ethanporcaro/eric-fulltext-meta huggingface dataset:
iLEAP Assessment Guide-Revised, Grade 5: English Language Arts, Math, Science, Social Studies
Author: Louisiana State Dept. of Education, Baton Rouge.
Date: 2012-08-00
Type: Guides - Classroom - Teacher
Subjects: Student Evaluation,Achievement Tests,Educational Assessment,Testing Accommodations,Grade 5,English,Language Arts,Mathematics,Sciences,Social Studies,Test Items,Test Content,Test Format,Scoring,Academic Standards,Benchmarking,State Standards

&quot;Louisiana Believes&quot; embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). &quot;Louisiana Believes&quot; also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State's commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The &quot;iLEAP Assessment Guide&quot; provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with a description of the overall design of the iLEAP tests, this guide presents sample test items and suggested informational resources. Teachers should use this guide to: (1) become familiar with the iLEAP test format; (2) include similar item formats in classroom instruction and assessments; (3) align instruction and assessment with the Louisiana Comprehensive Curriculum and Grade-Level Expectations (GLEs); and (4) provide appropriate test accommodations. In 2010, the Board of Elementary and Secondary Education (BESE) approved the Common Core State Standards (CCSS), which will eventually replace the current English language arts (ELA) and mathematics standards/GLEs. This revised guide provides information about the changes to iLEAP during the transition to CCSS. Appended are: (1) Glossary; (2) iLEAP Transitional Assessments: Frequently Asked Questions; (3) Testing Special Populations; and (4) Writer's Checklist and Mathematics Reference Sheet-Grade 5. (Contains 16 tables.)
Improved Principal Hiring: The New Teacher's Project's Findings and Recommendations for Urban Schools
Author: New Teacher Project
Date: 2006-09-00
Type: Reports - Evaluative
Subjects: Principals,Urban Schools,Personnel Selection,Recruitment,Administrator Effectiveness,Barriers,School Districts,Best Practices

Building on the success of its 2003 study, &quot;Missed Opportunities: How We Keep High ­Quality Teachers Out of Urban Classrooms,&quot; The New Teacher Project (TNTP), with support from The Broad Foundation, investigated the methods that urban school districts use to recruit, select and hire principals. This working paper presents the basic findings of that investigation along with recommendations for how urban districts and schools can build model recruitment, screening, selection and hiring processes to obtain quality principals. Specifically, this working paper seeks to answer the following: (1) What obstacles do urban schools and districts face in hiring principals? (2) How is principal quality affected as a result? (3) What viable solutions exist to overcoming obstacles in order to hire quality principals? To better understand urban school districts' principal recruitment, selection, and hiring practices, TNTP conducted an extensive literature review of the relevant research. In the area of principal selection processes, we additionally conducted interviews and made observations of seven school districts, two university-­based leadership programs, and four district­-affiliated or national school leadership programs. In the area of principal recruitment and hiring, we investigated the phenomena described in literature by conducting resume reviews, surveys, and interviews with district staff in three urban districts, one each in the Eastern, Mid-­Atlantic, and Southern regions of the United States. Three primary findings confirmed beliefs about principal hiring long suspected by those in the field of education and unearthed obstacles not before extensively addressed: (1) There is a shortage of high-­quality principal candidates available to urban schools; (2) Urban districts appear not to be selecting the best candidates from this limited pool; and (3) Late vacancy notifications and administrative inefficiencies result in the loss of applicants and in a less effective selection process. It is hoped that urban school districts will use these findings and recommendations in combination with established leadership competency models as a starting point to improve their school leader recruitment, selection, and hiring processes and to fill critical gaps with quality principals in the years ahead.
LEAP Assessment Guide. Grade 8: English Language Arts, Mathematics, Science, Social Studies
Author: Louisiana State Dept. of Education, Baton Rouge.
Date: 2012-08-00
Type: Tests/Questionnaires
Subjects: Student Evaluation,Achievement Tests,Grade 8,English,Language Arts,Mathematics,Sciences,Social Studies,Test Items,Academic Standards,State Standards,Benchmarking,Academic Achievement,Test Format,Test Content,Testing Accommodations

