ethanporcaro/eric-fulltext-meta huggingface dataset:
Illinois' Early Childhood Innovation Zones: A New Model for State Policy? IERC 2017-1. Research Highlights
Author: White, Bradford R.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: State Policy,Educational Policy,Early Childhood Education,Educational Innovation,Grants,At Risk Students,Mixed Methods Research,Cooperative Planning,Interviews,Documentation,Surveys,Capacity Building,Technical Assistance,Problem Solving,Decision Making,Barriers,Enrollment,Access to Education,Alignment (Education),Screening Tests,Outreach Programs,Partnerships in Education,Educational Quality,Incentives,Communities of Practice,Faculty Development,Program Effectiveness

The Early Childhood Innovation Zones initiative was established by Illinois Action for Children (IAFC), with guidance from the Illinois Governor's Office for Early Childhood Development. Funded by a Race to the Top--Early Learning Challenge grant, this initiative supported capacity building efforts for organizations working with young children in 11 underserved communities, or Innovation Zones (IZs), across Illinois. This study used a mixed methods approach to describe the strategies utilized by the IZs to improve enrollment and quality and evaluate the progress of capacity building efforts made by IAFC. Research highlights are provided in this report. [For the full report, &quot;Illinois' Early Childhood Innovation Zones: A New Model for State Policy? IERC 2017-1,&quot; see ED574338. For the executive summary, &quot;Illinois' Early Childhood Innovation Zones: A New Model for State Policy? IERC 2017-1. Executive Summary,&quot; see ED574336.]
Using PIRLS Data to Investigate the Relationship of Teachers' Instruction with Students' Out-of-School Reading Behaviours. Policy Brief No. 8
Author: Polikoff, Morgan S.
Date: 2015-10-00
Type: Reports - Research
Subjects: Achievement Tests,Foreign Countries,Grade 4,Reading Achievement,International Assessment,Reading Tests,Reading Motivation,Reading Attitudes,Teaching Methods,Reading Aloud to Others,Reading Strategies,Reading Habits,Predictor Variables,Surveys

Research clearly demonstrates the importance of students' reading behaviors for predicting students' short- and long-term outcomes. While teachers' instruction might affect these reading behaviors (and therefore indirectly affect achievement), we know little about the association of in-school teacher practices with students' out-of-school behaviors. In this brief, we draw on data from IEA's 2011 Progress in International Reading Literacy Study (PIRLS) to examine the relationships of several instructional practices with multiple measures of students' out-of-school reading. Finding wide variation in instruction across countries and several significant associations, we conclude with policy implications for policymakers, teachers, parents, and researchers. A table detailing the average extent of student reading outside school by country is appended.
Is the &quot;Net Generation&quot; Ready for Digital Citizenship? Perspectives from the IEA International Computer and Information Literacy Study 2013. Policy Brief No. 6
Author: Watkins, Ryan
Date: 2015-07-00
Type: Reports - Research
Subjects: Information Literacy,Information Technology,Influence of Technology,Computer Literacy,Internet,Access to Information,Access to Computers,Computer Uses in Education,Grade 8,Foreign Countries,Grade 9,Secondary School Students

The rise of digital information and communication technologies (ICT) has made the acquisition of computer and information literacy (CIL) a leading factor in creating an engaged, informed, and employable citizenry. However, are young people, often described as &quot;digital natives&quot; or the &quot;net generation,&quot; developing the necessary CIL skills? The International Association for the Evaluation of Educational Achievement (IEA) explored this question in its recently conducted study of the CIL acquisition of lower-secondary students in 21 countries worldwide. Our exploration of findings from this study, titled the International Computer and Information Literacy Study (ICILS), led to us making three policy recommendations: (1) Make acquisition of CIL skills a core education initiative: (2) Promote strategies for aligning CIL acquisition inside and outside of schools; and (3) Invest in CIL-related teacher education and professional development.
An Examination of Features of Evidence-Based Teacher Credentialing Systems
Author: Fallona, Catherine
Date: 2017-01-00
Type: Reports - Research
Subjects: Evidence Based Practice,Credentials,Teacher Certification,Educational Change,Educational Legislation,Federal Legislation,Higher Education,Accreditation (Institutions),Teacher Education Programs,State Legislation,Accountability,Educational Quality,Pedagogical Content Knowledge,Alternative Teacher Certification,Testing,Educational Practices,Educational Policy,Teaching Experience,Standards,Alignment (Education)

