ethanporcaro/eric-fulltext-meta huggingface dataset:
Stronger by Degrees: 2012-13 Accountability Report
Author: Kentucky Council on Postsecondary Education
Date: 2014-10-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Accountability,Public Colleges,Educational Objectives,College Readiness,High School Equivalency Programs,Academic Degrees,Credentials,Graduation Rate,Low Income Students,Disproportionate Representation,Educational Attainment,Young Adults,Student Financial Aid,Educational Innovation,Educational Finance

The annual &quot;Accountability Report&quot; produced by the Council on Postsecondary Education highlights the system's performance on the state-level metrics included in &quot;Stronger by Degrees: A Strategic Agenda for Kentucky Postsecondary and Adult Education.&quot; For each metric, we outline steps taken to improve performance, as well as activities planned for the coming year. The 2014 targets were negotiated with each public university, the KCTCS system office, and the Association of Independent Kentucky Colleges and Universities (AIKCU) when the strategic agenda was adopted in 2011. The Council staff will revisit some of these goals with institutions in cases where the target has been achieved ahead of schedule or where the metric has been revised. Highlights in this report include: (1) Kentucky made impressive gains in the area of college readiness thanks to an aggressive statewide effort to establish a common definition of readiness and improve the delivery of developmental and bridge programming before and during college. Kentucky is on track to reach the college readiness target established by Senate Bill 1 (2009); (2) GED attainment declined from the previous year, but Kentucky is on track to increase GED® graduates next year. There were 6,700 GED® graduates in the first half of the 2013 fiscal year, compared to 3,700 during the same period in 2012; (3) Kentucky continues to experience strong growth in degrees and credentials conferred. The system has achieved its targets for total degrees and credentials and graduate degrees, and is on track to meet bachelor's and associate degree targets; (4) While graduation rates increased for bachelor's and associate degree students, more must be done to raise graduation rates for low-income, underprepared and underrepresented minority students; (5) Financial support for higher education continued to decrease at the state level, with declines in state appropriations and in the availability of need-based financial aid; (6) Kentucky is steadily improving the educational attainment of younger workers (25-44), an important indicator of the state's economic competitiveness; and (7) Instruction at Kentucky's postsecondary institutions continues to innovate, as seen in the strong growth in online learning. The statewide target in this area has been achieved ahead of schedule. Campus leaders, guided by institutional strategic plans that complement this agenda, are working to fulfill their commitment to meeting the common goals.
Is Participation in Preschool Education Associated with Higher Student Achievement? Policy Brief No. 2
Author: Sandoval-Hernandez, Andres
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Preschool Education,Participation,Correlation,Mathematics Achievement,Grade 4,Educational Policy,Socioeconomic Status,International Assessment,Foreign Countries,Mathematics Tests,Science Tests,Science Achievement,Elementary Secondary Education

Preschool education is a major topic on many national educational agendas. Countries and supranational organizations have promoted reforms aimed at readying children for entry into formal schooling, and preschool coverage rates have steadily increased in recent decades. In this policy brief the authors analyze data from 37 education systems that participated in the last round of the IEA's Trends in International Mathematics and Science Study (TIMSS 2011). The aim is to examine the relationship between participation in preschool education and mathematics achievement at Grade 4.
Parental Involvement in School Activities and Reading Literacy: Findings and Implications from PIRLS 2011 Data. Policy Brief No. 3
Author: Mirazchiyski, Plamen
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Parent Participation,International Assessment,Reading Tests,Foreign Countries,Achievement Tests,Reading Achievement,Grade 4,Correlation,Parent Background,Educational Attainment,School Policy,Parent School Relationship

This policy brief presents evidence demonstrating a positive association between parental involvement in school activities and student performance in the Progress in International Reading Literacy Study (PIRLS) 2011. This association, which was evident in most of the 54 education systems analyzed, indicates that students enrolled in schools with higher parental involvement tend to have higher reading achievement. The analysis also showed a positive association between level of parental involvement in school and level of parental education. Thus, parents with lower education levels are likely to participate less in school and vice versa. The conclusions suggest that promoting parental involvement may be an effective strategy for increasing reading achievement, and that this kind of policy intervention could be particularly relevant for schools with students whose parents have lower levels of education. [This policy brief was produced with the collaboration of IEA Data Processing and Research Center and the Educational Research Institute-Slovenia.]
Student Outcome Rates by Gender and Ethnicity/Race. Research Note 1301
Author: Froman, Terry
Date: 2014-04-00
Type: Numerical/Quantitative Data
Subjects: Ethnicity,Racial Differences,Achievement Rating,Gender Differences,Public Schools,High School Graduates,Definitions,Graduation Rate,Dropout Rate,Attendance,Continuation Students,Outcomes of Education

