ethanporcaro/eric-fulltext-meta huggingface dataset:
Engage2learn K-5 Efficacy Study 2021-2022: An Exploration of NWEA MAP Growth, Reading and Math K-5
Author: Schechter, Rachel L.
Date: 2022-10-03
Type: Reports - Research
Subjects: Reading Achievement,Mathematics Achievement,Best Practices,Teaching Methods,Reading Instruction,Mathematics Instruction,Urban Schools,School Districts,Partnerships in Education,Achievement Gains,Scores,Reading Tests,Mathematics Tests,Awards,Teacher Effectiveness,Comparative Analysis,Kindergarten,Elementary School Teachers,Elementary School Students,Correlation,Coaching (Performance),Faculty Development,Program Effectiveness,Achievement Tests

The engage2learn approach to educator support provides an in-person and virtual coaching system that builds capacity and engagement in public schools. Engage2learn hired LXD Research to conduct an independent evaluation and analysis of NWEA Math and Reading data collected during the 2021-2022 school year. The goal was to measure how engage2learn contributed to the faculty's shared and growing use of instructional best practices in the classroom and if those best practices impacted student outcomes. Engage2learn created a partnership with a midsize urban school district comprised of over 15K+ students (46% Hispanic) located in Texas. The sample encompasses 14 schools, 309 teachers, and over 4,000 students, spanning Reading and Math content areas and across grade levels (K-5). 209 teachers and 5,369 students were assigned to use engage2learn, and 123 teachers (2, 877 students) were included as a statistically similar comparison who did not use engage2learn. The school district provided LXD Research with NWEA MAP scores for all students during the 2021-2022 school year. The results showed that the impact of teacher mastery on student academic growth is positive and significant in reading and math. Students of teachers who earned multiple Mastery Badges (4 or more) had significantly higher growth in Reading and Math MAP RIT Score gains than students of teachers who earned No Mastery Badges. Students of teachers who earned multiple Mastery Badges were also significantly more likely to meet reading and math growth targets than teachers who earned No Mastery Badges. Educators who earned four or more Mastery Badges further increased student likelihood to achieve their reading and math growth targets (60%) compared to teachers who earned No Mastery Badges (38% reading, 33% math). The findings are compelling due to the consistency of significant results across multiple grades and subject areas. The impact and findings are relevant for diverse stakeholder groups, including those who care primarily about student achievement and those who believe in or are curious about the connection between strong and innovative teacher coaching and student outcomes. The findings indicate that engage2learn is a powerful tool for schools to support educators and their students. There is an opportunity for the addition of educator voices in future studies that will offer feedback about implementation and engagement to add insight to the assessment data and allow for the research to inform the ongoing product design, development, and iteration.
Home Access Playbook: Strategies for State Leaders Working to Bridge the Digital Divide for Students
Author: Department of Education (ED), Office of Educational Technology
Date: 2021-07-00
Type: Guides - General
Subjects: Access to Computers,School Closing,Educational Technology,COVID-19,Pandemics,Distance Education,Blended Learning,Internet,At Risk Students,Disadvantaged Youth,State Programs,Data Collection,Partnerships in Education,School Districts,State Government,Government Role,Purchasing,Training,Technological Literacy,Faculty Development,Elementary Secondary Education

