ethanporcaro/eric-fulltext-meta huggingface dataset:
Communications and Engagement Assessment Rubric: A Tool to Help State Education Agencies Assess Their Current Efforts to Communicate with and Engage Stakeholders and Consider Options for Improvement
Author: Reform Support Network (RSN)
Date: 2014-12-00
Type: Guides - General
Subjects: Organizational Communication,State Departments of Education,Stakeholders,Scoring Rubrics,Strategic Planning,Audience Awareness,Participation,Self Evaluation (Groups)

The goals of this rubric are to help State education leaders confirm areas of strength and identify areas of need and provide suggested steps for sharpening strategies, building capacity and enhancing reach. The rubric is divided into five sections, representing the five core areas of focus State Education Agencies (SEAs) should consider when assessing communications and engagement efforts: overall strategy, audience segmentation, audience-specific messages and diverse tactics, stakeholder engagement and coalition building, and SEA communications capacity. Each section can be used individually or in tandem, depending on the State's unique needs. [For the companion report, &quot;State Facilitator's Guide for the Reform Support Network Communications and Engagement Assessment Rubric: A Guidebook for State Education Agency Teams to Use to Assess and Improve Their Communications and Engagement Efforts,&quot; see ED611391.]
State Facilitator&apos;s Guide for the Reform Support Network Communications and Engagement Assessment Rubric: A Guidebook for State Education Agency Teams to Use to Assess and Improve Their Communications and Engagement Efforts
Author: Reform Support Network (RSN)
Date: 2014-12-00
Type: Guides - General
Subjects: Organizational Communication,State Departments of Education,Stakeholders,Scoring Rubrics,Strategic Planning,Audience Awareness,Participation,Self Evaluation (Groups),Workshops

The accompanying facilitator's guide is a critical resource for State teams to use to do an initial self-assessment using the rubric and to improve their strategy or approach. The guide offers States flexibility in designing a workshop, providing instructions for either a comprehensive two-day workshop or individual sessions to address specific topics covered by the rubric. [For the companion report, &quot;Communications and Engagement Assessment Rubric: A Tool to Help State Education Agencies Assess Their Current Efforts to Communicate with and Engage Stakeholders and Consider Options for Improvements&quot;, see ED611390.]
State Plans to Ensure Equitable Access to Excellent Educators: Guidance and Examples for States
Author: Reform Support Network (RSN)
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: State Policy,Statewide Planning,Equal Education,State Departments of Education,Program Implementation,Elementary Secondary Education,Stakeholders,Documentation,Educational Legislation,Federal Legislation,Mathematics,Language Arts,Educational Strategies,Program Evaluation

This publication uses draft equity plans developed by three Reform Support Network pilot States to demonstrate several approaches to the development of State equity plans in response to the Secretary's Excellent Educators for All initiative. It summarizes how the State education agencies addressed each component of the equity plan and their insights into plan development. The paper concludes with lessons learned throughout the early cohort's work and recommendations that States might follow to develop their own equity plans. These recommendations are based on the experiences of the pilot States and are not formal guidance from the U.S. Department of Education.
Strategies for Community Engagement in School Turnaround
Author: Reform Support Network (RSN)
Date: 2014-03-00
Type: Reports - Research
Subjects: School Turnaround,Community Involvement,School Community Relationship,Communication Strategies,Feedback (Response),Community Relations,School Personnel,Educational Policy,State Policy,School Policy,Elementary Secondary Education,Advocacy

This paper examines one key strategy for making school turnaround more effective: community engagement. To explore community engagement in action, the Reform Support Network (RSN) conducted studies between April and August of 2013 of 11 States and districts, urban and rural, engaged in the communities surrounding low-performing schools. The research yielded five primary lessons or takeaways: make engagement a priority and establish an infrastructure, communicate proactively in the community, listen to the community and respond to its feedback, offer meaningful opportunities to participate, and turn community supporters into leaders and advocates.
Does the State Provide Special Reciprocity for Out-of-State Teachers with Advanced Credentials? 50-State Comparison: Teacher License Reciprocity
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Teacher Certification,Interstate Programs,State Standards,Credentials,State Regulation

