ethanporcaro/eric-fulltext-meta huggingface dataset:
Results in Brief: Teacher Incentive Fund--Final Report on the Implementation of Performance Pay Systems by the First and Second Cohorts of Grantees
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Incentives,Grants,Federal Aid,Program Implementation,Teacher Salaries,Principals,Salaries,Disadvantaged Schools,Academic Achievement,Achievement Gains,Teacher Evaluation,Administrator Evaluation,Motivation,Anxiety,Communication (Thought Transfer),Teacher Attitudes,Administrator Attitudes,Job Satisfaction,Teacher Effectiveness,Administrator Effectiveness,Elementary Secondary Education

The Teacher Incentive Fund (TIF) was first authorized in 2006 to support efforts to develop and implement performance-based compensation systems for teachers and principals in high-need schools. The authorizing statue specifies that grantees' performance pay systems are to provide incentives based on gains in student academic achievement, classroom evaluations, and other factors and to provide educators with incentives to take on additional responsibilities and leadership roles. This &quot;Results in Brief&quot; shares insight from a study that examined program implementation in the first two cohorts of grantees (2006 and 2007), a total of 33 grantees. All 33 grantees implemented performance pay systems for principals and other school administrators (&quot;principal projects&quot;); 31 grantees also included teachers in their performance pay systems (&quot;teacher projects&quot;). Because the TIF program continued to evolve after the first two cohorts, the grantees studied in the report were responding to somewhat different (and generally more flexible) program requirements than were later cohorts of grantees. This &quot;Results in Brief&quot; highlights the research questions, design, and key findings from the study. [For the full report, see ED613399.]
Results in Brief: Preschool through Third Grade Alignment and Differentiated Instruction--A Literature Review
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Primary Education,Alignment (Education),Individualized Instruction,Literature Reviews,Educational Policy,Program Evaluation,Preschool Education,School Effectiveness,Outcomes of Education,Theory Practice Relationship,Academic Standards,Curriculum Evaluation,Instructional Effectiveness

Some early childhood experts assert that the effects of preschool may diminish if curricula and instructional strategies from preschool through grade 3 are not well aligned. A second explanation for why initial benefits of preschool may not persist is that children who make early gains in preschool may not have the opportunity to maintain their growth rate or learning trajectory because early elementary instruction may focus on students who are less prepared and have low-level skills. This &quot;Results in Brief&quot; highlights findings from a literature review aimed to better understand the research behind these two theories and focused on preschool and K-3 alignment and differentiated instruction in kindergarten and first grade. The review of differentiated instruction excluded studies that focused exclusively on low-achieving students because of the priority on differentiated instruction as a way to help sustain the gains children make in preschool. This brief describes the study questions, design, and findings from the full report. [For the full report, see ED613465.]
Preschool through Third Grade Alignment and Differentiated Instruction: A Literature Review
Author: Drummond, Katie
Date: 2016-08-00
Type: Information Analyses
Subjects: Primary Education,Alignment (Education),Individualized Instruction,Literature Reviews,Educational Policy,Program Evaluation,Preschool Education,School Effectiveness,Outcomes of Education,Theory Practice Relationship,Academic Standards,Curriculum Evaluation,Instructional Effectiveness

This literature review provides a review of policies, programs, and practices that have the potential to help students sustain the positive effects of preschool as they progress from kindergarten through grade 3 (K-3). The U.S. Department of Education's Policy and Program Studies Service commissioned this systematic literature review, which focuses on two specific approaches: (1) preschool and K-3 alignment; and (2) differentiated instruction in kindergarten and first grade. [For the &quot;Results in Brief,&quot; see ED613464.]
Protecting the Future of Academic Freedom during a Time of Significant Change. Position Paper. Adopted Fall 2020
Author: Academic Senate for California Community Colleges
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Academic Freedom,Community Colleges,Educational Change,Educational Trends,Program Implementation,Definitions,Freedom of Speech,Educational Research,Faculty Publishing,Tenure,Governance,College Governing Councils,Unions,Collective Bargaining,Best Practices

