ethanporcaro/eric-fulltext-meta huggingface dataset:
A First Look at Higher Performing High Schools: School Qualities that Educators Believe Contribute Most to College and Career Readiness
Author: ACT, Inc.
Date: 2012-00-00
Type: Reports - Research
Subjects: College Readiness,State Standards,Educational Change,High School Graduates,High Schools,Career Readiness,High School Students,Academic Standards,High Achievement,Longitudinal Studies,Teacher Attitudes,Institutional Characteristics,Educational Quality,Goal Orientation,Academic Achievement,Educational Environment,Teacher Surveys,Secondary School Teachers,Poverty,Correlation

The Common Core State Standards Initiative represents one of the most significant reforms to US education in recent history. As of June 2012, 45 states and the District of Columbia have adopted the Standards. ACT is pleased to have played a leading role in the development of the Standards. Not only did the initiative draw on its longitudinal research identifying the knowledge and skills essential for success in postsecondary education and workforce training, but its College Readiness Standards[TM] were also among the resources used in the creation of the Common Core State Standards (CCSS). In &quot;A First Look at the Common Core and College and Career Readiness (ACT 2010),&quot; ACT recognized that the goal of college and career readiness (CCR) changes expectations by setting higher standards for all students to meet as they leave high school. Among ACT-tested high school graduates of 2011, only one in four met all four College Readiness Benchmarks (ACT 2011). While the national CCR rates suggest significant room for improvement, there are high schools across the country where students are advancing more quickly toward CCR. As educators work to improve and prepare for implementation of the CCSS, it is worthwhile to examine the high schools where students are progressing toward CCR at atypically fast rates. What is it about these schools that educators perceive contributes most to their students' growth? Are the school qualities that are deemed most important different for school administrators and teachers? What are educators' general perceptions of the value of the CCSS? How far along are these schools in implementing the CCSS? This study addressed these questions by surveying educators at high schools across the country that have demonstrated strong progress toward CCR. This paper discusses how the findings relate to core practices that can be used to guide coherent approaches to school improvement. (Contains 9 figures, 7 tables, and 13 endnotes.)
Changing Lives, Building a Workforce: Preparing Community College Students for Jobs and Careers
Author: ACT, Inc.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Careers,Two Year College Students,College Role,Labor Force Development,Job Skills,Skill Development,Academic Degrees,Educational Attainment,Educational Planning,Career Planning

The importance of community colleges has never been as recognized by the country's state and national elected officials as it is today. Community colleges are viewed as an essential, if not the most essential, resource in addressing the economic and workforce development needs of many regions and communities across the country. This paper examines several challenges community colleges will need to address to meet workforce development demands and reach their full potential in preparing community college students for jobs and careers. The challenges identified are driven by ACT's accumulated data sets that illuminate three important workforce pipeline gaps: "skill", "degree target", and "planning". While the recommendations are not intended to be definitive answers, they are meant to contribute to the discussion, suggesting ways to help light the path for community colleges and to be responsive to changing workforce development needs. (Contains 3 tables.)
Group 2: Grades 1-12 General Education Teachers without Individual Value-Added Student Achievement Data. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Teachers,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Academic Achievement,Faculty Development,Expertise,Teacher Behavior,Teacher Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support your development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 2 which consists of all general education teachers in grades one through twelve without individual value-added student achievement data. It discusses the four IMPACT components for members of Group 2 and offers guidance on how to be more effective in their work.
The Reality of College Readiness, 2012: National
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Entrance Examinations,College Freshmen,College Readiness,Differences,Educational Experience,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. Based on extensive empirical research, ACT has defined &quot;college and career readiness&quot; as the acquisition of knowledge and skills a student needs to enroll and succeed in credit-bearing first-year college courses at a postsecondary institution without the need for remediation. This definition has been adopted by the Common Core State Standards Initiative. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; The report traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates across the country. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. This report is intended to raise awareness of the fact that the path to college success is not a linear one for many students. There are significant numbers of qualified students who move through (or in and out of) multiple postsecondary experiences as they pursue their educational goals. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
Catching up to College and Career Readiness
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,College Readiness,Minority Group Students,Career Readiness,Educational Indicators,Low Income Groups,Achievement Gap,School Statistics,Statistical Distributions,Achievement Rating,College Preparation,Comprehensive Programs,Educational Assessment,Educational Improvement

