ethanporcaro/eric-fulltext-meta huggingface dataset:
The Quest for Quality: How YoungStar Is Affecting Child Care in Milwaukee County
Author: Mueller, Betsy
Date: 2016-08-00
Type: Reports - Research
Subjects: Child Care,Educational Quality,Educational Improvement,Outcome Measures,Benchmarking,Educational Environment,Teacher Qualifications,Educational Development,Program Effectiveness,Program Evaluation,Access to Education,Disproportionate Representation,Barriers,Improvement Programs,School Effectiveness,Educational Resources,Incentive Grants,Statistical Data,School Statistics,Quality Assurance

The State of Wisconsin's YoungStar system was created by the Legislature and Governor in 2010 to &quot;drive quality improvement in child care throughout the state.&quot; YoungStar uses a five-star system to rate child care providers based on several measures of quality, including staff education levels, learning environment, business methods, and health/safety. The program's stated goals are to &quot;create a clear, understandable tool to help parents choose quality child care; create incentives for providers to improve services, particularly for low-income children; link the quality of child care providers to Wisconsin Shares payments; and help prevent fraud in the Wisconsin Shares system.&quot; In 2012 and 2013--as a follow-up to a multi-year research project that explored the economic impacts of high quality early childhood education--the Public Policy Forum published a pair of reports analyzing YoungStar's implementation. The reports covered the quality ratings received by child care providers in Milwaukee County and the challenges and opportunities for improving the quality of child care locally. Since that time, YoungStar has undergone changes and additions, and the quality ratings of child care providers have changed. This report provides an update on the impacts of YoungStar and how it has impacted child care quality in Milwaukee County. Specifically, it addresses the ratings of Milwaukee County providers and the accessibility of quality child care for Milwaukee County children and parents, as well as the tools and services available to providers to help them improve their YoungStar rating. Key findings include the following: (1) The majority of children receiving Wisconsin Shares subsidies in Milwaukee County (54%) are enrolled at 3 Star providers; (2) YoungStar is achieving success in moving 2 Star providers up the ratings scale; (3) Despite this overall success, home-based family providers appear to face unique difficulties in improving their YoungStar ratings; (4) Nearly one in five (19%) children receiving Wisconsin Shares subsidies in Milwaukee County is enrolled at a high-quality (4 or 5 Star) provider; (5) Two ZIP codes in Milwaukee County have no high-quality (4 or 5 Star) providers; (6) Barriers to improved ratings differ by star level, but appear to be consistent across child care provider types; and (7) YoungStar's tiered reimbursement system is producing increased total provider payments in Milwaukee County.
Public Schooling in Southeast Wisconsin: 2014-2015
Author: Yeado, Joe
Date: 2015-12-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Demography,Academic Achievement,Educational Finance,Educational Change,Educational Policy,Academic Standards,Student Evaluation,Charter Schools,School Choice,Report Cards,Enrollment Rate,Minority Group Students,Declining Enrollment,Open Enrollment,Poverty,English Language Learners,Disabilities,Advanced Placement Programs,Graduation Rate,High School Graduates,Achievement Gap,Student Participation,School District Spending,School District Wealth

For the last 30 years, the Public Policy Forum has collected and analyzed education data to produce an annual report on the demographics, academic performance, and finances of public school districts in southeast Wisconsin. In the three decades of producing this report, few years have exhibited as much change and transformation as this one. The 2014-15 school year saw a number of changes to student demographics, as well as a shifting regulatory environment. Southeast Wisconsin continues to enroll the majority of public school students in the state, but the number and makeup of those students both are changing. A new state assessment aligned to new academic standards--the Badger Exam--was implemented, but just as quickly discarded. The biennial budget process served as a vehicle for lawmakers to propose and adopt a number of provisions that modify and change state education policies. This report chronicles these and other changes while providing trend analysis to quantify and understand the educational landscape in southeast Wisconsin. The following are appended: (1) Glossary of Terms; and (2) Union District Breakdown. [Additional sponsors of this research include Children's Hospital of Wisconsin; Multiple Listing Service; and Southeastern Wisconsin Schools Alliance. For the 2013-2014 report, see ED566691.]
Creating Measurement and Accountability Systems for 21st Century Schools: A Guide for State Policymakers
Author: Osborne, David
Date: 2016-10-00
Type: Guides - General
Subjects: Accountability,Measurement,Public Schools,Educational Change,School Effectiveness,State Programs,Elementary Secondary Education,Achievement Gains,Academic Achievement,Scores,Educational Objectives,Educational Legislation,Federal Legislation

