WorldCat Identities

Kaufman, Julia H.

Overview
Works: 29 works in 51 publications in 1 language and 2,431 library holdings
Roles: Author
Classifications: LB3060.83, 371.20120973
Publication Timeline
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Most widely held works by Julia H Kaufman
Implementation of K-12 state standards for mathematics and English language arts and literacy : findings from the American teacher panel by V. Darleen Opfer( )

6 editions published in 2016 in English and held by 611 WorldCat member libraries worldwide

"New K-12 standards for mathematics and English language arts and literacy adopted recently in most states are more rigorous and far-reaching than most previous state standards. Some evidence suggests that teachers are not prepared to help students meet those standards. However, we have very little concrete information about how state standards are connected to what teachers think and do in their classrooms. The purpose of this report is to shed further light on teachers' implementation of state standards, including the instructional materials teachers are using to address state standards and how they are using them, their perceptions about the content and approaches most aligned with their standards, and the extent to which they are asking their students to engage in practices aligned with their standards. Data are drawn from nationally representative surveys of U.S. teachers administered in the summer and fall of 2015. The findings particularly focus on teachers in states that have adopted "Standards Adapted from the Common Core" (or "SACC" states). Results are intended to help states and school districts reflect upon areas where teachers may benefit from additional guidance about how to address their state standards in ways that best support student learning. The findings also point to subgroups of teachers who may be more likely to require additional resources or professional development to help them effectively implement these new changes"--Back cover
What are teachers' and school leaders' major concerns about new K-12 state tests? : findings from the American Teacher and American School Leader Panels by Julia H Kaufman( )

3 editions published between 2015 and 2016 in English and held by 561 WorldCat member libraries worldwide

Many states have recently made major changes to their K-12 student testing programs. The media have reported growing dissatisfaction with the amount of testing happening in schools and the use of tests for high-stakes decisionmaking. However, there is little systematically gathered information on the perspectives of U.S. educators who have firsthand knowledge about testing and its effects on teaching and learning. This report shares U.S. principals' and teachers' main concerns about testing, drawing upon new survey tools for understanding educators' perspectives and implementation of major education policies: RAND's American Teacher Panel (ATP) and American School Leader Panel (ASLP). The findings are drawn from the ATP and ASLP surveys fielded in February 2015, before the full administration of most state-mandated exams. Findings indicate particular concern with students' test performance, as well as more prevalent concerns about the PARCC assessment compared with other assessments. The information about U.S. educators' concerns will serve as a baseline for tracking changes in attitudes over time. This analysis focuses on "the main state-mandated test for mathematics" and "for English language arts" (ELA) that teachers and principals reported their students taking. This report was updated in October 2016. The current version provides estimates based on updated weights for a small percentage of the respondents. Weights were updated to account for infrequent misclassification in the assignment of school-level characteristics
Support for instructional leadership : supervision, mentoring, and professional development for U.S. school leaders : findings from the American School Leader Panel by William R Johnston( )

5 editions published in 2016 in English and held by 535 WorldCat member libraries worldwide

An abundance of research suggests that effective school leaders are vital to promoting student outcomes in schools across the United States. Recognizing this, many state and local education agencies are motivated to develop a strong corps of highly qualified principals and assistant principals. Although a lot of emphasis is placed on recruitment and preservice training for new principals, many school districts are also working to support administrators once they are placed in schools. However, relatively little is known about the types of on-the-job supports currently available to school leaders, particularly on a national scale. This report presents findings from a Wallace Foundation-funded survey of RAND's American School Leader Panel, a nationally representative sample of principals, regarding the quantity, content, and perceived quality of on-the-job support offered to them by their school districts. It focuses on three particular types of support--supervision, mentoring, and professional development--and investigates not only the prevalence of support for school leaders but also how this support reflects the role of leadership in instruction. In addition, responses of principals from small, midsize, and large school districts are examined to consider whether school leader support may look different depending on district size
Student mental health in California's K-12 schools : school principal reports of common problems and activities to address them by Julia Heath Kaufman( )

4 editions published in 2015 in English and held by 532 WorldCat member libraries worldwide

What supports do teachers need to help students meet Common Core State Standards for English language arts and literacy? : findings from the American Teacher and American School Leader Panels by Julia H Kaufman( Book )

3 editions published in 2016 in English and held by 37 WorldCat member libraries worldwide

