ethanporcaro/eric-fulltext-meta huggingface dataset:
Smarter Balanced Assessment Consortium: Theory of Action--An Excerpt from the Smarter Balanced Race to the Top Application
Author: Smarter Balanced Assessment Consortium
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Educational Testing,Accountability,Educational Change,State Policy,Stakeholders,Educational Improvement,Teacher Participation,Academic Standards,Academic Achievement,Alignment (Education),Core Curriculum,State Standards

The SMARTER Balanced Assessment Consortium (SBAC) supports the development and implementation of learning and assessment systems to radically reshape the education enterprise in participating States in order to improve student outcomes. SBAC believes that the current &quot;drop from the sky&quot; approaches to educational testing are ineffective for too many teachers and students. The overarching goal of the SBAC is to ensure that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching. This assessment proposal is shaped by a set of seven principles shared by both assessment systems in high-achieving nations and a number of high-achieving States in the U.S.; (1) Assessments are grounded in a thoughtful, standards-based curriculum and are managed as part of an integrated system; (2) Assessments produce evidence of student performance; (3) Teachers are integrally involved in the development and scoring of assessments; (4) The development and implementation of the assessment system is a State-led effort with a transparent and inclusive governance structure; (5) Assessments are structured to continuously improve teaching and learning; (6) Assessment, reporting, and accountability systems provide useful information on multiple measures that is educative for all stakeholders; and (7) Design and implementation strategies adhere to established professional standards.
Smarter Balanced and Higher Education: Preparing Young People for Postsecondary Success
Author: Smarter Balanced Assessment Consortium
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Core Curriculum,State Standards,Alignment (Education),English,Language Arts,Academic Achievement,Literacy,Mathematics,College Readiness,Postsecondary Education,Career Readiness,Educational Assessment

The Smarter Balanced Assessment Consortium is creating next-generation assessments aligned to the Common Core State Standards (CCSS) in English language arts/literacy and mathematics. With more than 40 states implementing the CCSS, the Smarter Balanced assessment system will allow states to certify that students have the knowledge and skills to meet the requirements of entry-level, credit-bearing postsecondary courses in these key subject areas. The Smarter Balanced assessment system--including summative and interim assessments and formative resources for teachers--will measure progress toward college- and career-readiness, providing accurate information about what students know before entering college.
Smarter Balanced Assessment Consortium: Building a Plan for Higher Education to Implement the Smarter Balanced Assessment System
Author: Smarter Balanced Assessment Consortium
Date: 2012-07-17
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Improvement,Core Curriculum,State Standards,Alignment (Education),Incidence,Remedial Instruction,Student Needs,Educational Attainment,Critical Path Method,Grade 11,College Readiness,Higher Education,State Departments of Education,Role,Educational Assessment,Articulation (Education)

The national movement to improve K-12 education through the implementation of the Common Core State Standards (CCSS) presents a tremendous opportunity for higher education to experience reduced remediation and increased degree completion. In order for the CCSS to realize their promise, however, higher education must be a full partner with K-12 in their implementation. This document provides guidance for state higher education leaders on one crucial aspect of implementation: the role that state systems of higher education must play to build toward recognition of the Smarter Balanced assessment as evidence that students are ready for entry-level, credit-bearing courses and should be exempted from remediation in English language arts (ELA) and mathematics. (Contains 2 footnotes.)
SMARTER Balanced Assessment Consortium Common Core State Standards Analysis: Eligible Content for the Summative Assessment. Final Report
Author: Sato, Edynn
Date: 2011-03-04
Type: Reports - Evaluative
Subjects: Descriptive Writing,Content Analysis,Summative Evaluation,Mathematics,Language Arts,Elementary Secondary Education,Eligibility,Selection Criteria,Core Curriculum,State Standards,Alignment (Education),Evidence,High Schools

