ethanporcaro/eric-fulltext-meta huggingface dataset:
Charter Schools Indicators: A Report from the Center on Educational Governance University of Southern California. CSI-USC 2007
Author: University of Southern California (USC), Center on Educational Governance (CEG)
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Educational Indicators,Governance,School Effectiveness,Educational Finance,Educational Quality,Academic Achievement,Productivity,Federal Programs,Accountability,Investment,Teacher Qualifications,English Language Learners,Classification,Language Arts,Mathematics,Elementary Secondary Education

Like other public schools, California charter schools are judged primarily by one measure: student test scores. Though necessary, the Academic Performance Index and Average Yearly Progress scores can't assess charter schools' broad dimensions of student learning, program effectiveness and school operations. The state's accountability system requires that all public schools submit mountains of data, but it's not reported in a way that's useful for the schools to evaluate themselves. And charter schools rely on this data to sustain their very existence. The first report of its kind, &quot;Charter Schools Indicators-USC&quot; transforms data submitted to the state for compliance purposes into a tool for school improvement and accountability. USC's Center on Educational Governance built CSI-USC in partnership with the charter school community: state policymakers, charter school authorizers, charter school operators and professional organizations of charter schools. Performance measures are organized into four areas: financial resources and investment, school quality, student performance and academic productivity. The report also updates the profile of the California charter school population. CSI-USC's quality measures use both academic and financial data, existing figures and new measures created expressly for this report. They are presented as indices; each index is composed of a set of individual data elements. Most indices compare charter schools to non-charter public schools. When the data for individual non-charter public schools is not publicly available, comparisons focus on changes in charter school performance over time. An aggregate of school data, CSI-USC is designed for readers to draw their own conclusions. In the next two years, USC's Center on Educational Governance will complete an interactive, searchable Web site of performance data on individual California charter schools. Schools and their stakeholders--policymakers, foundations, corporate partners and researchers--will be able to gauge a school's performance on a given measure and compare that school to all other California public schools on that measure. Overall, a broader array of indicators better captures the value of a school. And as charter schools and their enrollments continue to grow in California, data on their progress is more sought than ever. By examining these school data as a collection, CSI-USC has taken the first crucial step. Appended are: (1) Data Sources and Terms; (2) Creating CSI-USSC; and (3) Index and Data Sources.
Charter Schools Indicators: A Report from the Center on Educational Governance University of Southern California. CSI-USC 2009
Author: University of Southern California (USC), Center on Educational Governance (CEG)
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Educational Indicators,Governance,School Effectiveness,Educational Finance,Educational Quality,Academic Achievement,Productivity,Federal Programs,Accountability,Investment,Teacher Qualifications,English Language Learners,Classification,Language Arts,Mathematics,Elementary Secondary Education

On February 24, 2009, President Obama outlined his fiscal plan for the 2010 budget to a joint session of Congress. Stressing the importance of backing education, Obama vowed to &quot;expand our commitment to charter schools&quot; and &quot;invest in innovation.&quot; Obama's plan for more effective charters includes increasing federal aid and urging states with charter school caps to lift them--and tougher action to close charters that fall short. As this education sector continues to grow, with more than 4500 charter schools in 40 states and the District of Columbia, state data systems need to improve and become more transparent. To maximize the benefits of this new federal support, states must increase accountability for all public schools. Currently, in California there's too much data collection and not enough data use. Missing data is the primary problem. California offers no incentives for submitting timely reports, has no check on data completeness, and no penalties for failing to file. California charters can't submit their data directly to Sacramento, only to their districts. As choices in public education increase, so increases the need to provide as much information as possible to policymakers, educators and parents, so they can make informed decisions about school performance. CSI-USC 2009 expands what is known about the performance of California charter schools and, at the same time, throws a challenge to schools, districts and the state to confront the problem of missing and inaccurate data. Appendices include: (1) Data Sources and Terms; (2) Creating CSI-USC ; and (3) Index and Data Sources.
Charter Schools Indicators: A Report from the Center on Educational Governance University of Southern California. CSI-USC 2010
Author: University of Southern California (USC), Center on Educational Governance (CEG)
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Educational Indicators,Governance,School Effectiveness,Educational Finance,Educational Quality,Academic Achievement,Productivity,Federal Programs,Accountability,Investment,Teacher Qualifications,English Language Learners,Classification,Language Arts,Mathematics,Elementary Secondary Education

