ethanporcaro/eric-fulltext-meta huggingface dataset:
Guide to United States Department of Education Growth Model Pilot Program,
2005-2008
Author: Council of Chief State School Officers
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Models,Pilot Projects,Public Agencies,Educational Indicators,Federal Programs,Accountability,Program Effectiveness,Program Descriptions,Federal Legislation,Educational Legislation,Alignment (Education),Academic Achievement,Student Evaluation,Alternative Assessment

The purpose of this document is to describe the US ED growth model pilot program from its inception to the point at which the program was no longer a pilot and was opened up to all states. In addition, the paper is designed to help states in the process of planning to submit a growth model proposal. The information in this document is mostly public information from a variety of sources. By pulling the facts and figures together and organizing them as they are in this document, states should find the paper valuable, as it will provide a rich source of information about what types of growth models have been approved, features of growth models that have been important in the program, and the impact the growth models have had on state's AYP calculations. This document summarizes activities related to the growth pilot study from the start of the pilot in 2005 to the end of 2008. Though US ED continues to encourage states to submit growth-based accountability proposals, this document includes only events and approved models through December 2008. The document summarizes which states submitted proposals and which were approved. The paper describes the principles around the growth pilot study and the extent to which approved models meet those principles. Furthermore, it lists growth model features and the extent to which those features vary across approved models. Finally, it summarizes how including growth into AYP calculations has impacted the states
with approved growth models and highlights next steps for growth-based
accountability. This document is organized around eight sections: (1) US ED pilot study events; (2) Requirements and guidance for growth-based accountability models; (3) Three basic growth model types approved by US ED; (4) General descriptions of submitted models; (5) Features of 11 approved growth models; (6) Summary of approved growth models and how the growth models are used in adequate yearly progress (AYP) calculations; (7) Impact of growth models on schools and districts; and (8) Conclusions and next steps in growth-based accountability models. (Contains 5 tables and 2 footnotes.) [This paper was commissioned by the CCSSO Accountability Systems and Reporting State Collaborative.]
Alignment Content Analysis of TIMSS and PISA Mathematics and Science Assessments Using the Surveys of Enacted Curriculum Methodology
Author: Council of Chief State School Officers
Date: 2009-02-00
Type: Reports - Evaluative
Subjects: Mathematics Tests,Science Tests,Content Analysis,Alignment (Education),Educational Assessment,State Standards,Academic Standards,National Competency Tests,Grade 4,Grade 8,Grade 10

In Fall 2008, the Council of Chief State School Officers (CCSSO) conducted an alignment content analysis of the 2007 TIMSS Mathematics and Science education assessments for students at grades 4 and 8 and the 2006 PISA Mathematics and Science Literacy assessments for students at age 15 (i.e., TIMSS--Trends in Mathematics and Science Study, PISA--Program for International Student Assessment). The content analysis was completed using the methodology and content frameworks for the Surveys of Enacted Curriculum (SEC). A goal of the project for CCSSO was to allow states to
analyze the alignment of state content standards and assessments in relation to TIMSS and in relation to PISA. The project was supported by the American Institutes for Research through a contract with the National Center for Education Statistics (NCES). The results of the alignment analysis are now being reported. The purpose of this paper is to summarize the analysis procedures, to highlight several analyses in relation to States, and to explain the use of the website for accessing the TIMMS and PISA analysis data. An appendix provides: (1) Notes from a Wrap-up Discussion on PISA and TIMSS, with Mathematics and Science Specialists, following completion of content analysis process, 11/12/08; and (2) Reliability Statistics for Content Analysis of TIMSS and PISA Assessments.
Wisconsin Case Study: Building a Student-Level Longitudinal Data System
Author: Kugle, Cherry
Date: 2006-08-00
Type: Reports - Evaluative
Subjects: Case Studies,Longitudinal Studies,State Agencies,Program Implementation,Formative Evaluation,Management Information Systems,Information Management,Public Education,Data Collection,Student Records,Program Effectiveness,Information Utilization,Program Development,Performance Factors,Information Services,Educational Legislation

