ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of &quot;Lessons from State Performance on NAEP: Why Some High-Poverty Students Score Better than Others&quot;
Author: Nichols, Sharon L.
Date: 2016-02-00
Type: Opinion Papers
Subjects: School Effectiveness,Disadvantaged Schools,Poverty,Scores,Achievement Gap,Adoption (Ideas),Predictive Validity,Predictive Measurement,Grade 4,Grade 8,Mathematics Achievement,Academic Standards,Research Reports,Evidence,Research Utilization,Research Methodology,Regression (Statistics),Validity,Educational Practices,Educational Policy,Student Improvement

This Center for American Progress report examines whether states' adoption of standards-based policies predicts low-income students' NAEP achievement trends in fourth and eighth grade math and reading throughout the 2003-2013 decade. The report claims to analyze changes across five separate two-year intervals, but it only reports findings for 2009-2011, with no explanation of why or any documentation of the representativeness of that single interval. The reported finding for the selected interval is that state adoption of standards policies positively predicts fourth (but not eighth) grade math NAEP and eighth (but not fourth) grade reading NAEP. Even these selected positive results are statistically significant only at the generally unacceptable 0.10 level of significance. The report includes effect sizes but nothing about the percentage of the variance explained in their model. In short, the report does not adequately describe variables or analytic methods or completely report findings, and the data and methods used do not allow for any causal findings. They use state standards adoption across grade levels and subject areas as well as selected accountability mandates as predictors but fail to assess their quality or fidelity of implementation. Yet based on these very problematic and limited analyses, the authors conclude that their analysis &quot;strongly supports the potential of the Common Core to drive improvements in educational outcomes.&quot; The study simply does not support this conclusion or the set of recommendations that follow. Contains a list of combined notes and references. [For &quot;Lessons from State Performance on NAEP: Why Some High-Poverty Students Score Better than Others,&quot; see ED567859.]
Measuring Early Learning Quality and Outcomes in Tanzania: Institutional Assessment for Integrating Early Childhood Measurement in the Pre-Primary System
Author: Anderson, Kate
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Quality,Educational Change,Educational Assessment,Early Childhood Education,Child Development,Outcome Measures,Outcomes of Education,Educational Planning,Educational Policy,Educational Practices,Quality Assurance,Interviews,National Surveys,Change Strategies,Models

The Measuring Early Learning Quality and Outcomes (MELQO) initiative aims to improve early childhood education worldwide through measurement of children's development and learning and the quality of learning environments. Led by UNESCO, UNICEF, the World Bank, and the Center for Universal Education at the Brookings Institution, MELQO comprises an international consortium of individuals and institutions working to improve outcomes for young children by making early learning assessment more accessible around the world. MELQO's measurement modules propose a core set of items with relevance across countries, with the goal of devising items that are globally comparable but locally adaptable. Two technical advisory groups have been formed through MELQO, one developing a Measure of Development and Early Learning (MODEL) and another developing a prototype Measure of Early Learning Environments (MELE). The technical groups were first asked to identify constructs of interest and then, based on inventories of items used in existing modules, were asked to identify items that were viewed as being especially valuable or reliable in diverse settings. The goal for both the MODEL and MELE modules is to obtain reliable evidence establishing validity, including predictive validity. The MELQO modules are intended to be integrated into existing national monitoring and evaluation systems. This institutional assessment was undertaken to understand the current policies, curricula, standards and monitoring and evaluation systems for pre-primary education in Tanzania. The information from this analysis was used to adapt the MODEL and MELE modules to meet the needs of the Tanzanian context. [This report represents the collaborative work of the Measuring Early Learning Quality and Outcomes (MELQO) core team, in consultation with the Ministry of Education.]
NEPC Review: &quot;The Tax-Credit Scholarship Audit: Do Publicly Funded Private School Choice Programs Save Money?&quot; (EdChoice, October 2016)
Author: Huerta, Luis A.
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Private Schools,School Choice,Tax Credits,Scholarships,Audits (Verification),Cost Effectiveness,Research Methodology,Evaluation Methods,Relevance (Education),Validity,Evidence,Educational Practices,Educational Policy,Research Reports,Elementary Secondary Education