Since Congress has passed the Every Student Succeeds Act (ESSA) states are revamping their federally required systems to measure school quality and hold schools accountable for performance. However, most are doing so using outdated assumptions, holdovers from the Industrial Era, when cookie-cutter public schools followed orders from central headquarters and students were assigned to the closest school. Today education is migrating toward systems of diverse, fairly autonomous schools of choice, some of them operated by independent organizations. Before revising their measurement and accountability systems, states need to rethink their assumptions. For instance, most states have assumed that they should apply one standardized, statewide accountability system to almost all public schools. Most have also assumed that measurement and accountability systems are roughly the same thing, so the only aspects of performance they need to measure are those in their federally-required accountability systems. Under the old No Child Left Behind (NCLB) Act, most of those measures were standardized test scores, and what counted was the percentage of students scoring &quot;proficient&quot; or better. When schools repeatedly failed to meet such standards, most states assumed the proper response was some minor form of restructuring required by NCLB--perhaps a new principal, perhaps some new teachers, perhaps some new money. 21st century schools must be held accountable to 21st century standards. For too long, they have defined and measured school quality in a way that encourages cookie-cutter schools, all focused on preparing students for tests. Instead, they need diverse schools that cultivate the joy of learning, engage their students in deep learning, and help them develop the &quot;character skills&quot;--such as conscientiousness and self-control--that lead to success in life. To achieve this will require a series of fundamental changes that are presented in this report.
ESSA: Mapping Opportunities for the Arts. October 2016
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Policy,Art Education,Program Implementation,Needs Assessment,Accountability,Educational Improvement,Achievement Gap,Access to Education,Educational Opportunities,Educational Finance,State Standards,Public Policy,Information Sources

In December 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) and, with it, ushered in a new era of education policy in America. Leaving behind many of the most criticized aspects of its predecessor, No Child Left Behind (NCLB), this newest incarnation of the primary federal legislation guiding K-12 education provides state and district leaders with increased flexibility to best meet the needs of all students. This increased flexibility allows these leaders to look beyond the traditional methods of approaching student achievement and find innovative solutions for ensuring that all students have the opportunity to experience a well-rounded education--one that pushes beyond the subjects of reading, writing and mathematics, and includes the arts, sciences and humanities as essential components. This special report highlights the ways that states and districts can engage the arts in the ongoing work of the Every Student Succeeds Act (ESSA). This report is a companion piece to the previously released Education Commission of the States report, &quot;ESSA: Quick guides on top issues.&quot; This report serves as a resource for the arts and education communities--educators, school leaders, community organizations and policymakers--illuminating the ways that states and districts can engage the arts in the ongoing work of ESSA. Whether through funding opportunities to expand access to a well-rounded education, ensuring the effective engagement of community stakeholders in needs assessments and the development of state implementation plans, the establishment of key accountability metrics, or the creation of new assessments, the arts can play a pivotal role in improving schools and educational outcomes for all students. [For the companion report, &quot;ESSA: Quick Guides on Top Issues,&quot; see ED567801.]
Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Twelfth Edition
Author: Gemin, Butch
Date: 2015-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Electronic Learning,Educational Policy,Educational Practices,Computer Assisted Instruction,Profiles,State Policy,Blended Learning,Educational Finance,Online Courses,Accountability,State Legislation,Educational Legislation,Charter Schools,School Districts,Student Characteristics,Academic Achievement,Access to Education,Access to Computers,Asynchronous Communication,Synchronous Communication,Distance Education,Dual Enrollment,Educational Resources,Educational Technology,Public Schools,Private Schools,State Agencies,Agency Role,Information Security,Virtual Classrooms,Statistical Data,Delivery Systems