&quot;Louisiana Believes” embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). &quot;Louisiana Believes&quot; also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State's commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The LEAP Assessment Guide provides an overview of Louisiana assessments administered through the Louisiana Educational Assessment Program (LEAP). In addition to providing teachers with a description of the overall design of the LEAP tests, this guide presents sample test items and suggested informational resources. Teachers should use this guide to: (1) become familiar with the LEAP test format; (2) include similar item formats in classroom instruction and assessments; (3) align instruction and assessment with the Louisiana Comprehensive Curriculum and Grade-Level Expectations (GLEs); and (4) provide appropriate test accommodations. Appended are: (1) Glossary; (2) LEAP Transitional Assessments: Frequently Asked Questions; (3) Testing Special Populations; and (4) Writer's Checklist and Mathematics Reference Sheet-Grade 8. (Contains 20 tables.)
iLEAP Assessment Guide-Revised Grade 7: English Language Arts, Math, Science, Social Studies
Author: Louisiana State Dept. of Education, Baton Rouge.
Date: 2012-08-00
Type: Guides - Classroom - Teacher
Subjects: Grade 7,Educational Assessment,State Standards,Academic Standards,Teacher Empowerment,Academic Achievement,Teacher Expectations of Students,Test Construction,Test Items,Test Content,Alignment (Education),Testing Accommodations,English Instruction,Language Arts,Mathematics Instruction,Science Instruction,Social Studies,Federal Legislation,Educational Legislation

&quot;Louisiana Believes&quot; embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). &quot;Louisiana Believes&quot; also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State's commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The iLEAP Assessment Guide provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with a description of the overall design of the iLEAP tests, this guide presents sample test items and suggested informational resources. Teachers should use this guide to: (1) become familiar with the iLEAP test format; (2) include similar item formats in classroom instruction and assessments; (3) align instruction and assessment with the Louisiana Comprehensive Curriculum and Grade-Level Expectations (GLEs); and (4) provide appropriate test accommodations. Appended are: (1) Glossary; (2) iLEAP Transitional Assessments: Frequently Asked Questions; (3) Testing Special Populations; and (4) Writer's Checklist and Mathematics Reference Sheet-Grade 7. (Contains 16 tables.)
Teacher Hiring, Transfer and Evaluation in Los Angeles Unified School District. Executive Summary
Author: New Teacher Project
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Urban Schools,Teacher Selection,Teacher Transfer,Teacher Evaluation,School Districts,Teacher Placement,Faculty Mobility,Teacher Effectiveness,Public School Teachers,Public Schools,Organizational Communication

In the spring and summer of 2008, The New Teacher Project (TNTP) partnered with Los Angeles Unified School District (LAUSD) to investigate the impact of the school district's policies and practices on the ability of schools to build and maintain strong instructional teams. TNTP's analysis included the following components: (1) Analysis of teacher staffing and evaluation data from the district; (2) Online surveys of principals, teachers, and teacher applicants (3,663 teachers, 245 principals, and 500 teacher applicants responded to the survey, with response rates of 10 percent, 30 percent, and 33 percent, respectively); (3) Review of the teachers contract between United Teachers Los Angeles (UTLA) and LAUSD; and (4) Interviews with district leadership and principals. TNTP's analysis reveals that under current LAUSD policies and practices, schools struggle to build and 
maintain strong instructional teams. Analysis of teacher and principal surveys and human resources data point to five specific areas of significant concern: (1) Late hiring; (2) Forced placements; (3) Poor customer service; (4) Ineffective evaluations; and (5) Inequitable attrition.
Common Core State Standards for Mathematics: Teacher Self-Learning Series. Module 3: Rigor--The Third CCSSM Shift
Author: Louisiana State Dept. of Education, Baton Rouge.
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Academic Standards,State Standards,Mathematics,Mathematics Skills,Comprehension,Algebra,Geometry,Mathematical Applications,Mathematics Instruction

This module examines Rigor, the third of the three shifts required for implementation of the Common Core State Standards for Mathematics (CCSSM). This module is based on the premise that the information from Modules 1 and 2 is well understood. Course Objectives: By the end of the module, the learner will be able to: (1) identify the components of rigor and give examples of each; (2) describe the relationship among the components; (3) determine if a standard is written to align with one of the three components of rigor; and (4) state fluencies required by the CCSSM and those suggested in high school by the Partnership for Assessment of Readiness for College and Careers (PARCC).
Multivariate Analysis of Student Loan Defaulters at the University of South Florida
Author: Steiner, Matt
Date: 2005-03-00
Type: Reports - Research
Subjects: Multivariate Analysis,Student Loan Programs,Loan Default,Undergraduate Students,State Universities,Student Characteristics,Graduation,Family Income,Academic Failure,Grade Point Average,Marital Status,Parents,Fathers,Parent Background,Educational Attainment,Racial Differences,Gender Differences,Age Differences,College Credits

