eric.ed.gov har udgivet: In a time of evolving Algebraic standards and expectations for Minnesota teachers and students, the establishment of quality professional development and technical assistance can help educators move more confidently toward greater mathematics understanding and, subsequently, successful teaching and learning. To this end, the Minnesota Department of Education has developed the Math and Science Teacher Academy (MSTA), a statewide infrastructure focused on the improvement of mathematics and science instruction. As external evaluators, Hezel Associates has supported Minnesota’s initiative through formative and summative research since the program’s inception during the summer of 2008. In this report of the MSTA evaluation’s activities, findings, commendations and recommendations, the evaluators focus on presenting new information that has not been presented elsewhere. They combine this new information with key points that were described… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and has a special focus on understanding implementation and effects of CCR standards for English Language Learners (ELLs) and students with disabilities (SWDs). This analysis examines select data from a survey administered to districts, principals, and teachers in the state of Texas during the spring of 2016. A stratified random sampling technique was designed to ensure the sample was representative of districts in Texas. Forty-two Texas districts completed the survey. In every sampled elementary school, two fifth-grade math teachers, two fourth-grade ELA… Continue Reading →
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eric.ed.gov har udgivet: Like most states, Maine is facing staffing shortages. Recent Maine Education Policy Research Institute (MEPRI) studies have documented–both quantitatively and qualitatively–some of the challenges that schools face in filling teacher positions. In this report the authors focus on the supply of educators and assess the feasibility of using administrative data from the certification system to identify shortage areas. Specifically, they combine certification and staff data to quantify the number of certificate holders who are working in their endorsement area, working in education outside of their endorsement area, or not working in Maine’s education sector (i.e. potentially available for hire) to get a rough sense of demand and supply. They give special attention to teacher shortage areas including math, science, special education, world languages and English language acquisition.… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and has a special focus on understanding implementation and effects of CCR standards for English Language Learners (ELLs) and students with disabilities (SWDs). This analysis examines select data from a survey administered to principals and teachers in the state of Kentucky during the spring of 2016. A stratified random sampling technique designed to ensure the sample was representative of districts in Kentucky was employed. In each of the 89 districts, 285 elementary schools were identified. In each of these elementary schools,… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and has a special focus on understanding implementation and effects of CCR standards for English Language Learners (ELLs) and students with disabilities. This analysis examines select questions from a spring 2016 survey administered to districts, principals, and teachers in the state of Ohio. We employed a stratified random sampling technique designed to ensure the sample was representative of districts in Ohio. Forty-two Ohio districts completed the survey. In every sampled elementary school, two fifth-grade math teachers, two fourth-grade ELA teachers, one… Continue Reading →
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eric.ed.gov har udgivet: Members of the West Virginia School Leadership Research Alliance partnered with Regional Educational Laboratory Appalachia to study the average retention, attrition, and mobility rates among teachers and administrators in the West Virginia public school system. There is increasing evidence nationwide that low teacher and administrator retention rates adversely affect student academic outcomes, particularly in reading and math, which are reform priorities in many states (Béteille, Kalogrides, & Loeb, 2012; Branch, Hanushek, & Rivkin, 2012; Kane & Staiger, 2008; Ronfeldt, Lankford, Loeb, & Wyckoff, 2013). West Virginia policymakers and educators have thus expressed interest in increasing teacher and administrator retention rates to improve student achievement. This report provides descriptive information about retention, attrition, and mobility among teachers and administrators that can be used to inform policy and program… Continue Reading →
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