ethanporcaro/eric-fulltext-meta huggingface dataset:
"MET" Made Simple: Building Research-Based Teacher Evaluations. Issue Analysis Report
Author: TNTP
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Feedback (Response),Teacher Effectiveness,Teacher Evaluation,Program Effectiveness,School Districts,Teaching Methods,Academic Achievement,Observation,Student Surveys,Instructional Effectiveness,Teacher Improvement,Measures (Individuals)

There is no shortage of research on the importance of good teaching. For decades, study after study has shown that there are large differences in effectiveness from one teacher to another and that these differences can have a lifelong impact on students. A recent study that tracked 2.5 million students over 20 years determined that those with highly effective teachers "are more likely to attend college, earn higher salaries, live in better neighborhoods, and save more for retirement. They are also less likely to have children as teenagers." Yet there has been little research on exactly how schools can get an accurate picture of their teachers' performance in the classroom. States and school districts have been left largely to their own devices when it comes to this singularly important task. The results have been disastrous. As documented in 2009 study "The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness," most teachers are evaluated infrequently and according to low standards. They rarely receive feedback that helps them improve. Nearly every teacher is labeled "good" or "great," no matter how much progress their students are making. In the end, the entire profession has suffered from this negligent approach. Groundbreaking new findings from the Bill and Melinda Gates Foundation's Measures of Effective Teaching (MET) project hold the potential to answer crucial questions about how to assess teachers' performance. For the past two years, MET researchers have conducted a research project of unprecedented scope, involving 3,000 teachers in six school districts across the country. Using gold standard research methods, they have tested a number of evaluation approaches, including student achievement data, classroom observations, and surveys of students. Their most recent report, "Gathering Feedback for Teaching," provides a wealth of practical implications for improving teacher evaluations. This paper is intended for policymakers who are developing better teacher evaluations and are looking for ways to apply new research findings quickly. It summarizes the lessons from MET and provides recommendations on how these lessons can be applied right now. (Contains 16 footnotes.)
Smart Spending for Better Teacher Evaluations: Five Key Investments for Successful Implementation. Issue Analysis Report
Author: New Teacher Project
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Educational Change,Investment,Evaluation Methods,Systems Analysis,Systems Development,Program Implementation,State Action,State Programs,Federal Aid,Federal Programs,Administrative Principles,Professional Development,Organizational Communication,Accountability,Sustainability,Performance Factors,Critical Path Method

This fall, the nine states that finished as runners up in last year's groundbreaking Race to the Top competition will have an opportunity to reapply for a grant. The winners will receive a combined $200 million to help implement the bold education reform plans they developed last year. Many of the eligible states already have clear roadmaps toward evaluations that promise to provide a far more complete, accurate picture of how well teachers are helping their students learn, along with useful feedback that helps teachers grow professionally. Some have even codified these plans into law. Now comes the hard part. As states across the country have already learned, strong implementation will determine whether a new evaluation system lives up to its potential. Even the most elegantly designed evaluation system won't succeed unless schools implement it consistently and accurately. Of course, states cannot directly manage the implementation of a new evaluation system in hundreds or thousands of schools (especially since some states allow each district to develop a system that meets certain standards rather than developing a common statewide model). But states &quot;can&quot; help districts and schools navigate what may be a difficult transition to more rigorous instructional standards and to a greater investment of time and resources in teacher evaluation and development. The third round of Race to the Top could provide the nine eligible states with the resources they need to do this--but only if they apply the money toward the right priorities. This paper outlines the investments states should make in order to ensure that schools implement their new teacher evaluation systems successfully. These investments fall into five major categories: (1) Tools and Systems; (2) Training; (3) Communications; (4) Monitoring and Support; and (5) Sustainability. (Contains 2 footnotes.)
ACT Profile Report: National. Graduating Class 2012
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [For the main report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761. For related report, &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students,&quot; see ED534874.]
ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of 2012 Hispanic/Latino graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [For the main report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761. For related report, &quot;ACT Profile Report: National. Graduating Class 2012,&quot; see ED534873.]
The Case for Improving and Expanding Time in School: A Review of Key Research and Practice
Author: Farbman, David
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Teacher Collaboration,Academic Achievement,Time Factors (Learning),School Schedules,Learner Engagement,Enrichment Activities,Professional Development,Educational Research,Time Management

