ethanporcaro/eric-fulltext-meta huggingface dataset:
Methods for Accounting for Co-Teaching in Value-Added Models. Working Paper
Author: Hock, Heinrich
Date: 2012-06-00
Type: Reports - Research
Subjects: Urban Schools,Achievement Gains,Academic Achievement,Teaching Methods,Teacher Influence,Team Teaching,Teacher Responsibility,Educational Methods,Comparative Analysis,School Districts

Isolating the effect of a given teacher on student achievement (value-added modeling) is complicated when the student is taught the same subject by more than one teacher. We consider three methods, which we call the Partial Credit Method, Teacher Team Method, and Full Roster Method, for estimating teacher effects in the presence of co-teaching. The Partial Credit Method apportions responsibility between teachers according to the fraction of the year a student spent with each. This method, however, has practical problems limiting its usefulness. As alternatives, we propose two methods that can be more stably estimated based on the premise that co-teachers share joint responsibility for the achievement gains of their shared students. The Teacher Team Method uses a single record for each student and a set of variables for each teacher or group of teachers with shared students, whereas the Full Roster Method contains a single variable for each teacher, but multiple records for shared students. We explore the properties of these two alternative methods and then compare the estimates generated using student achievement and teacher roster data from a large urban school district. We find that both methods produce very similar point estimates of teacher value added. However, the Full Roster Method better maintains the links between teachers and students and can be more robustly implemented in practice. Comparing Estimates from Teacher Team and Full Roster Methods is appended. (Contains 2 figures and 11 footnotes.)
The Uncommon Benefits of Hybrid Schooling. Lecture. No. 1207
Author: Mattox, William R., Jr.
Date: 2012-05-30
Type: Reports - Descriptive
Subjects: School Culture,Blended Learning,Online Courses,Home Schooling,Nontraditional Education,Parents,Parents as Teachers,Children,Team Sports,Educational Change,Electronic Learning,Educational Technology

Most parents want two things: (1) to protect their children from being immersed in a school culture that is at odds with their family culture or philosophical world view and (2) for their children to be sufficiently exposed to people who are different from them that they will be well prepared for success and influence in the real world. Regrettably, one-size-fits-all schools have a very difficult time facilitating this very delicate balancing act. But hybrid schooling can offer a way out of these counterproductive cul-de-sacs, allowing us to customize the learning opportunities for all children so that they can get a well-balanced social and academic upbringing tailored to their unique needs, interests, talents, learning styles, stages of development, and personalities.
Gender Equity in Education: A Data Snapshot
Author: Office for Civil Rights (ED)
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: Equal Education,Sex Fairness,Educational Opportunities,Gender Issues,Elementary Secondary Education,Higher Education,Postsecondary Education,Educational Environment,Educational Legislation,Federal Legislation,Early Childhood Education,Academically Gifted,Grade Repetition,Algebra,Science Instruction,Mathematics,High School Students,Advanced Placement,Enrollment Trends,Career Education,Technical Education,Gender Differences,Racial Differences,Athletics

This data snapshot highlights several differences in educational opportunities between males and females from prekindergarten through higher education. The information herein, gathered from a variety of education data sources, shows that--despite the enormous progress made in ensuring equal educational opportunities since the passage of Title IX in 1972--much work remains if we are to achieve full gender equity among our nation's students.
Improving Charter School Accountability: The Challenge of Closing Failing Schools
Author: Osborne, David
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Accountability,Public Education,Educational Improvement,Educational Quality,School Districts,Governance,Risk,School Closing,Academic Achievement,Barriers,Federal Government,Government Role

