ethanporcaro/eric-fulltext-meta huggingface dataset:
Rhode Island School and District Accountability System Technical Bulletin
Author: Rhode Island Department of Education (RIDE)
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Accountability,State Policy,Educational Policy,Federal Legislation,Educational Legislation,Educational Change,Individualized Instruction,Alignment (Education),Common Core State Standards,Curriculum Development,Educational Assessment,Educational Improvement,Achievement Gap,Educational Planning,Statewide Planning,School Districts,Scores,School Effectiveness,Graduation Rate,High School Graduates,Cutting Scores,Classification,Disadvantaged Schools

Rhode Island's School Accountability system is in a period of transition to the Every Student Succeeds Act (ESSA). The accountability data released October 2017 is based on the 2016-17 administration of the PARCC assessment. Results from the Multi-State Alternate Assessment in ELA/literacy and mathematics are also included. The results of this testing confirm the need for us to continue our hard work of transitioning to more rigorous expectations for students through personalization, aligned curriculum, and expert instruction. Our accountability system is intended to shine a light on the progress our schools are making on these efforts and to provide public information that allows us to: (1) Focus on learning gaps; (2) Document and learn from schools that are making great progress; (3) Provide information that raises questions for further investigation; and (4) Identify schools that need additional support and attention. This year's accountability is sensitive to this transition period. This year's plan requires Rhode Island to calculate an accountability index for every school under an abbreviated set of measures; to identify Commended Schools, and schools In Good Standing; and to maintain a list of Priority and Focus Schools unless they met agreed upon exit criteria from that status. This Technical Bulletin for classifying schools is based on this approved system for 2016-17 school year. [For earlier technical bulletins, see ED500511 and ED484098.]
Creating a Unified Community of Support: Increasing Success for Underrepresented Students in STEM. A Final Report on the CSU STEM Collaboratives Project
Author: Kezar, Adrianna
Date: 2017-00-00
Type: Reports - Research
Subjects: STEM Education,Academic Achievement,Success,Disproportionate Representation,Low Income Students,First Generation College Students,State Universities,Summer Programs,First Year Seminars,Introductory Courses,Program Implementation,Academic Support Services,Student Personnel Services,Intervention,Minority Group Students,Barriers,Sense of Community,Educational Practices,Educational Benefits,Alignment (Education),Cooperation

This report discusses the findings from a three-year study of the California State University STEM Collaboratives project, funded by the Helmsley Charitable Trust. The project selected eight CSU campuses to rethink the ways in which they support first-generation, low-income, and underrepresented minority students in science, technology, engineering and math as they transition to college and experience their first year. Each participating campus implemented three integrated high-impact practices, or HIPs, through collaboration among faculty and student affairs. The three HIPs were a summer experience, a first-year seminar or first-year experience, and redesigned introductory STEM courses. Some of the key takeaways from the mixed-methods case study that examined project implementation across all eight sites include: (1) Elements of underserved, STEM student success are locked into separate silos--academic affairs and student affairs--that almost never connect, which leads to the creation of interventions that almost always meet only half of the demands that underserved, low-income, and underrepresented minority students in STEM face; (2) Specific interventions matter less than the integration of multiple support programs; (3) The study and project identified the importance of a unified community of support that can break the typically negative climate that many first-generation, low-income, and URM students face in STEM; (4) Cohorting students into the same shared experiences and courses developed a strong sense of belonging for students; and (5) For all the value that the STEM Collaboratives program had for students, it also had a great value for faculty, staff, and the broader campus communities at the participating CSU campuses. Recommendations on how campuses, state higher education systems, policymakers, and funders can act on the study findings conclude the report.
Scaling Change in Higher Education: A Guide for External Stakeholder Groups
Author: Kezar, Adrianna
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Educational Change,Higher Education,Stakeholders,Guides,Feedback (Response),STEM Education,Undergraduate Students,Measures (Individuals)

