ethanporcaro/eric-fulltext-meta huggingface dataset:
Getting Smart about Teacher Pay. Insights on Education Policy, Practice, and Research. Number 19
Author: Pan, Diane
Date: 2006-02-00
Type: Reports - Research
Subjects: Teacher Salaries,Teacher Qualifications,Academic Achievement,Institutional Characteristics,Accountability,Employment Level,Teaching Experience,Salary Wage Differentials,Disadvantaged Schools

Investing in education is viewed as important to ensuring the success of the nation's children. One of the largest dollar investments in education is teacher salaries. In fact, roughly 60 percent of all instructional dollars go to paying teachers. How well are they paid and are their salaries based on what policymakers value in a quality teacher? The Southwest Educational Development Laboratory (SEDL) examined teacher salaries in Arkansas, Louisiana, and Texas to determine whether teacher pay is related to teacher qualifications, school characteristics, and student achievement. This issue of &quot;Insights&quot; presents results from that research and provides guidance for policymakers on paying teachers to support new accountability goals. (Contains 4 figures and 1 table.)
A Best-Fit Approach to Effective Teacher Policy. Insights on Education Policy, Practice, and Research. Number 17
Author: Rudo, Zena
Date: 2004-09-00
Type: Reports - Descriptive
Subjects: Federal Legislation,State Departments of Education,School Districts,Social Influences,Teacher Effectiveness,Personality Theories,Decision Making,Models,Teacher Recruitment,Teacher Persistence,Educational Policy,Professional Development

Many education agencies feel an enormous strain to meet the federal mandate that all teachers be highly qualified. State and local policies must be established that address effective ways to hire, train, support, and retain teachers who meet the standards specified in the No Child Left Behind (NCLB) legislation. To help policymakers with the difficult decisions they face when evaluating existing policies, establishing new policies, and seeking necessary resources related to improving teacher resources, Jennifer King Rice, Ph.D. from the University of Maryland developed a &quot;best-fit&quot; decision making approach. Southwest Educational Development Laboratory (SEDL) invited Jennifer King Rice, Ph.D. to share her best-fit decision making approach to improving teacher resources. This issue describes her model and provides guidance on its use. (Contains 3 tables.)
Legislative Report: Addendum on MCAS Academic Support Program, FY 06. Line-Item 7061-9404
Author: Massachusetts Department of Education
Date: 2008-01-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Graduation Requirements,High School Students,Language Arts,Mathematics Achievement,Achievement Tests,Educational Assessment,Educational Indicators,Program Descriptions,Academic Support Services,English Instruction,Statistical Data,State Standards

This paper presents an addendum on Massachusetts Comprehensive Assessment System (MCAS) Academic Support Programs for the fiscal year 2006. This addendum supplements the report submitted in January 2006 regarding MCAS academic support programs for students who had not yet passed the grade 10 English language arts and mathematics MCAS tests required for high school graduation. Since that time, funded programs have submitted their end of year student data to the Department, which allowed this report to include more complete statistics. Approximately 14,000 of the 67,000 eligible students from the Classes of 2003-2009 have been served through this line item. The data presented illustrate that students served by these programs earned their competency determinations (a state graduation requirement) at rates 21 percentage points higher than their eligible peers who did not participate in these programs. Furthermore, this report shows that this also holds true when looking at students by class year as well as by special population, including special education, limited English proficiency, and low-income status. Appendices include: (1) Entities Funded for FY 06 MCAS Support Programs through Line Item #7061-9404; (2) Additional Information on Data Used in Report; and (3) Chapter 45 of the Acts of 2005, line-item 7061-9404. (Contains 7 tables and 4 footnotes.)
Massachusetts Title II-D Technology Enhancement Competitive Grants (Fund Code 170). Summary Report for 2005 through 2007
Author: Massachusetts Department of Education
Date: 2007-12-00
Type: Reports - Descriptive
Subjects: Educational Strategies,Distance Education,Academic Achievement,Educational Technology,Grants,State Aid,Technological Literacy,Technology Integration,Professional Development,Computer Assisted Testing,Awards,Program Proposals,Mail Surveys,Budgets,Expenditures,Program Effectiveness

