ethanporcaro/eric-fulltext-meta huggingface dataset:
Educator Evaluation Communications Toolkit: Tools and Resources to Support States in Communicating about Educator Evaluation Systems
Author: Reform Support Network (RSN)
Date: 2013-09-00
Type: Guides - Non-Classroom
Subjects: Teacher Evaluation,Educational Change,State Policy,Educational Policy,Organizational Communication,State Government,State Programs,Government School Relationship,Value Added Models,Student Evaluation,Program Development,Program Implementation,Best Practices,Teacher Effectiveness,Resistance to Change,State Departments of Education,Feedback (Response),Fidelity

States are in various stages of reforming how they evaluate their educators, all striving for a new system that can assess a range of abilities and practices over long periods of time and capture the full nature of an educator's performance. The strongest systems look at teaching in a more comprehensive way than evaluations have done in the past, taking into account the full range of skills needed to be effective. This toolkit is designed to help States approach communication with educators, an important facet of the development and rollout of these new evaluation systems. Evaluation itself can be stressful, but States that clearly and thoughtfully communicate with their educators about a new system -- what it is, how it works, how it's different from the old system and why the change was necessary -- are more likely to abate criticism, the spread of misinformation and unnecessary concerns. The toolkit will continue to evolve over time as additional components are added, but currently includes the following elements: (1) Getting Started: Basic communication principles to frame your approach and a set of recommended strategies to use in building your plan; (2) Getting the Message Right: Key considerations to weigh when developing messages around educator evaluation; (3) Communications Cheat-Sheet: A one-pager with key points from the first two sections, designed to be used as an easy-reference tool; (4) Communicating about Value-Added Measures: Recommended strategies for communicating about and building support for using weighted measures to assess student progress; (5) Educator Engagement Tool: A resource for States and districts as they engage educators in developing and implementing new evaluation systems and other issues; (6) From Inform to Inspire: A framework to help clarify the purpose of communications efforts; (7) Educator Engagement: What Works? Commentary by Celine Coggins, CEO of Teach Plus, about what her staff have learned through their work with educators nationwide; (8) What Teachers Really Want to Know about Evaluations: A first-person commentary by California educator Marciano Gutierrez about the top questions in the minds of the people most directly impacted by new evaluations; and (9) Additional Resources.
Building Enduring Race to the Top Education Reforms: Using Social Media to Engage with and Communicate to Key Stakeholders. A Reform Support Network Guide for States
Author: Reform Support Network (RSN)
Date: 2012-10-00
Type: Guides - Non-Classroom
Subjects: Educational Legislation,Federal Legislation,Federal Programs,Educational Change,Social Media,State Departments of Education,Stakeholders,Organizational Communication,Planning,Audience Awareness,Web Sites,Electronic Publishing,Best Practices,Elementary Secondary Education,Public Education

This guide describes emerging social media practices among State education agencies and other governmental organizations and suggests key steps and considerations for those interested in using social media to advance education reform.
Many of the Kids Are Not Alright: Material Hardship among Children in the United States
Author: Rodems, Richard
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Hunger,Poverty,Access to Health Care,Housing,Racial Differences,Ethnicity,Social Problems,Children,At Risk Persons,Adults,Probability,Age Differences,Educational Attainment,Family Characteristics,Childhood Needs,Intervention

According to the most recent data available from the nationally-representative Survey of Income and Program Participation (SIPP), as of 2011, 38.4% of children lived in households reporting at least one form of material hardship, such as food insecurity, inability to pay essential household bills, inability to access medical care due to cost, or substandard and overcrowded housing. This is well above the rate considered to be in poverty by official estimates (17.5% as of 2017). This report examines findings from a study that measured: (1) food hardship; (2) fiscal hardship; (3) medical hardship; and (4) housing hardship. The findings in this report suggest that material hardship is a major social problem for children in the United States, especially Black and Hispanic children, one out of every two of whom lived in a household reporting some form of material hardship in 2011. Children were more likely to live in households experiencing material hardship than working age adults, and were two to four times more likely to be in households reporting material hardship than seniors. This is true for every form of hardship examined, as well as for the depth of hardship.
Mixed Income Neighborhoods and Integrated Schools: Linking HUD&apos;s Choice Neighborhoods Initiative with the Department of Education&apos;s Magnet Schools Assistance Program. Policy Brief
Author: Tegeler, Philip
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Public Housing,Income,Socioeconomic Status,Neighborhoods,Poverty,Disadvantaged Schools,Educational Improvement,Agency Cooperation,Financial Support,Resource Allocation,Magnet Schools,Neighborhood Improvement,Grants,Educational Policy,School Policy,Public Schools,Elementary Schools,Middle Schools,Federal Programs