This report is a descriptive analysis of the Common Core State Standards (CCSS), intended to determine which content is eligible for the Smarter Balanced Assessment Consortium's end-of-year summative assessment for English language arts (ELA) and mathematics in grades 3-8 and high school. The high school standards analyzed were those in grades 9-10 and 11-12 for ELA, and all conceptual categories for mathematics. All high school standards were analyzed, since which high school content will be included in the summative grade 11 assessment has yet to be determined. Outcomes of this analysis are intended as a starting point to inform discussion as the Consortium designs its summative assessment and develops its test and item specifications. This report is intended to be used with other documents the Consortium has or is developing that provide more conceptual, construct-centered, and evidence-based frameworks for its assessment design and development. Appended are: (1) Guiding Principles and Considerations; (2) Descriptions of Item Types; (3) Webb Depth of Knowledge Levels; (4) List of Analysts' Comments; (5) Eligible Content Data Workbook; (6) Preliminary Report Review--Feedback and Responses; and (7) Considerations for Next Steps--Suggestions Based on Comments from the Consortium's Technical Advisory Committee. (Contains 28 tables, 1 figure and 23 footnotes.)
FIRE's Guide to First-Year Orientation and Thought Reform on Campus. FIRE's Guides to Student Rights on Campus
Author: Silverglate, Harvey A.
Date: 2005-00-00
Type: Guides - Non-Classroom
Subjects: Censorship,Freedom of Speech,Human Dignity,School Prayer,Colleges,Guides,School Orientation,Court Litigation,Moral Values,Beliefs,School Policy,Public Colleges,Private Colleges,Social Attitudes,Religion,Academic Freedom,Training,Cultural Pluralism,Ideology,Group Discussion,College Faculty,College Students,Teacher Role,Counseling

Before one can have the freedom to express ideas in open debate, however, one must have freedom of conscience: the right to arrive at one's private beliefs, without being coerced into an artificial unity by those who wield power over him/her. After all, the freedom to speak is a dead letter if one lacks the freedom to think, to believe, or to disbelieve. At the heart of American liberty lies a recognition of individual rights, individual responsibility, and individual dignity. Over one's inner mind, conscience, and self, no one has coercive power. The form of censorship with which this &quot;Guide&quot; is concerned is the affirmative form of censorship that goes beyond prohibiting &quot;bad&quot; speech and ideas. It instead seeks to impose on a student, and coerce the student to adopt, and to believe in, the &quot;approved&quot; point of view advanced by the authorities. The fundamental rights of conscience and belief, the thought-reform programs that threaten those rights at today's universities, and the means by which a decent and free people can challenge such programs are the topics of this &quot;Guide.&quot; (Contains 1 footnote.)
FIRE's Guide to Religious Liberty on Campus. FIRE's Guides to Student Rights on Campus
Author: French, David A.
Date: 2002-00-00
Type: Guides - Non-Classroom
Subjects: Freedom,Student Rights,Religion,Moral Values,On Campus Students,Civil Rights,College Students,Guides,Colleges,School Policy,Legal Responsibility,Religious Factors,Public Colleges,Private Colleges,Governance,Financial Support,Social Bias,Social Discrimination

Students should know their rights and liberties, and they need to be better informed and better equipped about how to assert and defend these precious things. The protectors of students' rights and liberties--those faculty, administrators, parents, alumni, friends, citizens, advisers, and attorneys who care about such vital matters--should understand the threats to freedom and legal equality on campuses, the moral and legal means of combating those threats, and the acquired experience of recent years. To that end, the Foundation for Individual Rights in Education (FIRE) offers this "Guide to Religious Liberty on Campus," part of a series of such guides designed to restore individual rights and the values of a free society to the nation's colleges and universities. These guides also should remind those who write, revise, and enforce campus policies of the legal and moral constraints that restrict their authority. The sooner that colleges and universities understand their legal and moral obligations to a free and decent society, the less need there will be for guides such as these. Precise Legal citations of cases discussed are appended.
FIRE's Guide to Student Fees, Funding, and Legal Equality on Campus. FIRE's Guides to Student Rights on Campus
Author: Lorence, Jordan
Date: 2003-00-00
Type: Guides - Non-Classroom
Subjects: Student Rights,Educational Finance,On Campus Students,Fees,Financial Support,Equal Education,College Students,Court Litigation,Public Colleges,Private Colleges,Guides,Legal Responsibility,School Policy,State Legislation

