ethanporcaro/eric-fulltext-meta huggingface dataset:
Accelerated Math®. Secondary Mathematics. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-12-00
Type: Reports - Research
Subjects: Mathematics Instruction,Secondary School Students,Intervention,Mathematics Achievement,Secondary Education,Secondary School Mathematics,High School Students,Instructional Effectiveness,Computer Software

This intervention report presents findings from a systematic review of &quot;Accelerated Math®&quot; conducted using the WWC Procedures and Standards Handbook (version 3.0) and the Secondary Mathematics review protocol (version 3.1). No studies of &quot;Accelerated Math®&quot; that fall within the scope of the Secondary Mathematics review protocol meet What Works Clearinghouse (WWC) group design standards. Because no studies meet WWC design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Accelerated Math® on the mathematics achievement of secondary students, who are typically in grades 9-12. Research that meets WWC design standards is necessary to determine the effectiveness or ineffectiveness of this intervention. A Glossary of Terms is provided.
Joining Forces: How the Texas Education Grantmakers Advocacy Consortium Is Engaging Funders in Education Policy. Principles for Effective Education Grantmaking. Case Study No. 13
Author: Jenkins, Lynn
Date: 2016-04-00
Type: Tests/Questionnaires
Subjects: Consortia,Educational Policy,Advocacy,Grants,Educational Finance,State Legislation,Philanthropic Foundations,Case Studies,Legislators,Cooperation,Politics of Education

As 2015 came to an end, education funders in Texas were reflecting not only on the results of their grantmaking over the past year but also on what the state legislature had (and had not) accomplished during its most recent session. Thirty-four Texas funders felt a particular sense of satisfaction because they had helped shape some of the new policies through their involvement in a collaborative effort called the Texas Education Grantmakers Consortium (TEGAC). Despite their differences, they had some important things in common. They believed in the importance of collaboration. They knew that the magnitude of their grantmaking paled in comparison to the size of the state budget. They recognized that state policy could make or break their philanthropic investments. And they believed that lawmakers needed better information to guide their policymaking. This case study describes how TEGAC increased its membership and hosted its second Texas Education Grantmakers Advocacy Day at the Capitol to connect TEGAC members with legislators. TEGAC members were able to approach legislators about the results of two recent Children At Risk studies that showed how state budget cuts challenged the ability of many Texas districts to meet educational mandates while providing exceptional learning opportunities. The remainder of the case study traces the efforts of TEGAC and its members through early 2016, including the outcomes of their third annual Texas Education Grantmakers Advocacy Convening at the Capitol and their impact on legislation. [For &quot;Investing in Change: The Walton Family Foundation Charts a New Course. Principles for Effective Education Grantmaking. Case Study No. 12,&quot; see ED578903.]
Accountability&apos;s New Frontier: Innovation from the States. Principles for Effective Education Grantmaking. Case Study No. 14
Author: Carroll, Kathleen
Date: 2016-04-00
Type: Tests/Questionnaires
Subjects: Accountability,Educational Innovation,Grantsmanship,Grants,Philanthropic Foundations,Educational Legislation,Federal Legislation,Competency Based Education,Models,Performance Based Assessment,College Readiness,Career Readiness,Standards,Capacity Building,Educational Assessment,Equal Education