The Choice Neighborhoods Initiative (CNI), launched in 2010, provides funds for public housing authorities and other local entities and aims to redevelop distressed housing projects and transform the neighborhoods surrounding them into &quot;mixed-income, high opportunity communities.&quot; From its inception, the CNI has included a strong focus on school improvement and coordination, although the responses of most applicants have been less than robust. Despite the CNI's emphasis on transforming neighborhoods of poverty into mixed income neighborhoods, this economic integration goal has rarely been applied to the local public school--indeed, with a few notable exceptions the U.S. Department of Housing and Urban Development (HUD) and CNI applicants have generally assumed that the local school will remain a high poverty school. This policy brief reviews the goals of the CNI and the track record of CNI school improvement efforts, as reflected in successful applications for CNI funding. The authors suggest that HUD and the Department of Education have missed a major opportunity for cross-agency collaboration, which could be achieved by linking magnet school funding and school integration planning grants with Choice Neighborhoods implementation and planning grants.
Turning around the Lowest Achieving Schools: Highlights of State Support Systems for School Turnaround
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Low Achievement,School Turnaround,Federal Legislation,Educational Legislation,Federal Aid,Federal Programs,Intervention,Evaluation Methods,State Agencies,Accountability

Race to the Top States offer a wide range of supports for local educational agency (LEA) implementation of one of four school intervention models. Some States allocate resources on a regional basis, while others coordinate resources at the State level. Certain States also use data tools to measure district needs, capacity and progress on key performance indicators. This publication provides a snapshot of the work of the 12 Race to the Top grantees (Phases 1 and 2). These highlights address topics and give examples for others interested in learning from early implementation efforts. They were drawn from Race to the Top States' Year 1 State-Specific Summary Reports, State websites and, where applicable, approved Elementary and Secondary Education Act flexibility waiver applications.
Request for Proposals Evaluation Guide
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Guides - General
Subjects: Program Proposals,Program Evaluation,Evaluation Methods,Weighted Scores,Scoring,Costs,Vendors

This publication offers SEAs and LEAs steps for evaluating a Request for Proposal (RFP) that allows input from a wide range of participants and specific subject matter experts, permits flexibility and weighted scoring in appropriate areas and provides an objective and defensible process for determining the vendor finalist.
Identifying Early Warning Indicators in Three Ohio School Districts. Stated Briefly. REL 2016-207
Author: Stuit, David
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Dropout Prevention,Academic Failure,Graduation,Accuracy,Middle School Students,High School Students,Grade 8,Grade 9,Predictor Variables,Grade Point Average,Attendance Patterns,Suspension,Achievement Tests,Scores,Credits,School Districts,High School Freshmen

This study analyzed data on students in three Ohio school districts who had completed grades 8 and 9 to determine which data elements were the most accurate indicators of students' failure to graduate from high school on time. The most accurate indicators varied by district and grade level, which underscores the importance of having school systems verify the accuracy of early warning indicators in their local contexts. School systems consider multiple factors when designing early warning systems, including the data available on students at different grade levels, the optimal cutpoints for the data elements, the consistency and accuracy of the indicators, and the possibility of using combinations of indicators for predicting failure to graduate on time. In short, the best indicators of failure to graduate on time for one district and grade level may not be the best for other districts and grade levels. [For the full report, see ED566958.]
Characteristics and Postsecondary Pathways of Students Who Participate in Acceleration Programs in Minnesota. Stated Briefly. REL 2017-239
Author: Davis, Elisabeth
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Acceleration (Education),High School Students,College Credits,Minority Group Students,Racial Differences,Ethnicity,Low Income Students,Student Participation,Enrollment Trends,Postsecondary Education,Student Characteristics,Institutional Characteristics,Academic Persistence,Dual Enrollment,Advanced Placement Programs,Gender Differences,Selective Admission,College Readiness,High School Graduates,College Bound Students,Program Effectiveness

