ethanporcaro/eric-fulltext-meta huggingface dataset:
Closing the Expectations Gap: 2014 Annual Report on the Alignment of State K-12 Policies and Practice with the Demands of College and Careers
Author: Achieve, Inc.
Date: 2015-01-00
Type: Reports - Research
Subjects: Graduation Requirements,Accountability,Elementary Secondary Education,Global Approach,Academic Achievement,College Preparation,High Schools,State Standards,Academic Standards,High School Graduates,Educational Policy,State Surveys,Career Readiness,College Readiness,Alignment (Education),Higher Education,Mathematics Achievement,Educational Assessment,Science Education,Access to Education,Difficulty Level,Language Arts,Achievement Gap

Today&apos;s economy demands that &quot;all&quot; young people develop high-level literacy, quantitative reasoning, problem solving, communication and collaboration skills, all grounded in a rigorous, content-rich K-12 curriculum. Acquiring this knowledge and these skills ensures that high school graduates are academically prepared to pursue the future of their choosing. Since 2005, Achieve has annually tracked states&apos; progress in adopting college- and career-ready (CCR) policies: specifically, the adoption of CCR standards in the foundational subjects of English language arts/literacy and mathematics, graduation requirements that ensure that students have access and students, have completed a rigorous course of study than have students in states that require students to opt into rigor. As in past years, Achieve&apos;s 2014 50-state survey of high school policies focused on aligned standards, graduation requirements, assessments, and accountability and data systems. This process included a survey states completed in summer 2014. Forty-nine states and the District of Columbia participated in this year&apos;s survey. As this year&apos;s annual report shows, states have made substantial progress in some areas but still have a long way to go. More than half of the states still have not made completing a college- and career-preparatory course of study, fully and verifiably aligned with state standards, a requirement for high school graduation. High school assessment systems in many states are in a period of transition. It is not yet clear that most states will ultimately have a coherent and streamlined assessment system that both measures how well students are meeting state standards and lets high school students and postsecondary institutions know whether exposure to all standards, assessments that test whether students have attained the academic knowledge and skills they need to be prepared, and accountability systems that value college and career readiness. Until states have coherent systems of standards, course-taking requirements, assessments and performance indicators in place, students, educators, parents, policymakers and the public will not know whether the system is preparing all young people for postsecondary success. Appendices include: (1) Achieve Resources; and (2) Methodology. [For the 2013 annual report, see ED546620.]
Evaluation of the Massachusetts Expanded Learning Time (ELT) Initiative. Year Five Final Report: 2010-2011. Volume I
Author: Checkoway, Amy
Date: 2012-02-02
Type: Reports - Research
Subjects: Extended School Day,Extended School Year,Program Implementation,School Schedules,Outcomes of Education,Enrichment Activities,Faculty Development,Academic Achievement,Student Improvement,Core Curriculum,Instructional Improvement,State Programs,Grants,Elementary School Students,Middle School Students,Grade 5,Grade 8,Educational Legislation,Federal Legislation

The Massachusetts Expanded Learning Time (ELT) initiative was established in 2005 with planning grants that allowed a limited number of schools to explore a redesign of their respective schedules and add time to their day or year. Participating schools are required to expand learning time by at least 300 hours per academic 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. Schools draw upon state resources as well as technical assistance and support from Massachusetts 2020 (Mass 2020) and Focus on Results to implement expanded learning time in their schools. The first cohort of ten ELT schools (Cohort 1) received implementation grants to begin operating their expanded days in the 2006-07 school year; in 2007-08, a second cohort of nine schools (Cohort 2) began to implement ELT; and a third cohort of nine schools began in 2008-09, resulting in an initial group of 26 ELT schools in the Commonwealth. There has not been additional funding for new ELT schools since then. In the most recently completed school year, 2010-11, 19 schools continued to implement the initiative. Abt Associates Inc. is completing a multi-year evaluation of ELT that examines both the implementation of ELT in the funded schools, and the outcomes for schools, teachers, and students hypothesized to result from effective ELT implementation. This report describes current implementation and outcomes for an initiative that has been underway for five full academic years. The staggered nature of the ELT initiative means that as of the end of the 2010-11 school year, participating schools have completed five, four, and three years of implementation (Cohorts 1, 2, and 3, respectively). Appendices include exhibits for chapters 1-5. [This report was written with assistance from: Stephanie Althoff, Beth Boulay, David Bell-Feins, Mieka Lewis, Alyssa Rulf Fountain, Missy Robinson, and Fatih Unlu.]
Voter Perceptions: Common Core State Standards &amp; Tests
Author: Achieve, Inc.
Date: 2014-03-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,Reading Achievement,Educational Assessment,Public Schools,Surveys,Attitudes,Elementary Secondary Education