The recent passage of the Every Student Succeeds Act of 2015 (ESSA) is an historic opportunity for education leaders and funders to think broadly about innovation in terms of goals and accountability. This case examines two examples of states where responsible innovation regarding goals and accountability is long underway, with the support of philanthropic partners. It also serves as a caution about the need to retain--and enhance--an emphasis on equity, encouraging thoughtful consideration of the opportunities and potential threats ESSA may pose. In New Hampshire, the state education department, front-running school districts and advocates have worked to develop and implement a strong competency-based model for student achievement, including performance-based assessments. A regional funder has chiefly supported this work, though other foundations have been involved. In Kentucky, state officials have implemented college- and career-ready standards for student success, through intentional efforts that include keeping the public informed and developing and implementing new teaching tools in collaboration with experts in and outside the state, with the support of a local nonprofit and a national funder. [For &quot;Joining Forces: How the Texas Education Grantmakers Advocacy Consortium Is Engaging Funders in Education Policy. Principles for Effective Education Grantmaking. Case Study No. 13, see ED578905.]
Trends in Teacher Mobility in Texas and Associations with Teacher, Student, and School Characteristics. REL 2018-283
Author: Sullivan, Kate
Date: 2017-12-00
Type: Reports - Research
Subjects: Faculty Mobility,Public School Teachers,Teacher Characteristics,Student Characteristics,Institutional Characteristics,Teacher Evaluation,Teacher Effectiveness,Trend Analysis,Differences,Regional Characteristics,Elementary Secondary Education

The Regional Educational Laboratory Southwest Educator Effectiveness Research Alliance expressed interest in investigating annual teacher mobility in Texas. This resulting study, using data from the 2011/12-2015/16 school years, first asked how large teacher mobility was and how much of that movement was between schools in the same district, how much was between districts in Texas, and how much was out of public school teaching in Texas altogether. The study also addressed the relationships between teacher mobility and teachers' personal and professional characteristics, school-level student characteristics, and schools' average teacher ratings (under a new system piloted in 2014/15). The study used 2011/12-2015/16 data collected by the Texas Education Agency on all Texas public schools. It also used data collected by the Texas Education Agency during the 2014/15 pilot of the Texas Teacher Evaluation and Support System (T-TESS) in 57 school districts-about 5 percent of districts in Texas. This report provides state and district policymakers in Texas with updated information on trends in teacher mobility and on correlates of mobility in the teaching workforce, offering a systematic baseline for monitoring and planning. The findings will enable policymakers to formulate a strategic, targeted approach for recruiting and retaining teachers rather than relying on generic approaches for increasing the overall supply of teachers or improving recruitment. For example, informed efforts might target attracting and retaining teachers in specific fields (such as special education), at certain stages of their career (such as novice teachers), or in certain geographic areas. Moreover, the analysis enriches the knowledge base about schools' teacher retention and mobility in relation to the quality of the teaching force and may inform policy discussions about the importance of a stable teaching force for teaching effectiveness. [This document was produced in collaboration with the Regional Educational Laboratory Southwest Educator Effectiveness Research Alliance.]
The Promise: A Case Study of Say Yes to Education in Buffalo. Principles for Effective Education Grantmaking. Case Study No. 15
Author: Frahm, Robert
Date: 2016-10-00
Type: Tests/Questionnaires
Subjects: Grantsmanship,Grants,Case Studies,Access to Education,Nonprofit Organizations,Health Services,Legal Aid,Clinics,Summer Schools,After School Programs,College Freshmen,Scholarships,Partnerships in Education,Progress Monitoring,College Bound Students,Program Descriptions,Program Effectiveness

