ethanporcaro/eric-fulltext-meta huggingface dataset:
Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278
Author: Baker, Eva L.
Date: 2010-08-29
Type: Reports - Evaluative
Subjects: Standardized Tests,Scores,Academic Achievement,Criteria,Teacher Effectiveness,Teacher Evaluation,Measures (Individuals),Educational Improvement,Student Characteristics,Systems Approach

Every classroom should have a well-educated, professional teacher, and school systems should recruit, prepare, and retain teachers who are qualified to do the job. Yet in practice, American public schools generally do a poor job of systematically developing and evaluating teachers. Many policy makers have recently come to believe that this failure can be remedied by calculating the improvement in students' scores on standardized tests in mathematics and reading, and then relying heavily on these calculations to evaluate, reward, and remove the teachers of these tested students. While there are good reasons for concern about the current system of teacher evaluation, there are also good reasons to be concerned about claims that measuring teachers' effectiveness largely by student test scores will lead to improved student achievement. If new laws or policies specifically require that teachers be fired if their students' test scores do not rise by a certain amount, then more teachers might well be terminated than is now the case. But there is not strong evidence to indicate either that the departing teachers would actually be the weakest teachers, or that the departing teachers would be replaced by more effective ones. There is also little or no evidence for the claim that teachers will be more motivated to improve student learning if teachers are evaluated or monetarily rewarded for student test score gains. A review of the technical evidence leads the authors to conclude that, although standardized test scores of students are one piece of information for school leaders to use to make judgments about teacher effectiveness, such scores should be only a part of an overall comprehensive evaluation. Some states are now considering plans that would give as much as 50% of the weight in teacher evaluation and compensation decisions to scores on existing tests of basic skills in math and reading. Based on the evidence, they consider this unwise. Any sound evaluation will necessarily involve a balancing of many factors that provide a more accurate view of what teachers in fact do in the classroom and how that contributes to student learning. (Contains 1 table and 64 endnotes.)
Higher Education: Building Connecticut's Workforce. Report on 2007-08 Graduates
Author: Connecticut Department of Higher Education
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Higher Education,Employment,Public Colleges,College Graduates,Annual Reports,Labor Force Development,Labor Market,Education Work Relationship,Graduate Surveys,Compensation (Remuneration),Workers Compensation,Employment Potential,Employment Patterns,Trend Analysis,Salary Wage Differentials,College Programs,College Outcomes Assessment,Statistical Data,Tables (Data)

The Departments of Labor and Higher Education, working in close collaboration with the constituent units of public higher education, present this comprehensive report on the employment of graduates of public colleges and universities. This report summarizes the employment and compensation experience of students who graduated from the State's 18 public colleges in 2008. Employment results continue a positive trend with approximately 7 out of 10 public college graduates working in Connecticut nine months after graduation (69% or 12,753 out of 18,462). Other highlights include: (1) Employed graduates earned an average of over $40,000 on an annualized basis, with the highest earnings found among those working in Utilities ($78,200 per year); (2) Almost 45 percent of graduates were working in Education and Health Services; and (3) The majority of employed graduates were women (63%). (Contains 2 footnotes.) [For &quot;Report on 2006-07 Graduates&quot;, see ED516827.]
Apprentices and Trainees: September Quarter 2010. Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Vocational Education,Trainees,Apprenticeships,Classification,Definitions,Foreign Countries,Occupational Clusters,Glossaries,Vocabulary

This document covers the data terms used in the &quot;Apprentices and Trainees: September Quarter 2010&quot; publication and its associated data tables. The primary purpose of this document is to assist users of the publication to understand the specific data terms used within it. Terms that appear in the publication are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. Unless stated otherwise, all data are sourced from the National Apprentice and Trainee Collection. Training packages grouped by industry skills councils are appended. (To access &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees--September Quarter 2010&quot; see ED516870). To view &quot;Adjustment Notes for Apprentice and Trainee Estimates. Technical Paper&quot; see (ED516872).]
Higher Education: Building Connecticut's Workforce. Report on 2005-06 Graduates
Author: DeLisa, Cynthia
Date: 2008-05-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Graduate Surveys,College Outcomes Assessment,Education Work Relationship,Annual Reports,Compensation (Remuneration),Workers Compensation,Salary Wage Differentials,Employment Patterns,Employment Potential,Trend Analysis,College Programs,Labor Force Development,Labor Market,Institutional Characteristics,Statistical Data,Tables (Data)