Students should know their rights and liberties, and they need to be better informed and better equipped about how to assert and defend these precious things. The protectors of students' rights and liberties--those faculty, administrators, parents, alumni, friends, citizens, advisers, and attorneys who care about such vital matters--should understand the threats to freedom and legal equality on campuses, the moral and legal means of combating those threats, and the acquired experience of recent years. To that end, the Foundation for Individual Rights in Education (FIRE) offers this &quot;Guide to Student Fees, Funding, and Legal Equality on Campus,&quot; part of a series of such guides designed to restore individual rights and the values of a free society to the nation's colleges and universities. These guides also should remind those who write, revise, and enforce campus policies of the legal and moral constraints that restrict their authority. The sooner that colleges and universities understand their legal and moral obligations to a free and decent society, the less need there will be for guides such as these. Appended are: (1) The Crucial Court Opinions on Student Fees; and (2) Cases.
Foundation for Individual Rights in Education Annual Report, 2010
Author: Foundation for Individual Rights in Education (FIRE)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Freedom of Speech,Video Technology,Civil Rights,Constitutional Law,State Programs,Student Rights,Teacher Rights,College Students,College Faculty,School Policy

This paper presents the annual report of the Foundation for Individual Rights in Education (FIRE) for 2010. FIRE's approach in 2010 was centered on altering the incentive structure for universities by using both "carrots" and "sticks" to produce positive reforms and long-term results. These efforts gained significant force in September, when FIRE won a federal civil rights lawsuit through its Legal Network against a former university president on behalf of a student whose First Amendment rights were grossly violated. Throughout 2010, FIRE reminded administrators of their responsibility to respect freedom of expression and to eliminate the culture of censorship that has long prevailed on campus. As FIRE look ahead, it will use all of the tactics and technology at its disposal to stay one step ahead of campus censors. This paper reports updates on FIRE's various projects including: (1) Individual Rights Defense Program; (2) Major Defense Campaigns of 2010; (3) Policy Reform Project; (4) Legal Transformation Project; (5) Campus Freedom Network; (6) Individual Rights Education Program; and (7) Public Awareness Project. [For the 2009 Annual Report, see ED536969.]
Foundation for Individual Rights in Education Annual Report, 2011
Author: Foundation for Individual Rights in Education (FIRE)
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Finance,Civil Rights,School Policy,Student Rights,Freedom,Social Justice,Legal Responsibility,Public Opinion,Financial Support,Policy Formation,Colleges,Accountability,Censorship,Freedom of Speech,Religion,Political Issues,Court Litigation,Activism

This paper presents the annual report of the Foundation for Individual Rights in Education (FIRE) for 2011. This past year represented a new level of achievement for FIRE and its cause on campus. Not only did FIRE secure more victories than ever, but it also succeeded in bringing liberty to thousands more students by welcoming Arizona State University and James Madison University to its list of "green light" school. Each of its various programs have expanded, and as a result, it has welcomed more students into its Campus Freedom Network, enlisted more concerned citizens through its Public Awareness Program, and put more schools on notice through its extensive legal efforts. It was truly a remarkable year, marked by a record number of campus speeches by staff, exceptional social media exposure, and continuing media success in outlets like the "New York Post," "The Wall Street Journal," and "USA TODAY College." This report highlights achievements of FIRE's various programs and presents plans for 2012. [For the 2010 Annual Report, see ED536967.]
Celebrating Ten Years. Foundation for Individual Rights in Education Annual Report, 2009
Author: Foundation for Individual Rights in Education (FIRE)
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Video Technology,Civil Rights,Student Rights,Teacher Rights,Freedom of Speech,College Students,College Faculty,School Policy

This paper presents the annual report of the Foundation for Individual Rights in Education (FIRE) for 2009. The year 2009 was momentous for FIRE, for it marked its tenth anniversary. In the last decade, FIRE has been remarkably successful at fighting to secure basic rights of free speech and conscience on college campuses. It has fought for student and faculty rights in every corner of the country, and as of December 31, 2009, it has won 166 victories at 126 colleges and universities with a total enrollment of more than 2.7 million students. FIRE is directly responsible for changing 85 unconstitutional or repressive policies affecting more than 1.75 million students at 73 of these universities, including the entire California State University and University of Wisconsin systems. For this reason, FIRE's plans for 2010 include a significant increase in its already expansive public awareness efforts, including the first-ever Sweidy Stata Video Fellow, who will document more of FIRE's almost unbelievable cases on film and distribute them to the public. The power of video lies in its ability to convey the reality and personal cost of campus repression, bringing them home in a way no other medium can. [For the 2008 Annual Report, see ED536970.]
Foundation for Individual Rights in Education Annual Report, 2008
Author: Foundation for Individual Rights in Education (FIRE)
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: College Faculty,Campuses,Court Litigation,Courts,Sexual Harassment,Civil Rights,Student Rights,Racial Bias,School Policy,Freedom,Networks,Films,Multimedia Materials,Essays,Competition,Scholarships,High School Students,College Students

