ethanporcaro/eric-fulltext-meta huggingface dataset:
US Bureau of Indian Affairs, Office of Indian Education Programs School Report Cards, SY 2008-2009
Author: Bureau of Indian Education
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: American Indian Education,Enrollment,Graduation Rate,Dropout Rate,Average Daily Attendance,Teacher Effectiveness,Mathematics Achievement,Science Achievement,Reading Achievement,Language Arts,Elementary Secondary Education

This document presents the Indian School Report Cards for School Year 2008-2009. Data tables for each school are presented according to: (1) Enrollment; (2) Average Daily Attendance Rate, Graduation Rate and Dropout Rate; (3) Student Achievement; and (4) High Quality Teachers.
Bureau of Indian Education Bureau-Wide Annual Report Card, 2009-2010
Author: Bureau of Indian Education
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: American Indian Education,Enrollment,Graduation Rate,Dropout Rate,Average Daily Attendance,Teacher Effectiveness,Mathematics Achievement,Science Achievement,Reading Achievement,Language Arts,Elementary Secondary Education

This document presents the U.S. Bureau of Indian Affairs' Bureau-Wide Annual Report Card for 2009-2010. This report presents data tables on: (1) Enrollment; (2) Average Daily Attendance Rate, Graduation Rate and Dropout Rate; (3) Student Achievement; and (4) High Quality Teachers. [For the 2008-2009 report, see ED521175.]
School Foodservice Costs: Location Matters. Economic Research Report Number 117
Author: Ollinger, Michael
Date: 2011-05-00
Type: Reports - Research
Subjects: Economic Research,Breakfast Programs,Nutrition,Costs,Food Service,Geographic Location,Lunch Programs,Ancillary School Services,Federal Programs,Public Agencies,Rural Urban Differences,Regional Characteristics,Public Schools,Economics,Models,National Surveys,School Statistics,School Districts

Over 42 million meals--31.2 million lunches and 11 million breakfasts--were served on a typical school day in fiscal year 2009 to children through USDA's National School Lunch and School Breakfast Programs. School food authorities (SFAs) operate local school feeding programs and deliver the meals to the schools. SFAs must serve appealing, healthful meals while covering food, labor, and other operating costs, a challenge that may be more difficult for some SFAs than for others due to differences in costs per meal across locations. Analysis of data on school costs per meal from a large, nationally representative sample reveals that geographic variation is important. In the 2002-03 school year, SFAs in the Southwestern United States had, on average, consistently lower foodservice costs per meal than did SFAs in other regions. Urban locations had lower costs per meal than did their rural and suburban counterparts. Wage and benefit rates, food expenditures per meal, and SFA characteristics such as the mix of breakfasts and lunches served each contributed to the differences in foodservice costs per meal across locations. The importance of these factors varied by location. Appendices include: (1) The Model and Model Diagnostics; and (2) School Breakfast. (Contains 10 tables, 6 figures and 18 footnotes.) [For the associated report, "School Foodservice Costs: Location Matters. ERS Report Summary," see ED521221.]
Review of &quot;Class Size: What Research Says and What It Means for State Policy&quot;
Author: Whitmore Schanzenbach, Diane
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Class Size,State Regulation,State Standards,Cost Effectiveness,Literature Reviews,Change Strategies,Educational Change,Educational Policy,Evidence,Inferences,Research Reports,Theory Practice Relationship,Criticism,Academic Achievement

