ethanporcaro/eric-fulltext-meta huggingface dataset:
Smart Districts: Restructuring Urban Systems from the School Up
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Urban Schools,School Restructuring,Educational Change,School Districts,Educational Improvement,Educational Administration,Student Needs,Elementary Secondary Education,Administrator Role,School Turnaround,Board of Education Role,Governance

There is no shortage of ideas for improving urban schools: higher standards; aligned assessments and curriculum; better teacher evaluation and support; more and better parent choices; blended learning; and so on. What's missing is any recognition of the importance of district systems in promoting and sustaining improvement as leaders come and go. Until urban school districts are organized in smarter ways, it will remain impossible to scale or sustain any worthy reform. Creating such &quot;smart districts&quot; starts with accepting three truths supported by decades of evidence in the field: (1) First, urban students need seamless supports and a coherent pathway all the way from kindergarten through high school, (2) Second, the structure of urban school districts and in particular the traditional central office model is broken and unfixable in its current form, and (3) Third, total decentralization and autonomy at the school level doesn't make sense either. This report offers turnaround suggestions, a call to action for policymakers, and next steps to create smart urban districts.
The Views of Pre-Service Teachers Who Take Special Teaching Course within the Context of Pedagogical Formation Certificate Program about Micro-Teaching Method and a Physics Lesson Plan
Author: Gurbuz, Fatih
Date: 2015-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Foreign Countries,Certification,Microteaching,Physics,Lesson Plans,Case Studies,Semi Structured Interviews,Teacher Education Programs,Teaching Methods,Video Technology,Feedback (Response),Positive Attitudes,Questionnaires,Teaching Skills

The purpose of this study is to determine the views of the pre-service teachers who received training on pedagogical formation certificate program about micro-teaching method. The study was carried out with a case study method. Semi-structured interviews were used in the study as a data collection tool to gather pre-service teachers' views about micro-teaching method. The data obtained from the interviews were interpreted using descriptive analysis. The research was carried out with 8 pre-service teachers who were continuing their training on pedagogical formation certificate program in a university located in Eastern Black Sea Region in Turkey. The pre-service teachers developed materials suitable to their majors within the context of special teaching methods course and benefited from necessary educational technologies and thus they implemented micro-teaching method for 12 weeks. All of the implementations were performed under the supervision of the researcher and after the practises, the video recordings were watched with the pre-service teachers and necessary feedback was given. At the beginning of the study, the pre-service teachers were informed about micro-teaching method and they were told what to do in step by step. The study was completed with using micro-teaching method and suggestions about how to benefit it in physics course.
Tennessee Higher Education Fact Book: 2012-2013
Author: Tennessee Higher Education Commission
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Public Education,Student Participation,Enrollment,Academic Achievement,Educational Trends,Educational Finance,Funding Formulas,Tables (Data),Community Colleges,State Universities,Outcomes of Education,Scholarships,Enrollment Trends,Student Characteristics,Gender Differences,Age Differences,Racial Differences,College Freshmen,College Transfer Students,Undergraduate Students,College Entrance Examinations,Academic Persistence,School Holding Power,Graduation Rate,Tuition,Student Financial Aid,State Aid,Taxes,Fees,Family Income,Grants,Teacher Salaries,College Faculty

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. At the center of these reforms is the need for more Tennesseans to be better educated and trained, while also acknowledging the state's diminished fiscal capacity to support higher education. The overarching goal of the 2010-15 Public Agenda for Tennessee Higher Education is to have Tennessee meet the projected national average in educational attainment by 2025. The primary state policy levers for addressing the state's educational needs include promoting: (1) productivity and efficiency through an outcomes-based funding formula; (2) quality assurance through revised performance funding standards; (3) economic and workforce development through responses to a study of labor market supply and demand; (4) efficiency and effectiveness through purposeful reporting; (5) efficiencies through mission and sector differentiation; (6) efficiencies through inter-institutional collaboration and reduced duplication; and (7) efficiencies through incentives for extramural support. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included.
Smarter Balanced &quot;Tests of the Test&quot; Successful: Field Test Provides Clear Path Forward
Author: Doorey, Nancy
Date: 2014-10-00
Type: Reports - Research
Subjects: Field Tests,Computer Assisted Testing,Student Surveys,Surveys,Computer Interfaces,Mathematics Tests,Language Tests,Reading Tests,Test Items,Readiness,Alignment (Education),Difficulty Level,Testing Accommodations,Technical Support,Delivery Systems,Testing Programs,Program Effectiveness,Elementary Secondary Education