Not long ago, college seemed out of reach for Jesse Ashley, a high school senior in Buffalo, New York. In a troubled school system plagued by low achievement and high dropout rates, Jesse's chronic absenteeism and bouts with depression made his prospects shaky. But Jesse got help, returned to classes and began thinking about college--all under an ambitious program that began with the promise of a college scholarship to any graduate of the city's public schools. That promise, made by a local partnership with support from the national nonprofit group Say Yes to Education, spurred a community-wide effort designed not only to remove financial barriers to higher education, but to reshape the very nature of Buffalo's public schools and bolster the economic revival of one of the nation's most impoverished cities. Five years ago, with the pledge of $15 million from Say Yes as an incentive, the community embarked on a new approach to increasing postsecondary completion. Local civic leaders formed Say Yes Buffalo, securing commitments from city and county governments, local businesses, school officials, parent groups, unions, higher education institutions, churches and others to provide an array of services--such as mentoring, after-school and summer programs, school-based mental health counseling and even legal clinics--and to build a scholarship fund to help students such as Jesse overcome obstacles as they pursue the dream of a college degree. This case study describes how Say Yes and Say Yes Buffalo established health and legal clinics in school buildings, implemented summer school and after-school programs, and funded summer programs for incoming freshmen at the three schools that enroll the largest number of Say Yes Buffalo scholars: Erie Community College, Buffalo State College and Medaille College. [For &quot;Accountability's New Frontier: Innovation from the States. Principles for Effective Education Grantmaking. Case Study No. 14,&quot; see ED578906.]
Leveraging for Big Results: The Leeds Family&apos;s Entrepreneurial Approach to Increasing High School Graduation Rates. Principles for Effective Education Grantmaking. Case Study No. 11
Author: Carroll, Kathleen
Date: 2015-10-00
Type: Tests/Questionnaires
Subjects: Philanthropic Foundations,Private Financial Support,Grantsmanship,Entrepreneurship,High School Students,Graduation Rate,Educational Opportunities,Partnerships in Education,Case Studies,Educational Finance,Educational Equity (Finance),Academic Achievement,At Risk Students,Educational Quality

It was a blustery, chilly January morning in 2009. Washington, D.C., was teeming with visitors, who had gathered in throngs on the Mall the day before to celebrate the inauguration of Barack Obama as the 44th president of the United States. Dan Leeds, of the philanthropic Leeds family, had invited two dozen high-ranking officers from foundations across the country to his and his wife Sunita's home. Guests would share a meal, meet top political leaders and trade ideas on how to work with the incoming administration to advance educational opportunity in the United States. It was a critical moment for the family as well. Members of the Leeds family, including the Jobin-Leeds, had founded and were supporting four major organizations dedicated to advancing educational opportunity for all: the Institute for Student Achievement, the Schott Foundation for Public Education, the Alliance for Excellent Education and the National Public Education Support Fund. It was a time of great hope, recession and risk. It was clear that education would be an important focus of the Obama administration and that the administration wanted to engage with philanthropy. This case study describes how, in the absence of an existing organization dedicated to the role, and amid considerable change and uncertainty, Dan and Sunita, together with consultant Terri Shuck, founded The Education Funder Strategy Group. It tells the story of how the Group became a consistent platform where funders can explore ideas and establish working groups on issues of particular interest. Some of the core values governing those discussions include deeper learning, future-looking concepts of skillfulness in a 21st century global community and applying new research on the science of learning into school environments. Today, 30 organizations are members, including the Schott Foundation. The study also traces the roles played by the Caroline and Sigmund Schott Foundation, Campaign for Fiscal Equity (CFE), Alliance for Quality Education (AQE), Education Voters Institute, Education Voters of America, NY EdPAC, Opportunity to Learn campaign, Institute for Student Achievement, National Academy for Excellent Teaching, and the Alliance for Excellent Education. [For &quot;Strategic Reinvention: The Rodel Foundation of Delaware's Journey to Catalyzing a System of World-Class Schools. Principles for Effective Education Grantmaking. Case Study No. 10,&quot; see ED558208.]
Emergence of New Disciplines
Author: Areekkuzhiyil, Santhosh
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Intellectual Disciplines,Educational Development,Educational Change,Intellectual History,Educational History,Educational Practices,Educational Trends

Disciplines have contrasting substance and syntax, ways of organizing themselves and of defining rules for making arguments and claims that others will warrant. They have different ways of talking about themselves and about the problems, topics, and issues that constitute their subject matters. The evolution of a discipline begins with knowledge which develops through social experience or interaction between human beings and the environment in the form of a personalized experience of a particular cultural milieu which might have typical connotations and gets translated into universally applicable terms. The knowledge that a society possessed has been developed into the status of disciplines and its diversification and specialisation results in further fragmentation of knowledge in to new disciplines. [This paper was published in &quot;Edutracks&quot; v17 n4 p20-22 Dec 2017.]
An Inquiry into the Psychosocial Exclusion in Classrooms
Author: Areekkuzhiyil, Santhosh
Date: 2017-11-00
Type: Reports - Research
Subjects: Inquiry,Classroom Environment,Psychological Characteristics,Social Development,Student Development,Emotional Response,Social Isolation,Rejection (Psychology),Alienation,Early Experience,Focus Groups,Interviews,Interpersonal Relationship,Case Studies,Foreign Countries,Content Analysis