This study on default analyzes 17,036 undergraduate borrowers who attended the University of South Florida (USF), and who entered repayment on Federal Family Education Loan Program (FFELP) loans during federal fiscal years 1999, 2000, 2001, and 2002. Of the 17,036 USF undergraduate borrowers, 766 defaulted (4.5 percent). The report employs a technique known as logistic regression that isolates the independent relationship of each variable to the probability of default after accounting for the relationships of other relevant variables. Notes on Model Development and Tables for Variables in the Model are appended. (Contains 4 tables, 9 footnotes, and a bibliography.)
Multivariate Analysis of Student Loan Defaulters at Texas A&amp;M University
Author: Steiner, Matt
Date: 2005-01-00
Type: Reports - Research
Subjects: Student Loan Programs,Loan Default,Multivariate Analysis,Land Grant Universities,Undergraduate Students,Student Characteristics,Grade Point Average,Graduation,Counseling,Age Differences,Educational Attainment,Parent Background,Mothers,Racial Differences,Academic Failure,College Programs,College Transfer Students,Income,Gender Differences

In an effort to better understand student loan default behavior at Texas A&amp;M University (TAMU), the research staff at TG, at the request of TAMU, conducted a study of the relationship between loan default, on the one hand, and many student and borrower characteristics, on the other hand. The study examines the default behavior of 12,776 undergraduate borrowers who attended Texas A&amp;M in College Station and who entered repayment on TG-guaranteed Federal Family Education Loan Program (FFELP) loans during federal fiscal years 1997, 1998, and 1999. The study regards a borrower as being in default if the borrower defaulted within the fiscal year the borrower entered repayment or within the following fiscal year. Texas A&amp;M staff supplied information describing high school coursework, SAT scores, college grade point average (GPA), length of attendance at TAMU, graduation status, amounts of financial aid received, financial need assessment, gender, marital status and many other aspects of students' backgrounds and college experiences. The study organizes these student and borrower characteristics into the following categories: Preparedness, Attendance Pattern, College Success, Financial Aid, Loan Briefing (Counseling), Demographics and Loan-Related Factors. This analysis will attempt to increase the understanding of the factors that are related to default at Texas A&amp;M University. Hopefully, TAMU, TG and others will be able to use this better understanding of default behavior to identify at-risk groups of borrowers, craft intervention or default mitigation strategies, and allocate scarce default aversion resources to the situations in which they will have the greatest chances of making a difference. An explanation of the study variables is appended. (Contains a bibliography.)
Measuring Learning, Supporting Teaching: Classroom Experts' Recommendations for an Effective Educator Evaluation System
Author: Center for Teaching Quality
Date: 2013-03-14
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Student Evaluation,Public Schools,Educational Improvement,Beginning Teachers,Teaching (Occupation),Educational Policy,Educational Practices,Student Centered Curriculum

The Illinois New Millennium Initiative (NMI) is a statewide team of accomplished, early-career teachers and educators focused on classroom- and community-based solutions to improve public schools. In virtual and face-to-face collaborations, the NMI works to connect research findings with its own teaching experiences in order to design policies and practices that advance its vision of a student-centered, effective teaching profession. This report details recommendations the Illinois New Millennium Initiative has made for transforming teacher evaluations and student assessment in their state. While these recommendations could be implemented in any American public school, they have special importance in Illinois, where the new Performance Evaluation Reform Act (PERA) will be implemented over the next several years. The NMI urges state policymakers to take these into account in implementation design. [This report was produced by the Teachers of the Illinois New Millennium Initiative.]
Ready, Willing, and Unable: How Financial Barriers Obstruct Bachelor Degree Attainment in Texas. 2009 Update
Author: TG (Texas Guaranteed Student Loan Corporation)
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Barriers,Educational Attainment,Bachelors Degrees,Student Costs,Student Financial Aid,Undergraduate Students,Enrollment,Ethnicity,Family Income,Economically Disadvantaged,Student Employment,Part Time Students,College Choice,College Preparation,High School Graduates,Educational Finance,Graduation Rate

