ethanporcaro/eric-fulltext-meta huggingface dataset:
ACT National Curriculum Survey[R], 2009
Author: ACT, Inc.
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Teacher Surveys,Teacher Attitudes,English Curriculum,Mathematics Curriculum,Science Curriculum,Writing Instruction,Reading Instruction,Middle School Teachers,Secondary School Teachers,College Faculty,Remedial Teachers,Readiness,Language Skills,Reading Skills,Writing Skills,Mathematics Skills,Language Tests,Mathematics Tests,Reading Tests,Science Tests,Writing Tests,Scoring Rubrics,Statistical Data,Remedial Mathematics,Remedial Reading

The ACT National Curriculum Survey is a one-of-a-kind nationwide survey of educational practices and expectations conducted by ACT every 3 to 5 years. ACT surveys thousands of middle school/junior high school, secondary, and postsecondary teachers in English/writing, reading (including English language arts and social studies teachers), mathematics, and science for the purpose of determining what skills and knowledge are currently being taught, and which are considered important for success at each grade level for college readiness. For the 2009 ACT National Curriculum Survey, surveys were sent to a nationally representative sample of middle school/junior high school, high school, and college teachers who teach courses in English/writing, reading (including English language arts and social studies), mathematics, and science (including biology, chemistry, physics, and Earth/space science) in public and private institutions all across the United States. The first section of this paper is an overview that describes the 2009 survey and highlights key findings. This section is followed by the findings for each of four subject areas: English/writing, mathematics, reading, and science. The last section offers conclusions based on the results. Appended are: (1) Survey Samples, Types, and Response Rates; (2) General Impressions; (3) Statistical Details for Topics and Skills; (4) Test Specifications for the EPAS English/Writing, Mathematics, Reading, and Science Tests; (5) 21st Century Skills; (6) Content Topics "Taught" Percentages; (7) Strand Rankings for ACT's College Readiness Standards; (8) Statistical Details for Remedial Topics and Skills; and (9) ACT Writing Test Rubric. (Contains 66 tables and 6 figures.)
Focusing on the Essentials for College and Career Readiness: Policy Implications of the ACT National Curriculum Survey[R] Results, 2009
Author: ACT, Inc.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Teacher Surveys,Readiness,College Preparation,Teacher Attitudes,Secondary School Teachers,College Faculty,Differences,Reading Skills,Mathematics Skills,Alignment (Education),Academic Standards,Core Curriculum,Science Process Skills,Mathematics Curriculum,Science Curriculum,Comparative Analysis

The ACT National Curriculum Survey, conducted every 3 to 5 years, collects data about what entering college students should know and be able to do to be ready for college-level coursework. This report highlights findings of the ACT National Curriculum Survey 2009 that are particularly relevant to current education policy efforts. In this report, key findings of the survey are highlighted, followed by the implications of these findings for education policy and practice. The final section of the report presents action steps suggested by the findings and implications. Description of Survey Sample and Process is appended. (Contains 5 figures and 3 tables.) [For the "ACT National Curriculum Survey[R] 2009" report, see ED508047.]
Seeking Quality in the Face of Adversity: Fordham Sponsorship Accountability Report, 2008-09
Author: Thomas B. Fordham Foundation
Date: 2009-11-20
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Philanthropic Foundations,School Support,Accountability,Profiles,Educational Finance,Elementary Schools,Middle Schools,Academic Achievement,Comparative Analysis,Politics of Education,Educational Legislation,State Legislation,Governance,Technical Assistance,Urban Schools,Educational Indicators

As a charter school sponsor (authorizer), the Thomas B. Fordham Foundation submits an accountability report to the Ohio Department of Education at the end of November each year. The report includes profiles of each Fordham-sponsored school, as well as graphics comparing the achievement data of its schools, their home districts, and statewide averages. A reader will also find pertinent information on Ohio charter school spending over the last decade, and in the introduction, a timely analysis of the political and legislative environment impacting Ohio charters in 2008-09. This report is divided into two sections: Section 1 takes a look at the Fordham Sponsorship Program; and Section 2 provides an overview of the Fordham-sponsored schools in 2008-09. The school profiles of Columbus Collegiate Academy, Dayton Academy, Dayton View Academy, KIPP: Journey Academy, Phoenix Community Learning Center, and Springfield Academy of Excellence are also presented. Appended are: (1) Exhibit 4 Accountability Plan For Primary and Middle Schools; and (2) Fordham Sponsorship Annual Report Methodology, Charts II-X. (Contains 9 tables, 2 graphs, 11 charts, and 66 footnotes.)
The Great Graduation-Rate Debate
Author: Wolfe, Christine O.
Date: 2009-07-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Federal Legislation,Educational Improvement,Federal Programs,Educational Indicators,Accountability,Measurement,Measures (Individuals),Federal Regulation,Educational Legislation,Evaluation Criteria