Education is an instrument to replicate the social system. The social practices are reflected in the classrooms and it is the classrooms that create tomorrow's society. People are excluded by institutions and behavior that reflect, enforce and reproduce prevailing social attitudes and values, particularly those of powerful groups in society. Classroom experiences, especially during the initial years of education can have lasting impact on the psychological and sociological identity formation of the learners. The objective of the study is to identify the emotional and social exclusion that occur in educational contexts. Study identifies the exclusion practices occurring in classrooms and teaching learning process. [This paper was published in &quot;Edutracks&quot; v17 n3 p33-35 Nov 2017.]
Fostering Innovation: How User-Centered Design Can Help Us Get the Local Control Funding Formula Right. Policy and Practice Brief
Author: Knudson, Joel
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Funding Formulas,School District Autonomy,School Districts,Educational Change,Elementary Secondary Education,Resource Allocation,State Aid,Accountability,Program Implementation,Educational Policy,Problem Solving,Educational Finance,Educational Planning,Politics of Education,Program Effectiveness,Design,Strategic Planning,Budgeting,Compliance (Legal)

The Local Control Funding Formula (LCFF) has introduced positive and much-needed change to California's approach to K-12 education funding by allocating resources according to student need and freeing districts to make decisions that address local priorities. For all of LCFF's advantages, however, the Local Control Accountability Plans (LCAPs) in which districts articulate their programmatic and spending decisions have received criticism for being archaic, cumbersome, difficult to complete, opaque, and incoherent. This brief, written in partnership with Pivot Learning, is the fifth in a series from the California Collaborative exploring key issues of LCFF implementation, and it describes an alternative approach to solving policy problems. The brief shares four prototypes that emerged from a November 2016 design sprint as new approaches to achieving LCFF goals. By embracing user-centered design, California's education leaders have an opportunity to overcome flaws in the LCAP, fulfill the potential of LCFF, and preserve the funding system through the upcoming statewide elections and into the future.
From Combat to Collaboration: The Labor-Management Partnership in San José Unified School District. Executive Summary
Author: Knudson, Joel
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: School Districts,Partnerships in Education,Personnel Management,Teacher Associations,Negotiation Agreements,Group Dynamics,Policy Formation,Organizational Effectiveness,Teacher Administrator Relationship,Performance Factors,Strategic Planning,Administrative Change,Decision Making,Personnel Policy,Change Strategies,Teacher Role,Administrator Role,Unions

In the wake of an intense contract negotiation, and against the backdrop of a district bankruptcy, multiple teacher strikes, and a wave of mistrust that veterans of the era still refer to as &quot;rock bottom,&quot; the San José superintendent and the San José Teachers Association president decided to chart a different path forward. This report is the Executive Summary of a new report from the California Collaborative on District Reform, &quot;From Combat to Collaboration,&quot; which explores the way in which the district and union laid the groundwork for a new way of working together, how leaders have continued to foster and deepen the partnership, the day-to-day policies and practices that allow the relationship to flourish, and how collaboration enables the district to better serve its students. The report concludes with a set of lessons that can inform other districts and unions seeking to develop a more productive relationship. [For the full report, see ED578860.]
Integrating Academic, Social, and Emotional Learning to Advance Equity and Achievement. Meeting 31 Summary (Oakland, California, December 6-7, 2016)
Author: Knudson, Joel
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Integrated Activities,Academic Achievement,Social Development,Emotional Development,Equal Education,Elementary Secondary Education,Context Effect,Change Strategies,Definitions,Competency Based Education,Outcomes of Education,Instructional Effectiveness,Educational Practices,Faculty Development,Teacher Collaboration,Protocol Materials,Curriculum Development,Behavior Change,Race,Outcome Measures,Improvement Programs

