ethanporcaro/eric-fulltext-meta huggingface dataset:
Program Monitoring: The Role of Leadership in Planning, Assessment, and Communication. REL 2014-034
Author: Malone, Nolan
Date: 2014-05-00
Type: Guides - Non-Classroom
Subjects: Program Evaluation,Leadership Role,Planning,Program Development,Evaluation Methods,Data Collection,Data Analysis,Outcomes of Education,Information Dissemination,Communication Strategies,Progress Monitoring,Leadership Responsibility,Accountability

As educators are increasingly called on to use data to inform improvement initiatives (and are being held accountable for doing so), there is a corresponding need for program leaders to monitor progress. Program monitoring--the systematic and continual observation and recording of key program aspects--can provide leaders with realistic assessments of progress and inform communications with staff and supporters. This reference guide examines three key components of program monitoring--planning, assessment, and communication--within the context of effective and efficient leadership. This guide is one piece of a four-part Regional Educational Laboratory (REL) Pacific series on logic models and program monitoring. These guides provide a straightforward introduction to logic models for educators who are new to these concepts, and they may also serve as a refresher for educators who are already familiar with logic models and program monitoring. This guide serves as a supplemental resource to the Education Logic Model and the Program Outcomes, Measures, and Targets computer-based applications developed by REL Pacific, administered by Mid-continent Research for Education and Learning, and available at http://relpacific.mcrel.org. The applications are interactive tools designed to lead educators through the process of developing logic models and using program monitoring tools.
WWC Review of the Report &quot;The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Programs.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Mathematics Teachers,Secondary School Mathematics,Secondary School Teachers,Alternative Teacher Certification,Teacher Effectiveness,Comparative Analysis,Experimental Colleges,Control Groups,Disadvantaged Schools,Mathematics Instruction,Scores,Mathematics Tests,Standardized Tests

The 2013 study, &quot;The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Programs,&quot; examined whether students taught by teachers in the &quot;Teach for America&quot; (&quot;TFA&quot;) and &quot;The New Teacher Project Teaching Fellows&quot; (&quot;Teaching Fellows&quot;) programs had greater mathematics achievement than students taught by teachers who were not in either of these programs. The results of this study, conducted in the 2009-10 and 2010-11 school years, found that &quot;TFA&quot; teachers were more effective than comparison teachers in raising the mathematics achievement of their students. This study is well executed and meets What Works Clearinghouse (WWC) group design standards without reservations. A separate WWC single study review (see ED545119) provides information about the &quot;Teaching Fellows&quot; intervention. Three appendices are included: (1) Study details; (2) Outcome measure for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain, &quot;TFA&quot; study. A glossary of terms is included. [The following study is the focus of this &quot;Single Study Review&quot;: Clark, M. A., Chiang, H. S., Silva, T., McConnell, S., Sonnenfeld, K., Erbe, A., &amp; Puma, M. (2013). &quot;The effectiveness of secondary math teachers from Teach For America and the Teaching Fellows programs&quot; (NCEE 2013-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.]
WWC Review of the Report &quot;The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Programs.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Mathematics Instruction,Secondary School Mathematics,Secondary School Teachers,Mathematics Teachers,Mathematics Achievement,Comparative Analysis,Alternative Teacher Certification,Disadvantaged Schools,Control Groups,Experimental Groups,Scores,Mathematics Tests,Standardized Tests

The 2013 study, &quot;The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Programs,&quot; examined whether students taught by teachers in the &quot;Teach for America&quot; (&quot;TFA&quot;) and &quot;The New Teacher Project Teaching Fellows&quot; (&quot;Teaching Fellows&quot;) programs had greater mathematics achievement than students taught by teachers who were not in either of these programs. The study was conducted in the 2009-10 and 2010-11 school years. Researchers found that &quot;Teaching Fellows&quot; teachers were no more effective at improving student mathematics achievement scores than comparison teachers. This study is well executed and meets What Works Clearinghouse (WWC) group design standards without reservations. A separate WWC single study review (see ED545118) provides information about the &quot;TFA&quot; intervention. Three appendices are included: (1) Study details; (2) Outcome measure for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain, &quot;Teaching Fellows&quot; study. A glossary of terms is included. [The following study is the focus of this &quot;Single Study Review&quot;: Clark, M. A., Chiang, H. S., Silva, T., McConnell, S., Sonnenfeld, K., Erbe, A., &amp; Puma, M. (2013). &quot;The effectiveness of secondary math teachers from Teach For America and the Teaching Fellows programs&quot; (NCEE 2013-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.]
Making the Most of Opportunities to Learn What Works: A School District's Guide. REL 2014-048
Author: Akers, Lauren
Date: 2014-05-00
Type: Guides - Non-Classroom
Subjects: School Districts,Educational Research,Guides,Program Evaluation,Evaluation Methods,Program Effectiveness,Intervention,Experimental Groups,Control Groups,Comparative Analysis,Summer Programs,Reading Programs,Research Methodology,Sampling,Data Collection,Data Analysis

