ethanporcaro/eric-fulltext-meta huggingface dataset:
School Leadership, Teachers&apos; Roles in School Decisionmaking, and Student Achievement. Working Paper. WP #2017-2
Author: Ingersoll, Richard M.
Date: 2017-10-00
Type: Reports - Research
Subjects: Elementary Schools,Secondary Schools,Leadership Responsibility,Teacher Leadership,Instructional Leadership,Teacher Role,Poverty,Socioeconomic Influences,Public Schools,Mathematics Achievement,Language Arts,Reading Achievement,Academic Achievement

This working paper summarizes the results of a study of leadership in elementary and secondary schools. The study focused in particular on instructional leadership -- the extent to which school leaders focus on the core activities of teaching and learning -- and teacher leadership -- the extent to which teachers have input into school decision-making. This paper is drawn from the full report of the study, entitled &quot;School Leadership Counts&quot; (Ingersoll, Dougherty and Sirinides 2017), available at www.newteachercenter.org. [This research was supported by a grant to the New Teacher Center from the Carnegie Corporation.]
Discipline in Context: Suspension, Climate, and PBIS in the School District of Philadelphia. Research Report
Author: Gray, Abigail
Date: 2017-10-00
Type: Reports - Research
Subjects: Suspension,Discipline,Educational Environment,Elementary Schools,Middle Schools,Student Behavior,Academic Achievement,Positive Behavior Supports,Justice,School Policy,Urban Schools

This report presents the results of an exploratory study of suspension, discipline, and climate in K-5 and K-8 schools in the School District of Philadelphia (SDP). The study was conducted between January 2016 and October 2017 by the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania, in close partnership with SDP and with research support from Research for Action, a Philadelphia-based research organization. Chapter 1 of the report describes the context and need for this study. The following research questions are addressed: (1) What disciplinary practices are used by SDP schools serving students in kindergarten through eighth grade?; (2) What factors support or hinder schools' alignment with the district's climate and suspension-reduction goals?; (3) What patterns are evident in SDP K-5 and K-8 schools' approaches to discipline and climate?; (4) Are schools' approaches to discipline and climate related to suspension and academic outcomes?; and (5) How are different approaches to discipline and climate manifested in individual schools? Chapter 2 presents the research methods and findings related to research questions 1 and 2. Chapter 3 details the statistical methods used to address research questions 3 and 4, and presents the findings of these analyses. In response to research question 5, four case studies of individual schools are presented in Chapter 4. Chapter 5 highlights the implications of the study's overall findings. The authors conclude that climate-improvement efforts like Positive behavioral interventions and supports (PBIS) hold great promise for improving student outcomes as well as the experience of school for staff, students, and families in SDP.
Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0055-1807
Author: Sitabkhan, Yasmin
Date: 2018-07-00
Type: Reports - Research
Subjects: Low Income Groups,Socioeconomic Influences,Teaching Methods,Mathematics Instruction,Elementary School Mathematics,Early Childhood Education,Elementary School Students,Preschool Children,Foreign Countries,Developmentally Appropriate Practices,Mathematical Logic,Informal Education,Manipulative Materials

This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.
The Evolving Role of the State Education Agency in the Era of ESSA and Trump: Past, Present, and Uncertain Future. CPRE Working Paper. WP #2017-1
Author: Weiss, Joanne
Date: 2017-09-13
Type: Reports - Evaluative
Subjects: State Departments of Education,Federal Legislation,Educational Legislation,Government Role,Success,School Districts,Politics of Education,Compliance (Legal),Educational Improvement,State Standards,Accountability,State Aid,Federal Aid,School Turnaround,Faculty Development,Educational Innovation

Under the Every Student Succeeds Act (ESSA) of 2015, states have considerably more flexibility and authority in K-12 education than they had under the previous federal education law, No Child Left Behind (NCLB). The Trump administration and the Republican Congress, meanwhile, moved in 2017 to further loosen federal accountability rules and give states even more control over their school systems. With this increased power for states comes the increased responsibility to support the improvement of educational outcomes for every student. Leaders at the helm of state education agencies (SEAs) find themselves in a moment of both great change and great opportunity, as many agencies move away from a predominant focus on compliance with federal regulations and programmatically dictated uses of funds, and toward a broader focus on supporting districts and schools. For many advocates of low-performing students, it is also a moment of potential peril if states fail to embrace their new responsibilities or weaken their commitment to improving educational opportunity and outcomes. This paper contains two major components: (1) after a brief overview of the evolving role of SEAs, the authors introduce and examine several of the critical issues in organizing and resourcing SEAs for success under ESSA; and (2) they examine the range of essential and potential roles for SEAs in the ESSA era. The goal of the paper is not to emphasize how states should comply with ESSA, but rather to analyze the ways in which SEAs can support the work of schools and districts in the ESSA era.
Knocking Update: New Data about Private High School Graduates. WICHE Insights
Author: Bransberger, Peace
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: High School Graduates,Private Schools,Racial Differences,Ethnic Groups,Enrollment Trends,Elementary Secondary Education,Catholic Schools,Religious Education,Public Schools,Geographic Regions

