ethanporcaro/eric-fulltext-meta huggingface dataset:
Breadth of Learning Opportunities: A Fresh Approach to Evaluating Education Systems
Author: Anderson, Kate
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Systems Analysis,Student Diversity,Access to Education,Alignment (Education),Delivery Systems,Evaluation Methods,Measurement Objectives,Measurement Techniques,Policy Analysis,Teacher Evaluation,Institutional Evaluation,Educational Assessment,Academic Achievement,Stakeholders,Information Sources,Case Studies,Foreign Countries

This report describes an initiative undertaken from 2016-2017 by the Center for Universal Education (CUE) at the Brookings Institution and Education International (EI) to develop tools to measure the breadth of learning opportunities to which children and youth are exposed in an education system. The Breadth of Learning Opportunities (BOLO) initiative provides tools to document (1) whether opportunities are provided for learning across a diverse group of domains; and (2) how the key dimensions of an education system (curriculum, assessments, teacher supports, monitoring, and school resources) align to support delivery of breadth of learning opportunities. First, the authors provide the rationale for developing these tools. Next, they describe the tools developed through this initiative. They then explain how the tools can be adapted, and some of the questions the tools might be used to answer. This report is part of a package of documents, which includes the most recent version of the tools, a description of how the tools were developed, and case studies of tool piloting in Kenya and Mexico.
Review of &quot;Segregation, Race, and Charter Schools: What Do We Know?&quot;
Author: Frankenberg, Erica
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Racial Segregation,Racial Bias,Equal Education,Academic Achievement,Minority Group Students,Low Income Groups,Urban Schools,Educational History,Civil Rights Legislation,School Policy,Court Litigation,School Districts,Measurement Techniques,Enrollment,Racial Composition,Educational Quality,Elementary Secondary Education,Longitudinal Studies,School Choice

Noting the nation's renewed attention to remedying school segregation, &quot;Segregation, Race, and Charter Schools&quot; presents evidence about the extent of school segregation and its relationship with improving student achievement for students of color. The report argues that school segregation has remained flat for decades and also argues that the nation would be wise to instead attend to improving the quality of schools that students of color and low-income students attend. It points to some urban charter schools as exemplars of this latter approach. However, this review finds that the report omits significant research directly related to the topic and includes other studies that are less relevant. Moreover, the report draws questionable conclusions from studies that are included--conclusions that are not reflective of the research consensus. The report's selective interpretation of existing research leads to two erroneous conclusions about improving educational outcomes for students of color: (1) that focusing on school integration is relatively unimportant; and (2) that attending to school quality via school choice, rather than addressing the complex array of policies to combat racial segregation, should instead be pursued. In fact, because most forms of school choice further segregation, the report's recommendation will likely only further segregation and inequality for students. A list of notes and references is included. [For &quot;Segregation, Race, and Charter Schools: What Do We Know?,&quot; see ED582925.]
Back to the Staffing Surge: The Great Teacher Salary Stagnation and the Decades-Long Employment Growth in American Public Schools
Author: Scafidi, Benjamin
Date: 2017-05-00
Type: Reports - Research
Subjects: Public Schools,Teacher Salaries,Reports,Trend Analysis,Educational History,Academic Achievement,Costs,Standardized Tests,Scores,High School Graduates,Graduation Rate,Educational Resources,Outcomes of Education,School Personnel,Economic Climate,Teacher Student Ratio,Expenditure per Student,National Competency Tests

