ethanporcaro/eric-fulltext-meta huggingface dataset:
State Teacher Policy Yearbook, 2009. New Jersey
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This New Jersey edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. New Jersey has an overall &quot;Yearbook&quot; grade of D+ for 2009. New Jersey's major policy strengths include: (1) Ensures that teachers pass all subject-matter licensure tests before they enter the classroom, earning the state &quot;best practice&quot; designation; (2) Ensures that middle school teachers are prepared to teach appropriate grade-level content; (3) Ensures streamlined and relevant preparation by alternate route programs; and (4) Requires annual evaluations for all teachers. New Jersey's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; and (4) Does not ensure that teachers are well prepared to teach reading or mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Ohio
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Ohio's edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Ohio has an overall &quot;Yearbook&quot; grade of D+ for 2009. Ohio's major policy strengths include: (1) Supports differential pay in high-needs schools and shortage subjects; (2) Supports a performance pay initiative; and (3) Requires that all new teachers pass a pedagogy test. Ohio's major policy weaknesses include: (1) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (2) Lacks an efficient termination process for ineffective teachers; (3) Offers a disingenuous alternate route; and (4) Does not ensure that elementary teachers are well prepared to teach mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Nebraska
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Nebraska edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Nebraska has an overall &quot;Yearbook&quot; grade of D- for 2009. Nebraska's major policy strengths include: (1) Offers licensure reciprocity to out-of-state teachers, earning the state a &quot;best practice&quot; designation; (2) Maintains full authority to approve teacher preparation programs; and (3) Requires induction for all new teachers. Nebraska's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Does not ensure that elementary teachers are well prepared to teach mathematics; and (4) Lacks an efficient termination process for ineffective teachers. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Oregon
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Oregon edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Oregon has an overall &quot;Yearbook&quot; grade of D- for 2009. Oregon's major policy strength: maintains full authority to approve teacher preparation programs. Oregon's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Allows middle school teachers to teach on a K-8 generalist license; and (5) Offers a disingenuous alternate route. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Nevada
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

The Nevada edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Nevada has an overall &quot;Yearbook&quot; grade of D- for 2009. Nevada's major policy strengths include: (1) Requires annual evaluations for all teachers; (2) Supports differential pay in high-needs schools and shortage subjects; and (3) Requires that all new teachers pass a pedagogy test. Nevada's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Offers a disingenuous alternate route; and (5) Allows middle school teachers to teach on a K-8 generalist license. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
Reach Higher, America: Overcoming Crisis in the U.S. Workforce. Business
Author: National Commission on Adult Literacy
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Adult Education,Job Training,Labor,Adult Literacy,Labor Force,Adults,Postsecondary Education,Job Skills,Employment,Employer Employee Relationship,Federal Legislation,Accountability,Educational Attainment,Readiness

The National Commission on Adult Literacy proposes creating a new Adult Education and Workforce Skills System with the capacity to effectively serve 20 million adults annually by the year 2020. The primary mission of this new System will be to move out-of-school adults to readiness for postsecondary education and job training and enable their success in the 21st Century workplace. Business--and labor--must be much more actively involved in advocacy at national, state, and local levels. The new generation of adult education and workforce skills programs must be driven by the current and evolving needs of employers and workers, especially through business and labor participation in state and local planning boards. [For the full report, see ED506605.]
Reach Higher, America: Overcoming Crisis in the U.S. Workforce. Public Policy
Author: National Commission on Adult Literacy
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Adult Education,Labor Force Development,Educational Change,Educational Finance,Federal Legislation,Educational Legislation,State Government,State Federal Aid,Public Support,Private Financial Support

America's current adult education and workforce skills training programs were designed for a different time and different challenges. They must be fundamentally transformed to meet the nation's pressing 21st Century adult education and workforce needs. The National Commission on Adult Literacy calls for a new &quot;Adult Education and Workforce Skills System&quot; with the capacity to serve effectively and efficiently &quot;20 million adults annually by the year 2020.&quot; The mission of this new System is to move out-of-school adults &quot;to readiness for postsecondary education and job training.&quot; The new System would be funded by &quot;public expenditures of $20 billion by 2020&quot;--a fourfold increase over current public adult education and workforce training expenditures of Titles I and II of the Workforce Investment Act. Additional funding is needed from private philanthropy and corporations. The public expenditure to support this system will be more than offset by fiscal gains to local, state, and federal government. [For the full report, see ED506605.]
Profile of Students in Graduate and First-Professional Education: 2007-08. Web Tables. NCES 2010-177
Author: Cataldi, Emily Forrest
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Graduate Students,Professional Education,Student Characteristics,Masters Programs,Doctoral Programs,Income,Enrollment,Public Colleges,Private Colleges,Proprietary Schools,Sex,Age,Marital Status,Dependents,Race,Foreign Students,Part Time Students,Full Time Students,Citizenship,Business Administration Education,Education,Tuition,Student Costs,Educational Attainment,Parent Background,Disabilities

More than 3 million students were enrolled in graduate or first-professional programs in the United States during the 2007-08 academic year. These students varied widely both in their demographic characteristics and in the degree programs they pursued. These Web Tables use data from the most recent National Postsecondary Student Aid Study (NPSAS:08) to show the variation in demographic and enrollment characteristics among students enrolled in graduate-level programs. A glossary is included. (Contains 30 tables and 3 endnotes.)
Principal Attrition and Mobility: Results from the 2008-09 Principal Follow-Up Survey. First Look. NCES 2010-337
Author: Battle, Danielle
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Principals,Occupational Mobility,Labor Turnover,Followup Studies,Public Schools,Private Schools,American Indian Education,Elementary Secondary Education,Questionnaires,Administrator Characteristics,Institutional Characteristics,Work Environment,Educational Environment,Job Satisfaction,Administrator Role,Work Experience,Error of Measurement,Sampling,Response Rates (Questionnaires)

