ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessed by a Teacher Like Me: Race, Gender and Subjective Evaluations. CEE DP 98
Author: Ouazad, Amine
Date: 2008-12-00
Type: Reports - Evaluative
Subjects: Teacher Attitudes,Race,Elementary School Students,Scores,Ability Grouping,Track System (Education),Teacher Student Relationship,Elementary School Teachers,Identification,Skill Analysis,Longitudinal Studies,Student Diversity,Robustness (Statistics),Grading,Stereotypes,Teacher Characteristics,Evaluation Criteria,Tests,Student Evaluation,Gender Differences,Comparative Analysis

In this paper, the author looks at whether teachers give better subjective assessments to students of their own race and/or gender, conditionally on test scores. Subjective assessments are pervasive in schools; most teachers fill school records that include comments on the child's ability or behavior. And important decisions such as tracking, special education and ability grouping are partly based on subjective assessments. Moreover, teachers' priors, beliefs and behavior may be based on what other teachers reported. The author estimates the effect of being assessed by a teacher of the same race on assessments conditionally on test scores. The author uses a unique US longitudinal dataset that combines test scores and teacher assessments of children's skills in elementary education. The author can therefore compare the difference between test scores and teacher assessments when the same child experiences same race teachers and when he has a teacher of a different race. The author can also look at this difference for the same teacher when assessing same race children and children of different races. Combining these two identification strategies, the author estimates the effect of same race and same gender teaching on assessments, conditionally on test scores, child and teacher fixed effects. This addresses three potential identification issues: firstly, children of different genders and races may behave differently in the classroom and during examinations, e.g. differential effect of testing on boys and girls, stereotype threat effects (Steele &amp; Aronson 1998); secondly, teacher assessments may capture skills that are not captured by test scores; finally, some teachers may give higher average assessments regardless of their students' race or gender, and this can be correlated with child characteristics. The rest of the paper is structured as follows. Section 2 presents the Early Childhood Longitudinal Study. It provides a first hand descriptive analysis of the difference between teacher assessments and test scores, as well as some statistics on racial and gender diversity in US elementary education. Section 3 explains main identification issues, the identification strategy and baseline results. Section 4 checks the robustness of the results. Section 5 shows that assessment rankings are not affected by teacher-pupil racial interactions in the classroom, but that relative ranking does not explain the main results. Finally, section 6 concludes. (Contains 13 tables and 10 footnotes.)
Review of &quot;How School Choice Can Create Jobs for South Carolina&quot;
Author: Roy, Joydeep
Date: 2010-01-14
Type: Reports - Evaluative
Subjects: Private Schools,School Choice,Counties,Employment Opportunities,Educational Vouchers,Employment,Rural Areas,Academic Achievement,Self Employment,Entrepreneurship,Outcomes of Education

The South Carolina Policy Council Education Foundation report, &quot;How School Choice Can Create Jobs for South Carolina,&quot; argues that school choice, in the form of vouchers to attend private schools, would create significant job opportunities in five poor, rural counties of South Carolina. The report, however, relies almost exclusively on results of an earlier study that has significant limitations in its methodology and execution, rendering its findings unreliable. The report also introduces questionable assumptions while extrapolating these findings to the five focus counties--assumptions that drive the outcomes but are unlikely to hold in practice. As a result of its uncritical acceptance of an earlier flawed study and in its introduction of additional untenable assumptions, the report offers findings that are unlikely to be valid and is of little use in informing policymakers and the public about the effects of vouchers. (Contains 17 notes.)
Review of &quot;Stuck Schools: A Framework for Identifying Schools Where Students Need Change--Now&quot;
Author: Lee, Jaekyung
Date: 2010-04-07
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Improvement,Identification,Data Analysis,Research Methodology,Research Problems,Research Projects,Validity,Reliability,Statistical Bias,Criticism,Educational Policy,Educational Practices,Educational Assessment,Evidence,Classification,Change Strategies,Educational Change,Needs Assessment,Underachievement,Low Achievement,School Effectiveness,Evaluation Criteria

