ethanporcaro/eric-fulltext-meta huggingface dataset:
Meaningful &amp; Sustainable School Improvement with Distributed Leadership. CPRE Research Report #RR 2019-1
Author: Supovitz, Jonathan A.
Date: 2019-06-14
Type: Reports - Evaluative
Subjects: Educational Improvement,School Effectiveness,Power Structure,Participative Decision Making,Instructional Leadership,Evidence Based Practice,Leadership Styles,Leadership Qualities,Security (Psychology),Trust (Psychology),School Culture,Transformational Leadership,Decision Making Skills,Problem Solving,Conflict Resolution

School leadership is broadly acknowledged to be the lynchpin for school success. Yet, amongst the countless demands that school leaders face, making wise leadership choices is increasingly challenging. On what should leaders focus their attention and how should they prioritize their improvement efforts? How can they identify, understand, and make headway on the difficult challenges that will substantially enhance the educational experiences of their students, and how can they bring their faculty together with commitment around these improvement efforts? In this essay we lay out a research-informed framework for advancing meaningful school improvement using a distributed leadership approach. This report was funded by the Bill &amp; Melinda Gates Foundation. Opinions in this paper reflect those of the authors and do not necessarily reflect those of the Consortium for Policy Research in Education (CPRE), the University of Pennsylvania Graduate School of Education, that of the funder.
ESL Student Performance: English STAAR, TAKS, Stanford, &amp; TELPAS, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-09-11
Type: Reports - Research
Subjects: English (Second Language),English Language Learners,Second Language Instruction,Intensive Language Courses,Academic Achievement,Achievement Tests,Language Tests,Standardized Tests,Program Effectiveness,Elementary Secondary Education,School Districts

The Houston Independent School District offers two different English as a Second Language (ESL) programs for students whose native language is not English and who need to develop and enhance their English language skills (English Language Learners, or ELLs). The Content-Based ESL model (CB-ESL) consists of an intensive program of English instruction in all subject areas with instruction delivered through the use of ESL methodology, commensurate with the student's level of English proficiency. The district also offers a Pullout ESL model (PO-ESL), where students are served with an ESL language program for part of each day. The purpose of this report is to provide program staff with a detailed examination of ELL students enrolled in the district's two ESL programs. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), STAAR End-of-Course (EOC), Texas Assessment of Knowledge and Skills (TAKS), Stanford 10, and the Texas English Language Proficiency Assessment System (TELPAS). Performance data from 2012-2013 appears to show that students in the CB-ESL program performed slightly better than those in the PO-ESL program across some assessments (STAAR, Stanford 10), while PO-ESL performed better than CB-ESL on other assessments (STAAR EOC, TAKS, TELPAS). Results for exited ESL students showed students from both programs did well relative to the district, indicating that ESL students were capable of closing the performance gap relative to the district, with former CB-ESL doing somewhat better than former PO-ESL students.
Pathways to High-Quality Child Care: The Workforce Investment Credit. [Executive Summary]
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Tax Credits,Educational Quality,Preschool Teachers,Child Development,Young Children,Educational Attainment,Labor Force Development,School Readiness,Outcomes of Education,Child Caregivers,Compensation (Remuneration),Brain,Professional Development

This summary describes how an early childhood workforce investment credit, modeled after the Louisiana school readiness tax credit, rewards professional development for child care providers and can foster the quality early childhood education (ECE) workforce necessary to promote children's learning and school readiness. Quality child care matters for children's healthy development, early learning, and safety. The quality of child care is directly related to the quality of the workforce. Low compensation for the child care workforce makes it hard to attract and retain quality staff. Low compensation makes it difficult for the current workforce to access the training and higher education necessary to acquire the knowledge and competencies for delivering high-quality care. [For the complete policy brief, see ED586500.]
ESL Student Performance: English STAAR, Stanford, and TELPAS, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-10-24
Type: Reports - Research
Subjects: English (Second Language),English Language Learners,Second Language Instruction,Intensive Language Courses,Academic Achievement,Achievement Tests,Language Tests,Standardized Tests,Program Effectiveness,Elementary Secondary Education,School Districts