In 2006, TG (Texas Guaranteed Student Loan Corporation) issued a report entitled &quot;Ready, Willing and Unable: How Financial Barriers Obstruct Bachelor Degree Attainment in Texas.&quot; Drawing on a report by the Advisory Committee on Student Financial Assistance, which projected the number of bachelor degrees lost nationally due to financial barriers, &quot;Ready,Willing and Unable&quot; applied a similar methodology to the Texas population. The resulting projection was 47,000 lost bachelor degrees in Texas due to financial barriers. These estimates were based on college going and completion rates, as reported by the National Center for Education Statistics, in a 2002 longitudinal study. Follow-up surveys indicate that low- and moderate-income, academically qualified students are choosing four-year schools over two-year schools at a much lower rate than before (40 percent versus 54 percent). Because students who start at a two-year school are less likely to earn a four-year degree than those who begin their college careers at a four-year school, the projection for lost bachelor degrees has risen from 47,000 up to 52,800. Among the major findings were that an estimated 52,800 bachelor's degrees may be lost annually in Texas due to financial barriers. This represents the number of college-qualified, low-, moderate-, and middle-income students among 2004 Texas high school graduates who could earn a bachelor's degree by 2012 if they are able to earn degrees at the same rates as their equally qualified higher-income classmates. The lack of affordability is felt among a broad spectrum of families. Thirty-four percent of the estimated 52,800 lost degrees are likely to occur among students whose parents earn between $35,000 and $74,999. Eight percent of the degrees projected to be lost due to financial barriers will come from students whose families make between $75,000 and $99,999. Of the students who took college preparatory classes, only 27 percent of students with incomes under $35,000 are projected to earn a bachelor's degree, while 72 percent of students with incomes over $100,000 are expected to graduate with their bachelor's degree by 2012. Tabular data is displayed showing: (1) Total Student Financial Aid in Texas Academic Year 2006-2007; (2) Estimated Texas 2003-04 High School Graduates by Family Income and By College Preparedness, Bachelor's Degree Attainment, and Estimated Loss Degrees; and (3) Texas 2006-07 High School Graduates by Diploma Type, Family Economic Status, Enrollment Status, and Ethnicity in Texas Higher Education in Fall 2007. (Contains 3 notes.)
A New Partnership: Reshaping the Federal and State Commitment to Need-Based Aid. Executive Summary
Author: Doyle, William R.
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Federal Aid,State Aid,Federal State Relationship,Student Loan Programs,College Students,Grants,Change

This brief provides five recommendations for reforming the college financial aid system. Five principles for reform are presented: (1) The purpose of federal financial aid is to ensure that individuals who can benefit from college and would not otherwise attend are able to enroll. (2) Efforts to reform financial aid must limit the unsustainable increase in college prices. (3) Financial aid at all levels--institutional, state and federal--should be focused on those students who would not go to college without additional funding. This is the most efficient use of scarce resources. (4) The federal financial system should ensure access to higher education, not reward academic success nor attempt to steer students into certain sectors of the labor market. (5) Simplification of the process for application for aid and the process of repaying loans should be encouraged for the purposes of increased access and more efficient use of resources. Suggestions for a redesigned federal system of financial aid, and intended outcomes of the reforms are also presented. [For the full report, see ED544377.]
iLEAP Assessment Guide-Revised. Grade 6: English Language Arts, Math, Science, Social Studies
Author: Louisiana State Dept. of Education, Baton Rouge.
Date: 2012-08-00
Type: Guides - Classroom - Teacher
Subjects: Grade 6,Educational Assessment,Academic Standards,State Standards,Teacher Empowerment,Decision Making,Academic Achievement,Alignment (Education),English Instruction,Language Arts,Mathematics Instruction,Science Instruction,Social Studies,Test Construction,Test Content,Test Items

&quot;Louisiana Believes&quot; embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). &quot;Louisiana Believes&quot; also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State's commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The &quot;iLEAP Assessment Guide&quot; provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with a description of the overall design of the iLEAP tests, this guide presents sample test items and suggested informational resources. Teachers should use this guide to: (1) become familiar with the iLEAP test format; (2) include similar item formats in classroom instruction and assessments; (3) align instruction and assessment with the Louisiana Comprehensive Curriculum and Grade-Level Expectations (GLEs); and (4) provide appropriate test accommodations. This &quot;Assessment Guide&quot; includes information about test design (format and blueprints), test content, sample test items, and scoring for Grade 6 subjects of English Language Arts. Math. Science. and Social Studies.  Appended are: (1) Glossary; (2) iLEAP Transitional Assessments: Frequently Asked Questions; (3) Testing Special Populations; and (4) Writer’s Checklist, and Mathematics Reference Sheet-Grade 6. (Contains 16 tables.)