Teacher Supply and Demand: How States Track Shortage Areas
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School districts across the country are reporting difficulties in hiring high-quality teachers, and states are being asked to respond. Our new slide deck, "Teacher Supply and Demand: How States Track Shortage Areas," surveys the landscape of how states track information on teacher supply and demand.
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Teacher Supply and Demand: How States Track Shortage Areas
School districts across the country are reporting difficulties in hiring high-quality teachers, and states are being asked to respond. Our new slide deck, "Teacher Supply and Demand: How States Track Shortage Areas," surveys the landscape of how states track information on teacher supply and demand.
Teacher Supply and Demand: How States Track Shortage Areas
School districts across the country are reporting difficulties in hiring high-quality teachers, and states are being asked to respond. Our new slide deck, "Teacher Supply and Demand: How States Track Shortage Areas," surveys the landscape of how states track information on teacher supply and demand.
Patterns and Trends in Educational Opportunity for Students in Juvenile Justi...
Every two years the U.S. Department of Education’s Office for Civil Rights conducts the Civil Rights Data Collection (CRDC), which includes information about school demographics, course enrollment, discipline, and other measures of school quality. For the first time in 2013-14 and again in 2015-16, the CRDC included juvenile justice schools, which serve approximately 50,000 adjudicated youth placed in secure facilities across the country.
Students’ educational experiences in juvenile justice facilities have historically gone unnoticed. Due to the unique and relatively small population they serve, these schools are typically exempt from traditional state and federal data collection. The two most recent surveys from the CRDC offer limited insight, leading our team to analyze only 18 states in 2013-14 and 15 states in 2015-16. Our analysis includes a comparison of student access to critical math and science courses disaggregated by race and ethnicity.
In “Patterns and Trends in Educational Opportunity for Students in Juvenile Justice Schools: Updates and New Insights,” we found that juvenile justice facilities fail to provide adjudicated youth with sufficient access to the courses they need to graduate high school. For example, students in juvenile justice facilities are 25 percent less likely to have access to Algebra I, a foundational class required for graduation. Moreover, these facilities offer only limited access to credit recovery programs, which are critical to helping students recoup course credits that they missed or failed to complete earlier in their academic careers.
A closer look at the data reveals that while all youth in juvenile justice facilities experience inadequate access to important classes, no group of students has less access than Native American youth. Only 63% of Native youth in juvenile justice schools have access to Algebra I compared with 79% of white students. This pattern persists in the sciences. Forty-seven percent of Native students have access to biology compared with 70% of white students. Indeed, among all groups of students in juvenile justice facilities, Native students have the lowest access to math and science courses.
These alarming statistics make clear that juvenile justice systems must do a better job providing incarcerated youth with the educational opportunities they need to get back on track. Improving the quality of data about students’ educational experiences in juvenile justice facilities is a critical first step. States — which typically run these schools — can then use improved data to increase resources to these facilities and ensure students are enrolled in the proper classes. These steps will help juvenile justice facilities perform their rehabilitative functions rather than further punishing youth by severely limiting their educational opportunities.
Measuring Educational Opportunity in Juvenile Justice Schools
Every two years, the Office for Civil Rights, a division of the U.S. Department of Education, conducts a civil rights data collection that includes information about school demographics, course enrollment, discipline, and other measures of school-based experience. In 2013, the office collected data from schools identified as juvenile justice schools for the first time. These schools serve only students placed in secure facilities by law enforcement or courts, and there are approximately 50,000 young people across the country in these on any given day.
Because of their unique position and small student populations, juvenile justice schools are historically exempt from most common state and federal measures of education achievement. In fact, this 2013 data set offers the first opportunity to establish a data baseline across states.
However, in attempting to conduct an analysis of the available data from 2013, the Bellwether team discovered troubling inconsistencies in the data set that suggested inaccurate or incomplete data collection. In order to conduct a credible analysis, we cross-referenced the Office for Civil Rights data with residential facility census data collected by the U.S. Department of Education’s Office of Juvenile Justice and Delinquency Prevention. This revealed serious deficiencies in most states’ data; in fact, only 18 states provided credible data about enrollment and achievement in their juvenile justice schools.
We were able to draw some conclusions about higher-level math and science course access and enrollment from the available data. However, without more accurate and more nuanced data collection from the Office for Civil Rights, these conclusions are of limited utility to policymakers and program leaders. Both the conclusions and recommendations for improved data collection practices are presented in this deck.
