ethanporcaro/eric-fulltext-meta huggingface dataset:
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. New York
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the New York edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While New York is making progress toward meeting a few goals, it lags behind other states in most others. The state completely missed eight goals, met a small portion of three, partially met two, nearly met one and fully met one. New York's best performance is in its support of differential pay in shortage subject areas and high-needs schools. Remaining work includes making tenure decisions meaningful, ensuring only factors that advance teacher effectiveness are required for permanent licenses, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and ensuring its pension system is fair to all teachers. New York's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. New York has an overall performance of D- for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission.  For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Mississippi
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Mississippi edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Mississippi is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed nine goals, met a small portion of one, partially met two, nearly met one and fully met two. Mississippi's best performances are in its support of differential pay in shortage subject areas and high-needs schools and in its articulated consequences for teachers with unsatisfactory evaluations. Remaining work includes making tenure decisions meaningful, ensuring only factors that advance teacher effectiveness are required for permanent licenses and ensuring its pension system is neutral. Mississippi's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Mississippi has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for this document was provided by The Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. New Jersey
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the New Jersey edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. Overall, New Jersey has done a good job in meeting some goals; however, significant room for improvement remains in several others. The state completely missed seven goals, met a small portion of one, partially met four and fully met three, including one best practice designation. New Jersey's best performances are in its effective induction for new teachers, its requirement of multiple formal evaluations for new teachers and its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching. The state has the most work to do in making tenure decisions meaningful, ensuring only factors that advance teacher effectiveness are required for permanent licenses, articulating consequences for teachers with unsatisfactory evaluations and strengthening some policies regarding teacher compensation issues. New Jersey's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. New Jersey has an overall performance of C for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional funding was provided by &quot;The Teaching Commission.&quot; For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. North Carolina
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the North Carolina edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While North Carolina is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed four goals, met a small portion of two, partially met six, nearly met one and fully met two, including one best practice designation. North Carolina's best performances are in its support of teacher compensation for related prior work experience and its effective induction for new teachers. The state has the most work to do in closing loopholes that allow teachers who have not met licensure requirements to continue teaching; strengthening some policies regarding teacher compensation issues; and ensuring its pension system is portable, flexible and fair. North Carolina's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. North Carolina has an overall performance of C- for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Nebraska
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Nebraska edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on: (1) identifying effective teachers; (2) retaining those deemed effective; and (3) exiting those deemed ineffective. While Nebraska is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed six goals, met a small portion of four, partially met three, nearly met one and fully met one. Nebraska's best performance is in its requirement of multiple formal evaluations for new teachers. The state has the most work to do in making tenure decisions meaningful, articulating consequences for teachers with unsatisfactory evaluations, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening some policies regarding teacher compensation issues. Nebraska's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Nebraska has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. New Hampshire
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the New Hampshire edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While New Hampshire is making progress toward meeting a few goals, it lags behind other states in most other goals. The state completely missed 10 goals, met a small portion of three and partially met two. New Hampshire is taking steps in the right direction in giving local school districts full authority for pay scales and ensuring a neutral pension system. The goals needing significant work include requiring instructional effectiveness in teacher evaluations, making tenure decisions meaningful and requiring a mentoring program for new teachers. New Hampshire's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. New Hampshire has an overall performance of F for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional funding for this document was provided by The Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. New Mexico
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the New Mexico edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on: (1) identifying effective teachers; (2) retaining those deemed effective; and (3) exiting those deemed ineffective. Overall, New Mexico has done a good job in meeting some goals; however, significant room for improvement remains in several others. The state completely missed five goals, met a small portion of two, partially met five and fully met three, including one best practice designation. New Mexico's best performances are in its effort to ensure that only factors that advance teacher effectiveness are required for permanent licenses, its articulated consequences for teachers with unsatisfactory evaluations, and its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching. The state has the most work to do in ensuring its pension system is portable, flexible and fair and strengthening policies regarding teacher compensation issues. New Mexico's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. New Mexico has an overall performance of C for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Montana
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Montana edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Montana is making progress toward meeting a few goals, it lags behind other states in most other goals. The state completely missed 11 goals, met a small portion of two, and partially met two. Montana is taking steps in the right direction in giving local school districts full authority for pay scales. The state has significant work to do in most other areas, including requiring instructional effectiveness in teacher evaluations, making tenure decisions meaningful and requiring a mentoring program for new teachers. Montana's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Montana has an overall performance of F for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission.For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Rhode Island
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Rhode Island edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Rhode Island is making progress toward meeting a few goals, it lags behind other states in most others. The state completely missed 11 goals, met a small portion of two, partially met one and nearly met one. Rhode Island's best performance is in its effective induction for new teachers. The goals needing significant work include ensuring its pension system is neutral and fair, making tenure decisions meaningful, articulating consequences for teachers with unsatisfactory evaluations, and strengthening its policies regarding teacher compensation issues. Rhode Island's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Rhode Island has an overall performance of F for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Ohio
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Ohio edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. Overall, Ohio has done a good job in meeting some goals; however, significant room for improvement remains in several others. The state completely missed five goals, met a small portion of one, partially met one, nearly met five and fully met three. Ohio's best performances are its requirement of multiple formal evaluations for new teachers and its support of differential pay in shortage subject areas and high-needs schools, and performance pay. The state has the most work to do on making tenure decisions meaningful, articulating consequences for teachers with unsatisfactory evaluations and strengthening some policies regarding teacher compensation issues. Ohio's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Ohio has an overall performance of C for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]