This report focuses on the percentages of graduates and dropouts in the Miami-Dade County Public Schools when broken down by both ethnicity/race and gender. The percentages in outcome categories for this report are based on a four-year adjusted cohort model. For the purposes of this report, students at the end of their four-year high school history were classified into five exhaustive and mutually exclusive categories: (1) adult school attendees; (2) graduates; (3) dropouts; (4) non-graduating completers; and (5) continuing students. A definition of graduate and a definition of dropout is included.
Using a Learning Progression Framework to Assess and Evaluate Student Growth
Author: Briggs, Derek C.
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Learning Processes,Educational Objectives,Academic Achievement,Elementary School Students,Grade 3,Accountability,Instructional Improvement,Student Evaluation,Grade 4,Grade 5

This report describes the use of a Learning Progression Framework (LPF) to support the Student Learning Objectives (SLO) process. The report highlights a few common threats we currently see in the SLO process implemented at various states and districts, and offers the LPF as a possible solution for addressing these threats. This report was inspired by our work piloting the LPF approach over the last two years with a small group of teachers and curriculum coordinators in the Denver Public Schools.
Is Teacher Experience Associated with Mathematics Achievement? Policy Brief No. 4
Author: Sandoval-Hernández, Andrés
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Teacher Competencies,Teaching Experience,Academic Achievement,Correlation,Teacher Characteristics,International Assessment,Foreign Countries,Mathematics Tests,Mathematics Achievement,Science Achievement,Elementary Secondary Education,Grade 4,Educational Attainment

There is general agreement that teacher quality provides an added value to effective education; hence, in recent years, organizations such as IEA, UNESCO, and OECD, as well as governments around the world, have shown an increased interest in areas related to teachers and teacher policy. Previous research has shown that teacher experience plays an important role in determining student achievement, particularly in the first years of teaching. In this policy brief the authors contribute to the debate on the relationship between number of years of teaching experience and student achievement by using international comparative data to address two questions: first, whether teacher experience is associated with student mathematics achievement of fourth graders; and second, how this association changes when other teacher characteristics are taken into account.
Educator Effectiveness Administrative Manual
Author: Pennsylvania Department of Education
Date: 2014-07-00
Type: Guides - Non-Classroom
Subjects: Guides,Teacher Effectiveness,Teachers,Principals,State Legislation,Supervision,School Personnel

The goal of this manual is to provide guidance in the evaluation of educators, highlight critical components of effectiveness training, and offer opportunities for professional growth. The term &quot;educator&quot; includes teachers, all professional and temporary professional employees, education specialists, and school administrators/principals. This manual describes the features of Act 82 and compliance requirements set forth by the legislation. This manual is designed to help guide educators in the implementation of the rating tool and to provide assistance for educators regarding required and recommended information to educator effectiveness. A glossary is included.
States' Flexibility Waiver Plans for Alternate Assessments Based on Alternate Achievement Standards (AA-AAS). Synthesis Report 96
Author: Lazarus, Sheryl S.
Date: 2014-11-00
Type: Reports - Research
Subjects: Alternative Assessment,Academic Standards,Academic Achievement,Academic Accommodations (Disabilities),Intellectual Disability,Accountability,Federal Legislation,Educational Legislation,Elementary Secondary Education,Data,Measures (Individuals),Stakeholders

All states have alternate assessments based on alternate achievement standards (AA-AAS) for students with the most significant cognitive disabilities. For accountability purposes, the Elementary and Secondary Education Act (ESEA) allows up to 1% of students to be counted as proficient with this assessment option. In 2011 the U.S. Department of Education provided the opportunity for states to request flexibility from some of the ESEA accountability requirements. The states' waiver applications included information that pertained to the AA-AAS, alternate achievement standards, and the students with disabilities who participate in the AA-AAS. This report compiles, analyzes, and summarizes what the states said about the AA-AAS in their applications. Key findings include: (1) Three quarters of the states included information about the technical assistance that would be provided to address the AA-AAS; (2) About half of the states included information about how data for students who participated in the AA-AAS would be included with data from the general assessment in the calculation of annual measurable objectives (AMOs), for accountability and for reporting purposes; and (3) About half of the states indicated that they planned to involve stakeholders as they developed and implemented new alternate assessment systems. The flexibility waivers provided states with an opportunity to develop plans that have the potential to improve student learning and outcomes for all students, including students who participate in the AA-AAS. Some states that belonged to one of the two AA-AAS assessment consortia funded by the Office of Special Education Programs--Dynamic Learning Maps (DLM) and National Center and State Collaborative (NCSC)--included information about consortium plans in their applications; several of these states no longer belong to a consortium. There may be a need for these states and the U.S. Department of Education to revisit what the states said about their plans related to the AA-AAS and the students who participate in them to help ensure that the instructional and assessment needs of this population are being met. Appended are (1) State Documents Used in Analysis; and (2) AA-AAS Characteristics by State.
International Computer and Information Literacy Study: ICILS 2013 User Guide for the International Database
Author: Jung, Michael, Ed.
Date: 2015-00-00
Type: Reports - Research
Subjects: Computer Literacy,Information Literacy,Academic Achievement,Comparative Analysis,Student Characteristics,Context Effect,Databases,Predictor Variables,Computer Assisted Testing,Foreign Countries