As requested by the Maine Legislature's Joint Standing Committee on Education and Cultural Affairs, the Maine Education Policy Research Institute (MEPRI) has conducted a study with the purpose of examining current research and evidence-based policies related to teacher credentialing systems. The goal is to inform revisions to Maine's current system for teacher credentialing. MEPRI is a nonpartisan research institute funded jointly by the Maine State Legislature and the University of Maine System. This work takes place in a context of new federal reporting requirements under Title II of the Higher Education Opportunity Act and new standards for national accreditation for teacher preparation programs. In addition, Maine has proposed major substantive changes to the Department of Education rule Chapter 115 regarding Certification, Authorization and Approval of Education Personnel, which are under review at the time of writing. The first section of the report provides background and context related to teacher preparation pathways, accountability and quality assurance at the state and national levels. This is followed by a brief description of the methods used for gathering evidence related to teacher credentials and quality teachers and teacher education. The remaining report sections provide an overview of the findings from the research literature and other published reports about the evidence base related to teacher and teacher preparation program quality. To aid in organization, the reviewed components are grouped into sections: teacher content knowledge, the clinical preparation of teachers, alternative teacher certification, and teacher candidate testing and assessment. Each section summarizes the available evidence base for the included topics, and concludes with an analysis of how the evidence relates to current practices, policies, or questions in Maine.
A Preliminary Investigation of Maine Virtual Charter School Costs Relative to the Essential Programs and Services Funding Model
Author: Johnson, Amy F.
Date: 2016-07-00
Type: Reports - Research
Subjects: Charter Schools,Virtual Classrooms,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Costs,Educational Finance,Funding Formulas,Literature Reviews,Expenditures,Resource Allocation,Expenditure per Student,Qualitative Research,Statistical Analysis,Interviews

In 2015, the Maine State Legislature's Joint Standing Committee on Education and Cultural Affairs commissioned the Maine Education Policy Research Institute (MEPRI) to study the state's Essential Program and Services (EPS) K-12 education funding model in relationship to the funding for Maine's two virtual charter schools. The study was initiated with a review of available literature and reports on virtual school funding in other states. Because the structure of Maine's virtual schools differs from typical models in other states, most notably because core academic subject teachers are required to teach from one central physical location, further cost analysis was conducted using only Maine-­based data. The expenditure data available was from one school (Maine Connections Academy) in its first year of operation in 2014-­15. This limits the generalizability of the findings. Data were analyzed by categorizing the virtual school expenditures as much as was possible into nineteen separate components of Maine's Essential Programs and Services funding model. In each category, the report first provides a qualitative description of how the virtual school carries out that type of work. This provides background to aid the reader in understanding how virtual schools operate, and in interpreting any differences in expenditures. Next the quantitative analysis for that cost category is detailed, followed by a concise summary of whether the expenditures for that category were higher, lower, or similar to the EPS cost model, unless inadequate data were available to make a determination. An appendix provides a summary of virtual school policies in other states.
Reengaging New York City's Disconnected Youth through Work: Implementation and Early Impacts of the Young Adult Internship Program. OPRE Report 2017-22
Author: Skemer, Melanie
Date: 2017-04-00
Type: Reports - Research
Subjects: Program Effectiveness,Young Adults,Internship Programs,Youth Programs,Late Adolescents,Program Evaluation,Surveys,Employer Attitudes,At Risk Persons,Intervention,Program Implementation,Cost Effectiveness,Randomized Controlled Trials,Wages

This report presents implementation and early impact results from a random assignment evaluation of the Young Adult Internship Program (YAIP), a subsidized employment program for young people in New York City who have become disconnected from school and work. Operated by various provider agencies, YAIP offers disconnected youth between the ages of 16 and 24 a temporary paid internship, as well as various support services. The YAIP evaluation is part of the larger Subsidized and Transitional Employment Demonstration. From July 2013 to March 2014, researchers assigned nearly 2,700 young people at random to either a program group, which was offered YAIP services, or to a control group, which was not offered those services. The YAIP evaluation will measure outcomes for both groups over time to assess whether YAIP services led to better outcomes for the program group compared with those of the control group. This report is the first of two focused on the YAIP evaluation. It provides a detailed description of the YAIP model, assesses its implementation, and examines whether the program improved young people's outcomes during the first year after study enrollment. Overall, the implementation study concluded that the YAIP program was well implemented across provider agencies and that participation rates were high. An analysis of youth outcomes indicates that program group members were more likely than control group members to receive employment and other types of support. In part due to the offer of a paid internship, the program group was also more likely to work and had higher earnings in the year following random assignment. Additional follow-up will be necessary to assess YAIP's longer-term effects on employment and earnings, as well as other key outcomes. The following are appended: (1) Survey Response Bias Analysis; (2) YAIP Employer/Supervisor and Participant Program Experiences; (3) Four-Month Impacts on Employment, Psychosocial Outcomes, and Personal Well-Being; (4) One-Year Impacts on Key Outcomes by Subgroup; (5) Variation in Key Baseline Characteristics, Participation Outcomes, and Participant Program Experiences, by YAIP Location; and (6) Control Group Members' Future Expectations and Perspectives on Obstacles Preventing Goal Achievement. [MDRC and subcontractors MEF Associates, Branch Associates, and Decision Information Resources (DIR), Inc. are conducting the Subsidized and Transitional Employment Demonstration.]
ACT Aspire™. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Student Evaluation,High School Students,College Readiness,Career Readiness,Progress Monitoring,High School Graduates,Program Effectiveness,College Students,Elementary Secondary Education,Academic Achievement