New state standards for what students should learn in English language arts and literacy--including Common Core State Standards--have changed expectations for what teachers should know and be able to do in their classrooms. However, policymakers and school leaders have insufficient evidence about whether teachers feel they are prepared to address these standards in the classroom and what additional professional development opportunities might be helpful. This report provides U.S. educators' perspectives on their readiness and needs for support to help students meet state standards. Findings are drawn from surveys of the American Teacher and School Leader panels, national samples of K-12 teachers and school leaders. Among other things, the surveys asked about teachers' preparedness to help their students meet the standards, the focus of their current professional development, and additional teacher professional development needs related to state English language arts and literacy standards
What it takes to operate and maintain principal pipelines : costs and other resources by Julia H Kaufman( Book )

2 editions published in 2017 in English and held by 34 WorldCat member libraries worldwide

States and districts are embarking on efforts to improve school leadership as a lever to promote school improvement. Such efforts have a solid base of research attesting to their effectiveness, and some view them as particularly cost-effective because principals "can be powerful multipliers of effective teaching and leadership practices in schools." Although the logic of this perspective is sound, in truth, very little is known about the resources required to improve school leadership. This report fills an important gap in the literature on school leadership by presenting an approach for understanding the district resources and expenditures required to put in place and operate comprehensive principal pipelines--pipelines for preparing, hiring, supporting, and managing school leaders--and by presenting estimates of those resources and expenditures. All districts that employ more than a few school leaders devote at least some resources to these activities and might find some value to our approach. RAND Corporation analysts estimated school district costs for putting in place and operating principal pipelines based on data they collected from six urban districts that participated in The Wallace Foundation's Principal Pipeline Initiative. These estimates could aid districts in making strategic choices about investments to improve and strengthen their principal pipelines
Creating a coherent system to support instruction aligned with state standards : promising practices of the Louisiana Department of Education by Julia H Kaufman( Book )

1 edition published in 2016 in English and held by 33 WorldCat member libraries worldwide

In today's environment, teachers are often bombarded with contradictory messages about how they should help students meet state standards. The push across the United States for uniform and rigorous standards--as well as high-quality, aligned assessments--represents a chance for states to reimagine ways to provide teachers with clearer and more-coherent messages about what they can be doing every day in their classrooms to support student learning. The impetus for this report is new evidence that state department of education work to align instruction with standards may make a difference for teachers' practices and understanding about their state standards. Using data from the American Teacher Panel, RAND researchers found that Louisiana teachers were more likely than other teachers to consult resources that address their state standards, and they reported teaching--and thinking about teaching--in ways that differ from U.S. norms and in ways that are more aligned with Common Core State Standards (CCSS). Researchers examined Louisiana Department of Education strategies that might be contributing to these results, including a coherent academic strategy, transparent and regular communication with stakeholders, and support for local decisionmaking. This report is intended to provide guidance to states about sensible state systems that give educators coherent messages and concrete tools to help students meet high academic standards
What supports do teachers need to help students meet Common Core State Standards for mathematics? : findings from the American Teacher and American School Leader Panels by Laura S Hamilton( Book )

2 editions published in 2016 in English and held by 32 WorldCat member libraries worldwide

Mathematics teachers across the United States have been working to adjust their instruction in response to states' adoption of the Common Core State Standards for Mathematics and similar standards. This report documents the extent to which teachers are expected to address new mathematics standards in their instruction, teachers' familiarity with these standards, the professional development (PD) opportunities that teachers report receiving, and the PD opportunities they think they need to help them implement standards effectively. The report draws on February 2015 data from RAND's American Teacher Panel and American School Leader Panel--new survey tools that take the pulse of the nation's educators on key issues of education policy and practice through periodic surveys of a representative sample of teachers and principals across the United States. The authors conclude with a discussion of the data's implications for state and district policymakers. This report was updated in October 2016. The current version provides estimates based on updated weights for a small percentage of the respondents. Weights were updated to account for infrequent misclassification in the assignment of school-level characteristics"--Publisher's description
Raising the bar : Louisiana's strategies for improving student outcomes by Julia H Kaufman( Book )

1 edition published in 2018 in English and held by 15 WorldCat member libraries worldwide

