ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Literacy in WCPSS. DRA Report No. 18.01
Author: Lenard, Matthew
Date: 2018-02-00
Type: Reports - Research
Subjects: High School Students,Money Management,Knowledge Level,Consumer Education,Gender Differences,Racial Differences,Mathematics Achievement,Reading Achievement,Correlation,Grade 11,Measures (Individuals),Achievement Tests,International Assessment,Foreign Countries

In the spring of 2016 and 2017, a sample of juniors across all Wake County Public School System (WCPSS) high schools was administered a survey of financial literacy concepts as part of the College and Work Readiness Assessment (CWRA). The district administered this survey as education stakeholders have become increasingly interested in--and concerned about--the financial literacy of students who will soon enter college or the workforce. Key findings include: (1) roughly 23% of WCPSS' male students demonstrated high financial literacy compared with only 13% of females; (2) Asian and White students exhibited rates of financial literacy roughly double those of their Black and Hispanic/Latino counterparts; (3) prior achievement in math and reading was strongly associated with high financial literacy. Students meeting grade-level or college-ready benchmarks demonstrated financial literacy rates 2-3 times higher than their lower-achieving counterparts; and (4) the factors most strongly predictive of whether a student had high financial literacy were Academically or Intellectually Gifted (AIG) status, being male, and meeting college/career readiness benchmarks in 8th grade math. The results suggest that WCPSS should explore interventions that can help close gaps in financial literacy between male and female students and among racial/ethnic groups.
Measuring Critical Thinking Skills in WCPSS. DRA Report No. 16.20
Author: Huang, Haigen
Date: 2017-02-00
Type: Numerical/Quantitative Data
Subjects: Critical Thinking,Measures (Individuals),Thinking Skills,Logical Thinking,Problem Solving,High School Students,Foreign Countries,Achievement Tests,International Assessment,Grade 11

How well are Wake County Public Schools (WCPSS) students prepared for problem-solving, scientific reasoning, and critical thinking? (1) WCPSS schools out-performed both the U.S., national, and international averages in each core subject of the Program for International Student Assessment (PISA): mathematics, reading, and science; and (2) overall, 60% of WCPSS high school students in 2016 performed at a proficient level or above in problem-solving, scientific reasoning, and critical thinking in the College and Work Readiness Assessment (CWRA+). WCPSS juniors' overall performance in CWRA+ was near the middle point between the averages of freshmen and seniors in the national CWRA+ sample. However, the WCPSS scores on the performance task and selected-response items diverged.
On the Way to 2020: Data for Vocational Education and Training Policies. Indicator Overviews. 2019 Update. Cedefop Research Paper. No 76
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Educational Policy,Educational Indicators,Lifelong Learning,Educational Objectives,Technical Education,Benchmarking,Educational Quality,Job Training,Job Skills,Public Policy,Educational Trends,Trend Analysis,Skill Development,Labor Market,Employment Patterns,Tables (Data)

European policy-making in vocational education and training (VET) needs to be supported by sound evidence. In this report, Cedefop has selected a set of 36 indicators to quantify some key aspects of VET and lifelong learning. The selection was based on the indicators' policy relevance and their importance in achieving the Europe 2020 objectives. This publication should be regarded as a tool to help policy-makers better understand and assess VET developments in each country. While this set of indicators does not claim to assess national systems or policies, they could be used to reflect on country situations and progress towards the strategic objectives set for Europe. The indicators present statistical information about all European Union Member States as well as Iceland, North Macedonia, Norway, Switzerland and Turkey. The report selects and presents developments over time to the best possible extent at the time of its preparation. [This publication was produced by Cedefop, Department for Skills and Labour Market. For &quot;On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews--2016 Update. Cedefop Research Paper. No 61,&quot; see ED573446.]
More than One Replication Study Is Needed for Unambiguous Tests of Replication
Author: Hedges, Larry V.
Date: 2019-00-00
Type: Reports - Research
Subjects: Replication (Evaluation),Research Design,Research Methodology,Program Evaluation,Validity,Reliability,Meta Analysis,Effect Size,Sampling,Hypothesis Testing