This guide for district and school leaders shows how to recognize opportunities to embed randomized controlled trials (RCTs) into planned policies or programs. Opportunistic RCTs can generate strong evidence for informing education decisions--with minimal added cost and disruption. The guide also outlines the key steps to conduct RCTs and responds to common questions and concerns about RCTs. Readers will find a real life example of how one district took advantage of an opportunity to learn whether a summer reading program worked.
WWC Review of the Report &quot;Interactive Learning Online at Public Universities: Evidence from a Six-Campus Randomized Trial.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Online Courses,Public Colleges,Interaction,Educational Technology,Computer Uses in Education,Comparative Analysis,Intervention,Introductory Courses,Program Effectiveness,Statistics,Blended Learning,Grades (Scholastic),College Students,Conventional Instruction,Experimental Groups,Control Groups,Effect Size,Gender Differences,First Generation College Students

The 2013 study, &quot;Interactive Learning Online at Public Universities: Evidence From a Six-Campus Randomized Trial,&quot; examined the impact of interactive learning online (ILO) on the pass rates of 605 students enrolled in introductory statistics courses at six public universities. ILO is a form of online course instruction in which computer-guided instruction substitutes for some, though not all, traditional face-to-face instruction. Students learn course material independently and individual student data are used to provide customized instruction. Pass rates in both the intervention and comparison course sections were similar (80% vs. 76%, respectively). The researchers found no statistically significant difference between these rates. This study was well executed and meets What Works Clearinghouse (WWC) group design standards without reservations. Four appendices are included: (1) Study details; (2) Outcome measure for the academic achievement domain; (3) Study findings for the academic achievement domain; and (4) Supplemental findings for the academic achievement domain. A glossary of terms is also included. [The following study is the focus of this review: Bowen, W. G., Chingos, M. M., Lack, K. A., &amp; Nygren, T. I. (2013). Interactive learning online at public universities: Evidence from a six-campus randomized trial. &quot;Journal of Policy Analysis and Management,&quot; 33(1), 94-111.]
A New Vision for Teacher Professional Growth &amp; Support: Six Steps to a More Powerful School System Strategy
Author: Education Resource Strategies
Date: 2013-05-00
Type: Guides - Non-Classroom
Subjects: Faculty Development,Teacher Effectiveness,Urban Schools,Holistic Approach,Educational Improvement,Change Strategies,Educational Finance,Resource Allocation,Achievement Gains,Accountability,Expenditures,Academic Standards,Teacher Evaluation,Teamwork,Teacher Collaboration,Teacher Salaries,Career Development,Educational Policy,Curriculum Development,Student Evaluation,Formative Evaluation,Summative Evaluation

One of a series of Education Resource Strategies (ERS) publications and tools, this paper explores important ways to organize and invest in Professional Growth &amp; Support that strengthen teaching capacity and effectiveness at the system level. It draws on research, ERS experience with urban school systems nationwide, and detailed analyses of Professional Growth &amp; Support spending in Washington, DC; Duval County Public Schools, Florida; and the charter management network, Achievement First (AF). The authors present a new vision in which strategic school systems integrate a core set of instructional improvement activities that strengthen and reinforce one another. They also introduce principles common to strategic Professional Growth &amp; Support systems, describe these practices in the three systems, and identify the biggest levers and challenges to implementing productive strategies. In this paper, the authors hope to both challenge and support educational leaders to create a more strategic, integrated approach to building teaching effectiveness. To do this, they identify six steps school system leaders can take to implement this vision cost-effectively. With each step, they describe the strategy, share insights from spending and practice data across school systems, highlight challenges, and provide some tips for taking action. Appended are: (1) Eight Principles of a Strategic Professional Growth &amp; Support System; (2) School System Background; (3) The Components of Professional Growth &amp; Support; (4) AF's Essentials of Effective Instruction (Basis for Observation Rubric); (5) AF's Annual Professional Growth &amp; Support Schedule; and (6) AF's Career Stages and Compensation.
Transforming School Funding: A Guide to Implementing Student-Based Budgeting (SBB)
Author: Rosenberg, David
Date: 2014-01-00
Type: Guides - Non-Classroom
Subjects: Educational Finance,Finance Reform,Resource Allocation,Funding Formulas,Budgeting,Program Implementation,Educational Resources,Decision Making,Feasibility Studies,Professional Development,Investment,Performance Factors,Case Studies,Systems Building,Administrator Guides,Administrator Role

