ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparison of McREL&apos;s Principal Evaluation Components and the ISLLC Standards
Author: Kendall, John
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Principals,Administrator Evaluation,Standards,Administrator Education,Personnel Selection,Professional Development,Measures (Individuals),Comparative Analysis,Alignment (Education),Instructional Leadership,Administrator Characteristics,Educational Administration

Between 2006 and 2008, the Council of Chief State School Officers Interstate School Leaders Licensure Consortium (ISLLC) chaired by the National Policy Board for Educational Administration (NPBEA) revised the 1996 ISLLC Standards. The resulting new standards are intended to &quot;help state policymakers strengthen selection, preparation, licensure, and professional development for education leaders&quot; and help &quot;create a seamless set of supporting policies and activities that span the career continuum of an education leader&quot; (CCSSO-ISLLC, p3-4). In 2009, McREL developed a principal evaluation instrument and accompanying process based on elements of a 21st century education and a set of research-based standards. The purpose of this study was to determine and report whether and to what degree the standards described as important for principals in the ISLLC standards are present in McREL components, and vice versa. The degree of alignment is likely an important factor when considering an evaluation system, as large discrepancies in content have implications to development and adoption. The results of the comparison undertaken in this study indicate a significant majority of alignments are strong or satisfactory. Differences between the two documents appear to reflect an emphasis on the policies that support education leadership as found within the ISLLC standards and an emphasis on leadership traits and characteristics as found within the McREL components, which form a part of McREL&apos;s Principal Evaluation System. Two appendixes are provided: (1) ISLLC educational leadership policy standards and corresponding McREL principal evaluation components; and (2) McREL principal evaluation components and corresponding ISLLC educational leadership. (Contains 1 table and 6 figures.)
Strategies for Recruitment and Retention of Secondary Teachers in Central Region Rural Schools
Author: Beesley, Andrea
Date: 2008-04-00
Type: Reports - Research
Subjects: Rural Schools,Change Strategies,Secondary School Teachers,Teacher Recruitment,Teacher Persistence,Best Practices,Data Analysis,Principals,Effective Schools Research,Interviews,Administrator Attitudes,Rural Urban Differences,Performance Factors,Barriers,Questionnaires,Tables (Data),Regional Characteristics

Recruiting and retaining teachers is a nationwide issue for schools in all locales. For rural schools, however, lower salaries, small school sizes, and geographic isolation can make it even more difficult to recruit and retain a qualified teaching staff. This study sought to quantify and characterize differences in recruiting teachers between rural and non-rural high schools in the Central Region, as well as identify differences in teacher recruiting and retention between rural secondary schools that were &quot;successful&quot; and &quot;unsuccessful,&quot; as evidenced from their responses to 12 survey items found in the 2003-2004 Schools and Staffing Survey (SASS) data. Responses to the SASS items addressing recruiting and retention strategies largely did not differentiate between successful and unsuccessful rural high schools, however. To augment these findings with descriptions of the experiences of successful rural high schools, researchers also interviewed seven principals identified as successful by their state agencies. The interviewed principals identified other strategies for recruiting and retaining secondary teachers, such as a focus on recruiting rural residents. Taken together, the data analysis and the interview findings suggest that small towns and rural areas in the Central Region have in fact had relatively more difficulty in recruiting teachers than have larger communities, underscoring that rural principals and district administrators are in need of strategies for teacher recruitment and retention. Four appendixes present: (1) Tables; (2) Methodology and Data Analysis; (3) SASS School District Questionnaire Items 14 and 28 and School Questionnaire Item 38B; and (4) Interview Protocol. (Contains 50 footnotes, 4 boxes, and 13 tables.)
Building Professional Development Partnerships for Inclusion. FPG Snapshot. Number 57. February 2009
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Inclusion,Teacher Education,Disabilities,Early Childhood Education,Preschool Teachers,Faculty Development,Inservice Teacher Education,College Faculty,Special Education,Special Education Teachers,Partnerships in Education