The problem of assessing whether experimental results can be replicated is becoming increasingly important in many areas of science. It is often assumed that assessing replication is straightforward: All one needs to do is repeat the study and see whether the results of the original and replication studies agree. This article shows that the statistical test for whether two studies obtain the same effect is smaller than the power of either study to detect an effect in the first place. Thus, unless the original study and the replication study have unusually high power (e.g., power of 98%), a single replication study will not have adequate sensitivity to provide an unambiguous evaluation of replication. [This is the online first version of an article published in &quot;Journal of Educational and Behavioral Statistics.&quot; For the final published version of this article, see EJ1227179.]
Randomised Trials in Education in the USA
Author: Hedges, Larry V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Educational Research,Educational Psychology,Educational History,Program Evaluation,Evidence,Research Design,Educational Change,National Organizations

Background and purpose: Studies of education and learning that were described as experiments have been carried out in the USA by educational psychologists since about 1900. In this paper, we discuss the history of randomised trials in education in the USA in terms of five historical periods. In each period, the use of randomised trials was motivated by the research interests and conditions of the era. We have characterised these periods in terms of decades with sharp boundaries as a convenience. Sources of evidence and main arguments: Although some of the early studies used random allocation (and even random allocation of clusters such as schools), early researchers did not clearly understand the role of randomisation or clearly distinguish it from methods such as alternation. In 1940, E. F. Lindquist published an important book whose goal was to translate R. A. Fisher's ideas into language congenial to education researchers, but this had little impact on education research outside of psychology. There was a substantial increase in the number of randomised trials during the period from 1960 to 1980, as the US government enacted and evaluated a variety of social programmes. This was followed by a dramatic decrease during the period from 1980 to 2000, amid debates about the relevance of randomised trials in education research. The creation of the US Institute of Education Sciences in 2002 provided major financial and administrative support for randomised trials, which has led to a large number of trials being conducted since that time. Conclusions: These developments suggest that there is a promising future for randomised trials in the USA. American education scientists must remain committed to explaining why evidence from randomised field trials has an indispensable role to play in making wise decisions about education policy and advancing our capacity to improve education for a productive workforce and a successful society. [This article was published in &quot;Educational Research&quot; (EJ1189180).]
Math Acceleration in WCPSS Elementary and Middle Schools: Implementation and Impact. DRA Report No. 17.00
Author: Lenard, Matthew
Date: 2017-06-00
Type: Reports - Research
Subjects: Acceleration (Education),Advanced Courses,Mathematics Education,Program Implementation,Program Effectiveness,Disproportionate Representation,Males,Asian American Students,Academically Gifted,Females,African American Students,Hispanic American Students,Gender Differences,Racial Differences,Mathematics Achievement

Since 2014, the Wake County Public School System has implemented single subject acceleration (SSA) as a way to provide students with access to advanced mathematics courses. This report includes three main findings related to the implementation and impact of SSA. First, a disproportionately large percentage of male, Asian and academically/intellectually gifted students were nominated, qualified and accelerated compared with their female, Black and Hispanic/Latino counterparts. Second, roughly two-thirds of students who qualified for SSA in mathematics actually proceeded to take the accelerated course. Third, near the qualifying cutoff score, accelerated students performed similarly to their non-accelerated counterparts, suggesting that SSA had no significant achievement effects--positive or negative--for students who were accelerated. We recommend that staff expand the visibility of SSA in order to inform more diverse populations, identify potential causes of non-acceleration among qualifiers, explore options for assessing content-level mastery, and maintain the 80% qualifying CASE [Collaborative Assessment Solutions for Educators] score for SSA mathematics.
Enhancing European Cooperation in VET: Outcomes of the Riga Cycle. Progress in Common Priorities for 2015-20. Final Report. Cedefop Reference Series. No 115
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Foreign Countries,Apprenticeships,Access to Education,Experiential Learning,Educational Policy,Quality Assurance,Policy Formation,On the Job Training,Workplace Learning,Job Skills,Job Training,Literacy,Language Skills,Technological Literacy,Social Development,Vocational Education Teachers,Faculty Development,Professional Continuing Education,Mentors,Program Evaluation,Secondary Education,Postsecondary Education,Student Characteristics,Employment Level,Educational Attainment

Developments in five priority areas for VET, agreed in 2015 by the EU-28, Iceland, Norway, candidate countries, the European Commission and EU social partners, are at the centre of this report. Work in 2015-19 shows continuity with earlier national strategies and initiatives. It confirms the recent focus on apprenticeships and other forms of work-based learning, and increasing attention to widening access to VET and qualifications; these two areas have been reinforced by EU-level policy packages. The report also presents measures taken in VET teacher and trainer professional development, key competence provision, and quality assurance, including actions to make use of information on skills intelligence. Complementing this report, individual country chapters offer more detailed information on national developments. The report offers an overview of the progress made since 2015 and the state of play of VET policies in participating countries at the end of the Riga cycle, pointing out challenges for the future.
Communities in Schools Graduation Coaches in WCPSS: 2015-16. DRA Report No. 16.00
Author: Rhea, Anisa
Date: 2016-12-00
Type: Reports - Research
Subjects: School Community Programs,Coaching (Performance),Public Schools,Elementary School Students,Middle School Students,High School Students,Program Effectiveness,At Risk Students,Student Behavior,Attendance,Academic Achievement