CSI-USC continues to make sense of what the California statewide data system provides. This fourth annual report gauges multiple measures of academic and financial performance, probing well beyond mere test scores. Ratings in familiar green, yellow, and red cover four areas: financial resources and investment, school quality, student performance and academic productivity. This year's major innovation--CSI-USC Interactive, the online searchable database--allows users to compare the performance of individual charter schools over time or the performance of groups of charter schools to one another. Consult CSI-USC Interactive at http://www.usc.edu/cegov/. As in last year's report, this document highlights California's individual charter schools; offers statewide comparisons of charter and district-run schools; and defines data-based trends. In response to--and in spite of--fiscal distress and budgetary cutbacks in most public schools, charter schools continue to improve their overall fiscal health. Teacher qualification in charters continues to make steady improvement, although it still lags behind non-charters. For charter schools, API and AYP haven't fluctuated much over time. Their Academic Momentum Index started out fast but has slowed, although this year shows a slight improvement over last year. Most notably, charter schools have seen major improvements in their ability to reclassify English Learners to fluent-English-proficient over the last five years. CSI-USC 2010 expands what we know about the performance of California charter schools, while CSI-USC Interactive increases the accessibility of information to policymakers, educators and parents. Taken together, the Center's information systems offer a model for other states confronting the challenge of promoting the growth of charter schools, the increase of their quality and school accountability: all goals of the Obama administration. The following are appended: (1) Data Sources and Terms; (2) Creating CSI-USC; and (3) Index and Data Sources.
Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. REL 2016-277
Author: Kosanovich, Marcia
Date: 2016-09-00
Type: Guides - Classroom - Teacher
Subjects: Communities of Practice,Guides,Reading Skills,Reading Instruction,Literacy Education,Faculty Development,Video Technology,Learning Activities,Lesson Plans,Kindergarten,Grade 1,Grade 2,Grade 3,Elementary Education,Teaching Methods,Inferences,Language Usage,Language Skills,Vocabulary,Phoneme Grapheme Correspondence,Acoustics,Decoding (Reading),Reading Strategies,Oral Reading,Group Activities

The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their oral language, and read connected text with sufficient accuracy and fluency to understand what they read. The practice guide, developed by a panel of experts comprised of researchers and practitioners, presents four recommendations that educators can use to improve literacy skills in the early grades. Professional Learning Communities (PLCs) are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and improving their craft. REL Southeast developed PLC materials focused on the practice guide that were designed to assist a literacy leader in guiding a professional learning community in applying the recommendations from the practice guide. The materials include a facilitator's guide, participant activities, and YouTube videos. The facilitator's guide includes a framework for facilitators to conduct each of the ten PLC sessions. It also includes participant activities, discussion questions, small- and whole-group activities, and implementation and reflection activities. The participant's activities include reflection questions, lesson plan examples and templates, video-viewing guides, and sharing opportunities. The videos illustrate practices presented in the foundational reading skills practice guide. [For the Participant's Activities, see ED569151. For &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008,&quot; see ED566956.]
Professional Learning Communities Participant's Activities for the What Works Clearinghouse Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. REL 2016-277a
Author: Kosanovich, Marcia
Date: 2016-09-00
Type: Guides - Classroom - Teacher
Subjects: Communities of Practice,Guides,Reading Skills,Reading Instruction,Literacy Education,Faculty Development,Video Technology,Learning Activities,Lesson Plans,Kindergarten,Grade 1,Grade 2,Grade 3,Elementary Education,Teaching Methods,Inferences,Language Usage,Language Skills,Vocabulary,Phoneme Grapheme Correspondence,Acoustics,Decoding (Reading),Reading Strategies,Oral Reading,Group Activities