This report asserts that tax credit scholarship programs, that distribute scholarships to students via Scholarship Tuition Organizations (STOs), have saved state treasuries between $1.7 and $3.4 billion dollars since 1998. The report argues that these programs are able to realize fiscal savings as a result of students leaving public schools and entering private schools (defined as &quot;switchers&quot;). The report claims that the percentage of students leaving public schools, coupled with the offset of variable per-student costs that districts no longer need to expend, have resulted in the sizable financial savings for state governments. This review questions the method used to estimate the percentage of switcher students across these various programs, and examines how the report determines variable cost fluctuations for each student that leaves public schooling. Since no STO programs require officials to track data on which students transfer out of public schooling into private, these lax accountability standards have led the report author to estimate fiscal savings using conjecture. Instead of following students, they interpreted broad population changes to STOs. Consequently, the results of this report do not provide an acceptable causal conclusion for policymakers. Suggestions for more extensive accounting procedures along with more nuanced methodologies for calculating true variable student costs are discussed. A list of notes and references is included. [For &quot;The Tax-Credit Scholarship Audit: Do Publicly Funded Private School Choice Programs Save Money?,&quot; see ED570441.]
Innovation and Technology to Accelerate Progress in Education: Report to the International Commission on Financing Global Education Opportunity. Background Paper, The Learning Generation
Author: Winthrop, Rebecca
Date: 2016-06-13
Type: Reports - Research
Subjects: Global Education,Educational Opportunities,Educational Research,Educational Innovation,Technology Uses in Education,International Organizations,Skills,Educational Needs,Achievement Gap,Politics of Education,Change Strategies,Delivery Systems,Supplementary Education,Teacher Improvement,Faculty Development,Training Methods,Efficiency,Parent School Relationship,Accountability,Educational Change,Educational Administration

Sustainable Development Goal 4, to ensure inclusive and quality education for all and promote lifelong learning, sets out a grand ambition for education systems around the globe to achieve not just universal primary schooling, but to expand universal education from early childhood to secondary school and achieve relevant learning outcomes. While the Millennium Development Goals helped propel millions of children into primary school, meeting this larger goal in the coming decade and a half will require accelerated progress and a break from business as usual. This report, prepared by researchers from the Center for Universal Education at the Brookings Institution for the International Commission on Financing Global Education Opportunity, describes the major gaps in education and the need for innovation to meet ambitious goals. Not only are children in low- and middle-income countries about 100 years behind their peers in measures of schooling, but rapid advances in technology, changes to the world of work, and the complex global challenges we face today call for a broader set of competencies every young person will need to be successful. To thrive in a changing world, young people will need skills and competencies that include information literacy, flexibility, critical thinking and collaboration in addition to academic knowledge. To achieve this broader vision of education will take new approaches that can reach children who have not yet been reached, get better results in learning outcomes, and drive down costs. This study surveyed the current landscape of innovations in education by conducting a scan and compiling an inventory of programs, schools, and tools currently being used around the globe to achieve these aims. To be as inclusive as possible, the scan included innovations which have not yet been proven through rigorous evaluations as well as many small-scale innovations.
Review of &quot;The Integration Anomaly: Comparing the Effect of K-12 Education Delivery Models on Segregation in Schools&quot;
Author: Siegel-Hawley, Geneveve
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Delivery Systems,School Segregation,Elementary Secondary Education,Residential Patterns,Metropolitan Areas,Research Reports,Evidence,Research Utilization,Trend Analysis,School Choice,Parent Attitudes,Desegregation Methods,Research Methodology,Validity,Educational Practices,Educational Policy,Models

&quot;The Integration Anomaly&quot; explores a &quot;puzzling divergence&quot; between changes in metropolitan residential and school segregation. Based on a review of existing literature, it argues that the best way to address rising school segregation is to decouple school assignment from neighborhoods through universal school choice. The report concludes with suggestions for how to structure school choice to achieve integration. On the surface, the report provides clearcut, useful recommendations for addressing persistent school segregation. Yet the analysis of the empirical relationship between school and residential segregation relies on flawed methodological decisions concerning how to define segregation and divergent trends over time. Those problematic definitions, in turn, yield biased results and prompt the reader to incorrectly assume that housing integration policies will have little bearing on school segregation. Moreover, the report's review of the literature on school choice is haphazard and incomplete, drawing conclusions beyond what the research supports. Perhaps most importantly, &quot;The Integration Anomaly&quot; ignores a growing body of literature finding that the very type of unregulated school choice it proposes has, in many instances, exacerbated racial segregation. The report presents arguments and solutions largely driven by ideology, not evidence, offering little value for policymakers or educators meaningfully engaged in the critical search for strategies to reduce school segregation. A list of notes and references is included. [For &quot;The Integration Anomaly: Comparing the Effect of K-12 Education Delivery Models on Segregation in Schools,&quot; see ED570432.]
Review of &quot;School Spending and Student Achievement in Michigan: What&apos;s the Relationship?&quot;
Author: Baker, Bruce D.
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Correlation,Academic Achievement,Educational Finance,Regression (Statistics),Elementary Secondary Education,School Districts,Public Schools,Graduation Rate,Standardized Tests,Scores,Expenditures,Program Effectiveness,Financial Support,Teacher Salaries,Class Size,Expenditure per Student,Low Income Groups,Finance Reform,Costs