Teacher license reciprocity allows educators who hold a teaching license in one state to earn a license in another state, subject to meeting state-specific requirements. Reciprocity agreements allow states to work through variations in licensing systems to coordinate license transfers and fill vacant teaching positions with qualified candidates. Most states have policies in place to extend reciprocity for certain teachers, but few states provide full reciprocity for all fully licensed teachers from other states. Thirty states and the District of Columbia provide special licensure reciprocity for out-of-state teachers with advanced credentials, exempting these candidates from additional coursework or assessment requirements and oftentimes immediately granting them a standard or advanced license. This document lists each state, the state's policy on special reciprocity for out-of-state teachers with advanced credentials, and the source where the policy is located. [View the full &quot;50-State Comparison: Teacher License Reciprocity&quot; here: https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/.]
Classification Accuracy and Efficiency of Writing Screening Using Automated Essay Scoring
Author: Wilson, Joshua
Date: 2020-00-00
Type: Reports - Research
Subjects: Writing Tests,Screening Tests,Classification,Accuracy,Efficiency,Automation,Scoring,Essay Tests,At Risk Students,Elementary School Students,Grade 3,Grade 4,Grade 5

The present study leveraged advances in automated essay scoring (AES) technology to explore a proof of concept for a writing screener using the &quot;Project Essay Grade&quot; (PEG) program. First, the study investigated the extent to which an AES-scored multi-prompt writing screener accurately classified students as at risk of failing a Common Core-aligned English language arts state test. Second, the study explored whether a similar level of classification accuracy could be achieved with a more efficient form of the AES-screener with fewer writing prompts. Third, the classification accuracy of the AES-scored screeners was compared to that of screeners scored for word count. Students in Grades 3-5 (n = 185, 167, and 187, respectively) composed six essays in response to multiple writing-prompt screeners on six different randomly assigned topics, two essays in each of three different genres (narrative, informative, and persuasive). Receiver operating characteristic (ROC) curve analysis was used to assess classification accuracy and to identify multiple cut scores with associated sensitivity and specificity values, and positive and negative posttest probabilities. Results indicated that the AES-scored multi-prompt screener and screeners with fewer prompts yield acceptable classification accuracy, are efficient, and are more accurate than screeners scored for word count. Overall, results illustrate the viability of writing screening using AES. [This paper was published in &quot;Journal of School Psychology&quot; v82 p123-140 2020.]
A Quality Control Toolkit for Student Learning Objectives
Author: Reform Support Network (RSN)
Date: 2012-12-00
Type: Guides - Non-Classroom
Subjects: Quality Control,Educational Objectives,Elementary Secondary Education,Federal Programs,Educational Change,Guidance,Educational Assessment,Training,Educational Improvement,Accountability

The Race to the Top Reform Support Network (RSN) designed this toolkit to help States and school districts implement student learning objectives (SLOs) with the highest degree of quality. The toolkit contains templates, guidance documents, sample SLOs and other tools, which States and school districts can select or adapt for their own purposes as they implement a system of quality control.
Delaware&apos;s Partnership Zone: School Turnaround Governance Highlights
Author: Reform Support Network (RSN)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: School Turnaround,Governance,Program Implementation,Intervention,Planning,Technical Assistance,School Districts,Partnerships in Education

Delaware's Partnership Zone (PZ) is a multi-year initiative designed to produce dramatic improvement in Delaware's lowest achieving schools. Currently composed of the State's 10 persistently lowest achieving schools, the PZ aims to improve student achievement so schools realize adequate yearly progress by 2014. These schools remain a part of their districts, but receive support through the PZ to implement intervention models required under the Race to the Top and School Improvement Grant programs. PZ schools work collaboratively with the State, external partners and the local community to produce measurable and sustainable gains in student achievement. The purpose of this publication is to describe how the PZ governance structure works and how the State supports districts as they select turnaround strategies and develop Memoranda of Understanding with their districts with PZ schools.
Study of Physical Science and Engineering Invention Kit Curriculum for Middle School: External Evaluation of the Investing in Innovation Central Virginia Advanced Manufacturing Development Grant 78. Making Research Relevant
Author: LiCalsi, Christina
Date: 2019-07-00
Type: Reports - Research
Subjects: Physical Sciences,Science Education,Engineering Education,Middle Schools,Active Learning,Student Projects,Science Curriculum,Grade 7,Grade 8,Intellectual Property,STEM Education,Student Interests,Middle School Students,Self Esteem,Curriculum Implementation,Fidelity,Knowledge Level,Public Schools,Instructional Effectiveness