Today some 5,600 charter schools are in operation, with more than two million students. Some critics persist in a fruitless argument that these schools have failed, despite a mountain of evidence to the contrary. But regardless of your opinion about them, charter schools are here to stay. Those concerned about public education should quit debating whether we should have charter schools and instead focus on improving their quality. That will require us to do at least two big things. We must replicate the most successful charter models--the subject of a Progressive Policy Institute paper last year, "Going Exponential: Growing the Charter School Sector's Best"--and we must close down the worst charter schools--the subject of this report. From the beginning, the charter concept was to give schools more autonomy--freedom to hire and fire their staffs and control their own budgets and curriculum--while still holding them accountable for performance. No charter would be allowed to fail its students year after year, as traditional public schools are often permitted to do. If their students were not learning, they would close. This promise has not always been fulfilled. Hundreds of school districts have authorized charters then failed to invest in oversight. Even some statewide authorizers report that they have insufficient data to make merit-based renewal and revocation decisions. Failing charter schools are at much greater risk of closing than other failing public schools. Still, if we are to harness their true potential, many states need to heighten that risk. In its first 10 years, the charter community focused mostly on "quantity": getting charters open. Over the past ten years, it has focused increasingly on charter school "quality". Today, it is time to open a third frontier: "authorizer quality". The key to quality in the charter sector is quality authorizing. In this report the author discusses why it is so important that authorizers close failing charters, reviews the facts about charter and authorizer performance, examines why some authorizers fail to close underperforming charters, and proposes solutions to these problems. To answer such questions, the author has reviewed the literature and interviewed fifteen current or former charter authorizers and another ten experts on charter schools. In addition, thanks to the generosity of the National Association of Charter School Authorizers (NACSA), the author has reviewed the data accumulated by its annual surveys of authorizers. (Contains 2 figures and 83 endnotes.)
Themes Found in High Performing Schools: The CAB Model
Author: Sanders, Brenda
Date: 2010-04-14
Type: Journal Articles
Subjects: Case Studies,Sampling,Effective Schools Research,Cooperation,Accountability,School Culture,Lifelong Learning,Data,Decision Making,Nontraditional Education,Educational Change,Achievement Gap,Institutional Mission,Teacher Expectations of Students,Qualitative Research

This study examines the CAB [Cooperativeness, Accountability, and Boundlessness] model of high performing schools by developing case studies of two Portland, Oregon area schools. In pursuing this purpose, this study answers the following three research questions: 1) To what extent is the common correlate cooperativeness demonstrated or absent in each school? 2) To what extent is the common correlate accountability demonstrated or absent in each school? 3) To what extent is the common correlate boundlessness demonstrated or absent in each school? The researcher chose a sample of two schools using purposive sampling. The use of purposive sampling is quite common and advantageous with case study designs (Bailey, 2007; Yin, 2003). In this case, the researcher opted for this sampling technique in order that the study would include schools with specific characteristics. Among these features included: targeting the Portland, Oregon area as an important parameter, focusing on high performing schools, and choosing alternative school environments. The case study done for this research has characteristics of all three types of case studies. However, the essence of this study makes this research an instrumental case study. The researcher built a conceptual framework (CAB) as a means of examining the nature of high performing schools. The protocols for this case study called for using data from three sources: site document, interviews, and a questionnaire. CAB Model Conclusions. Given the information on all three correlates in each institution, DCS [Democratic Community School] practices the CAB model at an average level. Likewise, PLCS [Point Lookout Community School] demonstrates the CAB model at an average level. These findings generally support the research literature on high performing schools. However, there is no way to determine if these specific results are purely coincidental or indicative of high performing schools in general. This research is a qualitative study. Qualitative studies are not adequate for theory testing. The strength of this study is what it does to develop the theory related to the CAB model. Specifically, the research literature suggests that the CAB model is especially applicable for high performing schools. This research effort extended the CAB model to the two alternative schools focused on in this study. (Contains 7 tables.)
Graduate Enrollment in Science and Engineering Grew Substantially in the Past Decade but Slowed in 2010. InfoBrief. NSF 12-317
Author: Kang, Kelly
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Graduate Students,Graduate Study,Science Programs,Enrollment Rate,Enrollment Trends,Engineering Education,Science Education,Full Time Students,College Freshmen,Annual Reports,Student Characteristics,National Surveys,Statistical Distributions,Statistical Surveys,Longitudinal Studies

