ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring School and Teacher Value Added in DC, 2011-2012 School Year. Final Report
Author: Isenberg, Eric
Date: 2012-08-31
Type: Reports - Research
Subjects: Value Added Models,Teacher Evaluation,Public Schools,Urban Schools,Charter Schools,Teacher Effectiveness,School Effectiveness,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Statistical Analysis,Models,Computation,Error of Measurement,Elementary School Students,Middle School Students,Pretests Posttests,Elementary School Teachers,Middle School Teachers,Instructional Program Divisions,Elementary Schools,Middle Schools,Mathematics Achievement,Reading Achievement,Achievement Tests,Multiple Regression Analysis

In this report, the authors describe the value-added models used as part of teacher evaluation systems in the District of Columbia Public Schools (DCPS) and in eligible DC charter schools participating in Race to the Top. They estimated (1) teacher effectiveness in DCPS and eligible DC charter schools during the 2011-2012 school year; and (2) school effectiveness in DCPS during the same year. This report updates their earlier technical reports (Isenberg and Hock 2010--see ED521118; Isenberg and Hock 2011--see ED521120). The 2011-2012 school year is the third year of IMPACT, a teacher evaluation system for DCPS that relies in part on value-added estimates of teacher and school effectiveness. Under IMPACT, teachers who earn a highly effective rating have received performance pay, and those who earn an ineffective or a minimally effective rating for two consecutive years have been dismissed. Fifty percent of the total evaluation score for eligible teachers is composed of an individual teacher value-added score, and five percent of the total evaluation score of most teachers (including those ineligible to receive an individual value-added score) is composed of a school value-added score. As part of a Race to the Top grant, 26 DC charter school local education agencies (LEA) have joined DCPS in using a teacher-level value-added model in their teacher evaluation systems for the 2011-2012 school year. A single value-added model that includes school, teacher, and student data from both DCPS and DC charter schools was used to generate estimates for all DC teachers. This report provides an overview of value-added methods in nontechnical terms; updates the earlier technical reports by describing the data used to estimate teacher and school value added, including the new data on charter school students and teachers (Chapter II); and then describes the statistical methods used to estimate teacher and school value added (Chapter III). Chapters II and III include tables of diagnostic information that summarize the population of students and teachers on which the value-added estimates are based, as well as the results from the statistical model used to produce those estimates.
Evidence That Counts: 12 Teacher-Led Randomised Controlled Trials and Other Styles of Experimental Research
Author: Churches, Richard
Date: 2016-00-00
Type: Reports - Research
Subjects: Teacher Researchers,Randomized Controlled Trials,Educational Research,Research Design,Quasiexperimental Design,Elementary Secondary Education,Foreign Countries

This publication contains 12 (A3 open-out) poster-style reports of teacher experimental research. The style of presentation parallels the type of preliminary reporting common at academic conferences and postgraduate events. At the same time, it aims to act as a form of short primer to introduce teachers to the basic options that there are when conducting this type of research. This said, the determined teacher-researcher would be advised to extend their reading further to full-scale textbooks such as Richard Churches and Eleanor Dommett's &quot;Teacher-Led Research: How to Design and Implement Randomised Controlled Trials and Other Forms of Experimental Research&quot; which clearly explains how to choose and conduct the right statistical tests. &quot;Education Development Trust&quot; also offers an in-depth training programme over two days with access to statistical software and support for teachers when conducting and writing up their research. Most of the teachers in this report followed this programme in Wales, or in one case Dubai. Others, associated with Kyra Teaching School Alliance (led by Mount Street Academy, part of the CfBT Schools Trust), attended the Department for Education/ National College for Teaching and Leadership training that Richard Churches delivered as part of the &quot;Closing the Gap: Test and Learn&quot; programme in England. The reports in this publication demonstrate the potential of practising teachers to carry out research which applies a scientific method, both in terms of the generation of school-based local and contextual evidence and with regard to the development of a research-engaged, research-informed and research-led teaching profession. They also illustrate how poster-style reporting can offer an engaging and immediate way of understanding a piece of education research of this type, how the research was conducted and its implications for other teachers. The report was previewed at the 2015 British Science Festival within a session delivered by Richard Churches, Tony McAleavy and Michael Latham. To find out more about the Education Development Trust training programme which supports teachers and schools to conduct experimental research contact: rchurches@educationdevelopmenttrust.com.
Keeping Pace with K-12 Online &amp; Blended Learning: An Annual Review of Policy and Practice, 2013
Author: Watson, John
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Blended Learning,Online Courses,Educational Policy,Educational Trends,Trend Analysis,Program Descriptions,Profiles,Elementary Secondary Education,Kindergarten,State Programs,Interviews,Internet,Research Methodology,Policy Analysis,Teaching Methods