In spring 2020, the Office of Educational Technology (OET) hosted a series of listening sessions with state leaders--from state educational agencies (SEAs), state broadband offices, state libraries, and state economic development agencies--to identify what digital equity issues were magnified as a result of school closings, what immediate actions states were taking to address these issues, and what long-term solutions were being considered to sustainably address these issues. This Playbook outlines seven strategies, or &quot;plays,&quot; that state leaders are taking to address issues of home internet and device access for students. The plays address several of the needs identified by state leaders in the listening sessions, including a need for more accurate broadband availability data and data on students' home broadband access, a need for continued collaboration across government agencies and with internet service providers (ISPs) and community partners, and a need for additional training for teachers and families to effectively use the technology to improve student learning. The Playbook and the individual plays are not intended to be prescriptive and may not be universally applicable across state contexts. However, the Playbook aims to share actionable strategies and state examples so that other state leaders might discover a new approach that can be adapted to their context. Each play provides a brief overview outlining the importance of the play, frequently asked questions that provide additional background context, exemplars that demonstrate each play in practice, a checklist of considerations for implementing the play, and key questions to ask for each consideration.
Assessment in Virtual Exchange: A Summary of the ASSESSnet Project
Author: Czura, Anna
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Program Descriptions,Teacher Attitudes,College Faculty,Higher Education,Computer Simulation,Computer Mediated Communication,Fellowships,Postdoctoral Education,Evaluation Methods,Second Language Instruction,Second Language Learning,Language Teachers,Student Evaluation,Study Abroad,Likert Scales,Independent Study,Cultural Awareness,Foreign Students,Cross Cultural Studies,Portfolio Assessment,Language Tests,Student Projects,Cooperative Learning,Formative Evaluation,International Educational Exchange

This chapter outlines the ASSESSnet project [ASSESSnet: Language assessment in Virtual Mobility (VM) initiatives at tertiary level -- teachers' beliefs, practices and perceptions; grant number 845783; https://www.assessnet.site/home]. First, its underlying mission is explained in this introduction, before a detailed description of the compilation and analytical approach to data undertaken during the project trajectory is provided. Following the research methodology, main findings of the ASSESSnet project are summarised and conclusions drawn. [For the complete volume, &quot;Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level,&quot; see ED624433.]
Final Report: Experimental Evidence from the Project on Incentives in Teaching (POINT)
Author: Springer, Matthew G.
Date: 2012-09-30
Type: Reports - Research
Subjects: Incentives,Teacher Effectiveness,Metropolitan Areas,School Districts,Middle School Teachers,Mathematics Teachers,Rewards,Academic Achievement,Achievement Gains,Outcomes of Education,Standardized Tests,Faculty Development,Mathematics Tests,Intervention,Scores,Teacher Attitudes,Validity,Salaries,Middle School Students,Comparative Analysis

The Project on Incentives in Teaching (POINT) was a three-year study conducted in the Metropolitan Nashville School System from 2006-07 through 2008-09, in which middle school mathematics teachers voluntarily participated in a controlled experiment to assess the effect of financial rewards for teachers whose students showed unusually large gains on standardized tests. The experiment was designed to test the notion that rewarding teachers for improved scores would cause scores to rise. It was up to participating teachers to decide what, if anything, they needed to do to raise student performance: participate in more professional development, seek coaching, collaborate with other teachers, or simply reflect on their practices. Thus, POINT was focused on the notion that a significant problem in American education is the absence of appropriate incentives, and that correcting the incentive structure would, in and of itself, constitute an effective intervention that improved student outcomes. This report provides an introduction and overview of the POINT experiment and its impact on student achievement and teachers' attitudes, perceptions, and behaviors. [An additional collaborator on this report is the University of Missouri - Columbia.]
Exploring the Four Capacities
Author: Education Scotland
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,National Curriculum,Educational History,Excellence in Education,Teacher Attitudes,Student Attitudes,Curriculum Design,Elementary Secondary Education,Self Esteem,Academic Achievement,Educational Change,Teaching Methods,Citizenship Responsibility,Resilience (Psychology),Communication Skills,Personal Autonomy,Self Concept,Educational Philosophy,Transformative Learning,Educational Objectives,Outcomes of Education

