ethanporcaro/eric-fulltext-meta huggingface dataset:
From the Brink of Closure: Key Factors in One Charter School&apos;s Successful Turnaround
Author: Evan, Aimee
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Turnaround,Systems Approach,Capacity Building,Educational Improvement,Urban Schools,Partnerships in Education,Elementary Secondary Education

Nationally, the number of charter schools opening and the enrollment size at charters is on the rise. But what happens when charter schools are low performing? For most charter schools and their authorizers, closing low-performing schools seems inevitable. However, school closures have dramatic impacts on students, families, and communities -- impacts that extend beyond just student learning outcomes. There is another option: comprehensive improvement, or what is known as &quot;turnaround.&quot; Perry Street Preparatory Charter School was given that option. This report details their five year journey from being one of the lowest performing schools in Washington, DC to one of the highest performing. Perry Street is one of the few charter schools to conduct a comprehensive improvement effort and do so independent of another operator. Instead, Perry Street's board chose to work with a third-party turnaround partner to initiate, support and build capacity to sustain change. This report is designed to share Perry Street's story of comprehensive improvement, written intentionally for school leaders, board members, and authorizers. The report shares what conditions need to be in place for turnaround to succeed--to capture one charter school's turnaround framework, process, and best practices to benefit those going through turnaround, supporting turnaround efforts, or determining whether schools would be good candidates of turnaround.
Educators Collaborating to Improve Mathematics: Three Structures That Mattered in Math in Common Districts
Author: Perry, R.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,Mathematics Instruction,Mathematics Achievement,School Districts,Educational Change,Teaching Methods,Teamwork,Role,Partnerships in Education,Technical Assistance,Leadership Responsibility,Coaching (Performance),Principals,Empowerment,Teacher Role,Administrator Role,Instructional Leadership,Program Implementation,Professional Development,Alignment (Education),Instructional Materials

For school districts in California, just as one set of revolutionary new content standards is beginning to feel familiar, another deep change is brewing. Districts have now had more than five years to wrestle with how they implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center &amp; CCSSO, 2010). Many have made large-scale changes in their systems. However, state math assessment scores have remained flat, suggesting that many districts may still be in the early stages of understanding and implementing changes that are necessary to support instruction. This report describes how 10 districts participating in the Math in Common (MiC) initiative have approached implementation of the CCSS-M somewhat differently. To implement their district visions of the CCSS-M, each MiC district's MiC leadership team developed three critical collaborative structures. These structures enabled these districts' practitioners, administrators, and thought partners to meet to learn, interpret, and refine the ways they wanted to shift the dynamics of classroom instruction so that the new math standards could come to life in their classrooms.
Underpaid Teachers and Crumbling Schools: How Underfunding Public Education Shortchanges America&apos;s Students. Hearing before the Committee on Education and Labor, U.S. House of Representatives, One Hundred Sixteenth Congress, First Session (February 12, 2019). Serial Number 116-3
Author: US House of Representatives
Date: 2019-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Public Education,Educational Finance,Federal Aid,Elementary Secondary Education,Federal Legislation,Educational Legislation,Teacher Salaries

This document records testimony from a hearing before the Committee on Education and Labor that was held to discuss how underfunding public education shortchanges America's students, parents, teachers, and communities. Member statements were presented by: (1) Honorable Robert C. Scott, Chairman, Committee on Education and Labor; and (2) Honorable Virginia Foxx, Ranking Member, Committee on Education and Labor. Witness statements were presented by: (1) Sharon L. Contreras, Superintendent, Guilford County Schools; (2) Anna King, Board Member, National PTA, Past President, Oklahoma PTA; (3) Ben Scafidi, Professor of Economics and Director, Education Economics Center, Kennesaw State University; and (4) Randi Weingarten, President, American Federation of Teachers. Additional submissions include: (1) Dr. Scafidi: Letter dated February 26, 2019 to Chairman Scott; (2) Chairman Scott: Letter dated January 2, 2019 from Rebuild America's Schools; Report: No Time to Lose; Report: How Money Matters for Schools; Report: A Punishing Decade for School Funding; Report: the Case for Federal Funding for School Infrastructure; Report: State of Our Schools; Report: Fixing Chronic Disinvestment in K-12 Schools; Coalition for Healthier Schools, Support: Rebuild America's Schools Act, H.R. 865; Release: Build America's School Infrastructure Coalition (BASIC); Letter dated January 31, 2019, from the National Association of Federally Impacted Schools; Letter dated January 31, 2019, from North American Concrete Alliance; Release: AFT's Randi Weingarten on the Rebuild America's Schools Act; Release: AFSCME Applauds Congressional Proposal to Invest $100 Billion in America's Public Schools; and Letter of Support for ''Rebuild America's Schools Act'' (RASA) -- H.R. 865; (3) Ms. Weingarten: Article--Dennis Smith: words of caution from experience in failed charter system (Gazette Opinion); Article: Evidence shows collective bargaining-especially with the ability to strike; Letter from Portland Public Schools, Lincoln High School; Article: We can expect more from teachers when we pay them like pros: Bloomberg and Weingarten; (4) Questions submitted for the record by: Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon; and Chairman Scott; and (5) Responses to questions submitted for the record: Ms. Contreras; Ms. King; and Dr. Scafidi.
Update: The State of Native Education. Report to the Legislature
Author: Lynn, Laura
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: American Indian Students,American Indian Education,Culturally Relevant Education,State Legislation,Tribally Controlled Education,Tribes,Agency Cooperation,Preschool Education,Elementary Secondary Education,Postsecondary Education,Curriculum,Technical Assistance,Graduation Rate,Dropout Rate