&quot;Class Size: What Research Says and What It Means for State Policy&quot; argues that increasing average class size by one student will save about 2% of total education spending with negligible impact on academic achievement. It justifies this conclusion on the basis that Class-Size Reduction (CSR) is not particularly effective and is not as cost-effective as other reforms. However, this conclusion is based on a misleading review of the CSR research literature. The report puts too much emphasis on studies that are of poor quality or that do not focus on settings that are particularly relevant to the debate on class-size policy in the United States. It argues that class-size reduction is less cost-effective than other reform policies, but it bases this contention on an incomplete accounting of the benefits of smaller classes and an uncritical, unexamined list of alternative policies. The report's estimates of the potential cost savings are flawed as, in reality, schools cannot structurally reduce class size by only one student. Well-documented and long-term non-academic gains from CSR are not addressed. Likewise, the recommendation for releasing the &quot;least effective&quot; teachers assumes a valid way of making such determinations is available.
The Link between Teacher Quality and Student Outcomes: A Research Synthesis
Author: Goe, Laura
Date: 2007-10-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Federal Legislation,Academic Achievement,At Risk Students,Poverty Areas,Effect Size,Teaching Experience,Teacher Influence,Minority Groups,Low Income Groups,Equal Education,Teacher Qualifications,Achievement Tests,Scores

Federal law emphasizes the need for states and districts to ensure that "all" students--particularly at-risk students, minority students, and students in high-poverty areas--have access to highly qualified, experienced teachers. But is it sufficient for a teacher to have "paper" qualifications and teaching experience? After all, appropriate degrees, certification, and experience may be important at a minimum, but do they guarantee quality teaching? This synthesis of the research on teachers and their contribution to student achievement found that a number of studies cite a few areas of teacher quality in which research shows convincingly what matters, whereas the inconsistency of other findings indicates that much is still to be learned. Organized using a framework of inputs, processes, and outcomes, this synthesis is a "one-stop shop" for researchers and policymakers interested in the science behind claims about the link between teacher quality and student academic achievement. Appended are: (1) Teacher Quality Variables Utilized; (2) Data Sources Used to Define Teacher Quality; (3) Summary Table of Studies Examined; and (4) Further Discussion of Effect Sizes. (Contains 1 figure and 18 footnotes.)
Alternative Measures of Teacher Performance. Policy-to-Practice Brief
Author: Potemski, Amy
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Teaching Skills,Teacher Competencies,Educational Practices,Theory Practice Relationship,Alternative Assessment,Teacher Effectiveness,Teacher Evaluation,Measurement Techniques,Performance Factors,National Standards,State Standards

This Policy-to-Practice Brief introduces five current examples of measures of teacher performance. The goal is to assist regional comprehensive centers and state education agencies in building local capacity to incorporate the use of alternative measures of teacher performance into the overhaul of state evaluation systems--especially in states with looming legislative deadlines. Appended are: (1) Gallup Student Poll; (2) Scoop Notebook: Examining Classroom Artifacts; (3) Surveys of Enacted Curriculum; (4) Teacher Portfolios; and (5) Tripod Surveys: Student, Teacher, and Parent Surveys. (Contains 2 tables and 2 footnotes.) [This paper was written with Lisa S. Johnson and Sabrina W. M. Laine.]
School Foodservice Costs: Location Matters. ERS Report Summary
Author: Ollinger, Michael
Date: 2011-05-00
Type: Reports - Research
Subjects: Economic Research,Nutrition,Costs,Food Service,Standards,Breakfast Programs,Geographic Location,Lunch Programs,Ancillary School Services,Federal Programs,Public Agencies,Rural Urban Differences,Regional Characteristics,Public Schools,Economics,Models,National Surveys,School Statistics,School Districts,Statistical Analysis

This study examines the extent to which location influences school foodservice costs per meal. It does not examine the effects of cost variation on financial solvency of an school food authority (SFA) or the adequacy of the US Department of Agriculture (USDA) meal reimbursements. Higher per meal costs do not necessarily indicate that an SFA is operating at a loss because higher cost SFAs may also have higher revenues. Due to data limitations, the authors can determine neither the extent to which higher per meal costs are associated with higher revenues per meal nor whether higher cost SFAs are more likely to serve meals that meet USDA nutrition standards. [For the full report, "School Foodservice Costs: Location Matters. Economic Research Report Number 117," see ED521217.]
Removing the Roadblocks: How Federal Policy Can Cultivate Effective Teachers. Recommendations for the Reauthorization of the Elementary and Secondary Education Act
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Federal Aid,Elementary Secondary Education,Teacher Evaluation,Politics of Education,Federal Legislation,Federal Regulation,Educational Policy,Graduation Requirements,Data Collection,Change Strategies,Educational Change,Accountability,Teacher Education Programs,Alignment (Education),Achievement Gains,Academic Achievement