Funded through Title II-D of the No Child Left Behind Act, the Massachusetts Department of Education's Technology Enhancement Competitive grant program (fund code 170) supports school districts in the development of two-year sustainable projects that use technology to: (1) Improve student academic achievement; (2) Assist every student in becoming technologically literate; (3) Provide high quality professional development that uses research-based instructional strategies to integrate technology effectively into instruction; (4) Provide for assessment, data gathering, and analysis to inform and enhance teaching; and (5) Provide specialized or rigorous courses through online distance learning. The Department received 41 proposals for new projects to begin in the 2005-06 school year. Total requests exceeded $3.1 million. This paper provides an overview of the awards. The remainder of this report summarizes data gathered through year-end reports submitted by each 170 grantee using an online survey component of the Department's Massachusetts Online Network for Education (MassONE). FY 2006 Title II-D High Need School Districts is appended. (Contains 3 footnotes, 9 figures, and 5 tables.) [This paper was prepared for the Massachusetts Department of Education by the UMass Donahue Institute, Research and Evaluation Group.]
Massachusetts School-to-College Report High School Class of 2005
Author: Massachusetts Department of Education
Date: 2008-02-00
Type: Reports - Descriptive
Subjects: Higher Education,High School Graduates,Politics of Education,College Preparation,Educational Assessment,Educational Indicators,Public Schools,State Surveys,College Outcomes Assessment,Enrollment Rate,Student Characteristics,Cohort Analysis,Academic Achievement,Research Reports

The School-to-College Report is drawn from a new database that links public K-12 and higher education data, making it possible to report in detail how Massachusetts public high school students are performing in the Commonwealth's public postsecondary institutions. The report's findings will help educators and policymakers develop sound policies and practices for increased college readiness for all students. College readiness is generally understood as a student's ability to successfully complete first-year college-level courses without needing developmental (remedial) coursework. The inaugural 2005 report covers information on students who graduated or obtained a certificate of attainment from a Massachusetts public high school in spring 2005 and enrolled in a Massachusetts public postsecondary institution in fall 2005. In addition to this overall state report, each high school in the Commonwealth enrolling ten or more students in Massachusetts public postsecondary institutions will receive a detailed report outlining their graduates' performance in higher education. Overall the 2005 high school graduate cohort is making progress in higher education (more than 80% persist beyond the first year), but the data shows that too many students required remediation. The findings of the School-to-College Report suggest that more needs to be done to prepare all public high school graduates for college. The Massachusetts Board of Higher Education and the Department of Education are committed to supporting policies, practices, and initiatives that will boost the number of students who graduate from high school college-ready. This Report should serve as a catalyst for K-12 and higher education partners to further align high school and college expectations and curriculum and to work together to provide every student with the foundation needed for college success. Appendices include (1) Background and Methodology; and (2) Data Notes. (Contains 5 footnotes.)
Catalyst. Issue 1, Spring 2008
Author: Hawkins, B. Denise, Ed.
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: National Organizations,Spanish,Publications,Parents,Reading Instruction,Teaching Methods,Programming (Broadcast),Internet,Adult Literacy,Urban Areas,Interviews,Adolescents,Reports,Literacy,Literacy Education,News Reporting,Mothers,Mentors,African American Organizations,Institutional Cooperation

Catalyst, a quarterly newsletter from the Institute's Communications Office, contains news, information, and features about the programs and services of the National Institute for Literacy. This issue contains the following articles: (1) Spanish-Language Publication for Parents of Young Readers Among the Institute's New Titles; (2) Director's Message; (3) Adult Reading Showcased During Live Webcasts; (4) Up Close with Dr. Petrice Sams-Abiodun Lindy Boggs National Center for Community Literacy; (5) Adolescent Literacy Report Serving as a Ready Resource for Teachers; (6) An Interview with Author Dr. Don Deshler; (7) ABC World News Series on Adult Literacy Sparked Awareness, Offered Overdue Look at Problem; (8) Institute Teams Up with National Mentoring Movement, Mocha Moms, Inc.; and (9) New Institute Staff Members Welcomed.
Literacy Begins at Home: Teach Them to Read
Author: National Institute for Literacy
Date: 2007-09-00
Type: Guides - General
Subjects: Parents as Teachers,Reading Readiness,Reading Skills,Emergent Literacy,Toddlers,Preschool Children,Kindergarten,Grade 1,Grade 2,Grade 3,Check Lists

Parents are their children's first and foremost important teachers. This paper presents some ways parents can help their children "get ready to read" during the ages of 2, 3, 4 and 5. This paper also offers several checklists for parents of kindergartners, first graders, second graders, and third graders.
Developing Early Literacy: Report of the National Early Literacy Panel. Executive Summary. A Scientific Synthesis of Early Literacy Development and Implications for Intervention
Author: Lonigan, Christopher J.
Date: 2009-01-00
Type: Reports - Research
Subjects: Writing Achievement,Reading Achievement,Academic Achievement,National Competency Tests,Emergent Literacy,Grade 4,Reading Instruction,Teaching Methods,Literature,Intervention,Reading Improvement,Writing Improvement,Meta Analysis,Early Childhood Education,Spelling,Reading Comprehension,Kindergarten