The purpose of this paper is to promote clearer understanding of the graduation-rate debate by distilling the policy developments and controversy surrounding the measurement of these rates over the last decade. The paper concludes with a discussion of the move toward a federally mandated common metric for graduation rates. The No Child Left Behind (NCLB) Act of 2001 required states to include such rates as a factor when making &quot;Adequate Yearly Progress&quot; (AYP) determinations for high schools. Yet it allowed great discretion in how graduation rates were measured and how much progress states had to make over time. This in turn led to growing interest in a common graduation-rate measure for all states, a goal that was embraced by the governors several years ago and then codified into federal regulations in 2008. In some respects, this means that the original &quot;graduation-rate debate&quot; has been settled, in terms of measures and metrics for state, district, and school graduation rates. But there's a new debate on the horizon--whether and how to use those rates as a part of school accountability systems. Is it possible to do so without creating a new set of unintended consequences? What does it mean to be a &quot;high school graduate&quot; anyway? This paper answers these questions. Appended are: (1) Additional Graduation-Rate Data; and (2) Glossary. (Contains 5 figures, 6 tables, and 56 endnotes.) [This report was a joint venture between the Thomas B. Fordham Institute and its sister organization the Thomas B. Fordham Foundation.]
Evaluation of an English as a Second Language Program to Identify Primary Indicators of Learning Disabilities that Impede Student Achievement
Author: Campbell, Joan-Yvette
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Learning Disabilities,Questionnaires,Data Analysis,English (Second Language),Second Language Programs,Second Language Instruction,Second Language Learning,Language Teachers,Identification,Academic Accommodations (Disabilities),Symptoms (Individual Disorders),Student Needs,Academic Achievement,Technical Institutes,Definitions,Laws

The study is an evaluation of an English as a Second Language (ESL) program at a southeastern technical college. Thousands of adults who enroll in ESL programs are individuals who appear to be intelligent. They have worked diligently for a year or more to learn to speak, read, write, listen and improve English comprehension skills. However, some of these students make little or no progress. In certain cases, ESL instructors often presume some students are affected by learning disabilities. Students with learning disabilities may experience problems with one skill or every aspect of learning. ESL programs cannot feasibly provide accommodations to address every indicator of learning disabilities. However, programs may identify the primary learning disability indicators that seem to commonly affect their students and provide accommodations to tackle those issues. The problem is that the ESL program at the college had not been evaluated to determine the primary learning disability indicators that may affect students. A sample population of students enrolled in the ESL program was randomly selected to participate in the study. These participants responded to a validated student questionnaire. The results from the data analysis of the student questionnaire showed the indicators of learning disabilities that posed the most challenges for participants of the study. Results from the data analysis also reflected the percentages of respondents of the study who could relate to one or more of the indicators of learning disabilities. The outcome revealed the leading difficulties that may affect not only the participants of the study but also other students enrolled in the program. As a result, ESL instructors at the institution should be familiar with how to accommodate students who show symptoms of those learning difficulties. On-going training may be necessary to provide instructors with updated information on different accommodations that will best fit the learning needs of students who show symptoms of learning disabilities. Results from the data analysis for the student questionnaire are appended.
More Efficient Learning on Web Courseware Systems?
Author: Zufic, Janko
Date: 2007-10-15
Type: Reports - Research
Subjects: Electronic Learning,Intelligence,Online Courses,Intelligence Tests,Courseware,Verbal Ability,College Students,Educational Technology,Mathematics Skills,Mathematical Logic,Nonverbal Communication,Foreign Countries,Scores,Psychological Testing,Computer Uses in Education,Teaching Methods,Cognitive Style,Teaching Styles

The article describes a research conducted on students at the University in Pula, by which was attempted to establish whether there is a relationship between exam success and a type of online teaching material from which a student learns. Students were subjected to psychological testing that measured factors of intelligence: verbal, non-verbal and math-logical. Four different teaching resources were prepared for the same educational material. First of those was adjusted for students with the strongest verbal abilities, second for students with the strongest math-logical abilities, third for the students with the strongest non-verbal factor of intelligence. Fourth teaching material was prepared in such a way as to equally represent all three factors of intelligence, for a mixed group of students. Students accessed the online educational material using web courseware tool Moodle. Tests were much better solved by students who had adjusted teaching materials than by students in the mixed group, or those in the control group. This article describes the intelligence tests that were used in the study, structure of the teaching materials and results. (Contains 4 tables.) [This paper was published in: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 6707-6716). Chesapeake, VA: AACE.]
Closing the Achievement Gap Report for 21st Century Learners in West Virginia. Third Edition, 2009-2010
Author: Smith, Diana L., Ed.
Date: 2009-12-00
Type: Information Analyses
Subjects: Academic Achievement,Performance Factors,Achievement Gap,Program Evaluation,Program Implementation,Professional Development,Educational Objectives,Comparative Analysis,Student Evaluation,Economically Disadvantaged,Tables (Data),Academic Standards,State Standards,Mathematics Achievement,Reading Achievement,Technology Education,Career Education,Elementary Schools,High Schools,Middle Schools,Health Education,National Competency Tests,Educational Legislation,Federal Legislation,State Legislation