Louisiana has received recent attention for some of its new education policies and promising early results. In this report, RAND researchers provide an in-depth description of Louisiana's approach to improving student outcomes since 2012. The authors examine how the state has used various policy levers--including mandates, resource alignment, incentives, and communication and planning processes--to pursue reform strategies in four areas: early childhood education, K-12 academics, K-12 teacher preparation, and graduation pathways. This report sets the stage for more in-depth analyses of Louisiana's policy implementation, challenges, and student outcomes that might be linked to its reform efforts. Reports detailing these analyses will also provide recommendations on how Louisiana's and similar efforts might be improved
Tools for improving corequisite models : a guide for college practitioners by Lindsay Daugherty( Book )

1 edition published in 2019 in English and held by 10 WorldCat member libraries worldwide

In education, practitioners are increasingly looking for strategies to bring data and evidence into decisionmaking and to roll out programs in intentional ways that allow for ongoing improvement. This toolkit acts as a guide to improvement strategies for teams of practitioners at colleges, providing them with the knowledge and tools they need to carry out rapid cycles of data-driven improvement. Topics discussed include identifying a problem of practice and objectives for improvement, carrying out Plan-Do-Study-Act cycles, and conducting rapid-cycle evaluation. The toolkit includes tools and tips for practitioners, with a supplement of seven worksheets that colleges can use for planning improvement efforts. The toolkit applies improvement approaches to corequisite remediation, a common initiative being adopted by colleges. Corequisite remediation shifts the way that students are supported in college by allowing them to directly enter a college-level course and receive additional academic support during that same semester to address the challenges they face with basic math, reading, or writing concepts (rather than requiring students to complete a series of developmental education courses). This toolkit was developed for improvement teams made up of administrators, department and faculty chairs, and other college staff who are helping to oversee important initiatives and programs, such as corequisite remediation, and who are looking to build an ongoing process for addressing challenges they face and improving the way that corequisite models are provided through data use and reflection
U.S. teachers' support of their state standards and assessments : findings from the American Teacher Panel by Julia H Kaufman( )

2 editions published in 2017 in English and held by 4 WorldCat member libraries worldwide

Amid questions about the future of state standards and assessments, this report provides a critical perspective for district and state policymakers to consider: U.S. teachers' perceptions of and support for current standards and assessment. Our nationally representative data suggest that nearly all U.S. mathematics and English language arts teachers support use of state standards in instruction. However, the majority of teachers do not support use of current state tests to measure mastery of standards. This report explores key factors that may be related to teachers' support--or lack of support--for their current standards and assessments. Among the concerns voiced by majorities of teachers are the difficulty of current state standards and tests and their appropriateness for students with special learning needs. These findings are drawn from a February 2016 survey of the American Teacher Panel, a nationally representative sample of K-12 teachers across the United States. The findings presented in this report have implications for how states and districts can support implementation of state standards and assessments to ensure that U.S. students have the knowledge and skills they need to succeed in school and beyond
Supporting middle-skills STEM workforce development : analysis of workforce skills in demand and education institutions' curricular offerings in the oil and gas sector by Gabriella C Gonzalez( Book )

1 edition published in 2019 in English and held by 4 WorldCat member libraries worldwide

"Middle-skills" jobs require more education and training than that provided by a high school diploma but less education and training than a four-year college degree. Employers struggle to find workers with the needed combination of knowledge and skills to fill middle-skills jobs; this search for workers is particularly pertinent to the tri-state region of Pennsylvania, Ohio, and West Virginia, where the boom from new oil and natural gas technologies related to extraction has propelled the region economically. In this report, researchers surveyed instructional staff at five colleges with training partnerships with oil and gas industry companies in the tri-state region to examine whether these colleges' science, technology, engineering, and mathematics (STEM) education programs emphasize the skills and knowledge areas that employers need. In addition, researchers examined which knowledge areas and skills might need more support by asking instructional staff about areas in which students had difficulty and if more resources (and if so, which ones) were needed
Use of open educational resources in an era of common standards : a case study on the use of EngageNY by Julia H Kaufman( )

2 editions published between 2016 and 2017 in English and held by 3 WorldCat member libraries worldwide