The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting &quot;Report of the National Reading Panel: Teaching Children to Read&quot; (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.
EFF Voice. Volume 2, Number 1, Winter 2001
Author: National Institute for Literacy
Date: 2001-00-00
Type: Collected Works - Serial
Subjects: Research and Development,Adult Basic Education,Adult Education,Adult Learning,Adult Students,Literacy Education,Educational Research,Evaluation Methods,Vocational Education,Academic Standards,Performance Based Assessment,Data Collection,Planning,Knowledge Level,Skill Development

This issue of &quot;EFF Voice&quot; focuses on current research and development efforts to create an assessment framework for the Equipped for the Future (EFF) Content Standards. As in all earlier phases of EFF R&amp;D, this work engages practitioners in the field, as well as researchers and other technical advisors, as partners in the development process. This issue includes the following articles: (1) From the Director; (2) From Ron Pugsley, Director of the DAEL, Office of Vocational and Adult Education; (3) Integrating EFF Content Standards With the US DOE's National Reporting System; (4) How Instructors Can Support Adult Learners Through Performance-Based Assessment; (5) A Closer Look at the Five States Participating in This Year's Field Development Work; (6) EFF Timeline; (7) The Four Dimensions of Performance; (8) For More Information About Equipped for the Future; and (9) About the EFF National Center and National Conference Schedule for March 2001.
EFF Voice. Volume 3, Number 1, Winter 2002
Author: National Institute for Literacy
Date: 2002-00-00
Type: Collected Works - Serial
Subjects: Adult Basic Education,Adult Learning,Adult Students,Family Literacy,Internet,School Safety,Quality Control,Educational Indicators,Parent Education,Parent Role,Standards,Poverty,Young Children,Parent Participation,Communication Skills,Language Skills,Learning Activities,American Indian Education

In 1994, when the researchers conducted the research that lay the foundation for Equipped for the Future (EFF), adult learners told them that building and maintaining a strong family was a powerful motivator for their return to school. They wanted to set a good example for their children--to show them that getting an education was important. They wanted to earn enough to provide a safe environment in which their children could thrive. In this issue of the &quot;EFF Voice&quot;, readers will have a chance to learn more about local and state initiatives driven by one or more of these adult purposes. This issue contains the following articles: (1) ABC's of EFF; (2) EFF Frames Family Literacy Programs; (3) From Role Map to Standards; (4) EFF in a Family Literacy Classroom; (5) South Carolina Uses EFF to Integrate Family Literacy Components; (6) Aloha and EFF: Hawaii Uses EFF to Frame Quality Indicators; (7) Missouri and EFF; (8) EFF Links Washington's Families That Work Initiative; (9) FACE and EFF: The Wisdom of Two Worlds; and (10) About The EFF National Center and Online Resources.
EFF HOT Topics. Volume 1, Number 1, Spring 2001
Author: National Institute for Literacy
Date: 2001-00-00
Type: Collected Works - Serial
Subjects: Goal Orientation,Teaching Methods,Cognitive Processes,Adult Learning,Adult Education,Figurative Language,Team Sports,Maps,Learning Activities,Web Sites,Tutoring,Adult Literacy,Adult Basic Education,Family Literacy,Family Programs,Community,Parents,Job Skills,High School Equivalency Programs,Family Relationship,Bilingual Students,English (Second Language),Technical Assistance

HOT Topics is a new quarterly publication from the Equipped for the Future (EFF) National Center. HOT stands for Highlights On Teaching, and this publication is committed to providing teachers and tutors with tools and ideas for teaching using the EFF Framework and Standards. This first issue of HOT Topics focuses on strategies that use the EFF framework for goal-setting. These strategies, developed by practitioners, help move learners from generalized long-term goals to more specific short-term goals. This issue contains the following articles: (1) EFF Frames the Goal-Setting Process; (2) 3 Mind Maps; (3) Basketball Goal Activity; (4) SMART Goals; (5) The Goal-Setting Form: Another Tool to Focus Learners; (6) "But I've Got New Learners..."; and (7) Online Resources.
&quot;Report to the Legislature on&quot;: The Implementation of the Special Education Reimbursement (&quot;Circuit Breaker&quot;) Program. Line-Item 7061-0012
Author: Massachusetts Department of Education
Date: 2008-02-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Individualized Education Programs,State Aid,Individualized Programs,Educational Finance,Individualized Instruction,Special Education,Program Implementation,Audits (Verification),Equalization Aid,Program Costs,Research Reports

