ethanporcaro/eric-fulltext-meta huggingface dataset:
Collective Bargaining and State-Level Reforms: Assessing Changes to the Restrictiveness of Collective Bargaining Agreements across Three States. Working Paper No. 210-1218-1
Author: Strunk, Katharine O.
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Collective Bargaining,State Legislation,School Districts,Institutional Characteristics,Change,State Policy,Unions,Contracts,Teachers

In many school districts the policies that regulate personnel are governed by collective bargaining agreements (CBAs) negotiated between teachers' unions and school boards. While there is significant policy attention and, in some cases, legislative action that has affected the scope of these agreements, there is relatively little research that assesses how CBAs vary over time, or whether they change in response to states' legislative reforms. In this paper we compare CBAs in three states at two points in time: before and after substantial reforms in Michigan and Washington impacting collective bargaining and in California where there were no major statutory changes affecting CBAs. We find that few district characteristics predict changes in CBA restrictiveness over time, other than institutional spillovers from local bargaining structures. However, we observe that reforms to the scope of bargaining in Michigan and Washington drastically reduced the restrictiveness of Michigan and Washington CBAs relative to California.
Exploring the Rural Context for Adverse Childhood Experiences (ACEs). Policy Brief and Recommendations
Author: US Department of Health and Human Services
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Child Neglect,Family Environment,Early Experience,Mortality Rate,Racial Discrimination,Trauma,History,American Indians,Health Behavior,Mental Health,Stress Management,Rural Urban Differences,Adults,Rural Areas,Rural Youth,At Risk Persons,Poverty,Chronic Illness,Federal Programs,Access to Health Care,Mothers,Child Health,Infant Care,Child Welfare,Block Grants,Substance Abuse,Prevention,Policy Formation,Cost Effectiveness,Integrated Services,Public Health,Public Education,Agency Cooperation,Child Abuse,Well Being

Over the past decade, the National Advisory Committee on Rural Health and Human Services (hereinafter referred to as &quot;the Committee&quot;) has examined a number of rural issues that touch upon the social determinants of health. The Committee's past work has focused on understanding how conditions and outcomes such as homelessness, childhood poverty, intimate partner violence, opioid misuse and suicide can be mitigated or more effectively addressed through health and human service programs under the purview of the U.S. Department of Health and Human Services (HHS). In this policy brief, the Committee takes up adverse childhood experiences or ACEs, another layer and set of conditions that may exacerbate rural health disparities and outcomes. ACEs refer to any form of chronic stress or trauma (e.g., abuse, neglect, and household dysfunction) that, when experienced during childhood and adolescence, can have both short- and long-term impacts on an individual's development, health and overall well-being. The brief emphasizes the importance of prevention, education, and awareness at the local, state, and federal levels of health and human service delivery. Additionally, it provides a set of actionable recommendations that advise the Secretary and HHS on how to better address ACEs and their outcomes in an effort to develop comprehensive, integrated, federal partnerships. [This report was completed by the National Advisory Committee on Rural Health and Human Services.]
School Segregation in the Era of Immigration and School Choice: North Carolina, 1998-2016. Working Paper No. 198-0618-1
Author: Clotfelter, Charles T.
Date: 2018-06-00
Type: Reports - Research
Subjects: School Segregation,Immigration,Immigrants,School Choice,Educational Trends,Charter Schools,Ethnic Groups,Family Income,Racial Differences,Student Placement,Court Litigation,Urban Areas,Private Schools,School Districts,Trend Analysis

We document patterns and trends in school segregation in North Carolina between 1998 and 2016, a period of rapid immigration in this racially diverse state. As in other states of the South, the period of court orders enforcing racial balance has given way not only to tacit acceptance of residentially based school segregation but also to policies that offer parents alternatives to traditional public schools. Most prominent among these alternatives in North Carolina are charter schools, which have expanded rapidly with the state's blessing. Following the prevailing practice of social scientists, we measure segregation by the degree of imbalance across schools, using counties and metropolitan areas as basic geographical units. We differentiate students according to their racial/ethnic group and also to their family income. We take into account all students including those in private schools, charter schools and traditional public schools. For the state as a whole, we find that white/nonwhite segregation increased over the period. Most of the increase was in urban areas. We also find that low-income students became more segregated from other students. Segregation measured either way increased sharply in Charlotte-Mecklenburg, which significantly changed its student assignment policy following a federal court order. Compared to metropolitan areas in other parts of the U.S., urban areas in the state have modest levels of segregation, because most districts are county-wide and thus large and diverse. We decompose metropolitan segregation, separating the portions due to private schools, charter schools, racial disparities between school districts, and racial disparities within districts. Charter schools and within-district disparities accounted for the increase in average segregation in metropolitan areas over the period. More generally, areas where school segregation increased the most tend to be large, growing, and marked by big increases in the share of students who are Hispanic.
The Hidden Costs of Teacher Turnover. Working Paper No. 203-0918-1
Author: Sorensen, Lucy C.
Date: 2018-09-00
Type: Reports - Research
Subjects: Faculty Mobility,Middle School Teachers,Teacher Effectiveness,Mathematics Teachers,English Teachers,Language Arts,Outcomes of Education,Educational Trends,Poverty,Economic Climate