The goal of the &quot;Closing the Achievement Gap for 21st Century Learners in West Virginia (CAG)&quot; report, 3rd edition, is to update West Virginia educators to the status and improvement of student achievement in West Virginia which may then be utilized as a basis for determining future educational decisions. In order to enhance the quality of performance, the following objectives were addressed: (1) to review the literature and research factors that impact student performance; (2) to determine the status and progress of subgroup performance; (3) to review programs and strategies being used to close the achievement gap between subgroups in West Virginia public school initiatives; (4) to generate findings and conclusions related to student performance; and (5) to offer recommendations for consideration as a result of the findings identified. This report addresses the background, literature, data and initiatives that are associated with student performance and the current concentrations on closing the achievement gap. It is designed around the following seven sections: (1) Background; (2) Introduction; (3) Identified Achievement Gap Groupings and Performance Factors Impacting the Achievement Gap; (4) State Public Subgroup Impact Data (Assessment and Additional); (5) Closing the Achievement Gap Initiatives in West Virginia; (6) Conclusions; and (7) Recommendations. WESTEST Trend Data 2004-2008 is appended. (Contains 40 tables and 29 figures.)
Pennsylvania Learning Standards for Early Childhood: Infants-Toddlers. Revised
Author: Pennsylvania Department of Education
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Early Childhood Education,Childhood Interests,Holistic Approach,Glossaries,Child Development,Academic Standards,Educational Policy,Toddlers,Infants,Play,Alignment (Education),Educational Principles,Teaching Methods,Educational Assessment,Family School Relationship,Curriculum,Intervention,Educational Cooperation,Instructional Materials,English (Second Language),Special Education,Developmentally Appropriate Practices

Teachers of very young children have the awesome task of providing rich information and experiences that build skills and understanding in the context of every day routines and within intentionally-designed play opportunities that capture children's interests, wonder and curiosity so they want to know more. Pennsylvania's learning standards join hand-in-hand with the learning environment; the responsive relationships that have been built with children, families and the community; the age, cultural and linguistically-appropriate curriculum; and the practices being used to assess children, classrooms and programs to create the best possible experiences for learning success. The Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) that links the elements of instruction, materials and resources, curriculum framework, fair assessment and interventions, and learning standards to children's engagement in learning and their school success. Within all of Pennsylvania's Early Childhood Standards, the Key Learning Areas define the domains or areas of children's learning that assure a holistic approach to instruction. This paper presents the learning standards comprising the Pennsylvania's Early Childhood Standards for Infant-Toddlers. Individual sections contain glossaries. (Lists 76 resources.)
Pennsylvania Learning Standards for Early Childhood: Kindergarten. Revised
Author: Pennsylvania State Dept. of Public Welfare
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Young Children,Kindergarten,Early Childhood Education,Childhood Interests,Holistic Approach,Glossaries,Child Development,Academic Standards,Educational Policy,Play,Alignment (Education),Educational Principles,Teaching Methods,Educational Assessment,Family School Relationship,Curriculum,Intervention,Educational Cooperation,Instructional Materials,English (Second Language),Special Education,Developmentally Appropriate Practices

Teachers of very young children have the awesome task of providing rich information and experiences that build skills and understanding in the context of every day routines &quot;and&quot; within intentionally-designed play opportunities that capture children's interests, wonder and curiosity so they want to know more. Pennsylvania's learning standards join hand-in-hand with the learning environment; the responsive relationships that have been built with children, families and the community; the age, cultural and linguistically-appropriate curriculum; and the practices being used to assess children, classrooms and programs to create the best possible experiences for learning success. The Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) that links the elements of instruction, materials and resources, curriculum framework, fair assessment and interventions, and learning standards to children's engagement in learning and their school success. Within all of Pennsylvania's Early Childhood Standards, the Key Learning Areas define the domains or areas of children's learning that assure a holistic approach to instruction. This paper presents the learning standards comprising the Pennsylvania's Early Childhood Standards for Kindergarten. Individual sections contain glossaries. (Contains 76 resources.)
Pennsylvania Learning Standards for Early Childhood: Pre-Kindergarten. Revised
Author: Pennsylvania State Dept. of Public Welfare
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Early Childhood Education,Childhood Interests,Holistic Approach,Glossaries,Child Development,Academic Standards,Educational Policy,Play,Alignment (Education),Educational Principles,Teaching Methods,Educational Assessment,Family School Relationship,Curriculum,Intervention,Educational Cooperation,Instructional Materials,English (Second Language),Special Education,Developmentally Appropriate Practices,Preschool Education,Preschool Children

