ethanporcaro/eric-fulltext-meta huggingface dataset:
Superintendents and Principals Need Quality Public Information That Informs Decisions, Empowers Action. Don't Make Decisions in the Dark
Author: Data Quality Campaign
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Superintendents,Principals,Decision Making,Empowerment,Access to Information,Information Utilization,Educational Quality,Educational Administration,Management Information Systems

District superintendents or school principals need to be able to access and use high-quality data to make good decisions. Often this data is collected and stored locally, but information that is publicly reported by the state can provide additional value. Although public reporting in a few states is designed to serve information needs, states' efforts are geared toward compliance with state and federal laws. Consequently, most publicly reported information goes unseen, unused, or underused. Having this high quality reporting data can support superintendents and principals: (1) to understand student performance in context, (2) to advocate for the needs of school and district, (3) to effectively allocate scares resources, and (4) to empower others to be informed participants. High-quality reporting public data that is useful, trustworthy, timely, and easy to find allows district superintendents or school principals to use this information to inform their decisions and take action to improve student learning. [Also see briefs for: Local School Boards at ED560617, and Parents at ED560620.]
Advanced Placement Strategy: A Framework for Identifying School-Level Barriers to AP Success. Policy Brief
Author: Batiwalla, Mary
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Advanced Placement Programs,Barriers,Access to Education,Enrollment,High School Students,Educational Trends,Readiness,Economically Disadvantaged,Equivalency Tests

In 2013, Tennessee counted nearly 7,000 students in the senior cohort whose academic skills when they entered high school suggested they were on track to earn college credits through Advanced Placement (AP) exams. Yet just over half of these students actually graduated with an AP credit, and less than a third of the economically disadvantaged students made the grade. What happened? This report details real issues schools encounter when moving academically prepared students along the AP pipeline, from access to success. This is not a story of student performance declines. Rather, it is one of missed opportunities for school-level interventions, in the form of additional course offerings, more targeted student counseling, or greater financial support for AP students. By using student-level data to highlight particular issues that schools face, it is the hope to create a framework that allows schools and districts to design targeted solutions to their individual challenges. While AP is only one of several options for allowing high school students to earn post-secondary credit, the framework applied to AP in this report could serve equally well for considering other options such as dual credit, dual enrollment, or International Baccalaureate programs.
Local School Board Members Need Quality Public Information That Informs Decisions, Empowers Action. Don't Make Decisions in the Dark
Author: Data Quality Campaign
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Boards of Education,Access to Information,Decision Making,State Action,School Statistics,Information Utilization,Information Management,Information Policy,State Policy

Local school board members need to be able to access and use high-quality data to make good decisions. Often this data is collected and stored locally, but information that is publicly reported by the state can provide additional value. Most state public reporting is designed to serve information needs, and are geared toward compliance with state and federal laws. Consequently, most publicly reported information goes unseen, unused, or underused. When this publicly reported information is useful and actionable, school board members and the community have a clearer picture of successes and challenges in their district, leading to more effective decision-making. With this high quality data local school board members can: (1) create momentum for desired policies, (2) demonstrate the progress of reforms to ensure continued support for ideas that are effective, (3) hold schools and districts accountable for performance via comparative results, (4) empower constituents to be informed participants and make informed decisions, and (5) provide transparency around how public dollars are spent. As this brief suggests, high quality public reporting data that is useful, trustworthy, timely, and easy to find assists' local school board members to more easily inform their decisions, engage the community; and take actions to improve student learning. [Also see briefs for: Superintendents/Principals at ED560615, and Parents at ED560620]
Course Placement Series: Spotlight on Eighth Grade Algebra I. Policy Brief
Author: Tennessee Department of Education
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Middle School Students,Grade 8,Secondary School Mathematics,Algebra,Enrollment Trends,Advanced Courses,Mathematics Achievement,Sequential Learning,Advanced Placement

