ethanporcaro/eric-fulltext-meta huggingface dataset:
Next Generation Accountability: A Vision for School Improvement under ESSA
Author: Adams, Curt M.
Date: 2017-02-00
Type: Reports - Research
Subjects: Accountability,Elementary Secondary Education,Federal Legislation,Educational Legislation,College Readiness,Career Readiness,State Policy,Educational Quality,Educational Indicators,Educational Improvement,Program Design,Program Implementation,Alignment (Education),Capacity Building

With the passage of the Every Student Succeeds Act (ESSA), states gain considerably more authority and autonomy over the design of school accountability systems. This shift in responsibility creates the opportunity for states to reimagine new accountability models that align to goals of college and career readiness for all students and to move from a culture of compliance to one of continuous improvement. This report provides a resource to inform design and implementation decisions as state policymakers embark on the task of creating their next generation accountability systems. The authors discuss the limitations of using a single composite accountability index, advance principles and a conceptual framework to drive next generation accountability, describe potential indicators of what they call an &quot;Educational Quality and Improvement Profile,&quot; and offer recommendations to guide the design and implementation of these new accountability systems. [For the research brief, see ED606770.]
Next Generation Accountability: A Vision for School Improvement under ESSA. Research Brief
Author: Adams, Curt M.
Date: 2017-02-00
Type: Reports - Research
Subjects: Accountability,Elementary Secondary Education,Educational Legislation,Federal Legislation,College Readiness,Career Readiness,State Policy,Educational Quality,Educational Indicators,Educational Improvement,Program Design,Program Implementation,Alignment (Education),Capacity Building

This brief is based on the report &quot;Next Generation Accountability: A Vision for School Improvement Under ESSA,&quot; which offers alternatives to single accountability indicators that are inadequate for supporting the dual goals of deeper learning and college- and career-ready graduates. With the impending implementation of the Every Student Succeeds Act, states are about to gain considerably more authority and autonomy over the design of school accountability systems. Consequently, there is an opportunity to design systems that produce information that genuinely explains how schools and school systems are meeting the learning and developmental needs of all students. With this in mind, the report offers a set of design principles and a conceptual framework for next generation accountability, provides an example of an Educational Quality and Improvement Profile, and makes recommendations for potential next steps. [For the full report, see ED606769.]
Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013. Research Brief
Author: Ingersoll, Richard
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Elementary School Teachers,Secondary School Teachers,Teacher Shortage,Educational History,Teaching Conditions,Professional Autonomy,Participative Decision Making,Accountability,Elementary Secondary Education,National Surveys,Faculty Mobility,Trend Analysis,Racial Differences,Minority Group Students,Disadvantaged Schools

This brief summarizes the results from a study of the recruitment, employment, and retention of minority k-12 teachers. The study examines the extent and sources of the minority teacher shortage--the low proportion of minority teachers in comparison to the increasing numbers of minority students in the school system. Using the National Center for Education Statistics' Schools and Staffing Survey/Teacher Follow-Up Survey, we found that efforts over recent decades to recruit more minority teachers and place them in disadvantaged schools have been very successful. But these efforts have been undermined by the high turnover rates of minority teachers--largely because of poor working conditions in their schools. The conditions most strongly related to minority teacher turnover were the degree of teachers' classroom autonomy and input into school decisions--both increasingly important when coupled with accountability pressures. [For the full report, see ED606772.]
Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013
Author: Ingersoll, Richard
Date: 2017-09-00
Type: Reports - Research
Subjects: Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Elementary School Teachers,Secondary School Teachers,Teacher Shortage,Educational History,Teaching Conditions,Professional Autonomy,Participative Decision Making,Accountability,Elementary Secondary Education,National Surveys,Faculty Mobility,Trend Analysis,Racial Differences,Minority Group Students,African American Teachers,Disadvantaged Schools