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A Look at the Education Crisis:
Tests, Standards, and the Future
of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
A Look at the Education Crisis:
Tests, Standards, and the
Future of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
1 Introduction and summary
6 An education crisis spanning centuries
8 The success of standards-based reform
9 How serious is the nation’s education problem?
13 Recommendations
16 Conclusion
17 About the authors and acknowledgments
18 Endnotes
Contents
1 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Introduction and summary
In many ways standards-based school reform is at a crossroads. On one side, the
movement has made tremendous strides. The Common Core State Standards
Initiative, known simply as Common Core, is now strongly established in more
than 40 states.1 Many teachers believe that the new, higher academic standards
have helped them improve instruction.2 And, most importantly, a solid body of
data demonstrates that the standards-based reform movement has shown success
in raising student outcomes.3
In some areas, outcome indicators are on the rise. Over the past two decades, for
instance, the number of students of color performing at grade level in reading and
math has more than doubled in elementary and middle school.4 Meanwhile, high
school graduation rates are the highest they have ever been: 81 percent of the class
of 2013 received their diploma within four years.5
But clearly much work remains. Achievement gaps in many subject areas remain
large. For example, only 21 percent of low-income fourth-grade students achieved
proficiency on the 2015 NAEP reading test compared to 52 percent of nonpoor
students.6 And if students of color graduated at the same rate as their white peers,
they would receive nearly two hundred thousand more diplomas each year.7
In a way, the question for education advocates boils down to: What’s next? For
a few vocal observers, the answer to this question is—surprisingly—anything
but standards-based reform. In other words, these observers believe that the
standards-based reform effort—and its associated assessments and accountabil-
ity efforts—have been a total failure. In a policy memo released last year, Kevin
Welner and William Mathis of the National Education Policy Center argued
that “we as a nation have devoted enormous amounts of time and money to the
focused goal of increasing test scores, and we have almost nothing to show for it.”8
2 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Some, such as blogger Anthony Cody, argue that policymakers should not really
even focus on raising standards or improving tests or reform ...
Matthew_Sullivan_Honors_Thesis
This document analyzes factors that affect state-level average SAT scores. It examines 5 variables: teachers union strength, average class size, enrollment per district, cost-of-living adjusted teacher starting salary, and percentage of people with a bachelor's degree. Regression analysis found enrollment per district and percentage with a bachelor's degree significantly predicted SAT scores, while teacher salary was also significant but unexpectedly negative. The analysis suggests smaller districts and more educated populations may help student achievement.
11 01-12 parent communications
The monthly parent communications meeting notes covered 4 topics:
1) Continuous improvement efforts including ISO certification and using improvement teams to study issues.
2) Presentation of state report card data showing achievement vs. value added scores and changes to curriculum and testing.
3) A $40 million Race to the Top grant application, which would fund a New Tech High School and one-to-one computers.
4) Parent questions about bullying training programs, communicating with other parents via Facebook or email, and the question of the month regarding communications routes between parent groups and stakeholders.
Who uses-student-data-infographic (Data Quality Campaign)
The document discusses how student data is collected and used at different levels of the education system, from schools to districts to state and federal departments. At each level, the type of data collected and who can access it differs. Schools and districts collect and use personal student data to inform instruction and support students. Districts send de-identified data to state departments, who use it for goals and funding. States send aggregate data to the US Department of Education for public reporting and funding purposes. Access to data is governed by privacy laws.
Recommended
Teacher Supply and Demand: How States Track Shortage Areas
School districts across the country are reporting difficulties in hiring high-quality teachers, and states are being asked to respond. Our new slide deck, "Teacher Supply and Demand: How States Track Shortage Areas," surveys the landscape of how states track information on teacher supply and demand.
Teacher Supply and Demand: How States Track Shortage Areas
School districts across the country are reporting difficulties in hiring high-quality teachers, and states are being asked to respond. Our new slide deck, "Teacher Supply and Demand: How States Track Shortage Areas," surveys the landscape of how states track information on teacher supply and demand.
Patterns and Trends in Educational Opportunity for Students in Juvenile Justi...
Every two years the U.S. Department of Education’s Office for Civil Rights conducts the Civil Rights Data Collection (CRDC), which includes information about school demographics, course enrollment, discipline, and other measures of school quality. For the first time in 2013-14 and again in 2015-16, the CRDC included juvenile justice schools, which serve approximately 50,000 adjudicated youth placed in secure facilities across the country.
Students’ educational experiences in juvenile justice facilities have historically gone unnoticed. Due to the unique and relatively small population they serve, these schools are typically exempt from traditional state and federal data collection. The two most recent surveys from the CRDC offer limited insight, leading our team to analyze only 18 states in 2013-14 and 15 states in 2015-16. Our analysis includes a comparison of student access to critical math and science courses disaggregated by race and ethnicity.
In “Patterns and Trends in Educational Opportunity for Students in Juvenile Justice Schools: Updates and New Insights,” we found that juvenile justice facilities fail to provide adjudicated youth with sufficient access to the courses they need to graduate high school. For example, students in juvenile justice facilities are 25 percent less likely to have access to Algebra I, a foundational class required for graduation. Moreover, these facilities offer only limited access to credit recovery programs, which are critical to helping students recoup course credits that they missed or failed to complete earlier in their academic careers.
A closer look at the data reveals that while all youth in juvenile justice facilities experience inadequate access to important classes, no group of students has less access than Native American youth. Only 63% of Native youth in juvenile justice schools have access to Algebra I compared with 79% of white students. This pattern persists in the sciences. Forty-seven percent of Native students have access to biology compared with 70% of white students. Indeed, among all groups of students in juvenile justice facilities, Native students have the lowest access to math and science courses.