The International Computer and Information Literacy Study (ICILS) 2013, conducted by the International Association for the Evaluation of Educational Achievement (IEA), studied how students in different countries develop the knowledge, understanding, attitudes, dispositions, and skills that comprise computer and information literacy (CIL). The aim of ICILS 2013 was to report on student preparation and achievement by way of an authentic computer-based assessment, the first of its kind in international comparative research. The ICILS 2013 international report sets out the core findings of the study. The report documents variations across the participating countries in a wide range of different CIL-related outcomes, actions, and dispositions. It also describes the extent to which these outcomes were associated with various characteristics of the participating countries as well as with student characteristics and school contexts. This User Guide describes the organization, content, and use of the international database from a practical perspective. This User Guide also includes the following appendices: (1) International version of the ICILS 2013 questionnaires; (2) National adaptations of international questionnaires; (3) Variables derived from the survey data; and (4) ICILS 2013 sampling stratification information. [The Guide was prepared with contributions from: Clara Beyer, Diego Cortes, Sabine Meinck, and Plamen Mirazchiyski.]
Digital Badges for Teacher Mastery: An Exploratory Study of a Competency-Based Professional Development Badge System. CCT Reports
Author: Diamond, James
Date: 2014-11-00
Type: Reports - Research
Subjects: Recognition (Achievement),Information Storage,Online Courses,Faculty Development,Teacher Attitudes,Social History,Social Studies,Middle School Teachers,High Schools,Secondary School Teachers,Teaching Methods,Reading Skills,Writing Skills,History Instruction,Thinking Skills,Lesson Plans,Educational Technology,Surveys,Diaries,Interviews,Common Core State Standards,Teacher Participation,Peer Teaching,Peer Evaluation,Communities of Practice

This study contributes knowledge about how a digital badge system integrated into an online, subject-matter-specific, and competency-based professional development (PD) program affected teachers' experiences with and perceptions of the program activities. The report presents findings from a one-year exploratory study of an online PD program, and accompanying digital badge system, called &quot;Who Built America Badges: Common Core Professional Development from the American Social History Project.&quot; The American Social History Project (ASHP), a well-established history and social studies professional development provider in New York City, created the system to make its PD program available to a national audience of middle and high school teachers. The program's main goal is to help teachers develop new instructional routines that build students' reading and writing practices that are specific to the domain of history, as well as their historical reasoning skills. The &quot;WBA&quot; program accommodates teachers' immediate practical needs for classroom-ready materials, while promoting long-term development of instructional practices that align to ASHP's vision of a master history teacher's practices. The following are appended: (1) Builder Badge Criteria; (2) Teacher Profile Page Screenshot; (3) Submission Form Example; and (4) Interview Protocol.
Graduation Rates by Gender and Ethnicity/Race--2011-12 and 2012-13. Research Note 1301
Author: Froman, Terry
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Dropout Rate,Gender Differences,Racial Differences,Ethnic Groups,High School Students,Adult Students,African American Students,Hispanic American Students,White Students

This report focuses on the percentages of graduates and dropouts in the Miami-Dade County Public Schools when broken down by both ethnicity/race and gender for years 2011-12 and 2012-13. The percentages in outcome categories for this report are based on a four-year adjusted cohort model. For the purposes of this report, students at the end of their four-year high school history were classified into five exhaustive and mutually exclusive categories: (1) adult school attendees; (2) graduates; (3) dropouts; (4) non-graduating completers; and (5) continuing students. A definition of graduate and a definition of dropout is included.
Achieve 3000: An Analysis of Usage and Impact, 2013-14. Technical Note. Volume 3, Number 1
Author: Urdegar, Steven M.
Date: 2014-09-00
Type: Reports - Research
Subjects: English Language Learners,Disabilities,Individualized Instruction,Reading Programs,Courseware,Reading Assignments,Computer Assisted Instruction,Intelligent Tutoring Systems,Reading Achievement,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Achievement Gains,Academic Accommodations (Disabilities),Program Effectiveness,Program Evaluation,Grade 6,Grade 7,Grade 8,Regression (Statistics),Quasiexperimental Design,Multiple Choice Tests