This guide is for key external stakeholder groups (policymakers, national associations, reform groups, accreditors, foundations, government agencies, business and industry) that support change and reform of the higher education enterprise. It presents a toolkit that provides advice for external stakeholders on how to be effective partners in working with colleges and universities to support changes that go to scale.
Data Transparency for Improving College Outcomes: Findings from a &quot;First in the World&quot; Study
Author: Bernstein-Sierra, Samantha
Date: 2018-04-00
Type: Reports - Research
Subjects: Educational Technology,Access to Education,Higher Education,Intervention,Computer Games,High School Students,Low Income Students,Program Effectiveness,Postsecondary Education,Outcomes of Education,Student Financial Aid,College Applicants,Enrollment,Grade Point Average,Student Characteristics,State Legislation,Federal Aid,College Readiness,Communication Strategies,Adjustment (to Environment),Barriers

Over the past six years, the Pullias Center for Higher Education has been engaged in research designed to better understand the potential of digital tools to increase access to college. Their most recent $3.2 million &quot;First in the World&quot; (FITW) federal grant has enabled the Center to implement and evaluate an online game-based intervention in schools across the state of California. Beyond examining the effects of the game tool on college outcomes, the Center also collected and analyzed robust mixed methods data pertaining to college-going culture and digital infrastructure in California high schools serving low-income youth. The purpose of this document is to give a brief background on the Pullias Center's FITW study, introduce the data challenges we encountered during the study, and present four possible causes of these challenges based on interview and survey data.
Twin Principles for Need-Based Attendance Policy in Undergraduate Medical Education
Author: Kumar, Santosh
Date: 2018-12-00
Type: Journal Articles
Subjects: Attendance,School Policy,Undergraduate Students,Medical Education,Clinical Teaching (Health Professions),Small Group Instruction,Lecture Method,Needs Assessment

Twin principles of attendance policy are suggested to understand need-based attendance policies reported in literature for undergraduate medical education. In these reports, clinical sessions need compulsory attendance with remediation, nonclinical small group sessions need compulsory attendance with minimum attendance requirement and lectures need either compulsory or noncompulsory attendance. Twin principles can be used to identify sessions needing compulsory or non-compulsory attendance.
New York State Testing Program 2014: English Language Arts and Mathematics Grades 3-8. Technical Report
Author: New York State Education Department
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Testing Programs,English,Language Arts,Mathematics Tests,Language Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Test Construction,Test Validity,Scoring,Testing,Data Collection,Item Response Theory,Equated Scores,Test Reliability,Error of Measurement,Common Core State Standards,Scaling,Test Bias,Academic Achievement,Achievement Tests

This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2014 Operational Tests. This report includes information about test content and test development, item (i.e., individual test question) and test statistics, validity and reliability, differential item functioning studies, test administration, scoring, equating, scaling, and student performance.
New York State Testing Program 2015: English Language Arts and Mathematics Grades 3-8. Technical Report
Author: New York State Education Department
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Testing Programs,English,Language Arts,Mathematics Tests,Language Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Test Construction,Test Validity,Scoring,Testing,Data Collection,Item Response Theory,Equated Scores,Test Reliability,Error of Measurement,Common Core State Standards,Scaling,Test Bias,Academic Achievement,Achievement Tests

This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2015 Operational Tests. This report includes information about test content and test development, item (i.e., individual test question) and test statistics, validity and reliability, differential item functioning studies, test administration, scoring, equating, scaling, and student performance. [For the 2014 report, see ED591458.]
New York State Testing Program 2016: English Language Arts and Mathematics Grades 3-8. Technical Report
Author: New York State Education Department
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Testing Programs,English,Language Arts,Mathematics Tests,Language Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Test Construction,Test Validity,Scoring,Testing,Data Collection,Item Response Theory,Equated Scores,Test Reliability,Error of Measurement,Common Core State Standards,Scaling,Test Bias,Academic Achievement,Achievement Tests