These alarming statistics make clear that juvenile justice systems must do a better job providing incarcerated youth with the educational opportunities they need to get back on track. Improving the quality of data about students’ educational experiences in juvenile justice facilities is a critical first step. States — which typically run these schools — can then use improved data to increase resources to these facilities and ensure students are enrolled in the proper classes. These steps will help juvenile justice facilities perform their rehabilitative functions rather than further punishing youth by severely limiting their educational opportunities.
Measuring Educational Opportunity in Juvenile Justice Schools
Every two years, the Office for Civil Rights, a division of the U.S. Department of Education, conducts a civil rights data collection that includes information about school demographics, course enrollment, discipline, and other measures of school-based experience. In 2013, the office collected data from schools identified as juvenile justice schools for the first time. These schools serve only students placed in secure facilities by law enforcement or courts, and there are approximately 50,000 young people across the country in these on any given day.
Because of their unique position and small student populations, juvenile justice schools are historically exempt from most common state and federal measures of education achievement. In fact, this 2013 data set offers the first opportunity to establish a data baseline across states.
However, in attempting to conduct an analysis of the available data from 2013, the Bellwether team discovered troubling inconsistencies in the data set that suggested inaccurate or incomplete data collection. In order to conduct a credible analysis, we cross-referenced the Office for Civil Rights data with residential facility census data collected by the U.S. Department of Education’s Office of Juvenile Justice and Delinquency Prevention. This revealed serious deficiencies in most states’ data; in fact, only 18 states provided credible data about enrollment and achievement in their juvenile justice schools.
We were able to draw some conclusions about higher-level math and science course access and enrollment from the available data. However, without more accurate and more nuanced data collection from the Office for Civil Rights, these conclusions are of limited utility to policymakers and program leaders. Both the conclusions and recommendations for improved data collection practices are presented in this deck.
W W W. A M E R I C A N P R O G R E S S . O R GAP P
W W W. A M E R I C A N P R O G R E S S . O R G
A
P
P
H
O
TO
/ JO
SE F. M
O
R
EN
O
A Look at the Education Crisis:
Tests, Standards, and the Future
of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
A Look at the Education Crisis:
Tests, Standards, and the
Future of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
1 Introduction and summary
6 An education crisis spanning centuries
8 The success of standards-based reform
9 How serious is the nation’s education problem?
13 Recommendations
16 Conclusion
17 About the authors and acknowledgments
18 Endnotes
Contents
1 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Introduction and summary
In many ways standards-based school reform is at a crossroads. On one side, the
movement has made tremendous strides. The Common Core State Standards
Initiative, known simply as Common Core, is now strongly established in more
than 40 states.1 Many teachers believe that the new, higher academic standards
have helped them improve instruction.2 And, most importantly, a solid body of
data demonstrates that the standards-based reform movement has shown success
in raising student outcomes.3
In some areas, outcome indicators are on the rise. Over the past two decades, for
instance, the number of students of color performing at grade level in reading and
math has more than doubled in elementary and middle school.4 Meanwhile, high
school graduation rates are the highest they have ever been: 81 percent of the class
of 2013 received their diploma within four years.5
But clearly much work remains. Achievement gaps in many subject areas remain
large. For example, only 21 percent of low-income fourth-grade students achieved
proficiency on the 2015 NAEP reading test compared to 52 percent of nonpoor
students.6 And if students of color graduated at the same rate as their white peers,
they would receive nearly two hundred thousand more diplomas each year.7
In a way, the question for education advocates boils down to: What’s next? For
a few vocal observers, the answer to this question is—surprisingly—anything
but standards-based reform. In other words, these observers believe that the
standards-based reform effort—and its associated assessments and accountabil-
ity efforts—have been a total failure. In a policy memo released last year, Kevin
Welner and William Mathis of the National Education Policy Center argued
that “we as a nation have devoted enormous amounts of time and money to the
focused goal of increasing test scores, and we have almost nothing to show for it.”8
2 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Some, such as blogger Anthony Cody, argue that policymakers should not really
even focus on raising standards or improving tests or reform ...
Matthew_Sullivan_Honors_Thesis
This document analyzes factors that affect state-level average SAT scores. It examines 5 variables: teachers union strength, average class size, enrollment per district, cost-of-living adjusted teacher starting salary, and percentage of people with a bachelor's degree. Regression analysis found enrollment per district and percentage with a bachelor's degree significantly predicted SAT scores, while teacher salary was also significant but unexpectedly negative. The analysis suggests smaller districts and more educated populations may help student achievement.
11 01-12 parent communications
The monthly parent communications meeting notes covered 4 topics:
1) Continuous improvement efforts including ISO certification and using improvement teams to study issues.
2) Presentation of state report card data showing achievement vs. value added scores and changes to curriculum and testing.