Acceleration programs are challenging courses in which high school students can simultaneously earn credit toward a high school diploma and a college degree (dual credit). This study examined participation rates in acceleration programs and early college outcomes for the 2011 cohort of Minnesota high school graduates. Nearly half the graduates participated in at least one acceleration program during high school, and about half the participants who enrolled in a Minnesota college were awarded at least one dual credit. The majority of participants in acceleration programs who were awarded dual credit received it from a selective or very selective four-year college. Racial/ethnic minority students and students eligible for the federal school lunch program participated in acceleration programs and were awarded credit by the Minnesota college in which they enrolled at lower rates relative to their peers. Participation in acceleration programs was associated with college enrollment and, regardless of the number of credits awarded by the college, with college readiness and persistence. [For the full report, see ED573046.]
Social Media Tip Sheet #1: Innovative Engagement
Author: Reform Support Network (RSN)
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Administrator Role,Social Media,State Departments of Education,School Districts,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Information Dissemination,Web Sites,Electronic Publishing

State education agencies are investing more time and effort to communicate effectively and engage with district, school and classroom leaders, parents, students and other key audiences about the important changes happening in their States. They are using myriad tools to do so, including forums, meetings, direct contact, mainstream and social media. This tip sheet is the first in a series of four by the Reform Support Network. Additional tip sheets published are: (1) Social Media Tip Sheet #2: Building Capacity (ED611515); (2) Social Media Tip Sheet #3: Driving Success through Smart Policies (ED611516); and (3) Social Media Tip Sheet #4: Measuring Success (ED611517). The following tips for innovative engagement are presented in this tip sheet: (1) Innovation One: Utilizing the Voice of Chiefs; (2) Innovation Two: Trying New Platforms; (3) Innovation Three: Engaging Directly With Non-Traditional Media; and (4) Innovation Four: Keeping It Social -- and Fun. When it comes to innovative engagement on social media, State education agencies (SEAs) and local education agencies (LEAs) can and are making strides by utilizing the voice of their chiefs, trying new platforms, engaging directly with non-traditional media and keeping their communications fun, lively and social. The agencies executing these innovative forms of engagement are finding continued success in reaching key audiences on the important topics of ongoing reform.
Social Media Tip Sheet #2: Building Capacity
Author: Reform Support Network (RSN)
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: State Departments of Education,School Districts,Educational Innovation,Capacity Building,Social Media,Computer Mediated Communication,Educational Technology,Technology Uses in Education,Information Dissemination,Cooperative Planning,Teamwork,Stakeholders,Electronic Publishing,Web Sites

State education agencies (SEAs) and local education agencies (LEAs) made clear in a recent Reform Support Network (RSN) survey and follow-up interviews that staff must have the capacity to successfully engage stakeholders through social media. This is not a new challenge for government; staff capacity -- the number of staff and their access to training and technology -- determines whether the SEA can drive innovation. This tip sheet is the second in a series of four by the Reform Support Network. Additional tip sheets published are: (1) Social Media Tip Sheet #1: Innovative Engagement (ED611514); (2) Social Media Tip Sheet #3: Driving Success through Smart Policies (ED611516); and (3) Social Media Tip Sheet #4: Measuring Success (ED611517). The following tips for building capacity are presented in this tip sheet: (1) Innovation One: Sharing Content Creation; (2) Innovation Two: Sharing Duties, Creating &quot;Beat&quot; Reporters; and (3) Innovation Three: Looking Outside, Creating Brand Ambassadors. Building capacity to use social media effectively remains a key priority for State and local education agencies. Several agencies are achieving success by asking multiple employees to create content for social media postings, creating beat reporters within the agencies and asking ambassadors from SEAs and LEAs to amplify the messages.
Social Media Tip Sheet #3: Driving Success through Smart Policies
Author: Reform Support Network (RSN)
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Social Media,Computer Mediated Communication,Educational Technology,Technology Uses in Education,State Departments of Education,School Districts,Administrator Role,Information Dissemination,Success,Web Sites,Electronic Publishing,Educational Policy,Guides,Planning

Social media's established power to communicate and engage with mass audiences, combined with its largely free and easy-to-use platforms, makes it an irresistible lure for private, nonprofit and government institutions. What is murkier, but more important than ever, is solving the problem of properly planning and creating a structure so that social media efforts--like those in traditional or mainstream media--are strategic, purposeful, measurable and in keeping with the organization's guiding principles. This tip sheet is the third in a series of four by the Reform Support Network. Additional tip sheets published are: (1) Social Media Tip Sheet #1: Innovative Engagement (ED611514); (2) Social Media Tip Sheet #2: Building Capacity (ED611515); and (3) Social Media Tip Sheet #4: Measuring Success (ED611517). The following tips for driving success through smart policies are presented in this tip sheet: (1) Learning One: User Guides Are Essential; (2) Learning Two: Start With the Basics; and (3) Learning Three: Be Clear on Firm Policies. Social media policies are the bedrock of any social media effort, guiding smart strategy, engagement and use. State and local agencies should consider offering essential guidance, rules of the road and, as needed, clear and firm policies.
Social Media Tip Sheet #4: Measuring Success
Author: Reform Support Network (RSN)
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Social Media,Computer Mediated Communication,Educational Technology,Technology Uses in Education,State Departments of Education,School Districts,Success,Measurement Techniques,Program Evaluation,Data Collection,Data Analysis,Electronic Publishing,Web Sites,Reports

