ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspective, June 2010
Author: Achieve, Inc.
Date: 2010-06-00
Type: Collected Works - Serial
Subjects: Feedback (Response),State Schools,Teaching (Occupation),International Education,Elementary Secondary Education,Educational Assessment,State Standards,Competition,Educational Change,Foreign Countries,Graduation Requirements,Comparative Analysis,High Schools,Colleges,Partnerships in Education

&quot;Perspective&quot; is a monthly e-newsletter presenting news and views from Achieve. This month's issue commences with a report stating how the number of states that ensure the college and career readiness of their students has increased since Achieve first started tracking progress on the college- and career-ready policy agenda five years ago. This issue also reports that: (1) on June 23 it was announced that twenty-six states have formed the Partnership for the Assessment of Readiness for College and Careers (PARCC or Partnership) to create a next-generation assessment system that will ensure students across the country are expected to meet common, high standards that will prepare them for their futures. On behalf of the Partnership, Florida submitted an application to the U.S. Department of Education (USED) as part of the $350 million &quot;Race to the Top&quot; comprehensive assessment grant competition; (2) on June 2, 2010, the final K-12 Common Core State Standards (CCSS) in English and mathematics were released by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO); (3) 35 states plus the District of Columbia met the June 1 application deadline for the second round of Race to the Top competition, in which $3.4 billion in economic stimulus funds are available; (4) on September 13-14, Sir Michael Barber and Michael Fullan are co-chairing an international education summit in Toronto, Canada designed to stimulate ideas, invoke creativity and foster innovation. The Building Blocks for Education: Whole System Reform international summit will examine four key areas related to creating successful reform in education systems: standards and targets; assessments and use of data; capacity building and the development of the teaching profession; and, leadership development and sustainability; and (5) the K-12 Common Core State Standards in English Language Arts (ELA) and mathematics are the result of nearly a year's worth of work by numerous individuals and groups. Their collective efforts resulted in a well- received set of standards that have already been adopted by 16 states. CCSSO and NGA provided the overall leadership, but the unsung heroes of this unprecedented effort are the lead writers and their teams who worked closely with the participating states every step of the way, through multiple rounds of feedback and thousands of public comments and ultimately drafted the final standards that states are now adopting. Brief news clips and descriptions of new resources are also included.
Perspective, August 2010
Author: Achieve, Inc.
Date: 2010-08-00
Type: Collected Works - Serial
Subjects: State Schools,Public Opinion,State Standards,Graduation Requirements,Newsletters,College Preparation,Career Development,Job Skills,Mathematics Education,Language Arts,Science Education,Financial Support,Educational Finance,Federal Aid,Educational Quality,Academic Achievement

"Perspective" is a monthly e-newsletter presenting news and views from Achieve. This month's issue commences with a report stating how Achieve commissioned a first-of-its-kind national poll of American voters to determine their views on college and career readiness. The results of the survey show that there is overwhelming support for college-and career-ready policies--including common standards, common assessments and rigorous graduation requirements. This issue also reports that: (1) More than two thirds of states have adopted the K-12 Common Core State Standards (CCSS) for English Language Arts and mathematics that were released on June 2 by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO); (2) A two-step process that will culminate in the development of Next-Generation Science Standards (NGSS) is well underway. The project, supported by the Carnegie Foundation, begins with the National Research Council (NRC) developing a conceptual framework for science education and ends with Achieve coordinating the development of the NGSS; and (3) on July 27 the U.S. Secretary of Education announced the finalists for more than $3 billion available in the second round of funding in the Race to the Top program. Brief news clips and descriptions of new resources are also included.
Increasing Teacher Retention. The Progress of Education Reform. 2007. Volume 8, Number 6
Author: Coulter, Tricia
Date: 2007-12-00
Type: Collected Works - Serial
Subjects: Teacher Persistence,Teacher Shortage,Educational Change,Faculty Mobility,Academic Achievement,Work Environment,Achievement Gap,Followup Studies,Public School Teachers,Surveys