While inclusion is a legal mandate, most early childhood teacher preparation programs are not doing an adequate job of preparing students to teach and care for young children with disabilities. Even if changes were made today to teacher preparation programs, states would still have to play catch-up with the existing early childhood workforce. This means relying on ongoing professional development like inservice training, coaching, or consultation--a challenging prospect as many states have no unified professional development system for early childhood practitioners. Even fewer state professional development systems are cross-sector in nature, offering collaboration and supports across disciplines and roles. In 2001, FPG Child
Development Institute's Natural Allies project set out to address these challenges. Natural Allies worked with states to enhance personnel
preparation programs by growing the capacity of community college and university faculty, from early childhood and early childhood special education disciplines, to collaborate in preparing and supporting practitioners for early childhood inclusion. The lessons learned from Natural Allies are discussed in this document. (Contains 1 footnote.)
Curriculum: A McREL Report Prepared for Stupski Foundation&apos;s Learning System
Author: Goodwin, Bryan
Date: 2009-00-00
Type: Information Analyses
Subjects: Urban Education,Minority Group Students,At Risk Students,Disadvantaged Youth,Curriculum Development,College Readiness,Alignment (Education),Elementary Secondary Education,Nontraditional Education,Academic Standards,State Standards,Computer Uses in Education,Individualized Instruction,Expectation,High School Graduates,Educational Change,Literature Reviews

This document is one of eight reports prepared to support the development of a new learning system, a development effort that is the first step in a major initiative undertaken by the Stupski Foundation. The Foundation endeavors to improve the life options of all students, especially underserved urban youth of color by fundamentally redesigning the education system. This report was created collaboratively by researchers from McREL with guidance from officers of the Stupski Foundation. Its purpose is to provide members of a &quot;Design Collaborative&quot; team-- consisting of practitioners, parents, students, and researchers-- with a review of key findings from existing literature to support their efforts to develop the curriculum component of the Stupski Foundation&apos;s Learning System. McREL researchers, in collaboration with Stupski Foundation staff members, generated the following research questions to guide this review: (1) What content should be included in a college readiness curriculum? (2) To what extent do current curricula align with college readiness criteria? While McREL researchers concentrated on these two questions, they did so always with an eye toward what worked for students of color and poverty. The discussion section specifically addresses how the findings inform curricular decisions for this target population. These questions focused an extensive review of scholarly and &quot;fugitive&quot; literature. The research team reviewed 161 articles and summarized 120 of them. Data and conclusions from these reports have been synthesized into several key findings provided in this report. The literature review method is appended. References that were reviewed but not cited in this report are also provided. (Contains 2 tables and 2 figures.)
Pathway to the Baccalaureate: How One Community College is Helping Underprepared Students Succeed
Author: Whitmire, Richard
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Community Colleges,Case Studies,Two Year College Students,Nontraditional Students,Educational Administration,School Counselors,Partnerships in Education,Academic Persistence,Developmental Studies Programs,Transitional Programs

This report is an in-depth case study of the Pathway to the Baccalaureate program at Northern Virginia Community College (NOVA). The purpose of the case study is to describe in vivid detail the struggles of nontraditional college students and to show one college's innovative ideas for assisting these students. The Pathway to the Baccalaureate program was chosen for its strong leadership, student-centered program design, and demonstrated success with students.(Contains 3 tables, 1 pie chart and 7 notes.)
Education Longitudinal Study of 2002 (ELS:2002): A First Look at 2002 High School Sophomores 10 Years Later. First Look. NCES 2014-363
Author: Lauff, Erich
Date: 2014-01-00
Type: Reports - Research
Subjects: Longitudinal Studies,High School Students,Grade 10,Outcomes of Education,Followup Studies,Postsecondary Education,College Attendance,Employment Level,Educational Attainment,Labor Market,Family Characteristics,Marital Status,Place of Residence,Occupations,Career Choice,Family Structure,Gender Differences,Racial Differences,Ethnicity,Parent Background,Socioeconomic Status,Academic Aspiration,Grade Point Average,Institutional Characteristics,Debt (Financial),Student Attitudes,Stress Variables,High School Graduates,Graduation,Health Insurance,Job Satisfaction,Intention,Persistence,Work Environment

