ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation Pilot Advisory Committee (EPAC) Interim Report, 2011-2012
Author: New Jersey Department of Education
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,State Programs,Advisory Committees,State Departments of Education,Evaluation Methods,Pilot Projects,School Districts,Teacher Effectiveness,Tests,Faculty Development,Academic Achievement,Meetings,Public Schools,Elementary Secondary Education

New Jersey is preparing to implement a statewide educator evaluation system in the 2013-14 school year. As part of this process, an Evaluation Pilot Advisory Committee (EPAC) was convened in September 2011. The EPAC consisted of 22 appointed members from various stakeholder groups. Its charge was to make recommendations to the New Jersey Department of Education (&quot;the Department&quot;) using current evaluation research and lessons shared by districts who were piloting new evaluation instruments. Monthly meetings organized by the Department were attended by the 22 appointees plus representatives from pilot districts. This interim report summarizes the key lessons learned from pilot districts as well as recommendations from the EPAC's activities during the 2011-12 school year. The following are appended: (1) Teacher Evaluation Pilot Participants, 2011-2012; (2) Evaluation Instruments and Data Management Systems by District; (3) EPAC Members, 2011-2012; (4) EPAC Meeting Background Reading, 2011-2012; (5) EPAC Presentations; (6) EPAC Subcommittee Chairs, 2011-2012; and (7) Subcommittee Reports, 2011-2012.
Evaluation Pilot Advisory Committee (EPAC): Final Report, 2013
Author: New Jersey Department of Education
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,State Programs,Advisory Committees,State Departments of Education,Evaluation Methods,Pilot Projects,School Districts,Teacher Effectiveness,Tests,Faculty Development,Academic Achievement,Meetings,Public Schools,Elementary Secondary Education

This report represents the work of New Jersey's Evaluation Pilot Advisory Committee (EPAC) from 2011-2013. The EPAC Interim Report, published in February 2013, summarized the establishment of the EPAC, key lessons learned from the 2011-12 teacher evaluation pilot, and recommendations for statewide roll-out of a more effective educator evaluation system. This final report emphasizes the experiences and lessons learned from the second year of the teacher evaluation pilot and the 2012-13 principal evaluation pilot based on interviews, surveys, and discussions with EPAC participants and pilot district staff.1 The writing and recommendations within are the result of a collaborative effort between representatives of the EPAC and the New Jersey Department of Education (&quot;the Department&quot;). While this report attempts to capture EPAC's work as thoroughly and fairly as possible, any particular recommendation or viewpoint expressed does not necessarily represent the opinion of all members of the committee. The report includes five sections: (1) Part One outlines the background and context for evaluation reform in New Jersey; (2) Part Two describes how policy decisions for AchieveNJ, New Jersey's educator evaluation system, were informed by the pilot program and the EPAC; (3) Part Three provides practical advice for districts in implementing AchieveNJ; (4) Part Four focuses on the lessons learned from New Jersey's principal pilot districts; and 5 Part Five provides perspective on the opportunities and challenges that districts will face during the first few years of implementing AchieveNJ. The following are appended: (1) Glossary and Acronyms; (2) Teacher Pilot Districts Years 1 and 2; (3) Principal Pilot Districts; (4) AchieveNJ: Resources Guide; (5) Sample Teacher Evaluation Schedule for AchieveNJ Implementation; (6) Teacher Observation Data by Cohort, Observer, and Teacher; and (7) Appointed Members of the EPAC.
Early Warning Indicator System: Supporting K-12 Educators in the Identification, Support, and Monitoring of At-Risk Students
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: At Risk Students,Progress Monitoring,Educational Indicators,Ability Identification,Student Records,Information Management,State Programs

A rise in data availability gives educators the opportunity to tailor instructional practices and interventions to student needs and invest resources in areas where students require the most support. Massachusetts developed the Early Warning Indicator System (EWIS), which synthesizes the wealth of student data available in the state, including assessment scores, attendance rates, course grades, and other measures to support educators in identifying struggling students. EWIS allows educators to influence a student's academic trajectory by supporting early intervention for students in need. This document provides a summary of the Early Warning Indicator System, highlighting the EWIS theory of change and the process of turning data into action by engaging in pattern analysis.
User Guide for the 2014-15 Teacher Median Student Growth Percentile Report
Author: New Jersey Department of Education
Date: 2016-03-00
Type: Guides - General
Subjects: Achievement Gains,Outcome Measures,Teacher Qualifications,Equated Scores,Information Management,Information Dissemination,Information Utilization,Teacher Evaluation,Case Records,Summative Evaluation,Computation,Guides,Evaluation Criteria

