ethanporcaro/eric-fulltext-meta huggingface dataset:
A Framework for Principal Talent Management
Author: George W. Bush Presidential Center, George W. Bush Institute
Date: 2016-10-00
Type: Guides - Non-Classroom
Subjects: Principals,Leadership Role,Administrator Effectiveness,School Districts,Persistence,Recruitment,Talent Development,Professional Development,Public Schools,Administrator Evaluation,Work Environment,Compensation (Remuneration),Salaries,Incentives,Administrator Education,Management Systems

Talented leaders are essential to building and sustaining successful organizations. This is especially true for schools, where principal leadership plays a major role in fostering student success. Research shows that principals are a significant school-level factor affecting student achievement, second only to classroom teachers. Like other types of leaders, great principals recruit and retain the best talent (teachers), set ambitious visions for their buildings, and create a culture of collaboration and constant improvement. Because of this, it is critical that school districts implement policies and practices aligned with a coherent system of principal talent management, enabling them to attract and retain the most effective principals. This Principal Talent Management (PTM) Framework is a guide to help school district leaders and policymakers understand the fundamental components and the interconnectivity of effective PTM systems. As such, the Framework is intended to support efforts to strengthen the policies and practices districts use in a holistic effort to attract, support, and retain the best principals. Specifically, this guide: (1) Summarizes the available evidence and expert thinking on each major factor and component of a PTM system; (2) Provides a list of promising practices for each PTM component, along with the evidence that supports each practice; and (3) Highlights examples of these promising practices in select districts based on document review and interviews with district leaders involved in the systematic improvement of PTM in their schools. Although the individual PTM components are discussed separately, PTM is, at its core, a systems-building approach to improving the quality of principal leadership. Districts that are beginning to address their own PTM needs may choose, initially, to focus on one or two of the components that are most urgent. Ultimately, however, they should broaden to address each component within a coherent system. To this end, the guide also provides a set of recommendations to support a holistic approach to developing and implementing PTM systems. These recommendations offer guidance to school district leaders, legislators, researchers, and others as they work toward implementing and improving such efforts.
New Approaches to Judging Quality in Higher Education: Profiles of Emerging Methods Apart from Traditional Accreditation. CHEA/CIQG Publication Series
Author: Ransom, Tafaya
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Higher Education,Quality Assurance,Accreditation (Institutions),Standards,Models,Accountability,Profiles,Employment Potential,Job Skills

The purpose of this report is to profile a selection of emerging approaches to judging quality in higher education that represent a range of stakeholder interests and perspectives. This report is divided into three sections. &quot;Quality Assurance at a Crossroads&quot; highlights perceived challenges for the U.S. accreditation system in a shifting higher education landscape and why this topic is of critical importance. &quot;New Models for Judging Quality in Higher Education&quot; features new approaches that have emerged as potential complements to or replacements for the existing system of accreditation. First models that are currently in practice or that include detailed proposals for implementation are described, and then other noteworthy proposals under development are summarized. Lastly, &quot;Comparative Data Sets and National Rankings as Forms of Quality Review&quot; addresses the potential for comparative data sets to serve as a form of quality review. [This report was produced with NORC at the University of Chicago.]
Pre-Kindergarten and Kindergarten Assessments. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Preschool Children,Preschool Education,Kindergarten,Student Evaluation,Standardized Tests,School Readiness,Evaluation Methods,Observation,Tests,Grants

The Pre-Kindergarten/Kindergarten Assessment tab of the State of the States section of the Center on Standards and Assessment Implementation (CSAI) website provides information on the design, development, and implementation of state-funded pre-kindergarten and kindergarten assessments that are intended to measure school readiness, both before and at kindergarten entry. The information is updated twice a year, in February and September. This CSAI Update provides results from the most recent scan of pre-kindergarten and kindergarten assessment systems in individual states, the District of Columbia, and U.S. territories. As of the February 2016 scan, 21 of these jurisdictions had implemented, or were planning to implement, an assessment for prekindergarten,and 31 had implemented, or were planning to implement, an assessment at kindergarten entry. States and other scanned jurisdictions use a variety of assessment tools that, for the purposes of this scan, were categorized into three types: direct, observation-based, and a combination of the two approaches. Some states do not have one particular pre-kindergarten or kindergarten-entry assessment but, instead, provide a list of approved or recommended assessments. In this most recent scan, CSAI began augmenting the state summaries with information about whether states have received funding under the U.S. Department of Education's Preschool Development Grant program, which includes both development and expansion grants. [For the CSAI Report on this topic, see ED588461.]
States&apos; Assessment Requirements for High School Graduation. CSAI Report
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: State Standards,Graduation Requirements,High School Students,Civics,Student Evaluation,Standardized Tests,Alternative Assessment,Required Courses