This issue of &quot;The Progress of Education Reform&quot; highlights data and research on why teachers leave, how attrition affects teacher shortages across the nation and the importance of working conditions for student performance. It focuses on: (1) reasons for teacher turnover; (2) elements of working conditions related to teacher retention and student learning; and (3) the impact of teacher turnover on the teacher shortage crisis. It also includes links to additional resources on teacher attrition and teacher working conditions.
Same-Sex Schooling. The Progress of Education Reform, 2007. Volume 7, Number 3
Author: Weiss, Suzanne
Date: 2007-01-00
Type: Collected Works - Serial
Subjects: Single Sex Schools,Charter Schools,Outcomes of Education,Educational Quality,Educational Change,Foreign Countries,Public Sector,Single Sex Classes,Federal Legislation,Academic Achievement,Urban Education

In November 2006, the U.S. Department of Education issued new rules making it easier for schools and districts to use gender-separate classes, programs and activities as a strategy for enhancing educational achievement and opportunity. Education Secretary Margaret Spellings described the revised Title IX regulations as part of a greater effort to expand and diversify options in the public sector. &quot;Every child should receive a high-quality education in America, and every school district deserves the tools to provide it,&quot; she said. The federal action is expected to accelerate efforts by public school systems to experiment with single-sex education, particularly in inner-city and charter schools. In announcing the new regulations, Secretary Spellings pointed to a federally sponsored review of research on same-sex schooling that suggests educating boys and girls separately--either in different schools or separate classes--&quot;may provide benefits to students under certain circumstances.&quot; This issue of &quot;The Progress of Education Reform&quot; features highlights of that research review and of a similarly comprehensive analysis published recently by the United Kingdom's Centre for Education and Employment Research. Taken together, they provide a useful, up-to-date look at what individuals knows--and what they don't--about the relative merits of same-sex versus coeducational schooling. This issue also offers links to other sources of information on the topic and additional details about the revised Title IX regulations.
Student Engagement. The Progress of Education Reform, 2007. Volume 8, Number 3
Author: Pickeral, Terry
Date: 2007-09-00
Type: Collected Works - Serial
Subjects: Academic Achievement,Educational Change,Educational Improvement,Learner Engagement,Dropout Rate,Resilience (Psychology),Higher Education,High School Students,High Schools,Surveys

This issue of the &quot;Progress of Education Reform&quot; features highlights K-12 research on student engagement, a civic orientation and building resiliency. Taken together, they provide a useful, up-to-date look at evidence on the merits of engaging students for achievement and success. It also includes policy implications based on the research, as well as links to studies and resources on student engagement in higher education. (Contains 4 endnotes.)
Counseling: Counseling High School Students for Postsecondary and Workplace Success. The Progress of Education Reform. Volume 9, Number 3
Author: Dounay, Jennifer
Date: 2008-06-00
Type: Collected Works - Serial
Subjects: Educational Change,School Guidance,High School Students,Higher Education,College Preparation,Education Work Relationship,School Counselors,School Counseling,Vocational Education Teachers,Community Colleges,Two Year Colleges,Academic Achievement,Faculty Development,Social Stratification,Postsecondary Education,Minority Groups,Rural Schools

Relatively little policy activity has focused on the key role of counselors in providing the guidance students need to make informed decisions about their post-high school options. This issue of "Progress of Education Reform" takes a closer look at research related to: (1) The variation in access of college counseling across schools and the impact of schools, districts, postsecondary institutions and states on the availability and type of college counseling; (2) The types of information traditionally underserved students need to prepare for postsecondary education; and (3) The varying types of guidance students receive based on their academic pathway or ethnic background. (Contains 2 endnotes.)
School Improvement. The Progress of Education Reform, 2007. Volume 8, Number 5
Author: Christie, Kathy
Date: 2007-11-00
Type: Collected Works - Serial
Subjects: Educational Improvement,Educational Change,Instructional Leadership,School Districts,Intervention,Academic Achievement,Evaluation