In recent years educators and policymakers have set a goal that students graduate from high school ready for college and careers. However, as a nation we are far from achieving this goal, particularly for low-income and minority students. For example, in states where all eleventh-graders take the ACT[R], only 27 percent of low-income students in 2010 met the ACT College Readiness Benchmark in reading, with 16 percent meeting the Benchmark in mathematics, and 11 percent meeting the Benchmark in science. Efforts to improve students' academic preparation have often been directed at the high-school level, although for many students, gaps in academic preparation begin much earlier. Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. These gaps are likely to widen over time because of the "Matthew effects," whereby those who start out behind are at a relative disadvantage in acquiring new knowledge. This report uses information on the percentage of students reaching college and career readiness targets over a four-year period as an indicator of the difficulty of doing so. The report focuses on students who start out far off track--well below the achievement level that those with average growth trajectories need to reach college and career readiness targets in a specified later grade. This report focuses on closing academic preparation gaps over two four-year periods: (1) Grades 8-12: How many students who are far off track in eighth grade reach college readiness benchmarks by twelfth grade?; and (2) Grades 4-8: How many who are far off track in fourth grade catch up by eighth grade? (Contains 11 figures and 9 footnotes.)
DCPS Plan for Federal Stimulus Funds in FY 2010 &amp; 2011: $75.65M
Author: District of Columbia Public Schools
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Innovation,Resource Allocation,Federal Aid,Educational Improvement,Improvement Programs,Special Education,Academic Accommodations (Disabilities),Finance Reform,Educational Planning,Strategic Planning,Educational Finance

Two years ago, the problems of the District of Columbia Public Schools (DCPS) were so significant that many believed the system was beyond repair. According to the 2007 National Assessment of Education Progress (NAEP), only eight percent of eighth graders were on grade level in math, and 12 percent were in reading. With achievement gaps between black and white students at 70 percent in some schools and subject areas, and over 50 percent district-wide, many believed that students in Washington, DC just were not up to the task of learning. Understanding that the rights of children to a quality education cannot be compromised, with stimulus support DCPS is better able to protect children from these very difficult times by protecting their education, the most powerful strategy for ensuring future prosperity. For FY 2010 and FY 2011, DCPS has divided the $75.65M of stimulus funds into four primary focus areas to continue this effort: (1) Title I Funds to Support Innovation and Yield Academic Growth: $16.95M; (2) Title I Required Set-Asides: $6.3M; (3) Reforming Special Education: IDEA Stimulus Funds, $13.1M; and (4) State Stabilization to Preserve Jobs: Innovative Approaches to Increased Equity and Resources $39.3M. (Contains 3 endnotes.)
Group 1: General Education Teachers with Individual Value-Added Student Achievement Data. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Teachers,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Academic Achievement,Faculty Development,Expertise,Teacher Behavior,Teacher Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support your development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 1 which consists of all general education teachers with individual value-added student achievement data. It discusses the four IMPACT components for members of Group 1 and offers guidance on how to be more effective in their work.
DCPS Effective Schools Framework
Author: District of Columbia Public Schools
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Educational Change,Strategic Planning,Urban Schools,Effective Schools Research,Professional Development,Educational Resources,Educational Environment,Community Involvement,Partnerships in Education,Family Involvement,Improvement Programs,Expectation,Instructional Effectiveness,Instructional Development

DCPS is committed to providing "all" students with the caliber of education they deserve. The goal of the DCPS Effective Schools Framework is to ensure that every child, in every classroom, has access to a high-quality and engaging standards-based instructional program, and that all school supports are aligned to support teaching and learning. The elements of the DCPS Effective Schools Framework reflect the foundational elements of district reform efforts. The framework has been developed to ensure alignment with the DCPS Five-Year Strategic Plan and related Performance Plans. In the spirit of its commitment to data-driven inquiry and the "Plan, Do, Assess" model, this framework will be continuously evaluated to examine effectiveness and make modifications as needed. The elements of effective schools are: (1) Teaching and Learning; (2) Leadership; (3) Job-Embedded Professional Development; (4) Resources; (5) Safe and Effective Learning Environment; and (6) Family and Community Engagement.
Weblogs: An Alternative Solution in Improving High School Students' Writing Skill
Author: Dewi, Wahyu Rosita
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Writing Instruction,High School Students,Writing Skills,English Instruction,Electronic Publishing,Web Sites,Journal Writing,Educational Technology,Computer Uses in Education,Teaching Methods

