ethanporcaro/eric-fulltext-meta huggingface dataset:
Early College High School Is Changing Students&apos; Lives and Futures in Lawrence, Massachusetts. An Education Powerhouse: Massachusetts Early College High Schools
Author: Hoffman, Nancy
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: High Schools,Higher Education,Dual Enrollment,College Preparation,Acceleration (Education),College Readiness,Partnerships in Education

This report demonstrates the success of the early college high school program at Lawrence High School. It has improved outcomes for participants, significantly increasing the chances that they will enter college right after high school and earn a degree. While no single educational intervention is a panacea, early college deserves to be scaled--in Lawrence and across Massachusetts. The success of Lawrence's early college program is ultimately possible because a well-staffed and collaborative team of educators are leveraging their expertise and commitment to students to make the ambitious dream a reality. The early college team does the daily work of running the program with an eye toward immediate identification of potential stumbling blocks for students and the capacity to respond rapidly with effective solutions. In addition, its work has always been unfailingly championed by district, school, and college leaders engaged in the partnership. The bottom line is that students trust the adults around them to provide guidance and feedback and to have their backs at every step of their way toward a college degree.
Simulation Study for Evaluating MAP® Growth™ Item Pools with Grade-Level Constraints
Author: Li, Sylvia
Date: 2019-08-00
Type: Reports - Research
Subjects: Achievement Tests,Item Banks,Test Items,Instructional Program Divisions,Ability,Test Construction,Mathematics Tests,Reading Tests,Language Tests,Adaptive Testing,Computer Assisted Testing,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Error of Measurement,Test Bias

This simulation study examines the measurement precision, item exposure rates, and the depth of the MAP® Growth™ item pools under various grade-level restrictions. Unlike most summative assessments, MAP Growth allows examinees to see items from any grade level, regardless of the examinee's actual grade level. It does not limit the test to items designated for the examinee's actual grade. The purposes of this research study are as follows: (1) To explore different possible test designs using on-grade items only with the current MAP Growth item pools; and (2) To provide recommendations to Content Solutions for developing grade-level items. Specifically, this study evaluates the depth of MAP Growth on-grade item pools along the student ability spectrum based on empirical Rasch Unit (RIT) score distributions. The study manipulated two factors: the type of item pool and type of simulee. Different item pools were created for the simulations with restrictions to explore the feasibility of creating on-grade MAP Growth assessments. Simulee groups were based on on-grade and off-grade student ability.
U.S. Department of Education FY 2021 Agency Financial Report
Author: Department of Education (ED), Office of Finance and Operations (OFO)
Date: 2021-11-19
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Institutional Mission,Educational Finance,Elementary Secondary Education,Preschool Education,Postsecondary Education,Federal Aid,Student Loan Programs,Equal Education,Student Financial Aid,Budgets,Federal Programs,Operating Expenses,Debt (Financial),COVID-19,Pandemics,Costs,Grants,Compliance (Legal),Risk Management,Data Use,Financial Audits,Adult Education,Vocational Education

The purpose of the U.S. Department of Education's (Department's) fiscal year (FY) 2021 &quot;Agency Financial Report&quot; (AFR) is to inform Congress, the President, other external stakeholders, and the American people on how the Department used the federal resources entrusted to it to advance the mission of the Department to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. The Department accomplishes its mission and the related strategic goals and objectives by administering programs that range from preschool education through postdoctoral research; enforcing civil rights laws to provide equal access and treatment; and supporting research that examines ways that states, schools, districts, and postsecondary institutions can improve America's education system. As evidenced by the information contained in this AFR, the Department has demonstrated that it is a good steward of financial resources and has put in place well-controlled and well-managed business and financial management systems, processes, and practices. The AFR is divided into four sections. The Management's Discussion and Analysis section provides information about the Department's mission and organizational structure as well as its high-level performance results, financial highlights, management assurances regarding internal controls, and forward-looking information. The Financial Section provides a message from the chief financial officer, the financial statements and notes, required supplementary information, and the report from the independent auditors. The Other Information section provides the Office of Inspector General's Management and Performance Challenges for FY 2022, a summary of financial statement audit and management assurances, &quot;Payment Integrity Information Act&quot; reporting details, civil monetary penalty adjustment for inflation, and &quot;Grants Oversight and New Efficiency Act of 2016&quot; and grant closeout process reporting. Finally, the Appendices section provides a listing of selected Department web links, education resources, and a glossary of acronyms and abbreviations. [For the 2020 Agency Financial Report, see ED611653.]
Understanding the Initial Educational Impacts of COVID-19 on Communities of Color. NWEA Research
Author: Kuhfeld, Megan
Date: 2021-04-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Minority Group Students,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Mathematics Achievement,Reading Achievement,African American Students,American Indian Students,Alaska Natives,Hispanic American Students,Asian American Students,Poverty,At Risk Students,Achievement Gains,Barriers,School Closing,Racial Differences,Ethnicity,Socioeconomic Status,Mental Health,Age Differences,Distance Education,Access to Computers,Family Involvement,Professional Development,Time Factors (Learning),Resource Allocation,Student Needs