A recent report from Michigan's Mackinac Center asserts that there is little or no relationship between student achievement and marginal increases to what the report characterizes as the already &quot;high&quot; levels of spending in that state. Yet the report never substantiates its assertion that present spending levels are high, on average, or uniformly high across all children, districts, or schools statewide. The report discounts a significant body of peer-reviewed research that specifically shows positive effects of previous Michigan school finance reforms, including positive effects on state assessments and educational attainment, concentrated on those students who attended, before those reforms, the lowest funded schools or lower performing schools. Additionally, while the report argues that increased spending on schools as they presently exist would necessarily be inefficient and ineffective, this contention is undermined by the lack of evidence for more efficient alternatives and by existing research validating the value of traditional resources. Both a recent major national study and a Michigan-specific study show funding increases as efficacious when allocated primarily toward traditional investments (increased teacher salaries and smaller class sizes). Finally, the empirical analysis included in the report lacks depth and rigor when compared to four other studies--three of which were peer-reviewed--each of which find positive effects of prior school finance reforms in Michigan. A list of notes and references is included. [For &quot;School Spending and Student Achievement in Michigan: What's the Relationship?,&quot; see ED568658.]
Higher Education Exchange, 2017
Author: Barker, Derek, Ed.
Date: 2017-00-00
Type: Collected Works - General
Subjects: Higher Education,Political Issues,Democratic Values,Democracy,Public Opinion,Social Attitudes,Citizen Participation,Colleges,Role of Education,Politics of Education,Civics,Value Judgment

Following a foreword by Derek W. M. Barker, &quot;Deliberation as Public Judgment: Recovering the Political Roots of a Democratic Practice,&quot; contents of this issue include: (1) Beyond Adversary Democracy (Jane Mansbridge); (2) What Is Political Judgment? (Ronald Beiner); (3) The Bumpy Road from Mass Opinion to Public Judgment (Daniel Yankelovich); (4) Beyond the &quot;Informed&quot; Citizenry: The Role of Public Judgment in a Deliberative Democracy (An Interview) (Noëlle McAfee and David McIvor with Derek W. M. Barker); (5) National Issues Forum Guides: Eliciting and Habituating Public Judgment (Lori L. Britt); (6) How Civic Engagement Spread Across Six College Campuses (Maura Casey); (7) Shaping Our Future: The Public Purpose of Higher Education (Harry C. Boyte); and (8) Democracy Is in Trouble, Higher Education Is in Trouble (Afterword) (David Mathews). Individual articles contain references. [For &quot;Higher Education Exchange, 2016,&quot; see ED583007.]
Understanding Girls&apos; Education in Indigenous Maya Communities in the Yucatán Peninsula: Implications for Policy and Practice. Echidna Global Scholars Program, Policy Brief
Author: Vázquez, María Cristina Osorio
Date: 2017-11-00
Type: Reports - Research
Subjects: Foreign Countries,Indigenous Populations,Females,Minority Group Students,Ethnic Groups,Womens Education,Educational Policy,Educational Practices,Disadvantaged,Barriers,Student Attitudes,Public Schools,Elementary Secondary Education,Access to Education,Geographic Regions,Poverty,Culture Conflict,Rural Areas,Sex Role,Educational Attitudes,Guidelines,International Organizations,Federal Programs,Culturally Relevant Education,Inclusion,Electronic Learning,Distance Education,Child Abuse,Sexual Abuse,Prevention,Role Models,Mothers,Parent Participation,Qualitative Research

Mexico is a multiethnic country with large groups of indigenous populations that experience disadvantages in education due to a quadruple burden of poverty, indigeneity, rurality, and gender. This policy brief proposes alternative practices for improving the educational opportunities for indigenous Maya girls living in the Yucatán peninsula in southeastern Mexico. Based on the experiences shared by the girls and their parents who participated in this research, this brief analyzes the main barriers, perceptions, and levers of support in these communities. The results of this study propose an alternative route to the educational development of populations marginalized by poverty and linguistic barriers, based on the opinion of Maya girls attending public schools at primary, secondary, and tertiary levels in the National Educational System in Mexico administered by the Secretariat of Public Education.
District Leadership in the New Era of Assessment
Author: Rentner, Diane Stark
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: School Districts,Common Core State Standards,Mastery Tests,Language Arts,Language Tests,Mathematics Tests,Administrator Attitudes,State Standards,Test Preparation,Testing,Educational Improvement,Educational Assessment,Educational Indicators,Educational Policy,Elementary Secondary Education,Educational Administration,Academic Achievement,Administrator Surveys