Academic freedom is a fundamental concept that exists to ensure that institutions of higher education function for the public good and that colleges are constructed on the foundations of genuine trust. For over a century, members of The American Association of University Professors (AAUP) have been agile guardians, careful stewards, and erudite experts regarding the principle of academic freedom and its application in the faculty profession. The Academic Senate for California Community Colleges began a deep and sustained conversation on academic freedom. California community colleges are in a period of significant and systemic change. Faculty are engaging with and challenging each other to act in adopting culturally responsive teaching, in eliminating racism in all its forms--interpersonal, institutional, systemic--and in serving the whole student in ways that provide care and support as well as ensure a clear and direct path toward reaching an educational goal. The purpose of this paper is not to be the definitive word on academic freedom in the community college system; rather, it is to begin an exploration of what academic freedom means and how it should be protected and implemented in California's community colleges. This paper strives to lay a foundation to ensure that the principles of academic freedom remain strong and flexible to adapt to the changing dynamics in the California community colleges and in academia.
Equivalence to the Minimum Qualifications. Position Paper. Adopted Fall 2020
Author: Academic Senate for California Community Colleges
Date: 2020-00-00
Type: Opinion Papers
Subjects: Community Colleges,College Faculty,Teacher Selection,Employment Qualifications,Teacher Qualifications,State Legislation,Teacher Competencies,Minimum Competencies,Selection Criteria,Search Committees (Personnel)

This paper is the fourth revision of the Academic Senate for California Community Colleges (ASCCC) paper on equivalency adopted by the delegates to the plenary session in Fall 1989. Previous revisions were adopted in 1999, 2006, and 2016. The original paper was intended to help local academic senates develop policies and procedures in response to Education Code §87359, which requires that each district's governing board and academic senate jointly develop an equivalency policy. In 2019, the CTE Minimum Qualifications Workgroup released the &quot;Career Technical Education Faculty Minimum Qualifications Toolkit,&quot; which furnishes specific tools for determining and documenting equivalency, particularly to specific general education areas. The toolkit reports that a survey, primarily of California community colleges CTE faculty, revealed that &quot;the equivalency process is underused and varies greatly in application across districts and local campuses.&quot; This current update to the paper clarifies and reiterates not only that granting equivalency is legally permissible, but that all districts are required to have an equivalency process. This version of the paper has been updated to reflect the &quot;Career Technical Education Faculty Minimum Qualifications Toolkit&quot; and to promote the use of equivalency procedures as a means of broadening faculty applicant pools in order to support system-wide faculty diversification efforts. The new version casts the equivalency process as a critical component of hiring processes as they relate to equity, inclusion, and diversity by applying institutionally-focused, systemically aware, equity-advancing practices. The concepts discussed in the first four equivalency papers remain substantively unchanged in this paper; however, this update includes practical suggestions and considerations inserted to help local academic senates in refining their policies and procedures regarding this important academic and professional matter. [For the 2016 report, see ED613475.]
Mountain Plains Region SNAP-Ed: 2017 Nutrition Education Success and Impact Report
Author: Utah State University Extension
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Nutrition Instruction,Federal Programs,Welfare Services,Low Income Groups,Obesity,Prevention,Program Effectiveness,Health Programs,State Programs,Youth Programs,Adult Programs

The Supplemental Nutrition Assistance Program (SNAP) is essential to improving the health and nutrition among low-income individuals. During Fiscal Year 2017, over 42 million people living in nearly 21 million households received SNAP in the United States. Within the Mountain Plains Region (Colorado, Iowa, Kansas, Missouri, Montana, Nebraska, North Dakota, South Dakota, Utah, Wyoming), 2.5 million people living in 1.2 million households received SNAP. The Supplemental Nutrition Assistance Program Education (SNAP-Ed) not only supports SNAP's role in addressing food insecurity, but also works to improve nutrition and prevent or reduce diet-related chronic disease and obesity among SNAP recipients and other eligible low-income individuals. For Fiscal Year 2017, The Mountain Plains Region allocated over 26 million dollars to state agencies administrating SNAP to deliver nutrition education and obesity prevention services. According to the Centers for Disease Control and Prevention (CDC), more than one-third of U.S. adults are obese. Obesity is one of the leading health concerns of our nation due to the increased risk of chronic diseases and associated health care costs. The CDC also states obesity accounts for $147-$216 billion in healthcare costs annually and doesn't include lost productivity. The SNAP-Ed program delivers evidence-based nutrition education and obesity prevention interventions through a combination of educational strategies coupled with policy, system, and environmental (PSE) interventions to promote healthy eating and active lifestyles. Through collaborative efforts with federal, state, and local partners, SNAP-Ed has demonstrated success by delivering evidence-based programs to individuals, groups, and families; improving healthy eating and physical activity choices by implementing multi-level changes within the environment where we eat, learn, live, play, shop, and work; and supporting community and public health approaches by connecting with other sectors of influence. The following report provides an overview of the impact each state has in the region, including reach, partnerships, coalitions, and program activities. Success stories are also highlighted, illustrating the positive changes as a result of the SNAP-Ed program.
Lizard People in the Library. PIL Provocation Series. Volume 1, Number 1
Author: Fister, Barbara
Date: 2021-02-03
Type: Reports - Descriptive
Subjects: Beliefs,Misconceptions,Libraries,Research Skills,Information Literacy,Political Attitudes,Propaganda,Social Media,Ethics