3) A $40 million Race to the Top grant application, which would fund a New Tech High School and one-to-one computers.
4) Parent questions about bullying training programs, communicating with other parents via Facebook or email, and the question of the month regarding communications routes between parent groups and stakeholders.
Who uses-student-data-infographic (Data Quality Campaign)
The document discusses how student data is collected and used at different levels of the education system, from schools to districts to state and federal departments. At each level, the type of data collected and who can access it differs. Schools and districts collect and use personal student data to inform instruction and support students. Districts send de-identified data to state departments, who use it for goals and funding. States send aggregate data to the US Department of Education for public reporting and funding purposes. Access to data is governed by privacy laws.
ED543109
This document discusses improving college choice by providing students and parents better information. It finds that while states collect some academic and financial data to inform choice, fewer ensure families have access to it. Only a few states provide early warning reports or information on meeting college requirements to families. Additionally, most states collect enrollment and remediation data for public institutions but far fewer do for private or for-profit schools. The document calls for better collaboration to improve student and parent access to data that can inform college choice.
Trinity Kings World Leadership: Family Franchising Systems: Creating A Cultur...
1 Corinthians 14:40
Easy-to-Read Version (ERV)
40 But everything should be done in a way that is right and orderly.
1 Peter 5:2-3
Easy-to-Read Version (ERV)
2 take care of the group of people you are responsible for. They are God’s flock.[a] Watch over that flock because you want to, not because you are forced to do it. That is how God wants it. Do it because you are happy to serve, not because you want money. 3 Don’t be like a ruler over those you are responsible for. But be good examples to them.
Post the stakeholder role you are assuming. Then, post an explanat.docx
Post
the stakeholder role you are assuming. Then, post an explanation of how you, in the particular role you are assuming, might respond to the new information in the articles you found and in Document Set 2 for your case study. In your explanation, be sure to:
Evaluate whether the new information is based on reliable sources and whether the information is relevant to the issue.
Explain your position on the case study issue from the perspective of the role you are assuming and how this new information informs this position.
Explain the steps you might take to follow-up on this information based on your role and your position on the issue.
Examples of stakeholder's roles that you could assume:
-Educator
-Parent
-State Department of Education
-Student Attending College
Throughout the Discussion, add support for your position or add to the knowledge base on the issue by finding and sharing additional resources related to the issue you are discussing. These should include scholarly resources but may include other resources such as news articles, blogs, RSS feeds, etc. Share links to the resources you identify.
Once you have decided which stakeholders role you will be assuming, respond to the below discussion questions:
Discussion #1
The stakeholder role I am assuming is the business leader. I am in support of increasing curricular focus, funding, and new hiring for professional and technical fields. In Document Set2 for this case study, it states there are 3.3 million job openings in the U.S., many going unfilled for months on end, as roughly half of employers now say they’re having a hard time finding qualified workers to hire, especially in technical fields. This information was retrieved from
White House Jobs Council
which is based on a reliable source. This information is extremely relevant to the issue because the solution to producing qualified workers is to equip students with the necessary skills and abilities. Those skills and abilities should align with the expectations established by industry leaders.
According to the White House Jobs Council in 2012
,
America is losing its position of global educational leadership in ways that could put our future living standards and business
competiveness
at risk.
This new information informs this position because without a change in focus to technical education those unfilled jobs will continue to increase.
In the PBS
Newshour
video, it gives examples of students who graduated with liberal arts degrees.
All of them had a difficult time gaining employment directly related to their field of study after graduation. In one instance, there was a graduate who majored in anthropology and he now washes trash cans part-time. In another instance, there was a graduate who majored in history with a minor in political science who is a substitute teacher one day a week. Both of the graduates agree, that they do not regret going to college although they wished they would have pursued som.
Reducing the Number of Under-performing Teachers in K-12 Schools in New York ...
This paper was to analyze the issues and concerns associated with the New York City Teacher Evaluation from 2005 to 2013. I have recommended three policy options to New York State Assembly and one of them was considered to be the best way to solve the problem.
CDA First Steps Building Early Childhood Workforce Capacity
CDA First Steps Building Early Childhood Workforce Capacity CDA Council for Professional Recognition
The document discusses a multi-year initiative by the Council for Professional Recognition to collaborate with 9 states and Puerto Rico to strengthen the early childhood education workforce by expanding opportunities for the Child Development Associate credential and increasing partnerships between state agencies and higher education institutions. Preliminary findings show increases in CDAs awarded, new professional development specialists, and higher education partnerships in the first year of the initiative.11 01-12 parent communications
The monthly parent communications meeting notes covered four main topics:
1) An overview of the district's continuous improvement program and efforts to get better through improvement teams.
2) A presentation of data from the state report card and changes to testing, curriculum, and graduation requirements.
3) Information about a $40 million race to the top grant being applied for including plans for a new tech high school and one-to-one computers.
4) A discussion of parent questions and concerns including understanding bullying, communicating with other parents, and the question of the month.