Given the tremendous impact teachers have on learning--they are the single most important school-based determinant of student achievement--the National Council on Teacher Quality (NCTQ) believes that no education improvement strategy states and districts take on is likely to have a greater impact than one which seeks to maximize teacher and principal performance. Joining the chorus of advocates calling for moving from highly qualified to highly effective teachers, NCTQ offers recommendations for the reauthorization of the Elementary and Secondary Education Act (ESEA) so that Congress and the U.S. Department of Education can help states: (1) Develop value-added measures and teacher evaluation systems to determine teacher effectiveness; (2) Fix highly qualified teacher (HQT) requirements; (3) Collect meaningful data and develop workable policies to ensure that all students have access to effective teachers; (4) Remove any remaining barriers to alternate routes; (5) Strengthen accountability for all teacher preparation programs; and (6) Tie federal grant opportunities to the adoption of &quot;break the mold&quot; state and district policies. (Contains 7 figures and 3 footnotes.)
Teacher Quality Roadmap: Improving Policies and Practices in LAUSD
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Teacher Effectiveness,Civil Rights,Tenure,At Risk Students,Minority Groups,Teacher Competencies,Urban Schools,Educational Policy,Teacher Qualifications,Educational Quality,Teaching Skills,Standards,Board of Education Policy,Teacher Placement,Teacher Evaluation,Teacher Salaries,Teaching Conditions,Disadvantaged Youth,English (Second Language),Teachers,Principals,Surveys,Collective Bargaining,Unions

At the request of the United Way of Greater Los Angeles, the National Council on Teacher Quality (NCTQ) undertook this analysis of the teacher policies in the Los Angeles Unified School District (LAUSD). A coalition of civil rights groups were also involved in this project, including Parent Organization Network, Families in Schools, Alliance for a Better Community, Asian Pacific American Legal Center, Los Angeles Urban League and the Mexican American Legal Defense and Educational Fund. This report seeks to shed light on the policies that can improve the quality of the teaching force in LAUSD. This paper explores these policies both as they are written on paper and as they play out in practice. NCTQ frames this analysis around five standards supported by research and best practices from the field for improving teaching quality: (1) Teacher Assignment. District policies facilitate schools' access to top teacher talent; (2) Evaluations. The evaluation of teacher performance plays a critical role in advancing teacher effectiveness; (3) Tenure. Tenure is a meaningful milestone in a teacher's career and advances the district's goal of building a corps of effective teachers; (4) Compensation. Compensation is strategically targeted to attract and reward high quality teachers, especially in hard-to-staff positions; and (5) Work Schedule. Work schedule and attendance policies maximize instruction. (Contains 38 figures and 30 footnotes.)
Building Teacher Quality in the Kansas City, Missouri School District
Author: Corso, Aileen
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Teacher Effectiveness,Tenure,State Legislation,Academic Achievement,Collective Bargaining,Unions,School Districts,Personnel Data,Principals,Teachers,Educational Policy,Teacher Selection,Work Environment,Scheduling,Teacher Evaluation,Recordkeeping,Teacher Salaries