The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their oral language, and read connected text with sufficient accuracy and fluency to understand what they read. The practice guide, developed by a panel of experts comprised of researchers and practitioners, presents four recommendations that educators can use to improve literacy skills in the early grades. Professional Learning Communities (PLCs) are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and improving their craft. REL Southeast developed PLC materials focused on the practice guide that were designed to assist a literacy leader in guiding a professional learning community in applying the recommendations from the practice guide. The materials include a facilitator's guide, participant activities, and YouTube videos. The facilitator's guide includes a framework for facilitators to conduct each of the ten PLC sessions. It also includes participant activities, discussion questions, small- and whole-group activities, and implementation and reflection activities. The participant's activities include reflection questions, lesson plan examples and templates, video-viewing guides, and sharing opportunities. The videos illustrate practices presented in the foundational reading skills practice guide. [For the Facilitator's Guide, see ED569149. For &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008,&quot; see ED566956.]
USC/School Performance Dashboard 2013. A Report from the Center on Educational Governance/University of Southern California
Author: University of Southern California (USC), Center on Educational Governance (CEG)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Educational Indicators,Governance,School Effectiveness,Educational Finance,Educational Quality,Academic Achievement,Productivity,Federal Programs,Accountability,Investment,Teacher Qualifications,English Language Learners,Classification,Language Arts,Mathematics,Elementary Secondary Education,Secondary School Curriculum,Graduation Rate,High Schools,College Readiness,Public Schools

The USC School Performance Dashboard, now in its seventh year, draws on California school data from 2003-2012 to rate charter schools on academic and financial measures of performance. It also provides an accompanying interactive site at www.uscrossier.org/ceg/. Unlike other school databases, this one assigns values--high, medium, low--to the measures and goes beyond state test scores. Dashboard users like to know which schools are doing well, which are in the middle, and which struggle. Schools use the USC School Performance Dashboard to track their own performance over time and to compare themselves to other schools. Schools also submit our ratings in their renewal packages. A Bay Area charter school reported they used the data when describing their school to college admission officers: &quot;Our school profile gives us bragging rights.&quot; Schools in the Top 10 use their position to help convince funders to invest in their schools. Teachers use the Dashboard as an employment directory--where might they like to work? Parents search it for charter schools in their community--what school is worthy of their child? The Dashboard's financial ratings warn charter authorizers to put out fires before they blaze. Finally, the many foundations that support California charter schools use the Dashboard to judge the return on their investment. The following are appended: (1) Definitions of Indicators; (2) Composition of Indicators; and (3) Primary Data Sources.
Forum on Common Language for States and Assessment Vendors
Author: Warren S.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Educational Cooperation,Alignment (Education),Standard Setting,Language Usage,Demonstrations (Educational),Group Discussion,General Education,Barriers,Change Strategies,English Language Learners,Individualized Education Programs,Testing Programs,Testing Problems,Usability

More than 80 individuals representing staff from state departments of education, school districts, other countries, testing and testing-related companies, and other educational organizations participated in a forum on June 20, 2016 in Philadelphia, Pennsylvania, to discuss the need for common accessibility language across assessment platforms. The implications for general education students, students who are English learners (ELs), and students with Individualized Education Programs (IEPs) or 504 plans were discussed in breakout sessions. The forum was a pre-session to the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA), and was a collaboration of the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS), the English Language Learner (ELL) SCASS, and the National Center on Educational Outcomes (NCEO). The purpose of the forum on common language for states and assessment vendors was to discuss the need for greater collaboration across technology platforms. Although new technology platforms offer a greater array of accessibility supports (accessibility features and accommodations), the variation in the language used to describe these supports and approaches to employing them makes it confusing for educators, students, and other stakeholders. The specific focus of the forum was for participants to see demonstrations of several vendor accessibility supports and then discuss the challenges related to the differences in language used as they pertain to the following three groups: (1) General Education Students; (2) ELs; and (3) Students with IEP's or 504 plans. Although this report summarizes the introductory information provided to forum participants, its main purpose is to describe the panel presentations and the facilitated forum discussions. Summaries of the panel presentations were developed from notes taken during the presentations, and from the presenters' slides. Summaries of the facilitated discussions were developed from notes taken by notetakers. Participants were encouraged to comment and discuss freely, with assurances that no individual's name, nor any state, company, or organization would be attached to comments that were made. Complete anonymity of statements was ensured. This led to frank and open conversations.
Focusing on Teachers' Mathematical Knowledge: The Impact of Content-Intensive Professional Development. Study Snapshot. NCEE 2016-4011
Author: Garet, Michael S.
Date: 2016-09-00
Type: Reports - Research
Subjects: Faculty Development,Mathematics Instruction,Pedagogical Content Knowledge,Teaching Methods,Mathematics Achievement,Workshops,Elementary Secondary Education,Video Technology,Feedback (Response),Coaching (Performance),Observation,Randomized Controlled Trials,Knowledge Level,Program Effectiveness,Program Implementation,Fidelity,Teacher Participation,Communities of Practice,Teacher Characteristics,Grade 4,Student Characteristics