In the December 2016 edition of &quot;Knocking at the College Door,&quot; Western Interstate Commission for Higher Education (WICHE) projected that the U.S. is headed into a period of stagnation in the overall number of high school graduates it produces, and that high school graduates from private religious and nonsectarian schools would decline. New data have become available, and they confirm WICHE's overall projections, but modify the projections for private high school graduates (who constitute about 9 percent of the total number of high school graduates in the nation). Specifically, declines in the future number of private high school graduates no longer appear imminent through at least 2018. WICHE is not issuing new projections of private high school graduates at this time, but presents in this report the newly released data that have been posted to knocking.wiche.edu, so that users of the Knocking projections may analyze them alongside the published projections. [For &quot;Knocking at the College Door: Projections of High School Graduates, 9th Edition. Revised,&quot; see ED573115.]
Where the Rubber Meets the Road: Operations and Quality Control in School Accountability Systems
Author: Council of Chief State School Officers (CCSSO)
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Educational Quality,Quality Control,Accountability,Educational Legislation,Federal Legislation,Educational Assessment,State Standards,Program Implementation,Input Output Analysis,Best Practices,Documentation

Since the passage of the Every Student Succeeds Act (ESSA) in December 2015, state education agencies (SEAs) have invested much time, effort, and resources into designing their accountability systems so that they reflect the state's vision and priorities and are in compliance with federal statute. Over the course of the past year, each state has submitted its consolidated ESSA plan to the United States Department of Education (ED) and has either completed or will be completing the approval process (see https://www2.ed.gov/admins/lead/account/stateplan17/index.html). The purpose of this brief is to outline considerations for the operationalization and quality control of a state accountability system. It describes a framework that states can use to guide the development of their accountability implementation plan and put guardrails in place to validate the various outcomes of the accountability system. Please note that while the context for this brief is the implementation of each state's ESSA-based accountability system, the principles and practices apply broadly to other types of assessment and accountability systems.
Investing in Opportunity: What the New Workforce Investment and Opportunity Act Means for New Orleans and Louisiana. Issue Brief No. 2
Author: Rossmeier, Vincent
Date: 2015-05-00
Type: Reports - Research
Subjects: Federal Legislation,Labor Force Development,Labor Legislation,Educational Opportunities,State Aid,Resource Allocation,Investment,Funding Formulas,Economically Disadvantaged,Disadvantaged Youth,Employment Services,Job Training,Eligibility,Accountability

The Workforce Investment and Opportunity Act (WIOA) funds programs that connect and assist job seekers with training, support, and education services so that they can find and maintain employment. Services funded by WIOA will be available to job seekers of all ages, including the chronically unemployed, the disabled, displaced workers, and opportunity youth, who are 16 to 24 year olds who are neither employed nor in school. These job seekers can receive a range of supports, including training that can improve or teach technical skills, connections to actual jobs and employers, and workplace readiness development for those with limited employment histories. The legislation also aims to promote better alignment among the workforce, education, and economic development systems. This brief provides background on the law, highlights why it is important, explains how it is implemented, and investigates its effectiveness. [Foreword by Melissa Ehlinger. The brief was created in partnership with the Baptist Community Ministries and the New Orleans Business Alliance.]
VET in Schools 2017. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Secondary School Students,Apprenticeships,Job Training,Geographic Location,Age Differences,Adolescents,Young Adults

