ethanporcaro/eric-fulltext-meta huggingface dataset:
The Ambition behind European Universities Networks. Policy Brief. Number 12
Author: O'Malley, Brendan
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Universities,Networks,Global Approach,Partnerships in Education,Educational Development,Intercollegiate Cooperation

The European Union (EU) has an ambitious plan to create transnational &quot;European Universities&quot; out of networks of European higher education institutions. The initiative is not a new idea, but has been given fresh and significant impetus in the past year due to fears that UK withdrawal -- or &quot;Brexit&quot; -- and rising populism on the continent would undermine the future of the EU. French President Macron, speaking at the Sorbonne University in Paris in September 2017 called for the creation by 2024 of 20 &quot;European Universities.&quot; Four months later, at the December 2017 Gothenburg Summit, European leaders backed the idea and called for the 20 European Universities to consist of networks of universities across the European Union that would &quot;enable students to obtain a degree by combining studies in several EU countries and contribute to the international competitiveness of universities.&quot; Thus the European Universities Network Initiative (EUNI) was born.
2014-2015 ASPIRE Payout Report. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-03-28
Type: Reports - Research
Subjects: Teacher Salaries,Merit Pay,Incentives,Teacher Effectiveness,Academic Achievement,Value Added Models,Elementary Secondary Education,Compensation (Remuneration),Eligibility

In January 2007, the Houston Independent School District (HISD) inaugurated the Teacher Performance Pay Model, 2005-2006, becoming the first school district in the nation to implement a performance pay system of this magnitude based on individual teacher effectiveness. Improvements and enhancements of that model became the &quot;Recognize&quot; component of the district's comprehensive education improvement model, &quot;Accelerating Student Progress: Increasing Results and Expectations&quot; (ASPIRE). The 2014-2015 ASPIRE Award program, designed to award teachers and staff for students' progress and performance in the 2014-2015 school year, was paid out on February 3, 2016. This report provides the 2014-2015 ASPIRE Award Payout Report. Some of the highlights are as follows: (1) For the 2014-2015 ASPIRE Award year, a total of 17,974 campus-based employees were considered. Of those, 11,857 (66 percent) met eligibility requirements. This is as compared to the 2013-2014 ASPIRE Award year, where a total of 18,035 campus-based employees were considered, and 11,378 (63 percent) met eligibility requirements; (2) For the 2014-2015 ASPIRE Award year, 5,424 (30 percent) of the 17,974 considered employees were paid; (3) In 2014-2015, among core foundation teachers who received an award, amounts ranged from $187.50 to $9,750, with an average award of $4,079.02; and (4) The total amount awarded for the 2014-2015 ASPIRE Award was $17,108,500.38, which is a decrease of $4,814,697.95 from the prior year due primarily to changes in the program funding which decreased the maximum potential award amounts.
Federal Funding Streams and Strategies to Improve Conditions for Learning: A Resource Guide for States
Author: Council of Chief State School Officers (CCSSO)
Date: 2019-04-00
Type: Guides - Non-Classroom
Subjects: Educational Finance,Federal Aid,Financial Support,Equal Education,Elementary Secondary Education,Federal Legislation,Educational Legislation,Disabilities,Federal State Relationship,Health Services,Nutrition,Federal Programs,Lunch Programs,School Health Services,Health Programs,School Safety,Homeless People,State Departments of Education,School Districts

The Council of Chief State School Officers' (CCSSO's) commitment to equity is rooted in the belief that all students--across race, ethnicity, gender, language, disability, sexual orientation, or family background or income--deserve an education that prepares them for success in college, careers, and life. One of the actions that state education leaders can take in pursuit of this goal is to create the conditions for learning for students to succeed academically. This guide is designed to support states in that effort by outlining the federal funding sources that can be accessed (and often coordinated or combined) to support efforts to improve the conditions for learning, and to identify strategies that state leaders might pursue as they begin to enter into partnerships to improve conditions for learning. [Penn Hill Group assisted in developing this guide.]
Setting the Right Conditions for Learning: How State Leaders and Partners Can Work Together to Meet the Comprehensive Needs of Students
Author: Council of Chief State School Officers (CCSSO)
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Educational Environment,Student Needs,Hunger,Wellness,Mental Health,Homeless People,Security (Psychology),Physical Health,State Departments of Education,Community Organizations,Partnerships in Education,Best Practices