On March 22, 2016, the New Jersey Department of Education (&quot;the Department&quot;) published a broadcast memo sharing secure district access to 2014-15 median Student Growth Percentile (mSGP) data for all qualifying teachers. These data describe student growth from the last school year, and comprise 10% of qualifying teachers' 2014-15 evaluations. This guide explains how mSGP scores are calculated and used and includes an overview of the following components: (1) The Use of Growth Measures; (2) Calculating SGP from the NJ ASK to the PARCC Exam; (3) Qualifications for Receiving mSGP Data; (4) Calculation of mSGP Scores and Conversion to Evaluation Scores; (5) Understanding the Individual Teacher mSGP Report; (6) Suggestions for Sharing and Effectively Using mSGP Data; (7) Certifying mSGP Data and the Summative Rating; and (8) Additional Resources and Contact Information.
Reshaping the College Transition: States That Offer Early College Readiness Assessments and Transition Curricula
Author: Barnett, Elisabeth A.
Date: 2013-05-00
Type: Reports - Research
Subjects: College Readiness,College Preparation,Transitional Programs,State Programs,High School Students,Intervention,Educational Opportunities,Profiles,Tables (Data),State Surveys

Early college readiness assessments as well as &quot;transition&quot; curricula designed to help high school students avoid remedial coursework upon arrival to college represent promising approaches to decrease the numbers of entering college students who are academically underprepared. Yet little is known about the availability of these interventions across the country. The authors of this short paper conducted a scan to ascertain in which states these approaches have been undertaken and to find out whether they are developed through statewide initiatives or by individual colleges and schools. Some form of early college readiness assessment is offered in 38 states, and in 25 of these states there is a state initiative for implementation. Transition curricula are offered in 29 states, and in 8 of these states there is a statewide initiative. Findings also suggest that the number of state and local initiatives is growing.
Apollo 20
Author: Houston Independent School District
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: School Districts,Academic Achievement,Achievement Gap,Partnerships in Education,College School Cooperation,Racial Differences,Ethnic Groups,Elementary Schools,Middle Schools,High Schools,Human Capital,Time Factors (Learning),Evidence Based Practice,Tutoring,Expectation,Program Effectiveness,Mathematics Instruction,Mathematics Achievement,Grade 6,Grade 9,African American Students,Hispanic American Students

The Apollo 20 project was launched during the 2010-2011 school year to accelerate Houston Independent School District's (HISD's) efforts to improve student performance in every school and close the achievement gap districtwide. This partnership with EdLabs at Harvard University incorporates best practices from successful public and charter schools across the nation. The research conducted by Dr. Roland Fryer of EdLabs identified five tenets that have consistently been shown to improve performance and close the racial achievement gap. This document contains fact sheets on the Apollo 20 elementary and secondary programs, and discusses how the five tenets have been implemented in 11 elementary schools, five middle schools, and four high schools. The five tenets are (1) human capital; (2) more instructional time; (3) use of data to drive instruction; (4) high-dosage tutoring; and (5) culture of high expectations for all. Results after one year of implementation are provided for the elementary program and the secondary program. Two infographics show math gains and the results of math tutoring for sixth- and ninth-graders. This document includes strategies that have led to a dramatic increase in the number of African American and Hispanic students who attend school, remain on track with their school-age peers, graduate on time, and are prepared for the workforce or success at the college of their choice.
Development and Use of Early Warning Systems. SLDS Spotlight
Author: Curtin, Jenny
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Databases,Educational Indicators,Predictor Variables,At Risk Students,State Departments of Education,Graduation,Standardized Tests,Scores,Attendance Patterns,Suspension,Age Differences,Stakeholders,Language Arts,Grade 8,Elementary Secondary Education,Dropout Prevention,Community Colleges,High School Seniors,Remedial Instruction

An early warning system is a data-based tool that helps predict which students are on the right path towards eventual graduation or other grade-appropriate goals. Through such systems, stakeholders at the school and district levels can view data from a wide range of perspectives and gain a deeper understanding of student data. This &quot;Statewide Longitudinal Data Systems&quot; (SLDS) Spotlight takes a look at some of the early warning system development and expansion work going on in Massachusetts, Maine, and South Carolina. It discusses some of the benefits of using an early warning system and offers tips on the development of this type of system. The content of this brief was derived from an SLDS monthly topical webinar that took place on January 27, 2012.
Educating English Language Learners in Washington 2011-2012: Report to the Legislature
Author: Malagon, Helen
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: English Language Learners,Bilingual Education,Bilingual Students,English (Second Language),School Districts,Financial Support,Expenditures,School Personnel,Employment Qualifications,Teaching Methods,Models,Instructional Effectiveness,Student Characteristics,Eligibility,Enrollment,Age Differences,Native Language,Language Usage,Student Participation,Language Proficiency,Academic Achievement,Tests,Achievement Tests