In reports released in 2012 (see ED536674) and 2013 (see ED543118), the Friedman Foundation for Educational Choice--now EdChoice--showed that American public schools had been on a six-decade staffing surge. That is, between 1950 and 2009, public schools added school personnel at a rate that far exceeded the increases needed to keep up with student enrollment growth. This staffing surge was documented using publicly available data that state departments of education annually report to the US Department of Education, where each public school employee was placed into one of two categories--teachers and all other staff. This study updates the original Staffing Surge reports by analyzing staffing patterns in American public schools using more recent data--through fiscal years (FY) 2014 or 2015, as available. It could be argued that this staffing surge was worth it in the 1950s, the 1960s, the 1970s, the 1980s, and early 1990s because during those decades public schools began welcoming students with special needs and were allowed to integrate by race or were actively integrated by government policies. But, the staffing surge has continued even after its first 42-year period that ended in 1992. The modern staffing surge, which began in 1992, has been expensive for taxpayers and has posed a tremendous opportunity cost on teachers and parents.
Gender Identity Policies in Schools: What Congress, the Courts, and the Trump Administration Should Do. Backgrounder. No. 3201
Author: Anderson, Ryan T.
Date: 2017-03-23
Type: Reports - Evaluative
Subjects: Political Issues,Sexual Identity,Government Role,Public Policy,Student Characteristics,Educational Policy,Federal Government,Federal Legislation,Equal Education,Gender Issues,Educational Legislation,Gender Discrimination,Sex Fairness,Court Litigation,Public Schools,Religion,Presidents,Definitions,Legal Responsibility,Privacy,Females

For most Americans, concerns related to students who identify as transgender are a new reality. The Obama Administration's response to this new reality was an unlawful attempt to force a one-size-fits-all policy on the entire nation rather than allow parents, teachers, and local schools the time, space, and flexibility to find solutions that would work best for everyone. The Trump Administration has taken the first steps to correct this. Instead of imposing a federal &quot;gender identity&quot; policy on the entire nation, all branches of government should respect federalism, local decision-making, and parental authority in education. The American people should be able to consider all of the relevant concerns and devise policies that can best serve all Americans. Congress should support such efforts, and the courts should respect them.
Higher Education Exchange, 2016
Author: Brown, David W., Ed.
Date: 2016-00-00
Type: Collected Works - General
Subjects: Higher Education,Graduate Study,Professionalism,Graduate School Faculty,Teacher Responsibility,Graduate Students,Employment Potential,Citizenship Education,Educational Research,Credentials,Expertise,Scholarship,Educational Trends,Politics of Education,Global Approach,Citizen Participation,Knowledge Level,Organizational Culture,Democracy,Foreign Countries

This annual publication serves as a forum for new ideas and dialogue between scholars and the larger public. Essays explore ways that students, administrators, and faculty can initiate and sustain an ongoing conversation about the public life they share. Following a Foreword by Deborah Witte, this issue of the &quot;Higher Education Exchange&quot; presents the following reports: (1) Inside the Graduate School Mess: An Interview (Leonard Cassuto); (2) Assumptions, Variables, and Ignorance (David Brown); (3) Deliberation and Institutional Political Cultures: A Brazilian Perspective (Telma Gimenez); (4) An Island of Deliberation in an Authoritarian Environment: The Case of Russia (Denis V. Makarov); (5) Publicly Engaged Scholars: Next-Generation Engagement and the Future of Higher Education (Etana Jacobi); and (6) Afterword: Citizens in a Global Society (David Mathews). A list of contributors is included.
Review of &quot;The Policy Framework for Online Charter Schools&quot;
Author: Miron, Gary
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Charter Schools,Electronic Learning,State Legislation,Enrollment,State Regulation,Educational Legislation,Educational Policy,Educational Trends,State Policy,School Law,Accountability,Evidence,Research Methodology,Validity,Guidance