Student-Based Budgeting (sometimes called Weighted Student Funding, or Fair Student Funding, depending on the district) differs fundamentally from the traditional funding model, which distributes resources to schools in the form of staff and dollars designated for specific purposes. Student-Based Budgeting (SBB) allocates dollars to schools based on the number of enrolled students, where each student receives a funding &quot;weight&quot; based on need. This model can allow districts to increase equity, transparency, and flexibility in their funding system. In this guide, you will find information to consider whether SBB is right for your school system, including stories of how districts such as Boston, Denver, Baltimore, and Cleveland implemented SBB. [Foreword by Karen Hawley Miles.]
Leveraging Learning: The Evolving Role of Federal Policy in Education Research
Author: Knowles, Timothy
Date: 2013-12-00
Type: Collected Works - General
Subjects: Public Policy,Educational Policy,Educational Research,Federal Government,Research and Development,Federal Legislation,Educational Legislation,Research Utilization,Government Role,Evidence,Public Agencies,Research and Development Centers,Special Education,Vocational Education,Educational Innovation,Investment

As transformative reforms like the Common Core State Standards and educator evaluation roll out amidst a rapidly changing demographic landscape, the need for getting high-quality research on timely topics into the hands of practitioners grows all the more urgent. While rigor and relevance need not be a question of &quot;either/or&quot;, but rather an instance of &quot;both/and,&quot; there&apos;s a tension between the timeline of traditional research and the fast-paced change of education reform that policymakers need to address. Moreover, reconciling rigor and relevance does not in itself ensure access to and use of research by practitioners: How can federal policy better calibrate the current rigor-relevance balance in education research and improve meaningful uptake by the field? &quot;Leveraging Learning&quot; contributes to that discussion with a series of essays, infographics, and briefs that outline the current federal landscape of education R&amp;D and envision its future. Featured essays and briefs include: (1) Strengthening the Education Sciences Reform Act: Fostering Innovation and Efficiency through Mechanism Experiments (Timothy Knowles and Jens Ludwig); (2) Strengthening the Use and Usefulness of Education Research (Vivian Tseng); (3) A Brief History of Federal Efforts to Improve Education Research (Nancy Kober); (4) New Directions in Education Research: The Federal Role (Robert E. Slavin); (5) The Evidence-based School District: A Make-Believe District with a Real-World Mission (Michael J. Petrilli); and (6) Why We Need a DARPA for Education (ARPA-ED) (U.S. Department of Education) (working draft).
Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Achievement First&quot;
Author: Education Resource Strategies
Date: 2013-05-00
Type: Reports - Research
Subjects: Faculty Development,Low Income,At Risk Students,Case Studies,Teacher Effectiveness,Human Capital,Performance Based Assessment,Accountability,Educational Finance,Charter Schools,Achievement Gains,Language Arts,Reading Skills,Urban Schools,Governance,Educational Improvement,Curriculum,Teacher Evaluation,Student Evaluation,Time Management

Four organizations with promising practices in teacher Professional Growth &amp; Support have significantly raised outcomes for low-income students. The charter management networks, Achievement First and Aspire Public Schools, and the two reform organizations, Teach Plus and Agile Mind, have successfully increased student achievement with a sustained focus on teaching effectiveness and capacity. As these organizations respond to the challenges of Common Core standards, invest heavily in teaching capacity through teacher leadership and collaborative planning time, and capitalize on assessment and evaluation data and technology, they exemplify best practices in Professional Growth &amp; Support. They also reinforce what Education Resource Strategies (ERS) terms the Eight Principles of a Strategic Professional Growth &amp; Support System which are presented here. The eight principles summarize ERS research and work with partner school systems and are the foundation for ERS' white paper, &quot;A New Vision for Teacher Professional Growth &amp; Support: Six Steps to a More Powerful School System Strategy&quot; and related tools. This publication, is one of a series of four case studies. Each one describes the mission and background of the organization, strategic approaches to Professional Growth &amp; Support, performance results, program costs, lessons learned, and next steps. The focus of this &quot;Case Study of Achievement First&quot; explores a holistic approach to teacher effectiveness, which integrates Professional Growth &amp; Support with key human capital and teaching support functions such as curriculum development, performance evaluation, student assessment, compensation, and career path. Appended are: (1) Schedule of Professional Growth and Teaching Support Functions; (2) AF's Use of Teacher Non-Instructional Time; (3) Teaching Excellence Framework; (4) AF's Essentials of Effective Instruction; and (5) Sample Career Stage Calculator. [Other titles in this series of case studies include: (1) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Aspire Public Schools&quot; ED545133; (2) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Teach Plus&quot; ED545134; and (3) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Agile Mind&quot; ED545136.]
Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Aspire Public Schools&quot;
Author: Education Resource Strategies
Date: 2013-05-00
Type: Reports - Research
Subjects: Case Studies,Academic Achievement,Educational Resources,Educational Strategies,Best Practices,Public Schools,Educational Change,Organizations (Groups),Faculty Development,Teacher Leadership,Teacher Collaboration,Low Income,Outcomes of Education,Teacher Effectiveness,Instructional Effectiveness,Charter Schools,Educational Principles,Specialists,Strategic Planning,Program Descriptions,Incentives,Lesson Plans,Teamwork,Mentors