The Departments of Labor and Higher Education, working in close collaboration with the   constituent units of public higher education, present this comprehensive report on the employment of graduates of the public colleges and universities. This report summarizes the employment and compensation experience of students who graduated from the State's 18 public colleges in 2006, and provides detailed information on these employed graduates by industry sector, degree program and college. This project builds upon the Department of Labor's work on the Connecticut Employment and Training Commission's annual report of employment outcomes for the State's education and training programs, and the Department of Higher Education's efforts to assess the employment success of its graduates through its annual accountability report. Overall, 68 percent of the 17,726 graduates were found to be working in Connecticut seven to nine months after their graduation in a wide variety of industry sectors, including educational services, health care, professional and technical services, manufacturing and retail trade. (Contains 2 footnotes.) [Mary Johnson of the Department of Higher Education contributed to the text of this report.]
Higher Education: Building Connecticut's Workforce. Report on 2006-07 Graduates
Author: Connecticut Department of Higher Education
Date: 2009-04-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Employment,Public Colleges,College Graduates,Labor Force Development,Labor Market,Graduate Surveys,Trend Analysis,Employment Patterns,Employment Potential,College Outcomes Assessment,College Programs,Annual Reports,Statistical Data,Tables (Data),Compensation (Remuneration),Workers Compensation,Salary Wage Differentials

The Departments of Labor and Higher Education, working in close collaboration with the constituent units of public higher education, present this comprehensive report on the employment of graduates of public colleges and universities. This report summarizes the employment and compensation experience of students who graduated from the State's 18 public colleges in 2007. Employment results continue a positive trend with at least 7 out of 10 public college graduates working in Connecticut nine months after graduation (70% or 12,471 out of 17,928). This is two percentage points higher than the rate for prior year graduates. Other highlights include: (1) Employed graduates earned an average of over $40,000 on an annualized basis, with the highest earnings found among those working in Utilities ($82,064 per year); (2) Almost 45 percent were working in Education and Health Services; and (3) The majority of employed graduates were women (63%). (Contains 2 footnotes.) [For &quot;Report on 2005-06 Graduates,&quot; see ED516826.]
Intelligence and Education
Author: Baskas, Richard S.
Date: 2011-02-06
Type: Information Analyses
Subjects: Intelligence,Education,Theories,Emotional Intelligence,Multiple Intelligences,Adjustment (to Environment),Interpersonal Competence

The purpose of this research is to examine how intelligence is used to acquire education to make positives changes for oneself and for others. For change to occur, intelligence is required to understand which changes need to be made and how to make them. A literature review was conducted through the Educational Resources Information Center (ERIC) where eight peer-reviewed scholarly articles were researched. Research was conducted to determine how intelligence results in change and which major theories of intelligence supported this relationship. Results revealed that intelligence is required to understand what changes are to be made, to determine how to make decisions on what changes need to be, and how to apply these decisions to make changes.
DOD Education Benefits: Increased Oversight of Tuition Assistance Program Is Needed. Report to the Chairman, Subcommittee on Federal Financial Management, Government Information, Federal Services, and International Security, Committee on Homeland Security and Governmental Affairs, United States Senate. GAO-11-300
Author: Scott, George A.
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Military Personnel,Tuition,Federal Aid,Inspection,Quality Control,Accountability,Resource Allocation,Coordination,Educational Finance,Money Management,Accreditation (Institutions),Program Implementation,Systems Approach,Standards

In fiscal year 2009, the Department of Defense's (DOD) Military Tuition Assistance (TA) Program provided $517 million in tuition assistance to approximately 377,000 service members. US Government Accountability Office (GAO) was asked to report on (1) DOD's oversight of schools receiving TA funds, and (2) the extent to which DOD coordinates with accrediting agencies and the U.S. Department of Education (Education) in its oversight activities. GAO conducted site visits to selected military education centers and interviewed officials from DOD, its contractors, Education, accrediting agencies and their association, and postsecondary institutions. GAO recommends that DOD (1) improve accountability for recommendations made by third-party quality reviews, (2) develop a centralized process to track complaints against schools, (3) conduct a systemic review of its oversight processes, (4) take actions to ensure TA funds are used only for accreditor-approved courses and programs, and (5) require and verify state authorization for all schools. DOD agreed with our recommendations. Also, DOD and Education provided technical comments on the draft report. We incorporated each agency's comments as appropriate. Appended are: (1) Scope and Methodology; (2) Selected Postsecondary Institutions GAO Interviewed at Selected Education Centers; (3) Comments from the Department of Defense; and (4) GAO Contact and Staff Acknowledgments. (Contains 1 table, 2 figures and 30 footnotes.)
Education of Military Dependent Students: Better Information Needed to Assess Student Performance. Report to Congressional Committees. GAO-11-231
Author: Scott, George A.
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Federal Aid,Financial Support,Public Schools,School Districts,Dependents,Military Personnel,Outcomes of Education,Special Needs Students,Student Mobility,Public Agencies,Agency Cooperation,School Surveys