American public education policy and practice has long focused on what can be done to meet the academic needs of all students during the school day. Today, more families and students are facing challenges outside of school that affect student academic performance in classrooms. Challenges such as homelessness, food security, mental health and general health and well-being can adversely affect a student's ability to come to school on time, every day, ready to learn. These types of challenges can be addressed by state education agencies (SEAs) when they partner with other systemic, state and community partners that are working to address these challenges daily. This document reflects what improving those conditions looks like in practice and profiles promising examples across the country where states have taken action to maximize academic outcomes for students. These promising examples are intended to provide ideas and inspiration to spur other states to explore new partnerships with state-level organizations such as state health departments and social services, to seek new approaches to policy and consider how to use existing funding to improve the conditions for learning for all students. [Education First assisted in the development this guide.]
Leveraging ESSA Plans in Preschool Development Grant Implementation: Guidance and Recommendations
Author: Council of Chief State School Officers (CCSSO)
Date: 2019-07-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Preschool Education,Grants,Needs Assessment,Strategic Planning,Family Involvement,Accountability,Educational Improvement,Faculty Development,Educational Finance,Financial Support,Federal Aid,Program Implementation

In 2019, 46 states and territories are implementing Preschool Development Grants (PDGs), which will support states to do five broadly defined activities: 1. A Birth to Five Needs Assessment 2. A Birth to Five Strategic Plan 3. Maximizing Parent Knowledge and Choice 4. Sharing Best Practices 5. Improving Overall Quality. This brief starts by discussing the requirements of the PDG needs assessment and strategic planning process. It then reviews the requirements of ESSA [Every Student Succeeds Act], with some highlights of where early childhood has been or could be a meaningful part of state plans. Following that is a toolkit states can use to ensure that they are harmonizing their PDG strategic plan with their ESSA plan and setting the table for future versions of the ESSA plan to be even stronger on early childhood issues. It concludes by identifying some additional resources that states may find valuable in the process. [Foresight Law + Policy Advisors, particularly Elliot Regenstein, provided support in developing this guide.]
English Language Learners in America&apos;s Great City Schools: Demographics, Achievement, and Staffing
Author: Uro, Gabriela
Date: 2019-04-00
Type: Reports - Research
Subjects: English Language Learners,Urban Schools,Urban Areas,Academic Achievement,Faculty Development,Educational Legislation,Elementary Secondary Education,Federal Legislation,Resource Allocation,School Districts,Politics of Education,Civil Rights,Enrollment Trends,Native Language,Educational Trends,Special Education,National Competency Tests,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Attendance Patterns,Academic Failure,Grade 9,English Teachers,Teacher Certification,Teacher Recruitment,Teacher Evaluation,Teaching Assistants,Educational Finance

In 2013, the Council of the Great City Schools (CGCS) published the first-ever report on English language learners (ELLs) enrolled in member districts, reporting on a range of indicators in addition to ELL enrollment and languages spoken by such students. This report updates most of the data presented in the 2013 Council ELL report, shedding light once again on ELL enrollment, student performance, staffing and professional development, along with Title III allocations. Consistent with the findings in the 2013 Council ELL report, English language learners continue to be the fastest-growing demographic group in U.S. public schools. The ELLs attending schools in the member districts of the Council of the Great City Schools account for nearly one-quarter of all ELLs in the nation. Specifically, in SY 2015-16, Council-member districts enrolled about 1.2 million ELLs in Grades K-12--or 25.0 percent of the 4.9 million estimated ELLs in the nation's K-12 public schools. This new report by the Council presents the results of a yearlong effort to compile data on ELL enrollment and programs in the Great City school districts. Much of the data were collected from the membership via survey in 2017. Over 85 percent of the membership responded. [For the 2013 report, see ED543305.]
Managing Changes That Affect Accountability Outcomes
Author: Keng, Leslie
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Accountability,Educational Change,State Programs,Educational Assessment,Change Strategies,Elementary Secondary Education,Educational Legislation,Federal Legislation