Since June 2010, 46 states and Washington DC have adopted the Common Core State Standards (CCSS)--K-12 standards in mathematics and English language arts/literacy developed through a multi-state initiative led by the National Governors Association and the Council of Chief State School Officers. Implementation of the standards is underway in all of these states with 35 states planning to have fully implemented the standards by the end of the 2013-14 school year, and the remaining 11 states with plans for full implementation by the end of the 2014-15 school year. The new CCSS-aligned common assessments currently under development and being field tested this spring will be ready for full administration in the 2014-15 school year. These standards and assessments will impact students in K-12 public schools across the United States and the educators teaching in those schools. Through nationally commissioned polling, Achieve has been monitoring voter awareness and support for the CCSS. The first national poll was conducted in August 2011, the second poll was conducted in May 2012, and this third poll was conducted in November 2013. This report evaluates the results of these polls and highlights key findings.
Intern Performance in Three Supervisory Models
Author: Womack, Sid T.
Date: 2011-04-22
Type: Speeches/Meeting Papers
Subjects: Supervisory Methods,Models,Performance Based Assessment,Internship Programs,Teacher Interns,Distance Education,Conventional Instruction,Cohort Analysis,Scores,Student Teacher Evaluation,Student Teacher Supervisors,Student Teaching,Formative Evaluation,Gender Differences,Correlation,Program Effectiveness,Program Evaluation,Teacher Education Programs,Observation

Differences in intern performance, as measured by a Praxis III-similar instrument were found between interns supervised in three supervisory models: Traditional triad model, cohort model, and distance supervision. Candidates in this study's particular form of distance supervision were not as effective as teachers as candidates in traditional-triad or cohort models when overall scores were analyzed. The same trend in lower performance for distance-supervised interns persisted when subscale scores on the Praxis-III similar instrument were examined. These findings prompted us to mostly discontinue distance supervision of interns, at least as distance supervision had been defined for this study.
Forming a Team to Ensure High-Quality Measurement in Education Studies. REL 2014-052
Author: Kisker, Ellen Eliason
Date: 2014-09-00
Type: Guides - Non-Classroom
Subjects: Teamwork,Measurement Techniques,Group Membership,Expertise,Data,Program Evaluation,Case Studies,Validity,Reliability,Psychometrics

This brief provides tips for forming a team of staff and consultants with the needed expertise to make key measurement decisions that will ensure high-quality data for answering the study&apos;s research questions. The brief outlines the main responsibilities of measurement team members. It also describes typical measurement tasks and discusses how the measurement team members can work together to complete the measurement tasks successfully. A list of additional resources is included.
A Study of School Achievement among the Gujjar and Bakerwal Tribes of Jammu and Kashmir
Author: Rafaqi, Mohd. Zia-Ul-Haq
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Rural Areas,Comparative Analysis,Gender Differences,Ethnic Diversity,Cultural Differences,Statistical Analysis

In the present scenario academic achievement poses a big challenge to the educationist and psychologists everywhere. It is especially of great concern in India where population explosion, multi-cultural societies and an extraordinary rush for education has led to marvelous quantitative growth of education at all the stages without consistent quality growth. Albeit the needs, strength and interest of each learner are unique and determined by their socio cultural and demographic background and circumstances. The differences in academic achievement of students may be determined by this background. In this paper an attempt has been made to study the total educational achievement of the Gujjar and Bakerwal tribal students of Jammu And Kashmir State. The results clearly indicated that both the clans are still backward in their educational achievement, but the nomadic tribal Bakerwal Gotra and the Gujjar and Bakerwal tribal students of Kashmir division are still in a very poor educational situation than there counterpart Gujjars of Jammu.
Evaluation of the East Asia and Pacific Summer Institutes Program: Final Report. Revised Draft. GS-10F-0086K
Author: Martinez, Alina
Date: 2012-04-23
Type: Reports - Research
Subjects: Foreign Countries,Scientific Research,Graduate Students,Student Exchange Programs,International Educational Exchange,Partnerships in Education,Engineering Education,Science Course Improvement Projects,Program Effectiveness,Program Evaluation,Educational Cooperation,Interpersonal Relationship,Scientists,Global Education,Sensitivity Training,Researchers,Graduate Surveys,Interviews,Quasiexperimental Design,Probability,Fellowships,Benchmarking,Participant Characteristics