Since the early 1990s, Congress has supplemented the Department of Education's (Education) Impact Aid program by providing funds for the Department of Defense's (DOD) Impact Aid program to compensate school districts with a high number of military dependent students. The National Defense Authorization Act for Fiscal Year 2010 required GAO to review the use of these funds. GAO reviewed (1) what is known about the utilization and effectiveness of DOD Impact Aid funds, (2) the challenges faced by school districts in serving military dependent students, and (3) how DOD and Education have collaborated on their assistance. To address these issues, GAO conducted a Web-based survey of all 154 school districts that received DOD Impact Aid in any year from 2001 to 2009, with a response rate of 77 percent. GAO also interviewed officials from DOD and Education and seven school districts in five states, ranging in school district size, location, and percentage of military dependent students. The findings from these visits cannot be projected nationwide, but illustrate valuable perspectives. GAO recommends that the Secretary of Education determine whether to require school districts to report data on the academic outcomes of military dependent students, and if so, to determine the need for any additional legislative authority. Education agreed with GAO's recommendation, and DOD provided oral concurrence. Appended are: (1) Objectives, Scope, and Methodology; (2) Information on Additional Mandate Provisions; (3) The 13 Objectives from Education and DOD's MOU; (4) Comments from the Department of Education; and (5) GAO Contact and Staff Acknowledgments. (Contains 2 tables, 7 figures, and 42 footnotes.)
Best Practices in Documenting Workforce Success of College Graduates: Final Report
Author: Lessne, Deborah S.
Date: 2004-09-00
Type: Reports - Descriptive
Subjects: College Graduates,Best Practices,Education Work Relationship,Accountability,College Outcomes Assessment,Graduate Surveys,Certification,Graduation Rate,Employment Patterns,Participant Satisfaction,Change Strategies,Success,Documentation,Improvement Programs,Models

This report documents the Connecticut Department of Higher Education's efforts to investigate and document best practices in assessing student achievement as measured by workforce success. That effort is part of a five-state project to Define Best Practices for Responsible Accountability Models in Higher Education funded by a U.S. Department of Education's Fund for the Improvement of Postsecondary Education (FIPSE) grant to the South Carolina Commission on Higher Education. Connecticut's analysis of best practices in documenting workforce success of college graduates included the review of twenty-four states' plans for higher education. Of the twenty-four plans reviewed, fourteen had some kind of mandate for reporting higher education outcomes (from the legislature or from a higher education governing or coordinating board) although they varied considerably as to whether all sectors of higher education were included and whether the results were aggregated by state or only evaluated for each institution or sector individually. Twelve of the 24 had statewide goals addressing higher education's contribution to workforce or economic development--many without specific reports or measures defined that would document those contributions. Only nine states had mandates, workforce goals and indicators clearly lined up to show the contribution of higher education within the state to workforce development. Appended are: (1) Employer Survey Instruments; and (2) Summary of State Accountability Activity.   (Contains 39 endnotes.)
2009-10 Degrees and Certificates Completed at Connecticut Higher Education Institutions. Report
Author: Connecticut Department of Higher Education
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,College Graduates,Minority Groups,Academic Degrees,Enrollment,Race,Ethnicity,Trend Analysis,Educational Trends,Gender Differences,Tables (Data)