Communicators create clear engagement strategies and compelling messages, relentlessly reaching out using the latest tools, tactics and techniques. But many communicators are not sure whether those efforts are penetrating or engaging key audiences, particularly with the fire hose of information flooding through emails and mainstream and social media. Government entities have limited capacity to measure the success of social media efforts, particularly those without the resources to create or pay for tools that measure engagement, sentiment and impact. This tip sheet is the fourth in a series of four by the Reform Support Network. Additional tip sheets published are: (1) Social Media Tip Sheet #1: Innovative Engagement (ED611514); (2) Social Media Tip Sheet #2: Building Capacity (ED611515); and (3) Social Media Tip Sheet #3: Driving Success through Smart Policies (ED611516). The following tips for measuring success are presented in this tip sheet: (1) Tip One: The Basics: Tracking Followers, Fans and Figures; (2) Tip Two: A Deeper Dive With Micrometrics; and (3) Tip Three: Contracting with Third Parties to Build Reports. Data and analytics are a vital aspect of social media and measurement is possible, even on a shoestring budget. State education agencies (SEAs) and local education agencies (LEAs) are carving out time and resources to ensure that their efforts on social media are having a positive impact by gauging the penetration of messages, topics and efforts. And while some are able to pay for or secure funding for full-scale analytical services, many agencies are discovering that even their most basic measurements are having a positive impact.
Analysis of Kentucky School Performance on Grade 3 Mathematics and Reading State Assessments
Author: Princiotta, Daniel
Date: 2020-09-14
Type: Reports - Research
Subjects: Grade 3,Elementary School Students,Mathematics Tests,Reading Tests,Mathematics Achievement,Reading Achievement,Elementary Schools,School Effectiveness,Achievement Gains,Student Characteristics,Institutional Characteristics

Regional Educational Laboratory Appalachia (REL AP) supported Kentucky Department of Education (KDE) staff with training, coaching, and technical support to execute quantitative analyses aimed at two research questions: (1) which schools performed better, worse, or about the same as predicted with respect to grade 3 students' mathematics performance and reading performance in 2017 and 2018, given student and school demographic characteristics; and (2) which schools have shown larger, smaller, or about the same as predicted average annual growth in grade 3 student mathematics performance and reading performance during the five years from 2014 to 2018, given student and school demographic characteristics and their changes over time? Analyses used deidentified student-level administrative data supplied by the Kentucky Center for Statistics (KYSTATS). The partners fit multilevel hierarchical linear models to predict student scale scores, average annual growth over time in schools' average scale scores, and school-level effects. Results identified high-performing schools whose students were doing better than statistically predicted in grade 3 mathematics and reading in 2017 and 2018 and high-growth schools showing above averages gains from 2014 to 2018 in grade 3 mathematics and reading. This document includes a methodological summary of quantitative analyses performed by REL AP and KDE analysts coupled with a PowerPoint slide deck describing results completed as of winter 2020.
Nomophobia among Undergraduate Students and Its Link to Mobile Learning
Author: Yasan Ak, N.
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Student Attitudes,Young Adults,Electronic Learning,Correlation,Handheld Devices,Telecommunications,Social Media,Influence of Technology,Technology Uses in Education,Anxiety,Foreign Countries,Public Colleges

The purpose of this study was to investigate the level of nomophobia among undergraduate students and its link to mobile learning. The present study utilized a correlational research design. The sample consisted of 146 undergraduate students from a Turkish public university in Ankara. As data collection tools, the Turkish version of Nomophobia Questionnaire (NMP-Q), Mobile Learning Attitude Scale (MLAS) were administrated. The students' mobile phone use for educational purposes were also asked. Descriptive and inferential statistical analyses were conducted via SPSS 22.0. The results of the study showed that undergraduate students had an average nomophobia level and they used their mobile phones for several educational purposes. The students' level of nomophobia was significantly related to educational activities performed by their mobile phones. A weak relationship was also found between nomophobia and social media use on mobile phones. Furthermore, the relationship between nomophobia level and mobile learning attitude was examined. It was found that the students' level of nomophobia was significantly correlated with their attitudes towards mobile learning.