This report examines the academic impact of the COVID-19 pandemic on Black, Indigenous, and people of color (BIPOC) students, with the goal of documenting achievement trends to provide leaders and policymakers with evidence to guide action to address educational inequities for BIPOC students. Using math and reading test data from 2.1 million BIPOC students in grades 3 to 8, we found that students' math achievement was significantly impacted in fall 2020, while reading achievement was mostly parallel to prior years, and that the rate of learning during the pandemic was lower from fall 2019 to fall 2020 than during the pre-pandemic period.
The Annual Condition of Education Report, 2021
Author: Iowa Department of Education
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,National Competency Tests,Enrollment Trends,Early Childhood Education,Teacher Characteristics,Academic Achievement,Special Education,Educational Finance,Teacher Salaries,Administrator Characteristics,Principals,Superintendents,Elementary Secondary Education,Postsecondary Education,Open Enrollment,Lunch Programs,English Language Learners,Migrants,Preschool Education,Kindergarten,School Counselors,School Libraries,Librarians,Nurses,School Districts,Second Language Learning,Algebra,Mathematics Education,Science Education,Computer Science Education,Advanced Placement Programs,Dual Enrollment,Class Size,School District Size,Language Arts,Dropouts,High School Graduates,Graduation Rate,Career Planning,Educational Indicators,Suspension,Expulsion,Expenditure per Student,State Aid,Budgets

The 2021 edition of the Annual Condition of Education Report (COE) marks the 32nd edition of the report. For over 30 years, the Department has published the COE in order to provide education stakeholders critical data about the status of Iowa's education system. The 2021 COE covers a wide variety of content including information about Iowa's students, schools, educators, administrators, performance and school finance. The data for this annual report are presented in the following categories: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (5) Student Performance; (6) Special Education; and (7) Finance. [For the 2020 report, see ED614805.]
The Home Learning Environment in 2021: Emerging Insight into the Impact of the COVID-19 Pandemic on Parents&apos; Literacy Practices at Home. A National Literacy Trust Research Report
Author: Palmer-Crew, Melanie
Date: 2021-11-00
Type: Reports - Research
Subjects: Family Environment,Foreign Countries,Preschool Children,Parents as Teachers,Learning Activities,Reading,Interpersonal Communication,Play,Singing,Art Activities,Recreational Activities,Alphabets,Socioeconomic Status,Incidence,Age Differences,Gender Differences,Educational Attainment,Parent Background,Intention

What happens in the early years of a child's life has a profound impact on the rest of their life. This significant and influential phase in visual, language and emotional development lays the foundation for lifelong health, learning and earning potential. In August 2021 National Literacy Trust commissioned Savanta ComRes to conduct a survey of 1,500 parents of children from birth to age five across the UK to explore the extent to which parents were carrying out seven key learning activities at home: reading (including books, e-books, and picture books), chatting, playing, singing, painting/drawing, looking at the alphabet and playing outside the home (e.g. at a library or play group). National Literacy Trust compared the results to surveys they commissioned One Poll to conduct in 2020 and 2019, which asked parents of children from birth to five across the UK the same questions about how frequently they were doing these learning activities in the home. By comparing results across different time periods, they are able to identify and monitor changes in behaviour, get a snapshot of activity during a particular time, and place the survey findings into a wider context. The key comparison findings are presented in this report.
Virtual Learning, Concrete Option: How Virtual Differs from Remote Learning during the Pandemic. White Paper No. 241
Author: Young, Julie
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Barriers,Educational Technology,Technology Uses in Education,Graduation Rate,Virtual Schools,Misconceptions,Elementary Secondary Education,Racial Bias,Racial Differences