This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the past quarter century. The objective of the study is to empirically ground the debate over minority teacher shortages. The data analyzed are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-Up Survey (TFS). Data analyses show that a gap persists between the percentage of minority students and the percentage of minority teachers in the U.S. school system. The data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in hard-to-staff and disadvantaged schools have been very successful. However, the data also show that over the past two and a half decades, turnover rates among minority teachers have been significantly higher than among nonminority teachers. Organizational and working conditions in schools were strongly related to minority teacher departures. Once organizational conditions were held constant, there was no significant difference in the rates of minority and nonminority teacher turnover. While the number of minority teachers has increased, the schools in which they have disproportionately been employed have had, on average, less positive organizational conditions than the schools where nonminority teachers are more likely to work, resulting in disproportionate losses of minority teachers. [For the research brief, see ED606771.]
Equity and ESSA: Leveraging Educational Opportunity through the Every Student Succeeds Act
Author: Cook-Harvey, Channa M.
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Legislation,Federal Legislation,Elementary Secondary Education,Achievement Gap,Minority Group Students,Low Income Students,English Language Learners,Students with Disabilities,Thinking Skills,Evidence Based Practice,Intervention,Resource Allocation,Student Evaluation,Evaluation Methods,Educational Environment,Inclusion,Teacher Effectiveness,Educational Policy,State Policy

Despite the American promise of equal educational opportunity for all students, persistent achievement gaps among more and less advantaged groups of students remain, along with the opportunity gaps that create disparate outcomes. However, the recent passage of the Every Student Succeeds Act (ESSA) represents an opportunity for the federal government, states, districts, and schools to equitably design education systems to ensure that the students who have historically been underserved by these same education systems receive an education that prepares them for the demands of the 21st century. ESSA contains a number of new provisions that can be used to advance equity and excellence throughout our nation's schools for students of color, low-income students, English learners, students with disabilities, and those who are homeless or in foster care. This report reviews these provisions in four major areas: (1) access to learning opportunities focused on higher-order thinking skills; (2) multiple measures of equity; (3) resource equity; and (4) evidence-based interventions. Each of the provisions can be leveraged by policymakers, educators, researchers, and advocates to advance equity in education for all students. [For the executive summary, see ED606774.]
Equity and ESSA: Leveraging Educational Opportunity through the Every Student Succeeds Act. Executive Summary
Author: Cook-Harvey, Channa M.
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Legislation,Federal Legislation,Elementary Secondary Education,Achievement Gap,Minority Group Students,Low Income Students,English Language Learners,Students with Disabilities,Thinking Skills,Evidence Based Practice,Intervention,Resource Allocation,Student Evaluation,Evaluation Methods

Despite the American promise of equal educational opportunity for all students, persistent achievement gaps among more and less advantaged groups of students remain, along with the opportunity gaps that create disparate outcomes. However, the recent passage of the Every Student Succeeds Act (ESSA) represents an opportunity for the federal government, states, districts, and schools to equitably design education systems to ensure that the students who have historically been underserved by these same education systems receive an education that prepares them for the demands of the 21st century. ESSA contains a number of new provisions that can be used to advance equity and excellence throughout our nation's schools for students of color, low-income students, English learners, students with disabilities, and those who are homeless or in foster care. The authors review these provisions in four major areas: (1) access to learning opportunities focused on higher-order thinking skills; (2) multiple measures of equity; (3) resource equity; and (4) evidence-based interventions. Each of the provisions can be leveraged by educators, researchers, policy influencers, and advocates to advance equity in education for all students. [For the full report, see ED606773.]
Encouraging Social and Emotional Learning in the Context of New Accountability. Brief
Author: Melnick, Hanna
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Accountability,Educational Legislation,Federal Legislation,Elementary Secondary Education,Student Evaluation,Educational Environment,Academic Achievement,Outcome Measures,State Policy

This brief is based on the report &quot;Encouraging Social and Emotional Learning in the Context of New Accountability,&quot; which describes how states might measure and promote social and emotional learning (SEL) in their accountability and continuous improvement plans. Under the Every Student Succeeds Act, states have an opportunity to broaden their definitions of student success to include students' SEL--the foundation for academic and life success. The authors review measures of students' social-emotional competencies, as well as indicators of school climate, supports for SEL, and related student outcomes. They conclude their analysis with considerations for states as they revamp their accountability systems. Resources included in the full report include: (1) detailed description of each indicator; (2) discussion of the pros and cons of using indicators for high-stakes accountability purposes; (3) curated lists of and links to survey tools; and (4) sample survey items. [For the full report, see ED606438.]
Examining the Levels of Academic Motivation of Secondary School Students Doing Sports -- The Case of Burdur, Turkey
Author: Yürekli, Yakup
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletics,Student Motivation,Age Differences,Gender Differences,Vocational Schools,High Schools,Foreign Countries,Physical Education,Middle School Students,High School Students,Instructional Program Divisions

