ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Incentive Fund: Final Report on the Implementation of Performance Pay Systems by the First and Second Cohorts of Grantees
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-06-00
Type: Reports - Research
Subjects: Incentives,Grants,Federal Aid,Program Implementation,Teacher Salaries,Principals,Salaries,Disadvantaged Schools,Academic Achievement,Achievement Gains,Teacher Evaluation,Administrator Evaluation,Motivation,Anxiety,Communication (Thought Transfer),Teacher Attitudes,Administrator Attitudes,Job Satisfaction,Teacher Effectiveness,Administrator Effectiveness,Elementary Secondary Education

This report examines program implementation in the first two cohorts of Teacher Incentive Fund (TIF) grantees (i.e., recipients of five-year grants awarded in 2006 and 2007). It follows on a 2012 interim report on the same cohorts. The report highlights principal and teacher award sizes and distribution and composition of awards, as well as perspectives of educators participating in the TIF program. Because the TIF program has continued to evolve since those early cohorts, the grantees studied in this report were responding to somewhat different (and generally more flexible) program requirements than later cohorts of grantees, such as those described in a separate study by the Institute for Education Sciences. The report findings are applicable only to the first and second cohorts of grantees. [Additional assistance in the preparation of this report was provided by Berkeley Policy Associates. For the &quot;Results in Brief,&quot; see ED613463.]
A Descriptive Evaluation of the Federal Class-Size Reduction Program. Executive Summary
Author: Millsap, Mary Ann
Date: 2004-08-00
Type: Reports - Descriptive
Subjects: Class Size,Federal Programs,Teacher Effectiveness,Elementary Secondary Education,Federal Legislation,Academic Achievement,Professional Development,Principals,School Districts,Teacher Qualifications,Reading Achievement,Financial Support,Program Descriptions,Program Evaluation,Teacher Recruitment,Teacher Selection,Surveys,Educational Legislation

The federal Class-Size Reduction (CSR) Program, first authorized in PL 105-277, begun in Fiscal Year 1999, represented a major federal commitment to help school districts hire additional qualified teachers, especially in the early elementary grades, so children would learn in smaller classes. The ultimate goal of the program was to improve student achievement, particularly in reading, by reducing class size in grades K-3 to 18 students. As part of the reauthorization of the 2001 Elementary and Secondary Education Act of 1965 (ESEA), the CSR program was folded into Title II. Although no longer a separate federal program, class-size reduction remains an allowable use of funds under Title II, Part A. It is one of many ways that districts can use their Title II, Part A funds to improve teacher quality and student achievement in their schools. Therefore, this evaluation provides valuable lessons not just about the federal CSR program, but also about a major component of Title II, Part A of NCLB. The evaluation was designed to address multiple research questions, organized into three main categories: (1) distribution and uses of federal CSR funds; (2) implementation of CSR; (3) and effects of CSR on class size. The authors were particularly interested in how districts used their funds, the numbers of teachers hired, the schools selected to receive CSR teachers, spending issues such as the extent of carryover from 1999-2000, and the coordination of federal CSR funds with other funding sources. [For the final report, see ED527475.]
California Statewide Early Math Initiative in Local Communities: Building Educator Math Capacity. Case Study Report
Author: Marcella-Burdett, Jennifer
Date: 2020-10-00
Type: Reports - Research
Subjects: Early Childhood Teachers,Elementary School Teachers,Child Caregivers,Preschool Teachers,Faculty Development,Coaching (Performance),Program Effectiveness,Capacity Building,Spatial Ability,Coding,Robotics,Numbers,Measurement,Geometry,Mathematical Logic,Logical Thinking,Teacher Characteristics,Self Esteem,Teaching Methods,Mathematics Instruction,Program Implementation

This report summarizes the findings across two case studies conducted as part of WestEd's evaluation of the California Statewide Early Math Initiative (CAEMI). The case studies aimed to understand the planning and implementation of professional learning and coaching in local communities. They also examined changes in educators' math knowledge, confidence, and teaching practices. The case studies utilized qualitative and quantitative methods, such as interviews, observations, and surveys, to address the following evaluation questions: (1) How do agency facilitators engage educators in professional learning and coaching in their local communities?; and (2) To what extent do the facilitators build educators' math content knowledge, confidence in supporting children's early math and math teaching practices? Of the thirty agencies participating in the CAEMI, WestEd purposefully selected two agencies to study local implementation. Two county offices of education agreed to participate in the case studies. In Case Study 1, three agency facilitators focused on spatial reasoning in professional learning and coaching offered to 14 early childhood education (ECE) teachers, nine elementary teachers, and 27 family child care (FCC) providers. In Case Study 2, four agency facilitators addressed coding and robotics, number sense, measurement, geometry, and mathematical reasoning in the professional learning and coaching they offered to 28 preschool teachers. The two case studies shared the overall goal of building educator capacity in early math, but their implementation plans were very different in terms of content, structure, and participants.
Preliminary Outcomes for California State University Students in Early Start Mathematics: An Examination of Early Start in Seven Campuses under Executive Order 1110
Author: Bracco, Kathy Reeves
Date: 2021-04-00
Type: Reports - Research
Subjects: State Universities,College Readiness,Mathematics Instruction,College Mathematics,Intervention,Program Effectiveness,Student Characteristics,Student Placement,Gender Differences,Racial Differences,Ethnicity,Majors (Students),Enrollment Rate,Courses,Summer Programs,College Credits,Transitional Programs,At Risk Students,Required Courses,Mathematics Skills,Educational Policy