In the 2011-2012 school year, 8.5 percent of Washington's students were English language learners (ELLs). Although this was a slight decrease from the previous year, the number of ELL students in Washington state has increased by 11.0 percent since 2005-06. The Transitional Bilingual Instruction Act of 1979 funds the Transitional Bilingual Instruction Program (TBIP) for students from homes where English is not the primary language spoken. Sixty-five percent of the state's school districts report English Language Learners (ELLs) There were 96,101 ELLs enrolled in Washington's schools for the 2011-2012 school year, 2,371 fewer students than the year before. This is the first recorded decrease in ELLs since the statewide database was established in 2005. This report includes historical program information and information for the 2011-2012 school year for the following: (1) Staffing and instruction; (2) ELL enrollment patterns and changes over time; (3) Languages spoken by students in the program; (4) Length of participation (time) in program; and (5) ELLs' performance on the WELPA, MSP, HSPE, and EOC performance. Data for this report were provided by districts with an approved program during the 2011-2012 school year. Assessment data was provided by OSPI's assessment department. This is a transitional year for OSPI data collection. Beginning in the 2012-13 school year, districts will enter student enrollment data only once into the Comprehensive Education Data and Research System (CEDARS). A bibliography is included.
Comprehensive Education Data and Research System (CEDARS) Data Manual: 2012-2013 School Year. Version 5.2
Author: Dorn, Randy
Date: 2012-06-00
Type: Guides - General
Subjects: Information Centers,Annual Reports,Statistical Data,State Surveys,Recordkeeping,County School Districts,Coding,Definitions,Nationalism,Weapons,Behavior,Instructional Program Divisions,Student Placement,Age Groups,Disabilities,Languages,Withdrawal (Education),Intellectual Disciplines,Courses,Advanced Placement Programs,Teacher Characteristics,Special Education,Lunch Programs,Ethnicity,Race,Foreign Countries

The Comprehensive Education Data and Research System (CEDARS) is a longitudinal data system that will allow Washington's Office of Superintendent of Public Instruction (OSPI) to collect, store and report data related to students, courses, and teachers in order to meet state and federal reporting requirements and to help educators and policy makers to make data driven decisions. CEDARS replaced the former data collection tool used by OSPI, the Core Student Record System (CSRS), in September 2009. This manual provides a diagram of how data flows from a district Student Information System (SIS) to OSPI via the CEDARS data collection process. Once the data reaches OSPI, the data is validated and moved to the CEDARS database. Red text in the manual indicates a change since the last version. Additional resources are provided. [To review &quot;Comprehensive Education Data and Research System (CEDARS) Data Manual Appendices: For the 2012-2013 School Year. Version 5.1,&quot; in ERIC see ED565688.]
Early Warning Implementation Guide: &quot;Using the Massachusetts Early Warning Indicator System (EWIS) and Local Data to Identify, Diagnose, Support, and Monitor Students in Grades 1-12&quot;
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2014-09-00
Type: Guides - Non-Classroom
Subjects: Dropout Prevention,At Risk Students,Identification,Elementary Secondary Education,Program Implementation,Progress Monitoring,Intervention,Data,Decision Making,Elementary School Students,Middle School Students,High School Students

The purpose of this guide is to provide information on how to use early warning data, including the Massachusetts Early Warning Indicator System (EWIS), to identify, diagnose, support and monitor students in grades 1-12. It offers educators an overview of EWIS and how to effectively use these data in conjunction with local data by following a six-step implementation cycle. Because no two districts, schools, or students are alike, the guide was purposely developed this as a flexible tool to help educators customize their use of EWIS to fit their individual needs, interests, and resources. It is the hope that this guide will help educators with the important work that they do every day in their classrooms, schools, and districts. The following are appended: (1) The Development of the Massachusetts EWIS Model; (2) Accessing EWIS Data and Reports in Edwin; (3) Sample Early Warning Implementation Timeline; and (4) Targeted and Schoolwide Intervention Resources.
Massachusetts Early Warning Indicator System (EWIS). &quot;Technical Descriptions of Risk Model Development&quot;: Early and Late Elementary Age Groupings (Grades 1-6)
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2013-03-00
Type: Reports - Research
Subjects: Dropout Prevention,Risk,Models,Identification,At Risk Students,Achievement Tests,Outcome Measures,Predictor Variables,Student Characteristics,Student Behavior,Validity,Regression (Statistics),Elementary School Students,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6