The purpose of this study is to determine the Academic Motivation levels of students participating in secondary school sports activities by considering some variables. In this study, the Academic Motivation Scale developed by Bozanoglu in 2004 was applied to 200 students from different secondary schools located in the city center of Burdur. At the end of the study, it was observed that the level of academic motivation of secondary school students who did sports had significant difference in terms of age, gender, class and vocational high school. In addition, there was no significant difference between doing licensed sports and sports branches. The results of the analyses showed that male students who did sports had higher levels of academic motivation than girls. The obtained data were supported by various sources in the literature. Although it is confirmed in the analysis results that doing sports has effects on academic motivation levels, it needs to be investigated in terms of other factors affecting the level of academic motivation.
Developing and Measuring Higher Order Skills: Models for State Performance Assessment Systems
Author: Darling-Hammond, Linda
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Performance Based Assessment,Accountability,Portfolios (Background Materials),Task Analysis,Validity,Reliability,Comparative Analysis,Evaluation Methods,Models,Scoring,Essays,Computer Assisted Testing,Scoring Rubrics,State Standards,Elementary Secondary Education,Student Evaluation,Curriculum Based Assessment,Career Readiness,College Readiness,Higher Education,Partnerships in Education,Standardized Tests,High School Students,Exit Examinations,National Competency Tests,Foreign Countries,Educational Legislation,Federal Legislation,Thinking Skills

The Every Student Succeeds Act (ESSA) opened up new possibilities for how student and school success are defined and supported in American public education. States have greater responsibility for designing and building their assessment and accountability systems. These new opportunities to develop performance assessments are critically important to provide incentives for teaching the more complex skills students increasingly need to succeed in the rapidly evolving U.S. society and economy. The modern workplace requires students to demonstrate well-developed thinking skills, problem solving abilities, design strategies, and communication capabilities that cannot be assessed by most currently used tests. This paper discusses four models for integrating performance-based components into assessment systems, all of which have been used successfully at scale in states and nations around the world. It also discusses what is needed to assure validity, reliability, and comparability in the use of such assessments. These models--which can also be combined in various ways--include: (1) Performance items; (2) Curriculum-embedded tasks; (3) Portfolios or collections of evidence; and (4) Comprehensive assessment systems. In each case, the paper describes what states and some nations have done and are doing to develop and implement sound assessments in terms of design, implementation, and scoring. It also outlines what research has found in terms of productive practices in developing performance assessment practices that produce strong outcomes for teaching and learning. [For the related research brief, see ED606778.]
Developing and Measuring Higher Order Skills: Models for State Performance Assessment Systems. Research Brief
Author: Darling-Hammond, Linda
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Performance Based Assessment,Accountability,Portfolios (Background Materials),Task Analysis,Validity,Reliability,Comparative Analysis,Evaluation Methods,Models,Scoring,Essays,Computer Assisted Testing,Scoring Rubrics,State Standards,Elementary Secondary Education,Student Evaluation,Curriculum Based Assessment,Career Readiness,College Readiness,Higher Education,Standardized Tests,High School Students,Exit Examinations,National Competency Tests,Foreign Countries,Educational Legislation,Federal Legislation,Thinking Skills

After passage of the Every Student Succeeds Act (ESSA) in 2015, states assumed greater responsibility for designing their own accountability and assessment systems. ESSA requires states to measure &quot;higher order thinking skills and understanding&quot; and encourages the use of open-ended performance assessments, which are essential for measuring these skills. The report from which this brief is drawn, which was commissioned by the Council of Chief State School Officers, reviews four models for large-scale assessment systems that include performance-based components and references research in the U.S. and abroad showing how states can design and score these assessments with high levels of comparability and reliability. [For the full report, see ED606777.]
Adaptable Leadership: What It Takes to Be a Quick-Change Artist. White Paper
Author: Calarco, Allan
Date: 2020-00-00
Type: Reports - Research
Subjects: Leadership Effectiveness,Leadership Styles,Problem Solving,Innovation,Creativity,Skill Development,Organizational Change,Business Administration,Leadership Training,Management Development,Resilience (Psychology),Emotional Adjustment,Positive Attitudes,Metacognition,Social Support Groups,Personality Traits