In the spring of 2015, many states began administering new state assessments designed to measure students' mastery of the Common Core State Standards (CCSS) in mathematics and English language arts (ELA). This was the first wide-scale assessment of student mastery of the Common Core. For some states, it was also the first time that state math and ELA tests were administered on computers. Several states gave Common Core tests developed by one of the two state testing consortia, Smarter Balanced and the Partnership for the Assessment of Readiness for College and Careers (PARCC), while other states administered their own state-specific exam. To learn more about districts' experiences in preparing for, administering, and using data from the spring 2015 Common Core-aligned assessments, the Center on Education Policy (CEP) administered a survey from January to April of 2016 to a nationally representative sample of 418 superintendents or their designees in states that were implementing the CCSS. The survey also included questions about testing in general and other aspects of Common Core implementation, such as stakeholder support for the standards. A total of 276 district leaders responded to our request. Responses were weighted to be representative of districts in CCSS states. More information about methodology and sampling procedures can be found in the online appendix to this report at www.cep-dc.org. This report describes the findings of the survey of district leaders and includes tables with the response data. In the discussion of the data in the tables, highlighted are those differences that are statistically significant or noteworthy for other reasons. Many respondents took advantage of opportunities in the survey to explain &quot;other&quot; responses to particular questions or respond to an open-ended final question inviting additional comments on their experiences with the Common Core standards and assessments. Selected quotations from their written comments are interspersed throughout the report. All percentages, standard errors, and confidence intervals for the data in this report, along with a complete list of responses to open-ended questions, can be found in the online appendix.
Toward Data-Driven Education Systems: Insights into Using Information to Measure Results and Manage Change
Author: Custer, Samantha
Date: 2018-02-00
Type: Numerical/Quantitative Data
Subjects: Surveys,Foreign Countries,Data Collection,Data Analysis,Decision Making,Educational Policy,Administrator Attitudes,Employee Attitudes,Literature Reviews,Developing Nations,Information Systems,Accountability,Educational Improvement,Educational Assessment,Student Evaluation,Program Evaluation,Educational Needs,Educational Administration,Planning,Statistical Data,Case Studies,Qualitative Research

Governments, organizations, and companies are generating copious amounts of data and analysis to support education decision-making around the world. While continued investments in data creation and management are necessary, the ultimate value of information is not in its &quot;production,&quot; but its &quot;use.&quot; Herein lies one of the biggest challenges of translating information into actionable insights: those that produce education data are often far removed from those that make crucial decisions about education policies, programs, and investments. With limited insight on what decision-makers use and need, the likelihood of disconnect between supply and demand is high. Yet, there has been surprisingly little systematic research on the types of information education decision-makers in developing countries value most--and why. Much of the available evidence on the use of education data in developing countries relies upon individual case studies. These qualitative snapshots offer deep insights on use patterns and challenges in a single context, but make it difficult to draw broader conclusions. In this report, we offer a unique contribution to this body of knowledge by analyzing the results of two surveys of more than 300 education policymakers in low- and middle-income countries that asked about their use of data in decision-making. Survey participants include senior- and mid-level government officials, in-country staff of development partner organizations, and domestic civil society leaders, among others. This report helps the global education community take stock of what information decision-makers use to measure results and manage change. Drawing upon our review of the literature and the two surveys of end users in developing countries, we offer practical recommendations to help those who fund and produce education data to be more responsive to what decision-makers want and need.
After the Tests: How States Share Assessment Data. A Special Report in the Series, &quot;Planning for Progress: States Reflect on Year One Implementation of ESSA&quot;
Author: Frizzell, Matthew
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Surveys,Federal Legislation,Educational Legislation,State Departments of Education,Information Dissemination,Program Implementation,State Policy,Information Management,Student Evaluation,Standardized Tests,Access to Information,Parents,Teachers,Principals,Professional Development,Web Sites,Test Results,Mathematics,Language Arts,Data Analysis,Feedback (Response),Time

In September and October of 2017, the Center on Education Policy conducted a survey of state deputy superintendents of education or their designees to learn about states' early efforts in implementing the Every Student Succeeds Act (ESSA). Most of those survey findings are described in the CEP publication &quot;Planning for Progress: States Reflect on Year One Implementation of ESSA,&quot; available at www. cep-dc.org. This special report highlights state responses to questions in the 2017 CEP survey about policies for providing state test data to teachers, principals, and parents and other test-related issues, which were not covered in the original survey report.