ethanporcaro/eric-fulltext-meta huggingface dataset:
WWC Quick Review of the Report &quot;The Evaluation of Charter School Impacts: Final Report&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Charter Schools,Middle Schools,Academic Achievement,Evaluation,Enrollment,Selective Admission,Competitive Selection,Admission (School),Student Behavior,Outcomes of Education,Mathematics Achievement,Reading Achievement,Comparative Analysis,Surveys,Statistical Significance,Satisfaction

The study examined the effect of being offered enrollment at a charter middle school on student achievement and behaviors. The study analyzed data from two cohorts of more than 2,100 students in 29 sites across 15 states between 2005 and 2008. Enrollment offers at each charter school were granted by lottery. The study compared outcomes of students who were offered enrollment in each charter school with those of students who were not selected in the lottery and, as a result, typically attended traditional public schools. The authors measured effects at each school after one and two years, and then averaged these findings across schools to receive an overall impact estimate. Student achievement was measured using state-level reading and math assessments that were standardized to ensure comparability across states. Other outcomes were obtained from school administrative records and from student and parent surveys. On average, students admitted to charter middle schools through the lottery scored no differently on math and reading assessments than students not offered admission. These program impacts varied widely across study sites; some had positive outcomes and some had negative outcomes. The authors also found no significant overall effects on attendance, grade promotion, or student conduct. This research meets the What Works Clearinghouse (WWC) evidence standards. [The following study is the focus of this &quot;Quick Review: Gleason, P., Clark, M., Tuttle, C. C., &amp; Dwoyer, E. (2010). &quot;The evaluation of charter school impacts: Final report&quot; (NCEE 2010-4029). Washington, DC: National Center for Educational Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education (ED510573).]
Sound Partners. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Phonics,Tutoring,Reading Instruction,Elementary School Students,Grade 1,Kindergarten,Beginning Reading,Educational Research,Instructional Effectiveness,Phonological Awareness,Reading Fluency,Reading Comprehension,Reading Achievement,Urban Schools

&quot;Sound Partners&quot; (Vadasy et al., 2004) is a phonics-based tutoring program that provides supplemental reading instruction to elementary school students grades K-3 with below average reading skills. The program is designed specifically for use by tutors with minimal training and experience. Instruction emphasizes letter-sound correspondences, phoneme blending, decoding and encoding phonetically regular words, and reading irregular high-frequency words, with oral reading to practice applying phonics skills in text. The program consists of a set of scripted lessons in alphabetic and phonics skills and uses Bob Books[R] beginning reading series as one of the primary texts for oral reading practice. The tutoring can be provided as a pull-out or after-school program, as well as by parents who homeschool their children. The What Works Clearinghouse (WWC) reviewed 18 studies of &quot;Sound Partners&quot; for beginning readers. Four of these studies meet WWC evidence standards; three studies meet WWC evidence standards with reservations; the remaining 11 studies do not meet either WWC evidence standards or eligibility screens. Based on the seven studies, the WWC found positive effects in alphabetics, fluency, and comprehension and no discernible effects in general reading achievement for beginning readers. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings included in the ratings; (4) Summary of subscale findings; (5) &quot;Sound Partners&quot; ratings; and (6) Extent of evidence by domain. (Contains 10 footnotes.)
Core-Plus Mathematics. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Instructional Effectiveness,Secondary School Mathematics,Core Curriculum,College Preparation,Mathematics Achievement,High School Students

&quot;Core-Plus Mathematics&quot; is a four-year curriculum that replaces the traditional sequence with courses that each feature interwoven strands of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics. The first three courses in the series provide a common core of broadly useful mathematics, while the fourth continues the preparation of students for college mathematics and statistics courses. The curriculum emphasizes mathematical modeling, using technology to emphasize reasoning with multiple representations (verbal, numerical, graphical, and symbolic) and to focus on goals in which mathematical thinking and problem solving are central. Instructional materials promote active learning and teaching centered around collaborative small-group investigations of problem situations, followed by teacher-led whole-class summarizing activities that lead to analysis, abstraction, and further application of underlying mathematical ideas. The What Works Clearinghouse (WWC) reviewed 17 studies on &quot;Core-Plus Mathematics&quot; for high school students. One of these studies meets WWC evidence standards with reservations; the remaining 16 studies do not meet either WWC evidence standards or eligibility screens. Based on the one study, the WWC found potentially positive effects on mathematics achievement for high school students. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics: Schoen &amp; Hirsch, 2002; (2) Outcome measures for the mathematics achievement domain; (3) Summary of study findings included in the rating for the mathematics achievement domain; (4) Summary of subgroup findings for the mathematics achievement domain; (5) &quot;Core-Plus Mathematics&quot; rating for the mathematics achievement domain; and (6) Extent of evidence by domain. (Contains 6 footnotes.)
Business Graduate Skill Sets - Summary Report
Author: Jackson, Denise
Date: 2009-09-00
Type: Reports - Research
Subjects: Foreign Countries,Business Administration Education,Role of Education,Job Skills,Intellectual Disciplines,Knowledge Level,Graduates,Questionnaires,Electronic Publishing,Employer Attitudes,Teacher Attitudes,College Faculty,Problem Solving,Numeracy,Data Analysis

