ethanporcaro/eric-fulltext-meta huggingface dataset:
Maternal Employment Stability in Early Childhood: Links with Child Behavior and Cognitive Skills. Working Paper Series, No. 4-17
Author: Pilkauskas, Natasha V.
Date: 2017-08-00
Type: Reports - Research
Subjects: Mothers,Employment,Child Behavior,Thinking Skills,Young Children,Tenure,Verbal Ability,Intelligence Tests,Vocabulary,Low Income Groups,Family Income,Child Welfare,Child Development,Urban Areas,Check Lists,Achievement Tests,Behavior Problems,Employed Parents

Although many studies have investigated links between maternal employment and children's wellbeing, less research has considered whether the stability of maternal employment is linked with child outcomes. Using unique employment calendar data from the Fragile Families and Child Wellbeing Study (N=2,011), an urban birth cohort study of largely low-income families, this paper investigates whether the stability of maternal employment in early childhood (birth to age 5) is linked with child behavior and cognitive skills at ages 5 and 9. Employment stability (continuous employment over all 5 years, low levels of job churning, longer job tenure) was linked with less child externalizing behavior, but there was little evidence to suggest stability was particularly important for PPVT [Peabody Picture Vocabulary Test] and Woodcock-Johnson scores. Rather, for PPVT and Woodcock-Johnson scores, an increase in maternal employment in early childhood more generally was associated with higher scores.
Opportunity in Our Backyard: How Collaboration on Summer Youth Employment Can Benefit Both Universities and Local Communities
Author: Naraharisett, Sruthi
Date: 2019-03-00
Type: Reports - Research
Subjects: Youth Employment,Employment Programs,Summer Programs,College Students,Student Employment,Partnerships in Education,Job Training,Low Income Students

Attaining a college degree is a well-recognized path to economic mobility in the United States, but enrollment gaps among students by family income persist. Interestingly, recent research finds this disparity to be particularly visible in communities where top ranked universities reside. In these communities, residents with no-affiliation to their local university face low rates of economic mobility from one generation to the next and universities see low rates of application and enrollment from nearby neighborhoods struggling with poverty. This pattern is reflective of the deep economic divides that exist between the families of students attending selective universities and local residents. On average, the median parent household income of college students at these schools is more than $62,000 greater than the median household income of residents in the community surrounding the college campus ($116,687 compared to $54,174, respectively). Many schools are now actively seeking ways to bridge the divide between students and the surrounding community through local engagement and improved recruitment. This brief describes a unique partnership between Washtenaw County, MichiganWorks! and the University of Michigan (UM) to pilot a university-engaged Summer Youth Employment Program (SYEP) and highlights opportunities this model presents for both universities and local youth. Data from this brief come from the first year of the partnership.
Houston Independent School District&apos;s ASPIRE Program: Estimated Effects of Receiving Financial Awards. 2010-11 ASPIRE Program. Research Brief. Volume 1, Issue 2
Author: Shifrer, Dara
Date: 2013-11-00
Type: Reports - Research
Subjects: Urban Schools,Public Schools,School Districts,Awards,Teacher Effectiveness,Public School Teachers,Program Effectiveness,Value Added Models,Teacher Persistence,Teacher Attendance,Academic Achievement,Achievement Gains,Teacher Improvement