Offering &quot;Early Start&quot; programs in the summer before students start their first year of college is one of the strategies that the California State University (CSU) system has used to support incoming students who may not be ready for college-level work in mathematics or written communication. In 2017, the CSU system began implementing a major new policy, known as Executive Order 1110 (EO 1110), which called for changes to Early Start as part of a wider set of changes aimed at improving how the system serves students who may need extra support for success in college. As a result of EO 1110, Early Start offerings on several campuses, though not all, have been changed significantly from prior years to provide additional supports for students. This report, part of a series of studies on the implementation of EO 1110, looks at the impact of the updated Early Start offerings in preparing students for college-level mathematics. The report describes some initial positive outcomes that were found for students who enrolled in summer 2019 Early Start mathematics courses that were offered in response to the policy. [For the previous report in this series, &quot;Student Progress before and after California State University's Executive Order 1110,&quot; see ED613407.]
State and Local Implementation of the No Child Left Behind Act, Volume IV--Title I School Choice and Supplemental Educational Services: Interim Report. U. S. Department of Education Policy and Program Studies Service Report Highlights
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,School Choice,Supplementary Education,Longitudinal Studies,Educationally Disadvantaged,Information Dissemination,Program Implementation,Eligibility,Participation,Parent School Relationship,School Districts,State Government

This report highlights key findings from &quot;State and Local Implementation of the &quot;No Child Left Behind Act.&quot; Volume IV--Title I School Choice and Supplemental Educational Services: Interim Report.&quot; A key aim of the &quot;No Child Left Behind Act of 2001&quot; (&quot;NCLB&quot;) is to provide additional educational options to parents of students in low-performing Title I schools, specifically the opportunities to move their child to a higher-performing school or enroll their child in supplemental educational services. The purpose of the report is to examine the implementation across the country of the Title I school choice and supplemental educational services provisions in the 2003-04 and 2004-05 school years. The report presents findings on the implementation of parental choice options from the first year of the National Longitudinal Study of &quot;No Child Left Behind&quot; and the Study of State Implementation of Accountability and Teacher Quality Under &quot;No Child Left Behind.&quot; Findings in this report are based on data from state-level interviews, surveys of nationally representative samples of district officials, principals, and teachers, surveys of parents in eight districts, surveys of supplemental service providers in 16 districts, and student-level demographic and achievement data in nine districts. [For the full report, see ED501546.]
Teacher Requirements to Help Students outside Regular School Hours in 2017-18. Data Point. NCES 2021-054
Author: Taie, Soheyla
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Teacher Student Relationship,Teacher Responsibility,After School Education,Public School Teachers,Private Schools,National Surveys,Elementary Secondary Education,Social Development,Emotional Development,Charter Schools

This Data Point examines whether teachers are required to help students with their academic or social and emotional needs outside regular school hours in public and private schools in the United States before the coronavirus pandemic. It uses data from the public and private school principal data files of the 2017-18 National Teacher and Principal Survey (NTPS), which is a national sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State-level estimates can also be produced for public schools, principals, and teachers.
Student Progress before and after California State University&apos;s Executive Order 1110
Author: Bracco, Kathy Reeves
Date: 2021-01-00
Type: Reports - Research
Subjects: State Universities,College Readiness,Mathematics Instruction,College Mathematics,Intervention,Program Effectiveness,Student Characteristics,Student Placement,Gender Differences,Racial Differences,Ethnicity,Majors (Students),Enrollment Rate,Courses,Summer Programs,College Credits,Transitional Programs,At Risk Students,Required Courses,Mathematics Skills,Educational Policy