This is the third and final of a series of evaluation reports the Data, Research, and Accountability (DRA) Department has conducted on the Communities In Schools (CIS) Graduation Coach program within the Wake County Public School System (WCPSS). In 2015-16, Graduation Coaches served approximately 600 students across eight WCPSS elementary, middle, and high schools. Of these program participants, 62% met the selection criteria for attendance, behavior, and/or academic areas of need which were established by WCPSS and CIS Wake staff for students. Students were most often served for academic reasons. Within all areas, students who met the selection criteria were more likely to meet the corresponding goals compared to students who did not meet the criteria. However, results also show that program students who met the selection criteria had similar outcomes to students who also met the selection criteria yet were not served by Graduation Coaches. Thus, effectiveness of the program's services was not evident. The program is funded by the district at $350,000 annually. Should WCPSS continue this program, DRA offers the following recommendations: 1) broaden the behavior selection criteria and serve students who meet the attendance, behavior, and/or academic criteria; 2) provide services that are more intensive and directly related to students' needs; and 3) improve the tracking of service-delivery data.
Getting to the Heart of Equity: A Human-Centered Design Case Study
Author: Morrison, Sarah A.
Date: 2020-04-00
Type: Reports - Research
Subjects: Disadvantaged,Community,Community Development,Health,Youth Programs,Literacy,Rural Areas,Children,Program Design,Early Childhood Education,Social Justice,School Readiness,Inclusion,Program Implementation,American Indians,Tribes

Over the last decade, The California Endowment (TCE) has invested in 14 communities that have historically been marginalized and denied opportunities for their residents to thrive. The initiative, known as Building Healthy Communities (BHC), focuses on creating places where children are healthy, safe, and ready to learn. Del Norte and Tribal Lands (DNATL) are, collectively, one such community. The application of a human-centered design approach by DNATL, illustrates one strategy for engaging and partnering with community members to design an initiative that strives for health equity. BHC-DNATL has been working on implementing multiple strategies for achieving the vision through youth development and attacking challenges of low literacy, food insecurity, and workforce development. This report explores how human-centered design was used in the BHC-DNATL work.
Statistical Analyses for Studying Replication: Meta-Analytic Perspectives
Author: Hedges, Larry V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Replication (Evaluation),Meta Analysis,Hypothesis Testing,Scientific Methodology,Sampling,Statistical Significance

Formal empirical assessments of replication have recently become more prominent in several areas of science, including psychology. These assessments have used different statistical approaches to determine if a finding has been replicated. The purpose of this article is to provide several alternative conceptual frameworks that lead to different statistical analyses to test hypotheses about replication. All of these analyses are based on statistical methods used in meta-analysis. The differences among the methods described involve whether the burden of proof is placed on replication or nonreplication, whether replication is exact or allows for a small amount of &quot;negligible heterogeneity,&quot; and whether the studies observed are assumed to be fixed (constituting the entire body of relevant evidence) or are a sample from a universe of possibly relevant studies. The statistical power of each of these tests is computed and shown to be low in many cases, raising issues of the interpretability of tests for replication.
Teacher Leader Corps (TLC) Final Report: 2013-14 through 2015-16. DRA Report No. 16.09
Author: Simmons, Brandon
Date: 2017-01-00
Type: Reports - Research
Subjects: Public School Teachers,Technology Integration,Program Effectiveness,Faculty Development,Teacher Leadership,Elementary Secondary Education,Program Implementation