HISD [Houston Independent School District] has had an award program including teachers since 2000-2001. Awards based on individual teacher performance were introduced in 2005-06, and the program evolved into Accelerating Student Progress: Increasing Results and Expectations (ASPIRE) in 2006-07 with the incorporation of value-added methodology. This evaluation focuses on the 2010-11 year of ASPIRE, for which HISD paid out over $35 million. Award programs generally aim to increase student achievement by rewarding educators financially. HISD additionally designed ASPIRE to encourage teacher cooperation, align with the district's other school-improvement initiatives, use value-added data to reward teachers reliably and consistently, include core teachers at all grade levels, and address alignment of curriculum to tests on which awards are based. HISD contracts with Dr. William Sanders' Education Value-Added Assessment System (EVAAS) to obtain value-added scores. ASPIRE's Strand I awards are based on campus level value-added scores, Strand II awards are based on teacher level value-added scores, and Strand III awards are based on a variety of campus level measures of student achievement. Teachers with value-added scores in the two top quartiles receive Strand II awards, with those in the top quartile receiving larger awards. With maximum award amounts at $10,300, teachers' total awards averaged $3,500 in 2010-11. Using data collected by HISD and the Texas Education Agency, this evaluation used multilevel regression techniques to investigate the efficacy of the 2010-11 ASPIRE program, particularly focusing on core teachers (i.e., teachers who teach English language arts or reading, math, science, or social studies).
An Analysis of the Effect of Consolidation on Student Achievement: Evidence from Arkansas. EDRE Working Paper No. 2013-02
Author: Mills, Jonathan N.
Date: 2013-03-00
Type: Reports - Research
Subjects: Consolidated Schools,Academic Achievement,School Closing,School District Size,State Legislation,Educational Legislation,Outcomes of Education,Educational Change,Educational Policy

The consolidation of schools and districts has been one of the most widespread education reforms of the last century; however, surprisingly little research has directly investigated the effectiveness of consolidation as a reform strategy. We provide new evidence on this topic by taking advantage of a natural experiment in Arkansas that occurred when policymakers required the consolidation of all districts with average daily attendance of fewer than 350 students for two consecutive years. Using both regression discontinuity and instrumental variable models, we attempt to tease out the effects of state mandated consolidation. In general, we find that consolidation has a positive, yet practically insignificant performance impact on students from consolidating districts and a small negative performance impact for students in districts that merged with consolidating districts. School closure, a consolidation related phenomenon, is found to have a strong negative impact on affected students.
Effects of a Word-Problem Intervention on Word-Problem Language Features for Third-Grade Students with Mathematics Difficulty
Author: Powell, Sarah R.
Date: 2019-00-00
Type: Reports - Research
Subjects: Word Problems (Mathematics),Intervention,Elementary School Students,Grade 3,Students with Disabilities,Low Achievement,Mathematics Achievement,Learning Disabilities,At Risk Students,Reading Difficulties,Urban Schools,Language Processing,Comprehension,Problem Solving

Word problems require students to read a language-based problem, identify necessary information to answer a prompt, and perform calculation(s) to develop a problem solution. Solving word problems proves particularly challenging for students with mathematics difficulties because skill in reading, interpretation of language, and mathematics is required for word-problem proficiency. We examined whether 2 versions of a word-problem intervention increased students' understanding of 3 word-problem language features: &quot;naming a superordinate category,&quot; &quot;identifying irrelevant information,&quot; and &quot;providing a word-problem label.&quot; At pre- and posttest, 145 3rd-grade students solved word problems and answered questions about word-problem language. Students who participated in the word-problem interventions demonstrated improvement on identifying irrelevant information and providing word-problem labels over students in the business-as-usual condition. We did not identify group differences related to naming a superordinate category. These results suggest the importance of explicit teaching of language comprehension features within word-problem intervention. [This paper was published in &quot;Learning Disabilities: A Multidisciplinary Journal&quot; v24 n2 p1-14 2019.]
Guideposts for Success 2.0: A Framework for Successful Youth Transition to Adulthood
Author: Larson, Mindy
Date: 2019-05-00
Type: Guides - Non-Classroom
Subjects: Disabilities,Youth,Competence,Transitional Programs,Career Readiness,Work Experience Programs,Leadership,Individual Development,Daily Living Skills,Independent Living,Services,Family Involvement