This study looks at the policies and practices shaping teacher quality in the Kansas City, Missouri School District (KCMSD). It is part of a series of analyses by the National Council on Teacher Quality (NCTQ) in school districts across the nation. Framing this analysis are five policy goals for improving teacher quality: (1) Staffing. Teacher assignment is based on the mutual consent of principals and teachers, with district policies facilitating the access of schools to top teacher talent; (2) Work culture. Policies encourage a professional and collaborative culture, including a work schedule that allows for sufficient planning time; (3) Evaluations. Teachers' performance evaluations play a critical role in advancing teacher effectiveness; (4) Tenure. Tenure is a meaningful milestone in a teacher's career and advances the district's goal of building a corps of effective teachers; and (5) Compensation. Compensation is strategically targeted to attract and reward high quality teachers, especially those in hard-to-staff positions. For this analysis the authors explored the policies (found in both the collective bargaining agreement and state law) that shape teacher quality. They collected personnel data from the district and met with teachers, principals, union leaders and district administrators to get a better understanding of how these policies play out in practice. They also compared the policies in KCMSD with those of surrounding districts and the 100-plus districts found in the NCTQ's TR[3] database, www.nctq.org/tr3. Lastly, they laid out a blueprint of suggested improvements and highlighted possible solutions that have been successful elsewhere. Many of the recommendations in this document require changes in state law or in contract language. Since collective bargaining is not mandatory in the state of Missouri, the teachers' contract should not be seen as an obstacle to reform. Most of their recommendations simply require that the district make significant improvements to how it conducts its daily business. Though all school districts struggle with efficiency, the degree to which Kansas City struggles is cause for concern. The district's poor record-keeping and lack of data systems were alarming. (Contains 21 figures and 24 footnotes.) [This project was done in partnership with the Urban League of Greater Kansas City and the Greater Kansas City Chamber of Commerce.]
Restructuring Teacher Pay to Reward Excellence
Author: National Council on Teacher Quality
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Teacher Salaries,Teacher Effectiveness,School Districts,Merit Pay,Rewards,Incentives,Compensation (Remuneration),Salary Wage Differentials,Comparable Worth,Finance Reform,Personnel Policy,Position Papers,Content Analysis,Innovation,Work Experience,Teacher Qualifications

When negotiating new teacher contracts, most districts, no doubt, are focusing discussions on averting wage freezes and massive layoffs. But prudent districts--those looking for long-term solutions to budget problems as well as those seeking to more fairly compensate the most effective teachers--are reconsidering the traditional salary schedule, which rewards teachers for years of experience and graduate credits. More than a half century ago, districts developed teacher salary schedules, embedding the incentives for both experience and education as a response to real inequities in pay. Previously, higher salaries had been reserved for principals' favorites, high school teachers rather than their elementary counterparts and males instead of females. But today, one can make the case that the current approach to teacher compensation has outlived its usefulness. For example, accountability systems discourage principals from making salary choices that are not in a school's best interest and anti-discrimination laws protect teachers against unjust compensation decisions. Most significantly, the salary schedule, as currently defined, does not consider teacher effectiveness, making it inherently unfair to talented teachers. It has also led to "wage compression," meaning that teachers with the most aptitude earn no more than teachers with the lowest aptitude, rendering teaching an unattractive career choice for talented college graduates. This paper argues for wholesale innovations in teacher compensation. This paper makes the case that truly effective teacher pay reform is best achieved by aligning compensation with a district's primary needs: improving student achievement and placing the best teachers where they are needed most. To study this issue in detail, this paper drew upon the National Council on Teacher Quality's TR[3] database, which contains teacher contracts, school board policies and state laws governing the teaching profession in over 100 large school districts. This paper also presents additional data sampled from 13 large public school districts. (Contains 10 figures and 10 footnotes.)
Approaches to Evaluating Teacher Effectiveness: A Research Synthesis
Author: Goe, Laura
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Summative Evaluation,Formative Evaluation,Achievement Gains,Literature Reviews,Measurement Techniques,Teacher Evaluation,High Stakes Tests,Observation,Principals,Portfolio Assessment,Self Evaluation (Individuals),Student Evaluation of Teacher Performance,Teacher Role,Developmental Stages