Hemmer, lynn a cross case state analysis ijobe v2 n1 2014
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Week 4 Discussion 1Employee Testing Please respond to the fo.docx
Week 4 Discussion 1
"Employee Testing" Please respond to the following:
· Evaluate the types of employee testing that companies may require that are discussed in the text. Determine the two tests that you consider the most important. Support your reasoning.
· Go to Human Metric’s Websiteand take the Jung Typology Test™ (sample of the Myers Briggs personality test). Next, examine your test results. Determine whether you believe this type of personality test is beneficial to an organization. Support your position
Week 4 Discussion 2
"Employee Selection" Please respond to the following:
· Compare and contrast the structured interview, situational interview, and behavioral interview. Determine which type of interview would be more beneficial when interviewing applicants. Support your selection.
· In the selection of the candidate, determine if the manager should make the final choice or if others should be included in the final decision. Support your position.
Assignment 2: Job Analysis / Job Description
Due Week 4 and worth 100 points
Go to YouTube, located at http://www.youtube.com/, and search for an episode of “Under Cover Boss”. Imagine you are the CEO of the company in the selected episode.
Write a two to three (2-3) page paper in which you:
1. Compare two (2) job positions from the episode and perform a job analysis of each position.
2. Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
3. Create a job description from the job analysis.
4. Justify your belief that the job analysis and job description are in compliance with state and federal regulations.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
· Develop effective talent management strategies to recruit and select employees.
· Design processes to manage employee performance, retention, and separation.
· Use technology and information resources to research issues in strategic human resource development.
· Write clearly and concisely about strategic human resource development using proper writing mechanics.
2
Article Review Paper #2
Summary:
The article is based on the findings of a survey that was admi.
ECS Opt Out
Three key points about state policies around allowing parents to opt their children out of state assessments:
1. Some states like Arkansas and Texas clearly prohibit assessment opt-outs in their laws and policies, while the guidance is less clear or silent in other states.
2. A few states like California and Utah have laws that explicitly allow parents to opt their children out of state assessments for any reason.
3. In many states where opt-outs are not expressly permitted, departments of education provide varying levels of guidance, from clearly stating students must take assessments to being completely silent on the issue. This leaves uncertainty about whether opt-outs are allowed.
Research paper for What is the No Child Left behind Act Defi.docx
Research paper for:
What is the No Child Left behind Act?
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
· I have attached the five scholarly sources.
· Please provide well-researched evidence to support each claim.
· Write a paper that is approximately five pages of content based on the references
· five pages of body text at least 1,500 words
· Format the paper according to APA
· Must begin with an introductory paragraph that has a succinct thesis statement.
· Must address the topic of the paper with critical thought, well-supported claims, and properly cited evidence.
· Must end with a conclusion that reaffirms your thesis.
The Final Research Paper will be assessed on the following components:
· Structure
· Development
· Style
· Grammar
· APA formatting
· Resources
I need an outline of the paper, start with an outline helping you structure the essay. I have attached an outline guide for you to structure the paper. Fill out the outline and then write the paper from there but separate the outline to be by itself.
Recap: Please write 5 pages of content on the research paper: What is the No Child Left Behind Act? Please address this information in the paper:
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
First complete the outline based on the research material attached and then complete the paper based on the outline. I have already attached the references page below please cite these references correctly within the paper.
Reference:
Conley, M. W., & Hinchman, K. A. (2004). No Child Left Behind: what it means for U.S. adolescents and what we can do about it: the No Child Left Behind Act promises all students a better chance to learn, but does that promise include adolescents?. Journal Of Adolescent & Adult Literacy, (1), 42.
Hewitt, D. T. (2011). Reauthorize, Revise, and Remember: Refocusing the No Child Left Behind Act To Fulfill Brown's Promise. Yale Law & Policy Review, 30169.
Hyun, E. (2003). What Does the No Child Left Behind Act Mean to Early Childhood Teacher Educators?: A Call for a Collective Professional Rejoinder. Early Childhood Education Journal, 31(2), 119-125.
Mathis, W. J. (2004). No Child Left Behind Act: What Will It Cost States?. Spectrum: Journal Of State Government, 77(2), 8-14.
Pederson, P. V. (2007). What Is Measured Is Treasured: The Impact of the No Child Left behind Act on Nonassessed Subjects. The Clearing House, (6). 287.
I. IntroductionA. Thesis Statement
II. Body paragraph #1 - Topic Sentence #1
A. Supporting Evidence
B. Explanation
C. So What?
III. Body paragraph #2 - Topic Sentence #2
A. Supporting Evidence
B. Explanation
C. So What?
IV. Body paragraph #3 - Topic Sentence #3
A. Supporting Evidence
B. Explanation
C. So What?
V. Conclusion
A. Thesis Statement rephrased
Early C ...