While the National Center for Education Statistics (NCES) has conducted surveys of attrition and mobility among school teachers for two decades, little was known about similar movements among school principals. In order to inform discussions and decisions among policymakers, researchers, and parents, the 2008-09 Principal Follow-up Survey (PFS) was initiated as a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools in the 50 states and the District of Columbia. Collected in school year 2008-09, the PFS was designed as a component of the 2007-08 Schools and Staffing Survey (SASS) and was sponsored by NCES of the Institute of Education Sciences within the U.S. Department of Education. Conducted by the U.S. Census Bureau, data collection for the 2008-09 PFS began in March 2009, when paper questionnaires were mailed to schools, and ended in June 2009. Although the collection contained a telephone follow-up, the information was collected primarily through the following mailed questionnaires: the Principal Status Form for Public Schools (form SASS-30A) and the School Head/Principal Status Form for Private Schools (form SASS-30B). The 2008-09 PFS assessed how many school principals in the 2007-08 school year still worked as a principal in the same school in the 2008-09 school year, how many had moved to become a principal in another school, and how many had left the principalship altogether. Schools that returned the 2007-08 SASS principal questionnaires were included in the PFS sample. The sample included about 7,460 public schools, 130 BIE schools, and 1,890 private schools. The unit response rates varied from 97 percent for private schools to 99 percent for public and BIE schools. Appendix table B-2 contains the unit and overall response rates for each of the PFS and SASS public, private, and BIE principal surveys. More information about the data files can be found in appendix B. The PFS questionnaires can be found in the appendix D. Because the purpose of this report is to introduce new NCES data through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the PFS rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. Appendices include: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Variables; and (4) 2008-09 Principal Status Forms. (Contains 25 tables and 6 footnotes.
An Evaluation of the Data from the Teacher Compensation Survey: School Year 2006-07. Research and Development Report. NCES 2010-329
Author: Cornman, Stephen Q.
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Teacher Salaries,Research and Development,Public School Teachers,State Departments of Education,Data Collection,School Districts,Surveys,Teaching Experience,Teacher Employment Benefits,Expenditures,Ethnicity,Race,Educational Attainment,Gender Differences,Teacher Qualifications,Teacher Certification,Demography,Educational Administration,Educational Policy,Educational Finance

Teachers are the largest component of school spending, with more funding being allocated to teacher salaries than to any other education expense (Loeb, Miller, and Strunk 2009). Teacher and staff salaries and benefits consume up to 80 percent of current expenditures (Aud et al. 2010). Yet, there is not a wealth of data on teacher compensation. National data on teachers are limited to periodic sample surveys or to simple counts at the district or school level. Comparable teachers' compensation data across districts and states are needed in order to address a wide variety of education policy issues. In response to the need for individual teacher-level data to address these and other policy issues, the National Center for Education Statistics (NCES) developed the Teacher Compensation Survey (TCS), an administrative records universe survey that collects total compensation, teacher status, and demographic data about all public school teachers from multiple states. In 2007, NCES launched the pilot TCS data collection, with seven states volunteering to provide administrative records for school year (SY) 2005-06. In the second year of the data collection, the TCS expanded to 17 states reporting SY 2006-07 data. The TCS data collection is a research and development effort to see if it is possible to collect and publish teacher-level data from the administrative records residing in state education agencies (SEAs). This report provides an overview of the TCS data collection for SY 2006-07; a comparison of state administrative records of the TCS with other sources of data; and a discussion of the data availability and quality, as well as limitations, of the TCS. This report also includes findings and descriptive statistics for SY 2006-07. Appendices include: (1) Glossary; (2) Data Plan Responses; and (3) State Notes. (Contains 28 tables, 4 figures, 1 exhibit, and 8 footnotes.)
Focus on Basics: Connecting Research & Practice. Volume 6, Issue B
Author: Garner, Barbara, Ed.
Date: 2003-02-00
Type: Collected Works - Serial
Subjects: Adult Basic Education,Educational Research,Adult Learning,Literacy,Theory Practice Relationship,Racial Discrimination,Social Justice,Multicultural Education,Cultural Pluralism,Cultural Awareness,Staff Development,Power Structure,Group Dynamics,Sexual Orientation

"Focus on Basics" is the quarterly publication of the National Center for the Study of Adult Learning and Literacy. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. "Focus on Basics" is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by doing so, making adult basic education research more relevant to the field. The theme of this issue of "Focus on Basics" is "-isms." Articles appearing in this issue are: (1) YES! A Literacy Program's Antiracist Journey (Margery Freeman and Lou Johnson); (2) Multicultural Education: Connecting Theory to Practice (Allison Cumming-McCann); (3) Idealism and Realism in the Formation of a Culturally Sensitive Classroom (KayTee Niquette); (4) A Conversation with FOB: Addressing Racism, Gender, and Classism in ABE (Jereann King); (5) Naming the Power Dynamics in Staff Development (Cassandra Drennon); (6) Personal Journeys of Transformation (Maria Rosales-Uribe and Rick Kappra); (7) Race, Class, Gender, and Sexual Orientation in ABE (Deborah D'Amico); (8) All About NCSALL; (9) Blackboard; and (10) New From NCSALL. Individual articles contain references.