The Education Trust research report &quot;Stuck Schools&quot; suggests a framework for identifying chronically low-performing schools in need of turnaround. The study uses Maryland and Indiana to show that some low-performing schools make progress while others remain stagnant. The report has four serious problems of reliability and validity, however. First, the norm-referenced methodology guarantees &quot;failed&quot; schools independent of any true performance or improvement level by the school. Second, the report's reliance on state assessment data is misleading, and some schools' reported growth may be an artifact of regression to the mean and ceiling effects as well as instructional and testing practices. Third, the use of a linear growth model is questionable, since schools may not follow a strictly linear pattern of improvement. Fourth, the label of &quot;stuck&quot; becomes problematic given that there is no research-based guidance on how to improve schools other than vague prescriptions. In conclusion, the report's methods are so simplistic, arbitrary and ill-fitting with its own assumptions that it is more harmful to sound policymaking than helpful. There remains an outstanding question of how to help struggling schools after identification, but we need to know first whether the identification is based on reliable and valid measures, and if so, what school factors account for these differences. (Contains 3 figures and 7 notes.) [This paper reviews the following report: &quot;Stuck Schools: A Framework for Identifying Schools where Students Need Change--Now! K-12 Policy&quot; (ED511869).]
Review of &quot;The Impact of a Universal Class-Size Reduction Policy: Evidence from Florida's Statewide Mandate&quot;
Author: Finn, Jeremy D.
Date: 2010-07-14
Type: Reports - Evaluative
Subjects: Class Size,Small Classes,Program Effectiveness,Educational Policy,Academic Achievement,Policy Analysis,School Law,State Legislation,School Districts,Program Evaluation,Evaluation Problems,Outcome Measures,Matched Groups,Evaluation Methods,Comparative Analysis,Elementary Schools,Middle Schools,High Schools,Statistical Analysis,School Statistics

In 2002, voters in Florida approved a constitutional amendment limiting class sizes in public schools to 18 students in the elementary grades, 22 students in middle grades, and 25 in high school grades. Analyzing statewide achievement data for school districts from 2004-2006 and for schools in 2007, this study purports to find that &quot;mandated [class-size reduction] in Florida had little, if any, effect on cognitive and non-cognitive outcomes.&quot; The study has four flaws that, taken together, invalidate it as an evaluation of class-size reduction: 1) The data used are drawn from grades 3 and 4 to 8, where the likelihood of finding class size effects is small; 2) The differences in class sizes of two comparison groups (treated and untreated) range from about 0.5 to about 3.0 students, all too small to make a difference educationally; 3) School and district average class sizes are used in the analysis rather than the actual sizes of classes in which students were enrolled; 4) The comparison is between two sets of districts, both with small classes, differing only in whether state funding was used in a focused or general way. This study actually found that administrative discretion in spending state class-size reduction funds did not affect students' academic performance. (Contains 19 notes.) [This paper reviews the following report: &quot;The Impact of a Universal Class-Size Reduction Policy: Evidence from Florida's Statewide Mandate. Program on Education Policy and Governance Working Papers Series. PEPG 10-03,&quot; authored by Matthew M. Chingos. (ED510250)]
Review of "Charter School Autonomy: A Half-Broken Promise"
Author: Gulosino, Charisse
Date: 2010-05-26
Type: Reports - Evaluative
Subjects: Charter Schools,Institutional Autonomy,Research Reports,Validity,Research Methodology,Research Problems