Common sense tells us that when it comes to learning, time matters. An individual simply cannot become more proficient in any given area without committing a certain amount of time to grasping new content, practicing and honing skills, and then applying knowledge and skills to realizing specific aims. Think of the chess master who plays match after match to improve his game or the scientist who toils long hours in her laboratory to unlock the mysteries of an intricate phenomenon. For them, becoming more adept in their chosen field is the result, in large part, of the time they invest. The great irony is that, for the better part of a century, our nation's public school system has, by its rigid adherence to the conventional calendar of 180 six-and-a-half-hour days, essentially disregarded the fundamental connection between time and learning. So what happens when schools and students are provided significantly more time for learning? As this review will highlight, both research and practice indicate that adding time can have a meaningfully positive impact on student proficiency and, indeed, upon a child's entire educational experience. The evidence makes clear that expanded time holds this potential because more time confers three distinct, though overlapping, benefits for both students and teachers: (a) More engaged time in academic classes, alongside broader and deeper coverage of curricula; (b) More time devoted to enrichment classes and activities that enhance students' educational experiences and engagement in school; and (c) More dedicated time for teacher collaboration and embedded professional development that together enable educators to strengthen instruction and develop a shared commitment to high expectations. In this paper, the authors explore these three benefits, which emerge as a longer school day and year open up new learning and growth opportunities. They consider evidence that demonstrates how time relates to each of the three, using a mix of form research studies and qualitative data from the field. As much as this evidence underscores the value that more time in schools can bring, it also makes clear that time is a resource that must be used well to realize its full potential. Absent intentionality of purpose and the deliberate pursuit of high quality, the power of more time will simply lie dormant. (Contains 2 tables, 2 figures and 52 notes.)
Time Well Spent: Eight Powerful Practices of Successful, Expanded-Time Schools
Author: Kaplan, Claire
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,School Schedules,Time Management,Time Factors (Learning),Poverty,At Risk Students,Educational Practices,Goal Orientation,Individualized Instruction,Student Needs,Curriculum Development,English (Second Language),School Culture,Accountability,Teacher Expectations of Students,College Preparation,Educational Quality,Holistic Approach,Dual Enrollment,Teacher Improvement,Instructional Effectiveness,Instructional Leadership,Student Evaluation,Data Analysis

This report reshapes the field for expanded-time schools by outlining specific practices that can lead to dramatic increases in student achievement and preparation for success in college and the workforce. This report offers an in-depth examination of 30 expanded-time schools serving high-poverty populations with impressive track records of student success, and demonstrates how these schools leverage their additional time in order to implement other critical reforms. Methodology and Data on Profiled Schools are appended. (Contains 2 tables and 10 endnotes.)
Clarence Edwards Middle School: Success through Transformation
Author: Massachusetts 2020
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Academic Achievement,Middle Schools,Urban Schools,Economically Disadvantaged,Time Factors (Learning),State Aid,State Programs,Educational Policy,State Policy,School Schedules,Extended School Day,Enrichment Activities,Partnerships in Education,Program Descriptions,Educational Improvement,School Effectiveness,School Turnaround,Program Effectiveness,Educational Indicators,Educational Change,Academic Support Services,Family Involvement

Just a few years ago, Boston's Clarence Edwards Middle School was on the verge of being shut down. By 2009, a renaissance at the Edwards made it one of the highest performing and most desired middle schools in Boston, dramatically narrowing and even eliminating academic achievement gaps while delivering a far more well-rounded education to its high-poverty student population. This paper describes their achievement.
Kuss Middle School: Expanding Time to Accelerate School Improvement
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Educational Change,Educational Improvement,School Effectiveness,School Turnaround,Middle Schools,Pupil Personnel Services,Academic Support Services,Time Factors (Learning),State Aid,State Programs,Educational Policy,State Policy,School Schedules,Extended School Day,Enrichment Activities,Partnerships in Education,Program Descriptions,Program Effectiveness,Educational Indicators