Between March and June of 2014, the Smarter Balanced Assessment Consortium conducted a field test of its new online assessment system. Thirteen participating states provided the results of surveys given to students and adults involved in the Field Test. Overall, more than 70% of test coordinators in each of seven states indicated that the Field Test had gone either as well as or better than expected, and most students (an average of 67% across 5 states) found the test interface &quot;easy&quot; or &quot;very easy&quot; to use. Several important lessons emerged to inform final preparations this fall and winter. In addition, the surveys indicate that states need to continue their work to help teachers align instruction with the increased rigor that college and career readiness standards require.
School Composition and the Black-White Achievement Gap. NCES 2015-018
Author: Bohrnstedt, G.
Date: 2015-06-00
Type: Reports - Research
Subjects: School Demography,Racial Composition,Achievement Gap,Public Schools,African American Students,White Students,Academic Achievement,National Competency Tests,Grade 8,Mathematics Achievement,Racial Differences,Gender Differences,Differences,Regional Characteristics,Socioeconomic Status,Institutional Characteristics,Rural Urban Differences

School Composition and the Black-White Achievement Gap explores public schools' demographic composition, in particular, the proportion of Black students enrolled in schools (also referred to &quot;Black student density&quot; in schools) and its relation to the Black-White achievement gap. This NCES study, the first of its kind, used the 2011 NAEP grade 8 mathematics assessment data. As reported earlier, Black students at the national level, on average, scored 30 points lower than their White peers in 2011. Among the results highlighted in the report, the study indicates that the achievement gap between Black and White students remains whether schools fall in the highest density category (i.e., schools that composed of at least 60 percent Black students) or the lowest density category (i.e., schools that composed of less than or equal to 20 percent Black students). When accounting for factors such as student socioeconomic status and other student, teacher, and school characteristics, Black students, and Black male students in particular, scored lower in the highest- rather than the lowest density schools. Further, the portion of the Black-White achievement gap attributed to within-school differences (e.g., how schools internally distribute resources and treat students) is larger than the portion attributed to between-school differences (e.g., how schools vary in technology, updated textbooks, and qualified teachers). Technical notes are appended. [For the methodology companion to this report, see ED560724.]
School Composition and the Black-White Achievement Gap: Methodology Companion. NCES 2015-032
Author: Bohrnstedt, G.
Date: 2015-06-00
Type: Reports - Research
Subjects: School Demography,Racial Composition,Achievement Gap,African American Students,White Students,Grade 8,Mathematics Achievement,National Competency Tests,Research Methodology,Statistical Analysis,Institutional Characteristics,Differences,Comparative Analysis,Statistical Significance,Computation,Models,Regression (Statistics)

The School Composition and the Black-White Achievement Gap study was undertaken by the National Center for Education Statistics to present both descriptive and associative information on the relationships among the percentage of students in a school who were Black (referred to as &quot;Black student density&quot; or &quot;density&quot;), the Black-White student academic performance gap, and student achievement. The study used data from the 2011 Grade 8 mathematics administration of the National Assessment of Educational Progress (NAEP), along with data from the Common Core of Data (CCD). This methodology companion provides details and technical documentation for the two chapters of the report that use statistical analysis, namely those on: (1) the relationship between Black student density and achievement; and (2) the decomposition of the overall gap into between-school and within-school components. [For the full report, see ED560723.]
Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2014
Author: Tennessee State Board of Education
Date: 2014-01-30
Type: Reports - Descriptive
Subjects: Access to Education,College Admission,Elementary Secondary Education,Graduation,Higher Education,Public Education,State Standards,Common Core State Standards,Teacher Supply and Demand,Academic Standards,Accountability,College Readiness,Educational Attainment,Educational Change,Educational Improvement,Educational Indicators,Graduation Rate,Graduation Requirements,High Schools,Kindergarten,Master Plans,Preschool Education,Academic Achievement,State Boards of Education,Alignment (Education),Career Readiness,Educational Finance,National Competency Tests,College Entrance Examinations