The purpose of this study was to evaluate the competencies required by industry in business graduates and the relative importance and current graduate proficiency levels in each skill area. A secondary purpose was to examine and compare the perceived role of contemporary business schools across different samples. The study was conducted during 2009 and comprised three online surveys of Australian graduate employers (n=212), Australian business academics (n=155) and UK business academics (n=135).  Employer respondents were those responsible for directly supervising graduates in the workplace and academics actively taught on undergraduate business programs in their respective countries. Findings for Australian employers and Australian academics were compared to analyse differences by occupational status and comparisons were drawn between UK and Australian academics to examine the impact of country of origin. Results indicated that Australian employers considered problem solving and numeracy and data analysis to be the most important in graduates; Australian academics favoured problem solving and decision management and UK academics the skills sets of team working and problem solving. Australian academics placed far more importance on graduates' ability to conduct business in a second language than their employer counterparts. Perceived benchmark standards for Australian graduates appear to remain high as more academics were dissatisfied or extremely dissatisfied with graduating students than employers and a far higher proportion of employers expressed satisfaction or extreme satisfaction with graduates overall performance than academics. Meanwhile, in the UK, 39% of academics were satisfied with the overall quality of business graduates leaving university whilst a further 33% were neutral on this issue. There were some differences detected among the three samples in their perceptions of the role of business schools. Findings highlighted the need to venture beyond descriptive analysis to evaluate more precisely the impact of occupational status, within and across the employer and academic samples, and country of origin on the relative importance of the broad set of graduate competencies, and their constituent behaviours. The following are appended: (1) Employer Online Survey Questionnaire; (2) Business Academic Online Survey Questionnaire--Australia; and (3) Business Academic Online Survey Questionnaire--UK. (Contains 29 figures and 29 tables.)
State Teacher Policy Yearbook, 2009. Maine
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 Maine 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. Maine has an overall &quot;Yearbook&quot; grade of F for 2009. Maine's major policy strengths include: (1) Requiring that all new teachers pass a pedagogy test; (2) Maintaining full authority to approve teacher preparation programs; and (3) Requiring induction for all new teachers. Maine's major policy weakness include: (1) Awarding tenure virtually automatically; (2) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Allowing middle school teachers to teach on a K-8 generalist license; (4) Offering a disingenuous alternate route; and (5) 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. Missouri
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 Missouri 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. Missouri has an overall &quot;Yearbook&quot; grade of D for 2009. Missouri's major policy strengths include: (1) Maintains full authority to approve teacher preparation programs; and (2) Requires induction for all new teachers. Missouri's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; and (4) Offers a disingenuous alternate route. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Montana
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 Montana 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. Montana has an overall &quot;Yearbook&quot; grade of F for 2009. Montana's major policy strengths include: (1) Maintaining full authority to approve teacher preparation programs. Montana'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) Offering a disingenuous alternate route; (5) Allowing middle school teachers to teach on a K-8 generalist license; and (6) 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. Maryland
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Effectiveness,Yearbooks,State Standards,Government School Relationship,Educational Policy,Teacher Education,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,State Government,Guidelines,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction,Labor Turnover,Retirement Benefits,Best Practices,Teacher Competencies,Teacher Dismissal,Beginning Teacher Induction

The Maryland 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. Maryland has an overall &quot;Yearbook&quot; grade of D for 2009. Maryland's major policy strengths include: (1) Places no restrictions on alternate route usage or providers; and (2) Supports differential pay in high-needs schools. Maryland's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Does not ensure that elementary teachers are well prepared to teach mathematics; and (4) Does not ensure that special education teachers have subject-matter knowledge. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Mississippi
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 Mississippi 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. Mississippi has an overall &quot;Yearbook&quot; grade of D+ for 2009. Mississippi's major policy strengths include: (1) Requiring that all new teachers pass subject-matter licensure tests prior to entering the classroom, earning the state a &quot;best practice&quot; designation; (2) Ensuring that middle school teachers are prepared to teach appropriate grade-level content; and (3) Maintaining full authority to approve teacher preparation programs. Mississippi's major policy weakness 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 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. Minnesota
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 Minnesota 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. Minnesota has an overall &quot;Yearbook&quot; grade of D- for 2009. Minnesota's major policy strengths include: (1) Requiring that all new teachers pass a pedagogy test; (2) Maintaining full authority to approve teacher preparation programs; and (3) Supporting performance pay initiatives. Minnesota'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; and (3) Offering a disingenuous alternate route. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]