This paper reports on the implementation of the Special Education Reimbursement (&quot;Circuit Breaker&quot;) Program. Fiscal Year 2007 is the fourth year implementing the Circuit Breaker reimbursement program which provides additional state support for students with disabilities. School districts are eligible for a reimbursement of eligible costs of Individualized Education Programs which are greater than four times the statewide foundation budget, this year $33,700. By law, districts are reimbursed 75% of the costs above four times the statewide foundation budget, subject to appropriation. The Department has developed an audit protocol and thus far has completed audits of thirty-five districts including a total of 1,939 individual student's claims. In addition, another eleven districts have been audited, with final results not yet completed. So far audit results indicated that costs were over claimed for 545 students and under claimed for 189 students, resulting in a reduction from $31,031,820 to $29,229,799, or 5.8%. Chapter 61 of the Acts of 2007, line-item 7061-0012 is appended.
Report to the Legislature on: School Breakfast and Summer Food Service Programs. MGL Chapter 15 Section 1G(f) and Chapter 61 of the Acts of 2007 Line Item 7053-1925
Author: Massachusetts Department of Education
Date: 2008-02-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Food Service,Eligibility,Outreach Programs,Breakfast Programs,Nutrition,Misconceptions,Federal Legislation,Student Participation,At Risk Students,School Community Programs,Food Standards,State Legislation,Summer Programs

The paper presents the report on &quot;School Breakfast and Summer Food Service Program.&quot; Pursuant to Chapter 61 of the Acts of 2007 line item 7053-1925 and Massachusetts General Laws (MGL) chapter 15 section 1G(f), this report is submitted to the Legislature. An Act establishing school-based Nutrition and Child Hunger Relief Programs was signed into law on January 14, 1993 and directs the Department of Education to establish a School Breakfast and Summer Food Service Outreach Program. Its overall goal is to increase participation in both programs, with emphasis on increasing the participation of needy children. Throughout the year, Department staff noted increased inquiries on the School Breakfast and Summer Food Service Programs. The classroom meal service and universal breakfast initiative for school breakfast has had many positive outcomes for both the students and teachers. The revised resources have provided districts with tools to improve, promote and strengthen their breakfast programs. Cities and towns that have adopted community partnerships to operate these programs see the most success in reaching children and addressing their nutritional needs. Increased student input and participation in the promotion of the breakfast programs have addressed misconceptions on food quality and availability. Providing opportunities for programs to share their successful models and discuss other methods to reach all eligible children has improved and strengthened programs in all regions of the commonwealth. Appendices include: (1) Chapter 61 of the Acts of 2007 line item 7053-1925; and (2) Massachusetts General Law chapter 15 section 1G(f).
Report to the Legislature: English Language Acquisition Professional Development. Line Item 7027-1004
Author: Massachusetts Department of Education
Date: 2008-02-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Public Schools,Bilingual Education,Second Language Learning,School Districts,Faculty Development,English (Second Language),Immersion Programs,Second Language Instruction,Bilingual Students,Teaching Skills,Language Teachers,Spanish,Vietnamese,Austro Asiatic Languages,Creoles,Portuguese,Educational Finance,State Legislation

The Department of Education respectfully submits this &quot;Report to the Legislature: English Language Acquisition Professional Development&quot; pursuant to Chapter 61 of the Acts of 2007, line item 7027-1004, and pursuant to G.L c. 69s.1I, the Department of Education addressing several provisions. School district implementation of sheltered English immersion (SEI) began in school districts in September 2003 and has two components, English as a Second Language (ESL) instruction and sheltered content instruction taught in English, with all printed classroom materials in English. The change from Transitional Bilingual Education (TBE) to sheltered English immersion has had a substantial impact on the skills and knowledge needed by elementary and secondary subject matter content teachers of English language learners. The Department is currently using a combination of state and federal funds to support the second year of the Massachusetts English Language Teacher Initiative (MELT), designed to provide instruction, support and mentoring to 40 licensed teachers currently employed in Boston Public Schools and Worcester Public Schools who wish to become licensed ESL teachers. There are 290 school districts that report at least one English language learner, but ESL teachers are employed in only 129 districts. More districts currently need ESL teachers due to changing demographics, but face a shortage of available teachers. Attachments 7 and 8 present district data on English language learners in Massachusetts by school district and English language learner program type using October 2007 data and the number of students in identified first language classifications. Data are provided for the five most common first languages of English language learners in Massachusetts: Spanish, Portuguese, Khmer, Vietnamese, and Creole Haitian. (Contains 4 footnotes.)