This publication presents information on VET in Schools, the vocational education and training (VET) undertaken by school students as part of their senior secondary certificate of education. The VET in Schools arrangement offers two main options: students can undertake school-based apprenticeships and traineeships; or they can take other VET subjects and courses as part of their school curriculum (the latter is referred to as 'other VET in Schools programs'). In 2017 there were: (1) 242 100 VET in Schools students; (2) 20,000 school-based apprentices and trainees, representing 8.2% of all VET in Schools students; and (3) 222,200 students undertaking other VET in Schools programs, representing 91.8% of all VET in Schools students. In 2017, compared with 2016: (1) the overall number of VET in Schools students decreased by 0.5%; (2) school-based apprentices and trainees increased by 16.1%; and (3) students undertaking other VET in Schools programs decreased by 1.7%. The information contained in this publication is, unless stated otherwise, derived from the National VET in Schools Collection, which is compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS), Release 7.0. The scope of VET in Schools reporting is all activity encompassed by the definition developed by the former Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA). MCEECDYA's definition covers programs undertaken as part of a student's senior secondary certificate of education that provide credit towards a nationally recognised VET qualification.
The Reading for Understanding Initiative: Key Findings and Implications for States and Districts
Author: Council of Chief State School Officers (CCSSO)
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Reading Programs,Preschool Education,Elementary Secondary Education,Curriculum Development,Instructional Materials,Test Construction,Reading Comprehension,Reading Skills,Evaluation Methods,Teaching Methods,Faculty Development,Program Development,Program Implementation,Language Skills

In May 2016 an Invitational Symposium on the Reading for Understanding (RfU) Initiative was held in Alexandria, Virginia. Co-hosted by ETS and the Council of Chief State School Officers, the symposium brought together 160 state and local education leaders to examine the results of the RfU initiative. The goal of the U.S. Department of Education-sponsored initiative was to accelerate research on reading across grades pre-k-12. In 2010, five grant projects were awarded to focus on learning and instruction and one project focused on assessment. In this policy report, the authors summarize key insights, themes, and inspiration from the symposium and RfU accomplishments to generate lessons learned, future challenges, and policy and practice recommendations for enhancing reading achievement across the educational developmental span from pre-k to secondary school graduation. Five RfU teams tackled the challenge of building curriculum and instruction materials and implementing them for pre-k to grade 12. The sixth team supported the others by developing and evaluating a new generation of assessments of reading comprehension skills. The report is divided into sections based on the major strands were used to organize the National Symposium on Reading for Understanding: (1) Assessment; (2) Curriculum &amp; Instruction; (3) Professional Development; and (4) Implementation. Each section starts with a brief summary of the research undertaken by the RfU teams. Then recommendations for state and district leaders are provided based on the key insights gained from the six research projects.
2017 Higher Education Legislative Activity in the West: What You Need to Know. WICHE Insights
Author: Sedney, Christina
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Higher Education,Geographic Location,Educational Legislation,State Legislation,Budgets,Tuition,Fees,Two Year Colleges,Public Colleges,Educational Finance,Student Rights,Access to Education,Success,Governance

2017 saw every legislature in the West in session--including the 15 Western states, the Commonwealth of the Northern Mariana Islands, and Guam--with legislators addressing a diverse array of higher education topics and dealing with an equally wide variety of budgetary outlooks. As in past years, Western states featured some of the largest percentage increases in state higher education funding as well as some of the deepest cuts. States with economies reliant on oil, natural gas, and coal extraction continued to adapt to an era of difficult discussions and tight budgets brought on by low energy prices, while states with expanding economies explored new ways to invest in their higher education systems. Despite the variation in state budgets, some common themes arose during the 2017 sessions. First and foremost, legislators were especially focused on keeping students at the center of their higher education legislative activity. Bills regarding affordability, students' right to privacy and free speech, streamlining pathways to credential attainment, and clarifying the cost and value of higher education appeared in legislatures across the West. Other topics of interest included altering higher education governance structures and more effectively using data.
Guide to Developing and Implementing State Social Studies Standards
Author: Ratway, Beth
Date: 2018-06-00
Type: Guides - Non-Classroom
Subjects: Program Development,Program Implementation,Academic Standards,State Standards,Social Studies,Educational Strategies,Educational Improvement,Evidence Based Practice,Educational Planning,Stakeholders