In the 2018-19 school year, Washington's schools served 61,119 public school students that identified as American Indian/Alaskan Native (AI/AN). The Office of Native Education (ONE), established in the 1960s, assists AI/AN students to achieve basic education goals and meet state standards while supporting cultural identity. This report addresses the accomplishments and recommendations of the ONE, a department within the Office of Superintendent of Public Instruction (OSPI).
Update: Dual Credit Programs Enrollment. Report to the Legislature
Author: Mahoney, Katherine
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,Low Income Students,Financial Support,Educational Finance,Elementary Secondary Education,Higher Education,Institutional Cooperation,Access to Education,Enrollment Trends,Advanced Placement Programs,Standardized Tests,High School Students,Racial Differences,Ethnicity,Gender Differences,Grants,Acceleration (Education),Student Characteristics,Fees,Costs

Dual credit courses give high school students the potential to earn both college and high school credit at the same time, either through completion of a college-level course or through performance on an exam. The 2019 Supplemental Operating Budget (Senate Bill [SB] 6032, Sec. 501 [30]) provided funding intended to reduce the cost of dual credit exams for students experiencing poverty in some course types. In 2017-18, 9,032 students benefited from this program. There is a strong commitment between K-12 and higher education organizations, as well as nongovernmental organizations, to increase equitable access to high-quality dual credit programs for ready and interested students. Washington is poised to make systemic changes to the dual credit system that will increase opportunities for students across our state. This annual update examines statewide enrollment patterns of students in dual credit programs.
Roadblocks and Routes: Professional Development in Math in Common Districts
Author: Perry, R.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,Mathematics Teachers,Faculty Development,Barriers,Program Implementation,School Districts,Knowledge Level,Educational Objectives,Progress Monitoring,Expertise,Teacher Competencies,Alignment (Education),Instructional Materials

In their proposals to join the Math in Common (MiC) initiative, staff from each of the 10 participating districts acknowledged that the shifts required to implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center &amp; CCSSO, 2010) would be a huge lift for teachers. They knew that mathematics teachers would be required to take up new, sometimes foreign ways of doing their work with students. Learning to provide useful, impactful professional development (PD) to support teachers in this process would become a primary focus of MiC. This report describes some of the more common roadblocks that MiC districts faced in their early years of CCSS-M implementation, and routes that the districts took around the roadblocks in order to support teacher and student learning. This report also includes brief vignettes, in &quot;The View from the Field&quot; text boxes, of districts' practices, to more clearly illustrate some of these roadblocks and the routes around them.
Professional Development Supports and Teacher Practice in Low-Income Pre-K Programs: Strengthening the Diversity and Quality of the Early Care and Education Workforce Paper Series. Research Report
Author: Maier, Michelle F.
Date: 2019-10-00
Type: Reports - Research
Subjects: Preschool Education,Preschool Teachers,Faculty Development,Low Income,Educational Practices,Teaching Experience,Coaching (Performance),Educational Planning,Teacher Effectiveness