The Education Longitudinal Study of 2002 (ELS:2002) tracks the educational and developmental experiences of a nationally representative sample of high school sophomores in the United States. This First Look report provides a descriptive portrait of these 2002 tenth-graders a decade later, when most were about 26 years old and had been out of high school for 8 years. In so doing, this report draws heavily on information collected during the 2012 third follow-up data collection. By this time, many members of the cohort had already completed postsecondary education, started or even changed careers, and started to form families. The goal of this First Look report is to present selected estimates that highlight the central issues addressed in the study. Given that the third follow-up is the final round of ELS:2002, this First Look focuses on the selected outcomes associated with young adulthood: current work and education activities, postsecondary enrollment and educational attainment, labor market experiences, family formation (marital and parental status), and current living arrangements. This report examines outcomes not only for those who pursued postsecondary education, but also for those who did not complete high school, or otherwise did not continue their education beyond high school. Two appendices present: (1) Technical Notes and Methodology; and (2) Standard Error Tables. (Contains 19 tables, 6 footnotes, and 1 figure.)
Comparing Estimates of Teacher Value-Added Based on Criterion- and
Norm-Referenced Tests. Summary. REL 2014-004
Author: Stuit, David
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Criterion Referenced Tests,Norm Referenced Tests,Teacher Effectiveness,Reading Achievement,Mathematics Achievement,Computation,Correlation,Statistical Analysis,Comparative Analysis,Classification,Grade 4,Grade 5,Elementary School Students,Elementary School Teachers,Public Schools

Recent changes to state laws on accountability have prompted school districts to design teacher performance evaluation systems that incorporate student achievement (student growth) as a major component. As a consequence, some states and districts are considering teacher value- added models as part of teacher performance evaluations. Value-added models use statistical techniques to estimate teachers' (or schools') contributions to growth in student achievement over time. Designers of new performance evaluation systems need to understand the factors that can
affect the validity and reliability of value-added results or other measures based on student assessment data used to evaluate teacher performance. This study provides new information on the degree to which value-added estimates of teachers differ by the assessment used to measure their students' achievement growth. The study used three analytic strategies to quantify the similarities and differences in estimates of teacher value-added from the ISTEP+ and MAP: correlations of value-added estimates
based on the two assessments, comparisons of the quintile rankings of value-added estimates on the two assessments, and comparisons of the classifications of value-added estimates on the two assessments according to whether their 95 percent confidence intervals were above, below, or overlapping the sample average. Overall, the findings indicate variability between the estimates of teacher value-added from two different tests administered to the same students in the same years. Specific sources of the variability across assessments could not be isolated because of limitations in the data and research design. However, the research literature points to measurement error as an important contributor. The findings indicate that incorporating confidence intervals for value-added estimates reduces the likelihood that teachers' performance will be misclassified based on measurement error. [For the full report, see ED544674.]
Comparing Estimates of Teacher Value-Added Based on Criterion- and
Norm-Referenced Tests. REL 2014-004
Author: Stuit, David
Date: 2014-01-00
Type: Reports - Research
Subjects: Norm Referenced Tests,Criterion Referenced Tests,Teacher Effectiveness,Reading Achievement,Mathematics Achievement,Computation,Correlation,Statistical Analysis,Comparative Analysis,Classification,Grade 4,Grade 5,Elementary School Students,Elementary School Teachers,Public Schools,Hierarchical Linear Modeling,Pretests Posttests