The &quot;Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee&quot; complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but is not limited to, a discussion of the following four areas: (1) Minimizing Duplication: The extent of duplication in elementary, secondary and postsecondary education; (2) Compatibility: The extent of compatibility between high school graduation requirements and admission requirements of postsecondary institutions; (3) Master Plan Fulfillment: The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) State Needs in Public Education: The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report highlights the progress made in education since the special session of the 106th General Assembly (2010) which included passage of the First to the Top and the Complete College Tennessee Acts. Both Acts focus on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Legislation from the 106th General Assembly provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary attainment to the national average by 2025. Tabular appendices include: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admissions to Tennessee Public Higher Education Institutions; and (3) Tennessee College and Career Ready Goals and Indicators. [For the 2013 report, see ED540085.]
Off-Campus Locations Report, 2013
Author: Tennessee Higher Education Commission
Date: 2013-07-00
Type: Reports - Research
Subjects: Off Campus Facilities,Community Colleges,Public Colleges,Geographic Location,Extension Education,Enrollment

Off-campus locations play a significant role within Tennessee's higher education system. They meet the needs of many citizens who are unable to take advantage of the services provided at main campus locations and, in turn, serve the needs of the institution by making education available to more students. It is the responsibility of the Tennessee Higher Education Commission, under the purview of the State, to review and approve any new locations. Pursuant to the Commission's responsibilities relative to T.C.A. Section 49-7-202(c)(10), this report provides information on the location of off-campus higher education facilities throughout the state. In reading this report, it is important to note the difference between an off-campus center and an off-campus site. An off-campus center must meet the following criteria: (1) There is a continuing administrative presence, as evidenced by at least one full-time or part-time administrator housed on-site, but with the institution's executive personnel housed on another campus; (2) Courses are offered every semester and there is at least one academic program fully available on-site; and (3) The physical facility must be either: (1) owned by the institution; (2) leased by the institution; (3) owned by another public institution of higher education; or (4) is provided at no cost to the institution. An off-campus site does not have to meet any of the above criteria and is a physical space that is often used for &quot;credit enrollment only.&quot; Typical offerings at off-campus sites include dual enrollment courses, workforce development opportunities, and/or other short-term, specific instructional needs.
Development and Examination of an Alternative School Performance Index in South Carolina. REL 2015-097
Author: Koon, Sharon
Date: 2015-08-00
Type: Reports - Research
Subjects: Alternative Assessment,Accountability,Educational Indicators,Performance Factors,Public Schools,Elementary Secondary Education,Elementary Schools,Middle Schools,High Schools,Reliability,Factor Analysis,Models,Institutional Characteristics,Achievement Gains,Academic Achievement,School Demography

The purpose of this study was to examine the extent to which the measures that make up each of the three separate accountability indices of school performance in South Carolina could be used to create an overall, reliable index of school performance. Data from public elementary, middle, and high schools in 2012/13 were used in confirmatory factor analysis models designed to estimate the relations between the measures under different specifications. Four different factor models were compared at each school level, beginning with a one-factor model and ending with a bi-factor model. Results from the study suggest that the measures which currently are combined into three separate indices of school performance can instead be combined into a single index of school performance using a bi-factor model. The reliability of the school performance general factor estimated by the bi-factor model ranged from 0.89 to 0.95. Using this alternative school performance rating, the study found that approximately 3 percent of elementary schools, 2 percent of middle schools, and 3 percent of high schools were observed to statistically outperform their predicted performance when accounting for the school's demographic characteristics. These schools, referred to as schools beating the odds, were found in most of the demographic profiles which represent South Carolina schools. The results of this study can inform decisions related to the development of new accountability indices in South Carolina and other states with similar models. The following are appended: (1) South Carolina's current school performance indices; and (2) Details on the analyses and results.
Career Paths of Beginning Public School Teachers: Results from the First through Fifth Waves of the 2007-08 Beginning Teacher Longitudinal Study. Stats in Brief. NCES 2015-196
Author: Raue, Kimberley
Date: 2015-09-00
Type: Numerical/Quantitative Data
Subjects: Beginning Teachers,Public School Teachers,Career Development,Longitudinal Studies,Faculty Mobility,Teacher Persistence,Teacher Characteristics,Institutional Characteristics,Teacher Surveys,National Surveys,Elementary Secondary Education