Teachers of very young children have the awesome task of providing rich information and experiences that build skills and understanding in the context of every day routines and within intentionally-designed play opportunities that capture children's interests, wonder and curiosity so they want to know more. Pennsylvania's learning standards join hand-in-hand with the learning environment; the responsive relationships that have been built with children, families and the community; the age, cultural and linguistically-appropriate curriculum; and the practices being used to assess children, classrooms and programs to create the best possible experiences for learning success. The Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) that links the elements of instruction, materials and resources, curriculum framework, fair assessment and interventions, and learning standards to children's engagement in learning and their school success. Within all of Pennsylvania's Early Childhood Standards, the Key Learning Areas define the domains or areas of children's learning that assure a holistic approach to instruction. This paper presents the learning standards comprising the Pennsylvania's Early Childhood Standards for Pre-Kindergarten. Individual sections contain glossaries. (Contains a list of 76 resources.)
The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education. Race to the Top: Accelerating College and Career Readiness in States
Author: Achieve, Inc.
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Educational Change,School Districts,Public Agencies,Federal Government,Education,Colleges,Higher Education,Evaluation,Cooperation,High Schools,High School Students,Partnerships in Education,Academic Achievement,Professional Development

Passage of the American Recovery and Reinvestment Act (ARRA) and the creation of the Race to the Top (RTTT) Fund in early 2009 provide states (SEAs) and local school districts (LEAs) with an historic opportunity to develop and implement dramatic reforms to improve the rate at which students graduate ready for college and careers. This brief is designed to identify ways in which the postsecondary education community can support states and local school districts as they develop RTTT plans that will drive dramatic reforms. As RTTT proposals are designed, collaboration amongst stakeholders will be essential to sustain broad-based support. While many of the suggestions in this paper may seem apparent, it remains clear that, in many instances, state leaders have yet to act upon them. Many states are facing significant shortages in the capacity and expertise necessary to develop and implement innovative reforms around the four RTTT assurances. In the following sections, Achieve briefly outlines how the U.S. Department of Education will evaluate states on their plans in each assurance area and provides recommendations for postsecondary institutions and leaders to engage with the state's RTTT application process--and, if successful, to implement dramatic, sustainable reform.
The 2008-2009 Pennsylvania System of School Assessment Handbook for Assessment Coordinators: Writing, Reading and Mathematics, Science
Author: Pennsylvania Department of Education
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Guidelines,Guides,Educational Assessment,Writing Tests,Evaluation Methods,Student Evaluation,Writing Evaluation,Reading Tests,Science Tests,State Programs,Educational Testing,Mathematics Tests,Scoring,Check Lists,Worksheets,Parent Materials,Testing Programs,Test Length

This handbook describes the responsibilities of district and school assessment coordinators in the administration of the Pennsylvania System of School Assessment (PSSA). This updated guidebook contains the following sections: (1) General Assessment Guidelines for All Assessments; (2) Writing Specific Guidelines; (3) Reading and Mathematics Specific Guidelines; and (4) Science Specific Guidelines. Appended are: (1) Sample Parent/Guardian Flyers; (2) PSSA General Description of Scoring Guidelines; (3) Additional Materials Request Forms; and (4) Index.
Low-Performing Schools. Race to the Top: Accelerating College and Career Readiness in States
Author: Hassel, Bryan C.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Careers,Change Strategies,High Schools,High School Graduates,Intervention,Higher Education,Colleges,College Preparation,Educational Change,Educational Improvement,School Districts,Accountability

States seeking to prepare all high school graduates for college and careers need a strategy for responding to their lowest-performing high schools, which are responsible for a disproportionate number of students who drop out or graduate unprepared for what's ahead. Continuing to rely upon incremental change strategies will not lead to effective change in these schools. Instead, states need to build capacity to undertake dramatic improvement in these schools via turnarounds and fresh starts. At the same time, many individual students in better performing high schools do not graduate ready for college and careers. As a result, a complete state strategy must identify and segment schools by level of under-performance and mobilize different interventions to match each school's circumstances so that all students--no matter where they go to school--can graduate prepared for success in college and careers. This paper provides guidance for states about putting in place powerful ways of addressing chronically struggling schools as part of any Race to the Top (RTTT) application while also addressing the broader imperative to help all of a state's schools prepare students for college and careers. (Contains 2 tables and 22 endnotes.)