ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging Data for Student Success: Improving Education through Data-Driven Decisions. RTI Press Publication BK-0018-1609
Author: Knapp, Laura G.
Date: 2016-00-00
Type: Books
Subjects: Data,Decision Making,Educational Improvement,Academic Achievement,Data Collection,Planning,Data Analysis,Information Dissemination,Information Management,College Readiness,Career Readiness,Program Evaluation

People providing services to schools, teachers, and students want to know whether these services are effective. With that knowledge, a project director can expand services that work well and adjust implementation of activities that are not working as expected. When finding that an innovative strategy benefits students, a project director might want to share that information with other service providers who could build upon that strategy. Some organizations that fund programs for students will want a report demonstrating the program's success. Determining whether a program is effective requires expertise in data collection, study design, and analysis. Not all project directors have this expertise--they tend to be primarily focused on working with schools, teachers, and students to undertake program activities. Collecting and obtaining student-level data may not be a routine part of the program. This book provides an overview of the process for evaluating a program. It is not a detailed methodological text but focuses on awareness of the process. What do program directors need to know about data and data analysis to plan an evaluation or to communicate with an evaluator? Examples focus on supporting college and career readiness programs. Readers can apply these processes to other studies that include a data collection component. The book contains five chapters: (1) Planning to Make Data-Driven Decisions; (2) Obtaining Data; (3) Measuring and Managing Data; (4) Data Analysis; and (5) Dissemination. Also included is a section on additional resources, a glossary, and information about the contributors.
Leading with Data: How Senior Institution and System Leaders Use Postsecondary Data to Promote Student Success
Author: Rorison, Jamey
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Data,Academic Achievement,Postsecondary Education,Higher Education,Instructional Leadership,Leaders,Leadership Role,Leadership Effectiveness,Educational Improvement

Institution and system leaders play a critical role--perhaps the most critical--in promoting student success in higher education. At most institutions, change begins at the top, with the president and other senior leaders, as they set and implement the strategic direction for their institutions. In recent years, the role that data play in developing impactful institutional policies and practices has become increasingly clear. Colleges and universities that have improved student success do so through a focus on data. In fall 2015, the Institute for Higher Education Policy (IHEP) launched the Senior Institutional Leadership Council (SILC). The SILC is comprised of chancellors, presidents, and provosts, representing a broad range of institutional levels, sectors, and missions, as well as a variety of states. The overarching goals of engagement with the SILC are to learn more about what these institutional champions are doing and to identify and share broadly key lessons about how data can be used on campus and how policy should promote better data use. Over the past six months, IHEP and New America have recruited leaders from more than a dozen institutions and systems to the council, and through individual interviews have learned a great deal about how senior leaders view the role of data in shaping institutional policies and practices. This report lifts up the important voices of institutions and their chancellors, presidents, provosts, and other senior leaders. Leveraging lessons from people working on the ground, the report explores how these senior leaders use data to inform their daily and long-term decision making and highlights student success-focused, action-oriented examples of data use at the institution level.
Start Early to Build a Healthy Future: The Research Linking Early Learning and Health. Summary
Author: Fisher, Brooke
Date: 2014-00-00
Type: Reports - Research
Subjects: Child Development,Poverty,Minority Groups,Social Justice,Child Health,Access to Education,Early Childhood Education,Access to Health Care,At Risk Persons,Socioeconomic Influences,Young Children,Environmental Influences,Interpersonal Relationship,Child Safety,Nutrition,Health Behavior,Educational Quality,Home Visits,Prenatal Influences,Agency Cooperation

Every child deserves a fair chance. A chance to learn, grow, explore possibilities, persevere and achieve his or her potential. The Ounce of Prevention Fund believes that no child's potential should be limited by poor health. Good health in early childhood is an essential component of school readiness. The benefits of health and learning are mutually reinforcing: A healthy child is less likely to miss school and is better able to concentrate and process information in class, and the skills the child acquires in school often pay off in mental and physical health benefits down the road. What's more, good health doesn't simply start in a pediatrician's office--it is nurtured in homes, classrooms and playgrounds, and we all have a role to play in helping every child reach his or her potential for a lifetime of health. An appendix presents &quot;Key Early Education Research Studies.&quot; [For the full report, see ED570103.]
Start Early to Build a Healthy Future: The Research Linking Early Learning and Health. Full Report
Author: Fisher, Brooke
Date: 2014-00-00
Type: Reports - Research
Subjects: Child Development,Poverty,Minority Groups,Social Justice,Child Health,Access to Education,Early Childhood Education,Access to Health Care,At Risk Persons,Socioeconomic Influences,Young Children,Environmental Influences,Interpersonal Relationship,Child Safety,Nutrition,Health Behavior,Educational Quality,Home Visits,Prenatal Influences,Agency Cooperation