&quot;What do all youth need to make a successful transition to adulthood?&quot; This is the central question that the Guideposts for Success is designed to answer. Two characteristics set the Guideposts for Success apart from other frameworks and resources pertaining to youth transition. First, it recognizes that youth in the transition-to-adulthood age group (defined as ages 12 to 25) benefit from many of the same opportunities, services, and supports, regardless of their disability status and other individual differences. Second, it explicitly identifies additional opportunities, services, and supports that may be required or beneficial for youth who have disabilities. In this way, the Guideposts for Success serves as a guiding resource for ensuring that all youth, including those with disabilities, have full access to high quality services in integrated settings to gain education, employment, and independent living. Since its original publication in 2005, the Guideposts for Success has become nationally recognized as a valuable research-based framework to inform policies and practices designed to prepare and support youth in transition to adulthood. [This publication was written in collaboration with Taryn Williams. It was written using key findings from &quot;Guideposts for Success 2.0. Research Base Paper&quot; (ED598426).]
An Innovative Approach to Assessing Depth of Knowledge of Academic Words
Author: Crosson, Amy C.
Date: 2019-00-00
Type: Reports - Research
Subjects: Knowledge Level,Academic Language,Evaluation Methods,Literacy,Intervention,Middle School Students,Vocabulary Development,Reading Comprehension,Early Adolescents,Difficulty Level,Guessing (Tests),English,Native Language,Public Schools,Working Class,Reading Tests,Charter Schools,Urban Schools,African American Students,Semantics

The purpose of this research is to develop a vocabulary assessment, Evaluation of Academic Vocabulary or &quot;EAV,&quot; that gauges students' depth of knowledge of academic words and is sensitive to vocabulary growth in the context of literacy interventions. We report results from two studies with native English-speaking middle school students designed to inform the development and pilot test the utility and technical qualities of an innovative vocabulary assessment that is sensitive to students' level of understanding of general academic words. Across the two studies, we employed a mixed methods research approach. In the first study, we drew on classic psychometric assessment methods, Bayesian network methods, signal detection theory to evaluate the validity and technical qualities of the assessment. In the latter study, we conducted cognitive interviews to further validate the assessment. Results suggest that: (1) the assessment captures growth in knowledge of general academic words, i.e., words that are important for the comprehension of academic texts; and (2) it is sensitive to treatment effects academic vocabulary intervention for adolescents. [This article was published in &quot;Language Assessment Quarterly&quot; v16 n2 p196-216 2019 (EJ1222377).]
A Washington School District Builds a Foundation for Improved Teaching and Learning. North Mason School District, WA. Case Study: MAP Growth
Author: NWEA
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: School Districts,Case Studies,Educational Improvement,Strategic Planning,Teaching Methods,English Language Learners,Students with Disabilities,Lunch Programs,National Competency Tests,Achievement Tests,Teacher Attitudes,Data Collection,Evaluation Methods,Achievement Gains,Superintendents,Administrator Attitudes,Elementary Secondary Education

Educators at North Mason wanted a cohesive assessment plan for their district. With help from NWEA, they aligned assessments to appropriate purposes and began focusing on student growth.
Achieving Success in South Carolina by Using MAP Data to Inform Instruction. School District of Oconee County, SC. Case Study: MAP Growth
Author: NWEA
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Case Studies,Decision Making,Scores,Achievement Tests,Achievement Gains,School Districts,Elementary Secondary Education,Teacher Attitudes,Data Analysis,Teaching Methods,Administrator Attitudes,Faculty Development,Preschool Children,Lunch Programs,Educational Planning