After schools closed in March of 2020 due to the COVID-19 pandemic, students, families and teachers had to shift learning from in-class to online. But the switch to remote learning was hasty and disorganized in many school districts. Families struggled with the technology and coordinating schedules at home, while teachers tried to shift the in-person model to teaching through a computer. The dissatisfaction caused many families to believe that the remote learning they were experiencing was what takes place in full-time virtual schools. In fact the two are much different. This report includes information on how to distinguish between questionable and quality virtual programs.
Pathways for Academic Career and Employment (PACE): Fiscal Year 2019
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Labor Force Development,Federal Legislation,Labor Legislation,Community Colleges,State Aid,Educational Finance,Eligibility,Program Implementation,Curriculum Development,Partnerships in Education,School Business Relationship,Employment Opportunities,Career Development,Educational Quality,Unemployment,Underemployment,Dislocated Workers,Budgets,Adult Basic Education,Funding Formulas,Academic Education

The Pathways for Academic Career and Employment (PACE) program is established to provide funding to community colleges for the development of programs that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic training to ensure gainful employment and customized support services. This is the sixth year for Pathways for Academic, Career and Employment (PACE) reporting. PACE funds are allocated pursuant to the community college state general aid distribution formula established in Iowa Code which are eligible to be carried forward to the next year. The figures noted in this report were obtained from each of Iowa's 15 community colleges. Colleges continue to work hard to implement PACE programs in their regions and communities as they align themselves with the Workforce Innovation and Opportunity Act (WIOA) legislation. Each college has committed to building career pathway frameworks and structuring programs to ensure increased employment success of the identified target populations. This is achieved by refocusing program activities around collaboration with WIOA core partners and adult basic education programs, balancing services, and engaging sector partnerships. [For the Fiscal Year 2018 Report, see ED600812.]
Forgotten Girls: The Reluctant Girl Readers. A National Literacy Trust Research Report
Author: Picton, Irene
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Females,Reading Attitudes,Gender Differences,Reading Motivation,Children,Adolescents,Foreign Countries,Reading Skills,Reading Habits,Age Differences,Recreational Reading,Cultural Relevance,Electronic Publishing,Printed Materials,Barriers,Reading Materials,Reading Difficulties,Racial Differences,Ethnicity,Socioeconomic Status,Geographic Regions,Literary Genres

The conversation around reluctant readers continues to focus on boys, with research, practice and policy exploring what could be done to (re)engage boys in reading (see National Literacy Trust, 2012; Department for Education, 2019; OECD, 2021). Girls who don't enjoy reading or who don't read in their free time are seldom the focus of interest, despite evidence indicating that this group is sizeable. Data from the National Literacy Trust's Annual Literacy Survey in 2021, in which 21,696 girls aged 8 to 18 from across the United Kingdom (UK) participated, indicates that more than 2 in 5 (44.1%) of them don't enjoy reading. This translates to approximately two million girls in 2020/2021. Furthermore, 1 in 10 (10.2%) girls also said that they rarely or never read in their free time. Both of these groups could be described as being 'reluctant' readers and this report shows that they share similar motivational issues, which are amplified in the group of girls who don't read at all. The National Literacy Trust also partnered with Renaissance, an assessment, teaching and learning provider, to explore how girls' reading skill and reading habits interlink. To this end, Renaissance shared data from 286,240 girls, including information about reading engagement taken from their Accelerated Reader platform, and reading skill data from their Star Reading test. As schooling in the UK in 2020 was severely disrupted by the pandemic, data was used from 2018/2019 to provide this additional insight. Overall, this report shows that the discussion around reluctant girl readers is complex. Girls read, or don't read, for a multitude of reasons, and so one solution will not fit all. Future initiatives should aim to promote reading in a way that reflects this complexity, understanding that different motivations will work for different girls. [This report was funded by the Estee Lauder Companies.]
An Investigation of Item Parameter Invariance Using Focused Calibration Samples for MAP Growth
Author: He, Wei
Date: 2021-11-00
Type: Reports - Research
Subjects: Achievement Tests,Test Items,Instructional Program Divisions,Difficulty Level,Item Response Theory,Computation,Elementary Secondary Education,Mathematics Tests,Reading Tests,Science Tests