This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2016 Operational Tests. This report includes information about test content and test development, item (i.e., individual test question) and test statistics, validity and reliability, differential item functioning (DIF) studies, test administration, scoring, linking, scaling, and student performance. [This report was developed by Questar Assessment, Inc. under contract with the New York State Education Department. For the 2015 report, see ED591459.]
Growth Model for School Accountability, 2016/17 Technical Report
Author: New York State Education Department
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Growth Models,Accountability,Research Reports,Scores,Predictor Variables,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,English Instruction,Language Arts,Mathematics

This document describes the model used by the New York State Education Department (NYSED) to measure student growth for institutional accountability in New York State for the 2016/17 school year. In 2016/17, growth models were implemented for institutional accountability in Grades 4-8 ELA and mathematics. All models are based on assessing each student's change in performance between 2015/16 (and prior years) and 2016/17 on State assessments compared with students who have similar prior performance. Revisions to the State-provided growth model will be considered in future years. The results presented in this report are based on 2016/17 and prior school years' data, with some comparison to prior-year results. This technical report contains four main sections: (1) Data -- Description of the data used to implement the student growth model, including data processing rules and relevant issues that arose during processing; (2) Model -- Description of the unadjusted statistical model; (3) Reporting -- Description of reporting metrics; and (4) Results -- Overview of key model results aimed at providing information on model quality and characteristics. [This report was prepared by Education Analytics, Inc. for the New York State Education Department. For the 2015/2016 report, see ED591463.]
Growth Model for School Accountability, 2015/16 Technical Report
Author: New York State Education Department
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Growth Models,Accountability,Research Reports,Scores,Predictor Variables,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,English Instruction,Language Arts,Mathematics

This document describes the model used by the New York State Education Department (NYSED) to measure student growth for institutional accountability in New York State for the 2015/16 school year. In 2015/16, growth models were implemented for institutional accountability in Grades 4-8 ELA and mathematics. All models are based on assessing each student's change in performance between 2014/15 (and prior years) and 2015/16 on State assessments compared with students who have similar prior performance. Revisions to the State-provided growth model will be considered in future years. The results presented in this report are based on 2015/16 and prior school years' data, with some comparison to prior-year results. This technical report contains four main sections: (1) Data -- Description of the data used to implement the student growth model, including data processing rules and relevant issues that arose during processing; (2) Model -- Description of the unadjusted statistical model; (3) Reporting -- Description of reporting metrics; and (4) Results -- Overview of key model results aimed at providing information on model quality and characteristics. [This report was prepared by Education Analytics, Inc. for the New York State Education Department.]
State Data Use Spotlight: Florida
Author: Ruedel, Kristin
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Data,Information Utilization,Graduation Rate,Outcomes of Education,Disabilities,State Standards,Evidence Based Practice,Capacity Building,School Districts,Intervention,Training,Feedback (Response),Educational Strategies,State Departments of Education,Stakeholders,Professional Development,Evaluation Methods,Achievement Gap,National Competency Tests,Grade 4,Grade 8,Elementary School Students,Secondary School Students

The Florida Department of Education (FDOE) identified increasing the graduation rate of students with disabilities and decreasing the graduation gap between students with disabilities and all students as its state-identified measurable result (SIMR). To make progress toward the SIMR, the state sought to build the capacity of local education agencies (LEAs) to use data literacy strategies that could generalize to other initiatives, such as improving academic and behavior outcomes. This state spotlight highlights FDOE's strategies to build local data literacy capacity and the positive impacts those efforts had on student outcomes. [This resource was developed by members of the NCSI Data Use Service Area Team in collaboration with Monica Verra-Tirado and Judith White.]
Measuring Children&apos;s Developmental Progress: Perspectives of State Early Intervention and Early Childhood Coordinators and Technical Assistance Facilitators
Author: Paillard, Alise
Date: 2018-03-00
Type: Reports - Research
Subjects: Child Development,Infants,Toddlers,Preschool Children,Early Intervention,Early Childhood Education,Measurement,Barriers,Progress Monitoring,Evaluation Methods,Disabilities,Educational Legislation,Equal Education,Federal Legislation