In 2004, Kuss Middle School became the first school declared &quot;Chronically Underperforming&quot; by the state of Massachusetts. But by 2010, Kuss had transformed itself into a model for schools around the country seeking a comprehensive turnaround strategy. Kuss is using increased learning time as the primary catalyst to accelerate learning, deepen student engagement, and improve instruction, and has become a rare example of a school on the path to successful turnaround. This is their story.
Time for a New Day: Broadening Opportunities for Massachusetts Schoolchildren. Expanded Learning Time Initiative 2006-2007 Annual Report
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Time Factors (Learning),State Aid,State Programs,Educational Policy,State Policy,Educational Legislation,School Schedules,Extended School Day,Enrichment Activities,Annual Reports,Partnerships in Education,Program Descriptions,Elementary Schools,Middle Schools,High Schools,Teacher Surveys,Parent Surveys,Program Effectiveness,Federal Programs,Educational Indicators,Public Opinion

Our children deserve an education that fully prepares them for the future--success in college, the workforce and a healthy, fulfilled life. The Expanded Learning Time (ELT) Initiative in Massachusetts is redesigning schools to offer children new learning and enrichment opportunities made possible because of an expanded school schedule. With state resources, participating schools are expanding the school day by at least 300 hours per year to improve student outcomes in core academic subjects, broaden enrichment opportunities and improve instruction by adding more planning and professional development time for teachers. The vision of the Expanded Learning Time Initiative is to reshape the American school calendar to provide all students with a well-rounded education that prepares them for full engagement and participation in the economic and civic life of our 21st century global society. This paper presents the annual report of the Massachusetts ELT Initiative for 2006-2007.
More Time for Learning: Promising Practices and Lessons Learned. Massachusetts Expanded Learning Time Initiative 2010 Progress Report
Author: Massachusetts 2020
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Academic Support Services,Educational Principles,Best Practices,Data,Data Analysis,Individualized Instruction,Achievement Gap,Academic Achievement,Community Organizations,College School Cooperation,Cooperative Planning,Teacher Collaboration,Teacher Surveys,Program Implementation,Time Factors (Learning),State Aid,State Programs,Educational Policy,State Policy,School Schedules,Extended School Day,Enrichment Activities,Annual Reports,Partnerships in Education,Program Descriptions,Elementary Schools,Middle Schools,High Schools,Program Effectiveness,Educational Indicators

Massachusetts is heralded nationally for being the first in the nation to enact a state policy to redesign and expand the learning day for all students to advance academic achievement, broaden enrichment opportunities, and improve instruction. The Expanded Learning Time (ELT) Initiative has gained momentum over the past several years due to the strong advocacy and leadership of Governor Deval Patrick, Massachusetts Secretary of Education Paul Reville, and the Massachusetts Legislature, especially the chairpersons of the Education Committee, Representative Marty Walz and Senator Rob O'Leary. While many important education programs in the state have been impacted by dwindling state coffers, the state leadership's continued commitment and support of this innovative program has been critical to its ongoing success. Today, the 22 ELT schools serving over 12,200 students across the state are models to the Commonwealth and the entire country for how schools can be transformed when teachers, administrators, parents, and the community work together to add learning time and broaden what schools should offer. As the national momentum for expanded learning time continues to build, the Massachusetts ELT Initiative continues to be recognized for its promising results for students, teachers, and schools. This paper presents the Massachusetts ELT Initiative progress report for 2010. It discusses the lessons the founders have learned over the past four years of working with ELT schools--such as how some successful schools are using additional academic time to individualize academic supports to better meet student needs--and how they are refining their model to produce even greater student success. [For previous edition, &quot;Redesigning Today's Schools to Build a Stronger Tomorrow: The Massachusetts Expanded Learning Time Initiative 2007-2008 Annual Report,&quot; see ED534910.]
Listening to Experts: What Massachusetts Teachers Are Saying about Time and Learning and the Expanded Learning Time Initiative
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Teacher Collaboration,Expertise,Teacher Surveys,Comparative Analysis,Teacher Attitudes,Inservice Teacher Education,Public School Teachers,Teaching Conditions,Elementary School Teachers,Middle School Teachers,Time Factors (Learning),State Programs,Educational Policy,State Policy,School Schedules,Extended School Day,Program Effectiveness,Learner Engagement,Educational Improvement,School Effectiveness,State Surveys