New MAP® Growth™ assessments are being developed that administer items more closely matched to the grade level of the student. However, MAP Growth items are calibrated with samples that typically consist of students from a variety of grades, including the target grade to which an item is aligned. While this choice of calibration sample is reasonable given that the current MAP Growth tests are not limited to assessing grade-specific content, a question arose about the appropriateness of using the current MAP Growth item parameter estimates in the new MAP Growth assessments. In other words, are the existing MAP Growth item parameter estimates invariant across different calibration samples? To evaluate the MAP Growth item parameter invariance, two studies were conducted using focused calibration samples (i.e., a limited sample of examinees). Study 1 explored the degree to which on-grade only item parameter estimates were comparable to their original all-grade counterparts. Study 2 explored the degree to which item parameter estimates using responses from the target grade plus the adjacent grades were comparable to their on-grade and all-grade counterparts. While the item difficulty estimates of a few items from the more focused calibration samples had different parameter estimates from their original counterparts, the parameter estimates of most items were comparable regardless of the calibration sample. These findings, in conjunction with the result of a recent study by Wan and Thum (2021) that used differential item functioning (DIF) analyses to reveal that MAP Growth items perform comparably across states and grades, provide the quantitative evidence of MAP Growth item parameter estimate invariance to support the use of the existing parameter estimates in the new MAP Growth assessments.
Determinants of Online Assessment Adoption in Singapore Technical College
Author: Or, Caleb
Date: 2022-01-00
Type: Books
Subjects: Foreign Countries,Computer Assisted Testing,Postsecondary Education,Teacher Attitudes,Expectation,Usability,Intention,Evaluation Methods,Technology Uses in Education,Test Construction,Internet,Integrated Learning Systems,Telecommunications,Cooperation,Student Attitudes,Test Validity

The overarching objective of this research was to identify the factors that predicted lecturers' adoption of online assessment in one Singapore-based Institute of Technical Education. The factors investigated were system usability and learnability; lecturers' performance expectancy, social influences and attitudes towards online assessment; and lecturers' perceptions of the facilitating conditions that support online assessment. Among these factors, usability, learnability and attitude were introduced to the UTAUT model as additional variables. The adoption of online assessment was measured in terms of lecturers' behavioural intentions to use the online assessment system and their self-reported system usage behaviour. The relationships between these factors were also examined. Four papers are presented in the book. The first reviewed previous literature on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, and proposed an extended UTAUT model to examine the factors that influence online assessment adoption. The second reviewed studies in the area of online assessment methods published from 2007 to 2019. In the third paper, an instrument to assess constructs in the extended UTAUT model proposed was developed and validated. In the final paper, the instrument developed in the third study was used to explore relationships among the constructs in the extended UTAUT model. Specifically, path analysis was conducted to examine the various factors that influence lecturers' acceptance of online assessment within the institution. [This book was edited by Desislava Georgieva, Nurullah Tas, and Petar Goranov.]
The Future of Primary School Libraries
Author: Todd, Tessa Tyler
Date: 2021-11-00
Type: Reports - Research
Subjects: School Libraries,Elementary Schools,Futures (of Society),Library Services,COVID-19,Foreign Countries,Recreational Reading,Well Being,Financial Support,Diversity,Inclusion,Library Materials,Library Role,Librarians,Library Facilities

Primary school libraries are a vital part of the education system. A well-resourced primary school library not only supports literacy levels but has a positive effect on the mental wellbeing of pupils. Despite their numerous benefits, there is currently no statutory requirement for primary schools to have a library and even before the COVID-19 pandemic, primary school libraries were operating under pressure. This report draws together evidence from across the sector and submissions from teachers to give an idea of the current situation in primary school libraries; the benefits they bring to pupils and the challenges that they are facing. If the link between libraries, books and outcomes is as strong as the evidence in this report leads readers to believe, then there must be support for primary schools so that all pupils can benefit. The author calls on the government, public, private and charitable sectors to take on board the recommendations made in this report and bring in measures to support primary school libraries across the country. [This report was supported by Penguin Random House UK.]