ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective Practices: The Role of Accreditation in Student Achievement
Author: Council for Higher Education Accreditation
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Higher Education,Academic Achievement,Correlation,College Students,Accountability,Educational Attainment,College Faculty,Educational Practices

The Council for Higher Education Accreditation (CHEA) has focused on the role of accreditation in student achievement since the publication of its 2001 "Accreditation and Student Learning Outcomes: A Proposed Point of Departure." Student achievement has remained central to CHEA research and policy analysis, as well as interviews and surveys with member institutions, conferences and meetings, and the "CHEA Award for Outstanding Institutional Practice in Student Learning Outcomes." CHEA, in addition to its own activities, has been part of many national and international conversations, working with colleagues to identify solutions and build consensus about moving forward with student achievement. This advisory statement identifies valuable practices associated with the role of accreditation in addressing student achievement. "Student achievement" refers to the knowledge, skills and abilities that a student has attained as a result of engagement in a particular set of higher education experiences.
An Overview of U.S. Accreditation--Revised
Author: Eaton, Judith S.
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Quality Assurance,Quality Control,Educational Quality,Institutional Characteristics,Organizational Effectiveness,Organizational Objectives,Professional Recognition,Standards,Benchmarking,Financial Support,Higher Education,Accountability,Values,Federal Government

Accreditation in the United States is about quality assurance and quality improvement. It is a process to scrutinize higher education institutions and programs. Accreditation is private (nongovernmental) and nonprofit--an outgrowth of the higher education community and not of government. It is funded primarily by the institutions and programs that are accredited. Accreditation has a complex relationship with government, especially in relation to funding higher education. It adds value to society through assuring quality, enabling government to make sound judgments about the use of public funds, aiding the private sector in decisions about financial support and easing transfer of credit. Recognition in the United States is about scrutiny of the quality and effectiveness of accrediting organizations. It is carried out by the higher education enterprise through The Council for Higher Education Accreditation (CHEA), a private body, and by government [United States Department of Education (USDE)]. CHEA recognition is funded by institutional dues; USDE recognition is funded by the U.S. Congress. The goals of the two recognition processes are different: (1) CHEA: Assuring that accrediting organizations contribute to maintaining and improving academic quality; and (2) USDE: Assuring that accrediting organizations contribute to maintaining the soundness of institutions and programs that receive federal funds. The two recognition processes are similar: self-evaluation based on standards, site visit and report, award of recognition status. Recognition adds value to society as a vital part of accreditation accountability or "accrediting the accreditors." (Contains 7 footnotes.)
PIRLS 2011 User Guide for the International Database. Supplement 4: PIRLS 2011 Sampling Stratification Information
Author: Foy, Pierre, Ed.
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Guides,Information Sources,Geographic Distribution,Databases,Global Approach,Institutional Characteristics,Predictor Variables,Sampling,Cluster Grouping,Users (Information),Elementary Secondary Education

This supplement contains documentation on the explicit and implicit stratification variables included in the PIRLS 2011 data files. The explicit strata are smaller sampling frames, created from the national sampling frames, from which national samples of schools were drawn. The implicit strata are nested within the explicit strata, and were used for sorting the sampling frame prior to the systematic sampling of the schools. Details of the PIRLS 2011 sample design and implementation are available online at "Methods and Procedures in TIMSS and PIRLS 2011." [For the "PIRLS 2011 User Guide for the International Database," see ED544357. For Supplement 1, see ED544359. For Supplement 2, see ED544360. For Supplement 3, see ED544361.]
PIRLS 2011 User Guide for the International Database. Supplement 1: International Version of the PIRLS 2011, Background Questionnaires and Curriculum Questionnaire
Author: Foy, Pierre, Ed.
Date: 2013-00-00
Type: Tests/Questionnaires
Subjects: Questionnaires,Databases,Student Surveys,Teacher Surveys,School Surveys,Predictor Variables,Guides,Users (Information),Reading Achievement,Best Practices,Curriculum Implementation,Elementary Secondary Education,Educational Trends,Trend Analysis,Comparative Analysis,Comparative Education,Educational Methods,Information Sources,Data Analysis,Use Studies,Evaluation Criteria,Sampling,Content Analysis,Computer Software,Statistical Analysis,Parent Surveys

