ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Performance Assessments to Support Student Learning: How District Initiatives Can Make a Difference. Performance Assessment Case Study Series
Author: Maier, Anna
Date: 2020-10-00
Type: Reports - Research
Subjects: Performance Based Assessment,High School Seniors,School Districts,Student Evaluation,Evaluation Methods,Educational Environment,Outcomes of Education

Across the country, educators need ways to assess student learning that can also support students' higher-order thinking skills, help improve teachers' instructional practices, and ultimately allow students to demonstrate college and career readiness through a culminating assessment--such as a graduate capstone or senior portfolio defense. In California, some of these educators participate in the California Performance Assessment Collaborative (CPAC), a network that supports the implementation of high-quality performance assessments. A substantial body of evidence shows performance assessments are a strategy to improve educational outcomes, but relatively little research examines the key conditions needed to support the implementation of high-quality performance assessments at the district, school, and classroom levels. The current study builds upon the work of CPAC to address this issue by documenting performance assessment initiatives in three districts: (1) Los Angeles Unified School District (Los Angeles Unified) (ED610904); (2) Oakland Unified School District (Oakland Unified) (ED610903); and (3) Pasadena Unified School District (Pasadena Unified) (ED610902). While these districts each have a unique approach, all are committed to assessing student learning in a meaningful way that is aligned to the outcomes they hope all students will achieve by graduation. A series of district-level case studies accompanies this cross-cutting report. In this study, the authors investigated how districts and schools can build systems and structures for developing and implementing performance assessment initiatives across multiple sites. The analysis took into account educator interviews, teacher and student focus groups, observations of student presentations, and district administrative data and documents. The report shows that district performance assessment initiatives can contribute to improving teachers' instructional practices and students' learning outcomes, provided that strong supports are in place for participating students and teachers. [For the research brief, see ED610901.]
Using Performance Assessments to Support Student Learning: How District Initiatives Can Make a Difference. Research Brief. Performance Assessment Case Study Series
Author: Maier, Anna
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Performance Based Assessment,High School Seniors,School Districts,Student Evaluation,Evaluation Methods,Educational Environment,Outcomes of Education

Performance assessments are part of a robust assessment system in which students show what they know by writing an essay, curating a portfolio of work, or conducting original research. Ultimately, performance assessments can allow students to demonstrate college and career readiness through a culminating assessment--such as a graduate capstone or senior portfolio defense. The report on which this brief is based documents the work of three districts involved in the California Performance Assessment Collaborative: Los Angeles (ED610904), Oakland (ED610903), and Pasadena (ED610902) Unified School Districts. Through interviews, focus groups, and observations, we identify the key conditions needed to support the implementation of culminating performance assessments at the district, school, and classroom levels. We also examine students' and educators' perceptions of outcomes related to participation in performance assessment initiatives. Finally, we summarize lessons from the districts' experiences with performance assessments and present associated recommendations to district leaders and state policymakers. [For the full report, see ED610900.]
Using Performance Assessments to Support Student Learning in Oakland Unified School District. Performance Assessment Case Study Series
Author: Thompson, Charlie
Date: 2020-10-00
Type: Reports - Research
Subjects: Performance Based Assessment,High School Seniors,Urban Schools,School Districts,Capstone Experiences,Student Evaluation,Educational Environment,Evaluation Methods,Outcomes of Education

Performance assessments encompass a wide variety of activities, all of which require students to show what they know, rather than selecting answers from predetermined options on a multiple-choice test. For the graduate capstone, Oakland Unified School District (Oakland Unified) seniors conduct original research, write a paper based on the findings, and reflect upon their learning process. Students then present their research and analysis to a panel of judges and an audience of peers and community members. Oakland Unified built its graduate capstone work on an existing, though loosely defined, district graduation requirement called the senior project. The graduate capstone approach is grounded in research on how performance assessments can reliably assess student learning and also help students and educators strive for meaningful learning goals. The Oakland Unified case study draws on data from a range of sources, including documents, district administrative data, interviews with a range of personnel at the district and school levels, focus groups with teachers and students, observations of student performance assessments, and observations of professional learning opportunities for teachers. The study provides an in-depth description of how Oakland Unified has worked to advance districtwide implementation of the graduate capstone. The authors identified five emerging implications of Oakland Unified's performance assessment practices for student learning and teacher practice: (1) Districts can establish a strong and shared vision for why performance assessments matter; (2) Teachers and schools need supports to implement the vision; (3) Gradually cultivating buy-in can generate strong support for this work among early adopters; (4) Districts can allow sufficient flexibility for schools to make the work their own; and (5) Participating in performance assessments can shift teacher practice when effective supports are in place. This report is part of a series of three case studies examining the key district-, school-, and classroom-level conditions necessary to support high-quality performance assessment practices. All three districts (Los Angeles [ED610904], Oakland, and Pasadena [ED610902]) actively participate in the California Performance Assessment Collaborative (CPAC), a community of educators, researchers, and technical assistance providers who are working to study and advance the use of performance assessments throughout the state. A cross-case study that accompanies this report provides insights across all three case study districts, as well as recommendations for district policymakers interested in implementing well-designed performance assessments within their own context. [For the cross-case study, see ED610900.]
The Mobile Fact and Concept Textbook System (MoFaCTS)
Author: Pavlik, Philip I., Jr.
Date: 2020-07-06
Type: Speeches/Meeting Papers
Subjects: Textbooks,Intelligent Tutoring Systems,Electronic Learning,Instructional Design,Cloze Procedure,Reading Comprehension,Natural Language Processing,Feedback (Response),Cues,Classroom Techniques,Client Server Architecture