Every child deserves a fair chance. A chance to learn, grow, explore possibilities, persevere and achieve his or her potential. Yet many children in America, particularly children who live in poverty or are racial or ethnic minorities, face inequitable conditions that reduce their chances of leading healthy lives. These conditions lead to pronounced health disparities--what is referred to as the health gap. This gap appears early in life and builds over time. Science suggests that adverse early life experiences--prenatally and in a child's first years--can contribute to the health gap, leaving biological imprints on the developing child that can have strong and lasting effects. Research on the health consequences of early life adversity raises the question: What are the foundations that children need, prenatally and in the first five years, to prevent chronic disease and build sound health throughout their lives? Child development experts say those foundations are nurturing relationships, safe and secure environments, access to nutrition, and health-promoting behaviors. And they are no less essential to preventing disease than quality medical care. What's more, good health in early childhood is an essential component of school readiness. The benefits of health and learning are mutually-reinforcing: A healthy child is less likely to miss school and is better able to concentrate and process information in class, and the skills the child acquires in school often pay off in mental and physical health benefits down the road. For these reasons, &quot;Ounce of Prevention Fund&quot; joins the &quot;National Institute for Early Education Research&quot; in encouraging a definition of good health that &quot;includes cognitive ability, a low likelihood of engaging in risky behaviors, mental stability, and positive social-emotional development,&quot; all of which are fostered by enriching early learning experiences. Here are summarized the latest research on what children need to get a healthy start at life. The good news is that research now directs us to a critical strategy in narrowing the health gap and giving all children a strong chance at a healthy future: We can ensure that every child has access to high-quality early childhood education and development programs. We offer policy and practice recommendations aimed at increasing the impact of these programs on children's health and improving coordination and integration across systems that touch the lives of vulnerable young children and their families. The report also includes the appendix: &quot;Key Early Education Research Studies.&quot; [For the summary, see ED570102.]
Charter Schools in Perspective: A Guide to Research
Author: Public Agenda
Date: 2015-00-00
Type: Guides - General
Subjects: Charter Schools,Public Schools,Educational Improvement,Program Implementation,Decision Making,Outcomes of Education,Academic Achievement,Educational Research,Definitions,Statistical Data,Attendance,Demography,Geographic Location,Instructional Program Divisions,Student Diversity,Inclusion,Public School Teachers,Teacher Characteristics,Labor Turnover,Faculty Mobility,Job Satisfaction,Unions,Teaching Methods,Educational Administration,Educational Practices,Class Size,Educational Innovation,Educational Finance,Governance,School Choice,Parent Participation,Parent Attitudes,Laws,Institutional Evaluation,Public Opinion,Educational Policy,Policy Formation

Communities across the country are grappling with different approaches to improving their schools. Introducing or expanding charter schools is one of the approaches that states and school districts have considered or implemented. Charter schools serve more than 5 percent of public school students nationwide and make up close to 7 percent of all U.S. public schools. Yet they can be deeply polarizing. This polarization can use up policymakers', educators' and community members' limited time, energy and resources, making it that much more difficult to find practical solutions to improve schools for all children. This guide is designed to counter this controversy by contributing to a more informed, civil dialogue about charter schools. It is the hope that the resources developed for this project enable policymakers, educators and communities to better grapple with decisions about whether and how to introduce or expand charter schools in their states or districts. Grappling with these decisions requires understanding a range of issues that researchers have addressed: What are charter schools' effects on student achievement? Who operates charter schools? How are they financed and governed? How do charter schools affect neighboring traditional public schools? This guide to research is a nonpartisan, nonideological overview of some of the key research on these and other aspects of charter schools. It provides policymakers, journalists and community members with an easily digestible summary of a very wide body of research, including studies that are typically accessible only to academics.
Reimagining Instructional Leadership and Organizational Conditions for Improvement: Applied Research Transforming Early Education
Author: Pacchiano, Debra
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Instructional Leadership,Professional Development,Organizational Culture,Instructional Improvement,Intervention,Teacher Collaboration,Educational Environment,Student Centered Learning,Partnerships in Education