In the past year, a number of states have eliminated the requirements for high school exit or graduation examinations and retroactively issued diplomas to students who had completed all other graduation requirements but had not passed the required examinations. On the other hand, some states have begun to require students to pass a civics test as a condition for high school graduation. The Center on Standards and Assessment Implementation (CSAI) recently conducted a scan of states' current assessment requirements for high school graduation, reviewing websites maintained by state departments of education and government agencies. This report provides a summary of states' assessment requirements as a condition for high school graduation.
Now We&apos;re Talkin&apos;: Leveraging the Power of Natural Language Processing to Inform ITS Development
Author: Allen, Laura K.
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Natural Language Processing,Reading Comprehension,Linguistics,Predictor Variables,Reading Skills,Intelligent Tutoring Systems,High School Students,Urban Schools,Educational Technology,Technology Uses in Education

In the current study, we utilize natural language processing techniques to examine relations between the linguistic properties of students' self-explanations and their reading comprehension skills. Linguistic features of students' aggregated self-explanations were analyzed using the Linguistic Inquiry and Word Count (LIWC) software. Results indicated that linguistic properties of self-explanations were predictive of reading comprehension ability. The results suggest that natural language processing techniques can serve as stealth assessments of abilities within intelligent tutoring systems. [This paper was published in: &quot;Proceedings of the Seventh International Conference on Educational Data Mining (7th, 2014)&quot; pp. 401-402 (see ED558339).]
Supply and Demand for Public School Teachers in Wisconsin. WCER Working Paper No. 2018-2
Author: Goff, Peter
Date: 2018-01-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Public School Teachers,Faculty Mobility,Teacher Education Programs,Teacher Selection,Alternative Teacher Certification,Teacher Shortage

A pervasive challenge for Wisconsin and states across the nation is accurate assessment of teacher labor supplies at the state and local levels. Demand measures based on predictions of changing teacher and student demographics have been wildly inaccurate. This report presents findings on key features of the Wisconsin teacher labor market, including mobility, attrition, supply, and demand. The authors use data from multiple sources (including state staffing and credentialing files, application and vacancy information, and statewide survey data on perceptions of staffing challenges) to: (1) establish a common vocabulary around categories of labor supply--specifically which positions are high supply, which are medium supply, and which are low supply; (2) provide a baseline against which subsequent reports can build and future policies can be assessed; (3) provide a common base of empirical evidence to focus and foster debate; and (4) identify aspects of the teacher labor market that are problematic. This report provides evidence on teacher supply and demand in Wisconsin to help policymakers see which avenues are available to influence the complex dynamics of differential mobility, attrition, licensure, and selection across educator labor markets. This portrait of Wisconsin's teacher labor market illustrates and defines key features to create a common understanding and vocabulary to engage emerging and persistent challenges. The authors organized this report around the following questions: (1) What are the prevailing trends in teacher attrition and mobility?; (2) What is the current supply of teachers?; (3) How are districts responding to staffing challenges?; and (4) Is there a teacher shortage in Wisconsin?
College Attendance among Low-Income Youth: Explaining Differences across Wisconsin High Schools. WCER Working Paper No. 2018-6
Author: Hirschl, Noah
Date: 2018-04-00
Type: Reports - Research
Subjects: College Attendance,Low Income Students,High Schools,Institutional Characteristics,Economically Disadvantaged,Public Schools,High School Graduates,High School Students,School Location,Differences,Proximity,Public Colleges,Two Year Colleges