Students in science and engineering (S&amp;E) are preparing for careers in fields where international partnerships are increasingly important to advancing knowledge and discoveries. It has been over a decade since the National Science Board (NSB) highlighted the importance of international collaboration and called for increased government commitment to promoting international S&amp;E research and education. The National Science Foundation (NSF) contracted with Abt Associates to conduct an evaluation of the East Asia and Pacific Summer Institutes (EAPSI) program to investigate whether it was meeting its goal of providing U.S. graduate students with international experiences that will enable future collaboration with foreign peers. This report presents the findings from this evaluation. The evaluation found evidence that the EAPSI program is meeting its goals to: (1) introduce U.S. graduate students to East Asia and Pacific science and engineering in the context of a research setting; and (2) help students initiate scientific relationships that will better enable future collaboration with foreign counterparts. The following are appended: (1) NSF-Generated EAPSI Descriptions; (2) Non-Response Bias Study; (3) Detailed Description of Impact Analysis; (4) Detailed Description of Benchmarking Analysis; (5) Surveys; and (6) Benchmark of Applicants to National Data.
Implementing the Common Core State Standards: The Role of the School Librarian
Author: Achieve, Inc.
Date: 2013-11-00
Type: Guides - Non-Classroom
Subjects: State Standards,School Libraries,Librarians,Library Role,Program Implementation,Educational Change,Educational Practices,Best Practices,Instructional Innovation,Literacy,Mathematics Education,Demonstrations (Educational),Evaluation Methods,Elementary Secondary Education,Technology Education

As shown by MetLife&apos;s 2010 &quot;Survey of the American Teacher,&quot; America&apos;s educators strongly believe that all students should graduate from high school ready for college and a career (85 percent). Additionally, according to MetLife&apos;s 2009 survey, 86 percent of teachers believe that setting high expectations for students will improve student achievement to that end. The Common Core State Standards (CCSS) are strongly aligned with those sentiments. The success of such change requires the thoughtful attention of school leaders. As such, this Action Brief for school librarians is offered as a &quot;starting point,&quot; designed to increase awareness of the standards, create a sense of urgency around their implementation, and provide these stakeholders--who are faced with dramatically increased expectations in the context of fewer resources--with a deeper understanding of the standards and their role in implementing the standards. This Action Brief provides no-cost takeaways and action steps that school leaders and librarians can begin to put into practice in their schools today. The brief also features rich examples of how librarians might integrate the CCSS into their work to impact teaching and learning in a CCSS environment.
Career Readiness Assessments across States: A Summary of Survey Findings
Author: McMurrer, Jennifer
Date: 2013-10-00
Type: Reports - Research
Subjects: Career Readiness,Educational Assessment,College Readiness,Job Skills,State Surveys,Administrators,Vocational Education,Accountability,State Standards,Academic Standards,Educational Policy

The notion of what it means for a student to be &quot;career-ready&quot; is changing as a result of the recent push by the federal and state governments to ensure that all students are prepared for college and careers by the time they graduate from high school. While much attention has been paid to the &quot;college-ready&quot; aspect of college and career readiness, the term &quot;career-ready&quot; still means different things to different people. Although many state departments of education are currently engaged in defining career readiness and determining how best to measure it, the differences in the scope and complexity of those definitions are significant. Unfortunately, the information available about how states and school districts are defining career readiness and which assessments they are using to measure a varied set of career-related skills is scant and often confusing. It is equally difficult to obtain a coherent understanding of which kinds of career-related skills each assessment measures and how states and districts are using the results of the assessments to evaluate student readiness. This report by the Center on Education Policy (CEP) describes how states are defining career readiness and which assessments states and districts are using to measure this attribute. The report is based on a survey administered in the summer of 2013 to state directors of career and technical education (CTE) or their designees about career readiness assessments. A total of 46 states completed the survey. (The District of Columbia is counted as a state in the tallies in this report.) Key findings included: (1) Only 14 of the 46 states responding to the survey have a statewide definition of what it means for high school students to be career- or work-ready; (2) States and their school districts are using various assessments to gauge career readiness; and (3) In many states, school districts or students, not the state, pay the costs associated with taking CTE exams; (4) More states use student results on career readiness assessments to meet federal reporting requirements than use them to make school accountability decisions; (5) Nearly all (45) of the survey states reported facing challenges in assessing high school students&apos; career education or their level of career readiness; and (6) The Common Core State Standards (CCSS) have had little impact thus far on the way that career and technical education skills are assessed. An appendix discusses study methods.
Policy to Performance Toolkit: Transitioning Adults to Opportunity
Author: Alamprese, Judith A.
Date: 2012-11-00
Type: Guides - General
Subjects: Adult Basic Education,Transitional Programs,Postsecondary Education,State Policy,Educational Policy,Federal Programs,Data Analysis,Partnerships in Education,Needs Assessment,Pilot Projects,Demonstration Programs,Policy Analysis,Policy Formation,Planning,State Programs