The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on eighth grade Algebra I enrollment, which can propel students to take more rigorous math courses in high school, higher ACT scores, and college outcomes such as majoring in Science, Technology, Engineering or Mathematics (STEM) and degree completion. Key Findings include: (1) Most students who take advanced math courses, such as Calculus or other AP or IB math courses, took Algebra I in eighth grade; (2) Eighth grade Algebra I enrollment in Tennessee has decreased over the past four years, going from 31 percent in 2009-10 to 15 percent in 2013-14. During this same period, national enrollment in eighth grade Algebra I has remained steady at around 30 percent; (3) Almost all of the top third of students on seventh grade math TCAP scores pass the Algebra I End of Course exam regardless of when they take Algebra I. Yet, less than half of students who are &quot;Algebra I Ready&quot; at the end of seventh grade are enrolled in Algebra I in eighth grade; and (4) Prepared students who are placed in Algebra I in eighth grade outperformed their peers on the math sections of Explore, PLAN, and ACT with the gap increasing over time.
Course Placement Series: Spotlight on High School Math Course Enrollment. Policy Brief
Author: Tennessee Department of Education
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Secondary School Mathematics,High School Students,Grade 12,Enrollment Trends,Credits,Algebra,Geometry,Calculus,Advanced Courses

The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth grade cohort. Key Points include: (1) Requiring Tennessee high school students to receive four math credits led to a dramatic increase in the number of twelfth grade students taking four years of math courses. Prior to the policy, about 60 percent of twelfth graders enrolled in math. Now, over 90 percent do so; (2) The most common math course enrollment pattern--Algebra I, Geometry, Algebra II, Bridge Math--was followed by 22 percent of the 2013-14 twelfth grade cohort; (3) Over one-third of twelfth graders were enrolled in Bridge Math in 2013-14 and 2012-13; (4) About 20 percent of the Bridge Math takers in 2012-13 scored above 19 on the math section of the ACT; and (5) With so many twelfth graders taking Bridge Math and others taking Algebra II, Geometry, or no math course, less than half of twelfth graders took an advanced math course beyond Algebra II.
You (Parents) Need Good Information about the Schools in Your Community. Don't Make Decisions in the Dark
Author: Data Quality Campaign
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Parent Materials,School Choice,Access to Information,School Statistics,Decision Making

Parents want information about their child(ren)'s school, such as how students are doing academically and what extracurriculars are available. The brief asks parents: (1) if they know that their state provides information about the schools in their district? (2) if they can find information about their child(ren)'s school easily? and (3) is that information easy to understand? Usually, this information about a child(ren)'s school can be found by searching for your respective state's education report card. When parents have information provided in a way that is easy to understand and use, they can take the following actions: (1) make good decisions about which school is best for their child(ren), and (2) talk with local leaders, like their superintendent or school board, about what could be better about their child(ren)'s school. Parents can gain information about their child(ren)'s school by talking to the school principal, the PTA/PTO, the local school board, or the state legislator. Information that is useful and easy to find empowers parents to make the best decisions for their child(ren). [Also see briefs for: Superintendents/Principals at ED560615; and Local School Boards at ED560617.]
Making Every Observation Meaningful: Addressing Lack of Variation in Teacher Evaluation Ratings. Policy Brief
Author: Pratt, Tony
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Observation,Evaluators,Feedback (Response),Evaluation Utilization,Scores,Individual Characteristics,Identification,Value Added Models,Elementary Secondary Education

This report describes an analysis by the Tennessee Department of Education's Office of Research and Policy that proposes a second quantitative metric for assessing the practicality and usefulness of the ratings that teacher evaluators are giving to the teachers they observe by looking at the range of ratings given. The idea of the &quot;non-differentiating observer,&quot; or the observer whose ratings do not usefully distinguish between teachers' relative strengths and weaknesses is introduced. This metric highlights the need for evaluations to be useful for teachers as a tool for their own improvement, and it allows to assess evaluator performance in an ongoing way during the year. The report identifies the number of non-differentiating observers, where they are located, and whether any particular characteristics predict whether an observer will be non-differentiating. It is the hope that this paper will both contribute to the process of continuous improvement to the teacher evaluation system in Tennessee and help other states, districts, and schools think critically about their own processes for assessing observer quality. Key findings include: (1) Observers whose ratings do not provide teachers with a range of feedback on strengths and weaknesses are failing to provide the kind of usable information that might lead to instructional improvement; (2) In Tennessee, &quot;non-differentiating observers&quot; make up a small but meaningful proportion of the total evaluator pool; (3) Non-differentiating observers are not clustered in particular areas but are scattered throughout the state and across all types of observers; (4) The real-time observation data collected by the Tennessee evaluation system can allow districts and the state to identify non-differentiating observers during the year and to take steps to ensure that teachers are receiving meaningful feedback; and (5) Non-differentiation is one of several indicators of low observation quality, and non-differentiating observers are not necessarily the same observers who fail to achieve reasonable alignment between observation and value-added ratings.
The Impact of the 2012 TNCore Math Training on Teaching Practices and Effectiveness. Policy Brief
Author: Booker, Laura Neergaard
Date: 2013-11-00
Type: Reports - Research
Subjects: Inservice Teacher Education,Mathematics Teachers,Common Core State Standards,Coaching (Performance),Instructional Effectiveness,Teacher Effectiveness,Mathematics Achievement,Value Added Models,Mathematics Instruction,Teacher Improvement,Elementary Secondary Education