Recent results from national and international assessments continue to show a need for improvement in math achievement among U.S. students. For example, 60 per-cent of grade 4 students scored below the proficient level on the 2015 National Assessment of Educational Progress. In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students' understanding of math concepts. Teachers may benefit from professional development (PD) that strengthens their own conceptual understanding of math, particularly elementary school teachers who are less likely to formally study math in college than secondary teachers are. To date, there is limited convincing evidence on the effectiveness of intensive, content-focused PD, a gap this study intended to address. This study examined the implementation and impact of a 93-hour PD program that focused on deepening teachers' general math knowledge but also covered some math knowledge relevant to teaching. The core of the PD was &quot;Intel Math,&quot; an intensive 80-hour workshop delivered in summer 2013 that focused on deepening teachers 'knowledge of grades K-8 math. Two additional PD components, &quot;Mathematics Learning Community&quot; and &quot;Video Feedback Cycles&quot; totaling 13 hours were delivered during the 2013-14 school year to reinforce the math content in Intel Math and help teachers apply the content to improve their instruction. Results of the study revealed that despite the PD's positive impact on some teacher outcomes, the PD did not have a positive impact on student achievement. On average, treatment teachers' students scored 2 percentile points lower than control teachers' students on both spring 2014 student achievement measures (see Figure 3). The difference between treatment and control group students was statistically significant for the state math assessment but not the study-administered assessment. This may be partially explained by the finding that math content knowledge and instructional practice, as measured in this study, were generally not correlated with student math achievement. [To access the full report in ERIC &quot;Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010,&quot; see ED569154. To view &quot;Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. Executive Summary. NCEE 2016-4009,&quot; see ED569155.]
Adults with Poor Reading Skills: How Lexical Knowledge Interacts with Scores on Standardized Reading Comprehension Tests
Author: McKoon, Gai
Date: 2016-01-00
Type: Journal Articles
Subjects: Reading Skills,Psycholinguistics,Memory,Decision Making,Models,Accuracy,Scores,Standardized Tests,Correlation,Reading Comprehension,Multivariate Analysis,Cognitive Psychology,Adult Students,Undergraduate Students,Intelligence Tests,Vocabulary Skills,Reading Tests,Adult Literacy,Adult Basic Education,Literacy Education,Comparative Analysis

Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff's, 1978, diffusion model) to abstract the mechanisms underlying their performance from their RTs and accuracy. We also collected scores for each participant on standardized IQ tests and standardized reading tests used commonly in the education literature. We found significant correlations between the model's estimates of the strengths with which words are represented in memory and scores for some of the standardized tests but not others. The findings point to the feasibility and utility of combining a test of word knowledge, lexical decision, that is well-established in psycholinguistic research, a decision-making model that supplies information about underlying mechanisms, and standardized tests. The goal for future research is to use this combination of approaches to understand better how basic processes relate to standardized tests with the eventual aim of understanding what these tests are measuring and what the specific difficulties are for individual, low-literacy adults. [This article was published in &quot;Cognition,&quot; v146 p453-469 Jan 2016.]
A State Policymaker's STEM Playbook. Promising Practices
Author: Zinth, Jennifer
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: STEM Education,Case Studies,State Legislation,State Policy,Educational Legislation,Program Development,College School Cooperation,Partnerships in Education,Elementary Secondary Education,Postsecondary Education,Evaluation

Science, technology, engineering and mathematics (STEM) has captured the attention of state policymakers who are concerned about equitable access to high-quality educational experiences and preparing and inspiring students to pursue STEM careers. Yet in many states, STEM policymaking efforts have not achieved their intended return on investment because programs are missing one or more of three essential elements: (1) Statewide coordination or consolidation within a single statewide entity; (2) Adequate, reliable funding from year to year; and (3) Quality assurance or program evaluation. This Promising Practices in Education report highlights Utah as a case study for successfully enacting and implementing legislation that assures the presence of all three of the above components. The report also identifies other elements that contributed to the passage and implementation of Utah's efforts.