This report concludes that autonomy is a prerequisite for innovative and effective charter schools to emerge. Especially important is freedom from external bureaucratic control. Yet there is nothing in this report that addresses levels of autonomy in relationship to financial performance, resource allocation practices, academic results, and other key school characteristics and outcomes. Beyond anecdotal evidence, the authors fail to empirically demonstrate whether and how authorizers' constraints have had an adverse impact upon any of the examined four key areas of school autonomy: staffing, instructional programming, governance, and culture. State and School Autonomy Grades are appended. (Contains 1 table and 15 notes.) [This paper reviews the following document: "Charter School Autonomy: A Half-Broken Promise," authored by Dana Brinson and Jacob Rosch. (ED530059).]
Review of "Behind the Curtain: Assessing the Case for National Standards"
Author: Mathis, William J.
Date: 2010-04-21
Type: Reports - Evaluative
Subjects: Evidence,National Curriculum,Free Enterprise System,National Standards,Policy Analysis,Educational Change,Outcomes of Education,Scores,Test Results,Economic Progress,School Choice,Student Evaluation,Academic Achievement,Accountability

President Obama and Education Secretary Arne Duncan have called for national "common core" curriculum standards. Some have argued that national standards are essential for reform, as they provide coherence, rigor, logic and organization. Others have contended they will narrow the curriculum, seize control from local districts and states, and distort the purposes of education. The Cato Institute's Neal McCluskey argues that national standards will have only limited, if any, effect. The report contends there is only a weak theoretical case in favor of national standards and that the structure of schooling might be the real problem. It concludes that market models are the best way to reform education. While providing a useful summary and critique of the research on national standards, the non-sequitur in the report (standards do not work; therefore the free market will) presents readers with a conclusion not supported by the report's evidence. Thus, the fundamental policy conclusions are not sustained. (Contains 5 notes.) [This paper reviews the following report: "Behind the Curtain: Assessing the Case for National Curriculum Standards. Policy Analysis. No. 661" (ED520384).]
Review of "Teacher Layoffs: Rethinking "Last Hired, First Fired "Policies"
Author: Ingersoll, Richard
Date: 2010-05-12
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Educational History,Educational Change,Job Layoff,Personnel Policy,Policy Analysis,Personnel Management,Tenure,Evaluation Criteria,Job Performance,Teacher Evaluation,Institutional Characteristics,Research Reports,Research Methodology

This recent brief from the National Council on Teacher Quality is concerned with the question of what factors should be considered when school districts must decide which teachers to lay off during periods of tight budgets. Most districts, according to the brief, base these decisions primarily on long-standing "Last Hired, First Fired" teacher seniority policies. The main point of this brief is to argue that seniority is not a fair, useful, or cost effective criterion; instead, teachers' quality and performance could and should be the main criteria used to make these employment decisions. The brief's arguments and recommendations are straightforward, reasonable and commonsense. However, proposals to measure, recognize and reward differences in teacher quality and utilize these in employment and promotion decisions are neither new nor unique. As the history of education reform has shown, implementing such proposals is challenging and often reform attempts have met little or no success. To its credit, this brief recognizes some of the many hurdles and difficulties that need to be overcome or addressed. A useful contribution of the brief is to document wide variations among districts in their layoff criteria and mechanisms and to summarize specific options and concrete alternatives used in particular districts. (Contains 11 notes.) [This paper reviews the following document: "Teacher Layoffs: Rethinking "Last-Hired, First-Fired" Policies" (ED512675).]
Review of "Fix the City Schools: Moving All Schools to Charter-Like Autonomy"
Author: Bulkley, Katrina E.
Date: 2010-04-15
Type: Reports - Evaluative
Subjects: Educational Change,Public Education,Institutional Autonomy,Metropolitan Areas,Change Strategies,School Restructuring,Research Reports,Research Methodology,Research Problems,Educational Policy,Success,Validity,Criticism,Evidence,Inferences,Educational Practices,Best Practices,Effective Schools Research,Statistical Bias