The statement &quot;The only thing that is constant is change&quot; is an apt description of state accountability systems over the past few years. With the passage of the Every Student Succeeds Act (ESSA), many states have significantly refined their existing school accountability systems or completely redesigned new systems in recent years. The goal of this brief is to describe a logical framework and practical recommendations for states as they wrestle with the continuing demands on their accountability outcomes despite substantial changes to their educational systems. A systematic approach is provided to diagnosing the potential effects a change to a state's assessment or accountability system could have on accountability outcomes. Also provided us practical advice for states as they consider additional changes to their systems. It is the authors' hope that the framework and recommendations described in this brief can helps states establish a sustainable approach or pathway as they navigate through the sea of constant change.
Measuring School Climate and Social and Emotional Learning and Development: A Navigation Guide for States and Districts
Author: Holahan, Cathy
Date: 2019-03-00
Type: Guides - Non-Classroom
Subjects: Educational Environment,Social Development,Emotional Development,Surveys,Attendance,Suspension,Expulsion,Observation,Student Surveys,Measurement Techniques,Performance Based Assessment,Elementary Secondary Education

Education practitioners, researchers, and policymakers are increasingly focusing on social and emotional learning and development and positive school climates as essential factors to establish equitable learning environments in which all young people can thrive. The purpose of this guide is to assist states and districts in making decisions about which types of measures related to social and emotional learning and development and/ or school climate to use, how those measures could be used, and important factors to consider in the process. In developing this tool, Council of Chief State School Officers (CCSSO) and EducationCounsel interviewed and consulted with researchers, practitioners, and other subject matter experts and conducted a literature review of resources and tools in the field. Given the many resources and experts in social and emotional learning, school climate, and measurement, this tool serves as a guide for states that are navigating these decisions by sharing: (1) key principles related to selecting and using these measures; (2) the benefits and challenges of using different measures; (3) the purposes for which different measures may be appropriate to use; and (4) key resources to dig deeper in relevant areas. For survey measures (school climate and social and emotional competencies), this guide also provides key questions to ask in selecting survey instruments and some &quot;do's and don'ts&quot; for selection and implementation.
State Responsibilities and Opportunities for School Improvement under the Every Student Succeeds Act
Author: Riley, Derek L.
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Government Role,Program Implementation,Educational Improvement,Elementary Secondary Education,Educational Legislation,Federal Legislation,Needs Assessment,Data Use,Educational Finance,Technical Assistance,Progress Monitoring,Educational Planning,Stakeholders

States across the country are urgently building and initiating systems to improve schools, including those identified as low-performing under the Every Student Succeeds Act (ESSA). With their state ESSA plans approved by the U.S. Department of Education in 2017-2018, state education agencies (SEAs) are moving forward to carry out the vision, requirements, and opportunities put forth in the legislation. ESSA introduces new responsibilities and opportunities for SEAs, local education agencies (LEAs), and schools, especially in regard to school improvement. At the time of this report, SEAs are working closely with stakeholders at the local and state levels to innovate and learn as they go to do what is best for students. This report gathers timely comprehensive information across SEAs on how state leaders are working to implement their vision for school improvement under ESSA. The goal is for SEA leaders to use the information, resources, and examples provided in this report to inform their school improvement efforts. This report is one resource in a broad portfolio of assistance and resources provided by the Council of Chief State School Officers (CCSSO) on ESSA and school improvement. It focuses narrowly on school improvement and does not address SEA work around accountability or identification of schools. This report is organized by 7 domains of SEA responsibility related to ESSA school improvement. Each report section describes SEA responsibilities and opportunities for improving schools, along with state examples and resources. Curated resources appear in an appendix, ordered by the same 7 domains of SEA responsibility. The appendix includes resources published by the CCSSO, materials that states are using, and other documents relevant to school improvement under ESSA. [Derek L. Riley, Julie Meredith, and Alisha N. Butler assisted in developing this report.]
Practical Guide for State Education Agencies to Promote Success of English Learners PreK-Grade 3
Author: Figueras-Daniel, Alexandra
Date: 2019-05-00
Type: Guides - Non-Classroom
Subjects: English Language Learners,Preschool Education,Primary Education,Educational Objectives,Educational Assessment,Teacher Qualifications,Educational Practices,Evidence Based Practice,Family Involvement,Educational Policy,State Policy,Position Papers,Program Evaluation