Online learning has steadily become a more integral strategy for schools and districts in their efforts to offer students greater access to the courses they need. Where in the past, much of the online learning activity happened at the state level or regional level, more and more schools are exercising greater control over their online and digital learning programs as affordable options are now more available, schools' expertise grows, curriculum and technology products improve, and teachers become more skilled at integrating online courses and techniques into their instruction. The 2015 edition of &quot;Keeping Pace&quot; reflects this change in the online and digital learning landscape, placing greater emphasis on the users and suppliers of online learning, and how these interrelationships help define the digital learning space, rather than a state-by-state chronicling of activity. In this edition of &quot;Keeping Pace,&quot; the authors provide a greater number of snapshots of digital learning activity to illustrate the why and how behind school and district implementation, and in some cases the policies that shape them. Some snapshots show how suppliers partner with schools to deliver online products and services, and highlight the breadth and depth of activity at the state, district, and school level. &quot;Keeping Pace&quot; is also more streamlined than it has been in recent years. This year's edition aims to provide more visual representations of data and information, including greater use of tables and graphics to allow readers to more easily analyze, compare, and contrast findings. The methodology for this report is appended. [Research and writing assistance for this report was provided by Jackie Dobrovolny, Dave Edwards, Bruce Friend, and Christopher Harrington. A list of sponsors of &quot;Keeping Pace with K-12 Digital Learning&quot; can be found on page 2 of the attached document. For the eleventh edition, see ED558147.]
Using Student Growth to Evaluate Teachers: A Comparison of Three Methods. Research Brief. Volume 1502
Author: Shneyderman, Aleksandr
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Standardized Tests,Academic Achievement,State Departments of Education,Educational Improvement,Teacher Competencies,Teacher Evaluation,Program Implementation,Value Added Models,Achievement Gains,Evaluation Methods,Prior Learning,Student Characteristics,Comparative Analysis,Achievement Tests,State Standards,School Districts,Correlation,Elementary Secondary Education,Multiple Regression Analysis

In accordance with the federal No Child Left Behind (NCLB) law of 2001, 100% of students were expected to become proficient on state assessments of reading and mathematics by the end of 2013-2014 academic year. Schools that consistently failed to meet the NCLB's Adequate Yearly Progress requirements were subject to penalties. In 2011, the U.S. Department of Education invited each State educational agency (SEA) to request flexibility regarding specific requirements of the NCLB in exchange for &quot;rigorous and comprehensive State-developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction.&quot; In order to receive flexibility from the NCLB Adequate Yearly Progress requirements, states had to develop and implement &quot;high-quality teacher and leader evaluation and support systems that are based on multiple measures, including student growth as a significant factor and other measures of professional practice.&quot; At the time of the publication of this brief, most states received flexibility waivers. Currently, these states are at different stages in the process of implementing their teacher evaluation and support systems. Many of them use Value-Added Models (VAM) similar to those used in Florida, while others use the Student Growth Percentile (SGP) approach. In this brief the authors compare three methods of teacher evaluation: (1) the State system employing value-added models; (2) a district-level procedure using single-level regression; and (3) a common alternative approach utilizing student growth percentiles. All three methods start by constructing predictions of student test performance based on prior achievement data and student characteristics. At this basic building block level, all three approaches produce virtually identical results. As the methodologies diverge in techniques of aggregation, teacher-level and school-level summary indices begin to separate, but remain remarkably comparable.
English Language Learners: Research on the Effects of Reclassification. Information Capsule. Volume 1506
Author: Blazer, Christie
Date: 2015-09-00
Type: Reports - Research
Subjects: English Language Learners,Classification,Student Placement,Equal Education,At Risk Students,Academic Failure,Language Proficiency,Language Fluency,Academic Achievement,Instructional Program Divisions

Since the 1970s, federal civil rights legislation has mandated that school districts identify English language learners (ELLs) and provide them with services that allow them to fully participate in the educational system. The intent of this requirement is to ensure educational equity for students whose limited knowledge of English prevents them from benefitting from academic instruction provided in English. School districts continue to struggle with the issue of when to reclassify English language learners (ELLs) as fluent English proficient (FEP) students. Reclassifying ELLs prematurely can place them at risk for academic failure, but leaving ELLs in English for Speakers of Other Languages (ESOL) programs too long can also have detrimental effects. Researchers estimate that between one-quarter and one-half of this country's ELLs are classified as long-term ELLs, defined as those who have been in school for more than six years without reaching English proficiency. This Information Capsule summarizes the disadvantages of long-term ELL status and the challenges associated with the reclassification of ELLs to FEP status. Diversity in reclassification practices across states is also discussed. Research reviewed for this Information Capsule found: (1) fluency in English is one of the factors most strongly associated with students' higher academic performance; (2) students who have been reclassified as FEP tend to academically outperform students who remain classified as ELLs; and (3) students who exit ESOL programs at the earlier grade levels have greater academic success than students who exit ESOL programs at the later grade levels.
After-School Academic Enrichment Programs. Information Capsule. Volume 1509
Author: Blazer, Christie
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: After School Programs,Enrichment Activities,Best Practices,Program Development,Academic Achievement,Public Schools,Educational Benefits,Elementary Secondary Education