During the spring and summer of 2012, the Tennessee Department of Education trained about 200 Common Core Coaches who then went on to facilitate summer trainings for thousands of the state's third through eighth grade math teachers. The following summer, the training sessions reached nearly 30,000 teachers across the state, covering math, English language arts, and literacy in science, social studies, and career and technical education. The Tennessee Core Coach training model was designed to develop a network of teachers with a deep content and pedagogical knowledge of the Common Core State Standards who could pass the knowledge on to their peers during formal training sessions and informal interactions throughout the year. Coaches were Tennessee teachers selected via a competitive application and interview process. Coaches received eight days of intensive grade-level training provided by the Institute for Learning at the University of Pittsburgh, engaging with the material first as learners and then as teacher trainers. Coaches then delivered training to participants at three-day, grade-level workshops held throughout the summer. This report provides the first analysis of the effectiveness of the TNCore training on teacher practice and student achievement. The findings suggest that attendance at the summer training sessions made a significant difference to student achievement and teacher effectiveness, as measured by both observer ratings and value-added scores based on statewide TCAP math tests. Key findings include: (1) consistence of finding positive and significant effects of the TNCore math training on participants' instructional practice and on their effectiveness at raising student test scores. These results remain consistent using methods that control for previous year scores, school-level inputs, and for the fixed characteristics of teachers; (2) Participants who had a Core Coach working at their school made significantly greater estimated increases in questioning practices compared to participants without this support; and (3) For Core Coaches, finding some evidence that the coaching process was associated with improvements in their own classroom teaching; however, uncertain whether these improvements can be attributed to their role as coaches.
Learning from the Best: Promising Practices from Tennessee's 2013 Reward Schools. Policy Brief
Author: Tennessee Department of Education
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: School Effectiveness,Institutional Characteristics,Academic Achievement,Achievement Gains,Leadership,Instruction,Human Capital,Educational Environment,Elementary Schools,Middle Schools,High Schools,Enrollment,Student Characteristics,Principals,Interviews

Across Tennessee, student test scores have risen steadily in every subject since tests were revised in 2009-10, so that nearly 91,000 additional students are performing at grade level in math and nearly 52,000 additional students are performing at grade level in science. This report focuses on some of the schools that are making this possible. Each year, Tennessee recognizes 10 percent of its schools for overall excellence. The list includes the schools that have made the greatest gains from the previous year and the schools that achieved at the highest levels of absolute performance across the state. This report highlights these schools, sharing some of their stories and practices as a source of inspiration and learning.
Using Financial Data to Support Student Success
Author: Data Quality Campaign
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Success,Data,Investment,Information Utilization,Outcomes of Education,Input Output Analysis,Management Information Systems,Access to Information,Educational Quality,User Needs (Information),Data Analysis,Change Strategies,Educational Finance,Academic Achievement

Better information about how investments in education are influencing outcomes for students, schools, and districts is needed. The growing hunger for using financial data to answer more and evolving questions will require changes in systems, policy, practice, and culture. The problem at hand is that both people and systems have limited capacity to make use of financial information to best understand how education dollars, and the resources they buy, influence outcomes for districts, schools, and critically, students. Collecting clear, accurate financial data and linking those data to education input and outcome data--including teacher effectiveness and student achievement--will provide decisionmakers a clearer picture of how personnel, programs, and instructional resources are working and will help them understand these resources' value relative to education priorities. States must take the lead in changing policies and collaborating with and supporting districts to better use financial information. This report offers recommendations for state leaders on how to make this happen.
Understanding Teacher Effectiveness: Accessing and Using Longitudinal Data to Guide Student Learning and Growth. Data for Action
Author: Data Quality Campaign
Date: 2014-04-28
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Longitudinal Studies,Academic Achievement,Achievement Gains,Student Records,Data Collection,Information Management,Access to Information,State Action,Management Information Systems