In Wisconsin, racial disparities in K-12 achievement have taken center stage, and justifiably so: the black-white and Hispanic-white test score gap is wider in Wisconsin than in any other state (Wisconsin Department of Public Instruction, 2014). However, Wisconsin also sees inequality along economic lines and disparities in postsecondary outcomes, both of which warrant attention. If Wisconsin is like the rest of the nation, closing its gaps in academic achievement is not sufficient to equalize educational attainment. Nationally and in Wisconsin, economically disadvantaged high school graduates attend college, especially baccalaureate colleges, at much lower rates than their more advantaged peers. Schools play an important role in helping economically disadvantaged students go to college. In this report, the authors describe Wisconsin's economic disparities by postsecondary outcomes, assess the magnitude of between-school variation in school effects on economically disadvantaged students' baccalaureate college attendance, and show which school characteristics explain this variation. To determine which types of schools are more successful in sending economically disadvantaged students to baccalaureate colleges, this study uses a relatively dense set of student-level and school-level characteristics. The authors draw these data from the population of Wisconsin public school students who entered ninth grade for the first time between the 2006-07 and 2011-12 school years. Three principal questions guide this study: (1) How large are economic disparities in college attendance in Wisconsin?; (2) How much variation is there among high schools in the share of their low-income students who attend college, controlling for student characteristics?; and (3) Which high school characteristics explain this between-school variation? The questions are approached using the Wisconsin State Longitudinal Data System, the National Student Clearinghouse, and the National Center for Education Statistics' Common Core of Data. This report proceeds in six sections. First, the authors describe their data sources and measurement strategies. Second, they show the magnitude of economic disparities in postsecondary outcomes in Wisconsin. Third, they demonstrate that school effects vary widely. Fourth, they present estimates of how specific school-level characteristics influence low-income students' postsecondary outcomes, highlighting the importance of geographic characteristics such as location in a suburb, proximity to a University of Wisconsin (UW) 4-year campus, and the education level of adults in the district. Fifth, they examine facets of school organization. Finally, the authors offer concluding comments.
The Impact of Performance Orientation on Students&apos; Interactions and Achievements in an ITS
Author: Snow, Erica L.
Date: 2013-05-00
Type: Speeches/Meeting Papers
Subjects: Individual Differences,Academic Achievement,Intelligent Tutoring Systems,Educational Games,High School Students,Interaction,Performance Factors

Research on individual differences indicates that students vary in how they interact with and perform while using intelligent tutoring systems (ITSs). However, less research has investigated how individual differences affect students' interactions with game-based features. This study examines how learning outcomes and interactions with specific game-based features (off-task personalization vs. on-task mini games) within a game-based ITS, iSTART-ME, vary as a function of students' performance orientation. The current study (n=40) is part of a larger study (n=126) conducted with high school students. The analyses in this study focus on those students assigned to iSTART-ME. Results indicate that students with higher levels of performance orientation perform better during training, progress further within the system, and interact less frequently with off-task game-based features. These results provide further evidence that individual differences play an important role in influencing students' interactions and achievement within learning environments. [This paper was published in: &quot;Proceedings of the Twenty-Sixth International Florida Artificial Intelligence Research Society Conference&quot; (p.521-526). Association for the Advancement of Artificial Intelligence, 2013.]
Does Size Matter? Investigating User Input at a Larger Bandwidth
Author: Varner, Laura K.
Date: 2013-05-00
Type: Speeches/Meeting Papers
Subjects: Reading Comprehension,Intelligent Tutoring Systems,Natural Language Processing,Reading Ability,Reading Instruction,Reading Strategies,Reading Tests,High School Students,Computation,Linguistic Competence,Syntax,Semantics

This study expands upon an existing model of students' reading comprehension ability within an intelligent tutoring system. The current system evaluates students' natural language input using a local student model. We examine the potential to expand this model by assessing the linguistic features of self-explanations aggregated across entire passages. We assessed the relationship between 126 students' reading comprehension ability and the cohesion of their aggregated self-explanations with three linguistic features. Results indicated that the three cohesion indices accounted for variance in reading ability over and above the features used in the current algorithm. These results demonstrate that broadening the window of NLP [natural language processing] analyses can strengthen student models within ITSs. [This paper was published in: &quot;Proceedings of the Twenty-Sixth International Florida Artificial Intelligence Research Society Conference&quot; (p.546-549). Association for the Advancement of Artificial Intelligence, 2013.]
Game Performance as a Measure of Comprehension and Skill Transfer
Author: Jackson, G. Tanner
Date: 2013-05-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Educational Games,Reading Comprehension,High School Students,Program Effectiveness,Reading Skills,Drills (Practice),Computer Games