The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education
agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin. In this document the following topics are discussed in relation to Wisconsin's student-level longitudinal data system: (1) History of Development; (2) Implementation Issues; (3) Benefits and Uses of System; (4) Lessons Learned; and (5) Recommendations for Future Development.
National Academic Standards. Information Capsule. Volume 0903
Author: Blazer, Christie
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,National Standards,Reading Achievement,Mathematics Achievement,Federal Legislation,Educational Legislation,Comparative Analysis,Academic Achievement,Accountability,Politics of Education

Currently, every state has its own set of academic standards, but that may soon change. The National Governors Association and the Council of Chief State School Officers are spearheading a state-led process that will lead to the development and voluntary adoption of K-12 national reading and math standards. Forty-six states and the District of Columbia, Puerto Rico, and the U.S. Virgin Islands have signed on to the process. This Information Capsule describes the Common Core State Standards Initiative and reviews advantages and disadvantages of national standards. (Contains 1 table.)
Key State Education Policies on PK-12 Education: 2008
Author: Stillman, Laura
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,Early Childhood Education,Elementary Secondary Education,Public Schools,Educational Indicators,School Schedules,School Attendance Legislation,Graduation Requirements,Credits,Exit Examinations,Advanced Placement Programs,State Standards,Textbook Standards,Textbook Content,Professional Development,Teacher Certification,Student Evaluation,Language Arts,Science Education,Mathematics Education,Information Sources,Educational Legislation

The Key State Education Policies on PK-12 Education is intended to inform policymakers and educators about the current status of key education policies that define and shape elementary and secondary education in public schools across the 50 states. The report is part of a continuing series by the Council&apos;s State Education Indicators program. The Council began reporting on trends in state education policies and statistical indicators of the condition of education in the 1980s, when most state legislatures and boards of education approved policy initiatives aimed at improving the quality of K-12 education. CCSSO has continued to collect and report 50-state information on policies regarding teacher preparation and certification, high school graduation requirements, student assessment programs, school time, and student attendance. In the 1990s, other categories of policies were added to the report including state content standards and curriculum, teacher assessment, and school leader/administrator licensure. Additional questions related to the alignment of professional development with state content standards were added for the current report. The primary goal of the Council&apos;s work with education indicators is to assist national, state, and local policy makers and leaders in making informed decisions. The policies included in the 2008 report are based on advice from Council staff and users in states. All of the information is collected and reported through the support and cooperation of the Chief State School Officers in each state and their staff. Two appendixes provide: (1) Sources of Information; and (2) 2006 Key State Education Policies Update Questions. (Contains 19 tables.)
The Effects of Teacher Professional Development on Gains in Student Achievement: How Meta Analysis Provides Scientific Evidence Useful to Education Leaders
Author: Blank, Rolf K.
Date: 2009-06-00
Type: Reports - Research
Subjects: Faculty Development,Academic Achievement,Meta Analysis,Evidence,Administrators,Educational Research,Science Teachers,Mathematics Teachers,Program Effectiveness,Effect Size,Q Methodology,Correlation,Federal Legislation,Educational Legislation,Tables (Data)

The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs. The following are appended: (1) Meta Analysis Coding Form Excerpt: Scaffolded Guide for Determining Inclusion of a Document; (2) Effects of Professional Development on Student Achievement, by Study (N = 104); (3) Computation of Effect Sizes, Homogeneity Tests and Q Statistic Analysis; and (4) Correlation Table of Math Post-Only Professional Development Design Elements. (Contains 6 tables and 3 figures.)
2008-09 Overview of M-DCPS' Academic Performance. Information Capsule. Volume 0902
Author: Blazer, Christie
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: Achievement Gains,Achievement Rating,Educational Indicators,Educational Assessment,County School Districts,Grading,Writing Achievement,Reading Achievement,Mathematics Achievement,Science Achievement,Achievement Gap,Racial Differences