Editorial agenda-page-2013
The document discusses several areas for education reform in Wyoming schools. It notes that while some schools are seeing academic progress, overall test scores in Wyoming reflect mediocrity compared to other states and countries. It argues that Wyoming needs to make real changes to better prepare students for a global economy. Specific reform proposals discussed include sharing best practices between districts, increasing instruction time through a longer school year and school day, implementing high-quality summer school programs, maintaining high academic standards and accountability, improving teacher evaluation and compensation, and appointing a state superintendent focused on education reform rather than politics.
1659_Early Warning
States are increasingly using early warning systems to identify students at risk of falling off track to graduation. These systems analyze data like attendance, behavior, and course performance to predict which students may need additional support. States provide this early warning data to districts, schools, teachers, counselors, and parents to help guide intervention efforts. While more states are developing early warning systems, most only provide the data periodically or upon request. Going forward, states aim to better support stakeholders in using predictive analytics to keep students on a path to both high school graduation and future career or college readiness.
Federalism and education policy
The document discusses the history and current state of the US education system. It notes that the US system has made some achievement gains over the past 20 years but still lags behind some other developed nations. It also has large, persistent achievement gaps between student subgroups. The document analyzes four common approaches to education reform - governance changes, increased school choice, aggressive accountability, and improving teacher quality. It finds little evidence that these approaches have significantly improved the system or closed achievement gaps. It argues for a stronger focus on evidence-based improvement methods.
20050119 Murray and Aud A Guide to Understanding State Funding of Arizona Pub...
This document summarizes a report on state funding of Arizona public school students. It finds that:
1) The average state base equalization funding per student in Arizona ranges from $4,200 to $4,600, while the average non-equalized district funding portion is $4,309.
2) The total average funding per student is between $8,500 and $9,000, though amounts may be higher for students with special needs.
3) If 5% of Arizona's public school students received education grants to attend private schools worth $3,500 for elementary and $4,500 for high school, it could save the state $32 million in fiscal year 2003 with minimal funding
20060417 Murray Opening the Books 2006 Annual Report on Arizona Public School...
This document summarizes a policy brief from the Goldwater Institute about public school funding in Arizona. It finds that in 2003-04:
- The average total funding per student in Arizona public schools was between $8,000-$8,500, close to the US average of $8,900.
- Minimum base equalization funding from the state was $4,000 per elementary student and $4,400 per high school student, an increase from 2002-03.
- Average non-equalization funding was $3,965 per student, $344 less than 2002-03.
- Giving students education grants of $3,500-$4,500 to attend private schools could save the state and
Wp 182
This document analyzes the fiscal impact of charter schools on six school districts in North Carolina. It presents a framework for estimating the net fiscal impact (NFI) of charter schools, which is the reduction in per-pupil spending on variable costs for students remaining in public schools due to funding losses from students attending charter schools. The NFI depends on factors like fixed vs. variable costs, per-pupil funding amounts, and the share of students attending charter schools. It uses detailed budget data from 2015-16 to categorize district spending and estimate NFI under different scenarios. The results suggest Durham faced an NFI over $700 per pupil, while some non-urban districts like Iredell and Orange faced impacts from $
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1. The document discusses issues around tying teacher pay to student test scores, with mixed evidence on the impacts. It describes programs in several states that have implemented merit pay systems and debates around related policies.
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3. The document presents questions and an assignment asking the reader to research teacher pay policies, impacts of merit pay programs, and potential problems and solutions related to tying pay to student performance.
HRM critical thinking.docx
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3. An assignment at the end asks the reader to research teacher pay structures, the impact of merit pay programs, and generate a list of problems and solutions related to tying teacher pay to student performance.
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40 But everything should be done in a way that is right and orderly.
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Post the stakeholder role you are assuming. Then, post an explanat.docx
Post
the stakeholder role you are assuming. Then, post an explanation of how you, in the particular role you are assuming, might respond to the new information in the articles you found and in Document Set 2 for your case study. In your explanation, be sure to:
Evaluate whether the new information is based on reliable sources and whether the information is relevant to the issue.
Explain your position on the case study issue from the perspective of the role you are assuming and how this new information informs this position.
Explain the steps you might take to follow-up on this information based on your role and your position on the issue.
Examples of stakeholder's roles that you could assume:
-Educator
-Parent
-State Department of Education
-Student Attending College
Throughout the Discussion, add support for your position or add to the knowledge base on the issue by finding and sharing additional resources related to the issue you are discussing. These should include scholarly resources but may include other resources such as news articles, blogs, RSS feeds, etc. Share links to the resources you identify.
Once you have decided which stakeholders role you will be assuming, respond to the below discussion questions:
Discussion #1
The stakeholder role I am assuming is the business leader. I am in support of increasing curricular focus, funding, and new hiring for professional and technical fields. In Document Set2 for this case study, it states there are 3.3 million job openings in the U.S., many going unfilled for months on end, as roughly half of employers now say they’re having a hard time finding qualified workers to hire, especially in technical fields. This information was retrieved from
White House Jobs Council
which is based on a reliable source. This information is extremely relevant to the issue because the solution to producing qualified workers is to equip students with the necessary skills and abilities. Those skills and abilities should align with the expectations established by industry leaders.