The &quot;ACT Aspire&quot;™ system provides a longitudinal, systematic approach for assessing and monitoring students' preparation for high school studies and readiness for college and career. &quot;ACT Aspire&quot;™ includes assessments for students from grade 3 through early high school in five subject areas: English, mathematics, reading, science, and writing. The system uses a standard scoring system that measures progress through each grade level and culminates with the ACT® college admissions test. The ACT Aspire™ system includes a variety of reporting features that permit schools to track individual student progress and examine trends for groups of learners. This intervention report presents findings from a systematic review of &quot;ACT Aspire&quot;™ conducted using the WWC Procedures and Standards Handbook (version 3.0) and the Transition to College review protocol (version 3.2). No studies of &quot;ACT Aspire&quot;™ that fall within the scope of the Transition to College review protocol meet What Works Clearinghouse (WWC) group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of &quot;ACT Aspire&quot;™ on high school and college students. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention. A glossary of terms is included.
Proficiency-Based High School Diploma Systems in Maine: Implications for Special Education and Career and Technical Education Programming and Student Populations
Author: Stump, Erika
Date: 2017-03-00
Type: Reports - Research
Subjects: Special Education,Career Education,Technical Education,Interviews,College Admission,School Personnel,Alignment (Education),Eligibility,Business,Military Personnel,Employment Qualifications,Teacher Attitudes,Administrator Attitudes,Barriers,State Policy,Competence,Elementary Secondary Education,Disabilities,Case Studies,State Standards,Graduation Requirements,Graduation Rate,Court Litigation

Document review and interviews were conducted with college admissions' personnel to gather data regarding alignment of proficiency-based diploma systems and college eligibility and entry requirements. In addition, leaders and representative personnel from and Maine businesses and the U.S. military were interviewed to identify postsecondary career entry requirements and attributes of high quality workers. Another area of inquiry in this phase of the study included analysis of data from interviews with leaders and educators in Special Education to examine the perceived challenges, benefits and impacts of this diploma policy on students with identified disabilities and special education programming provided by Maine's public PK-12 school districts. In addition, qualitative case studies of a sample of Maine Career and Technical Education centers and regional vocational programs were conducted. Finally, a single school district case study was incorporated into this phase of the research to closely examine Maine public educators' and school administrators' interpretations and perceptions of establishing standards and defining proficiency levels in content areas and developing district-level policies for proficiency-based high school graduation policies. The following are appended: (1) USDOE FAPE Guidance Letter; (2) MDOE Proficiency Diploma Guidance; (3) MDOE Policy on Standards-based IEP Goals; (4) Special Education (Part A) Interview Protocol; (5) Special Purpose Private Schools Plan of Instruction; (6) SPPS-SAU Diploma Agreement; (7) Sample Proficiency-based High School Graduation Requirements; (8) NATEF Automotive Technology Curriculum Crosswalk; (9) American Culinary Federation and CCSS Mathematics Standards; and (10) Career &amp; Technical Education (Part B) Interview Protocol.
The Every Student Succeeds Act: A Summary of Federal Policy and Implications for Maine
Author: Fairman, Janet
Date: 2017-01-00
Type: Reports - Research
Subjects: Federal Legislation,Educational Legislation,Accountability,State Departments of Education,School Districts,Statewide Planning,Planning,Program Evaluation,Evaluation Methods,Low Achievement,Teacher Evaluation,Student Evaluation,Holistic Approach,Charter Schools,Educational Finance,Federal Aid,Grants,Academic Achievement,Disadvantaged Youth,Teacher Education,Administrator Education,Recruitment,Teacher Competencies,Principals,Administrator Qualifications,Rural Schools,Financial Support,Technology Uses in Education,Elementary Secondary Education