This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2008-09 school year. M-DCPS earned a performance grade of &quot;B&quot; in 2009 and was only four points short of an &quot;A.&quot; Over half of the District's schools (58 percent) earned an &quot;A&quot; and the percent of &quot;C,&quot; &quot;D,&quot; and &quot;F&quot; schools decreased from 35 percent in 2008 to 27 percent in 2009. Overall, the District's performance on the FCAT improved from 2008 to 2009. In reading and mathematics, the percent of the District's students scoring at the higher achievement levels increased at the majority of grade levels. In Writing and Science, performance improved at the elementary level. Although White students continued to score higher than Black or Hispanic students in all subject areas and grade levels, the District made progress closing the achievement gap. The largest reductions were observed in reading and mathematics, with Black and Hispanic students closing their score gaps with White students in five to seven of the eight grade levels tested. (Contains 8 figures and 2 tables.)
Should Cursive Handwriting Still Be Taught in Schools? Information Capsule. Volume 0916
Author: Blazer, Christie
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Elementary School Teachers,Handwriting,Influence of Technology,Standardized Tests,Surveys,Educational Attitudes,Scores,Educational Research,Researchers,Time on Task

Elementary school students spend less time learning cursive handwriting than they did in years past. The declining emphasis on cursive writing has been attributed to the increasing use of technology, the growing proportion of class time spent preparing for standardized tests, and the perception that the time students spend learning to write in cursive could be better spent on more meaningful educational content. This Information Capsule summarizes the reasons some scholars want cursive handwriting instruction to remain in
the elementary school curriculum, as well as the reasons others believe it should be eliminated. Research on cursive handwriting is reviewed, including the impact of transitioning students from block printing to cursive handwriting in the third grade. Finally, the results of surveys conducted to determine handwriting practices in elementary schools across the country are reported.
Extended School Year. Information Capsule. Volume 0910
Author: Blazer, Christie
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Educational Change,Extended School Year,Educational Quality,Low Income Groups,Academic Ability,Scores,Achievement Tests,Costs,Educational Research,Correlation,Tables (Data),Educational Improvement,Time Factors (Learning),Academic Achievement

Extended school years are being considered by districts around the country as educators search for new ways to raise student achievement. The addition of time to the school calendar is also supported by President Barack Obama, who recently stated that American students do not spend enough time in school. This Information Capsule addresses research conducted on extended school years and their impact on student achievement. Although studies have produced inconclusive results on the universal benefits of extended school years, researchers have reached agreement on three key points: quality of time is more important than quantity of time; low income and low ability students benefit most from extended school years; and no relationship has been found between scores on international tests of academic achievement and the amount of time students spend in school. This report also reviews concerns related to extended school years, including their prohibitive cost and their potentially negative impact on businesses that are dependent on the traditional school year. In addition, guidelines districts can follow to increase the likelihood that their extended year programs will produce achievement gains are summarized. (Contains 2 tables.)
Delayed High School Starting Times. Information Capsule. Volume 0908
Author: Blazer, Christie
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Sleep,Adolescents,High School Students,Extracurricular Activities,Student Employment,Student Attitudes,Teacher Attitudes,Parent Attitudes,Employer Attitudes,School Schedules,Attendance Patterns,Depression (Psychology),Traffic Safety,High Schools,Surveys

Educators around the nation are considering pushing high school starting times back until later in the morning, based on evidence suggesting that amount of sleep and circadian rhythms play a part in adolescents&apos; academic performance. While research confirms that adolescents do not get enough sleep and that insufficient sleep can negatively impact students&apos; performance, studies have not yet determined if delaying the start of the high school day is the answer to this problem. In general, research suggests that students attending high schools with delayed starting times sleep longer than students attending schools with earlier starting times and that when schools
start later, they tend to have lower levels of tardiness and, in some cases, absenteeism. However, no definitive conclusions can be drawn regarding the impact of delayed starting times on students&apos; academic performance.
After-school jobs appear to be unaffected by delayed schedules, although later release times have been reported to cause some conflicts between after-school activities and last period classes. While teacher and student perceptions of delayed high school starting times are mixed, parent opposition to schedule changes is one of the biggest obstacles districts face. Considering the lack of empirical evidence supporting improved academic achievement as a result of setting back school starting times and the potential for collateral harm the change might cause to other facets of school, personal, and family life, school districts should thoroughly deliberate before instituting such a change in policy. Although the research to date has not empirically demonstrated reliable improvements in academic achievement, the multitude of personal and social benefits derived from starting school later may by themselves be sufficient justification. Therefore, starting times at a limited number of senior high schools willing to experiment and pilot test the policy, accompanied by a thorough follow-up evaluation regarding the efficacy of the policy change, might be a prudent course of action. In addition to a review of the relevant research, this Information Capsule includes a discussion of key issues districts must resolve before delaying high school starting times; guidelines for districts to follow when they delay high school starting times; and a summary of alternative ways schools
can improve students&apos; academic performance when delayed starting times are not an option.
Preventing Violence in Schools. Information Capsule. Volume 0906
Author: Miami-Dade County Public Schools, Research Services
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Violence,School Safety,School Security,Crime Prevention,Homicide,Suicide,Screening Tests,Substance Abuse,Dress Codes,School Policy,Costs,Public Schools

