver to delay implementation until the class of 2021. State and local education leaders in Washington asked the Regional Educational Laboratory Northwest to study districts' progress in implementing the requirements for the classes of 2018 and 2019. The study looked at differences in the percentages of 2018 graduates who met the requirements and of 2018 graduates who did not across student groups (by socioeconomic status, English learner status, race/ ethnicity, and prior achievement). It also examined changes in student academic outcomes for districts that had increased total, science, fine arts, or world languages credit requirements each year between the class of 2013 and the class of 2018. The study found that the percentage of districts that had implemented all the CCR graduation requirements increased from 9 percent for the class of 2018 to 56 percent for the class of 2019. The districts that had implemented the CCR graduation requirements for the class of 2018 tended to have more teachers and more courses per student across content areas than districts that had not. About 27 percent of 2018 graduates statewide met all the requirements; gaps across student groups suggest that barriers exist for students who are eligible for the national school lunch program and students who attend schools in which more than 75 percent of students are eligible, current English learner students, students of color, and students with low scores on grade 8 state assessments. Finally, district-level increases in total, science, fine arts, or world languages credit requirements between the class of 2013 and the class of 2018 showed little impact on student academic outcomes. [For the appendixes to this report, see ED606466. For the study snapshot of this report, see ED606468.]
Essential Building Blocks for State School Finance Systems and Promising State Practices. School Finance Series
Author: Hinojosa, David
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Educational Finance,State Aid,Public Education,Academic Standards,Educational Objectives,Alignment (Education),Educational Equity (Finance),Vocational Education,Preschool Education,Educational Facilities,Student Transportation,Educational Technology,Resource Allocation,Special Needs Students,Educational Innovation,Elementary Secondary Education,State Action,Finance Reform

In statehouses across the United States, policymakers annually debate how best to fund public education and how best to distribute those funds. The complexity of school finance issues facing state legislators and policymakers, however, can be daunting. To provide greater clarity and reliable information, this report offers guidance about how to create well-balanced, equitable, and efficient school finance systems focused on ensuring meaningful educational opportunities for all students. Substantial and growing research shows that money, particularly when well spent, leads to improved student performance and lifetime outcomes, especially for underserved students. The costs for failing to adequately and equitably educate all children are high for states. A cost analysis from 2007 found that a student who does not graduate from high school costs the economy approximately $240,000 over his or her lifetime in terms of lower tax contributions, higher reliance on Medicaid, higher rates of criminal activity, and higher reliance on welfare. In contrast, a high school graduate earns an estimated $630,000 more over a lifetime compared to a student who drops out. With inflation, these increased earnings would be even higher today--reaching about $765,000 per high school graduate. Creating a strong, equitable school finance system is a challenging but achievable task. This report includes a discussion of two critical foundational steps for developing a high-quality, equitable, and efficient school finance system; describes the essential building blocks used for designing that system; and includes a brief overview of three states that serve as examples for creating more equitable, high-quality school finance systems. [For the policy brief, see ED606465.]
Essential Building Blocks for State School Finance Systems and Promising State Practices. School Finance Series. Policy Brief
Author: Hinojosa, David
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Educational Finance,State Aid,Public Education,Academic Standards,Educational Objectives,Alignment (Education),Educational Equity (Finance),Preschool Education,Educational Facilities,Student Transportation,Educational Technology,Resource Allocation,Special Needs Students,Educational Innovation,Elementary Secondary Education,Vocational Education

The report upon which this brief is based provides essential guidance to policymakers and advocates who write school finance laws to ensure a more equitable and efficient school finance system centered on student need. We begin with a discussion of the two critical foundational steps for developing a high-quality, equitable school finance system. We next address the essential building blocks for designing that system, which are grounded in legitimate and necessary costs reflecting meaningful student learning and opportunity. Finally, we end with a brief overview of three states that stand out as examples for creating more equitable, high-quality school finance systems. [For the full report, see ED606464.]
Implementation of Career- and College-Ready Requirements for High School Graduation in Washington. Appendixes. REL 2020-020
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-07-00
Type: Reports - Research
Subjects: Program Implementation,Career Readiness,College Readiness,Graduation Requirements,High School Students,Educational Trends,High School Graduates,Outcomes of Education,Admission Criteria,Secondary School Science,Art Education,Second Language Learning,Individual Differences,Educational Policy,Educational Change,School Schedules,Social Differences,Racial Differences,Credits