The goal of state intervention in a school or district designated as low-performing is not to punish. It is to help figure out how to improve student learning. The challenge, particularly for a chief state school officer or state board of education, is how best to leverage assistance to schools that have varying degrees of need. Most state legislatures have provided the state board the authority to act. How to proceed with limited funding and staffing is the truly difficult question. This "Progress of Reform" examines what is being learned from research and looks at the subsequent implications for state policy.
Developmental Education. The Progress of Education Reform. Volume 9, Number 2
Author: Vandal, Bruce
Date: 2008-03-00
Type: Collected Works - Serial
Subjects: Developmental Studies Programs,Educational Change,Postsecondary Education,Education Work Relationship,Educational Improvement,Higher Education,Program Effectiveness,Evaluation,Community Colleges,Two Year Colleges,Academic Achievement,Remedial Programs,Enrollment,Standards,Adult Students,Educational Attainment

This issue of &quot;The Progress of Education Reform&quot; will address the following three questions: (1) What are the challenges that developmental education programs face that affect their success? (2) Are developmental education programs an effective strategy for increasing college attainment rates? and (3) How can state policy improve the success of developmental education programs? The studies presented here provide valuable insights on each of these questions and will assist policymakers as they consider how to leverage developmental education programs as useful tools for increasing college attainment.
Mentoring. The Progress of Education Reform, 2006. Volume 7, Number 2
Author: Weiss, Suzanne
Date: 2006-09-00
Type: Collected Works - Serial
Subjects: Siblings,Mentors,At Risk Students,Interpersonal Relationship,Educational Change,Guidance,Public Agencies,Emotional Development,Middle School Students,High School Students,Underachievement,Program Descriptions,Educational Benefits,Program Effectiveness,Meta Analysis

Parents are the central source of emotional, financial and social support for their children. Many young people also have the benefit of relationships with adults other than parents--including teachers, coaches, grandparents, older siblings, neighbors and employers--who serve as informal mentors. These relationships provide youth with extra attention, affection, guidance and a sense of direction and self-worth--all of which are increasingly important given the wide array of outside influences, not all of them positive, that face young people today. Once viewed as a natural process that took place in the immediate or extended family, mentoring has become an increasingly popular strategy for enhancing the academic, social and emotional development of middle and high school students, particularly those at risk of underachievement. Today, there are nearly 5,000 volunteer-based youth mentoring programs operating nationwide, sponsored by government agencies, school districts, businesses, universities, professional organizations and nonprofit groups. Such programs give students stronger incentives for staying in school, avenues for exploring education and career paths, exposure to positive social norms, and access to the guidance and support of a caring adult. But research also provides evidence of the potential adverse effects of programs targeting at-risk youth that are poorly designed and managed. Mentoring relationships cut short by unclear or conflicting expectations, lack of support and other problems "may do more harm than good." This issue of "The Progress of Education Reform" focuses on: (1) an overview of different types of mentoring programs; (2) benefits and potential adverse effects of mentoring programs; and (3) mentoring as part of schoolwide reform efforts. Summaries of four articles on mentoring and links to other Web sites are also included.
Dropout Prevention. The Progress of Education Reform, 2007. Volume 8, Number 1
Author: Dounay, Jennifer
Date: 2007-07-00
Type: Collected Works - Serial
Subjects: High Schools,Taxes,Graduation Rate,Dropout Prevention,Dropouts,Graduation,College Graduates,Educational Change,Urban Environment,Economic Opportunities,Predictor Variables,Risk,Grade 9,Institutional Characteristics,Educational Research,Management Systems,Data Collection,Disadvantaged Schools,At Risk Students,Educational Benefits,Costs,Intervention