At Tamassee-Salem Elementary School in South Carolina, teacher Anna Durham likes to have data conferences with her third graders. She creates a simple graph of their MAP® Growth™ interim assessment scores with past and current scores, along with a future goal. She believes talking about goals--and how they will get there together--helps to engage students in their own growth. And that engagement with MAP Growth data yields results. Durham lights up when she tells the story of one student who showed amazing growth from last spring to this winter: &quot;He gained 29 points on winter testing! He just sat here and grinned when he and I were conferencing together.&quot; Part of the Oconee County School District, Tamassee-Salem Elementary is one of 10 elementary schools, three middle schools, and three high schools that comprise the district. A MAP Growth partner for more than 10 years, Oconee educators have embraced working with data and supporting their teachers in using MAP Growth to make instructional decisions. This case study discusses how Oconee teachers find value in growth data and connect to classroom tools. It also touches on how Oconee administrators made achieved success and their plans to move forward with the MAP Suite of assessments.
Designing for the &quot;Next Generation Science Standards&quot;: Educative Curriculum Materials and Measures of Teacher Knowledge
Author: Roseman, Jo Ellen
Date: 2017-02-28
Type: Reports - Research
Subjects: Science Education,Standards,Pedagogical Content Knowledge,Teaching Methods,Curriculum Design,Heuristics,Student Evaluation,Instructional Design,Task Analysis,Teacher Evaluation,Misconceptions,Elementary Secondary Education,Preservice Teachers,Scoring,Scientific Concepts

Focusing on the science knowledge and pedagogical content knowledge that teachers need to realize the vision of the &quot;Next Generation Science Standards&quot; (NGSS) in their classrooms, this study presents findings from efforts to (1) adapt existing criteria and design heuristics for educative features of curriculum materials to the needs of NGSS and (2) develop an authentic measure of teachers' knowledge and practice based on an analysis of teachers' evaluations of their students' written explanations of phenomena. The study demonstrates that existing criteria and heuristics for designing educative features of curriculum materials can be used productively, with minor modifications, to design features that support teachers in their use of materials that support NGSS. It also provides quantitative and qualitative data to show that teachers' analyses of the explanation task produced useful information on their understanding of the science ideas targeted in the assessment, of the misconceptions their students held, and of their students' ability to reason from evidence, science ideas, and models in explaining phenomena. This study builds on and contributes to a body of work on the design and use of educative curriculum materials and the evaluation of teacher knowledge. It suggests a practical approach to the design of NGSS-aligned curriculum materials that support both student and teacher learning based on findings from analysis and empirical studies. [This paper was published in &quot;Journal of Science Teacher Education&quot; (EJ1187839).]
Components of Metacognition Can Function Independently across Development
Author: O'Leary, Allison P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Age Differences,Individual Development,Young Children,Adults,Cognitive Development,Cognitive Processes,Self Control,Undergraduate Students,Accuracy

It is often argued that metacognition includes 2 components: monitoring and control. However, it is unclear whether these components can operate independently, or whether they always operate as part of a hierarchy. The current study attempts to address this issue. In Experiment 1 (N 90), age-related differences were assessed to examine the developmental trajectories of monitoring and control in 5- and 7-year-old children and adults. In Experiment 2 (N 90) and Experiment 3 (N 90), a scaffolding approach was taken with the same age groups to investigate correspondences in intervention-related changes in monitoring and control. Several dissociations between monitoring and control were found: In Experiment 2, strategy instruction affected metacognitive control, but not metacognitive monitoring, whereas in Experiment 3, performance feedback affected metacognitive monitoring, but not metacognitive control. These findings suggest that the monitoring and control components of metacognition can operate independently, challenging simple feed-forward models of metacognition. [This article was published in &quot;Developmental Psychology&quot; (EJ1204156).]
Developing a Comprehension Instruction Observation Rubric
Author: Johnson, Evelyn S.
Date: 2018-06-00
Type: Reports - Research
Subjects: Scoring Rubrics,Reading Comprehension,Special Education Teachers,Test Construction,Psychometrics,Students with Disabilities,Observation,Vocabulary,Knowledge Level,Inferences,Reading Instruction,Video Technology,Test Validity,Test Reliability