These are the appendixes for the report, &quot;Implementation of Career- and College-Ready Requirements for High School Graduation in Washington&quot; (ED606463). The study looked at differences in the percentages of 2018 graduates who met the requirements and of 2018 graduates who did not across student groups (by socioeconomic status, English learner status, race/ ethnicity, and prior achievement). It also examined changes in student academic outcomes for districts that had increased total, science, fine arts, or world languages credit requirements each year between the class of 2013 and the class of 2018. The study found that the percentage of districts that had implemented all the CCR graduation requirements increased from 9 percent for the class of 2018 to 56 percent for the class of 2019. The districts that had implemented the CCR graduation requirements for the class of 2018 tended to have more teachers and more courses per student across content areas than districts that had not. About 27 percent of 2018 graduates statewide met all the requirements; gaps across student groups suggest that barriers exist for students who are eligible for the national school lunch program and students who attend schools in which more than 75 percent of students are eligible, current English learner students, students of color, and students with low scores on grade 8 state assessments. Finally, district-level increases in total, science, fine arts, or world languages credit requirements between the class of 2013 and the class of 2018 showed little impact on student academic outcomes. Three appendixes are included: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED606463; for the study snapshot, see ED606468.]
Staking Out the Middle Ground: Policy Design for Autonomous Schools. Executive Summary
Author: Robson, Kelly
Date: 2020-02-00
Type: Reports - Research
Subjects: Public Schools,School Based Management,State Policy,Educational Policy,Board of Education Policy,State Legislation,Educational Legislation,State Regulation,Accountability,Eligibility,Administrative Organization,Governance,Program Implementation,Elementary Secondary Education

Policymakers and researchers often talk about &quot;autonomous schools&quot; as if there's a single, agreed-upon definition of what that means. In reality, there's no standard design for autonomous school policies, and school autonomy can mean a lot of different things. The policies that states have enacted vary widely in terms of their goals, the parameters of the flexibility that they provide, and the structure of accountability that's in place for autonomous schools. As a result, autonomous schools operate under very different contours of autonomy and accountability from one state or district to the next. This report aims to define the range of state and district policy structures that enable school autonomy and accountability and identify common themes in how they are being implemented, so that decision-makers have a stronger understanding of how states and districts are evolving in their approaches to school autonomy and accountability. It's based on an in-depth analysis of autonomous school policies in four states where policies are representative of structures commonly in place across the country: Colorado, Georgia, Indiana, and Massachusetts. The authors reviewed state laws and regulations and district policies, and interviewed dozens of state, district, and school leaders to develop a deep understanding of the design of each state's autonomous school policies and how they're being implemented on the ground, including an understanding of successes and challenges along the way. This executive summary provides an overview of the full report. [For &quot;Staking out the Middle Ground: Policy Design for Autonomous Schools,&quot; see ED606452.]
Implementation of Career- and College-Ready Requirements for High School Graduation in Washington. Study Snapshot. REL 2020-020
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Program Implementation,Career Readiness,College Readiness,Graduation Requirements,High School Students,Educational Trends,High School Graduates,Outcomes of Education,Admission Criteria,Educational Policy,Educational Change,School Schedules,Credits,Social Differences,Racial Differences

In 2014 the Washington state legislature approved career- and college-ready (CCR) requirements for high school graduation that better align with admissions standards at the state's public universities than previous requirements did and that aim to equip students with the skills to pursue the career of their choice. The requirements took effect for the class of 2019, though some districts implemented them earlier and others received a waiver to delay implementation until the class of 2021. State and local education leaders in Washington asked the Regional Educational Laboratory Northwest to study current trends in implementation of the requirements. Using data from the Washington State Board of Education and the Washington Office of Superintendent of Public Instruction, this study explored progress in implementing the CCR graduation requirements from 2018 to 2019, identified student groups in the class of 2018 that met the requirements and student groups that did not, and examined changes in student academic outcomes before and after past district-level increases in credit requirements for high school graduation in Washington. [For the full report, see ED606463; for the appendixes, see ED606466.]