This report provides information on the causes and incidence of youth violence and summarizes violence prevention strategies used in schools across the country. Particular attention is devoted to the use of metal detectors in schools. It would cost an estimated $32.5 million to implement a metal detection program in all of the District&apos;s schools. Disadvantages of metal detectors and issues districts should consider when deciding whether or not to use them are summarized. Programs and policies that can
provide an alternative to or supplement the use of metal detectors are also reviewed. It was concluded that no single security system can guarantee that school violence will be completely eliminated. Research shows that the implementation of early violence prevention and social skills programs and the establishment of trusting relationships between staff and students can increase safety in schools. (Contains 2 tables and 2 figures.)
Principal Turnover. Information Capsule. Volume 0914
Author: Blazer, Christie
Date: 2010-03-00
Type: Information Analyses
Subjects: Principals,Career Choice,Institutional Characteristics,Etiology,Occupational Mobility,Labor Turnover,Case Studies,Longitudinal Studies,Educational Research,Work Experience,Administrator Characteristics,Prevention,Tenure,Persistence,Change Strategies

Recent studies indicate that school districts are facing increasing rates of principal turnover. Frequent principal changes deprive schools of the leadership stability they need to succeed, disrupt long-term school reform efforts, and may even be linked to increased teacher turnover and lower levels of student achievement. This Information Capsule summarizes the principal and school characteristics that affect turnover rates; the career
choices principals make after they leave the principalship; and the reasons principals most frequently leave their schools. Suggestions for reducing principal turnover are also reviewed. Finally, data on principal experience, turnover, and vacancies in Miami-Dade County Public Schools (M-DCPS) are provided. Analyses conducted by the National Center for Analysis of Longitudinal Data in Education Research found principals with less
experience, higher rates of principal turnover, and more principal vacancies in low-income, high-minority, and low-achieving M-DCPS schools. However, the researchers concluded that these findings may not have been influenced as much by students' income level, ethnicity, or achievement level as by other undesirable features of schools that enroll these students, such as a counterproductive school climate and inferior working conditions. (Contains 10 tables.)
Computer-Based Assessments. Information Capsule. Volume 0918
Author: Blazer, Christie
Date: 2010-06-00
Type: Information Analyses
Subjects: Comparative Analysis,Multiple Choice Tests,Computer Assisted Testing,Demography,Computer Literacy,Test Content,Costs,Printed Materials

This Information Capsule reviews research conducted on computer-based assessments. Advantages and disadvantages associated with computer-based testing programs are summarized and research on the comparability of computer-based and paper-and-pencil assessments is reviewed. Overall, studies suggest that for most students, there are few if any performance differences when multiple-choice tests are taken on computer versus on
paper. Research indicates, however, that the mode in which students take a test may have an impact on their performance when demographic characteristics, computer skills, computer type, test characteristics, item type, and content area tested are considered. In particular, some studies suggest that students with more computer skills receive higher scores on
computer-based tests. Research has also found that open-ended items may lead to more differences in performance between computer-based and paper-and-pencil tests and that students' performance may decline when they are required to scroll through information on the computer screen in order to respond to questions. Researchers therefore suggest that the transition from paper-and-pencil to computerized tests be made very cautiously. This report also includes a brief summary of the statewide computer-based testing programs being implemented in Miami-Dade County Public Schools.