The PIRLS 2011 international database includes data for all questionnaires administered as part of the PIRLS 2011 assessment. This supplement contains the international version of the PIRLS 2011 background questionnaires and curriculum questionnaires in the following 5 sections: (1) Student Questionnaire; (2) Home Questionnaire (Learning to Read Survey); (3) Teacher Questionnaire; (4) School Questionnaire; and (5) Curriculum Questionnaire. Each section contains a table that lists detailed information for each question, followed by the international version of the questionnaire with variable names labeled in the margin. [For the "PIRLS 2011 User Guide for the International Database," see ED544357. For Supplement 2, see ED544360. For Supplement 3, see ED544361. For Supplement 4, see ED544358.]
PIRLS 2011 User Guide for the International Database. Supplement 2: National Adaptations of International Background Questionnaires
Author: Foy, Pierre, Ed.
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Questionnaires,Databases,Media Adaptation,Technology Transfer,Test Items,Comparative Analysis,Comparative Education,Guides,Predictor Variables,Regional Characteristics,School Surveys,Student Surveys,Teacher Surveys,International Education,International Studies,Parent Surveys,Users (Information),Elementary Secondary Education,Reading Habits,Native Language,Parent Background

This supplement describes national adaptations made to the international version of the PIRLS/prePIRLS 2011 background questionnaires. This information provides users with a guide to evaluate the availability of internationally comparable data for use in secondary analyses involving the PIRLS/prePIRLS 2011 background variables. Background questionnaire adaptations include questions that countries were required to adapt, questions that were not administered, and questions that countries modified to suit their national context. National adaptations are presented in four sections--one for each of the PIRLS/prePIRLS 2011 background questionnaires: (1)  Student Questionnaire; (2) Home Questionnaire (Learning to Read Survey); (3) Teacher Questionnaire; and (4) School Questionnaire. Within each section, PIRLS national adaptations are listed first, followed by prePIRLS. For each background question that was adapted, a national entry is included if the version of the question administered in a country was different from the international version. For each question, the following information is provided: (1) Question number; (2) Question stem and response options; (3) Variable name(s); and (4) National adaptation, listed by country. [For the "PIRLS 2011 User Guide for the International Database," see ED544357. For Supplement 1, see ED544359. For Supplement 3, see ED544361. For Supplement 4, see ED544358.]
PIRLS 2011 User Guide for the International Database. Supplement 3: Variables Derived from the Student, Home, Teacher, and School Questionnaire Data
Author: Foy, Pierre, Ed.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Databases,Data,Student Surveys,Teacher Surveys,School Surveys,Parent Surveys,Guides,Questionnaires,Users (Information),Parent Background,Access to Computers,Teacher Background,Student Characteristics,Predictor Variables

This supplement contains documentation on all the derived variables contained in the PIRLS and prePIRLS 2011 data files that are based on background questionnaire variables. These variables were used to report background data in the PIRLS 2011 International Results in Reading report, and are made available as part of this database to be used in secondary analyses. This supplement has four sections corresponding to each background questionnaire from which reporting variables are derived: (1) Student Questionnaire; (2) Home Questionnaire (Learning to Read Survey); (3) Teacher Questionnaire; and (4) School Questionnaire. The following information is provided for each derived variable: (1) Derived Variable Name; (2) Variable Label; (3) Title of International Report Exhibit; (4) Report Location; (5) A procedural description of how the derived variable was computed, including missing data rules if different from the general missing data rule described herein; and (6) Information about whether the variable was available in the previous cycle. [For the "PIRLS 2011 User Guide for the International Database," see ED544357. For Supplement 1, see ED544359. For Supplement 2, see ED544360. For Supplement 4, see ED544358.]
PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading. Volume 1: A-K
Author: Mullis, Ina V.S., Ed.
Date: 2012-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Educational Policy,Curriculum Implementation,Educational Practices,Outcomes of Education,Academic Achievement,Reading Instruction,Program Descriptions,Context Effect,Educational Strategies,Curriculum Development,Curriculum Research,Reference Materials,Questionnaires,Demography,Regional Characteristics,Educational Development,Educational Methods,Instructional Systems,Teacher Education,Teacher Characteristics,Progress Monitoring,International Studies,International Education,Foreign Countries

For more than 50 years, the International Association for the Evaluation of
Educational Achievement (IEA) has been instrumental in developing an
analytical model for understanding the relationships between educational
policy (the intended curriculum), classroom and instructional practices
(the implemented curriculum), and educational learning outcomes (the
achieved curriculum). The "PIRLS 2011 Encyclopedia" describes the intended curriculum in the countries and sub-national jurisdictions that participated in the PIRLS 2011 and prePIRLS assessments, providing a detailed description of the national contexts for the teaching and learning of reading. Each PIRLS 2011 participant contributed a chapter to this volume summarizing the overall structure of its education system, its reading curriculum and instructional approaches, its requirements for teacher preparation, and the types of assessments and examinations that are employed to monitor educational outcomes at the national level. The policy-related information provided in the "PIRLS 2011 Encyclopedia" is intended to complement the data on educational outcomes that are provided in the companion report, "PIRLS 2011 International Results in Reading" (ED544362). This information may be used not only to help understand the relationships among policies, practices, and outcomes within countries, but also to provide potentially powerful insights into international best practice. (Individual sections contain references.) [For Volume 2, see ED544364.]
PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading. Volume 2: L-Z and Benchmarking Participants
Author: Mullis, Ina V. S., Ed.
Date: 2012-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Educational Policy,Reading Achievement,Reading Instruction,Curriculum Implementation,International Studies,International Education,Teacher Education,Educational Practices,Outcomes of Education,Academic Achievement,Program Descriptions,Educational Strategies,Curriculum Development,Reference Materials,Questionnaires,Demography,Regional Characteristics,Educational Development,Educational Methods,Instructional Systems,Teacher Characteristics,Progress Monitoring,Foreign Countries,Elementary Secondary Education