Relative to earlier research, this study from the Center for Reinventing Public Education provides a more in-depth analysis of policy features across the 27 states that allow online charter schools. It presents a well-organized description of policy features and includes a set of policy recommendations that generally, but not always, follow well from the study's evidence. Because the findings are largely negative, this report may be seized on by groups that are broadly critical of charter schools. But the report is published by an organization that often advocates for charter school growth, and the authors' discussion of findings suggests that the charter school establishment is advocating for separating online charter schools from brick-and-mortar charter schools and governing them with a separate policy framework. While there is some justification for such an approach, online charter issues are not completely distinct from issues that arise from other charters. Overall, the detailed analyses of policy environments and the summary of problems in the online charter school sector included in this report should be useful to policymakers who are willing and able to pursue more restrictive oversight and increase accountability for online charter schools. Contains a list of combined notes and references. [For &quot;The Policy Framework for Online Charter Schools,&quot; see ED560949.]
Technology to Create a Positive Learning Environment for Diverse Students. A Solution-Finding Report
Author: Sullivan, Robert, Comp.
Date: 2017-11-17
Type: Reference Materials - Bibliographies
Subjects: Educational Technology,Technology Uses in Education,Student Diversity,Educational Environment,Culturally Relevant Education,Language Usage,Student Needs,Online Courses,Distance Education,Annotated Bibliographies

This Solution-Finding Report provides information, requested by Anushka Shirali with the Northeast Comprehensive Center|RMC Research, on behalf of New York State, for resources on research-based best practices and instructional strategies so the districts that wish to use technology to create a positive learning environment for their diverse students can receive needed assistance. New York State's Office of Educational Design and Technology would like to foster best practices state-wide using technology, by building digital resources, instructional models, strategic planning documents, stakeholder engagement resources, etc., to help districts utilize technology to support culturally- and linguistically-responsive learning environments. The list of resources is divided up into four categories: (1) Technology to Create a Positive Learning Environment for Diverse Students; (2) Culturally-Responsive Learning Environments; (3) Linguistically-Responsive Learning Environments; and (4) Culturally- and Linguistically-Responsive Learning Environments. The first category directly links diversity and technology. The remaining three categories have been compiled so that districts can make them available online for educators to read or download, since computer availability of these resources is a form of technology. If districts were to make the links available to educators in a database, they might go a long way toward resolving or helping with some of the problems educators meet in creating a positive learning environment for diverse students. Solution-Finding Reports are intended to provide a quick response to the request for information; they are not intended to be a definitive literature survey or synthesis of the topic.
Early Warning Signs. A Solution-Finding Report
Author: Sullivan, Robert, Comp.
Date: 2017-07-13
Type: Reference Materials - Bibliographies
Subjects: Evidence Based Practice,Learner Engagement,Student Motivation,Social Influences,Emotional Response,Intervention,Attendance,Behavior Problems,Academic Achievement,At Risk Students,Annotated Bibliographies

This Solution-Finding Report provides information, requested by Tara Zuber with the Great Lakes Comprehensive Center (GLCC) at American Institutes for Research (AIR), for resources with evidence-based practices that look at the social and emotional causes that impact the lack of student learning and engagement, for GLCC's Early Warning Signs work. Specifically, GLCC is &quot;looking to create a list of initiatives, programs, and the like that are evidence-based and that will help schools help students who are struggling with attendance, behavior issues, or course performance problems.&quot; This report also contains reports on other Early Warning Systems (EWS) across the country, with an emphasis on evidence of successful outcomes. Solution-Finding Reports are intended to provide a quick response to the request for information; they are not intended to be a definitive literature survey or synthesis of the topic.
Micro-Credentials for Competency-Based Learning. A Solution-Finding Report
Author: Temple University, Center on Innovations in Learning
Date: 2018-02-23
Type: Reference Materials - Bibliographies
Subjects: Credentials,Competency Based Education,Skill Development,Instructional Design,Lesson Plans,Educational Environment,Formative Evaluation,Individualized Instruction,Progress Monitoring,Mastery Learning,Metacognition,Motivation,Information Sources,Annotated Bibliographies