This report presents the degrees and certificates completed at Connecticut's higher education institutions for 2009-2010. Students at Connecticut colleges and universities completed a record 38,912 degrees and certificates in 2009-10, up 2.3% from 2008-09. This increase represents the state's ninth consecutive year of growth, with a 30.8% increase since 1999-00 and a 42.6% increase since 1982-83. As in previous years, the number of degrees and certificates earned was closely related to the full-time equivalent (FTE) enrollment from prior years. The surge in enrollment in the early part of the 2000s due to a large demographic cohort of traditional college-age students unsurprisingly translated into an increase in the number of degrees earned. While the total number of awards has increased significantly since 1982-83, the distribution of degrees and certificates among most award levels has remained relatively stable over time, except among associate's degrees. Similarly, the distribution of awards among higher education sectors also remained relatively stable over time, with largest changes occurring among two-year public colleges and the state's national independent universities. A total of 7,198 degrees and certificates were earned by individuals from minority groups in 2009-10, representing 18.5% of award recipients, up from 18.4% in 2008-09. These figures indicate increased racial/ethnic diversity among college graduates compared to 6.2% of awards earned by minorities in 1982-83. (Contains 6 tables and 4 footnotes.)
Higher Education: Building Connecticut's Workforce
Author: DeLisa, Cynthia L.
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Employment,Public Colleges,College Graduates,Labor Force Development,Labor Market,Graduate Surveys,Trend Analysis,Employment Patterns,Employment Potential,College Outcomes Assessment,College Programs,Annual Reports,Statistical Data,Tables (Data),Compensation (Remuneration),Workers Compensation,Salary Wage Differentials

The Connecticut Departments of Labor (DOL) and Higher Education (DHE), working in   close collaboration with the University of Connecticut, Connecticut State University,   Connecticut Community Colleges and Charter Oak State College, present this comprehensive report on employment outcomes for graduates of the State's public college system. This report summarizes employment and earnings experience for students who graduated from one of the state's 18 public colleges in 2004. The report also provides for the first time, a detailed picture of graduate employment by industry sector and college degree program from the State, system and institutional perspective. This project builds upon the Department of Labor's successful work on the Connecticut Employment and Training Commission's annual report of employment outcomes for the State's education and training programs, and the Department of Higher Education's efforts to assess the employment success of its graduates through its annual accountability report. Overall, 68 percent of the 14,780 graduates were found to be working in Connecticut seven to nine months after their graduation in a wide variety of industry sectors such as educational services, health care, professional and technical services, manufacturing and retail trade. (Contains 2 footnotes.)
Connecticut Public Higher Education: 2007 System Trends
Author: Connecticut Department of Higher Education
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,Student Financial Aid,Enrollment Trends,Trend Analysis,Budgeting,Budgets,Context Effect,Expenditures,Academic Degrees,Fees,Student Costs,Expenditure per Student,State Surveys,Comparative Analysis,Funding Formulas,Educational Indicators,Operating Expenses,Productivity,Residence Requirements,Online Courses,Tenure,School Schedules,In State Students,College Outcomes Assessment

This paper presents the public higher education system trends in Connecticut for 2007. This report contains the following sections: (1) FY 2007-2009 Operating Budget Summary; (2) Higher Education in a Statewide Context; (3) General Fund and Operating Budget Expenditure Trends; (4) Comparative Funding Indicators; (5) Enrollment Trends; (6) Degrees Conferred; (7) Position Trends; (8) Tuition and Fees; (9) Student and State Share of Costs; (10) Student Aid and Statutory Waivers; and (11) Capital Budget.
Charter Management Organizations: Innovations, Opportunities, and Challenges. Research Brief
Author: Mathematica Policy Research, Inc.
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Charter Schools,Elementary Secondary Education,School Districts,Performance Factors,Institutional Characteristics,Organizational Effectiveness,Administrative Organization,Governance,Innovation,Barriers,Interviews,Administrator Attitudes,Content Analysis,Change Strategies,School Restructuring

Over the past two decades, charter management organizations (CMOs) have become a significant force in the public K-12 charter school landscape. CMOs, nonprofit entities that directly manage public charter schools, are meant to meld the benefits of school districts--including economies of scale, collaboration among similar schools, and support structures--with the autonomies and entrepreneurial drive of the charter sector. In the late 1990s and early 2000s, the major philanthropies funding charter schools invested heavily in CMOs and similar organizations, spending an estimated total of $500 million between 1999 and 2009. Their investments have been targeted to specific urban school districts that have been considered difficult, if not impossible, to reform. In recent years, the strong reputations of CMOs in many of these districts (e.g., New York, Chicago, and Los Angeles) have led policy leaders, including U.S. Secretary of Education Arne Duncan, to call for greater replication of high-performing charter schools via CMOs, especially as a strategy for turning around or replacing chronically low-performing public schools. Despite the amount of investment and policy attention, there has been limited research to assess the impact of CMOs and their potential for improving public schools at scale. The National Study of Charter Management Organization Effectiveness was designed to better understand which practices and contextual factors are associated with CMO impacts. This brief presents findings from the study's interim report; the final report (which includes student achievement analysis) will be issued in the summer of 2011. (Contains 1 footnote.)