The purpose of this report is to better understand the uses of EngageNY in order to shed light on the channels through which open educational resources (OER) could better support teachers and the implementation of state standards. In this report, we use data from Google Analytics, surveys, and interviews with teachers from the RAND Corporation's American Teacher Panel to provide evidence about who is using EngageNY, reasons for its use, and the extent to which it is supporting teachers to address standards for mathematics and English language arts (ELA). EngageNY represents one of the first efforts to create coherent, standards-aligned OER curriculum materials. Early evidence suggests that EngageNY is among the most commonly used curriculum materials for mathematics and ELA in kindergarten through twelfth grade. Data from the American Teacher Panel suggests that high use of EngageNY curriculum materials across the United States was at least partly driven by educators' desire to help students meet state standards and prepare for assessments that are aligned with state standards. In particular, teachers in states that adopted Common Core or similar standards were 65 percent more likely to use EngageNY than those in non-Common Core states. The survey data also suggest that school district requirements and recommendations may be a prime reason why teachers used EngageNY. Our survey data suggest that EngageNY gives students more opportunities to engage in some standards-aligned practices compared with other instructional materials. Our research has implications for states, districts, and online providers of standards-aligned instructional materials
Connecting what teachers know about state English language arts standards for reading and what they do in their classrooms : findings from the American Teacher Panel by Julia H Kaufman( Book )

2 editions published in 2018 in English and held by 2 WorldCat member libraries worldwide

In a 2016 report, RAND researchers explored English language arts (ELA) teachers' implementation of their state standards, with a specific focus on three key aspects: teachers' instructional materials, their knowledge about their standards, and their instructional practices. This report provides an update based on data from a spring 2016 survey of the RAND American Teacher Panel (ATP). In particular, the authors connect teachers' approaches to reading instruction with their understanding of two ideas aligned with most state standards related to reading: use of complex texts and close reading of texts. The findings imply that ELA teachers need clearer messages about the reading instruction approaches and practices aligned with their state standards, as well as better supports and curriculum resources to engage in those approaches. In particular, teachers need guidance on the use of leveled readers--or texts written at students' individual reading levels--and how to address reading skills through texts
School supports for teachers' implementation of school standards : findings from the American Teacher Panel by Julia H Kaufman( Book )

2 editions published in 2018 in English and held by 2 WorldCat member libraries worldwide

In the past decade, most states have adopted college and career readiness standards that are more rigorous than previous standards, and most of those standards are closely aligned with key tenets of the Common Core State Standards. Although researchers know something about teachers' perspectives and implementation of newer state standards, they know less about how schools support teachers' implementation of state standards. This report examines two key school supports that could help teachers address state standards in their instruction: curriculum requirements and school leader knowledge of standards. Key findings highlighted in our report include: (1) the most commonly-required and recommended instructional materials for English language arts and mathematics are not always aligned closely with the major emphases of state standards; (2) majorities of school leaders could not identify reading approaches that are aligned with most state standards; (3) school leaders had particular difficulty with identifying standards-aligned mathematics topics at higher grade levels in their schools. In addition, school leaders who reported requirements or recommendations for standards-aligned instructional materials were also better able to identify standards-aligned reading approaches. Our findings imply that states and districts should try to do more to ensure that the materials they recommend or require are closely aligned with their standards, as well as provide clear information about the materials that are most closely aligned with their standards. On a related note, our findings imply that school leaders need more training and support to better understand content and approaches aligned with their state standards
How educators and employers can align efforts to fill middle-skills STEM jobs by Gabriella C Gonzalez( )

1 edition published in 2019 in English and held by 2 WorldCat member libraries worldwide

This Research Brief explores the alignment of oil and gas industry-related college courses with employer needs in Ohio, Pennsylvania, and West Virginia, as well as ways in which employers and educators can collaborate to improve these courses
Aligned curricula and implementation of Common Core State Mathematics Standards : findings from the American Teacher Panel by V. Darleen Opfer( Book )

1 edition published in 2018 in English and held by 2 WorldCat member libraries worldwide

This report presents findings from a 2016 American Teacher Panel survey, which gathered information about teachers' instructional materials for mathematics, their understanding of their mathematics standards, and their standards-aligned practices. The authors also consider how teachers' instructional materials might support their understanding of their standards and practice. This report follows up on findings from a 2015 survey and is intended to support decisionmaking regarding policies and related to state standards and teachers' instructional practice. The authors found that most of the materials that teachers reported using regularly for their instruction during the 2015-2016 school year were not highly aligned with Common Core State Standards. In addition, they were not always able to identify approaches and content aligned with their state standards for mathematics. Over one-third of teachers reported that their students engaged in various standards-aligned practices to a great extent. The authors found positive and significant relationships between teachers' use of standards-aligned instructional materials and their standards-aligned practices, as well as some limited relationships between teachers' standards-aligned materials and their understanding of their standards. The report concludes by suggesting that teachers need a better understanding of their state standards if they are to engage their students in practices aligned with those standards. Furthermore, evidence from this report indicates that instructional materials closely aligned with state standards may support teachers' understanding of their standards and their standards-aligned practices
Changes in what teachers know and do in the Common Core era : American Teacher Panel findings from 2015 to 2017 by Julia H Kaufman( Book )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

