ethanporcaro/eric-fulltext-meta huggingface dataset:
2012-13 Integrated Postsecondary Education Data System (IPEDS) Methodology Report. NCES 2013-293
Author: Ginder, Scott A.
Date: 2013-09-00
Type: Information Analyses
Subjects: Data Collection,Postsecondary Education,Tuition,Fees,Employees,Institutional Characteristics,Educational Finance,Graduation Rate,Student Financial Aid,Enrollment,Geographic Location,Academic Degrees,Statistical Analysis,Governance,Public Colleges,Proprietary Schools,Nonprofit Organizations,Private Colleges,Human Resources,Editing,Surveys,Certification

This report describes the universe, methods, and editing procedures used in the 2012-13 Integrated Postsecondary Education Data System (IPEDS) data collection. IPEDS data consist of basic statistics on postsecondary institutions regarding tuition and fees, number and types of degrees and certificates conferred, number of students enrolled, number of employees, financial statistics, graduation rates, and student financial aid. Institutions submitted these data during three reporting periods corresponding to fall 2012, winter 2012-13, and spring 2013. Information provided in this report is applicable to the full 2012-13 IPEDS collection year. (Contains 2 tables and 9 footnotes.)
After Two Years, Three Elementary Math Curricula Outperform a Fourth. NCEE Technical Appendix. NCEE 2013-4019
Author: Agodini, Roberto
Date: 2013-09-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Elementary School Mathematics,Mathematics Instruction,Grade 1,Grade 2,Mathematics Achievement,Instructional Effectiveness,Comparative Analysis,Teaching Methods,Mathematical Concepts,Cognitive Processes,Drills (Practice),Teacher Role,Teacher Student Relationship,Memorization,Mathematics Skills,Faculty Development,Institutional Characteristics,Teacher Characteristics,Student Characteristics,Scores,Age Differences,Gender Differences,Racial Differences,Limited English Speaking,Special Needs Students,Educational Attainment,Teaching Experience,Pedagogical Content Knowledge,Poverty

This appendix provides the details that underlie the analyses reported in the evaluation brief, &quot;After Two Years, Three Elementary Math Curricula Outperform a Fourth.&quot; The details are organized in six sections: Study Curricula and Design (Section A), Data Collection (Section B), Construction of the Analysis File (Section C), Curriculum Effects on Student Math Achievement (Section D), Curriculum Implementation (Section E), and Effects of Switching Curricula (Section F). (Contains 19 footnotes, 35 tables, and 2 figures.) [For the full report, see ED544185.]
Characteristics of Public School Districts in the United States: Results from the 2011-12 Schools and Staffing Survey. First Look. NCES 2013-311
Author: Gray, Lucinda
Date: 2013-07-00
Type: Information Analyses
Subjects: Public Schools,School Districts,Teacher Salaries,Educational Attainment,Teaching Experience,Fringe Benefits,Incentives,Teacher Recruitment,Teacher Shortage,Inservice Teacher Education,Teacher Associations,Unions,Tenure,Teacher Dismissal,Graduation Requirements,High School Graduates,Principals,Salaries,Faculty Recruitment,Leadership Training,School Choice,Rural Schools,Urban Schools,Suburban Schools,School District Size,Enrollment,Poverty,Bachelors Degrees,Masters Degrees,Teacher Certification,Rewards,Teacher Competencies,Loan Repayment,Collective Bargaining

This report presents selected findings from the Public School District Data File of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public schools are also part of SASS. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through the following surveys: district, school, principal, teacher, and library media center. The 2011-12 SASS uses a school-based sample of public and private schools. The data were collected via mailed questionnaires with telephone and in-person field follow-up. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2011-12 SASS Public School District Data File. The tables in this report contain counts and percentages demonstrating bivariate relationships. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments.  The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 32 tables and 15 footnotes.)
Instructional Practices and Student Math Achievement: Correlations from a Study of Math Curricula. NCEE Evaluation Brief. NCEE 2013-4020
Author: Clements, Douglas H.
Date: 2013-09-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Teaching Methods,Mathematics Achievement,Correlation,Large Group Instruction,Cooperative Learning,Peer Teaching,Individualized Instruction,Elementary School Students,Elementary School Mathematics,Elementary School Teachers,Grade 1,Grade 2,Mathematics Teachers,Teacher Role,Teacher Guidance,Learner Controlled Instruction,Observation,Knowledge Level,Mathematical Concepts