This report is part of a series focusing on studies intended to inform the California State University (CSU) system about the implementation of Executive Order 1110 (EO 1110). A major policy adopted by the CSU Chancellor's Office in 2017, EO 1110 requires CSU campuses to eliminate noncredit developmental courses -- often known as &quot;remedial&quot; courses -- in Written Communication (WC) and Mathematics/Quantitative Reasoning (QR), change the process for how students are placed into WC and QR courses, and improve how students are supported to succeed. This report, the third in the series, compares outcomes for students who entered the CSU system in the first year under the new policy (2018) against the outcomes of students who entered in 2017, just prior to implementation. The study's comparisons indicate that, on a systemwide level, the EO 1110 policy had the intended impact of getting students to complete their General Education requirements and to earn more baccalaureate-level credits in their first year of enrollment. However, analyses also show very little change in the subsequent year's retention patterns for students under the new policy, and indicate that there are still important differences in outcomes for students of different racial and ethnic backgrounds. [For the previous report in this series, &quot;Student Progress under California State University's Executive Order 1110: A Systemwide Analysis of Outcomes in 2018/19,&quot; see ED613408.]
Student Progress under California State University&apos;s Executive Order 1110: A Systemwide Analysis of Outcomes in 2018/19
Author: Bracco, Kathy Reeves
Date: 2020-04-00
Type: Reports - Research
Subjects: State Universities,College Readiness,Mathematics Instruction,College Mathematics,Intervention,Program Effectiveness,Student Characteristics,Student Placement,Gender Differences,Racial Differences,Ethnicity,Majors (Students),Enrollment Rate,Courses,Summer Programs,College Bound Students,College Credits,Transitional Programs,At Risk Students,Required Courses,Mathematics Skills,Educational Policy

WestEd is undertaking a multiyear series of implementation studies intended to inform the California State University (CSU) system about the implementation of Executive Order 1110 (EO 1110). A major policy adopted by the CSU Chancellor's Office in 2017, EO 1110 requires CSU campuses to eliminate non-credit developmental courses in Written Communication (WC) and Mathematics/Quantitative Reasoning (QR), change the process for how students are placed into WC and QR courses, and improve how students are supported to succeed. WestEd's first EO 1110 report, &quot;College-Ready in the California State University System: Campus Experiences Implementing EO 1110,&quot; (ED595731) issued in 2019, illustrates the variation in course models and instructional approaches adopted by campuses in response to this major policy change. This second report looks at the progress of nearly 60,000 students during the first year of implementation of the policy, the 2018/19 academic year.
Maintaining Investment in Higher Education during a Time of Crisis. Research Spotlight
Author: Kwakye, Isaac
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Benefits,Income,Employment,Unemployment,Dislocated Workers,Labor Market,Social Mobility,Minority Groups,Economic Climate,COVID-19,Pandemics

Higher education systems equip individuals with the tools they need to succeed in the labor market with higher-paying jobs that lead to improved living standards and more secure and fulfilling lives. Higher education was critical in the recovery from the last recession, and during the COVID-19 crisis, higher education has acted as a protective factor against the economic downturn. Investing in higher education will not only support Washington residents, but it will help narrow equity gaps and improve outcomes for communities of color. This research spotlight presents the following: (1) Higher education leads to higher earnings and lower unemployment; (2) Displaced workers will need higher education to reenter the labor market; (3) Higher education has the potential to help close equity gaps and increase economic mobility for people of color; and (4) Investing in higher education in the wake of the COVID-19 crisis will be necessary for recovery.
Value Add: Integrating Adaptive Learning in Mathematics. A Case Study of Adaptive Learning Technology in Mathematics
Author: Achieving the Dream, Inc.
Date: 2021-06-00
Type: Reports - Research
Subjects: Introductory Courses,College Mathematics,Community Colleges,Courseware,Computer Uses in Education,Educational Change,Technology Integration

Many students worry about taking and succeeding in the gateway math courses needed to enter most community college degree and certificate programs. Their concern is not surprising given that these courses have traditionally had some of the highest failure and withdrawal rates at community colleges, in many cases disproportionally affecting poverty-impacted and racially minoritized students. As part of ongoing efforts to improve student success rates in gateway math courses, a cross-section of mathematics faculty across community colleges participating in the Every Learner Network initiative sought to implement adaptive courseware to support students. Their experience, captured in this case study, suggests that adaptive courseware has benefits across the full spectrum of ability levels--from self-guided remediation and support for struggling students to helping reinforce skills for those who are ready for college-level content. A common strength is the technology's ability to provide guided practice outside of the classroom setting. The case study is part of a series of 12 case studies examining the use of adaptive courseware in gateway courses that ATD is producing as a partner in the Every Learner network. The effort to improve student success in gateway math courses involved seven Achieving the Dream (ATD) network colleges in Florida, Ohio, and Texas.
West Virginia Higher Education Policy Commission Enrollment Report, Fall 2019
Author: Treadway, Chris
Date: 2019-12-05
Type: Numerical/Quantitative Data
Subjects: Enrollment,Higher Education,Enrollment Trends,High School Graduates,College Attendance,School Holding Power,Dual Enrollment,Public Colleges,Private Colleges,Proprietary Schools,Community Colleges,College Freshmen,Full Time Equivalency,Undergraduate Students,In State Students,Out of State Students,Foreign Students,Reverse Transfer Students,High School Students,Adult Students