Despite concerted efforts to improve children's learning by improving classrooms, results have been lackluster. There is a growing understanding that a sole focus on teachers and classrooms is insufficient. Yet, the field has not systematically explored how to help early childhood education settings become organizations designed for powerful learning and sustained improvement. Recognizing that leaders are the driver of organizational change, the authors designed and implemented a professional development intervention that cultivated instructional leadership and instilled cultures of collaboration that successfully impacted teaching and children's learning. This paper focuses on work with early childhood program leaders. It details why program leaders must become instructional leaders and critical partners in teachers' daily professional development; what the authors drew from established bodies of research to specify the foundational knowledge and competencies of instructional leadership and instructional improvement; how they implemented their leadership development framework; and what they learned about the power and promise of their approach for transforming early education settings into organizations that support powerful learning and sustained improvement. [For the second report in the series: &quot;Job-Embedded Professional Learning Essential to Improving Teaching and Learning in Early Education,&quot; see ED570108.]
Serving Their Share: Some Colleges Could Be Doing a Much Better Job Enrolling and Graduating Low-Income Students
Author: Campbell, Colleen
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Higher Education,Enrollment,Low Income Students,Graduation Rate,College Preparation,College Bound Students,Undergraduate Students,Disproportionate Representation,Grants,Federal Programs,Student Financial Aid,Paying for College,Financial Needs,First Generation College Students,Access to Education,Minority Group Students,Federal Aid

The report outlines ways colleges and universities can improve access and attainment for underserved students, particularly Pell Grant recipients, who come from low-income backgrounds. &quot;Serving Their Share&quot; lists 10 prominent public institutions who are failing to enroll as many low-income, high-achieving students as they could, based on their selectivity and other institutions' enrollment patterns. It also features interviews with administrators from access-improving institutions who exhibit deliberate recruitment and strong leadership focused on recruitment and retention of Pell students.
Toward Convergence: A Technical Guide for the Postsecondary Metrics Framework
Author: Janice, Amanda
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Higher Education,Research Reports,Equal Education,College Students,Measurement,Evaluation Methods,Enrollment,Access to Education,Time to Degree,Student Costs,Paying for College,School Holding Power,Academic Persistence,College Attendance,Outcomes of Education,Postsecondary Education,Loan Repayment,Student Loan Programs,Student Financial Aid

A college degree is essential in our society, especially for students who historically have been left out of our higher education system. But with the current higher education information systems in place, it's difficult, if not impossible, for students and families to get the data they need to make an informed decision about the best institution for them. Drawing on lessons learned from a decade of efforts to collect and use better data, &quot;Toward Convergence&quot; provides important, foundational details that support and build on the findings outlined in &quot;Answering the Call&quot; and enumerates the technical details of the metrics framework. &quot;Major Data Initiatives &amp; Measures Crosswalk&quot; is appended.
Job-Embedded Professional Learning Essential to Improving Teaching and Learning in Early Education
Author: Pacchiano, Debra
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Preschool Teachers,Faculty Development,Instructional Improvement,Workplace Learning,Early Childhood Education,Intervention,Teacher Collaboration,Reflective Teaching

Improving classroom teaching improves children's learning outcomes. In pursuit of those goals, the early education field has made substantial investments aimed at increasing the quality of classroom environments and teacher-child interactions. Yet, in publicly funded programs across the country, the quality of instruction remains low and improvement stagnant. Informed by a multiyear, multisite implementation of a professional development intervention (PDI) for early childhood professionals, we assert that more-effective investments can be made. Our work and our results are predicated on a simple but powerful shift in understanding and approach: Instructional improvement flows from continuously building teaching capacity on the job. Therefore, we must focus on the organizational supports that hone better routines for teaching practice and sustain instructional improvement. At the core of these new understandings is a call to abandon traditional professional development; that is, professional development in the form of trainings and workshops that are externally delivered and intended for building the knowledge of individuals. Instead, we must strengthen early learning organizations and instructional leadership to drive continuous professional learning and improvement through collaborative, job-embedded professional learning (JEPL) routines. This paper provides a framework for designing and implementing JEPL systems and practices in early education settings in this new paradigm. The authors: (1) unpack the definition of JEPL; (2) contrast it with traditional professional development; (3) outline design and facilitation principles to make it effective in resource-strapped early education settings; (4) illustrate two routines of JEPL that support teachers with planning and implementing higher-quality interactions and instruction; and (5) provide recommendations for leaders in the field to successfully support, implement, and improve JEPL in early education settings. [For the first report in this series: &quot;Reimagining Instructional Leadership and Organizational Conditions for Improvement: Applied Research Transforming Early Education,&quot; see ED570105.]
Taking Attendance: An Analysis of Greater Milwaukee's Teacher Workforce. The First Report in the Metro Milwaukee Educator Series
Author: Yeado, Joe
Date: 2015-08-00
Type: Reports - Research
Subjects: Public School Teachers,Teacher Characteristics,Age,Teaching Experience,Teacher Qualifications,Faculty Mobility,Elementary Secondary Education,Metropolitan Areas,School Districts