Three central Virginia school districts and engineering education researchers at the University of Virginia were awarded an Investing in Innovation development grant to design, implement, test, and nationally disseminate a project-based engineering curriculum for middle school students. Referred to as invention kits, the curriculum is developed to teach key science and engineering principles and related skills to Grades 7 or 8 students by constructing modern interpretations of 19th-century inventions that sparked industrial activity within society: the solenoid, the linear motor, and the linear generator. As part of the external evaluation, American Institutes for Research (AIR) conducted an impact study to assess the invention kits' effect on students' engineering and physical science knowledge, as well as students' interest and confidence in STEM learning. The study used a quasi-experimental comparison group design investigating differences in student pre- and-posttests during the 2017-18 school year. Students in four schools across the three districts used a set of three invention kits in their engineering electives, as compared with students taking engineering electives in three schools within one district that had business-as-usual engineering curriculum. AIR studied implementation of the kits by collecting data reported by teachers on student use of kit components, interviews with teachers on how kits were incorporated into their engineering elective curriculum and adapted for use with their students, and observations of kits in use during site visits. The research team did not find a statistically significant difference between the physical science and engineering assessment scores of students who used the kits and comparison students. The research team did not find a statistically significant difference between the measures of STEM interest and confidence of students who used the kits and comparison students. Teachers and students in two of the four schools in the treatment group implemented the three invention kits with fidelity (defined as with at least 75% of their students, using at least 60% of kit components). One of the three kits (Solenoid) was implemented with fidelity by all four participating schools.
Does the State Have Full Reciprocity by Statute for Out-of-State Teachers? 50-State Comparison: Teacher License Reciprocity
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Teacher Certification,Interstate Programs,State Standards,State Regulation

Teacher license reciprocity allows educators who hold a teaching license in one state to earn a license in another state, subject to meeting state-specific requirements. Reciprocity agreements allow states to work through variations in licensing systems to coordinate license transfers and fill vacant teaching positions with qualified candidates. Most states have policies in place to extend reciprocity for certain teachers, but few states provide full reciprocity for all fully licensed teachers from other states. Eight states offer full teacher license reciprocity for all eligible, fully licensed teachers. In these states, fully licensed out-of-state teachers, regardless of experience, are immediately eligible to receive a standard teaching license and are subject to few or no additional requirements. Many more states provide full reciprocity to experienced candidates, candidates with advanced credentials or candidates who have obtained National Board Certification. This document lists each state, whether the state offers full reciprocity by statute for out-of-state teachers, and the source where each state's policy is located, when applicable. [View the full &quot;50-State Comparison: Teacher License Reciprocity&quot; here: https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/.]
Does the State Have Different Requirements Based on Candidate Experience or Effectiveness? 50-State Comparison: Teacher License Reciprocity
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Teacher Certification,Interstate Programs,State Standards,Experienced Teachers,Beginning Teachers,State Regulation,Teacher Effectiveness

Teacher license reciprocity allows educators who hold a teaching license in one state to earn a license in another state, subject to meeting state-specific requirements. Reciprocity agreements allow states to work through variations in licensing systems to coordinate license transfers and fill vacant teaching positions with qualified candidates. Most states have policies in place to extend reciprocity for certain teachers, but few states provide full reciprocity for all fully licensed teachers from other states. Thirty-seven states and the District of Columbia have different requirements for experienced and inexperienced teachers, limiting licensure barriers for candidates meeting established experience requirements. Thirteen states and the District of Columbia require candidates with classroom experience to provide evidence of effectiveness in past performance, oftentimes limiting barriers for candidates who can demonstrate success. This document lists each state, whether the state has different requirements in place for experienced and inexperienced out-of-state teachers, the source of that data, and whether the state requires out-of-state teachers with experience to provide evidence of effectiveness, and the source of that data. [View the full &quot;50-State Comparison: Teacher License Reciprocity&quot; here: https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/.]
Does the State Provide Special Reciprocity (or Other Supports) for Military Spouses? 50-State Comparison: Teacher License Reciprocity
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Teacher Certification,Interstate Programs,State Standards,Military Personnel,Spouses,State Regulation

Teacher license reciprocity allows educators who hold a teaching license in one state to earn a license in another state, subject to meeting state-specific requirements. Reciprocity agreements allow states to work through variations in licensing systems to coordinate license transfers and fill vacant teaching positions with qualified candidates. Most states have policies in place to extend reciprocity for certain teachers, but few states provide full reciprocity for all fully licensed teachers from other states. Thirty-eight states provide special licensure reciprocity or supports for military spouses. This document lists each state, whether the state provides special reciprocity (or other supports) for military spouses, and the source where the state's policy is located. [View the full &quot;50-State Comparison: Teacher License Reciprocity&quot; here: https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/.]
2020 Impacts: Expanded Food and Nutrition Education Program (EFNEP). Improving Nutritional Security through Education
Author: National Institute of Food and Agriculture (USDA)
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Nutrition Instruction,Foods Instruction,Federal Programs,Low Income Groups,Extension Education,Program Effectiveness,Poverty,Minority Groups,Dietetics,Adult Programs,Youth Programs