The Houston Independent School District offers two different English as a Second Language (ESL) programs for students whose native language is not English and who need to develop and enhance their English language skills (English Language Learners, or ELLs). The Content-Based ESL model (CB-ESL) consists of an intensive program of English instruction in all subject areas with instruction delivered through the use of ESL methodology, commensurate with the student's level of English proficiency. The district also offers a Pullout ESL model (PO-ESL), where students are served with an ESL language program for part of each day. The purpose of this report is to provide program staff with a detailed examination of ELLs enrolled in the district's two ESL programs. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), the STAAR End-of-Course (EOC), the Stanford Achievement Test Series, Tenth Edition (Stanford 10), and the Texas English Language Proficiency Assessment System (TELPAS). Performance data from 2013-2014 appears to show that students in the CB-ESL program performed slightly better than those in the PO-ESL program across most assessments (STAAR, Stanford 10, TELPAS progress), while PO-ESL performed better than CB-ESL on other assessments (TELPAS proficiency, STAAR EOC English II and U.S. History). Results for exited ESL students showed students from both programs did well relative to the district, indicating that ESL students were capable of closing the performance gap relative to the district, with former CB-ESL doing somewhat better than former PO-ESL students.
Perspectives on the Role of Student Trustees
Author: Smith, Cindra J.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Student Participation,Trustees,Governing Boards,Student Role,Student Responsibility

Student trustees have been members of local community college governing boards since 1977. Local governing boards determine their privileges and establish procedures to elect student trustees. Boards, as well as college administrators, establish the environment and expectations for student trustees. This paper explores the roles and responsibilities of student trustees from two different perspectives or points of view. It is intended to promote discussion among trustees, associated student representatives (A.S.), and college administrators to help clarify expectations of student trustees and the role they play. It was developed by the Community College League of California's Advisory Committee on Education Services in response to concerns about differing assumptions about the role of student trustees on the board. The concerns expressed include frustration about limits on the student trustee role, disagreements over whether or not the student trustee is a representative of or advocate for the student body, disagreements over the extent to which the student trustee is considered to be a regular member of the board, the ability of the student to productively contribute to the board, and the time and support that should be devoted to the student trustee position. This paper is designed to be a resource to help local districts engage in discussion about the student trustee role. [This work was originally developed in October 1998. Reviewed in 2018.]
ESL Student Performance: English STAAR, Iowa Assessments, and TELPAS, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-09-30
Type: Reports - Research
Subjects: English (Second Language),English Language Learners,Second Language Instruction,Intensive Language Courses,Academic Achievement,Achievement Tests,Language Tests,Standardized Tests,Program Effectiveness,Elementary Secondary Education,School Districts

The Houston Independent School District offers two different English as a Second Language (ESL) programs for students whose native language is not English and who need to develop and enhance their English language skills (English Language Learners, or ELLs). The Content-Based ESL model (CB-ESL) consists of an intensive program of English instruction in all subject areas with instruction delivered through the use of ESL methodology, commensurate with the student's level of English proficiency. The district also offers a Pullout ESL model (PO-ESL), where students are served with an ESL language program for part of each day. The purpose of this report is to provide program staff with a detailed examination of ELLs enrolled in the district's two ESL programs. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), the STAAR End-of-Course (EOC), Logramos, Iowa Assessments, and the Texas English Language Proficiency Assessment System (TELPAS). Performance data from 2014-2015 appears to show that students in the CB-ESL program performed slightly better than those in the PO-ESL program across most assessments (STAAR, Iowa Assessments, TELPAS progress), while PO-ESL performed better than CB-ESL on other assessments (TELPAS proficiency, STAAR EOC English I). Results for exited ESL students showed students from both programs did well relative to the district, indicating that ESL students were capable of closing the performance gap relative to the district, with former CB-ESL doing somewhat better than former PO-ESL students.
ESL Student Performance: English STAAR and TELPAS, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-09-27
Type: Reports - Research
Subjects: English (Second Language),English Language Learners,Second Language Instruction,Intensive Language Courses,Academic Achievement,Achievement Tests,Language Tests,Standardized Tests,Program Effectiveness,Elementary Secondary Education,School Districts