The National Center for Systemic Improvement (NCSI) conducted a series of focused conversations on child assessment with 31 Part C (Infant-Toddler) and Part B-619 (Preschool) program state representatives and NCSI Technical Assistance (TA) Facilitators. The purpose was to learn more about how state early intervention and early childhood programs use measures, tools, and other assessment approaches to gather information about children's developmental progress, and learn about the challenges encountered in selecting, administering, and using these measures. The results can be used to guide future technical assistance to states on how to choose developmental measures for different purposes.
Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. Methods Report
Author: Dempsey, Terri L.
Date: 2018-09-00
Type: Reports - Research
Subjects: Qualitative Research,Mixed Methods Research,High Schools,Educational Research,Program Evaluation,Data Collection,Data Analysis,STEM Education

Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.
New York State Alternate Assessment (NYSSA) Standard Setting Report (June 11-13, 2014, Albany, New York)
Author: New York State Education Department
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Alternative Assessment,Standard Setting,English Instruction,Language Arts,State Departments of Education,Mathematics Education,Science Education,Social Studies,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,High School Students,Portfolios (Background Materials)

The purpose of this report is to summarize the activities of the standard-setting meeting for the New York State Alternate Assessment (NYSAA) in English Language Arts (ELA) and mathematics (Grades 3-8 and High School), science (Grades 4, 8, and High School), and social studies (High School). The NYSAA standard-setting meeting was held on June 11 through 13, 2014. In all, there were 11 panels with 102 panelists participating in the process. The body of work method was used for setting standards for the NYSAA. In the body of work method, panelists are presented with samples of actual student work (in this case, student data folios) and make their judgments based on those samples. Specifically, panelists examine each student data folio and, based on their common understanding of the Alternate Performance Level Descriptors (APLDs), determine which performance level best matches the evidence that the student exhibits through his or her performance on the assessment. The following information is contained in this report: (1) Description of Standard-Setting Methodology; (2) Tasks Completed Prior to the Standard- Setting Meeting; (3) Tasks Completed during the Standard-Setting Meeting; and (4) Tasks Completed after the Standard-Setting Meeting.
Prioritizing Leadership: An Analysis of State ESSA Plans
Author: New Leaders
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Leadership,State Programs,Instructional Leadership,Principals,Equal Education,Teacher Leadership,Administrator Education,Educational Innovation,On the Job Training,Diversity (Institutional),Assistant Principals

In their plans to carry out the Every Student Succeeds Act (ESSA), states universally recognize what New Leaders has long known: &quot;leadership changes everything.&quot; In fact, every single state has committed to directing some portion of its federal funding into investments in leadership--from teacher leaders to principals and superintendents. These plans represent a marked shift from the past, when many states did not recognize the critical role principals and other school leaders play in creating schools where teachers and students thrive, together. As a result, investments in leadership have historically been inadequate. States that adopt a strong leadership agenda will be better positioned to achieve their goals for school and student success. A follow-up to Prioritizing Leadership: Opportunities in ESSA resource, this guide is designed to help state policymakers and other stakeholders: (1) Understand the range of leadership strategies included in states' ESSA plans; (2) Prompt new thinking on initiatives and investments that could address leadership needs in their states as well as other challenges for which leadership could be a smart solution; and (3) Take action to assess, strengthen, and even expand the scope of their state's leadership agenda. Cultivating a well-prepared, well-supported principal corps requires strategic alignment across the leadership ecosystem and targeted investments along a principal's career trajectory. In their ESSA plans, states have proposed a range of strategies to address leadership needs in five critical areas: (1) Prioritizing Excellent Instructional Leadership; (2) Advancing Diverse, Equity-Focused Leadership; (3) Distributing Leadership and Building a Leadership Pipeline; (4) Strengthening and Innovating Pre-Service Principal Preparation; and (5) Focusing and Reimagining On-the-Job Principal Support.