Approximately 632,700 graduate students were enrolled in science, engineering, and health (SEH) programs in the United States as of fall 2010, a 30% increase from approximately 493,300 students in 2000, according to the National Science Foundation's (NSF's) Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS). The growth in first-time, full-time (FTFT) graduate student enrollment in science and engineering (S&amp;E) programs over this time was even greater, with a 50% increase from approximately 78,400 students in 2000 to approximately 118,500 students in 2010 (figure 1). Continuing the decade-long trend, overall graduate enrollment in S&amp;E reached a new peak in 2010, with 407,291 students in science fields and 149,241 students in engineering fields (table 1). However, rates of growth in these fields slowed considerably between 2009 and 2010 from the two previous years--particularly in FTFT enrollment, which had only a 1.7% gain in science programs and 4.0% gain in engineering programs. Annual increases in 2007-08 and 2008-09 for FTFT graduate enrollment were 7.6% and 6.4% in science and 8.2% and 6.2% in engineering, respectively (figure 1). Enrollment in biomedical engineering, which increased by 7.5% between 2009 and 2010, continues to be one of the fastest growing S&amp;E fields and has experienced the most rapid growth over the last decade (165%), from approximately 3,200 graduate students in 2000 to 8,500 students in 2010 (table 1). These and other findings in this InfoBrief are from the fall 2010 GSS, cosponsored by NSF and the National Institutes of Health (NIH). The GSS is an annual survey of all academic institutions in the United States that grant research-based master's degrees or doctorates in SEH fields. The GSS collects data on the number and characteristics of graduate students, postdoctoral appointees (postdocs), and other doctorate-holding non-faculty researchers in SEH fields. This InfoBrief focuses on the graduate students and postdocs within S&amp;E fields. (Contains 1 figure, 3 tables and 3 notes.)
Multiaxis Computer Numerical Control Internship Report
Author: Rouse, Sharon M.
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Experimental Groups,Computer Software,Computers,Educational Technology,Control Groups,Internship Programs,Community Colleges,Higher Education,Two Year Colleges,Computer Assisted Design,Technological Advancement,Computer Graphics

(Purpose) The purpose of this paper was to examine the issues associated with bringing new technology into the classroom, in particular, the vocational/technical classroom. (Methodology) A new Haas 5 axis vertical Computer Numerical Control machining center was purchased to update the CNC machining curriculum at a community college and the process of incorporating the new equipment and related technology is documented in the study. (Results) Results were that introducing new technology is not a simple process due to numerous issues, time being one as well as software, hardware, and the learning curve. (Conclusions) Results of the study included successful adaptation of CAD/CAM software as well as setup and operation of the equipment with a simple part being manufactured without incidence. (Recommendations) Educators who are bringing in new technology need to understand the importance of time. Unforeseen events will crop up any time a new technology is brought into the classroom and time is needed to address these issues as they arise. (Contains 13 figures.)
Guidelines for Curriculum Review and Development
Author: Sedere, Upali M.
Date: 2011-03-16
Type: Guides - Non-Classroom
Subjects: National Curriculum,Guidelines,Foreign Countries,Curriculum Development,Change Strategies,Educational Change,Educational Development,Performance Factors,Barriers,Program Implementation,Educational Policy,Policy Formation,Needs Assessment,Classroom Observation Techniques,Educational Practices,Focus Groups,Elementary School Curriculum

This is curriculum review guideline that was used by the author to review the Primary School Curriculum of the National Curriculum and Textbook Board (NCTB) in Bangladesh. This includes the procedures and formats those were employed and would serve as a guide to any other user. (Contains 2 figures.) [This report was prepared with the Institute of Educational Development, BRAC University (IED-BRACU), Dhaka, Bangladesh and the National Curriculum and Textbook Board (NCTB) of Bangladesh.]
Improving Educational Attainment: Recent Trends and Challenges
Author: Chingos, Matthew
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,Educational Attainment,Educational Change,Federal Government,Educational Trends,Trend Analysis,Performance Factors,Barriers,Graduation Rate,Textbook Content,College Outcomes Assessment,Educational Improvement,School Statistics,Data Analysis,Public Colleges,Higher Education

A large majority of full-time students pursuing bachelor's degrees at four-year colleges and universities in the United States attend public universities. The struggle, therefore, to improve educational attainment and reduce the marked disparities in outcomes that lead to greater inequalities of all kinds will take place mainly within our nation's public universities. Matthew Chingos, research associate at the Andrew W. Mellon Foundation and Brookings Institution fellow, and Michael McPherson, president of the Spencer Foundation, discuss the findings in their book, &quot;Crossing the Finish Line: Completing College at America's Public Universities,&quot; written with William Bowen, president emeritus of the Andrew W. Mellon Foundation and Princeton University. The authors built and analyzed massive databases gathered from 21 prestigious flagship universities across the country and essentially all the public universities in the four state systems of Maryland, North Carolina, Ohio and Virginia. Their aim was to search for clues about how to make America's colleges and universities more successful in moving entering students on to graduation. Not surprisingly, no &quot;silver bullets&quot; revealed themselves throughout the course of the authors' work; nevertheless, their findings point toward important steps that colleges and universities, state governments, and the federal government can take to improve college outcomes, particularly for disadvantaged students. (Contains 6 figures, 2 tables and 1 footnote.)
How Economics Can Help Colleges Be More Efficient
Author: McPherson, Michael
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Higher Education,Economic Impact,Economic Factors,Efficiency,Focus Groups,Educational Policy,Policy Analysis,Change Strategies,Educational Change,Brainstorming,Change Agents,Educational Trends,Educational Improvement,Improvement Programs