The Houston Independent School District offers two different English as a Second Language (ESL) programs for students whose native language is not English and who need to develop and enhance their English language skills (English Language Learners, or ELLs). The Content-Based ESL model (CB-ESL) consists of an intensive program of English instruction in all subject areas with instruction delivered through the use of ESL methodology, commensurate with the student's level of English proficiency. The district also offers a Pullout ESL model (PO-ESL), where students are served with an ESL language program for part of each day but are in a mainstream instructional setting in other subject areas. The purpose of this report is to provide program staff with a detailed examination of ELLs enrolled in the district's two ESL programs. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), the STAAR End-of-Course (EOC), and the Texas English Language Proficiency Assessment System (TELPAS). Performance data from 2015-2016 appears to show that students in the CB-ESL program performed slightly better than those in the PO-ESL program across some assessments (STAAR reading and mathematics, TELPAS progress), while PO-ESL performed better than CB-ESL on other assessments (TELPAS proficiency, STAAR EOC English I and II). Results for exited ESL students showed students from both programs did well relative to the district, indicating that ESL students were capable of closing the performance gap relative to the district, with exited CB-ESL doing somewhat better than exited PO-ESL students.
Dual Language Program Evaluation, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-12-04
Type: Reports - Research
Subjects: Bilingual Education,English (Second Language),English Language Learners,Program Effectiveness,Academic Achievement,Language Proficiency,Bilingualism,Elementary Schools,Middle Schools,Reading Achievement

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Language Learners (ELL) who participated in the Dual Language program. In addition, the report includes performance results of fluent English-speakers enrolled in the Dual Language program, as well as a summary of appraisal and retention data for Dual Language teachers.
Civil Rights at School: Agency Enforcement of Title VI of the Civil Rights Act of 1964. CRS Report R45665, Version 5
Author: Cole, Jared P.
Date: 2019-04-04
Type: Reports - Descriptive
Subjects: Civil Rights Legislation,Federal Legislation,Racial Discrimination,Financial Support,Federal Aid,Grants,Public Schools,United States History,Equal Education,Civil Rights,Law Enforcement,Court Litigation

Title VI of the Civil Rights Act of 1964 prohibits federally funded programs, activities, and institutions from discriminating based on race, color, or national origin. In its current form, Title VI remains largely unchanged since its adoption. Unlike the Civil Rights Act's better known and more heavily litigated provisions, Title VI is concerned specifically with the use of &quot;public funds,&quot; designed to ensure that federal dollars not be &quot;spent in any fashion which encourages, entrenches, subsidizes, or results in racial discrimination.&quot; And to fulfill that broad mandate, Title VI takes a distinctive approach to policing discrimination by making the promise of nondiscrimination a condition of the federal government's financial support. Title VI consequently prohibits all federally funded programs, activities, and institutions from discriminating based on race, color, or national origin. Although that prohibition accompanies nearly all grants and contracts awarded by the federal government, much of Title VI's doctrine has been shaped by its use in the public schools. That doctrinal story has accordingly centered on one agency in particular: the Office for Civil Rights (OCR) in the U.S. Department of Education (ED). As this report explains, Title VI continues to play a central part in OCR's mission of protecting civil rights on campuses at all educational levels, and in institutions both public and private. This report begins by briefly tracing Title VI to its historical and conceptual roots in the federal spending power, and explains how the early understanding of that power shaped the various legislative proposals that ultimately became Title VI. The report then examines the central doctrinal question behind the statute: what exactly Title VI outlawed by prohibiting &quot;discrimination&quot; among federally funded programs, and what agencies are therefore allowed to do in order to enforce that prohibition. The report then turns to ED's OCR, briefly reviewing how that agency goes about the day-to-day work of enforcing Title VI in schools, and concludes by surveying two recent developments related to Title VI, along with some considerations should Congress wish to revisit this landmark civil rights law.
ESL Student Performance: English STAAR and TELPAS, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-09-11
Type: Reports - Research
Subjects: English (Second Language),English Language Learners,Second Language Instruction,Intensive Language Courses,Academic Achievement,Achievement Tests,Language Tests,Standardized Tests,Program Effectiveness,Elementary Secondary Education,School Districts