This Solution-Finding Report provides information, requested by Kerri White, Arkansas/Louisiana Technical Assistance Coordinator for the South Central Comprehensive Center, on behalf of Kevin Beaumont, Director of Professional Learning at the Arkansas Department of Education's Division of Educator Effectiveness. Beaumont's request was seeking resources for seven topics to be included in a micro-credential for competency-based learning: (1) developing measurable competencies; (2) designing competency-based lessons; (3) flexibility in time, pace, and place of learning; (4) formative assessment; (5) differentiating support; (6) transparent progress monitoring; and (7) demonstrating mastery. In these references, the terms 'competency-based learning' and 'competency-based education' are used interchangeably. This report offers some resources that deal with competency-based learning more generally, then offers resources for each of the seven topics. A few resources appear under more than one heading, where appropriate. There is also a list of documents dealing with Personal Competencies, which include the student's cognitive, metacognitive, motivational, and social-emotional competencies. Solution-Finding Reports are intended to provide a quick response to the request for information; they are not intended to be a definitive literature survey or synthesis of the topic.
Measurement of Mathematics Content, Instructional Practices, and Textbook Use in K-12 Mathematics Classrooms: An Annotated Bibliography. Working Paper #54
Author: Bezem, Pablo
Date: 2016-08-00
Type: Reference Materials - Bibliographies
Subjects: Common Core State Standards,Mathematics Instruction,Teaching Methods,Textbooks,Elementary Secondary Education,Kindergarten,Course Content,Literature Reviews,Teacher Surveys,Curriculum Development,Mathematics Curriculum,Measurement,Evaluation Methods,Annotated Bibliographies

The purpose of this annotated bibliography was to inform an effort to create instruments that would yield indicators of the extent to which the Common Core State Standards for Mathematics or similar standards are implemented in classroom instruction. Reviewed here are instruments reflecting: coverage of classroom content, use of specific instructional practices, and use of textbooks in K-12 mathematics classrooms in the United States.
Planning for Progress: States Reflect on Year One Implementation of ESSA
Author: Rentner, Diane Stark
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Program Implementation,Educational Planning,State Government,Government Role,School Law,Educational Change,Progress Monitoring,State School District Relationship,Accountability,Politics of Education,Federal Government,Educational Finance,Resource Allocation,Federal Aid,Low Achievement,Educational Improvement,Evidence Based Practice,Intervention,Educational Assessment,Stakeholders,Elementary Secondary Education,Teacher Improvement,Private Schools,Educational Vouchers,School District Autonomy,Decision Making,Administrator Surveys

Based on a fall 2017 survey of officials from 45 state education agencies, this report highlights early state efforts to implement the Every Student Succeeds Act (ESSA). The report highlights states' views on ESSA's shift in control from the federal government to states and school districts regarding accountability and school improvement activities; stakeholder involvement in state plan development; state capacity to implement ESSA requirements; and the U.S. Department of Education's assistance in implementing ESSA. The report also addresses the impact of the proposed elimination of Title II-A funding, and support among states for a federal private school voucher program using ESSA funds.
Advancing Personalized Learning through the Iterative Application of Innovation Science
Author: Redding, Sam
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Educational Improvement,Educational Innovation,Organizational Culture,Technology Uses in Education,Scientific Principles,Scientific Methodology,Educational Practices,Educational Change,Educational Strategies

The promise of personalized learning excites many educators, and schools are wondering how best to introduce it and how they know when they have achieved it. Rather than thinking of personalized learning as an &quot;it&quot; (i.e., a program that is either present or not), we might think of it as an approach to teaching and learning that has many expressions. The authors believe the transformation to personalized learning comes about through innovation, or more specifically a cycle of innovation that is a companion to continuous improvement. In this paper, the authors posit that &quot;innovation science&quot; is the mechanism by which planned change occurs. The interplay between innovation and improvement in organizational culture, the effect of capacity within a culture, and the use of technology and tools to support innovation are discussed. Innovation science can help state education agencies (SEAs), districts, and schools catalyze innovation, identify or create tools for change, conduct transition &quot;experiments,&quot; and enable educators to develop competences in innovation. The steps on how and whether to introduce an element of personalized learning into routine instructional planning are listed. Appendix A provides an example mini-study illustrating the innovation science approach. Appendix B provides a worksheet for independent application of the method.
Can We Leapfrog? The Potential of Education Innovations to Rapidly Accelerate Progress. Skills for a Changing World
Author: Winthrop, Rebecca
Date: 2017-00-00
Type: Reports - Research
Subjects: Educational Innovation,Educational Improvement,Educational Change,Change Strategies,Skill Development,Skills,Student Centered Learning,Individualized Instruction,Government Role,Information Sources,Knowledge Economy,Educational Methods