This report presents enrollment data for West Virginia Higher Education. The following topics of data are presented: (1) National Enrollment Trends; (2) West Virginia High School Graduate Projections; (3) College-Going Rate; (4) Fall-to-Fall Retention Rates; (5) Credit Headcount Enrollment; (6) High School Dual Enrollment Headcount; (7) Dual-Enrollment College Matriculation; (8) Credit Headcount Enrollment excluding Dual-Enrollment High School Students; (9) Full-Time Equivalent (FTE) Enrollment; (10) First-Time Freshmen Headcount Enrollment; (11) Undergraduate Headcount Enrollment; (12) In-State Headcount Enrollment; (13) Out-of-State Headcount Enrollment; (14) Headcount Enrollment by Residency; (15) International Student Headcount Enrollment; (16) Transfers from Four-Year to Two-Year Institutions; (17) Higher Education Policy Commission System Summary; (18) Bluefield State College; (19) Concord University; (20) Fairmont State University; (21) Glenville State College; (22) Marshall University; (23) Potomac State College of West Virginia University; (24) Shepherd University; (25) West Liberty University; (26) West Virginia School of Osteopathic Medicine; (27) West Virginia State University; (28) West Virginia University; and (29) West Virginia University Institute of Technology.
An American Imperative: A New Vision of Public Schools. A Report from the Learning 2025: National Commission on Student-Centered, Equity-Focused Education
Author: AASA, The School Superintendent's Association
Date: 2021-04-08
Type: Reports - Descriptive
Subjects: Public Schools,Equal Education,Educational Change,Holistic Approach,COVID-19,Pandemics,School Restructuring,Culturally Relevant Education,Inclusion

The Learning 2025: National Commission on Student-Centered, Equity-Focused Education--a collective of thought leaders in education, business, community, and philanthropy as convened by AASA, The School Superintendents Association--calls for holistic redesign of the public school system by 2025. The COVID-19 pandemic has served as a forcing function. It has exposed the severity of systemic inequities and injustices that impact Americans and jeopardize the very core of our republic. It has also presented an opportunity to &quot;finally&quot; reshape schools to meet ALL Whole Learner needs for optimized achievement. The full Commission report articulates in detail the collective's vision, which is intended to function as guardrails for specific change while also empowering districts and schools to tailor plans to the needs of their learners, educators, and communities. The collective has identified three core components and corresponding essential areas of systemic school redesign. As leaders, teachers, and students work to realize this vision, all must play an active role in redesigning systems, reengineering instruction, and co-authoring the learning journey.
West Virginia Higher Education Policy Commission Enrollment Report, Fall 2020
Author: Treadway, Chris
Date: 2020-11-20
Type: Numerical/Quantitative Data
Subjects: Enrollment,Higher Education,Enrollment Trends,High School Graduates,College Attendance,School Holding Power,Dual Enrollment,Public Colleges,Private Colleges,Proprietary Schools,Community Colleges,College Freshmen,Full Time Equivalency,Undergraduate Students,In State Students,Out of State Students,Foreign Students,Reverse Transfer Students,High School Students,Adult Students,Graduation,Gender Differences,Graduate Students

This report presents enrollment data for West Virginia Higher Education. The following topics of data are presented: (1) National Enrollment Trends; (2) West Virginia High School Graduate Projections; (3) College-Going Rate; (4) Student Persistence and Completion; (5) Credit Headcount Enrollment; (6) Fall 2020 Headcount Enrollment Shifts; (7) Headcount Enrollment Shifts; (8) Transfers from Four-Year to Two-Year Institutions; (9) High School Dual Enrollment Headcount; (10) Dual Enrollment College Matriculation; (11) Credit Headcount Enrollment; (12) Full-Time Equivalent (FTE) Enrollment; (13) First-Time Freshmen Headcount Enrollment; (14) Undergraduate Headcount Enrollment; (15) Credit Headcount Enrollment by Gender; (16) Female Credit Headcount Enrollment; (17) Male Credit Headcount Enrollment; (18) In-State Headcount Enrollment; (19) Out-of-State Headcount Enrollment; (20) Headcount Enrollment by Residency; (21) International Student Headcount Enrollment; (22) Higher Education Policy Commission System Summary; (23) Bluefield State College; (24) Concord University; (25) Fairmont State University; (26) Glenville State College; (27) Marshall University; (28) Potomac State College of West Virginia University; (29) Shepherd University; (30) West Liberty University; (31) West Virginia School of Osteopathic Medicine; (32) West Virginia State University; (33) West Virginia University; and (34) West Virginia University Institute of Technology. [For the 2019 report, see ED613411.]