Among the four skills in English teaching and learning, writing has a rather limited portion in high school classes. Requiring several steps, writing has been given less time than what it actually deserves. As a result, it takes a longer period of time for the student to submit their writing products. What we often forget is that the process of teaching and learning does not end when the students step out of the class. The process of learning, especially language learning, should be a continuum process. The absence of a teacher is not a reason for the learning to be paused. Due to the facts above, using a "weblog" might be an effective way for improving high school students' writing skill.
Interaction: The Vital Conversation in Online Instruction
Author: Parker, Angie
Date: 2013-04-15
Type: Reports - Evaluative
Subjects: Teaching Methods,Interaction,Electronic Learning,Online Courses,Aptitude Treatment Interaction,Mass Media Effects,Mass Media Role,Social Networks,Network Analysis,Literature Reviews,Social Cognition,Distance Education,Constructivism (Learning),Social Psychology

History has shown the importance of interaction in the online teaching/learning environment. The World Wide Web has allowed interaction to expand the cognitive process by facilitating the construction of personal knowledge. The web, however, has been both a challenge and an opportunity to interaction. This paper draws on the literature to illustrate how interaction enhances learning and how that interaction can be expanded through new techniques and tools.
Technologies for Self-Determination for Youth with Developmental Disabilities. Technologies for Voice: A Critical Issues Brief
Author: Skouge, James R.
Date: 2007-04-21
Type: Reports - Descriptive
Subjects: Developmental Disabilities,Individualized Education Programs,Youth Opportunities,Accessibility (for Disabled),Assistive Technology,Multimedia Materials,Communication Strategies,Self Determination,Advocacy,Media Literacy,Performance Factors,Best Practices

This paper focuses on "technologies for voice" that are related to the self-determination of youth with developmental disabilities. The authors describe a self-determination model that values family-focused, community-referenced pedagogies employing "new media" to give voice to youth and their families. In line with the adage that a picture is worth a thousand words, many youth and families find they are better able to convey their life situations and express their hopes and fears using multimedia (e.g., camcorders, voice recorders, digital cameras, PowerPoint) to find their voices in transition and IEP planning meetings. Systematic strategies are described to support teachers and other youth advocates to employ multimedia technologies as tools of self-determination. (Contains 6 tables.)
Issue Brief on Diversity
Author: Council for Exceptional Children, Division on Developmental Disabilities
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Developmental Disabilities,Student Diversity,Higher Education,Student Needs,Family Influence

During the past year, the Diversity Committee of the Division of Developmental Disabilities (DDD) Board worked with the Board and the Issues Committee Chair to develop an issue brief addressing diversity, its impact on the membership and the wider community that is served by the work of DDD, resulting in recommendations that will influence policy and program/initiative changes within DDD. The diverse membership of DDD is made up of administrators, educators, students and faculty within higher education. This membership is comprised of individuals who implement best and promising practices. This brief is designed to give the membership opportunities to engage in structured and facilitated conversations about diversity issues that impact them professionally. All have a shared role in the identification and implementation of services that reflect best and promising practices for individuals with developmental disabilities, including those who are from diverse cultures.
Group 2a: Early Childhood Education Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Early Childhood Education,Preschool Teachers,Kindergarten,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Academic Achievement,Faculty Development,Expertise,Teacher Behavior,Teacher Salaries,Public Schools,Urban Schools

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. Five years however, is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 2a which consists of all preschool, pre-kindergarten, and kindergarten teachers except those who are special education teachers. It discusses the four IMPACT components for members of Group 2a and offers guidance on how to be more effective in their work.