The &quot;Policy to Performance Toolkit&quot; is designed to provide state adult education staff and key stakeholders with guidance and tools to use in developing, implementing, and monitoring state policies and their associated practices that support an effective state adult basic education (ABE) to postsecondary education and training transition system. As state adult education staffs engage in efforts to expand options for low-skilled adults' attainment of further education, information is needed to help guide states in creating systems with effective policies and practices. The &quot;Policy to Performance Toolkit&quot; is based on the processes and findings from the Policy to Performance project, which was funded by the U.S. Department of Education's Office of Vocational and Adult Education and conducted by Kratos Learning (Kratos) and Abt Associates during 2009-2012. Policy to Performance states' use of policy, practice development, and testing processes provided lessons and examples that are useful to all states to move forward in developing a state ABE transition system. The following are appended: (1) AIDDE© Process for Planning ABE Transition System; (2) Analyzing State Data Form; (3) Analyzing State's Current ABE Transition System; (4) Analyzing State Policies and Guidance to Support ABE Transition Form; (5) Analyzing Partnerships Form; (6) Analyzing State Environment Form; (7) Identifying Gaps in an ABE Transition System; (8) ABE State Transition System Plan; (9) Messaging Tool; (10) Joint Letter of Support; (11) Planning Technical Assistance Form; (12) Using Data to Assess Transition Activities Form; (13) Policy Planning, Implementation, and Evaluation (PPIE©) Process for State Transition Policies in Adult Education; and (14) Selected Resources from the Policy to Performance Resource Center.
State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues. Updated
Author: Achieve, Inc.
Date: 2013-11-14
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,State Standards,Workbooks,State Action,Educational Policy,Educational Legislation,Federal Legislation,Legal Problems,Educational Quality,Change Strategies,Educational Improvement,Self Evaluation (Groups),Accountability,Strategic Planning,State Policy,Student Evaluation,Educational Assessment,Cost Effectiveness,Educational Change,Technology Planning

Over the next few years, states will be transitioning to new, high-quality assessments aligned to the Common Core State Standards (CCSS) or other state college- and career-ready (CCR) standards. States are committed to making this transition in a manner that is determined and thoughtful--to help transform teaching and learning, advance CCR outcomes, and close achievement gaps. The purpose of this document is to provide states with a workbook to inform this transition to high-quality, CCR assessments, with a particular focus on the policy, legal, and technical decisions states must address. This workbook (along with state team meetings and other supports) is meant to help each state (1) evaluate its current readiness for this important transition, (2) identify priority issues for state action, and (3) develop a work plan to guide assessment transition over time. This workbook was initially presented in draft for use at the Council of Chief State School Officers (CCSSO) state team meeting on transition to high-quality, CCR assessments on August 20-21, 2013. Revisions are continuing to expand as appropriate to keep information updated and relevant. As states move forward on implementation of CCSS/CCR standards, they must address three overlapping sets of issues: (1) Instruction and Supports; (2) Communications and Coalition-Building; and (3) Policy, Legal, and Technical Issues. This workbook focuses primarily on the third piece of this puzzle--the array of policy, legal, and technical issues implicated by the transition to CCR assessments. These issues are detailed here, and the workbook is designed to provide a framework and template for each state to chart its own best path. This includes, in Part II, an overview of the policy, legal, and technical issues, and guiding questions for each state to determine its priorities, readiness, and action items. Part III includes a brief analysis of each issue and deeper-dive questions to guide state decision-making.
Early High School Dropouts: What Are Their Characteristics? Data Point. NCES 2015-066
Author: Rosen, Jeffrey A.
Date: 2015-02-00
Type: Numerical/Quantitative Data
Subjects: High School Students,Grade 9,Longitudinal Studies,Student Surveys,Parent Surveys,Teacher Surveys,Counselor Attitudes,Administrator Attitudes,Parent Attitudes,Student Attitudes,Teacher Attitudes,Dropout Characteristics,Dropout Research,Dropout Rate

This Data Point utilizes data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. HSLS:09 surveyed students, their parents, math and science teachers, school administrators, and school counselors. The study included information about students who were enrolled in school in the fall term of 2009 as ninth-graders and who were not enrolled in school and had not earned a regular high school diploma or alternative credential such as a GED in spring 2012, when they should have been 11th-graders. These students are referred to as &quot;dropouts&quot; in this report