Public investment in pre-K programs across the US has expanded over the past two decades, primarily to increase access to pre-K programs, especially among low-income children and children of color. However, program quality varies across states. One key question policymakers and practitioners have posed is how to create high-quality early childhood educational environments that promote successful outcomes for all preschool-aged children. This study considers the role of professional development supports in helping teachers create high-quality learning experiences for children. It examines three professional development supports that early childhood programs often provide (teacher training, coaching, and common planning time), whether these supports predict various aspects of observed teacher practice, and whether the associations between professional development supports and teacher practice vary based on teachers' experience. Findings suggest that ongoing coaching is a key form of professional development for supporting classroom quality, that common planning time may be a promising professional development support for teachers, and that programs may need to consider teachers' experience when planning professional development. These findings inform the field's efforts to build a competent workforce that meets the needs of diverse groups of young children. [The current study is a secondary data analysis of &quot;Making Pre-K Count: Improving Math Instruction in New York City&quot; (ED569994).]
Understanding Complex Instructional Change: Classroom Observations of Math in Common Districts
Author: Chu, H.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Mathematics Instruction,School Districts,Standards,Teaching Methods,Elementary School Teachers,Middle School Teachers,Lesson Plans,Alignment (Education),Teacher Attitudes,Classroom Communication,Observation,Correlation,Curriculum Implementation

Although mathematics standards have changed dramatically in recent years, teaching mathematics is as complex as it has always been. Some would argue that mathematics teaching has become even more complex, with the implementation of the Common Core State Standards for Mathematics (CCSS-M) (NGA Center &amp; CCSSO, 2010), as teachers are being asked to make significant shifts in their instruction. The Math in Common (MiC) initiative was launched to support CCSS-M implementation in grades K-8 in 10 California school districts. As part of its evaluation of MiC, WestEd conducted classroom observations in participating MiC districts to document K-8 teachers' instructional shifts related to the CCSS-M. The research staff visited elementary and middle school classrooms in nine MiC school districts, during the 2015-16, 2016-17, and 2017-18 academic years, to observe and analyze mathematics lessons, using an observation protocol adapted for this project. Participants from MiC teams often joined the authors during the observations and debriefed afterwards. This report describes additional analyses of observation data on eight dimensions of classroom mathematics instruction. These analyses are drawn from the complete set of classroom observation data: 201 lesson observations, representing more than 130 hours of observation over three years. The authors begin the report by describing their classroom observation protocol and the dimensions of classroom instruction that was observed using this protocol. The authors then present findings on the instructional variability that they saw across classrooms and districts. Next, drawing on classroom transcripts and observation data, they discuss what highly rated classrooms looked like across the various dimensions that they observed, and how administrators and others can support this sort of CCSS-M--aligned instruction. The report concludes with several recommendations for conducting effective classroom observations. The primary goal with this report is to share with teachers and administrators what the authors have learned about how particular elements of CCSS-M--aligned instruction look and feel when implemented effectively in the classroom. They also wish to stimulate discussion in the field about what kinds of information can best help educators understand standards implementation, and to share emerging insights from our experience trying to measure shifts in mathematics instruction.
Dos Métodos: Two Classroom Language Models in Head Start. Strengthening the Diversity and Quality of the Early Care and Education Workforce Paper Series. Research Report
Author: Oliva-Olson, Carola
Date: 2019-10-00
Type: Reports - Research
Subjects: Bilingual Students,Preschool Education,Early Intervention,Bilingual Education,Language of Instruction,English (Second Language),Family Environment,Language Usage,Spanish,Language Proficiency,Program Effectiveness,Achievement Gains,Preschool Children,Educational Environment,Educational Quality,Second Language Learning,Classroom Environment

Dual language learners make up an increasing share of preschool students, but they often perform worse than monolingual students on assessments measuring school achievement. This study compares Head Start classrooms implementing either the dual language model or the English with home language support model. The author examines how the models affect gains in English or Spanish oral proficiency over a school year and how classroom organization and quality affect potential proficiency gains. Students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. The difference was even more pronounced among classrooms with low organization. Findings highlight the need for professional development on language model use to ensure consistency in delivery. [This work was funded through the Young Scholars Award.]
Comparing Attitudes and Practices among Educators Serving Large Proportions of English Learners in California and Three Other States. Knowledge Brief
Author: Crane, Eric W.
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Academic Standards,State Policy,Language Arts,Mathematics Instruction,English Language Learners,Teacher Attitudes,Principals,Administrator Attitudes,Student Needs,Educational Practices,Instructional Materials,Alignment (Education),Common Core State Standards,Learner Engagement,Culturally Relevant Education,Usability,Scaffolding (Teaching Technique),School Districts,Data Use,Social Development,Emotional Development,Parent Participation,Teaching Methods,Time,Educational Environment,School Role,Educational Finance,Financial Support,Knowledge Level,Technical Assistance