An intelligent textbook may be considered to be an interaction layer that lies between the text and the student, helping the student to master the content in the text. The Mobile Fact and Concept Training System (MoFaCTS) is an adaptive instructional system for simple content that has been developed into an interaction layer to mediate textbook instruction and so is being transformed into the Mobile Fact and Concept Textbook System (MoFaCTS). In this project, MoFaCTS is being completely retooled to accept texts from a textbook and to automatically create cloze sentence practice content to help the student learn the material in the text. Additional features in the prototype stage include automatically generated refutational feedback for incorrect cloze responses and a dialog system, which will trigger a short conversation by a tutor to correct conceptual misunderstandings. MoFaCTS administers this content via a web browser, providing the teacher with score reports and class management tools. Because the &quot;optimal practice&quot; module is interchangeable and the cloze content can come from any text, the system is highly configurable for different grade levels, populations, and academic subjects. To foster faster research progress, data export supports the DataShop transaction format, which allows quick analysis of data using the DataShop tools. [This paper was published in the CEUR workshop proceedings (Vol. 2674).]
Marin County: Leveraging Education and Public Health Partnerships to Support School Reopening. Research Brief
Author: Ondrasek, Naomi
Date: 2021-02-11
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Planning,Disease Control,School Safety,Hygiene,Screening Tests,Health Promotion,School Districts,Suburban Schools,Elementary Secondary Education,Public Health,School Policy,Distance Education,Electronic Learning,Student Transportation,Extracurricular Activities,School Personnel,Immunization Programs

Since the COVID-19 pandemic emerged in March 2020, districts across the nation have faced the difficult task of reopening schools safely and keeping them open as community infection rates have risen and fallen. It is useful to learn from the efforts of counties and districts that have been able to reopen schools--and keep them open safely--using multifaceted mitigation strategies that greatly reduce the risk of in-school transmission. This brief describes reopening efforts in Marin County, which has reopened more than 85% of its schools since fall 2020, and documents the county planning process and mitigation strategies for personal protective equipment, ventilation, physical distancing, cohorting, symptom screening, and testing and tracing. It is part of an effort at the Learning Policy Institute to disseminate key public health research and reopening strategies to educators and policymakers.
Early Childhood Data Use Assessment Tool. REL 2021-067
Author: Germeroth, Carrie
Date: 2021-03-00
Type: Guides - Non-Classroom
Subjects: Data Use,Early Childhood Education,Student Evaluation,Educational Assessment,Check Lists,Skills,Professional Development,Planning

The Early Childhood Data Use Assessment Tool is designed to identify and improve data use skills among early childhood education (ECE) program staff so that they can better use data to inform, plan, monitor, and make decisions for instruction and program improvement. Data use is critical in quality ECE programs but can be intimidating for some ECE program staff. This tool supports growth in their data use skills. The tool has three components: a data use checklist to identify ECE program staff's skills in using child assessment and administrative data, a resource guide to identify professional development resources aligned to goals in improving data use skills, and an action plan template to support planning for developing and achieving data use goals. The results obtained from using the tool are intended to support instruction and program improvement through increased and structured use of data.
Understanding the Teacher Pipeline for Indiana&apos;s K-12 Public Schools. REL 2021-065
Author: Wan, Yinmei
Date: 2021-03-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Teacher Shortage,Undergraduate Students,Bachelors Degrees,Teacher Certification,Teaching (Occupation),Public Schools,Teacher Characteristics,Minority Groups,Ethnic Groups,Low Income Groups,Academic Degrees,Scholarships,Grants,Student Financial Aid,Two Year College Students,College Transfer Students,Student Characteristics,Gender Differences,Racial Differences,Individual Characteristics,Advanced Placement Programs,Honors Curriculum,Remedial Instruction,College Graduates,Enrollment,Teacher Persistence

