ethanporcaro/eric-fulltext-meta huggingface dataset:
State Teacher Policy Yearbook, 2009. National Summary
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction,Goal Orientation,Educational Indicators

The 2009 edition of the &quot;State Teacher Policy Yearbook&quot; is the National Council on Teacher Quality's (NCTQ's) third annual review of state laws, rules and regulations that govern the teaching profession. This year's report is a comprehensive analysis of the full range of each state's teacher policies, measured against a realistic blueprint for reform. The 2009 &quot;Yearbook&quot; revisits most of the goals from the NCTQ's first two editions, with a few new goals added for good measure. With ongoing feedback from state officials, practitioners, policy groups and other education organizations, as well as NCTQ's own nationally respected advisory group, the states have continued to refine and develop their policy goals. Consequently, many of the goals and related indicators have changed from previous reviews. The states' goals meet NCTQ's five criteria for an effective reform framework: (1) They are supported by a strong rationale, grounded in the best research available; (2) They offer practical, rather than pie-in-the-sky, solutions for improving teacher quality; (3) They take on the teaching profession's most pressing needs, including making the profession more responsive to the current labor market; (4) They are for the most part relatively cost neutral; and (5) They respect the legitimate constraints that some states face so that the goals can work in all 50 states. In addition to a national summary report, the researchers have customized the &quot;Yearbook&quot; so that each state has its own report, with its own analyses and data. In addition to giving an overall grade, they also give &quot;sub-grades&quot; in each of the five areas organizing the goals. These grades break down even further, with an eye toward giving a full perspective on the states' progress. It is hoped that the &quot;Yearbook&quot; continues to serve as an important resource for state school chiefs, school boards, legislatures and the many advocates who press hard for reform. (Contains 124 figures.)
State Teacher Policy Yearbook, 2009. Kentucky
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Kentucky edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Kentucky has an overall &quot;Yearbook&quot; grade of D for 2009. Kentucky's major policy strengths include: (1) Ensuring that middle school teachers are prepared to teach appropriate grade-level content; (2) Maintaining full authority to approve teacher preparation programs; (3) Placing no restrictions on alternate route usage or providers; and (4) Requiring induction for all new teachers. Kentucky's major policy weakness include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher valuations; (3) Lacking an efficient termination process for ineffective teachers; and (4) Not ensuring that elementary teachers are well prepared to teach reading or mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Georgia
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Georgia edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Georgia has an overall &quot;Yearbook&quot; grade of C for 2009. Georgia's major policy strengths include: (1) Ensuring that middle school teachers are prepared to teach appropriate grade-level content, earning the state a &quot;best practice&quot; designation; (2) Supporting differential pay in high-needs schools and shortage subjects, earning the state a &quot;best practice&quot; designation; (3) Ensuring streamlined and relevant preparation by alternate route programs; and (4) Placing no restrictions on alternate route usage or providers. Georgia's major policy weaknesses include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; and (3) Lacking an efficient termination process for ineffective teachers. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Alaska
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Alaska edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Alaska has an overall &quot;Yearbook&quot; grade of D for 2009. Alaska's major policy strengths include: (1) Providing a pension system in which pension wealth accumulates equally for all teachers for each year of work, earning the state a &quot;best practice&quot; designation; (2) Providing a portable, flexible and fair pension system; and (3) Articulating consequences for teachers with unsatisfactory evaluations. Alaska's major policy weaknesses include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacking an efficient termination process for ineffective teachers; (4) Not ensuring that elementary teachers are well prepared to teach reading or mathematics; and (5) Offering a disingenuous alternate route. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Delaware
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Delaware edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Delaware has an overall &quot;Yearbook&quot; grade of D for 2009. Delaware's major policy strengths include: (1) Placing no restrictions on alternate route usage or providers; and (2) Providing a financially sustainable pension system for teachers without committing excessive resources. Delaware's major policy weaknesses include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacking an efficient termination process for ineffective teachers; and (4) Not ensuring that elementary teachers are prepared in the science of reading instruction. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. District of Columbia
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The District of Columbia edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. The District of Columbia has an overall &quot;Yearbook&quot; grade of D for 2009. The District of Columbia's major policy strengths include: (1) Placing no restrictions on alternate route usage or providers; and (2) Ensuring that middle school teachers are prepared to teach appropriate grade-level content. The District of Columbia's major policy weaknesses include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacking an efficient termination process for ineffective teachers; and (4) Not ensuring that elementary teachers are well prepared to teach reading or mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Connecticut
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Connecticut edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Connecticut has an overall &quot;Yearbook&quot; grade of D for 2009. Connecticut's major policy strengths include: (1) Ensuring that teachers are prepared in the science of reading instruction, earning the state a &quot;best practice&quot; designation; (2) Making admission to its alternate route programs selective yet flexible to the needs of nontraditional candidates, earning the state a &quot;best practice&quot; designation; (3) Requiring basic skills testing for admission into undergraduate teacher preparation programs; and (4) Ensuring that middle school teachers are prepared to teach appropriate grade-level content. Connecticut's major policy weaknesses include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Not ensuring that elementary teachers are well prepared to teach mathematics; and (4) Not ensuring that special education teachers have subject-matter knowledge. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Iowa
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Iowa edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Iowa has an overall &quot;Yearbook&quot; grade of D for 2009. Iowa's major policy strengths include: (1) Maintaining full authority to approve teacher preparation programs; (2) Requiring induction for all new teachers; and (3) Supporting a performance pay initiative. Iowa's major policy weaknesses include: (1) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (2) Lacking an efficient termination process for ineffective teachers; (3) Offering a disingenuous alternate route; and (4) Not ensuring that elementary teachers are well prepared to teach reading or mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Colorado
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Colorado edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Colorado has an overall &quot;Yearbook&quot; grade of D for 2009. Colorado's major policy strengths include: (1) Ensuring that teachers pass all subject-matter licensure tests before they enter the classroom, earning the state a &quot;best practice&quot; designation; (2) Articulating consequences for teachers with unsatisfactory evaluations; and (3) Placing no restrictions on alternate route usage or providers. Colorado's major policy weaknesses include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Not ensuring that elementary teachers are well prepared to teach mathematics; and (4) Allowing middle school teachers to teach on a K-8 generalist license. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]