Improving high school graduation rates has in recent years become a growing concern to state and local policymakers for a number of reasons: the reduced economic opportunities and increased social costs for individuals without a high school diploma; the economic consequences, such as reduced tax revenues; and the need for more college graduates. The U.S. Chamber of Commerce has projected, for example, that 90% of the fastest-growing jobs will require some form of postsecondary education--not a likely proposition for high school dropouts. This issue of "The Progress of Education Reform" summarizes the findings of five recent studies that address: (1) Early predictors for dropping out of school; (2) 9th-grade predictors of risk in an urban environment; (3) School characteristics linked to higher graduation rates; (4) Economic benefits of several programs that positively influence high school completion rates; and (5) A synthesis of the research on dropping out and the importance of state data systems to support dropout prevention efforts. (Contains 1 footnote.)
Economic and Workforce Development. The Progress of Education Reform, 2007. Volume 8, Number 2
Author: Spence, Chris
Date: 2007-08-00
Type: Collected Works - Serial
Subjects: Economic Development,Educational Change,Labor Force Development,Community Colleges,Career Development,Job Training,Policy Formation,Educational Policy

One strategy for addressing the misalignment among postsecondary education, state workforce development programs and state economic development strategies is to create career pathways programs at community colleges where students are able to enroll in a defined track of coursework that leads to jobs in high-demand fields within a state or region. This issue of "The Progress of Education Reform" features four recent reports by Workforce Strategy Center (WSC) that make the case for implementing career pathways systems as one solution to the problem of system misalignment. WSC is nationally recognized for developing innovative policy strategies and is a leader in implementing state and regional career pathways initiatives. In addition, the reports offer practical strategies for getting state and regional career pathways systems started. (Contains 1 footnote.) [Additional content was provided by Bruce Vandal.]
Evaluating Teacher Effectiveness, The Progress of Education Reform, 2007. Volume 8, Number 4
Author: Coulter, Tricia
Date: 2007-10-00
Type: Collected Works - Serial
Subjects: Teacher Effectiveness,Academic Achievement,Achievement Tests,Educational Change,Teacher Certification,Evaluation Methods,Scores,Statistical Analysis,Teacher Evaluation,Standards

Increased sophistication of data systems now allows for student achievement to be tracked and, in some states, linked to individual teachers. Further, rather than looking simply at student end-of-year achievement test scores in isolation, current statistical methods allow for analysis of student growth over time. These advances show promise for use in teacher evaluation by attempting to control for non-teacher related factors, such as a student's level of proficiency upon entering a classroom. These data systems and statistical methods enable researchers to revisit assumptions about the predictive value of teacher input factors as a means of ensuring high quality and effectiveness. This issue of "The Progress of Education Reform" highlights recent research that attempts to explore the relationship between traditionally accepted measures of teacher quality--teacher certification and in-class performance--and teacher effectiveness as assessed through student academic performance. It also includes links to additional resources on teacher quality and teacher evaluation methods.
Secondary STEM Education: &quot;Designed by Apple in California, Assembled in China&quot;. The Progress of Education Reform. Volume 9, Number 4
Author: Zinth, Kyle
Date: 2008-07-00
Type: Collected Works - Serial
Subjects: Educational Change,Foreign Countries,Science Curriculum,Secondary Education,Science Education,Technology Education,Engineering Education,Mathematics Education,Algebra,Science Laboratories,Mathematics Achievement,Science Achievement,Comparative Education,Grade 4,Grade 8,Middle School Teachers,Mathematics Teachers,Science Teachers