The Teacher Leaders Corps had many strengths and was fairly successful in reaching its implementation and short-term goals. Central training quality was considered strong and attendance rates were high (especially in Years 1 and 2). Of those who began the TLC work in 2013-14, approximately 60% participated all three years. At the school level, about half of the intended dissemination events took place. Professional learning sessions emphasized use of various digital resources. Discovery Education resources were available to all schools and provided evidence that online resources were utilized by teachers and students. DE utilization was higher in Year 1 than in Year 2 or 3; and teachers utilized DE more than students. Decreased use of DE after Year 1 could reflect less interest or an increase in digital resources available to schools. TLC members utilized technology appropriately and in a variety of ways based on classroom observations. The school team model utilized in TLC provided a better opportunity for sustaining the effort than training sessions with no follow-up. Ways to further increase the likelihood of implementation, impact, and sustainability in schools include putting structures in place at the central and school level to facilitate and monitor teacher implementation and to provide more coaching for teachers.
Looking Back to Look Ahead: Preparing the Future of Vocational Education and Training in Europe 2020-30. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Trends,Foreign Countries,Job Training,Lifelong Learning,Apprenticeships,Higher Education,Access to Education,Adult Learning,Reputation,Qualifications

Public debate on the future of work and of education and training has been raging across Europe. Globalisation, digitisation, migration, demographics and the greening economy are the challenges fuelling discussions. Unemployment, underemployment, mismatches between people's skills and available jobs, and flat or falling incomes have been undermining the cohesion and the social model of European societies. As the current framework for cooperation in vocational education and training (VET) approaches its 2020 horizon, Cedefop is now looking further ahead to stimulate the debate on European VET cooperation until 2030. The first step has been to take stock of the current features of European VET systems, to identify similarities and differences.
Family Background and the Responses to Higher SAT Scores. CEP Discussion Paper No. 1698
Author: Graetz, Georg
Date: 2020-06-00
Type: Reports - Research
Subjects: College Entrance Examinations,College Choice,Parent Background,Educational Attainment,Scores,Barriers,College Attendance,College Admission,Socioeconomic Status,Student Behavior,Socioeconomic Influences,Cost Effectiveness,College Bound Students,Foreign Countries

Using discontinuities within the Swedish SAT [scholastic aptitude test] system, we show that additional admission opportunities causally affect college choices. Students with high-educated parents change timing, colleges, and fields in ways that appear consistent with basic economic theory. In contrast, very talented students with low-educated parents react to higher scores by increasing overall enrolment and graduation rates. Remarkably, most of this effect arises from increased participation in college programs and institutions that they could have attended even with a lower score. This suggests that students with low-educated parents face behavioral barriers even in a setting where colleges are tuition-free, student grants are universal and application systems are simple.
What Future for Vocational Education and Training in Europe? Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Trends,Educational Change,Educational Policy,Trend Analysis,Lifelong Learning,Labor Market,Work Experience Programs,Job Training

Jobs, labour markets and economies are rapidly changing: globalisation, technology and a growing services sector are both causes and symptoms. Ageing populations and dwindling youth cohorts, on the one hand, and labour migration, on the other, are affecting workforce composition. And that's not to mention the lingering impact of the financial crisis. All these are leaving their mark on European economies and societies. Against this backdrop, what is the role of vocational education and training (VET) in Europe in addressing the challenges ahead? To help in shaping future policies, a Cedefop project considers different routes and multiple options for VET. An analysis of VET developments since 1995 has helped to outline a series of potential paths -- scenarios -- pointing towards plausible and consistent pictures of how VET can evolve by 2035, depending on today's decisions and policy choices. Using these scenarios, Cedefop intends to inform strategic discussions on future European cooperation on VET.
O Brother, Where Start Thou? Sibling Spillovers on College and Major Choice in Four Countries. CEP Discussion Paper No. 1691
Author: Altmejd, Adam
Date: 2020-05-00
Type: Reports - Research
Subjects: Foreign Countries,Siblings,Family Influence,College Choice,Majors (Students),Probability,Access to Information,Geographic Location,Family Income,Social Networks,Peer Influence,Institutional Characteristics,Student Characteristics,Cultural Differences

Family and social networks are widely believed to influence important life decisions but identifying their causal effects is notoriously difficult. Using admissions thresholds that directly affect older but not younger siblings' college options, we present evidence from the United States, Chile, Sweden and Croatia that older siblings' college and major choices can significantly influence their younger siblings' college and major choices. On the extensive margin, an older sibling's enrollment in a better college increases a younger sibling's probability of enrolling in college at all, especially for families with low predicted probabilities of enrollment. On the intensive margin, an older sibling's choice of college or major increases the probability that a younger sibling applies to and enrolls in that same college or major. Spillovers in major choice are stronger when older siblings enroll and succeed in more selective and higher-earning majors. The observed spillovers are not well-explained by price, income, proximity or legacy effects, but are most consistent with older siblings transmitting otherwise unavailable information about the college experience and its potential returns. The importance of such personally salient information may partly explain persistent differences in college-going rates by geography, income, and other determinants of social networks.