Nutrition insecurity, reflected by poor nutrition, limited physical activity, unsafe food practices, and food insecurity, is a significant national health concern. Poor health disproportionately affects minority and low-income populations. The Expanded Food and Nutrition Education Program (EFNEP) is the nation's first nutrition education program for low-income populations and remains at the forefront of nutrition education efforts to reduce nutrition insecurity of low-income families and youth today. Funded by the USDA's National Institute of Food and Agriculture (NIFA) and conducted by Cooperative Extension through land-grant institutions in all U.S. states and territories and the District of Columbia, EFNEP uses education to support program participants' efforts toward self-sufficiency and nutritional health and wellbeing. The global pandemic of 2020 had a profound effect upon EFNEP. Program reach declined as stay-at-home orders and public closures were implemented across the nation. Improved behaviors also decreased slightly, as participants struggled to find normalcy in their lives. Still, consistent with previous years, more than 90% of adult participants reported improved behaviors following program involvement. The need for and value of EFNEP became even more apparent in 2020, as new partnerships were formed to help low-income families and youth gain knowledge and skills for increased food security, food resource management (shopping and food preparation), and food safety to keep healthy in these challenging times. This report provides statistics from EFNEP 2020 and shares stories that show EFNEP continues to make a difference in the lives of low-income families and youth, even, and especially in times of adversity.
Does the State Require Out-of-State Teachers to Take Additional Assessments? 50-State Comparison: Teacher License Reciprocity
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Teacher Certification,Interstate Programs,State Standards,Teacher Competency Testing,State Regulation

Teacher license reciprocity allows educators who hold a teaching license in one state to earn a license in another state, subject to meeting state-specific requirements. Reciprocity agreements allow states to work through variations in licensing systems to coordinate license transfers and fill vacant teaching positions with qualified candidates. Most states have policies in place to extend reciprocity for certain teachers, but few states provide full reciprocity for all fully licensed teachers from other states. Forty-three states and the District of Columbia require that some or all out-of-state teacher candidates take additional assessments prior to entering a classroom, or within a certain number of years of teaching. This document lists each state, whether the state requires out-of-state teachers to take additional assessments, and the source where the policy is located. [View the full &quot;50-State Comparison: Teacher License Reciprocity&quot; here: https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/.]
State Licensure Websites. 50-State Comparison: Teacher License Reciprocity
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Teacher Certification,Interstate Programs,State Standards,Web Sites

Teacher license reciprocity allows educators who hold a teaching license in one state to earn a license in another state, subject to meeting state-specific requirements. Reciprocity agreements allow states to work through variations in licensing systems to coordinate license transfers and fill vacant teaching positions with qualified candidates. Most states have policies in place to extend reciprocity for certain teachers, but few states provide full reciprocity for all fully licensed teachers from other states. This document provides hyperlinks to the licensure web site and information on reciprocity for each state. [View the full &quot;50-State Comparison: Teacher License Reciprocity&quot; here: https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/.]
Does the State Require Out-of-State Teachers to Take Additional Coursework? 50-State Comparison: Teacher License Reciprocity
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Teacher Certification,Interstate Programs,State Standards,Teacher Education,State Regulation

Teacher license reciprocity allows educators who hold a teaching license in one state to earn a license in another state, subject to meeting state-specific requirements. Reciprocity agreements allow states to work through variations in licensing systems to coordinate license transfers and fill vacant teaching positions with qualified candidates. Most states have policies in place to extend reciprocity for certain teachers, but few states provide full reciprocity for all fully licensed teachers from other states. Thirty-one states require that some or all out-of-state teacher candidates take additional coursework or training prior to entering a classroom, or within a certain number of years of teaching. Of these states, nine states provide a test-out or other exemption option for coursework requirements. This document lists each state, whether the state requires out-of-state teachers to take additional coursework, whether the state provides a test-out or other exemption requirement option for coursework requirements, and the source where the state's policy is located. [View the full &quot;50-State Comparison: Teacher License Reciprocity&quot; here: https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/.]