This guide aims to support state education agencies and early education partners develop coherent, research-based policy by guiding thinking, discussion, data collection, and gap analyses of current practices and policies that can lead to more intentional decision making relative to young Dual Language Learners (DLL) and English Learners (EL). This guide prioritizes 6 of 13 big ideas presented in the National Academies of Sciences, Engineering, and Medicine (NASEM) report, &quot;Promoting the Educational Success of Children and Youth Learning English: Promising Futures,&quot; which provides focused, actionable steps that State Education Agencies (SEAs) can take. The State of Preschool 2017 special report on state policies for young DLLs from the National Institute for Early Education Research (NIEER) found that of nine policy requirements for effectively serving preschool DLLs, 26 state-funded programs out of a total of 60 lack any policy to support the DLLs enrolled in their programs. Also, this guide prioritizes the significance of data collection at the state level, as several recent research reports note the extent to which this data on the implementation of policy specific to this population is missing. For example, The State of Preschool 2017 reports that of 60 state-funded preschool programs in the U.S., only 26 are able to report the home language of children being served in their programs. The lack of information about home language is just one example of missing data; these data gaps among state-funded preschool programs are perilous as they create missed opportunities to provide access and quality to DLLs in significant ways. While the NIEER state preschool yearbook reports only state policy, there may be local policies or practices that do help inform opportunities for DLLs and create coherence across districts and grades. Increased awareness among SEAs of these policies and practices from PreK to grade 3 programs could facilitate development of relevant statewide policy. Indeed, this can only be done through systematic data collection and communications between and among SEAs and LEAs. [For the NASEM report &quot;Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Consensus Study Report,&quot; see ED582056.]
Accreditation and Student Learning Outcomes: Perspectives from Accrediting Organizations. CHEA/CIQG Publication Series
Author: Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG)
Date: 2019-00-00
Type: Reports - Research
Subjects: Accreditation (Institutions),Outcomes of Education,Higher Education,Academic Achievement,College Students,Standards,Policy,Evidence,Educational Indicators

This report presents findings from a 2018 survey, CHEA Survey of Accrediting Organizations, administered by NORC at the University of Chicago (NORC), an independent research organization, on behalf of the Council for Higher Education Accreditation (CHEA). The purpose was to gather insights from accrediting organizations about their recent experiences in two areas: (1) student learning outcomes; and (2) innovation in accreditation. The findings from the survey are being distributed via this research report focused on accreditor practices associated with student learning outcomes and via a companion report on innovation in accreditation. This paper examines accreditor perspectives on four broad topics related to student learning outcomes: (1) How are accreditors currently addressing student learning outcomes? (2) What has been the impact of accreditation standards and policies on the evidence of student achievement? (3) Is the evidence of student achievement affecting the accreditation status of institutions and programs? and (4) What is working, needs improvement and provides concern among accreditors about student achievement?
Review of the Student Transportation Program of the Seattle Public Schools
Author: Council of the Great City Schools
Date: 2019-01-00
Type: Reports - Research
Subjects: Student Transportation,Bus Transportation,Public Schools,Program Effectiveness,Best Practices,School Districts,Enrollment Trends,Educational Administration,Budgets,State Aid,Leadership,Expenditures,Costs,Administrative Organization

Stephen Nielsen, Deputy Superintendent of the Seattle Public Schools, requested that the Council of the Great City Schools provide a high-level management review of the school district's student transportation program. Specifically, he requested that the Council: (1) Review and comment on the existing organizational structure, business processes, planning and forecasting, and internal controls of the transportation operation; and (2) Identify opportunities for improvement and develop recommendations to increase operational efficiencies, effectiveness, and positive student transportation outcomes. The Council used two approaches to meet these requests. The first approach involved a written survey, completed by the Transportation Manager, asking the department to rate its use of a series of industry &quot;best practices and indicators&quot; and to provide documentation and detailed explanations to support each rating. The second approach involved an onsite visit to the Seattle Public Schools. The Council assembled a Strategic Support Team (the team) of senior managers with extensive experience in transportation operations from other major urban city school systems across the country. The team reviewed the survey and the district's rating on it, other key documents, and data provided by the district prior to a four-day site visit to Seattle on January 27-30, 2019. The purpose of the site visit was to observe operations, conduct interviews with staff members and contractors, and examine additional documents and data. This report contains the findings and recommendations that have been designed by the team to help improve the operational efficiencies and effectiveness of the Seattle Public Schools student transportation program.