The California Collaborative on District Reform convened in Oakland for a two-day meeting, &quot;Integrating Academic, Social, and Emotional Learning to Advance Equity and Achievement.&quot; The meeting explored methods to support and integrate academic, social, and emotional learning in K-12 education. Implementation efforts surrounding the Common Core State Standards have frequently addressed the knowledge and skills needed for academic success. The interpersonal and intrapersonal competencies embodied through social and emotional learning (SEL), however, are often preconditions for academic engagement, and represent critical skills for career and civic success beyond the classroom. Discussion during the meeting explored ways in which school districts can integrate SEL with academic efforts to best position students to thrive in and out of school. Participants received a briefing book of resources and literature that included information about the Oakland context, research and policy about SEL, current SEL progress in Oakland Unified School District (OUSD), information about OUSD's SEL instruction and curriculum, strategies for how to transform adult behavior and culture, equity and SEL, and how to assess and report SEL competencies.
California&apos;s Past Programs to Support School and District Improvement: A Synthesis of Evaluation Studies
Author: California Collaborative on District Reform
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Synthesis,State Programs,Program Evaluation,Research Reports,Accountability,School Support,Improvement Programs,Educational Change,School Districts,Elementary Secondary Education

This document synthesizes the findings from the evaluations of four statewide programs designed to provide support for underperforming schools and districts in California as part of the state accountability system: (1) Immediate Intervention/Underperforming Schools Program (II/USP); (2) High Priority Schools Grant (HPSG) Program; (3) School Assistance and Intervention Teams (SAIT); and (4) District Assistance and Invention Teams (DAIT). This overview outlines the cross-cutting findings and recommendations from the evaluation studies of these programs. In addition, this document includes two charts. The first provides programmatic details for each effort, including timeline, school or district selection criteria, state funding for implementation, and additional technical support provided. The second chart summarizes the evaluations of each program, including study design and findings related to student performance outcomes as well as implementation. [This report was compiled by the staff of the California Collaborative on District Reform.]
Dear Colleague Letter: Responding to Bullying of Students with Disabilities
Author: Lhamon, Catherine E.
Date: 2014-10-21
Type: Reports - Descriptive
Subjects: Bullying,Disabilities,Civil Rights,Federal Legislation,Civil Rights Legislation,Student Rights,Educational Responsibility,Equal Education,Public Education,Grievance Procedures,Investigations,Attitudes toward Disabilities,Change Strategies,Educational Administration

While there is broad consensus that bullying is wrong and cannot be tolerated in schools, the reality is that bullying persists in schools today, and especially for students with disabilities. In recent years, the Office for Civil Rights (OCR) in the U.S. Department of Education (Department) has received an ever-increasing number of complaints concerning the bullying of students with disabilities and the effects of that bullying on their education, including on the special education and related services to which they are entitled. This troubling trend highlights the importance of Office of Civil Rights (OCR's) continuing efforts to protect the rights of students with disabilities through the vigorous enforcement of Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II). It also underscores the need for schools to fully understand their legal obligations to address and prevent disability discrimination in schools. This letter to colleagues issued by the Assistant Secretary, outlines guidance issued by the department in the critical area and underscores the need for schools to fully understand the need for schools to fully understand their legal obligations to fully understand their legal obligations to prevent disability discrimination in schools. The letter also discusses how OCR analyzes complaints involving bullying of students with disabilities, and provides hypothetical examples. Office for Civil Rights (OCR) encourages States and school districts to reevaluate their policies and practices in light of this letter as well as OCR, and Office of Special Education and Rehabilitative Services (OSER) prior guidance.