High teacher turnover imposes numerous costs on the schools and districts from which teachers depart. This study asks how schools respond to spells of high teacher turnover, and assesses organizational and human capital losses in terms of the changing composition of the teacher pool. Our analysis uses more than two decades of linked administrative data on math and ELA [English language arts] teachers at middle schools in North Carolina to determine the impacts of turnover across different policy environments and macroeconomic climates. We find that, even after accounting for school contexts and trends, turnover has marked, and lasting, negative consequences for teacher quality. Our results highlight the need for heightened policy attention to issues of teacher retention and working conditions.
Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. Working Paper No. 206-1118-1
Author: Krieg, John
Date: 2018-11-00
Type: Reports - Research
Subjects: Preservice Teachers,Apprenticeships,Student Placement,Student Teaching,Teacher Education Programs,Cooperating Teachers,Experienced Teachers,Teacher Qualifications,Academic Degrees,Student Characteristics,Professional Development Schools,Internship Programs,Public Schools,Minority Group Teachers,Licensing Examinations (Professions),Scores,Value Added Models,Mathematics Education,Elementary Secondary Education,Teacher Effectiveness

We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (&quot;cooperating teachers&quot;) and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate's TEP.
Choosing Charter Schools in North Carolina: What Do Parents Value? Working Paper No. 196-0618-1
Author: Ladd, Helen F.
Date: 2018-06-00
Type: Reports - Research
Subjects: School Choice,Charter Schools,Parent Attitudes,Preferences,Racial Attitudes,Racial Composition,School Location,Proximity,Academic Achievement,Lunch Programs,Student Transportation,Institutional Mission,Racial Segregation,Institutional Characteristics,Educational Quality,Elementary Schools,Minority Group Students,School Effectiveness

This paper examines what parents value as they make choices among available charter schools, with primary attention to the racial mix of a school's students. We estimate conditional logit models of the charter school choices made by all parents in North Carolina who switched their child from a traditional public school to a charter school in 2014/15. Our findings that parents care about the school's racial mix of students and that such preferences differ by the race and income of the choosers highlight the pressures that lead charter schools to be racially imbalanced. Our models also include other factors that parents may value such as the distance to the charter, the school's academic performance, the services provided by the charter, such as subsidized lunch and transportation, and the school's mission and approach.
How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps across Two States. Working Paper No. 209-1118-1
Author: Goldhaber, Dan
Date: 2018-11-00
Type: Reports - Research
Subjects: Teacher Persistence,Labor Turnover,Faculty Mobility,Teacher Selection,Teacher Competencies,Disadvantaged Schools,Advantaged,Minority Group Students,Poverty,Low Income Students,Teaching Experience,Teacher Certification,Value Added Models,Student Characteristics,Disadvantaged Youth,School Districts,Licensing Examinations (Professions),Scores

We use longitudinal data from North Carolina and Washington to study the extent to which four processes--teacher attrition from each state workforce, teacher mobility within districts, teacher mobility across districts, and teacher hiring--contribute to &quot;teacher quality gaps&quot; (TQGs) between advantaged and disadvantaged schools. We first replicate prior findings documenting inequities in each of these processes using different measures of student disadvantage (race and poverty) and teacher quality (experience, licensure test scores, and value added) and then develop and implement a simulation to assess the extent to which each process contributes to observed TQGs in each state. We find that all four processes contribute to TQGs but also document considerable heterogeneity in the extent to which each process contributes to the different TQG measures. For example, patterns in teacher attrition and mobility contribute more to TQGs measured by teacher experience, while patterns in teacher hiring explain the majority of TQGs measured by teacher licensure test scores and value added.
Beyond the Fringe: Charter Authorizing as Enrollment Grows. Executive Summary
Author: Doyle, Daniela
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,Public Schools,Educational Administration,Equal Education,Access to Education,Enrollment,Educational Resources,Accountability,Information Dissemination,Family Needs,Leadership Responsibility,Student Needs,Urban Schools,Agency Cooperation,School Districts,School Policy,Expulsion,Discipline Policy,Problem Solving,Elementary Secondary Education,Family Role,Standards,Power Structure,Institutional Autonomy,Disabilities,At Risk Students