For more than 50 years, the International Association for the Evaluation of
Educational Achievement (IEA) has been instrumental in developing an
analytical model for understanding the relationships between educational
policy (the intended curriculum), classroom and instructional practices
(the implemented curriculum), and educational learning outcomes (the
achieved curriculum). The "PIRLS 2011 Encyclopedia" describes the intended curriculum in the countries and sub-national jurisdictions that participated in the PIRLS 2011 and prePIRLS assessments, providing a detailed description of the national contexts for the teaching and learning of reading. Each PIRLS 2011 participant contributed a chapter to this volume summarizing the overall structure of its education system, its reading curriculum and instructional approaches, its requirements for teacher preparation, and the types of assessments and examinations that are employed to monitor educational outcomes at the national level. The policy-related information provided in the "PIRLS 2011 Encyclopedia" is intended to complement the data on educational outcomes that are provided in the companion report, "PIRLS 2011 International Results in Reading" (ED544362). This information may be used not only to help understand the relationships among policies, practices, and outcomes within countries, but also to provide potentially powerful insights into international best practice. An appendix presents a list of organizations and individuals responsible for PIRLS 2011. (Individual sections contain references.) [For Volume 1, see ED544363.]
Accreditation and Accountability: Looking Back and Looking Ahead. CHEA Occasional Paper
Author: Council for Higher Education Accreditation
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Accountability,Quality Assurance,Leadership,Institutional Autonomy,Higher Education,Academic Freedom,Academic Achievement,Government School Relationship,Disclosure,Distance Education,Transfer Policy,Educational Finance,Conflict of Interest,Academic Degrees,Information Dissemination

The Council for Higher Education Accreditation (CHEA) has focused on a small but vital set of accreditation issues for the past ten years. Most were selected because they are at the heart of accreditation (student achievement, relationship with government). Others were selected because they represent major expansions of accreditation activity (distance learning, international reviews). All have the potential to fundamentally transform the enterprise as we have historically known it: a system for quality assurance and quality improvement led by the academic community and built on the core values of the primacy of institutional leadership and thus autonomy in the academic arena, a mission-based and thus diverse higher education enterprise and the centrality of freedom of inquiry as captured by the commitment to academic freedom. The issues are:(1) Public Accountability; (2) Student Achievement; (3) Information to the Public; (4) Relationship with Federal and State Government; (5) Distance Education; (6) International Accreditation; (7) Degree Mills and Accreditation Mills; (8) Transfer of Credit; and (9) Financing Accreditation and Conflict of Interest. Presented is a compilation of key recommendations that CHEA has offered related to these issues during the past ten years. Many of these recommendations are the result of extensive outreach, consultation, and communication with many constituents, especially CHEA institutional members, higher education associations, and recognized accrediting organizations. A brief summary of CHEA's core recommendations on each issue is provided, followed by a selection of excerpts from various CHEA publications, advisory statements, letters, and testimony. These excerpts provide additional detail and perspective as well as identify other material in which the reader may be interested. Appended are: (1) The CHEA  Initiative. The First Three Years (2008-2011); and (2) Section 3. Additional Reporting to the Public: Examples for Accreditors, Institutions and Programs. [This report was produced by CHEA (Council for Higher Education Accreditation) Institute for Research and Study of Accreditation and Quality Assurance.]
Austin, Texas: An Educator/Business Collaboration in Support of Teacher Compensation Reform. Teacher Compensation and Teacher Quality. Policy Brief
Author: Committee for Economic Development
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,Compensation (Remuneration),Teacher Effectiveness,Personnel Policy,School Business Relationship,Human Capital,Academic Achievement,Accountability,Strategic Planning,Incentives,Professional Development,School Districts,Teacher Recruitment