America's advantage has historically been its people's creativity, flexibility and entrepreneurship. But just as painters need to be proficient in technique and theory to produce great masterpieces, the next generation of Americans will likely require a solid grounding in mathematics and science for their creativity to be maximized in a world increasingly dependent on technological advances for prosperity and security. The challenge is not to simply increase the number of students graduating with college degrees in the STEM fields; it is to lift the overall understanding of science, technology, engineering and mathematics among the rest of the population as well. As the majority of Americans do not earn a postsecondary degree, it is essential that students be given this solid grounding during the elementary and secondary years. While establishing the expectation that all students complete challenging mathematics and science coursework is a good step, it cannot be the only step. This issue offers suggestions for policymakers. This issue also features two papers: (1) What Policymakers Need to Know About the Cost of Implementing Lab-Based Science Course Requirements (Mike Griffith); and (2) The Preparation Gap: Teacher Education for Middle School Mathematics in Six Countries (William Schmidt, Maria Teresa Tatto, Kiril Bankov, Sigrid Blomeke, Tenoch Cedillo, Leland Cogan, Shin Il Han, Richard Houang, Feng Jui Hsieh, Lynn Paine, Marcella Santillan and John Schwille). A list of resources is included. (Contains 6 endnotes.)
The Progress of Education Reform. Volume 11, Number 1
Author: Education Commission of the States
Date: 2010-02-00
Type: Collected Works - Serial
Subjects: Attendance Patterns,Educational Change,Educational Development,Educational Policy,Educational Improvement,Educational Practices,Elementary School Students,Educational Resources,Attendance,Truancy,Dropout Prevention,Dropout Characteristics,At Risk Students,Academic Achievement,Urban Schools,Case Studies,Poverty,Longitudinal Studies,Barriers,Guidelines,Suspension,Discipline Policy,Learner Engagement

States, districts and schools are now being offered unprecedented opportunities to develop programs that will improve student performance and turn around underperforming schools. An understanding of how reducing chronic early absence helps those efforts will go a long way to assure that innovative school improvement policies and practices will be successful in the long run. This issue of &quot;The Progress of Education Reform&quot; looks at two recent research studies on the issue of chronic early absence and addresses the following: (1) What are the impacts of chronic early absence? (2) Why has it been overlooked? (3) What contributes to chronic early absence? and (4) What can be done to reduce chronic absence in the early grades? The papers featured in this issue are: (1) Present, Engaged and Accounted For: The Critical Importance of Addressing Chronic Absence in the Early Grades (Hedy Chang and Mariajose Romero); and (2) On the Path to Success: Policies and Practices for Getting Every Child to School Every Day (Jane Sundius and Molly Farneth). A list of resources is included. (Contains 2 figures.)
Funding Dual Credit Programs: What Do We Know? What Should We Know? The Progress of Education Reform. Volume 10, Number 1
Author: Griffith, Michael
Date: 2009-02-00
Type: Collected Works - Serial
Subjects: College Credits,Educational Change,Dual Enrollment,High School Students,Educational Opportunities,Educational Finance,Costs,Higher Education,Advanced Placement Programs

More than 87% of America's public high schools offer their students the opportunity to gain college credit prior to graduation. Learning opportunities that allow students to gain college-level credit often are referred to as "dual credit" programs, and they are experiencing a growth in both the number of students who take advantage of them and the number of schools that offer them. Answers to the following questions are discussed in this paper: (1) What are the funding issues for dual credit?; (2) How predictable is the funding?; and (3) What are the costs for students? (Contains 3 endnotes.)
Summer Learning: Moving from the Periphery to the Core. The Progress of Education Reform. Volume 10, Number 3
Author: McLaughlin, Brenda
Date: 2009-06-00
Type: Collected Works - Serial
Subjects: Summer Schools,Summer Programs,Educational Change,Disadvantaged Youth,Academic Achievement,Reading Achievement,Mathematics Achievement,Achievement Gap,Activities,Vacation Programs,Elementary School Students

For a long time, the issue of summer learning has waited in the wings, like a fully prepared understudy, ready to jump in and take the stage should the star need a back-up. Recently, though, summer learning has moved into the spotlight--and at the same time, the script is changing. Instead of memorizing and mimicking the star's lines, summer learning is writing its own script. Transcending the punitive and remedial model of summer school, summer learning's new form is an artful blend of core academic learning, hands-on activities, 21st century skills, arts, sports and meaningful relationships. (Contains 13 endnotes.)