This research synthesis examines how teacher effectiveness is currently measured. By evaluating the research on teacher effectiveness and the different instruments used to measure it, this research synthesis contributes to the discussion of appropriate rigor and relevance of measures for different purposes (i.e., formative vs. summative evaluation). The findings are presented along with related policy implications. In addition, the synthesis describes how various measures have been evaluated, explains why certain measures are most suitable for certain purposes (high-stakes evaluation vs. formative evaluation, for instance), and suggests how the results of the study might be used to inform the national conversation about teacher effectiveness. A comprehensive definition of the components and indicators that characterize effective teachers is provided, extending this definition beyond teachers' contribution to student achievement gains to include how teachers impact classrooms, schools, and their colleagues as well as how they contribute to other important outcomes for students. Through this synthesis, the National Comprehensive Center for Teacher Quality (TQ Center) hopes to provide some practical guidance in how best to evaluate teacher effectiveness. Appendices include: (1) Tools for Measuring Teacher Effectiveness; (2) Technical Consideration in Assessing Teacher Effectiveness; (3) Outcomes of Interest in Teacher Evaluation; and (4) Comprehensive List of Studies with Summaries. (Contains 1 table.)
Adult Education Literacy Instruction: A Review of the Research
Author: Kruidenier, John R.
Date: 2010-10-00
Type: Information Analyses
Subjects: Adult Literacy,Adult Education,Adult Learning,Adult Basic Education,Reading Research,Reading Instruction,Reading Achievement,Expertise,Evaluation Criteria,Meta Analysis,Literacy,Children,Comparative Analysis,Reading Teachers,Researchers,Resources

The Adult Literacy Research Working Group (ALRWG), a panel of experts on adult reading research and practice, was established by the National Institute for Literacy (NIFL) in collaboration with the National Center for the Study of Adult Learning and Literacy (NCSALL). It was part of the Institute's efforts to provide educators, parents and others with access to scientifically based reading research, including research-based tools for improving literacy programs and policies for children, youth and adults, through the Partnership for Reading. The purpose of the ALRWG was to identify and evaluate existing research related to adult literacy reading instruction in order to provide the field with research-based products including principles and practices for practitioners. This document is a follow-up to the original review of Adult Education (AE) reading instruction research, "Research-Based Principles for Adult Basic Education Reading Instruction Research." It presents findings from an analysis of the AE reading instruction research base and is designed as a resource for practitioners and reading researchers. It focuses on "findings" that can be derived from the research and their application in AE settings. (Contains 2 tables.) [For the appendix to this report, "Adult Education Literacy Instruction: Appendix--Tables of Studies Included in the Review," see ED521236. For the original review, "Research-Based Principles for Adult Basic Education Reading Instruction," see ED472427.]
Summiteers--Moving Mountains with Bereaved Boys
Author: Renner, Hans-Georg
Date: 2011-06-20
Type: Reports - Descriptive
Subjects: Coping,Figurative Language,Males,Grief,Counseling Techniques,Adolescents,Interpersonal Communication,Group Discussion,Learning Activities,Outdoor Education,Aggression,Supervisors,Competence,Educational Methods

Summiteers are people who rush to the top. There is a mountain summit and a metaphorical summit inside us which we can climb. In the area of mountain summits, Reinhold Messner is surely the best known and most successful summiteer. He climbed, among other things, the highest peak on earth without supplemental oxygen. In the language of the country this peak is called "Forehead of the Sky". But now Reinhold Messner's life formula is in relation to his inner summit. His formula is called "Moving Mountains". Following his example we have to first move mountains, in our inner selves, in our beliefs and in our attitudes, if we want to climb up a challenging summit. (Contains 5 footnotes.)
Outdoor Education for Bereaved Children?
Author: Renner, Hans-Georg
Date: 2011-06-20
Type: Reports - Descriptive
Subjects: Outdoor Education,Grief,Coping,Children,Well Being,Counseling Techniques,Social Support Groups

For many outdoor education providers, bereaved children and young people at first appear to be a new target audience. A new target audience naturally raises questions of programme planning and can give the provider a pressurised need to succeed: "Do I as the organiser have to develop a whole new programme?", "May I be required to provide some form of therapy?".