Teachers need longitudinal student-level data, such as attendance history, course-taking patterns, grades, and test scores, to tailor instruction to individual students' strengths and weaknesses. This factsheet uses the findings from the &quot;Data for Action 2013&quot; analysis to discuss how states can provide teachers with student-level longitudinal data, especially when students move across districts.
Monitoring Chronic Absence: Regular Attendance Is Essential to Succeeding in School
Author: Data Quality Campaign
Date: 2014-04-01
Type: Reports - Descriptive
Subjects: Attendance,Success,Academic Achievement,State Action,Data Analysis,Student Records,Progress Monitoring,Definitions

Regular attendance is essential to succeeding in school, and chronic absence--missing excessive amounts of school for any reason--can cause students to be off track academically. Developed in partnership with Attendance Works, this fact sheet analyzes data from the &quot;Data for Action 2013&quot; survey to discuss how states use data to monitor chronic absence.
Quality Public Reporting Informs Decisions, Empowers Action
Author: Data Quality Campaign
Date: 2014-10-28
Type: Reports - Descriptive
Subjects: Disclosure,Information Utilization,Information Policy,Empowerment,Decision Making,Data,Student Records,School Statistics,Teacher Effectiveness,State Policy,Community Information Services,Change Strategies,Access to Information,Information Dissemination

Public reporting makes data about schools and districts--including enrollment, student performance, teacher effectiveness, and more--available to the public. These data never include information that could be used to identify individuals and are critical to meeting the information needs of parents, educators, administrators, policymakers, and others with a stake in education. This document provides recommendations for state policymakers that support action based on quality public reporting. &quot;Quality Public Reporting Informs Decisions, Empowers Action&quot; is part of the Data Quality Campaign's series on public reporting of education data.
Talking about the Facts of Education Data with School Board Members
Author: Data Quality Campaign
Date: 2014-04-01
Type: Reports - Descriptive
Subjects: Boards of Education,Data,Educational Improvement,Student Improvement,Academic Achievement,Privacy,Common Core State Standards,Public Officials,Educational Legislation,Student Records,Parent Rights,Federal Legislation

The Data Quality Campaign and the National School Boards Association's Center for Public Education prepared this document to help school board members respond to questions about education data, explain its importance to improving school and student performance, and understand how boards can help ensure student privacy.
Preparing Students for Jobs: Ensuring Student Success in the Workforce. Data for Action
Author: Data Quality Campaign
Date: 2015-04-21
Type: Reports - Evaluative
Subjects: Labor Force,Elementary Secondary Education,Education Work Relationship,Data,Career Development,Career Planning,Governance

Why do workforce data matter? A strong education prepares students to succeed in their chosen careers, but education, training, and employment pathways are changing. Individuals take multiple paths into the workforce. Some get jobs after completing high school, some after earning a college degree. To develop and support a strong workforce, policymakers, educators, school and business leaders, students, and the labor force can use data to inform improvements to the variety of routes through education and careers. States can securely link limited K-12 data with postsecondary and workforce data, such as program completion or employment status, to evaluate which schools, programs, and pathways help students be successful in college and careers.
Preparing Students for Jobs: Ensuring Student Success in the Workforce. Data for Action
Author: Data Quality Campaign
Date: 2014-07-03
Type: Reports - Evaluative
Subjects: Labor Force,Education Work Relationship,Data,Elementary Secondary Education,Job Skills,Career Education,Career Readiness,Governance,Government Role,Labor Market

A strong education prepares students to succeed in their chosen careers; but education, training, and employment pathways are changing. Individuals take multiple paths into the workforce. Some get jobs after completing high school; some after earning a college degree. Others leave the workforce to go back to school, while still others enroll in education or skills training while working. One-fourth of adults in the United States have nondegree credentials, such as an information technology certificate, and workers with nondegree credentials have higher earnings than those without them. Middle-skills jobs, which require more than high school but not a four-year degree, make up the largest part of America's labor market. Key industries are unable to find enough sufficiently trained workers to fill these jobs. To develop and support a strong workforce, policymakers, educators, school and business leaders, students, and the labor force can use data to inform improvements to the variety of routes through education and careers. States can securely link limited K-12 data with postsecondary and workforce data, such as program completion or employment status, to evaluate which schools, programs, and pathways help students succeed in college and careers. States can also use labor market information to align education and workforce policies with the needs of employers so our nation's economy and its citizens can thrive.