This is the 10th annual &quot;Keeping Pace&quot; report. &quot;Keeping Pace&quot; has several goals: (1) add to the body of knowledge about online education policy and practice, and make recommendations for advances; (2) serve as a reference source for information about programs and policies across the country, both for policymakers and practitioners who are new to online education, and for those who have extensive experience in the field; and (3) capture new activity related to online education. The &quot;Keeping Pace 2013&quot; report: (1) provides a national &quot;snapshot&quot; of the state of online learning as of fall 2013 using original data; (2) presents program profiles from a cross-section of program types, including state-led and district-led, supplemental and full-time, charter schools, and both synchronous and asynchronous programs; (3) provides profiles of K-12 online and learning policy and program activity for each state, in alphabetical order; and (4) identifies key issues and trends in online learning, building on the data gathered through the development of the program and state profiles. The information found in &quot;Keeping Pace 2013&quot; comes from a combination of Internet research, emails, and phone interviews with personnel from state education agencies, online programs, and other sources. The following is appended: Methodology. [This report was sponsored by numerous organizations. Refer to the full text for the complete list.]
A Community of Practice Approach to Support for Ninth-Graders in Urban High Schools. Policy Brief
Author: Legters, Nettie
Date: 2016-04-00
Type: Reports - Research
Subjects: Communities of Practice,Urban Schools,Grade 9,Educational Policy,Team Training,Interviews,Content Analysis,Observation,Program Development,Program Implementation,Access to Information,Program Descriptions,Developmental Studies Programs

Providing ninth-graders with academic and social support can put more students on the graduation path, but it can be challenging for schools and school systems to implement that support routinely and effectively. This brief describes how Broward County Public Schools adopted a community of practice (CoP) approach to improve school-based teams' ability to create success for students in their first year of high school. Drawing on interviews with district- and school-based staff members, reviews of documents, and observations of participants, the brief recounts how the CoP was developed and operated, and how it provided a professional forum for innovating, sharing, and learning among participating schools.
Data Conversations: Data Use Professional Development Series. Rhode Island Department of Education
Author: Rhode Island Department of Education (RIDE)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Data,Professional Development,State Departments of Education,Questioning Techniques,Discussion,Discourse Communities,Positive Attitudes,Role Playing,Stakeholders,Parent Participation,Student Participation,Communication Strategies,Interpersonal Communication,Interpersonal Competence,Program Implementation,Reflection,Vignettes,Learning Activities,Goal Orientation,Worksheets,Profiles,Educational Practices

In a school with a transparent data culture, frequent, low-stakes Data Conversations happen all the time. Although most schools engage in Data Conversations at times, there are some specific strategies and &quot;listen-fors&quot; that can assist educators in making these conversations more productive, such as developing a low-stakes set of questions framed using Positive Presumptions. There are three types of Data Conversations: (1) Gathering Information; (2) Guiding Improvement; and (3) Finding Solutions. This report presents information and exercises to engage schools in Data Conversations.
Advanced Civics for U.S. History Teachers: Professional Development Models Focusing on the Founding Documents. White Paper No. 139
Author: Lewis, Anders
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: History Instruction,United States History,Civics,Faculty Development,Teachers,Teacher Education Programs,Inservice Teacher Education

The idea that the purpose of education, let alone history education, is to remove a student from the here and now and to get them to understand ideas and worlds beyond their immediate interests is anathema to proponents of today's trendy reform ideas. The idea, as well, that the stories of the past are intrinsically fascinating in and of themselves (let alone for what lessons their stories can offer us today) also appears to be beyond the realm of today's pedagogical standard setters. The idea that students are capable and desirous of rich academic content is also scarcely to be found among most proponents of &quot;21st century&quot; skills. Fortunately, many educators are growing tired of recent trends and realize that change is needed. Following a preface written by Paul Reid, this paper highlights several programs that buck the trends and afford teachers and students the possibilities of teaching and learning history in a rich, engaging, and rigorous manner. Pioneer Institute reached out to four professional development programs with nationally known reputations to learn more about their offerings: The Center for the Study of the Constitution, We the People, the Robert H. Smith Center for the Constitution, and the Ashbrook Center at Ashland University. The authors make the following recommendations: (1) States should mandate a statewide assessment in U.S. history with a strong focus on the founding documents; (2) States should create funding streams for professional development centered on teaching strong academic content; (3) School administrators should focus their hiring on teachers with strong content knowledge; and (4) Concerned parents and teachers should lobby school boards and legislatures, bringing to their attention the crisis that exists and proposing local solutions. [This document contains a preface by Paul Reid.]
Use of Evidence and Evaluation in the 2014 Budget. Memorandum to the Heads of Executive Departments and Agencies
Author: Zient, Jeffrey D.
Date: 2012-05-18
Type: Reports - Descriptive
Subjects: Evidence,Evaluation Utilization,Budgeting,Budgets,Educational Finance,Public Agencies,Alternative Assessment,Resource Allocation,Educational Policy,Federal Programs,Cost Effectiveness