The executive summary a case study of two authorizers--Denver Public Schools and the District of Columbia (D.C.) Public Charter School Board--both with strong outcomes in many areas and a high or growing charter enrollment. For each, it summarizes how their approach to authorizing has shaped the way they address the issues that arise as charter enrollment grows. It describes how that approach has helped them address specific access challenges. It also identifies the issues on the horizon that will need attention. The case studies that follow draw on nearly a dozen interviews that included authorizers, charter operators, and city-based education organizations and experts in Washington, D.C. and Denver. Although this report includes two cases, it does not compare and contrast the authorizers' methods to draw comprehensive conclusions as to which methods are best. In part, these issues--and authorizers' responses to them--are still relatively new and the long-term impact unclear [For the full report, see ED591851.]
Beyond the Fringe: Charter Authorizing as Enrollment Grows
Author: Doyle, Daniela
Date: 2017-00-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Educational Administration,Equal Education,Access to Education,Enrollment,Educational Resources,Accountability,Information Dissemination,Family Needs,Leadership Responsibility,Student Needs,Urban Schools,Agency Cooperation,School Districts,School Policy,Expulsion,Discipline Policy,Problem Solving,Elementary Secondary Education,Family Role,Standards,Power Structure,Institutional Autonomy,Disabilities,At Risk Students

This report provides a case study of two authorizers--Denver Public Schools and the District of Columbia (D.C.) Public Charter School Board--both with strong outcomes in many areas and a high or growing charter enrollment. For each, it summarizes how their approach to authorizing has shaped the way they address the issues that arise as charter enrollment grows. It describes how that approach has helped them address specific access challenges. It also identifies the issues on the horizon that will need attention. The case studies that follow draw on nearly a dozen interviews that included authorizers, charter operators, and city-based education organizations and experts in Washington, D.C. and Denver. Although this report includes two cases, it does not compare and contrast the authorizers' methods to draw comprehensive conclusions as to which methods are best. In part, these issues--and authorizers' responses to them--are still relatively new and the long-term impact unclear. [For the executive summary, see ED591850].
State Mentoring Policies Key to Supporting Novice Teachers. Policy Update. Vol. 25, No. 1
Author: Koch, Jordan
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Mentors,Beginning Teachers,State Policy,Labor Turnover,Teacher Persistence,Beginning Teacher Induction

Teachers face many challenges in the first years of their careers. Without support and guidance from experienced, highly qualified teacher mentors, the demands of the classroom can overwhelm novice teachers. It comes as no surprise that one-third of teachers leave the profession within their first five years. This policy update draws on research, state examples, and the author's own experience to suggest ways states can better support novice teachers while combating high turnover.
Leveraging Relicensure Policies to Advance Deeper Learning. Policy Update. Vol. 25, No. 2
Author: Long, Don
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Teacher Certification,State Policy,State Boards of Education,Portfolios (Background Materials),Credentials,Teacher Effectiveness,Performance Based Assessment,Teacher Evaluation,Faculty Development

An effective, well-prepared teacher workforce is central to students' mastery of deeper learning skills such as critical thinking and teamwork. This National Association of State Boards of Education (NASBE) policy update urges state boards of education to invigorate relicensure policies by embracing multiple tiers that support teachers throughout their careers and implementing requirements such as work portfolios, individual learning plans, and microcredentials.
Supporting a Diverse Early Childhood Workforce for Dual Language Learners. Policy Update. Vol. 25, No. 4
Author: Hao, Winona
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Student Diversity,Ethnic Diversity,Early Childhood Education,Bilingual Students,English Language Learners,Language Skills,Cultural Awareness,Preschool Teachers,Elementary School Teachers,Preschool Children,Elementary School Students,Primary Education,Minority Group Teachers,Teacher Certification,Faculty Development,Teacher Education Programs

As the ethnic, racial, and cultural diversity of U.S. classrooms for young children continues to increase, it is more important than ever for early childhood educators to be prepared to meet the needs of the one in three U.S. children age 8 and under who are dual language learners (DLLs). High-quality early childhood education (ECE) programs can help ready these children for kindergarten and for learning in a new language, but their pre-K enrollment lags behind their non-DLL peers. This National Association of State Boards of Education (NASBE) policy update urges state boards of education to adopt a vision for supporting young DLLs that includes developing the cultural and linguistic competence of the ECE workforce.
Protecting Privacy of School Directory Information. Policy Update. Vol. 25, No. 10
Author: Vance, Amelia
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Privacy,Information Security,Access to Information,Student Records,Directories,State Legislation,Federal Legislation,Board of Education Role,Educational Legislation,Parent Rights,Legal Responsibility