According to the White House Jobs Council in 2012
,
America is losing its position of global educational leadership in ways that could put our future living standards and business
competiveness
at risk.
This new information informs this position because without a change in focus to technical education those unfilled jobs will continue to increase.
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Hemmer, lynn a cross case state analysis ijobe v2 n1 2014
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Week 4 Discussion 1Employee Testing Please respond to the fo.docx
Week 4 Discussion 1
"Employee Testing" Please respond to the following:
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· Go to Human Metric’s Websiteand take the Jung Typology Test™ (sample of the Myers Briggs personality test). Next, examine your test results. Determine whether you believe this type of personality test is beneficial to an organization. Support your position
Week 4 Discussion 2
"Employee Selection" Please respond to the following:
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· In the selection of the candidate, determine if the manager should make the final choice or if others should be included in the final decision. Support your position.
Assignment 2: Job Analysis / Job Description
Due Week 4 and worth 100 points
Go to YouTube, located at http://www.youtube.com/, and search for an episode of “Under Cover Boss”. Imagine you are the CEO of the company in the selected episode.
Write a two to three (2-3) page paper in which you:
1. Compare two (2) job positions from the episode and perform a job analysis of each position.
2. Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
3. Create a job description from the job analysis.
4. Justify your belief that the job analysis and job description are in compliance with state and federal regulations.
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Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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· Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
· Develop effective talent management strategies to recruit and select employees.
· Design processes to manage employee performance, retention, and separation.
· Use technology and information resources to research issues in strategic human resource development.
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Research paper for What is the No Child Left behind Act Defi.docx
Research paper for:
What is the No Child Left behind Act?
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
· I have attached the five scholarly sources.
· Please provide well-researched evidence to support each claim.
· Write a paper that is approximately five pages of content based on the references
· five pages of body text at least 1,500 words
· Format the paper according to APA
· Must begin with an introductory paragraph that has a succinct thesis statement.
· Must address the topic of the paper with critical thought, well-supported claims, and properly cited evidence.
· Must end with a conclusion that reaffirms your thesis.
The Final Research Paper will be assessed on the following components:
· Structure
· Development
· Style
· Grammar
· APA formatting
· Resources
I need an outline of the paper, start with an outline helping you structure the essay. I have attached an outline guide for you to structure the paper. Fill out the outline and then write the paper from there but separate the outline to be by itself.
Recap: Please write 5 pages of content on the research paper: What is the No Child Left Behind Act? Please address this information in the paper:
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
First complete the outline based on the research material attached and then complete the paper based on the outline. I have already attached the references page below please cite these references correctly within the paper.
Reference:
Conley, M. W., & Hinchman, K. A. (2004). No Child Left Behind: what it means for U.S. adolescents and what we can do about it: the No Child Left Behind Act promises all students a better chance to learn, but does that promise include adolescents?. Journal Of Adolescent & Adult Literacy, (1), 42.
Hewitt, D. T. (2011). Reauthorize, Revise, and Remember: Refocusing the No Child Left Behind Act To Fulfill Brown's Promise. Yale Law & Policy Review, 30169.
Hyun, E. (2003). What Does the No Child Left Behind Act Mean to Early Childhood Teacher Educators?: A Call for a Collective Professional Rejoinder. Early Childhood Education Journal, 31(2), 119-125.
Mathis, W. J. (2004). No Child Left Behind Act: What Will It Cost States?. Spectrum: Journal Of State Government, 77(2), 8-14.
Pederson, P. V. (2007). What Is Measured Is Treasured: The Impact of the No Child Left behind Act on Nonassessed Subjects. The Clearing House, (6). 287.
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This document analyzes the fiscal impact of charter schools on six school districts in North Carolina. It presents a framework for estimating the net fiscal impact (NFI) of charter schools, which is the reduction in per-pupil spending on variable costs for students remaining in public schools due to funding losses from students attending charter schools. The NFI depends on factors like fixed vs. variable costs, per-pupil funding amounts, and the share of students attending charter schools. It uses detailed budget data from 2015-16 to categorize district spending and estimate NFI under different scenarios. The results suggest Durham faced an NFI over $700 per pupil, while some non-urban districts like Iredell and Orange faced impacts from $
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Teacher Supply and Demand: How States Track Shortage Areas
- 1. Chad Aldeman Chad.aldeman@bellwethereducation.org Note: This slide deck has been adapted from a project in partnership with Advance Illinois. We thank them, and the Joyce Foundation, for their support in making these lessons public. All opinions and any errors are our own. Educator Supply and Demand Reports: Lessons for States
- 2. 2 We set out to see what states are tracking on educator supply and demand, and how they report the data. We had three main goals for the project: 1. See how states are tracking educator supply and demand 2. Surface good examples to learn from 3. Stoke creativity about what’s possible
- 3. 3 Methodology • A Google search and scan of state websites yielded 18 examples of educator supply and demand reports (from 15 states) Note: Most of these come from some arm of the state’s government, but others appear to be commissioned or entirely independent from the state. • Our goal was to find interesting data points or unique ways of displaying educator supply and demand data, not to systematically uncover all such reports. • See the Appendix for sources and links to the full reports
- 4. Examples of ways to display educator supply data
- 5. 5 Supply starts with retaining existing educators. Here’s how New York City shows retention rates by cohort over time.