This brief is directed to researchers and adds to the research base about instructional practices that are related to student achievement. Additional evidence on these relationships can suggest specific hypotheses for the future study of such instructional practices, which, in turn, will provide research evidence that could inform professional development of teachers and the writing of instructional materials. The results of this study revealed a pattern of relationships largely consistent with earlier research, but not in every case. Results that are consistent with previous research include increased student achievement associated with teachers dedicating more time to whole-class instruction, suggesting specific practices in response to students' work (1st grade only), using more representations of mathematical ideas, asking the class if it agrees with a student's answer, directing students to help one another understand mathematics, and differentiating curriculum for students above grade level (2nd grade only). Less consistent results were found in three 2nd-grade results, and include lower achievement associated with teachers' higher frequency of eliciting multiple strategies and solutions; prompting a student to lead the class in a routine; and with students more frequently asking each other questions. These findings suggest that practices associated with higher achievement gains include both student-centered and teacher-directed practices; however, some student-centered practices were associated with lower achievement gains. (Contains 11 endnotes and 6 tables.) [For &quot;Instructional Practices and Student Achievement: Correlations from a Study of Math Curricula. NCEE Technical Appendix. NCEE 2013-4020,&quot; see ED544192.]
Characteristics of Public Elementary and Secondary School Library Media Centers in the United States: Results from the 2011-12 Schools and Staffing Survey. First Look. NCES 2013-315
Author: Bitterman, Amy
Date: 2013-08-00
Type: Information Analyses
Subjects: Public Schools,Private Schools,School Libraries,Elementary Schools,Middle Schools,High Schools,Learning Resources Centers,Librarians,School Personnel,Institutional Characteristics,Library Materials,Computers,Educational Technology,Internet,Databases,Library Services,School Community Relationship,Charter Schools,Costs,Library Automation,School Schedules,Enrollment,At Risk Students,Rural Schools,Urban Schools,Suburban Schools,Individual Characteristics,School Districts,Teachers,Principals,Minority Group Students,Surveys,Family Literacy

This report presents selected findings from the Public School Library Media Center Data File of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public schools are also part of SASS. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through the following surveys: district, school, principal, teacher, and library media center. The 2011-12 SASS uses a school-based sample of public and private schools. Because SASS uses a school-based sample design, districts, principals, and library media centers associated with public schools were included, as were principals associated with private schools. Teachers associated with a selected school were sampled from a teacher list provided by the school or district. The selected samples include about 11,000 traditional and charter public schools, public school principals, and public school library media centers; 5,800 public school districts; 51,100 public school teachers; 3,000 private schools and their principals; and 7,100 private school teachers. The samples were drawn to support estimates by geography, grade span, and charter school status for public schools, and by geography, grade span, and affiliation group for private schools for a wide range of topics. The data were collected via mailed questionnaires with telephone and in-person field follow-up. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2011-12 SASS Public School Library Media Center Data File. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This First Look report highlights findings from the SASS public school library media center survey. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 26 tables and 19 footnotes.)
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2010-11 (Fiscal Year 2011). First Look (Provisional Data). NCES 2013-344
Author: Cornman, Stephen Q.
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Secondary Education,Costs,Expenditure per Student,Expenditures,Educational Finance,Resource Allocation,State Aid,Federal Aid,Local Government,Income,Salaries,Operating Expenses,Tuition,Teacher Employment Benefits,Educational Administration,Transportation,Food Service,Educational Facilities,Equipment,Economic Climate,Charter Schools,School Districts