The Houston Independent School District offers two different English as a Second Language (ESL) programs for students whose native language is not English and who need to develop and enhance their English language skills (English Language Learners, or ELLs). The Content-Based ESL model (CB-ESL) consists of an intensive program of English instruction in all subject areas with instruction delivered through the use of ESL methodology, commensurate with the student's level of English proficiency. The district also offers a Pullout ESL model (PO-ESL), where students are served with an ESL language program for part of each day but are in a mainstream instructional setting in other subject areas. The purpose of this report is to provide program staff with a detailed examination of ELLs enrolled in the district's two ESL programs. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), the STAAR End-of-Course (EOC), and the Texas English Language Proficiency Assessment System (TELPAS). Performance data from 2016-2017 shows that students in the CB-ESL program performed slightly better than those in the PO-ESL program across some assessments (STAAR reading and mathematics, TELPAS progress), while PO-ESL performed better than CB-ESL on other assessments (TELPAS proficiency, STAAR EOC U.S. History). Results for exited ESL students showed students from both programs did well relative to the district, indicating that ESL students were capable of closing the performance gap relative to the district, with exited CB-ESL doing better than exited PO-ESL students on both the STAAR 3-8 and EOC.
Typology of Teacher Leadership Programs: A Scan of U.S. Programs + Initatives That Support Teachers to Take New and Varied Roles. CPRE Research Report #RR 2019-1
Author: Berg, Jill Harrison
Date: 2019-01-08
Type: Reports - Research
Subjects: Classification,Teacher Leadership,Leadership Role,Awards,Professional Recognition,Credentials,Fellowships,Communities of Practice,Faculty Development,Models,Program Design,Partnerships in Education,Skill Development,Expertise,Mentors,Educational Improvement,Leadership Training,Consultation Programs

Education leaders are perennially seeking new ways to build the capacity of teachers to enhance learning experiences for all students. Teacher leadership, which we define as teachers' support of the improvement of teaching and learning beyond their own classroom, has long been a source of interest and experimentation (Wenner &amp; Campbell, 2017; York-Barr &amp; Duke, 2004). Teacher leadership recognizes teachers' instructional expertise as an asset for educational improvement, capitalizes upon teachers' relationships with their colleagues to support change, and may provide career advancement opportunities to improve job satisfaction and the professionalization of teaching. For these and other reasons, states, districts, funders and teachers themselves have become increasingly interested in the promise of teacher leadership. In this study, we map the landscape of teacher leadership programs across the U.S. and identify commonalities and distinctions amongst the range of programs. Using a variety of search approaches to capture publiclyavailable information, we document 285 state, local, university, and foundation-sponsored programs that use a variety of techniques to support teachers as leaders. We then categorize the forms of support, attending to program models, objectives, sponsorship, and audience. We identify three major forms of support provided by teacher leadership programs: (1) preparation of teachers with knowledge and skills that can help them to lead; (2) positioning of teachers in leadership roles to capitalize upon their expertise; and (3) recognition of teachers as leaders through awards and other forms of appreciation or acknowledgement. While some programs focus only on one of these approaches, most employed a combination of these forms of support. Based on this, we define seven types of teacher leadership programs and provide an interactive depiction of this typology, with examples, to illustrate the variation within each of the seven types. While there are undoubtedly programs that escaped our view, as well as homegrown and informal initiatives that we could not document, this systematic search is the broadest scan of the teacher leadership program landscape conducted in the Unites States to date.
A Framework for Advising Reform. CCRC Working Paper No. 111
Author: Klempin, Serena
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Models,Educational Change,Academic Advising,Two Year Colleges,Colleges,Technology Integration,Educational Technology,Technology Uses in Education,Two Year College Students,Program Implementation,Academic Achievement,Success,Planning,Organizational Change,Educational Experience,Student Experience,Outcomes of Education

Under the Integrated Planning and Advising for Student Success (iPASS) initiative, 45 two- and four-year colleges have undertaken reforms that aim to provide students with seamless, holistic advising experiences that lead to improved academic outcomes. Colleges participating in iPASS have adopted a data-oriented approach to select and integrate new technologies into their advising practices to facilitate better interactions between students, faculty, advisors, and other student services staff. Based on research on iPASS and other advising redesign efforts, the Community College Research Center (CCRC) developed an evidence-based framework for advising redesign called SSIPP, which emphasizes a &quot;sustained,&quot; &quot;strategic,&quot; &quot;integrated,&quot; &quot;proactive,&quot; and &quot;personalized&quot; approach to advising. This paper describes the key principles of the SSIPP framework and illustrates how these principles have been adopted in reforms. The information and recommendations shared here are derived primarily from qualitative research conducted when iPASS reforms were being developed. The focus is on examples of practice and lessons learned.