Recent changes to state laws on accountability have prompted school districts to design teacher performance evaluation systems that incorporate student achievement (student growth) as a major component. As a consequence, some states and districts are considering teacher value-added models as part of teacher performance evaluations. Value-added models use statistical techniques to estimate teachers' (or schools') contributions to growth in student achievement over time. Designers of new performance evaluation systems need to understand the factors that can
affect the validity and reliability of value-added results or other measures based on student assessment data used to evaluate teacher performance. This study provides new information on the degree to which value-added estimates of teachers differ by the assessment used to measure their students' achievement growth. The study used three analytic strategies to quantify the similarities and differences in estimates of teacher value-added from the ISTEP+ and MAP: correlations of value-added estimates
based on the two assessments, comparisons of the quintile rankings of value-added estimates on the two assessments, and comparisons of the classifications of value-added estimates on the two assessments according to whether their 95 percent confidence intervals were above, below, or overlapping the sample average. Overall, the findings indicate variability between the estimates of teacher value-added from two different tests administered to the same students in the same years. Specific sources of the variability across assessments could not be isolated because of limitations in the data and research design. However, the research literature points to measurement error as an important contributor. The findings indicate that incorporating confidence intervals for value-added estimates reduces the likelihood that teachers' performance will be misclassified based on measurement error. Three appendices present: (1) Literature review; (2) About the data and the value-added model; and (3) Supplemental analysis of correlations of students' scores on the Indiana Statewide Testing for Educational Progress Plus and Measures of Academic Progress. (Contains 13 notes, 2 boxes, and 11 tables.) [For the summary of this report, see ED544673.]
Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2014-4010
Author: Max, Jeffrey
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Disadvantaged Youth,Instructional Effectiveness,Educational Quality,Achievement Gap,Reading Instruction,Mathematics Instruction,Access to Education,School Districts,Federal Legislation,Educational Legislation,Minority Group Students,Teacher Competencies,Poverty,Language Arts,Mathematics Teachers,English Teachers,Middle School Teachers,Elementary School Teachers,Socioeconomic Influences,Equal Education

Lack of researcher consensus on how to measure disadvantaged students' access to effective teaching has made it challenging for practitioners to draw lessons from the data. This brief aims to help policymakers understand the emerging evidence by synthesizing findings from three peer-reviewed studies that collectively span 17 states. The studies provide two lessons: (1) on average, disadvantaged students received less effective teaching than other students, equivalent to about four weeks of learning for reading and
two weeks for math, or about 2 to 4 percent of the student achievement gap between these groups; and (2) access to effective teaching for disadvantaged students varied across districts, with a statistically significant difference between more and less disadvantaged students' access in some districts and no statistically significant difference in access in others. (Contains 11 endnotes, 1 table, and 4 figures.) [For the technical appendix, see ED544676.]
Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. Technical Appendix. NCEE 2014-4010
Author: Max, Jeffrey
Date: 2014-01-00
Type: Numerical/Quantitative Data
Subjects: Disadvantaged Youth,At Risk Students,Teacher Competencies,Poverty,Instructional Effectiveness,Teacher Effectiveness,Comparative Analysis,Literature Reviews,Teacher Influence,Educational Quality,Elementary Schools,Secondary Schools,Equal Education,Reading Achievement,Mathematics Achievement

This document represents the technical appendix intended to accompany &quot;Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2014-4010.&quot; Contents include: (1) Summary of Related, Non-Peer-Reviewed Studies; (2) Methods for Comparing Findings from the Sass et al. and
Isenberg et al. Studies; and (3) Converting Standard Deviations into &quot;Weeks of Learning.&quot; (Contains 3 endnotes and 6 tables.) [For the full report, see ED544675.]
Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida. Summary. REL 2014-006
Author: Petscher, Yaacov
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Reading Comprehension,Reading Achievement,Elementary School Students,Secondary School Students,High Stakes Tests,Achievement Gains,Accountability,Prediction,Inferences,Computation,Scores,Least Squares Statistics,Bayesian Statistics,Regression (Statistics),Correlation,Reading Ability,Age Differences,Progress Monitoring,Benchmarking,Comparative Analysis,Data Analysis,Student Characteristics,Response to Intervention,State Standards

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for individual students and groups of students. Monitoring student progress is central to accountability systems in general and is useful for measuring how well students respond to instruction or intervention. Progress monitoring entails tracking individual growth across the academic year. Thus, it is important to understand why individual students differ on an outcome beyond what can be known by accounting for performance on a status assessment. This study examines the relations among descriptive measures of growth (simple difference and average difference) and inferential measures (ordinary least squares and empirical Bayes) for students in grades 3-10 and considers how well such measures statistically explain differences in end-of-year reading comprehension after controlling for student performance on a mid-year status assessment. The study also looks at how the results change when controlling for initial (fall) and final (spring) status and when the relations among individual growth curves, status, and end-of-year reading comprehension performance depend on end-of-year reading comprehension performance. [For the full report, see ED544678.]