It's been 20 years since the last 'National Debate' on education led to the launch of Scotland's Curriculum for Excellence with the four capacities in 2004. The curriculum was conceived to 'fully prepare today's children for adult life in the 21st century' (Scottish Executive, 2004, p. 3). These four capacities articulated the aspirational purpose of Curriculum for Excellence, that 'each child has an enormous capacity for learning and the potential to achieve in different ways' (p. 9). This paper is to be considered a thought paper, compiling the views of over 150 educators and over 600 learners from across Scotland's education system. It offers insights to help inform the National Discussion on Education and to stimulate an exploration of the four capacities. The paper will be useful to all educators and settings exploring curriculum rationale and curriculum design. [This paper was prepared by NoTosh.]
A Summary of the Charter Authorizer Accountability Report 2012-13. Policy Brief
Author: Reyes, Pedro
Date: 2015-07-00
Type: Reports - Research
Subjects: Charter Schools,Accountability,Academic Achievement,Comparative Analysis,Public Schools,Nontraditional Education,Progress Monitoring,Achievement Tests,Achievement Gap,College Readiness,Career Readiness,Elementary Secondary Education,Open Enrollment

In Senate Bill (SB) 2 (83rd Texas Legislature, Regular Session, 2013), the Texas Legislature added Texas Education Code (TEC) § 12.1013 (a)-(d). This legislation required that charter school performance to be compared to comparable traditional public schools. This report responds to that mandate, using Texas' P-20/Workforce Repository data for the 2012-13 school year. In particular, the following summary reviews descriptive results comparing charter school types to matched traditional public schools on four Performance Indices and student mobility, then specifically highlights Alternative Education Accountability charter schools. The Performance Indices were first introduced in 2013 and include: (1) Student Achievement; (2) Student Progress; (3) Closing Performance Gaps; and (4) Postsecondary Readiness. [Contributing authors include: Cynthia Juniper, Matt Farber, and Cheryl Wilkinson.]
Certified Skills: Who Earns Industry-Based Certifications in High School, and How Do They Shape Students&apos; Postsecondary Education and Employment Outcomes? Policy Brief
Author: Giani, Matt
Date: 2022-04-00
Type: Reports - Research
Subjects: High School Students,Certification,Industry,School Business Relationship,Postsecondary Education,Outcomes of Education,Employment Level,Credentials,Institutional Characteristics,Student Characteristics,Geographic Location,Student Attitudes

Texas, like many states, considers students to be &quot;college, career, or military ready&quot; if they earn an industry-based certification (IBC) in high school. While the expansion of opportunities for students to earn IBCs has been stimulated through state policy, limited research has systematically examined what factors influence students' receipt of IBCs and the relationship between IBCs and students' postsecondary educational and employment outcomes. The results of this study show that the greatest source of variation in students' receipt of IBCs is across schools, suggesting that school-level approaches to expanding IBCs are particularly critical. IBCs are found to have a positive but modest relationship with students' college enrollment and persistence, nearly no relationship with the likelihood of employment, and large and positive relationships with earnings for many IBC subjects. Importantly, these results are largely consistent across demographic groups, suggesting few inequities in the relationship between IBC receipt and subsequent outcomes. Overall, the results suggest IBCs provide concrete earnings benefits and do not deter students from higher education, but access to IBC opportunities remains highly uneven across the state.
Texas Educator Preparation Pathways Study. Policy Brief
Author: Reyes, Pedro
Date: 2022-08-00
Type: Reports - Research
Subjects: Teacher Education Programs,Alternative Teacher Certification,Outcomes of Education,Faculty Mobility,Teacher Persistence,COVID-19,Pandemics,Beginning Teachers,Career Change,Teacher Shortage,Preschool Education,Kindergarten,Elementary Secondary Education,Universities,Teacher Certification,Teacher Qualifications,Teacher Effectiveness,Correlation,Academic Achievement,Achievement Tests