This report examines the career paths of beginning public school teachers and how these career paths vary by characteristics during the teachers' first year of teaching and most recent year of teaching. The career paths in this report are based on those developed for the National Center for Education Statistics (NCES) research and development (R&amp;D) report &quot;Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results from the First through Fourth Waves of the 2007-08 Beginning Teacher Longitudinal Study.&quot; The purpose of the R&amp;D report was to use Beginning Teacher Longitudinal Study (BTLS) data from waves 1-4 to develop a strategy for longitudinal analysis related to teacher attrition, retention, and mobility. This report extends the longitudinal analysis to all 5 years of BTLS data. The career paths are divided into the broad groups of beginning teachers who taught all 5 years and those who did not teach all 5 years. Among teachers who taught all years, three career paths are defined based on the teachers' mobility over the years. Among teachers who did not teach all years, four career paths are defined based on whether the teacher returned to teaching or was expected to return to teaching. A variety of longitudinal survey items are used to classify respondents by whether or not they are expected to return to teaching. The following are appended: (1) Standard Error Tables; and (2) Description of Variables Used. [For &quot;Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results from the First through Fourth Waves of the 2007-08 Beginning Teacher Longitudinal Study. Research and Development Report. NCES 2013-336,&quot; see ED544179.]
The Correlates of Academic Performance for English Language Learner Students in a New England District. Stated Briefly. REL 2014-021
Author: Parker, Caroline E.
Date: 2014-08-00
Type: Reports - Research
Subjects: English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Academic Achievement,Mathematics Achievement,Reading Tests,Reading Achievement,Language Proficiency,Elementary Secondary Education,Student Characteristics,Institutional Characteristics

This &quot;Stated Briefly&quot; report is a companion piece that summarizes the results of another report of the same name. The study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner students in one urban district in New England. The study found that English learner students with individualized education programs had English proficiency scores significantly lower than the mean for all English learner students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of English learner program attended and students' English proficiency, math, or reading scores. [This brief was written in collaboration with the English Language Learners Alliance.] [For the full report, see ED560752.]
Summary of Research Generated by Striving Readers on the Effectiveness of Interventions for Struggling Adolescent Readers. NCEE 2016-4001
Author: Boulay, Beth
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Reading Programs,Reading Difficulties,Intervention,Program Effectiveness,Adolescents,Middle School Students,High School Students,Program Evaluation,Evaluation Methods,Standards,Evidence,Reading Strategies,Reading Achievement

The Striving Readers program aimed to raise the literacy levels of middle and high school students reading below grade level and to build a strong research base on effective adolescent literacy interventions. This report summarizes the results of a systematic review of evaluations of the ten different interventions funded by the Striving Readers grant program in 2006 and 2009. Twelve of the 17 evaluations met What Works Clearinghouse (WWC) evidence standards without reservations, three evaluations met WWC evidence standards with reservations, and two evaluations did not meet WWC evidence standards. Based on findings from the evaluations found to meet WWC evidence standards with or without reservations, four of the ten interventions funded by Striving Readers had positive, potentially positive, or mixed effects on reading achievement. Three of these four interventions had not previously been reviewed by the WWC. The following are appended: (1) Review process; (2) References; and (3) Detailed findings from the Striving Readers-funded studies meeting What Works Clearinghouse™ evidence standards.
2008/12 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/12). Data File Documentation. NCES 2015-141
Author: Cominole, Melissa
Date: 2015-06-00
Type: Reports - Research
Subjects: Longitudinal Studies,Bachelors Degrees,Higher Education,College Graduates,Followup Studies,Interviews,National Surveys,Sampling,Data Collection,Federal Legislation,Educational Legislation

This publication describes the methods and procedures used in the 2008/12 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/12). These graduates, who completed the requirements for a bachelor's degree during the 2007-08 academic year, were first interviewed as part of the 2008 National Postsecondary Student Aid Study (NPSAS:08), and then followed up in 2009 as part of B&amp;B:08/09. B&amp;B:08/12 is the second follow-up interview of this cohort. This report details the methodology and outcomes of the B&amp;B:08/12 student interview data collection and administrative records matching. Appendixes include: (1) Technical Review Panel; (2) Data Elements; (3) Field Test Report; (4) Data Collection Methods; (5) Training Materials; (6) Facsimiles; (7) Imputations; (8) Analysis Variables; (9) Design Effects; and (10) Nonresponse Bias Analysis.