Part I summarizes key topics of federal education policy articulating accountability requirements for state education agencies (SEAs) and local education agencies (LEAs, or school districts). In that section we describe major goals of the legislation and which components are the same or changed in the federal law. The findings are grouped into nine topic areas, so that readers may more easily find information on areas of particular interest. We also provide short excerpts from key sections of the law for reference at the end of each topic section. Part II describes specific goals and changes in both the structure of federal funding programs and anticipated funding levels for selected programs. That section is organized by the numbered entitlement programs. Funding for some initiatives has been shifted from one block grant program to another and, in other areas, states will have more flexibility to choose how federal funds are spent.
A National Survey of Civics and U.S. Government Teachers. CIRCLE Fact Sheet
Author: Godsay, Surbhi
Date: 2014-06-00
Type: Reports - Research
Subjects: National Surveys,High Schools,Secondary School Teachers,Civics,United States Government (Course),Teaching Methods,Teacher Attitudes,Democratic Values,Self Efficacy,Pedagogical Content Knowledge,Teaching Experience,Teacher Education,Faculty Development,Teaching Conditions,Educational Improvement,Teacher Collaboration

In May and June of 2013, CIRCLE surveyed a national sample of high school civics and U.S. government teachers. Complete survey responses from 720 teachers provided a wealth of information on more than 1,000 civics and government courses that they taught. The teachers responded to questions about key activities and topics; attitudes towards civic and democratic principles; confidence in teaching civics; knowledge of content; experience with key pedagogical strategies; and their training, preparation, and professional development. Key findings from the survey include: (1) Teachers think citizenship education is important, but there is no consensus on what should be taught and prioritized; (2) Critical thinking skills are taught more than civic engagement skills, with less emphasis on practicing deliberation and collaboration; (3) Service learning and political volunteering are rare, though when they are present they appear to be of high quality; and (4) Teachers work in complex environments, with competing demands that often impact their ability to provide high quality civic education. The survey includes additional data about how teachers approach topics and activities like voting, media literacy, and community service. It also touches on how civics and government teachers incorporated the 2012 election into their courses; an addendum describes some of the creative election-related activities they used in the classroom. The data also suggest ways in which schools, educational associations, and policymakers can further support teachers and improve civic education in the classroom. For example: (1) Provide resources and create knowledge-sharing opportunities that help teachers integrate practical civic engagement skills and activities in the classroom; (2) Support learning exchanges and other mechanisms for teachers to share and grow their teaching repertoires while creating systems of peer support for teaching civics; and (3) Strengthen teacher education as well as professional development to help teachers build both the critical and conceptual skills for teaching civics and the practical skills required for engagement.
Recent Civic Education Policy Changes. CIRCLE Fact Sheet
Author: CIRCLE (The Center for Information and Research on Civic Learning and Engagement)
Date: 2014-02-00
Type: Reports - Research
Subjects: Civics,Citizenship Education,Elementary Secondary Education,High Stakes Tests,Standardized Tests,Student Evaluation,Alternative Assessment,Barriers,Educational Improvement,State Standards,Educational Policy,Program Effectiveness,Financial Support,Accountability,Student Projects,Evaluation Methods,State Legislation

In a recent report entitled &quot;All Together Now: Collaboration and Innovation for Youth Engagement,&quot;: the Commission on Youth Voting &amp; Civic Knowledge concluded that civic education is a shared responsibility of schools and other institutions. Data suggests, however, that more work is required to provide all young people with the knowledge, skills and dispositions they need to participate fully in the civic life of their communities. When looking for ways to improve civic education in public K-12 schools state policy makers typically consider two main interventions: new courses or new tests. CIRCLE's analysis of data collected in 2012 suggests that, in general, the testing and course mandates in force at that time did not affect what students had studied or learned. However, tests and courses can be designed in many ways, and three states, Florida, Hawaii, and Tennessee have recently undertaken novel approaches that have promise: (1) High Stakes Standardized Testing; (2) An &quot;Action Civics&quot; Course Mandate without Assessment; and (3) An Alternative Assessment. This study looks at the rationales and perceived advantages and drawbacks of each strategy with special attention to the challenges that confront the agencies and districts charged with implementing them. The goal is to inform other states' policymakers and advocates as they consider alternative strategies for strengthening civics. This report also serves as an introduction to a companion document, which describes how and why the legislation passed in each state based on the perspectives and experiences of individuals involved in passing and implementing these initiatives. This report provides an overview and basic information about each policy. [To access the working paper entitled &quot;Civic Education Policy Change: Case Studies of Florida, Tennessee, and Hawaii. CIRCLE Working Paper #79,&quot; see ED574388.]