In this study, we developed a Reading for Meaning special education teacher observation rubric that details the elements of evidence-based comprehension instruction and tested its psychometric properties using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 10 special education teachers across three states during the 2015-16 school year were collected. External raters (n=4) were trained to observe and evaluate instruction using the rubric, and assign scores of 'implemented', 'partially implemented' or 'not implemented' for each of the items. Analyses showed that the item, teacher, lesson and rater facets achieved high psychometric quality for the instrument. Teacher performance was consistent with what has been reported in the literature. Implications for research and practice are discussed. [This paper was published in &quot;Reading &amp; Writing Quarterly&quot; 2019 (EJ1216107).]
Where Do Teacher Union Dues Go: Public Higher Education in Massachusetts. Policy Brief
Author: Paxton, Rebekah
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: College Faculty,Unions,Union Members,Fees,Resource Allocation,Universities,Community Colleges,State Colleges

On average, only about 16 percent of annual union dues paid by members in 19 Massachusetts public school districts stayed with local union chapters. The remaining 84 percent of dues revenue went directly to the state (Massachusetts Teachers Association) and national (National Education Association) union affiliates. But what about public higher education in Massachusetts? For unions representing faculty at the Commonwealth's community colleges, state colleges and universities, and the University of Massachusetts system, the dues revenue structures are also hierarchical. Individual university unions remit a substantial portion of their dues revenue to state and national-level organizations. This brief report takes a closer look at teacher union dues and public higher education in Massachusetts.
Redesigning Your College through Guided Pathways: Lessons on Managing Whole-College Reform from the AACC Pathways Project
Author: Jenkins, Davis
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Educational Change,Community Colleges,College Programs,Student Personnel Services,Change Strategies,Cooperative Planning,Program Implementation,Capacity Building

Over the last several years, the guided pathways approach to whole-college redesign has become a national movement in community colleges. Approximately 300 colleges are implementing guided pathways reforms as part of formal state or national initiatives, and many more are doing so on their own. Some of the earliest colleges to implement guided pathways are the 30 in the first cohort of the American Association of Community Colleges (AACC) Pathways Project, a national demonstration initiative that was launched in late 2015 to show how community colleges could create clearer pathways to program completion, employment, and further education for all students. CCRC serves as the knowledge-development partner for the project and has been studying the implementation of guided pathways reforms at participating colleges to understand how they are redesigning academic programs, student supports, and related support systems; how they are managing the redesign process; and how the reforms are affecting early student outcomes. This report presents findings from field research CCRC conducted between September and December of 2018 at eight of the AACC Pathways colleges to learn how they are managing the broad-based redesign of academic programs and support services and systems under the guided pathways model. It also shares new findings on how long it takes to implement guided pathways at scale. Accompanying the report are five case studies that detail how a diverse subset of the colleges visited have redesigned their academic programs, student services, and related support systems using the guided pathways model. [For &quot;From Pockets of Excellence to Engaged Innovation at Scale: Guided Pathways Reforms at Cuyahoga Community College. Series on Change Management at AACC Pathways Colleges: Case Study 1 of 5,&quot; see ED598444. For &quot;Wild Thinkers: Linn-Benton Community College's Creative and Collaborative Approach to Guided Pathways Reforms. Series on Change Management at AACC Pathways Colleges: Case Study 2 of 5,&quot; see ED598445. For &quot;Collaborating to Break Down Barriers to Student Success: Guided Pathways Reforms at San Jacinto College. Series on Change Management at AACC Pathways Colleges: Case Study 3 of 5,&quot; see ED598447. For &quot;Balancing Urgency and Patience: How Community College of Philadelphia Set the Pace for Guided Pathways Reform. Series on Change Management at AACC Pathways Colleges: Case Study 4 of 5,&quot; see ED598448. For &quot;Approaching Institutional Change with Clarity and Commitment: Guided Pathways at Wallace State Community College. Series on Change Management at AACC Pathways Colleges: Case Study 5 of 5,&quot; see ED598450.]