Four organizations with promising practices in teacher Professional Growth &amp; Support have significantly raised outcomes for low-income students. The charter management networks, Achievement First and Aspire Public Schools, and the two reform organizations, Teach Plus and Agile Mind, have successfully increased student achievement with a sustained focus on teaching effectiveness and capacity. As these organizations respond to the challenges of Common Core standards, invest heavily in teaching capacity through teacher leadership and collaborative planning time, and capitalize on assessment and evaluation data and technology, they exemplify best practices in Professional Growth &amp; Support. They also reinforce what Education Resource Strategies (ERS) terms the Eight Principles of a Strategic Professional Growth &amp; Support System which are outlined here. The eight principles summarize ERS research and work with partner school systems and are the foundation for ERS' white paper, &quot;A New Vision for Teacher Professional Growth &amp; Support: Six Steps to a More Powerful School System Strategy&quot; and related tools. This &quot;Case Study of Aspire Public Schools&quot; is one of a series of four case studies. Each one describes the mission and background of the organization, strategic approaches to Professional Growth &amp; Support, performance results, program costs, lessons learned, and next steps. &quot;Case Study of Aspire Public Schools&quot; focuses on how Aspire Public Schools emphasize teacher teaming around regular student data with support from content experts and teacher leaders. &quot;Current Aspire Teacher Leader Career Path&quot; is appended. [Also included in this series are: (1) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Achievement First&quot; ED545132; (2) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Teach Plus&quot; ED545134; and (3) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Agile Mind&quot; ED545136.]
Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Teach Plus&quot;
Author: Education Resource Strategies
Date: 2013-05-00
Type: Reports - Research
Subjects: Case Studies,Faculty Development,Teacher Effectiveness,Human Capital,Performance Based Assessment,Accountability,Educational Finance,Urban Schools,Educational Change,Achievement Gains,Partnerships in Education,Teacher Recruitment,Teacher Collaboration,Change Strategies,Financial Support,Mathematics Achievement,Language Arts,Reading Achievement,Elementary Schools,Middle Schools,Teacher Leadership,Teamwork

Four organizations with promising practices in teacher Professional Growth &amp; Support have significantly raised outcomes for low-income students. The charter management networks, Achievement First and Aspire Public Schools, and the two reform organizations, Teach Plus and Agile Mind, have successfully increased student achievement with a sustained focus on teaching effectiveness and capacity. As these organizations respond to the challenges of Common Core standards, invest heavily in teaching capacity through teacher leadership and collaborative planning time, and capitalize on assessment and evaluation data and technology, they exemplify best practices in Professional Growth &amp; Support. They also reinforce what Education Resource Strategies (ERS) terms the Eight Principles of a Strategic Professional Growth &amp; Support System which are presented here. The eight principles summarize ERS research and work with partner school systems and are the foundation for ERS' white paper, &quot;A New Vision for Teacher Professional Growth &amp; Support: Six Steps to a More Powerful School System Strategy&quot; and related tools. This &quot;Case Study of Teach Plus&quot; is one of a series of four case studies. Each one describes the mission and background of the organization, strategic approaches to Professional Growth &amp; Support, performance results, program costs, lessons learned, and next steps. The primary focus of this case study is Teach Plus' innovative teacher leader program, which builds the capacity of staff school-wide through teacher teaming and data analysis. An overview of T3 Teacher Leader-LED Teams is appended. [Other case studies in this series are: (1) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Aspire Public Schools&quot; ED545133; (2) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Achievement First&quot; ED545132; and (3) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Agile Mind&quot; ED545136.]