Leaders at the Indiana Commission for Higher Education and the Indiana Department of Education are concerned about teacher shortages and want a better understanding of the teacher pipeline for the state's K-12 public schools. This study tracked 11,080 students who first enrolled in an Indiana public college or university in 2010/11, 2011/12, or 2012/13 and pursued a bachelor's degree in education at any point in college. Among those entrants 41 percent completed a bachelor's degree in education by 2017/18. Of those degree completers 55 percent earned an initial instructional license, and of those licensed, 69 percent entered teaching in an Indiana public school. Compared with the initial group of students entering education programs, students who completed a bachelor's degree, those who earned an initial instructional license, and those who entered teaching in an Indiana public school were less likely to be from a racial/ethnic minority group or to have been eligible for the national school lunch program in high school. Students who entered an education program in their third year of college or later were less likely to complete a bachelor's degree in education than students who entered in their first year, after other differences in student characteristics and the characteristics of the first college they attended were adjusted for. Students who received an Indiana 21st Century Scholarship in their first year of college or who received financial aid beyond their first year were more likely to complete a bachelor's degree in education, while students who received a Pell Grant were less likely. Finally, students who started at a two-year college and transferred to a four-year college were more likely to complete a bachelor's degree in education than students who started at a four-year college. [For the study brief, see ED610910; for the study snapshot, see ED610911; and for the appendixes, see ED610912.]
Understanding the Teacher Pipeline for Indiana&apos;s K-12 Public Schools. Study Brief. REL 2021-065
Author: Wan, Y.
Date: 2021-03-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Teacher Shortage,Undergraduate Students,Bachelors Degrees,Teacher Certification,Teaching (Occupation),Public Schools,Teacher Characteristics,Minority Groups,Ethnic Groups,Low Income Groups,Academic Degrees,Scholarships,Grants,Student Financial Aid,Two Year College Students,College Transfer Students,Student Characteristics,Gender Differences,Racial Differences,Individual Characteristics,Advanced Placement Programs,Honors Curriculum,Remedial Instruction,College Graduates,Enrollment,Teacher Persistence

Leaders at the Indiana Commission for Higher Education and the Indiana Department of Education are concerned about teacher shortages and want a better understanding of the teacher pipeline for the state's K-12 public schools. This study tracked 11,080 students who first enrolled in an Indiana public college or university in 2010/11, 2011/12, or 2012/13 and pursued a bachelor's degree in education at any point in college. Among those entrants 41 percent completed a bachelor's degree in education by 2017/18. Of those degree completers 55 percent earned an initial instructional license, and of those licensed, 69 percent entered teaching in an Indiana public school. Compared with the initial group of students entering education programs, students who completed a bachelor's degree, those who earned an initial instructional license, and those who entered teaching in an Indiana public school were less likely to be from a racial/ethnic minority group or to have been eligible for the national school lunch program in high school. Students who entered an education program in their third year of college or later were less likely to complete a bachelor's degree in education than students who entered in their first year, after other differences in student characteristics and the characteristics of the first college they attended were adjusted for. Students who received an Indiana 21st Century Scholarship in their first year of college or who received financial aid beyond their first year were more likely to complete a bachelor's degree in education, while students who received a Pell Grant were less likely. Finally, students who started at a two-year college and transferred to a four-year college were more likely to complete a bachelor's degree in education than students who started at a four-year college. [For the full report, see ED610909; for the study snapshot, see ED610911; and for the appendixes, see ED610912.]
Understanding the Teacher Pipeline for Indiana&apos;s K-12 Public Schools. Study Snapshot. REL 2021-065
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Teacher Shortage,Undergraduate Students,Bachelors Degrees,Teacher Certification,Teaching (Occupation),Public Schools,Teacher Characteristics,Minority Groups,Ethnic Groups,Low Income Groups,Academic Degrees,Scholarships,Grants,Student Financial Aid,Two Year College Students,College Transfer Students,Student Characteristics,Gender Differences,Racial Differences,Individual Characteristics,College Graduates,Enrollment