A recent report from the Reason Foundation argues for significant changes in how public education is organized and delivered in large cities. The report argues that city schools should move toward a "portfolio" of schools model. In such a model, the district does not necessarily operate schools, but instead focuses on closing low-performing schools and opening new ones under the management of autonomous people or corporations. The report cites improvements in student achievement in New Orleans that have accompanied a substantial shift in the city towards charter and autonomous schools. However, the heavy reliance on New Orleans is a significant weakness in this report, as there are myriad reasons unrelated to the portfolio approach that likely explain some or all of the gains, including substantial population shift of low-income children post-Hurricane Katrina and a significant increase in resources. The findings from New Orleans are supplemented by examples from other cities, but these examples and other arguments throughout the report rest not on systematic research but instead on carefully selected examples intended to support a particular perspective. (Contains 1 table and 15 notes.)
Review of &quot;Connecticut's Charter School Law and Race to the Top&quot;
Author: Bifulco, Robert
Date: 2010-03-10
Type: Reports - Evaluative
Subjects: Student Needs,Charter Schools,Low Income,School Law,School Policy,Academic Achievement,Educational Equity (Finance),Achievement Gap,Educational Policy,State Legislation,Educational Legislation,Educational Finance,Educational Objectives

The issue brief entitled &quot;Connecticut's Charter School Law &amp; Race to the Top&quot; by the Connecticut Coalition for Achievement Now (ConnCAN) recommends changes to the state's charter school law that it argues would improve funding equity and are essential to closing the state's achievement gaps. The brief's specific proposals deserve careful attention, particularly its recommendation to tie charter school funding levels to student needs. The brief, however, offers no evidence for the claim that expanding charter schools would raise the achievement of low-income students, and it presents one-sided arguments for its policy positions that ignore important considerations. The brief does not provide the thoughtful discussion of the state's educational goals and how charter schools might further these goals needed to improve charter school policy. (Contains 7 notes.)
Review of &quot;The MPCP Longitudinal Educational Growth Study Second Year Report&quot;
Author: Cobb, Casey D.
Date: 2009-06-29
Type: Reports - Evaluative
Subjects: Research Reports,Research Methodology,Evaluation Methods,Evaluation Problems,Politics of Education,Validity,Private Schools,School Choice,Academic Achievement,Demonstration Programs,Program Effectiveness,High School Students,Educational Vouchers,Longitudinal Studies,Comparative Analysis,Statistical Analysis,Program Evaluation,Urban Schools,Low Income Groups,Mathematics Achievement,Reading Achievement,Elementary School Students,Matched Groups,Educational Policy,Student Characteristics,Gender Differences,Transfer Students,Attrition (Research Studies)

The study under review is the second-year evaluation report of the Milwaukee Parental Choice Program (MPCP), a publicly funded voucher program that allows low-income students in Milwaukee to attend secular and religious private schools in that city. Its primary finding is that there were no overall statistically significant differences in achievement growth in reading or math between MPCP and Milwaukee Public School (MPS) students over a one-year period. The study design and methods of analysis are sound overall. The relatively short duration of the treatment, however, raises questions about the usefulness of the findings. (Contains 8 notes.) [This paper reviews the following report: &quot;The MPCP Longitudinal Educational Growth Study Second Year Report. SCDP Milwaukee Evaluation Report #10&quot; authored by John F. Witte, Patrick J. Wolf, Joshua M. Cowen, David J. Fleming, and Juanita Lucas-McLean (ED530065).]
Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003
Author: Allen, I. Elaine
Date: 2003-09-00
Type: Numerical/Quantitative Data
Subjects: Electronic Learning,Online Courses,Web Based Instruction,Blended Learning,National Surveys,Comparative Analysis,Higher Education,Outcomes of Education,Student Characteristics,Institutional Characteristics,Educational Policy,Strategic Planning,Student Attitudes,Teacher Attitudes,College Students,College Faculty,College Instruction,Private Colleges,Public Colleges,Proprietary Schools,Educational Quality,Educational Trends,Trend Analysis,Conventional Instruction,Evidence,Program Descriptions,Deans