In its 2009 report &quot;Teacher Compensation and Teacher Quality,&quot; the Committee for Economic Development urged business leaders to be active participants in school district deliberations about teacher compensation policies. The Committee for Economic Development (CED) noted that &quot;business leaders can make the case to the public that current policies are inadequate&quot; for the task of attracting talented individuals to the teaching profession and rewarding them for strong performance. CED pointed out that members of the business community can be forceful and knowledgeable &quot;critical friends&quot; for states and districts working to design, implement, evaluate, and refine new approaches. Businesses have had to adjust their own policies to build the workforces they need to meet the demands of a 21st century economy. They can offer valuable assistance to educators who are coming to recognize the importance of rethinking their own human capital policies in light of today's labor market realities and demands to raise student achievement. The example of how the Austin (TX) Chamber of Commerce has worked over several years with the Austin Independent School District (AISD) to plan and implement a new strategic compensation plan demonstrates how collaboration can help the two sectors better understand each other and work together to develop an important new policy initiative and build public support for it. It illustrates how a community of concerned stakeholders can work together to accomplish the common goal of ensuring that all AISD's students are successful.
Teacher Compensation and Teacher Quality. A Statement by the Policy and Impact Committee of the Committee for Economic Development
Author: Committee for Economic Development
Date: 2009-10-01
Type: Reports - Descriptive
Subjects: Compensation (Remuneration),Teacher Salaries,Personnel Policy,Teacher Employment Benefits,Position Papers,Teacher Effectiveness,Labor Market,Merit Pay,Change Strategies,Program Improvement,Personnel Management,Influences,Performance Technology,Best Practices,Performance Factors,Retirement Benefits

This CED report examines teacher pay and other compensation issues. Schools must be able to compete effectively for college-educated workers who have more career choices and see themselves as more mobile professionally than did earlier generations. Traditional compensation policies for teachers (salary schedules that reward only longevity and academic credentials, and pension policies that penalize mobile teachers and those who do not spend a lifetime career in teaching) are out of sync with the objective of expanding the pool of talented individuals who are willing to teach. (Contains 8 tables, 10 figures, 20 footnotes, and 100 endnotes.)
Unfinished Business: Continued Investment in Child Care and Early Education Is Critical to Business and America's Future. Executive Summary
Author: Committee for Economic Development
Date: 2012-07-26
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Investment,School Business Relationship,Educational Finance,Economic Development,Human Capital,Achievement Gap,Access to Education,Foreign Countries,Preschool Education,Kindergarten,Primary Education,Private Financial Support

Business leaders have an acute understanding of the importance of a well-educated workforce to support a strong economy, keep America competitive globally, and ensure a vibrant democracy. Right now 20 percent of the American labor force is functionally illiterate or innumerate. High-quality child care and early education builds a strong foundation of cognitive and social skills in young children that can improve their engagement in school and increase per capita earnings and 
economic development. This is especially important for the growing proportion--almost half--of American young children currently living in deprivation and poverty. Yet, only a fraction of children access such services. The nation now faces tough 
choices to renew the economy, but fiscal prudence cannot be served at the expense of under-investing in the well-being and future of the children--and thereby preventing unnecessary remedial expenditures. The Committee for Economic Development (CED) believes it is vital for the country's future that investments in the youngest children remain a major national and state-level priority. CED's model of engaging the business community has mobilized corporate leaders to support early learning programs. With tools provided by CED, the Trustees have travelled the country and spoken to business and civic audiences about the importance of investing in children and families. This report provides new data, strategies, developments, and examples of corporate engagement to promote investment in early childhood.
Teaching Math to Young Children. Educator&apos;s Practice Guide. What Works Clearinghouse. NCEE 2014-4005
Author: Frye, Douglas
Date: 2013-11-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Instruction,Young Children,Number Concepts,Developmentally Appropriate Practices,Geometry,Mathematical Concepts,Data Analysis,Progress Monitoring,Prior Learning,Integrated Activities,Teaching Methods,Computation,Measurement,Relevance (Education),Preschool Education,Kindergarten,Early Childhood Education,Evidence,Validity,Drills (Practice)

The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6. The guide provides practical, clear information on critical topics related to teaching early math and is based on the best available evidence as judged by the authors. The guide is organized around five recommendations: (1) Teach number and operations using a developmental progression; (2) Teach geometry, patterns, measurement, and data analysis using a developmental progression; (3) Use progress monitoring to ensure that math instruction builds on what each child knows; (4) Teach children to view and describe their world mathematically; and (5) Dedicate time each day to teaching math, and integrate math instruction throughout the school day. The following are appended: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains a glossary, 18 tables,11 examples, 7 figures, and 437 endnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under Contract ED-IES-13-C-0010 by the What Works Clearinghouse, which is operated by Mathematica Policy Research.]