- 6. 6 Similarly, Georgia breaks down attrition data by teacher demographics and grade level.
- 7. 7 Within-state mobility is another source of supply. Here’s how Georgia tracks it by district.
- 8. 8 New York also looks at hiring by source and district type.
- 9. 9 To understand retention, states also need to look at teacher age. Colorado shows it as a distribution. Note: This would be even more informative over a longer period of time. See, for example: https://www.teacherpensions.org/blog/gif-watch- illinois-baby-boom-teachers-age-out-workforce
- 10. 10 When looking at potential supply, several states show where new hires have come from in the past. Here’s how Maryland does it.
- 11. 11 Another Maryland report disaggregates new hires based on their route into that position.
- 12. 12 Alaska does something similar.
- 13. 13 Georgia also shows how the mix can change over time.
- 14. 14 From a supply perspective, it’s also worth tracking whether in- state completers are finding jobs (as a measure of supply capture). This is from Georgia.
- 15. 15 Those issues may be particularly acute in some fields. Ohio tracks licensure rates by major.
- 16. 16 Many states also track statewide totals of degree production over time, including Ohio. Longer-term data is useful to see both short- and long-term trends.
- 17. 17 As more teachers enter the workforce with master’s degrees, Ohio shows the value of disaggregating by degree level.
- 18. 18 Supply data can also be used to analyze district hiring practices. Delaware uses a teacher’s hire date to zoom out to see broader hiring trends.
- 19. Examples of ways to display educator demand data
- 20. 20 As a reverse of the supply data, Maryland disaggregates hiring by source to also show statewide demand over time.
- 21. 21 Florida breaks down demand data overall and by subject area. This is for math and computer science.
- 22. 22 To provide additional context, Indiana used Census data to compare its turnover rates to its neighbors.
- 23. 23 Several states, including New York, track employment rates by subject area.
- 24. 24 New York also shows that teachers are more likely to be hired and retained as teachers if they have multiple certificates.
- 25. Examples of ways to display supply versus demand
- 26. 26 Most state reports, including Maryland’s, have some high- level snapshot comparing supply versus demand.
- 27. 27 Oregon compares the number of first-time hires, all first- time licenses, and in-state program completers.
- 28. 28 A few states have sophisticated ways to define “shortage” areas. Maryland has a multistep process.
- 29. 29 Arkansas shows that, while some areas are frequently identified as shortages, others are rarely identified.
- 30. 30 Here’s another way Arkansas shows the same trend.
- 31. 31 New York does something similar to Arkansas.
- 32. 32 Several states track in-state placement rates by institution. Here’s an example from Oklahoma.
- 33. 33 To show geographic shortage area, Oregon produces teacher shortage “heat maps” like these.
- 34. 34 Oklahoma has supply and demand projections by state region.
- 35. 35 Montana looks at over- and under-supply by program and region, and includes education alongside other fields.
- 37. 37 Appendix: Links to Selected Educator Supply and Demand Reports • Alaska: Alaska Teacher Turnover, Supply, and Demand, 2013 • Arkansas: Academic Shortage Areas for 2016-2017 • Colorado: Teacher Supply and Demand in the State of Colorado, 2003 • Delaware: Delaware Teacher and Administrator Supply and Demand Survey Analysis Report, June 2013 • Georgia: The 2015 Georgia Public P‐12 Teacher Workforce and the 2003 Georgia Educator Workforce report • Florida: Florida Supply and Demand Report, 2000 • Indiana: Indiana’s Demand & Supply Issues for K-12 Educators, October 2015 • New York: Teacher Supply and Demand Reports, November 2013 • New York: New York City Public School Indicators: Demographics, Resources, Outcomes, October 2015 • Maryland: Maryland Teacher Staffing Report, 2016-18 • Maryland: Is There a Teacher Shortage in Maryland? Examining Trends in Supply and Demand, May 2017 • Massachusetts: Massachusetts Study of Teacher Supply and Demand: Trends and Projections, December 2015 • Minnesota: Teacher Supply and Demand in Minnesota’s Public Schools, Fiscal Year 2017 • Montana: Meeting State Worker Demand: A Report on the Labor Market Outcomes for Montana Colleges, 2017 • Ohio: Teacher Supply and Demand in Ohio, October 2013 • Oklahoma: Oklahoma Study of Educator Supply and Demand, September 2015 • Oregon: Understanding and Identifying Teacher Shortage Areas in Oregon, 2015 • South Carolina: Annual Supply and Demand Reports • Wisconsin: Supply and Demand for Public School Teachers in Wisconsin, January 2018