The Massachusetts Department of Elementary and Secondary Education (Department) created the grades 1-12 Early Warning Indicator System (EWIS) in response to district interest in the Early Warning Indicator Index (EWII) that the Department previously created for rising grade 9 students. Districts shared that the EWII data were helpful, but also requested early indicator data at earlier grade levels and throughout high school. The new EWIS builds on the strengths and lessons learned from the EWII to provide early indicator data for grades 1-12. To develop the early elementary risk model, which is presented in this report, a multilevel modeling framework was used to control the clustering of students within schools and obtain correct robust standard errors. To develop the late elementary, middle and high school risk models, we used a logistic regression modeling framework. The model allows users to identify students who are at risk of missing key educational benchmarks (a.k.a. outcome variables) within the first through twelfth grade educational trajectory. The outcome variables by which students risk is tested took into consideration the degree to which the outcome variable is age and developmentally appropriate (e.g., achieving a score that is proficient or higher on the third grade English Language Arts in Massachusetts Comprehensive Assessment System). Descriptive Statistics for Indicators by Increased Risk Level (Final Model), First Grade are appended.
Case Study: Youth Transitions Task Force--A Ten-Year Retrospective, Spring 2015
Author: Poulos, Jennifer
Date: 2015-04-00
Type: Reports - Research
Subjects: Case Studies,Youth Opportunities,Youth Programs,Interviews,Stakeholders,Developmental Studies Programs,At Risk Persons,Partnerships in Education,Educational Change,Educational Practices,Educational Policy,High School Equivalency Programs,Transitional Programs,Advocacy,Program Effectiveness

In 2004, Boston Public Schools reported that more than 8% of its students dropped out of school that year. The city faced a crisis. Thousands of students were failing to earn a high-school diploma, a necessary credential for entrance into postsecondary education and/or the twenty-first century workforce. Factors driving students' decisions to leave school were closely intertwined with the more pervasive problems of poverty in urban neighborhoods. The challenge seemed overwhelming. Yet, it was at this moment that the work of the Youth Transitions Task Force was beginning to coalesce, emerging as a source for advocacy and action through the district. YTTF was launched as a cross-sector coalition--composed of school leaders, community-based organizations, and local foundations--to advance innovations in education policy and practice and support greater numbers of Boston youth in completing a high school diploma. They mobilized constituents on issues affecting disconnected and at-risk youth and influenced decision-making at the state and local level. Looking back over a decade of work, one data point stands out: in 2014, Boston's dropout rate was 3.8%. Using a collective impact framework to examine how shared ownership of complex social issues can lead to large-scale change, this case study from the Rennie Center for Education Research &amp; Policy documents the work of YTTF in building a city-wide, cross-sector coalition to support dropout prevention and recovery in Boston. To do so, the Rennie Center completed interviews with more than a dozen YTTF members and stakeholders. The resulting case study, titled &quot;Youth Transitions Task Force: A Ten-Year Retrospective,&quot; highlights YTTF's key accomplishments and the challenges that lie ahead. A list of case study respondents is appended.
Massachusetts Early Warning Indicator System (EWIS). &quot;Technical Descriptions of Risk Model Development&quot;: Middle and High School Age Groupings (Grades 7-12)
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2013-03-00
Type: Reports - Research
Subjects: Dropout Prevention,Risk,Models,Identification,At Risk Students,Achievement Tests,Outcome Measures,Predictor Variables,Student Characteristics,Student Behavior,Validity,Regression (Statistics),Middle School Students,Grade 7,Grade 8,Grade 9,High School Students,Grade 10,Grade 11,Grade 12,Grades (Scholastic),Graduation

The Massachusetts Department of Elementary and Secondary Education (Department) created the grades 1-12 Early Warning Indicator System (EWIS) in response to district interest in the Early Warning Indicator Index (EWII) that the Department previously created for rising grade 9 students. Districts shared that the EWII data were helpful, but also requested early indicator data at earlier grade levels and throughout high school. The new EWIS builds on the strengths and lessons learned from the EWII to provide early indicator data for grades 1-12. To develop the early elementary risk model, a multilevel modeling framework was used to control for the clustering of students within schools and obtain correct robust standard errors. To develop the late elementary, middle and high school risk models, a logistic regression modeling framework was used. The model allows users to identify students who are at risk of missing key educational benchmarks (a.k.a. outcome variables) within the first through twelfth grade educational trajectory. The outcome variables by which students' risk is tested took into consideration the degree to which the outcome variable is age and developmentally appropriate (e.g., achieving a score that is proficient or higher on the third grade English Language Arts in Massachusetts Comprehensive Assessment System). The following appendices are included: (1) Seventh Grade: Alternate Risk Model--No Course Performance Data; (2) Eighth Grade: Alternate Risk Model--No Course Performance Data; and (3) Ninth Grade: Alternate Risk Model--No Course Performance Data.