Little is known about differences between traditional, university-based certification programs and alternative certification programs in terms of outcomes for students and teachers. Across all preparation pathways, however, too many early career teachers leave the field (over 40% within first five years). This attrition problem is likely to grow in the next few years with the impact of the COVID-19 pandemic and other factors. Historically, one response to the growing teacher shortage in Texas has been the development of many different pathways into the profession for those wishing to enter PreK-12 classrooms--more teachers certified through alternative pathways than any other state by a considerable margin. This report provides a summary of findings from the educator preparation pathways study. The study includes two sets of analyses--one focused on student outcomes and one focused on teacher outcomes. Overall, the findings indicate that university-certified teachers had higher student learning and stayed longer in the field than alternatively certified teachers.
Critical Mentoring Supplement to the &quot;Elements of Effective Practice for Mentoring™&quot;
Author: MENTOR: The National Mentoring Partnership
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Mentors,Models,Program Implementation,Program Design,Youth,Community Involvement,Partnerships in Education,Family Involvement,Training,Interpersonal Relationship

This publication is a supplementary resource to MENTOR's long-standing program guidance document, &quot;The Elements of Effective Practice for Mentoring™&quot; (ED594036). For over 20 years, the various iterations of that document (now in its 4th edition) have served as a starting point for community leaders and youth-serving professionals looking for basic guidance about how to develop and implement a volunteer mentoring program for young people. But as the mentoring field has evolved, so too have the program models and contexts in which youth experience mentoring, so it's vitally important to provide additional recommendations to those who are going about their mentoring work in different ways. This report offers some key recommendations for practice that should support the development of strong, critically focused mentoring programs. These recommendations are presented with loose alignment to the original &quot;Elements of Effective Practice,&quot; but there is no &quot;right&quot; way to run a mentoring program and that the recommendations offered here are only a starting point that should be augmented with the wisdom of local practitioners and leaders, the voices of young people, and the input of community stakeholders. This resource also provides a handy checklist of key practices so that program leaders can chart their progress in building out their critical mentoring model.
What Everyone Should Know about Designing Equity-Minded Paid Work-Based Learning Opportunities for College Students
Author: Amechi, Mauriell H.
Date: 2022-09-00
Type: Reports - Research
Subjects: Work Experience Programs,Community Colleges,Labor Force Development,Education Work Relationship,Models,Minority Group Students,Community College Students,Barriers,Compensation (Remuneration),Program Design,School Holding Power,Educational Finance,Student Characteristics,Internship Programs

Despite the growing popularity of WBL, the community college and workforce development fields need greater transparency and clarity on the design of these programs to broaden workforce pathways, ensure the transferability of exemplary program models, and support the advancement of equitable outcomes for all students, especially learners from historically underserved and underprivileged backgrounds. In this report, we highlight case studies of emerging program models across the United States to understand the motivation, goals, and design of paid WBL opportunities available at two-year colleges. This report outlines four recommendations for community college leaders and state policymakers. Findings from this study have important implications for state policymakers and college stakeholders in career services, academic advising, and workforce development.
America&apos;s Children in Brief: Key National Indicators of Well-Being, 2022
Author: Federal Interagency Forum on Child and Family Statistics
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Well Being,Immunization Programs,Food,Nutrition,Hunger,Housing,Health Services,Child Care,Summer Programs,Child Health,Mortality Rate,Mental Health,Drug Use,Drinking,Family Environment,Social Environment,Children,Adolescents,Socioeconomic Status,Physical Environment,Child Safety,Health Behavior,Mathematics Achievement,Reading Achievement,Electronic Learning