In today's business world, change and disruption are the new normal. It's not uncommon for companies, industries, and even the world at large to be turned upside down seemingly overnight. With the fast pace of change, adaptable leadership is no longer just an asset, it's a necessity. Executives who display adaptable leadership seek new and innovative ways to solve problems, master new skills, and view disruption as a challenge rather than a threat -- skills needed to prevail through uncertain times. Adaptable leadership is a term that's used often without a concrete definition or understanding of what it is. In this white paper we'll clarify what it means to be adaptable, and the 3 behaviors that our research at CCL has identified as critical. As a result, you'll be able to approach adaptable leadership in a more practical way and establish a foundation for recognizing and developing the skill in yourself and others on your team.
California Special Education Teacher Shortages Grow More Severe. Research Brief
Author: Carver-Thomas, Desiree
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Special Education Teachers,Teacher Qualifications,Teacher Certification,Academic Achievement,Teacher Supply and Demand,Teacher Selection,Specialization,English Language Learners,Disproportionate Representation,African American Students,Special Education,Teacher Retirement

California schools have had persistent difficulties filling special education vacancies, but in the past two years, these shortages have skyrocketed, as evidenced by the growth of substandard special education authorizations. When schools struggle to fill a position with a qualified teacher, they often hire teachers who are still in training or who hold emergency-type permits without training. This research brief highlights these special education teacher workforce trends and explains the significant impact shortages and substandard credentials have on student achievement and the already-limited number of qualified special education teachers. [For the full report, &quot;Addressing California's Growing Teacher Shortage: 2017 Update,&quot; see ED606729.]
California Teacher Workforce Trends Signal Worsening Shortages. Research Brief
Author: Learning Policy Institute
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Teacher Selection,Teacher Qualifications,Teacher Certification,Teacher Supply and Demand,Labor Turnover,Teacher Education Programs,Enrollment Trends,Mathematics Teachers,Science Teachers,Special Education Teachers,Bilingual Teachers,Bilingual Education,Disproportionate Representation,Low Income Students,Minority Group Students,School Holding Power,Barriers

In the past year, overall teacher workforce trends in California have worsened, with especially severe consequences in special education, math, and science, and significant threats in bilingual education. California's teacher shortage has worsened as teacher demand grows and teacher supply stagnates. As a result, districts are having to hire a growing number of teachers on substandard permits and credentials, which are increasing more quickly than are preliminary credentials. California's goals for high-quality education will be undermined if the state continues to supplement an inadequate teacher supply with underprepared teachers who leave at high rates (two to three times greater than prepared teachers), thereby provoking greater churn in high-need schools and depressing student achievement. To address the shortfalls, this brief offers three solutions. [For the full report &quot;Addressing California's Growing Teacher Shortage: 2017 Update,&quot; see ED606729.]
The Promise of Performance Assessments: Innovations in High School Learning and College Admission
Author: Guha, Roneeta
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Performance Based Assessment,College Readiness,Career Readiness,High School Students,College Admission,State Policy,Public Schools,Private Schools,High Schools,Decision Making,Student Placement,Admission Criteria,Academic Advising,Foreign Countries,Elementary Secondary Education

This paper outlines current trends, progress, and possibilities for fostering more authentic ways to assess students' competencies and mastery of skills needed for college, work, and civic life in the 21st century. It provides an introduction to performance assessments and their value. The authors highlight efforts to develop such assessments in k-12 districts, public high school networks, and independent schools, and they explore state and local policies that are bolstering such practices. This paper examines emerging higher education efforts to go beyond standardized tests in college admission, placement, and advising. It explores the opportunities and challenges associated with greater inclusion of performance assessments in college admission, placement, and advising. The authors identify steps that can build on the progress already made and help performance assessments be high quality, rigorous, and better known in the field. [For the research brief, see ED606783.]
The Promise of Performance Assessments: Innovations in High School Learning and College Admission. Research Brief
Author: Guha, Roneeta
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Performance Based Assessment,College Readiness,Career Readiness,High School Students,College Admission,State Policy,Public Schools,Private Schools,High Schools,Decision Making,Student Placement,Admission Criteria,Academic Advising,Elementary Secondary Education,Educational Innovation

The report on which this brief is based describes performance assessments and their value for guiding and evaluating high school students' learning, as well as informing colleges and universities about what students know and can do. It explores state and local policies that support the use of such assessments, along with emerging higher education efforts to incorporate them in college admission, placement, and advising. It discusses steps that can help ensure that performance assessments are high-quality, rigorous, and well understood and that can facilitate the use of these assessments in higher education decisions. [For the full report, see ED606782.]