Since taking office, the President has emphasized the need to use evidence and rigorous evaluation in budget, management, and policy decisions to make government work effectively. This need has only grown in the current fiscal environment. Agencies should demonstrate the use of evidence throughout their Fiscal Year (FY) 2014 budget submissions. Budget submissions also should include a separate section on agencies' most innovative uses of evidence and evaluation, addressing some or all of the issues below. Many potential strategies have little immediate cost, and the Budget is more likely to fund requests that demonstrate a commitment to developing and using evidence. The Budget also will allocate limited resources for initiatives to expand the use of evidence, including but not limited to approaches outlined below. Agencies may include these initiatives in their submission at the guidance level or with proposed addbacks. In this memorandum, the following topics are presented: (1) Proposing new evaluations; (2) Using comparative cost-effectiveness data to allocate resources; (3) Infusing evidence into grant-making; (4) Using evidence to inform enforcement; and (5) Strengthening agency evaluation capacity. Support for Evidence-Based Initiatives is also presented.
Learning Denied: The Case for Equitable Access to Effective Teaching in California's Largest School District. Policy Brief
Author: Education Trust-West
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: School Districts,Teacher Effectiveness,Acceleration (Education),Achievement Gap,Teacher Influence,Low Income Students,Minority Group Students,Scores,Value Added Models,Faculty Mobility,Job Layoff,Academic Achievement,Teacher Evaluation,Predictor Variables,Teacher Characteristics,Disadvantaged,Advantaged,Personnel Policy,Educational Practices,Instructional Effectiveness,Equal Education,Professional Development

Effective teachers have an enormous impact on the lives of their students. Great teachers can help students who are behind academically catch up to grade-level expectations. By accelerating student performance, they can help close the opportunity and achievement gaps that cut short the college and career dreams of so many low-income students and students of color. In an ideal world, a comprehensive set of teacher evaluation ratings based on student-assessment data and other measures, such as classroom observations, to answer these questions, could be drawn on. Lacking such data, Education Trust-West used student test scores to estimate the &quot;value added&quot; of tens of thousands of teachers in Los Angeles Unified School District (LAUSD) over a three-year period. It was found that effective teaching makes a massive difference in student learning. However, it was also found that low-income students and students of color in LAUSD are less likely to be taught by the district's best teachers, with teacher mobility patterns and quality-blind layoffs only exacerbating the problem. The key findings are discussed in this report.
Using Data to Guide Action for School Improvement: Facilitator's Guide
Author: Nebraska Department of Education
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Data Collection,Data Analysis,Guides,Inquiry,Research Methodology,Questioning Techniques,Trend Analysis,Planning,Teamwork,Educational Improvement,Educational Research,Facilitators (Individuals)

Schools and school districts are data-rich environments, with heaps of data on student demographics, achievement, outcomes, and perceptions. With so much data available, it can be easy to get caught up in the sheer enormity of the data sets. A cohesive data analysis and decision-making process can help schools, districts, and additional stakeholders to ask good questions, sort through the available data, identify which figures are needed to answer the questions at hand, analyze the data and, ultimately, use the information gained from the analysis to make good decisions and carry out meaningful action for school improvement. Before a school or district begins to organize data around identified questions, it is important to designate a group of individuals within the organization who will hold primary responsibility for organizing, analyzing, and coordinating responses informed by the data. This group becomes the data team. At least one week prior to beginning their work together, all members of the data team should receive and review a copy of the guidebook to ensure that all members share a basic understanding of the process they will follow during the ensuing meetings. Every multi-member data team should have a facilitator to guide the team through the process and to keep the team on task. This Facilitator's Guide provides suggestions, instructions, and tips for a team facilitator to lead a group through the completion of each stage of the data analysis and decision-making process. The guide corresponds with the &quot;Using Data to Guide Action for School Improvement&quot; guidebook. The following appendices are included: (1) Data Team Roles &amp; Responsibilities; (2) Common Education Data Sources; (3) Methods of Calculation; (4) Facilitator Reflection Questions; and (5) Organizational Tools. [For the guidebook, &quot;Using Data to Guide Action for School Improvement,&quot; see ED565723.]
Using Data to Guide Action for School Improvement
Author: McREL International, North Central Comprehensive Center
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Data Collection,Data Analysis,Guides,Inquiry,Research Methodology,Questioning Techniques,Trend Analysis,Planning,Teamwork,Educational Improvement,Educational Research,Facilitators (Individuals)