For more than ten years, the Ford Policy Forum, an integral part of the Forum for the Future of Higher Education's annual Aspen Symposium, has been chaired by Michael McPherson and Morty Schapiro, presidents of the Spencer Foundation and Northwestern University, respectively. Its intent has been to explore how economics can make individual colleges and universities and our overall higher education "system" more efficient. The Forum's June 2010 Aspen Symposium marked the completion of the Ford Policy Forum, and to celebrate more than a decade of success, the speakers decided that their final session would return to its roots in economics. The participants are not only economists though--they also wear the hats of college and university administrators. Schapiro acted as moderator of the panel, and McPherson, Dennis Ahlburg and David Breneman as panelists. This paper presents a transcript of what took place at the Forum.
The Great American University: Maintaining Our Preeminence
Author: Cole, Jonathan R.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Economic Progress,Higher Education,Research Universities,Excellence in Education,Research and Development,Educational Development,Educational History,Institutional Mission,Institutional Characteristics,Reputation,Recognition (Achievement),Barriers,Economic Impact,Achievement Rating,Achievement Gains,Sustainability

American research universities are arguably the world's most powerful engines of innovation and discovery. Yet they are widely misunderstood and in danger of losing their capacity to drive economic progress and improve our lives. Jonathan Cole, John Mitchell Mason University Professor at Columbia University, notes that the preeminence of American universities was not preordained, but rather a result of intentional policies that provided the structure, values and support that allowed American universities to flourish within the last century. Cole's book, "The Great American University," details American universities' rise to preeminence; provides ample evidence of the new knowledge and life-changing discoveries flowing from them; and discusses the threats--internal as well as external--to their continued preeminence. Cole presents a reasoned and eloquent argument for the need to sustain and enhance the American tradition of excellence in higher education, so as to preserve this powerful national resource. Excerpts of Cole's remarks at the Forum's 2010 Aspen Symposium are reprinted here.
Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive
Author: TNTP
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: School Culture,Teachers,Principals,Educational Environment,Teacher Persistence,Academic Achievement,Teacher Attitudes,Teaching Conditions,Instructional Leadership,Faculty Development,Teacher Salaries,Student Behavior,Leadership Responsibility,High Schools

Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called &quot;greenhouse schools&quot;--schools with carefully fostered cultures that help teachers and students reach greater heights. What are they doing differently? The short answer is that greenhouse schools accomplish what others only claim to do: they prioritize great teaching above all else. That's TNTP's conclusion after surveying more than 4,800 teachers in almost 250 schools across the country over the past two years. Although other surveys have helped describe certain elements of school culture, TNTP's researchers focused on two questions that they felt had not yet been answered: What kind of school culture is most likely to increase retention of the best teachers and improve student learning? And what concrete steps can principals take to create that culture in their own schools? This paper explains what the researchers have learned from greenhouse schools across the country, and how principals can put those lessons to use in their own schools right now. A technical appendix that provides additional details on the scope of TNTP's study of school culture, the Insight index, and third-party validation of the index by American Institutes for Research (AIR) is included. (Contains 7 endnotes.)
Portability of Teacher Effectiveness across School Settings. Working Paper 77
Author: Xu, Zeyu
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: Teacher Effectiveness,Academic Achievement,Teacher Placement,Achievement Gains,Achievement Rating,Teacher Distribution,School Statistics,Low Achievement,High Achievement,Educational Improvement,Educational Quality,Individual Differences,Comparative Analysis,Comparative Testing,Productivity,Probability,Longitudinal Studies,Educational Assessment,Educational Indicators,Educational Development,Educational Research,Institutional Characteristics

Redistributing highly effective teachers from low- to high-need schools is an education policy tool that is at the center of several major current policy initiatives. The underlying assumption is that teacher productivity is portable across different schools settings. Using elementary and secondary school data from North Carolina and Florida, this paper investigates the validity of this assumption. Among teachers who switched between schools with substantially different poverty levels or academic performance levels, we find no change in those teachers' measured effectiveness before and after a school change. This pattern holds regardless of the direction of the school change. We also find that high-performing teachers' value-added dropped and low-performing teachers' value-added gained in the post-move years, primarily as a result of regression to the within-teacher mean and unrelated to school setting changes. Despite such shrinkages, high-performing teachers in the pre-move years still outperformed low-performing teachers after moving to schools with different settings. (Contains 2 figures, 17 tables, and 11 footnotes.)