In this policy update, author Amelia Vance explores data protections for school directory information. She argues students do not have the right to attend school anonymously, but they do have a right to have their information protected and used responsibly by local and state education agencies. State boards can lead on this issue by striking the right balance.
Student Academic Identity and Early Childhood Field-Based Initial Teacher Education
Author: Dunham, Nicola
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Self Concept,Preservice Teachers,Preservice Teacher Education,Early Childhood Education,Reflection,Student Motivation,Professional Identity,Teacher Education Programs,Academic Achievement,Educational Indicators,Student Attitudes

This overall aim of this paper is to report on PhD (Education) research critically examining the nature and significance of academic identity for students in early childhood field-based initial teacher education (FBITE) in Aotearoa New Zealand. Student academic identity is defined as the appropriation of academic values and practices within a sense of self, reflecting the willingness and commitment to the practices of the academic community. Student academic identity was identified as consisting of five elements: self-theory, achievement indicators, agency-beliefs, motivation and dispositions. An interpretive qualitative research design was used with data gathered from students, Teacher Educators and Associate Teachers. Data collection involved open-ended questionnaires interviews, and documentary analysis. Data was analysed using the principles of thematic analysis. The findings show that, for students in FBITE programmes, academic identity development is complex, intertwined with emerging professional identities, and influenced by learning contexts and the conflicting roles and commitments held in addition to being a student. This research is significant due to the limited research presenting a holistic view of student academic identity, examining all of these five elements, and the lack of literature focusing specifically on this issue for students in FBITE.
Education, Technology and Higher Order Thinking Skills
Author: Edwards, Lucy
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Thinking Skills,Foreign Countries,Influence of Technology,Pedagogical Content Knowledge,Technological Literacy,English Instruction,Language Arts,Secondary School Students,Secondary Schools

This research is exploring how emerging technologies are impacting teaching pedagogy and whether these technologies are nurturing higher order thinking in secondary schools in Australia. Technology in education has been identified as a 'wicked problem' (P. Mishra &amp; Koehler, 2008) and a conundrum (Arntzen, 2008). It has been described as an unbearable disturbance to education (Marshall, 2002). It is difficult to resist the lure and illusion of technology's potentialities and this is what makes it so seductive (Abrams, 2014). Technology is a ubiquitous problem in education. It is important that educators explore the gap between potential and reality for technology in secondary schools, particularly in English Language Arts classrooms and whether higher order thinking skills are being nurtured with the use of these technologies. Our theoretical understanding of how learning is occurring through technologies is not keeping pace with the introduction of these technologies in our classrooms (Martin, 2007).
Wider Field Experience and Supervised Professional Experience in Rural Schools as Operative Segues from Pre Service Teacher to Graduate Teacher
Author: Drabble, Anne
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Rural Schools,Foreign Countries,Indigenous Populations,Professional Identity,Standards,Teacher Attitudes,Beginning Teachers,Knowledge Base for Teaching,Community Schools,Teaching Experience,Action Research,Participatory Research,Autobiographies,Self Esteem,Teacher Role,Student Needs,Individualized Instruction,Teacher Orientation,Travel,Preservice Teacher Education

Graduate teachers generally experience an array of emotions and self negotiations about beliefs, values, personal and professional identity and their ability to evidence the Australian Professional Standards for Teachers (APST) at graduate stage when they commence as new classroom teachers. Much has been said about developing pre service teachers' knowledge and sense of rural awareness to meet the expectations of teaching in rural contexts. This small study explored four new graduate teachers' rural experiences during Wider Field Experience (WFE) in an Aboriginal Community School, their Supervised Professional Experience (SPE) in rural schools and everyday classroom teaching experiences they engaged in as classroom teachers. These varied experiences were used to evidence the APST at graduate stage. A participatory action research approach was used because the quality of shared communication and collaboration exchanged was considered beneficial in developing confidence and teacher identity. The graduate teachers engaged in autobiographical reflections because it provided a strong platform for developing shared perspectives and identifying priorities in their new roles as classroom teachers and decision makers. The graduate teachers exchanged APST evidence and sought support for challenging experiences. Differentiation to accommodate students with diverse needs was a particular focus because of each graduate teacher's context and location.