For several years, WestEd's Measure to Learn and Improve (MLI) project team has kept California state policy leaders informed about the statewide implementation of the California Academic Standards in English language arts and mathematics, by summarizing and disseminating results from the RAND Corporation's annual American Educator Panel (AEP) surveys of teachers and principals. This brief contrasts the perceptions of California educators who serve a relatively high proportion of English learner (EL) students (i.e., over 25 percent of students) with the perceptions of educators who are serving a relatively high proportion of EL students in three comparison states.
School Day Task Force. Report to the Legislature
Author: Cobb, Andrea
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Time,School Schedules,Public School Teachers,Teacher Responsibility,Equal Education,Educational Change,Teacher Salaries,Professionalism,School Personnel,Public Schools,Elementary Secondary Education

Senate Bill 6362 (2018) directed the Washington Office of Superintendent of Public Instruction (OSPI) to &quot;define the duties and responsibilities that entail a 'school day' under the state's statutory program of basic education under RCW [Revised Code of Washington] 28A.150.220 and 28A.150.260.&quot; In August 2018, Superintendent of Public Instruction Chris Reykdal convened the School Day Task Force. The Task Force met three times over the summer and fall to carry out the assigned objectives. The Task Force reviewed international, national, and statewide research and data and explored various organizational structures around issues of equity, time, and learning. This report describes the work of the Task Force and concludes with three recommendations to the Legislature.
Early Support for Infants and Toddlers: 2017-2018 Annual State Report Cards
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2019-03-29
Type: Reports - Evaluative
Subjects: Infants,Toddlers,Disabilities,Early Intervention,Educational Legislation,Equal Education,Federal Legislation,Performance,Educational Indicators,Transitional Programs,School Districts,Preschool Education,Compliance (Legal),Individualized Family Service Plans,Family Environment,Child Development,Social Development,Emotional Development,Student Needs,Skill Development,Civil Rights

The Department of Children, Youth and Families (DCYF) is the State Lead Agency for the Individuals with Disabilities Education Act (IDEA) Part C program for Washington State. Within DCFY, the Part C programmatic home is the Early Support for Infants and Toddlers (ESIT) program. During Federal Fiscal Year (FFY) 2017 (July 1, 2017-June 30, 2018), the ESIT program held contracts with 24 Local Lead Agencies (LLAs) statewide in order to ensure that all families have equitable access to a locally coordinated system of early intervention services. As a result, 17,685 eligible infants, toddlers and their families received early intervention services during the past year. The types of organizations that administered each local early intervention system included: 1 county health district; 4 county human service agencies; 1 combined health and human services agency; 14 nonprofit agencies; and 4 educational service districts. To ensure services are coordinated and conform to IDEA Part C requirements, each LLA develops and maintains subcontracts or local interagency agreements and local plans with individual early intervention providers or providing organizations within their geographic service area. Annually, each state must report to the public the performance of each early intervention service program located in the State on the targets in the State Performance Plan (SPP)/Annual Performance Report (APR), including a review of each program's performance against targets in the State's SPP/APR. That information is contained within this Annual Performance Report Data Summary. State Performance Plan / Annual Performance Report Indicators, target percentage, and results percentage are provided for each geographic area in Washington. [For &quot;Early Support for Infants and Toddlers: 2016-2017 Annual State Report Cards,&quot; see ED592894.]
Spotlight on Student Achievement: Analyses of Statewide Assessment Data in Math in Common Districts
Author: Perry, R.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Mathematics Education,Common Core State Standards,Educational Trends,Program Implementation,School Districts,Trend Analysis,Achievement Gains,Educational Improvement,Elementary School Students,Middle School Students,English Language Learners

The Math in Common (MiC) initiative was launched in 2013, amid the introduction of many education policy changes in California. The California State Board of Education adopted the Common Core State Standards for Mathematics (CCSS-M) in 2010, although there was a delay in associated state policy supports for CCSS-M implementation. For instance, there was no state-approved list of CCSS-M-aligned instructional materials until 2014, and the first standards-aligned summative achievement test was not administered until spring 2015. The MiC initiative aimed to support 10 California districts in implementing the CCSS-M and improving mathematics teaching and learning in grades K-8. This report documents the uneven math gains made by MiC districts, schools, and students, by analyzing the patterns of those gains, which range from outperforming statewide trends to more moderate growth. While progress in student achievement in the MiC districts has been slow, there are some promising signs to share with the field.