This year's &quot;America's Children in Brief&quot; continues a tradition of collaboration by agencies across the Federal Government to advance the understanding of what our Nation's children and families may need to help ensure bright, healthy futures. This year's report highlights selected special feature indicators related to COVID-19 to address the impact of this pandemic on child well-being. Indicator titles are: (1) COVID-19 Immunization; (2) Child Food Insufficiency; (3) Housing Instability; (4) Pandemic Health Care and Child Care; (5) How Schools Adapted to Pandemic Response; (6) Summer Enrichment Programs; (7) Child and Adolescent Mortality; and (8) and Substance Use and Mental Health of Adolescents. In addition to the focus on COVID-19, this brief provides a snapshot of the overall well-being of America's children through the At-a-Glance summary table displaying the most recent data for all 41 regular indicators. [For &quot;America's Children: Key National Indicators of Well-Being, 2021,&quot; see ED615659.]
Foundation Apprenticeship Provision in Scotland. Review
Author: Education Scotland
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Apprenticeships,Program Evaluation,Program Effectiveness,Outcomes of Education,Program Descriptions

In 2020, the Scottish Ministers requested that HM Inspectors of Education review the quality of Foundation Apprenticeship (FA) programmes in Scotland. The purpose of the review was to identify what is working well, what is in need of further development or improvement, and to inform future arrangements. The review took place between March 2020 and November 2021 and took account of variations in the range and scale of FA provision across Scotland. In line with COVID-19 restrictions, HM Inspectors made arrangements with key stakeholders to carry out evaluative activities either remotely or in person as appropriate. Throughout the review, HM Inspectors drew upon data supplied by Skills Development Scotland (SDS), Scottish Government (SG) and the Scottish Funding Council (SFC). Review activities involved professional dialogue with key stakeholders, young people, and staff in nine local authorities, eleven secondary schools, six colleges and six independent training providers (ITPs). HM Inspectors also observed learning and teaching activities delivered onsite and online. The quantification used within this report relates to these authorities, schools and providers.
Responsive, Supportive and Resilient Communities: A Review of Community Development during the Pandemic
Author: Education Scotland
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Community Development,Pandemics,COVID-19,Social Isolation,Disadvantaged,Power Structure,Government Role,Volunteers,Cooperation,Labor Force Development,Access to Computers,Planning,Community Support

HM Inspectors of Education have published a new report highlighting features of effective community development practice in response to COVID-19. As part of Scottish Government's &quot;Education Recovery: Key Actions and Next Steps,&quot; HM Inspectors of Education committed to undertaking national thematic reviews. These thematic inspections promote improvement by sharing more widely 'what works'. This report outlines how the Community Learning and Development (CLD) sector and its partners are helping to secure better outcomes for individuals most marginalised or socially isolated during and since the pandemic. HM Inspectors visited 23 settings and engaged with learners, volunteers, practitioners, local authorities and national and third sector organisations to gather evidence. The findings focus on the key themes of: (1) Community response; (2) Volunteering; (3) Partnership working; (4) Digital access and workforce development; and (5) Planning for the future and next steps. The report includes case studies of settings which demonstrate high quality community development practice related to each of the key themes.
Successful Approaches to Learning Outdoors. A Report by HM Inspectors
Author: Education Scotland
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Outdoor Education,Educational Improvement,Foreign Countries,COVID-19,Pandemics,Futures (of Society),Inspection,Institutional Evaluation,Educational Practices,Case Studies,Instructional Effectiveness,Faculty Development,Well Being,Partnerships in Education,Child Care Centers,Preschool Education,Elementary Secondary Education,Special Schools

Scotland's HM Inspectors (HMI) of Education have published this report highlighting features of effective practice in outdoor learning. As part of Scottish Government's Education Recovery: Key Actions and Next Steps, HM Inspectors of Education committed to undertaking national thematic reviews. This national report provides the independent view of HM Inspectors of Education about effective practice in outdoor learning. These thematic inspections promote improvement by sharing more widely 'what works'. It outlines the features of high quality provision which are having a positive impact on children and young people and should be achievable by all. It is intended to celebrate the achievements and successes in Scottish education that are taking place even during an extremely challenging period when settings, schools and services are managing COVID-19. As well as sharing key messages about current practice, the report includes case studies of settings and establishments which demonstrate effective practice related to each key feature which contributes to high quality learning outdoors. These illustrate what this looks like in practice.