The 2003 Sloan Survey of Online Learning polled academic leaders and was weighted to allow for inferences about all degree-granting institutions open to the public. When asked to compare the online learning outcomes with those of face-to-face instruction a majority said they are equal. Two out of every three also responded that online learning is critical to their long-term strategy. "Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003" also looks at characteristics of online learners, student and faculty perceptions as well as how private and public institutions approach online learning. An appendix is included.
Entering the Mainstream: The Quality and Extent of Online Education in the United States, 2003 and 2004
Author: Allen, I. Elaine
Date: 2004-11-00
Type: Numerical/Quantitative Data
Subjects: Electronic Learning,Online Courses,Web Based Instruction,Educational Trends,Trend Analysis,Educational Quality,Educational Policy,Higher Education,College Instruction,Enrollment Rate,Student Attitudes,Program Effectiveness,Role of Education,Strategic Planning,National Surveys,Outcomes of Education,Satisfaction,Private Colleges,Public Colleges,Proprietary Schools,Institutional Characteristics,Evidence,Academic Degrees,Correlation

"Entering the Mainstream: The Quality and Extent of Online Education in the United States, 2003 and 2004" represents the second annual study of the state of online education in U.S. Higher Education. Supported by the Alfred P. Sloan Foundation, this year's study, like last year's, is aimed at answering some of the fundamental questions about the nature and extent of online education: (1) Will online enrollments continue their rapid growth?; (2) Are students as satisfied with online courses as they are with face-to-face instruction?; (3) What role do schools see online learning playing in their long-term strategy?; and (4) What about the quality of online offerings--do schools continue to believe that it measures up? The survey analysis is based on a comprehensive nationwide sample of primary campuses for all active United States postsecondary degree granting institutions that are open to the public. An appendix is included. [For the "Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003", see ED530060.]
Growing by Degrees: Online Education in the United States, 2005
Author: Allen, I. Elaine
Date: 2005-11-00
Type: Reports - Research
Subjects: Higher Education,Online Courses,Deans,Teaching Methods,Educational Technology,Distance Education,Technology Education,Teacher Characteristics,Administrator Attitudes,College Faculty,Colleges,National Surveys,Enrollment Trends,Long Range Planning,Computer Attitudes

"Growing by Degrees: Online Education in the United States, 2005" represents the third annual report on the state of online education in U.S. Higher Education. This year's study, like those for the previous two years, is aimed at answering some of the fundamental questions about the nature and extent of online education. Supported by the Alfred P. Sloan Foundation and based on responses from over 1,000 colleges and universities, the study addresses the following key questions: (1) Have the course and program offerings in online education entered the mainstream?; (2) Who is teaching online?; (3) Is online education becoming part of long-term strategy for most schools?; (4) Have online enrollments continued their rapid growth?; and (5) Do Chief Academic Officers and faculty believe in online education? The survey analysis is based on a comprehensive nationwide sample of all active, degree-granting institutions of higher education in the United States that are open to the Public. An appendix is included. [For the "Growing by Degrees: Online Education in the United States, 2005. Southern Edition", see ED530063.]
Growing by Degrees: Online Education in the United States, 2005. Southern Edition
Author: Allen, I. Elaine
Date: 2006-03-00
Type: Numerical/Quantitative Data
Subjects: Electronic Learning,Higher Education,Online Courses,Educational Technology,Distance Education,Computer Uses in Education,Colleges,College Students,Surveys,Public Colleges,Enrollment Trends,Administrator Attitudes,College Faculty,Teacher Characteristics,Long Range Planning,Student Characteristics,Teacher Attitudes,Course Evaluation

&quot;Growing by Degrees: Online Education in the United States, 2005--Southern Edition&quot; is based on data collected for the third annual national report on the state of online education in U.S. higher education. Supported by the Alfred P. Sloan Foundation and based on responses from over 400 southern colleges and universities, this special report examines the nature and extent of online learning among the 16 southern states that make up the Southern Regional Education Board (SREB). The survey analysis is based on a comprehensive nationwide sample of active, degree-granting institutions of higher education in the United States that are open to the public. [For the &quot;Growing by Degrees: Online Education in the United States, 2005&quot;, see ED530062.]