This paper presents the annual report of the Foundation for Individual Rights in Education (FIRE) for 2008. 2008 was a year of profound accomplishments for FIRE. While some colleges continued to show an appalling disregard for the fundamental rights of students and faculty members, FIRE was able to secure groundbreaking victories for civil liberties on college campuses and in courts of law. Equally important, FIRE dramatically expanded its educational programs to ensure that campus community members know their rights and how to protect them. Among FIRE's most significant victories of 2008 was the reversal of the racial harassment finding against a student-employee for reading a book at Indiana University-Purdue University Indianapolis. Another crucial development of 2008 was the Third Circuit Court of Appeals' finding in &quot;De John v. Temple University&quot; that held a Temple University policy--their former sexual harassment policy--to be unconstitutional. FIRE filed an amicus brief and alerted 266 schools that maintain similar speech codes via certified mail to the potential legal ramifications of their policies. In terms of educational efforts, FIRE has expanded in all directions. Its Campus Freedom Network recruited upwards of 1,500 members; it unveiled its Multimedia Project, which includes five short films and weekly podcasts, and it held its first-ever essay contest, giving high school students the opportunity to learn about FIRE issues with a chance to win a college scholarship.
Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Employment,Classification,Longitudinal Studies,Guides,Questionnaires,Surveys,Data,Cohort Analysis,Youth,Predictor Variables,Error of Measurement,Parent Background,Educational Attainment,Sampling,Institutional Characteristics,Student Characteristics,Social Indicators,Access to Information,Vocational Education,Work Experience,Academic Achievement,Postsecondary Education,Test Reliability

Developed for users of the Longitudinal Surveys of Australian Youth (LSAY), this user guide consolidates information about the LSAY 2009 cohort into one document. The guide aims to address all aspects of the LSAY data including: how to access the data; data restrictions; variable naming conventions; the structure of the data; documentation; classifications and code frames used; weights; and derived variables. Updates to the Y09 data file are appended. (Contains 14 tables, 9 figures and 6 footnotes.) [For supporting documents, see &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A&quot; (ED536979); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1&quot; (ED536973); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2&quot; (ED536975); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C&quot; (ED536974); and  &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D&quot; (ED536972).]
Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D
Author: National Centre for Vocational Education Research
Date: 2012-10-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Family Characteristics,Leisure Time,Health,Social Behavior,Volunteers,Longitudinal Studies,Youth,Data,Guides,Housing,Surveys,Social Environment,Interests,Attitudes,Cohort Analysis

This is a support document to the &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide&quot; report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides social information for the guide. [For the main report, &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74,&quot; see ED536971. For other supporting documents, see &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A&quot; (ED536979); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1&quot; (ED536973); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2&quot; (ED536975); and &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C&quot; (ED536974).]
Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1
Author: National Centre for Vocational Education Research
Date: 2012-10-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Youth,National Surveys,Longitudinal Studies,Institutional Characteristics,Student Characteristics,Academic Achievement,English,Sciences,Mathematics,Time on Task,Self Concept,School Attitudes,Reading,Libraries,Computer Use,English Instruction,Science Careers,Occupational Aspiration,Courses,Vocational Education,Student Educational Objectives,Career Guidance,Work Experience,Workplace Learning,Educational Attainment,Welfare Services,Student Financial Aid,Dropouts

This is a support document to the &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide&quot; report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides school and school transition information for the guide. [For the main report, &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74,&quot; see ED536971. For other supporting documents, see &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A&quot; (ED536979); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2&quot; (ED536975); &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C&quot; (ED536974); and &quot;Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D&quot; (ED536972).]