Today, examples of rapid, non-linear progress--sometimes called leapfrogging--are evident in a number of sectors. Often, these instances are most obvious in the developing world, where in telecommunications or banking, for example, whole phases of infrastructure and institution-building that other countries had to go through have been by-passed by nations that got a later start down that road. Many African countries never systematically invested in laying phone lines, yet today access to cell phone service on the continent has grown so rapidly that in many cases communities are more likely to be connected to the outside world via cell phone service than to have access to electricity or running water. Likewise for banking: Instead of focusing on expanding physical branches to reach the many communities and families who lack access, people across the developing world are relying on mobile money--transfers and payments via text message--which grew out of innovations in Kenya. Could this type of non-linear progress happen in education? New data demonstrates that there has never before been a more urgent need for it. At the current rates of educational progress, by 2030 half of all the world's youth in low- and middle-income countries--more than 800 million young people--will lack the basic high-school-level skills needed for work and life. This trend is especially worrisome at a time when developing countries need to rely less on natural resources and more on educated populations to create economic growth. Current calculations forecast that half of the world's jobs--over 2 billion--are at risk of being lost to automation in the coming decades. The aim of the report is to share insights on how governments, civil society organizations, educators, philanthropic investors, and members of the business community can seriously consider the prospect of rapid, nonlinear educational progress, and to reflect on what more needs to be done to make leapfrogging in education a reality. The report explores this topic in five sections: (1) Why Do We Need to Leapfrog? (2) What Do We Mean by Leapfrogging? (3) Can We Leapfrog? (4) How to Leapfrog; and (5) The Potential to Leapfrog. [This report was written with the assistance of Adam Barton.]
Review of &quot;Learning about Learning: What Every New Teacher Needs to Know&quot;
Author: Thomas, P. L.
Date: 2016-03-00
Type: Opinion Papers
Subjects: Beginning Teachers,Knowledge Base for Teaching,Research Reports,Preservice Teacher Education,Best Practices,Evidence,Research Utilization,Research Methodology,Validity,Educational Practices,Educational Policy,Elementary Secondary Education,Teacher Effectiveness

As part of an ongoing series of reports by the National Council on Teacher Quality (NCTQ), &quot;Learning About Learning: What Every New Teacher Needs to Know&quot; makes broad claims about teacher education based on a limited analysis of textbooks and syllabi. The report argues that teacher education materials, specifically educational psychology and methods textbooks, are a waste of funds and do not adequately focus on what the report identifies as six essential strategies. These inadequacies, the report contends, result in ill-prepared teacher candidates lacking in &quot;research-proven instructional strategies&quot; (p. vi). The report offers recommendations for textbook publishers, teacher education programs, and state departments of education. However, it is not grounded in a comprehensive examination of the literature on teaching methods, and it fails to validate the evaluative criteria it employs in selecting programs, textbooks, and syllabi. The single source it relies on to justify its &quot;six essential strategies&quot; provides limited support for NCTQ's claims. This primary source concludes, with only one exception, that the evidence supporting each of the six strategies is only moderate or weak. Limiting the analysis to one source that provides only tepid support renders the report of little value for improving teacher preparation, selecting textbooks, or guiding educational policy. Contains a list of combined notes and references. [For &quot;Learning about Learning: What Every New Teacher Needs to Know,&quot; see ED570861.]