Intelligent Tutoring Systems (ITSs) have begun to develop hybrid systems that balance the learning benefits of ITSs with the motivational benefits of games. iSTART-ME (Motivationally Enhanced) is a new game-based learning environment developed on top of an existing ITS for reading comprehension (iSTART). In an 11 session lab-based study, 40 high school students interacted with the full iSTART-ME system and completed comprehension measures at multiple time points (pretest, posttest, retention, and transfer). The current work examined students' comprehension outcomes and how they were related to performance within three integrated practice methods: Coached Practice (non-game), Showdown (game-based), and Map Conquest (game-based). Results indicate that performance within the game-based practice environments was positively related to comprehension outcomes, whereas performance within the non-game environment had no relation to subsequent comprehension measures. [This paper was published in: &quot;Proceedings of the Twenty-Sixth International Florida Artificial Intelligence Research Society Conference&quot; (p.497-502). Association for the Advancement of Artificial Intelligence, 2013.]
Early Learning and Science Standards. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2017-12-00
Type: Reference Materials - Bibliographies
Subjects: Academic Standards,Early Childhood Education,Preschool Education,Science Education,Engineering Education,Inquiry,Learning Activities,Design,State Standards,Infants,Toddlers,Young Children

Standards for early learning (e.g., children ages 0-5; prekindergarten, preschool, and younger) vary widely in their technical quality and specificity. The Center on Standards and Assessment Implementation (CSAI) recently conducted a literature review to determine the landscape in early learning standards and science, specifically centered on the topics of engineering and domain-specific learning. Though many sources noted that inquiry-based learning activities are the natural domain of young children, very few studies or articles refer specifically to engineering or design-based processes and terms. In addition to the literature review, CSAI also conducted a scan of states' early learning standards to determine which states were incorporating more detailed recommendations in science for their early learners. This report is divided into the following three sections: This report is divided into three sections: (1) References: State Early Learning Science Standards; (2) References: Early Learning and Science Standards; and (3) References: Inquiry-Based Learning for Young Children.
Unpacking California College Affordability: Experts Weigh in on Strengths, Challenges, and Implications
Author: Institute for College Access & Success
Date: 2018-02-00
Type: Reports - Research
Subjects: College Students,Paying for College,Tuition,Disproportionate Representation,Low Income Students,Nontraditional Students,Barriers,Equal Education,Enrollment,Academic Achievement,Graduation Rate,Debt (Financial),Student Financial Aid,State Aid,Housing,Food,Textbooks,Transportation,Costs,Community Colleges

Concerns about college costs and affordability are widespread, but who is impacted and what does that impact look like in California? Twenty-two higher education and financial aid experts with a broad array of experiences and viewpoints were asked these questions to understand more about college affordability and the policymaking landscape in California. Among the responses, there was resounding agreement that California has a college affordability problem, despite the state having long prioritized keeping tuition low or even free. Key takeaways include: (1) Affordability issues disproportionately affect lower income, underrepresented, and non-traditional students, including community college students in particular who have access to less financial aid than students at four-year institutions; (2) Affordability challenges contribute to inequities in college enrollment, completion, and student debt burdens, with low-income and minority students less likely to enroll in or complete college, and more likely to have borrowed for college; (3) Housing and food insecurity issues plague students across all types of colleges, adversely impacting students' ability to enroll, graduate, or minimize student loan debt; and (4) Existing state aid programs are not designed to sufficiently address non-tuition costs of college, including housing, food, textbooks, and transportation, particularly in high-cost areas of the state. According to every one of the experts, improving college affordability in California requires better supporting students' ability to pay for non-tuition costs such as housing, food, and transportation, with most experts believing that additional aid is especially needed at community colleges. Additionally, experts universally agreed that equity requires targeting available aid to low-income students, lower-middle-income students, non-traditional students, and particularly vulnerable students who face the greatest financial burdens in covering college costs and who often have the greatest difficulty in navigating the complex system surrounding college costs and financial aid. [Monica Griffith drafted this report.]