The primary purpose of this Guide is to provide a blueprint for the development, revision, and implementation of state social studies standards. The process described herein offers opportunities for a range of stakeholder groups to engage in discussions around promising approaches and strategies that strategically advance implementation goals. It also offers stakeholders a common language that brings clarity and efficiency to discussions around standards development and implementation. Additionally, this guide offers tools that state education agencies (SEAs) and local education agencies (LEAs) can use to analyze and assess the current status of implementation, create data-driven plans for improvement, and access resources to advance implementation goals. This work is both unique and useful because it presents a process that guides SEA and LEA staff through critical steps in the development and implementation of state social studies standards--steps based on the experiences of state social studies specialists, research, understanding of local contexts, and detailed analyses of factors known to impact implementation. The guidance provided in this document offers flexibility to SEAs and LEAs, which can select from the research-based or promising practices that appear most appropriate for their local contexts.
WICHE Student Exchange Programs: By the Numbers 2017-18
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Student Exchange Programs,Geographic Regions,Out of State Students,Tuition,Enrollment,Paying for College,Majors (Students),Money Management,Eligibility,Access to Education,Fees,Public Colleges,Private Colleges,Community Colleges,Occupations,Dentistry,Medicine,Occupational Therapy,Optometry,Pharmacy,Physical Therapy,Allied Health Occupations,Podiatry,Veterinary Medicine,College Transfer Students

The Western Undergraduate Exchange (WUE)--the nation's largest regional tuition-reciprocity program--is celebrating its 30th year of regional exchange in the 2017-18 academic year. The tuition reciprocity agreement allows nonresident students from a WICHE state to enroll in participating two- or four-year public institutions located in another WICHE state, and pay no more than 150 percent of the enrolling institution's resident tuition--a significant savings over regular nonresident tuition. Students can choose from some 160 participating institutions and a wide range of majors. In 2017-18, more than 40,090 WUE students and their families saved over $365.4 million in tuition. Student savings can run as high as $21,700 per academic year, but the average WUE university student this year saved almost $9,000 and the average community college student saved more than $4,600. Since 1988, WUE has provided Western students and families discounts on almost 541,850 annual tuition bills--saving them, overall, $3.6 billion over the last 30 years. The tremendous savings WUE offers Western students is clear, but it doesn't stop there. Students can gain affordable access to majors not offered in their home state. And sometimes, depending on tuition and living costs in the student's home state, it may cost less to study out-of-state with WUE. Most WUE institutions make all or most majors available at the WUE rate, but they can exclude majors in high demand. Transfer students can qualify for the WUE rate at most institutions. Some institutions establish higher academic requirements for applicants to qualify for the discounted tuition rate, but most award the WUE rate to all nonresidents from another WICHE state. Western states also benefit greatly from the WUE participation of their public institutions. WUE is an ideal &quot;relief valve&quot; for states that lack sufficient capacity in their public higher education system at any given time. And, institutions tout how WUE helps them meet recruitment and enrollment goals. WUE institutions determine the number of discounted seats they will offer, any special admissions requirements for the WUE rate, and which majors are eligible. Students apply directly to the institutions they're interested in.
Evaluating Alignment in Large-Scale Standards-Based Assessment Systems
Author: Forte, Ellen
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Alignment (Education),Measurement,Academic Standards,Educational Policy,Peer Evaluation,State Standards,Measurement Techniques,Evaluation Methods,Models,Alternative Assessment,Student Evaluation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Disabilities

Large-scale academic assessments have played a dominant role in U.S. federal and state education policies over the past couple of decades. Among the many validity issues that presently concern test users is the evaluation of alignment among large-scale assessments and the academic content and performance standards on which they are based. This report describes the current peer review expectations for alignment evidence, presents alignment as a problem of coherence to be addressed within policy and measurement contexts, describes popular approaches to evaluating alignment, and offers new perspectives that may yield more and more useful alignment information for test users and others. [This white paper was commissioned by the Technical Issues in Large Scale Assessment State Collaborative on Assessments and Student Standards of the Council of Chief State School Officers.]
Evidence for Early Literacy Intervention: The Impacts of Reading Recovery. CPRE Policy Brief. PB #17-1
Author: May, Henry
Date: 2017-01-00
Type: Reports - Research
Subjects: Emergent Literacy,Reading Programs,Intervention,Grade 1,Reading Instruction,Elementary School Students,Program Effectiveness,Reading Difficulties,Program Implementation,Program Evaluation

Research increasingly links low literacy levels in the early grades with a range of poor outcomes; for instance, students who read below grade level at the end of third grade are about four times less likely than their higher-achieving peers to graduate from high school (Annie E. Casey Foundation, 2010, 2011; Balfanz, Bridgeland, Bruce &amp; Fox, 2012). In a four-year study, researchers from the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware examined the effectiveness of Reading Recovery at helping struggling early readers catch up. The study's findings offer promise for intensive early literacy intervention.