The number of U.S. children attending after-school programs has been steadily increasing. In 2014, the most recent year for which data were available, approximately 10.2 million students, representing about 23 percent of U.S. families, were enrolled in an after-school program. Of the students attending after-school programs, the majority do so at their own schools (43% at public schools and 11% at private schools), while child care centers and community and religious organizations operate most other after-school programs. Academic enrichment programs can be offered before or after school, on Saturdays and holidays, or during the summer, but the majority of programs take place after school. Program components range from academic lessons in the core content areas to recreational and enrichment activities. Most programs also include homework help and/or tutoring. This Information Capsule summarizes research findings on the best practices for developing high-quality academic enrichment programs. Research on the impact of participation in academic enrichment programs on students' academic performance is also reviewed. A sampling of after-school enrichment programs offered in states and school districts across the U.S. is provided. Finally, Miami-Dade County Public Schools' academic enrichment program is summarized.
Common Core Math in the K-8 Classroom: Results from a National Teacher Survey
Author: Bay-Williams, Jennifer
Date: 2016-06-00
Type: Reports - Research
Subjects: Teacher Surveys,Common Core State Standards,National Surveys,Middle School Teachers,Elementary School Teachers,Mathematics Education,Program Implementation,Fidelity,Instructional Innovation,Mathematics Achievement,Questionnaires,Teacher Attitudes

Successful implementation of the Common Core State Standards for Mathematics (CCSS-M) should result in noticeable differences in primary and middle school math classrooms across the United States. &quot;Common Core Math in the K-8 Classroom: Results from a National Teacher Survey&quot; takes a close look at how educators are implementing the Common Core math standards in classrooms across the nation. A nationally representative survey of over one thousand teachers reveals that they are increasingly familiar with the Common Core and believe that it will benefit students. Yet findings also point to several areas that warrant mid-course corrections if the standards are going fulfill more rigorous expectations. Takeaways include the following: (1) Teachers like the Common Core but they don't think all of their students and parents are equally enamored. (2) Teachers know what's in the Common Core-and they're teaching it at the appropriate grade level. (3) Further, teachers are changing how they teach. (4) Teaching multiple methods can yield multiple woes. (5) Teachers need support. The CCSS-M are designed to support a more focused, coherent, and rigorous instructional program that places greater emphasis on conceptual understanding and real-world application, in addition to procedural fluency. Are these shifts occurring at the classroom level? Overall, the survey results suggest they may be, though there is still much work to be done and much about how the standards are being implemented that is yet to be understood. Appended are: (1) Methodology; (2) Complete Survey Results. [&quot;Common Core Math in the K-8 Classroom: Results from a National Teacher Survey&quot; was written with Ann Duffett, and David Griffith. The foreword and executive summary were written by Amber M. Northern, and Michael J. Petrilli.]
Uncommonly Engaging? A Review of the EngageNY English Language Arts Common Core Curriculum
Author: Haydel, Elizabeth
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: Language Arts,English Instruction,Common Core State Standards,State Programs,State Curriculum Guides,Alignment (Education),Instructional Materials,Elementary Secondary Education,Instructional Material Evaluation,Quality Assurance,Educational Quality

The need for standards-aligned curricula is the most cited Common Core challenge for states, districts, and schools. Yet five years into that implementation, teachers still report scrambling to find high-quality instructional materials. Despite publishers' claims, there is a dearth of programs that are truly aligned to the demands of the Common Core for content and rigor. Fixing America's curriculum problem is no small challenge. This report analyzes New York State's Common Core-aligned ELA curriculum, built from scratch and made available online for all to use for free. How solid is this product? Is it well aligned to the Common Core? Is it teachable? Findings include: (1) EngageNY's alignment to the Common Core is generally strong. (2) Selected texts are high-quality and appropriately rigorous, and the program allows educators greater flexibility than other scripted programs. (3) Because New York engaged multiple curriculum developers to create separate resources for different grade bands, each set of materials reflects a distinctive underlying approach to curriculum and literacy, meaning that the progression across grade bands is bumpy. (4) While content and foundational skills in the early grades appear thoughtfully developed, the sheer quantity of content across all grade bands can be overwhelming. (5) Additionally, EngageNY's high school curriculum (not yet complete) lacks a critical emphasis on literary content, a problem that is amplified by the fact that students read mostly excerpts of great books rather than full novels, biographies, and so on. While not perfect, the materials offer educators--both inside and outside New York State-an important alternative to traditional textbooks of questionable quality and alignment. This has been updated to reflect that at the high-school level, students mostly, not exclusively, read excerpts of great books rather than full novels and biographies. Appended are: (1) CCSS Implementation Rollout in New York; (2) Review Criteria of CCSS-Aligned Instructional Materials (English Language Arts) [Foreword by Kathleen Porter-Magee and Victoria Sears May.]