Leaders at the Indiana Commission for Higher Education and the Indiana Department of Education are concerned about teacher shortages and want a better understanding of the teacher pipeline for the state's K-12 public schools. This study snapshot presents the key findings from the full study that tracked 11,080 students who first enrolled in an Indiana public college or university in 2010/11, 2011/12, or 2012/13 and pursued a bachelor's degree in education at any point in college. The study examined the demographic characteristics and high school academic preparation of these students. It also examined the percentages of students who completed a bachelor's degree in education, who earned an initial instructional license, and who entered teaching in an Indiana K-12 public school, along with their characteristics. Finally, the study explored factors (such as student demographic characteristics and the characteristics of the colleges or universities that students attended) related to completion of a bachelor's degree. [For the full report, see ED610909; for the study brief, see ED610910; and for the appendixes, see ED610912.]
Understanding the Teacher Pipeline for Indiana&apos;s K-12 Public Schools. Appendixes. REL 2021-065
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-03-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Teacher Shortage,Undergraduate Students,Bachelors Degrees,Teacher Certification,Teaching (Occupation),Public Schools,Teacher Characteristics,Minority Groups,Ethnic Groups,Low Income Groups,Academic Degrees,Scholarships,Grants,Student Financial Aid,Two Year College Students,College Transfer Students,Student Characteristics,Gender Differences,Racial Differences,Individual Characteristics,Advanced Placement Programs,Honors Curriculum,Remedial Instruction,College Graduates,Enrollment,Teacher Persistence

These are the appendixes for the report, &quot;Understanding the Teacher Pipeline for Indiana's K-12 Public Schools. REL 2021-065.&quot; This study tracked 11,080 students who first enrolled in an Indiana public college or university in 2010/11, 2011/12, or 2012/13 and pursued a bachelor's degree in education at any point in college. Appendixes in this document include: (1) Methods; and (2) Supporting analyses. The methods appendix includes detailed information about the data used for this study as well as the methods used in the analyses. The supporting analyses appendix contains additional results for research questions 1-6 and detailed results for research question 7. [For the full report, see ED610909; for the study brief, see ED610910; and for the study snapshot, see ED610911.]
Integrating Reading Foundations: A Tool for College Instructors of Pre-Service Teachers. REL 2021-060
Author: Dombek, Jennifer L.
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Evidence Based Practice,Primary Education,Cooperative Learning,Preservice Teachers,Reading Instruction,Reading Skills,Basic Skills,Language Skills

This tool is designed to assist college instructors in building pre-service teachers' knowledge of evidence-based strategies for helping students in kindergarten through grade 3 acquire the language and literacy skills to succeed academically. This tool is intended for use in conjunction with the &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade&quot; practice guide produced by the What Works Clearinghouse™ (WWC), an investment of the Institute of Education Sciences at the U.S. Department of Education. College instructors can use the lessons in this tool to provide collaborative learning experiences that engage pre-service teachers in activities that expand their knowledge base as they read, discuss, share, and apply the key ideas and strategies presented in the WWC practice guide. [For &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade,&quot; see ED566956.]
State and District Use of Title II, Part A Funds in 2018-19. NCEE 2021-006
Author: Isenberg, Eric
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Federal Aid,Educational Finance,Teacher Effectiveness,Administrator Effectiveness,Financial Support,Faculty Development,Recruitment,Class Size,Training,Labor Turnover,School Districts,Rural Schools,Urban Schools,Suburban Schools,Public Schools,Charter Schools,School District Size,Resource Allocation

Increasing student achievement by improving the quality and effectiveness of teachers, principals, and other school leaders is one of the key goals of the Elementary and Secondary Education Act (ESEA). Title II, Part A of ESEA (Title II-A) provides over $2 billion per year in funding to states and districts to support effective instruction through the preparation, recruitment, and training of educators. The Every Student Succeeds Act (ESSA), which reauthorized the ESEA in 2015, provided greater flexibility for states and districts in how they use Title II-A funds, by expanding the option to transfer funds to other ESEA programs, and authorizing states to set aside additional funds for training principals and other school leaders. This report, required by Congress, provides a national picture of state and district priorities for Title II-A funds in the 2018-19 school year. Key Findings: (1) Half of the states and a quarter of districts used new ESSA flexibility; (2) Professional development was a popular and substantial use of districts' Title II-A funds, with both short- and long-term training common; and (3) To a lesser extent, districts also invested in reducing class size, and in recruiting and retaining effective educators. [For the appendices, see ED610919.]