RAND Corporation researchers use data from surveys of the American Teacher Panel in 2015, 2016, and 2017 to examine change in use of instructional materials, knowledge of state standards and standards-aligned practices among mathematics and English language arts (ELA) teachers. Findings indicate that teachers' use of standards-aligned and content-focused online materials appeared to rise even though their use of published textbooks change little. Although most aspects of mathematics and ELA teachers' knowledge about their standards did not change, ELA teachers were less likely to regard the use of complex, grade-level texts as aligned with their standards in 2017 than in 2016. While researchers observed no changes in mathematics teachers' practices overall, mathematics teachers of low-vulnerability students reported that their students engaged less in some standards-aligned student practices in 2017 than in 2016; similar changes were not observed in reports of teachers serving more vulnerable students. ELA teachers reported that their students engaged less in several standards-aligned practices in 2017 than in 2016. More research is needed to consider whether teachers' instruction is changing over time, and-potentially-in response to Common Core State Standards. Given the great variation in Common Core implementation across states, research in individual states may be more informative for pinpointing changes to teachers' instruction and the state policies that may be supporting those changes. Nevertheless, our findings imply that states and districts must do more work-and possibly more through online venues-to support and build teachers' knowledge about their standards and standards-aligned practices
Raising the bar for early childhood education : early signals on how Louisiana's education policy strategies are working for early childhood providers and community networks by Jill S Cannon( )

1 edition published in 2019 in English and held by 1 WorldCat member library worldwide

Since 2012, Louisiana has been developing policies to improve student outcomes in the areas of early childhood education (ECE), K-12 academics, teacher preparation, and graduation pathways; an overview of these efforts is provided in the 2018 RAND report Raising the Bar: Louisiana's Strategies for Improving Student Outcomes. The current report, which is part of a four-part series on the implementation and outcomes of these reforms, focuses on the state's comprehensive efforts to support and improve ECE and what implementation challenges have emerged. The study's findings suggest broad awareness and support of the state's major reforms to create a unified ECE system intended to increase quality and accountability for publicly funded providers of ECE, as well as strong communication between the state and ECE stakeholders. However, interviews and surveys with ECE stakeholders revealed some implementation challenges, including challenges particularly affecting Type III ECE centers, which are centers that serve low-income children eligible to receive public subsidies
Raising the bar for graduation pathways to college and work : early signals on how Louisiana's education policy strategies are affecting college and career readiness by Shelly Culbertson( )

1 edition published in 2019 in English and held by 1 WorldCat member library worldwide

Since 2012, Louisiana has been developing policies to improve student outcomes in the areas of early childhood education, K-12 academics, teacher preparation, and graduation pathways; an overview of these efforts is provided in the 2018 RAND report Raising the Bar: Louisiana's Strategies for Improving Student Outcomes. The current report, which is part of a four-part series on the implementation and outcomes of these reforms, focuses on Louisiana's implementation of high school graduation pathways and associated efforts to improve college readiness, career readiness, and access to financial aid. In the 2014-2015 school year, Louisiana began requiring students in grades 9-12 to pursue one or both of two possible graduation pathways: one focused on preparation for college, and one focused career and technical education (CTE). To increase college enrollment among students who might not have attended college otherwise, Louisiana required that all students take the ACT college entrance exam (beginning with the graduating class of 2013) and fill out financial aid forms (beginning with the graduating class of 2018). To improve links with employers, Louisiana required students pursuing CTE pathways to obtain an industry-based credential. In support of these goals, Louisiana took additional steps related to data and accountability, teacher training, and partnerships with higher education and workforce boards. The authors of this report explore early signals regarding changes in student outcomes that might be associated with these actions and consider the implications for state policies in Louisiana and across the United States
 
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English (42)