Teachers are found in every community and are essential to fulfilling the potential of every student. The teaching profession is large, with K-12 teachers comprising 3% of all jobs in the United States. And yet, what is known about the characteristics of teachers in the Milwaukee metro area? In this report, the author addresses this question with a comprehensive look at public school teachers in Greater Milwaukee. This analysis expands the scope of the K-12 reports to the four-county Milwaukee metropolitan area. It uses the most up-to-date data available to answer a number of questions, including: (1) How many teachers are there in Greater Milwaukee and how does that number compare among school districts? (2) What are the ages and demographics of the teaching workforce across the region? and (3) How do teacher qualifications and levels differ among different districts, and have there been significant changes over time? The teaching profession in Wisconsin has been the subject of much discussion and debate in recent years, particularly during consideration and implementation of Wisconsin Act 10. Consequently, this analysis includes data over multiple years to capture changes in teacher characteristics that have occurred since Act 10's adoption in 2011. [For the second report in this series, see ED570113. For the third report in this series, see ED570114.]
Guiding Principals: An Analysis of Public School Leaders in Greater Milwaukee. The Second Report in the Metro Milwaukee Educator Series
Author: Yeado, Joe
Date: 2015-10-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Metropolitan Areas,School Districts,Principals,Public Schools,Administrator Characteristics,Age,Experience,Administrator Qualifications,Occupational Mobility,Promotion (Occupational)

In this report, we address this question with a comprehensive look at public school leaders in Greater Milwaukee. Our analysis covers the four-county Milwaukee metropolitan area and uses the most up-to-date data available to answer a number of questions, including: (1) How many school leaders are there in Greater Milwaukee and how does that number compare among school districts?; (2) What are the ages and demographics of school leaders across the region?; (3) What qualifications and levels of experience do school leaders possess?; and (4) What are the advancement options for school leaders and is there mobility across districts? The education profession in Wisconsin has been the subject of much discussion and debate in recent years, particularly during consideration and implementation of Wisconsin Act 10. Consequently, our analysis includes data over multiple years to capture changes in school leader characteristics that have occurred since the 2009-10 school year. This report is the second in a series on the educator workforce in the Milwaukee area. The first report, &quot;Taking Attendance: An Analysis of Greater Milwaukee's Teacher Workforce,&quot; found that the number of teachers in the region has decreased nearly 5% since 2009-10. [For the first report in this series, see ED570112. For the third report in this series, see ED570114 .]
Help Wanted: An Analysis of the Teacher Pipeline in Metro Milwaukee. The Third Report in the Metro Milwaukee Educator Series
Author: Yeado, Joe
Date: 2016-04-00
Type: Reports - Research
Subjects: Public School Teachers,Faculty Mobility,Elementary Secondary Education,Metropolitan Areas,School Districts,Teacher Persistence,Teacher Education Programs,Teacher Shortage,Preservice Teachers,Teacher Characteristics,Age,Teaching Experience,Student Characteristics,Enrollment Trends,Educational Policy

Last August, a &quot;New York Times&quot; headline proclaimed &quot;Teacher Shortages Spur a Nationwide Hiring Scramble.&quot; The article detailed how school districts across the country &quot;have gone from handing out pink slips to scrambling to hire teachers…a result of the layoffs of the recession years combined with an improving economy in which fewer people are training to be teachers.&quot; What about in Wisconsin and Metro Milwaukee? Does this state and region face a shortage of teachers and, if so, what are the dimensions of the problem and what can be done about it? In this, the third and final installment in a series on educators in the Milwaukee area, the Public Policy Forum seeks to addresses these questions. This report takes a comprehensive look at the public school teacher workforce, as well as teacher preparation programs throughout the state. The author's analysis explores the most recent federal, state, and institutional data to answer a number of questions, including: (1) How many teachers leave and enter the profession in a given year? (2) Why are teachers leaving the profession? (3) Are there enough students in teacher preparation programs to replace departing teachers? and (4) How can schools and districts increase teacher retention? The educator profession in Wisconsin has been the subject of much discussion and debate in recent years, particularly during the consideration and implementation of Wisconsin Act 10. Consequently, this analysis includes data over multiple years to capture changes in educator workforce numbers since 2009-10 and teacher preparation programs since 2008-09. [For the first report in this series, see ED570112. For the second report in this series, see ED570113.]