ethanporcaro/eric-fulltext-meta huggingface dataset:
Subgroup Achievement and Gap Trends: Massachusetts
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Massachusetts. All major student groups showed a clear trend of gains at three achievement levels in grade 4 math, but trends in grade 4 reading were mixed. Achievement gaps narrowed more often than they widened, although gap trends in math were somewhat mixed. (Contains 7 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Teacher Quality Partnership Novice Teacher Study. Technical Report NTS 07-01: Research Brief, 2004-2008
Author: Kinnucan-Welsch, Kathryn
Date: 2007-12-00
Type: Reports - Descriptive
Subjects: Research Methodology,Research Design,Educational Research,Beginning Teachers,Teacher Effectiveness,Teacher Characteristics,Data Collection,Elementary School Teachers,Middle School Teachers,Mathematics Teachers,Teacher Surveys,Observation,Interviews,Check Lists,Data Analysis

The purpose of this technical report is to summarize the research methodology of the Novice Teacher Study (NTS) strand of the Teacher Quality Partnership (TQP) research. The Ohio TQP embarked on a series of research studies to learn more about the characteristics of effective teachers and to identify the patterns of teacher performance in both novice and experienced teachers that commingle to enhance student achievement at different grade levels, in different subjects, and with different types of students. The report is divided into three sections: a brief description of TQP; a detailed description of the NTS research design and methodology; and concluding remarks related to the challenges of conducting field research as part of a large-scale research initiative. In preparing this technical report, we drew from artifacts documenting the research processes; from regional and national presentations; and from materials distributed to external audiences. Preliminary planning for the NTS began in 2004, but this report focuses on 2005-06 (pilot year) and 2006-08 (years 1 and 2). The following are appended: (1) Novice Teacher Study Novice Teacher Consent Form 2007-2008; (2) Consent to Participate in a Research Study--Novice Teachers; (3) Cycles at a Glance: TQP Novice Teacher Study NT--08; (4) NTS Data Collection 2007-08 Teacher Profile: Cycle 1; (5) School Physical Environment Checklist; (6) CLASS Observation Record--Elementary; (7) CLASS Observation Record--Secondary: CLASS Notes Sheet--TQP Data Collection NT08 (2007-08); (8) Post-observation Interview; and (9) Novice Teacher Study Codebook. (Contains 3 footnotes and 3 figures.) [This report was produced by the Teacher Quality Partnership. Additional support for research conducted by the Teacher Quality Partnership is provided by: the Proctor &amp; Gamble Fund; University of Dayton; University of Cincinnati; Mount Vernon Nazarene University; Bank One; and the Student Loan Fund.]
Subgroup Achievement and Gap Trends: Tennessee
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness,Grade 9

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Tennessee. Student achievement trends in Tennessee have gone in an upward direction, and progress has been made in narrowing achievement gaps between groups of students. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Texas
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness,Grade 9

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Texas. Overall, student achievement trends in Texas went in an upward direction. On achievement gaps between groups of students, the overall tendency was toward narrowing of gaps; there was a mixed finding in reading using mean scores. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Utah
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness,Algebra,Geometry

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Utah. Overall, there was a mixed picture of student achievement in Utah. Although student achievement overall increased, there were some declines in percentages proficient for some subgroups. There was also a mixed picture in terms of progress on achievement gaps. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Vermont
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 11,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Vermont. Overall, achievement trends in Vermont have shown a mixed picture in reading and declines in math. There is also a mixed picture on achievement gaps. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Virginia
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness,High School Students

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Virginia. Virginia test scores show an upward trend, and there is a positive picture of progress on achievement gaps. (Contains 6 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Washington
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Washington. Overall, student achievement trends in Washington showed a mixed picture; trends were generally more positive in reading than in math. Similarly, there were more instances of achievement gaps narrowing in reading than in math. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: West Virginia
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in West Virginia. West Virginia had positive trends in student achievement, and progress was made in closing achievement gaps for African American and low income students. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Wisconsin
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Wisconsin. Wisconsin had a mixed picture of student achievement. Percentage proficient trends were better for math than reading. Similarly, there was a somewhat more positive picture of achievement gaps narrowing in math than in reading. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Wyoming
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 11,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Wyoming. Wyoming test score trends have gone in an upward direction. Progress is being made on achievement gaps as well, with a more positive picture in reading than in math. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Perspective, December 2009
Author: Achieve, Inc.
Date: 2009-12-00
Type: Collected Works - Serial
Subjects: Governing Boards,Change Strategies,Exit Examinations,Meetings,Educational Improvement,Improvement Programs,Academic Standards,Management Information Systems,Educational Resources,Newsletters

"Perspective" is a monthly e-newsletter presenting news and views from Achieve. This issue includes a feature on the U.S. Department of Education's Race to the Top (RTTT) competition, which gives states an unprecedented opportunity to build the tools to measure results; guide decision-making and investments; and provoke honest conversations about whether and how schools are on track for, meeting, and exceeding college and career readiness goals. This issue also reports: (1) Tennessee Governor Phil Bredesen has joined former Intel Corporation Chairman Craig Barrett as the new co-chair of Achieve's Board of Directors; (2) to help state leaders build strategies for sustaining their education agendas over the long run, Achieve recently launched "Taking Root: Strategies for Sustaining the College- and Career Ready-Agenda," generously funded by the GE Foundation; (3) in late September, Achieve released the "American Diploma Project (ADP) End-of-Course Exams: 2009 Annual Report" (ED507982) containing state-by-state results on the ADP Algebra I and II End-of-Course Exams; (4) in September, Achieve hosted the fifth annual American Diploma Project (ADP) Network Leadership Team Meeting in Washington, D.C.; and (5) on November 23, President Obama launched a new campaign, Educate to Innovate, designed to improve the participation and performance of America's students in science, technology, engineering and mathematics (STEM). Brief news clips and descriptions of new resources are also included.