As &quot;research it yourself&quot; becomes a rallying cry for promoters of outlandish conspiracy theories with real-world consequences, educators need to think hard about what's missing from their information literacy efforts. Setting aside the fact that the people most likely to share misinformation haven't been in a classroom for decades, most students in the past fifty years have received instruction under various names: media literacy, digital literacy, news literacy, information literacy, civic literacy, critical thinking, and the umbrella concept of metaliteracy. It's constantly being reinvented to meet perceived crises of confidence, largely driven by the emergence of new technologies. But the present moment demands serious consideration of why decades of trying to make information literacy a universal educational outcome hasn't prevented a significant portion of the population from fervidly embracing an elaborately populated world of disinformation while rejecting &quot;mainstream media.&quot; It's time for a thorough revamping of the purpose of inviting students to engage in inquiry as a civic practice. Educators, including librarians who teach, will need to dive deeply within themselves to confront and clarify their own beliefs and assumptions about how they know what is real and what isn't. It will take work. This article shares some promising places to start.
Analysis of State K-3 Reading Standards and Assessments. Executive Summary
Author: Schenck, E. Allen
Date: 2005-10-00
Type: Reports - Research
Subjects: Reading Instruction,State Standards,Academic Standards,Student Evaluation,Primary Education,Reading Achievement,Reading Tests,Reading Comprehension,Vocabulary Development,Core Curriculum

The National Reading Panel (NRP) issued a report in 2000 that responded to a congressional mandate to help parents, teachers, and policymakers identify key skills and instructional methods central to reading achievement. The panel identified five areas that they found to be critical to effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The study in the full report addresses the relationship between state content standards and assessments and the essential components of effective reading instruction. The extent to which the essential components are addressed in the standards and assessments indicates the extent to which states have integrated the essential components into their reading curriculum. The full report describes reviews of state assessments and standards, the purpose of which was twofold: (1) to evaluate the degree to which state reading content standards for K-3 students reflected expectations for learning in these five essential areas of effective reading instruction; and (2) to determine the extent to which state assessments administered in the K-3 grade span played a role in the measurement of Reading First outcomes in the five areas. This executive summary presents the key findings from the study. [For the full report, see ED490977.]
Equivalence to the Minimum Qualifications. Adopted Spring 2016
Author: Academic Senate for California Community Colleges
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Employment Qualifications,Community Colleges,College Faculty,Teacher Qualifications,Responsibility,Part Time Faculty,State Legislation,Minimum Competencies,Teacher Selection,Search Committees (Personnel)

This paper is the third revision of the Academic Senate for California Community Colleges' (ASCCC) paper on equivalency adopted by the delegates to the plenary session in 1989. The original paper was intended to help local academic senates develop policies and procedures in response to Education Code §87359, which requires that each district's governing board and academic senate jointly develop an equivalency policy. Like the 2006 revision, this revision provides a more thorough discussion of equivalency than the original paper and the 1999 revision. It also includes the legal opinion from the General Counsel of the California Community Colleges Chancellor's Office distributed December 23, 2003, which upholds the prohibition on single-course equivalencies. In addition, it includes results of the Academic Senate's 2015 survey on equivalency practices in California community colleges. The concepts discussed in the first three equivalency papers remain substantively unchanged in this paper; however, this update includes practical suggestions and considerations inserted to help local senates in refining their policies and procedures regarding this important academic and professional matter. This paper concludes with recommendations for the determination of equivalencies, including who determines equivalency, that equivalency is granted for a discipline, that policies and procedures must be consistent, objective, evidence based, and mindful of general education and specialization, and that local governing boards include action on the equivalency as part of their subsequent hiring action. Following the recommendations, this paper provides a proposed equivalency model as well as a legal opinion stating that local districts are not authorized to establish a single course equivalency. [For the 2006 report, see ED510572.]
Compendium of Innovative Practices: Adult Education Bridge Programs and Integrated Education and Training (IET) Programs
Author: Alamprese, Judith A.
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Educational Practices,Adult Education,Transitional Programs,Adult Literacy,Career Development,Career Readiness,Allied Health Personnel