Across the country, schools operate on a schedule of about 180 six-hour days. This is not because they think it is the best schedule or the right schedule but because it has been in place for generations and would be difficult to change. But does this schedule really provide enough time to help all students achieve academic proficiency? The Massachusetts program, known as the Expanded Learning Time (ELT) Initiative, enables schools to develop and implement plans to redesign their whole day around an expanded learning time plan, in which every student has 300 hours more learning time embedded into the core schedule. The 26 ELT schools are spread across a dozen Massachusetts communities and serve 13,500 students who are taught by more than 1,000 teachers. By comparing the responses from these teachers to those of their colleagues in conventional-schedule schools, we can begin to see the effect that more time has on both student learning and teacher collaboration and professional development. This report aims to address a simple and essential pair of questions from the point of view of the people charged with the awesome responsibility of preparing our children for the ever-growing challenges of the 21st century. What do our frontline educators think about the quantity of time they have now, and how do those who work in ELT schools see their situation differently? (Contains 12 figures and 6 notes.)
Massachusetts Expanded Learning Time Initiative 2010-11 Update
Author: Massachusetts 2020
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Comparative Analysis,Surveys,Teacher Collaboration,Technical Assistance,Time Factors (Learning),State Aid,State Programs,Educational Policy,State Policy,School Schedules,Extended School Day,Enrichment Activities,Partnerships in Education,Elementary Schools,Middle Schools,High Schools,Program Effectiveness,Educational Indicators,Educational Change,Educational Improvement,School Effectiveness,School Turnaround,Achievement Gap,Accountability,Performance Contracts

2010 was a pioneering year for Massachusetts public schools. State leaders recognized that while the Commonwealth leads the nation in student achievement on national measures such as NAEP (National Assessment of Educational Progress), more needed to be done to close the persistent achievement gaps between our wealthy and poor students. Combining a strong plan, a new reform law, and broad consensus, Massachusetts won a federal Race to the Top grant and set out to implement bold strategies to accelerate improvements. Innovative approaches to improving our schools are nothing new for Massachusetts. In 2005, inspired by the effective use of expanded time at many high-performing charter schools and a handful of district schools around the country, the Massachusetts Department of Elementary and Secondary Education (ESE) and non-profit Massachusetts 2020 launched a first-in-the-nation initiative for district schools to expand learning time for all of their students. That first year, ten schools in five districts stepped forward to participate. Their school leaders, teachers, parents and community partners understood that as the world changes, schools must evolve to prepare students for the opportunities and complexities of the 21st century, and that the traditional 6.5-hour school day is woefully insufficient. Five years later, the Massachusetts Expanded Learning Time (ELT) Initiative has grown to include over 10,500 students in 19 schools in nine districts, 78% of whom are low-income and all of whom benefit from an additional 300 hours of learning time across the school year. In 2010-11 ELT continues to thrive due to the persistence of participating schools and districts. It is managed through a unique public-private partnership between ESE and Massachusetts 2020, which share responsibility for oversight and support of the ELT Initiative. In this 2011 update, Massachusetts 2020 seeks to provide a brief snapshot of promising results and lessons learned. (Contains 1 footnote.) [For previous edition, &quot;More Time for Learning: Promising Practices and Lessons Learned. Massachusetts Expanded Learning Time Initiative 2010 Progress Report,&quot; see ED534907.]