Achieve 3000 is an online differentiated reading program for students with disabilities and English Language Learners in grades 6-8. The software delivers differentiated assignments at 12 different reading levels. The software features internal assessments that continuously gauge students' reading levels, provides feedback to teachers, and automatically adapts content as Lexile levels change. Students practice 20 minutes per day, five days a week. The purpose of this paper is examine the extent of the impact of the Achieve 3000 program on the Miami-Dade County Public Schools (M-DCPS) students with disabilities in traditional (non-charter) Miami-Dade County Public Schools who used it during the 2013-14 school year. This analysis of the dose response and impact of Achieve 3000 examined the reading achievement of students with disabilities who worked with the application during the 2013-14 school year. The analysis compared participating students' posttest scores, at each of three levels of activity completion, to the posttest scores of a reference group, controlling for usage, initial ability, and demographic differences; and also compared their performance with that of similar students in similar schools who did not use the software. The findings indicate that the application did not improve the achievement of the students who used it.
Issues and Methodologies in Large-Scale Assessments. Special Issue 2: Measuring Students' Family Background in Large-Scale International Education Studies. IERI Monograph Series
Author: Brese, Falk
Date: 2013-10-00
Type: Reports - Research
Subjects: International Assessment,Family Characteristics,Student Characteristics,Measurement,Reading Tests,Achievement Tests,Reading Achievement,Mathematics Tests,Science Tests,Mathematics Achievement,Science Achievement,Elementary Secondary Education,Response Rates (Questionnaires),Test Reliability,Comparative Analysis,Foreign Countries,Immigrants,Educational Attainment,Parent Background,Occupations,Language,Grade 4,Grade 8

The relationship between students' family background and achievement is often seen as an important topic in regard to equality and equity of educational provision. The results of various education studies show that the family background of students correlates with students' academic achievement at school. This paper focuses on the measurement of students' family background within large-scale international studies of education. The intent of this paper is to provide a summary and evaluation of the different ways and concepts of measuring students' family background. It focuses on international large-scale assessment studies using data from the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS) conducted by the International Association for the Evaluation of Educational Achievement (IEA) as well as the Programme for International Student Assessment (PISA) conducted by the Organisation for Economic Co-operation and Development (OECD). In addition to summarizing the different approaches to measuring family background, the paper attempts to evaluate these approaches with regard to the quality of the data collected across countries by using criteria such as response rate, the extent of the relationship between students' family background and achievement, and the reliability of the derived scales. These criteria are also used to compare the different approaches to measuring family background in large-scale international education studies. The paper furthermore tries to identify best practice and provide suggestions on how to improve the measurement of family background within the context of a variety of premises underpinning large-scale international education studies, such as the research questions being explored and the costs of conducting this type of research.
Measurement Practice Guide
Author: College & Career Readiness & Success Center at American Institutes for Research
Date: 2014-11-00
Type: Guides - Non-Classroom
Subjects: Career Readiness,Standard Setting,Benchmarking,Guides,Measurement,Educational Practices,State Agencies,College Readiness,Outcome Measures,Educational Indicators,Educational Policy,College Programs,Intervention,Growth Models,Teacher Evaluation,Administrator Evaluation,Alignment (Education),Evaluation Methods

This discussion guide is part of a larger practice guide designed to help state education agencies (SEAs) define measurement goals, select college and career readiness measures and indicators designed to support those goals, and use the data gathered with those measures and indicators to make informed decisions about college and career readiness policies, programs, and interventions. The chapter 1 discussion guide focuses on setting the stage for the rest of the guide by defining the measurement landscape and exploring the SEA role in measurement goals related to college and career readiness and success.
Lifelong Learning Skills for College and Career Readiness: An Annotated Bibliography
Author: McGarrah, Michael W.
Date: 2014-10-00
Type: Reference Materials - Bibliographies
Subjects: Lifelong Learning,Annotated Bibliographies,Competence,College Readiness,Career Readiness,Skill Development,Elementary Secondary Education,Preschool Education,Postsecondary Education,Teaching Methods,Academic Achievement,Cognitive Ability,Creativity,Critical Thinking,Problem Solving,Interpersonal Competence,Self Control,Personality Traits,Motivation,Social Behavior,Emotional Response

The sources contained within this annotated bibliography can help inform state efforts to define the competencies that students need to be able to demonstrate, determine how schools and districts can ensure that students master these competencies, and measure school and student progress toward college and career readiness and success goals. This annotated bibliography seeks to provide a point of reference for achieving these objectives and catalogs resources designed to explain what lifelong learning skills are, how they impact and relate to college and career readiness and success outcomes, and how they can be taught and measured in the classroom across the pre-kindergarten to workforce (PK-20W) spectrum. It should be noted, however, that although many of these resources demonstrate a direct link to college and career readiness, most focus on academic achievement more broadly, and were conducted with learners at various stages of the PK-20W spectrum. The following is appended: Summary of Sources Used in This Report.