The U.S. Department of Education's Office of Career, Technical, and Adult Education (OCTAE) funded Manhattan Strategy Group and Abt Associates to conduct the Advancing Innovation in Adult Education project. The goal is to inspire and promote the development and use of innovate approaches in adult education that can result in high quality services and positive outcomes for adult learners. The five adult education practices highlighted in this report provide integrated education and training program as well as bridge services that support adults' development of the knowledge, skills, and abilities they need to enroll and be successful in postsecondary education or occupational training, earn short-term credentials, and obtain employment. The programs, which are part of local school districts, have developed strong partnerships with a range of stakeholders, including community and technical colleges, universities, workforce development providers, and employers. The five practices and the programs in which they are being implemented include: (1) Bridges to Careers Expansion, Rochester Adult Literacy at Hawthorne, Rochester, Minnesota; (2) Career Pathways, South Bay Adult School, Redondo Beach, California; (3) Certified Clinical Medical Assistant (CCMA), Jennings County Education Center, North Vernon, Indiana; (4) Connections 101, Great Falls College and Career Readiness Center, Great Falls, Montana; and and (5) PluggedIn Virginia (PIVA) Boot Camp, Peninsula Regional Education Program, Newport News, Virginia. This compendium describes the project's criteria for the selection of innovative practices, and provides context for the practices that were selected and profiles each of the innovative practices.
Optimizing Student Success: A Report on Placement in English and Mathematics Pathways
Author: Academic Senate for California Community Colleges
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Student Placement,College English,College Mathematics,State Legislation,English Language Learners,Educational Trends,Reading Achievement,Mathematics Achievement,Student Evaluation,Remedial Programs,Educational Legislation,General Education,Majors (Students),Enrollment,White Students,Hispanic American Students,American Indian Students,African American Students,Filipino Americans,Multiracial Persons,Pacific Islanders

Guided pathways increases attention to individual student journeys through California's community colleges, intentionally addressing innovations to optimize student success in completing the students' educational goals. This report primarily concerns placement and success in English pathways, including reading, and mathematics pathways, including all quantitative reasoning, as it directly relates to implementation of AB 705 (Irwin, 2017, codified in California Education Code section 78213) and evaluation of that implementation. Due to the COVID-19 pandemic, this report only compares trend data from fall term student course-taking and outcomes data, comparing Fall 2019, the first term of system-wide implementation, with trends from fall terms 2016, 2017, 2018. The goal of the report is to examine student success, intended and unintended outcomes of the new English and mathematics pathways placement protocols, and variables to continue to optimize student success and the student experience. With the intent of optimizing student success, it focuses on data and information about the reform of student assessment and placement practices in the California community colleges in areas including the following: (1) legislation, regulations, and guidance; (2) early results, including both state-wide and local college analyses; (3) successes, challenges; and (4) considerations for evaluating local placement protocols. The goal of the report is to share information on student outcomes and encourage broad and robust dialog about how best to focus on serving local student populations, especially the historically disproportionately impacted populations. [This report was prepared by the Academic Senate for California Community Colleges Guided Pathways Task Force with consideration of feedback from various stakeholders throughout the California Community College System.]
2019 SNAP-Ed Nutrition Education Success &amp; Impact Report: A Cross-Regional Approach to Program Outcomes. Mountain Plains Region and Southwest Region
Author: US Department of Agriculture
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Nutrition Instruction,Federal Programs,Welfare Services,Low Income Groups,Obesity,Prevention,Program Effectiveness,Health Programs,State Programs,Youth Programs,Adult Programs

The Mountain Plains Region (Colorado, Iowa, Kansas, Missouri, Montana, Nebraska, North Dakota, South Dakota, Utah, Wyoming), in partnership with the Southwest Region (Arizona, Arkansas, Louisiana, New Mexico, Oklahoma, Texas), have combined efforts to produce the first cross-regional Supplemental Nutrition Assistance Program Education (SNAP-Ed) report. The SNAP-Ed program delivers evidence-based nutrition education and obesity prevention interventions through a combination of educational strategies and social marketing coupled with policy, system, and environmental (PSE) interventions to promote healthy eating and active lifestyles. Additionally, coordination and collaboration exists between federal, state, and local partners by supporting community and public health approaches ultimately connecting with other sectors of influence. During Fiscal Year 2019, over 35 million people living in nearly 18 million households received SNAP in the United States. Within the Mountain Plains Region, 1.6 million people living in 778,734 thousand households received SNAP, while in the Southwest Region 6.1 million people living in 2.7 million households received SNAP. SNAP-Ed not only supports SNAP's role in addressing food insecurity, but also works to improve healthy eating to prevent or reduce diet-related chronic disease and obesity among SNAP recipients and other eligible low-income individuals. This report provides an overview of the impact each state has in the regions, including reach, partnerships, coalitions, and program activities. Success stories are also included to illustrate the positive changes from SNAP-Ed programs. [The report was coordinated by Heidi LeBlanc and Casey Combs and edited by Kali McCrackin Goodenough. For the &quot;2017 Nutrition Education Success and Impact Report&quot; for the Mountain Plains Region, see ED613469.]