Schools and school districts are data-rich environments, with heaps of data on student demographics, achievement, outcomes, and perceptions. With so much data available, it can be easy to get caught up in the sheer enormity of the data sets. A cohesive data analysis and decision-making process can help schools, districts, and additional stakeholders to ask good questions, sort through the available data, identify which figures are needed to answer the questions at hand, analyze the data, and, ultimately, use the information gained from the analysis to make good decisions and carry out meaningful action for school improvement. Data can provide policymakers with objective information needed to make decisions about their education systems, provide states with information about program effectiveness, and provide schools and districts with information about student learning to influence instruction, programming, and teacher professional development. With recent changes in accountability expectations of educational institutions and an increased awareness of the power of data, both schools and districts are expected to be data-driven organizations, making decisions and taking action based on the facts presented to them through data. This is a considerable charge, but one that can lead to powerful improvements in student achievement. The goal of this guidebook is to build capacity for data use at the school, district, and state levels. Ideally, data users will train their colleagues on the data inquiry process, building an entire system of educators who are comfortable with and skilled at using data to take action for school improvement. This guidebook contains the following sections: (1) Background Information; (2) Data Team Logistics; (3) Data Inquiry Toolkit; and (4) Sample Data. The Data Inquiry Toolkit and Sample Data sections walk the user through each step of the data analysis and decision-making process. The following appendices are included: (1) Glossary; (2) Question Bank; (3) Color-Coding the Data; and (4) Creating Visual Displays of the Data. [For &quot;Using Data to Guide Action for School Improvement: Facilitator's Guide,&quot; see ED565721.]
How Does the Use of Concordant Scores Impact Admission Decisions? Research Report 2016-3
Author: Marini, Jessica P.
Date: 2016-00-00
Type: Reports - Research
Subjects: College Admission,Scores,College Entrance Examinations,College Applicants,Comparative Analysis,Predictor Variables,Success,College Freshmen,Grade Point Average,High School Students,Correlation,Longitudinal Studies,Student Characteristics,Statistical Analysis

College admission offices receive many different pieces of information on each applicant to their institution. The job of considering this information becomes further complicated when the information is not consistent across applicants. An example of one such complication is receiving SAT scores for some applicants and receiving ACT scores for other applicants. Educational measurement professionals have long recognized this conundrum and have produced concordance tables to provide a way to translate scores on the SAT to the ACT and vice versa (Pommerich, 2007). A concordance table ideally represents the correspondence between test scores that were not built to the same specifications but are similar with regard to content, have a strong relationship between scores on the tests, and where test performance is similar across demographic groups (Dorans, 2004). The concordant scores are then considered to be comparable but not equivalent. The current study takes a practical or applied approach to examine comparisons between the use of actual (native) scores versus concordant scores for admission decisions and also examines how interchangeable the native and concordant scores may be for predicting academic success in college Specifically, it examines the relationship between predictions of first-year grade point average (FYGPA) made by models using high school grade point average (HSGPA) and either actual admission test scores or concordant admission test scores. The results indicate that both scores (actual and concordant) make similar predictions of FYGPA. Furthermore, when concordant scores are used in a predictive model based on actual scores received, the predictions in FYGPA are the same. Results indicate that actual and concordant scores can, in this case, be used interchangeably and across students to predict college success as measured by FYGPA. The practical implications of these results, as they relate to the valid use of concordant scores in college admission decisions, will be discussed.
FY2008-FY2013 SDPBC High School Graduates College Matriculation Summary. Memorandum
Author: Howard, Mark
Date: 2014-05-28
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Enrollment Trends,Success,College Attendance,School Districts,High School Graduates,Public Colleges,Private Colleges,Institutional Characteristics,In State Students,Out of State Students,Academic Degrees

The National Student Clearinghouse (NSC) is an independent organization that tracks the postsecondary enrollment and success of students in more than 3,300 colleges and universities nationwide. The School District of Palm Beach County (SDPBC) has contracted with the NSC to provide data on their students to better understand postsecondary patterns and success. The Department of Research, Evaluation, and Assessment (DREA) has performed a preliminary analysis of this data on students who graduated from the SDPBC in 2008 through 2013. This memorandum to Cheryl C. Alligood, Chief Academic Officer and Frank J. Rodriguez, Assistant Superintendent for Educational Services presents the results from this analysis.