This report presents data from the School District Finance Survey (F-33) of the Common Core of Data (CCD) survey system for school year (SY) 2010-11, fiscal year 2011 (FY 11). The F-33 survey is a school district-level financial survey that consists of data submitted annually to the National Center for Education Statistics (NCES) and the Governments Division of the U.S. Census Bureau (Census Bureau) by state education agencies (SEAs) in the 50 states and the District of Columbia. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the F-33 component of CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This First Look report presents findings on public elementary and secondary (PK-12) education revenues and expenditures at the local education agency (LEA) level using FY 11 provisional data from the F-33 survey of the CCD survey system. This report provides users with an opportunity to access provisional F-33 data that have been reviewed, edited, and imputed. Final data, including revisions to the provisional data submitted by the SEAs after the close of data collection, will be available during the following collection year.The following are appended: (1) Methodology and Technical Notes; (2) Common Core of Data Glossary; and (3) Reference Tables. Data files for all CCD surveys used in this report may be found on the data file pages of the CCD website at http://nces.ed.gov/ccd/ccddata.asp. (Contains 9 tables, 3 figures, and 5 footnotes.) [This report was prepared in collaboration with the U.S. Census Bureau.]
Instructional Practices and Student Achievement: Correlations from a Study of Math Curricula. NCEE Technical Appendix. NCEE 2013-4020
Author: Clements, Douglas H.
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Mathematics Curriculum,Teaching Methods,Mathematics Achievement,Institutional Characteristics,School Districts,Teacher Characteristics,Student Characteristics,Age Differences,Gender Differences,Racial Differences,Limited English Speaking,Correlation,Socioeconomic Status,Enrollment,Educational Attainment,Masters Degrees,Bachelors Degrees,Courses,Pedagogical Content Knowledge,Special Education,Large Group Instruction,Cooperative Learning,Peer Teaching,Individualized Instruction,Elementary School Students,Elementary School Mathematics,Elementary School Teachers,Grade 1,Grade 2,Mathematics Teachers,Teacher Role,Teacher Guidance,Learner Controlled Instruction,Observation,Knowledge Level,Mathematical Concepts

In this Appendix, we provide details about the data used for the current study, the curricula used in the classrooms from which data were collected, and the current study's methodological approach. (Contains 14 tables and 5 footnotes.)[For full report, see ED544189.]
WWC Review of the Report &quot;Teacher Incentives and Student Achievement: Evidence from New York City Public Schools.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Reading Achievement,Outcome Measures,Merit Pay,Achievement Rating,Effect Size,Incentives,Educational Indicators,Achievement Gains,Teacher Effectiveness,Teacher Persistence,Program Effectiveness,Program Evaluation,Public Schools,Urban Schools,Disadvantaged Schools,Comparative Analysis,Standardized Tests,Graduation Rate

The study reviewed in this document examined whether offering schoolwide performance bonuses to teachers had an effect on student achievement or teacher retention in New York City public schools. Researchers analyzed data on students and teachers from 396 high-need public elementary, middle, and high schools from 2007-08 through 2009-10. Of these schools, 233 were randomly assigned to the intervention group and 163 to the comparison group. The study estimated the effects of the bonus program by comparing the outcomes in schools that were offered participation in the program--even if they ultimately declined to participate--with the outcomes in schools that were not offered the opportunity to participate. The primary research question for this study is &quot;what is the impact of the performance bonus program on student achievement and teacher retention?&quot; Because some of the schools that were eligible to participate in the bonus program did not ultimately participate, the study estimated both an &quot;intent-to-treat&quot; (ITT) estimate of the effect of being eligible to participate in the program, as well as a &quot;treatment on the treated&quot; estimate of the effect of participating in the bonus program. This review focuses on the ITT estimates. Study authors reported that the bonus program had statistically significant negative impacts on middle school achievement in math (author-reported effect size of -0.05) and English language arts (effect size of -0.03). In addition, the authors reported a statistically significant difference of -4.4 percentage points in high school graduation rates, reflecting lower graduation rates among students in intervention schools. The study found that the teacher performance bonus program had no statistically significant impacts on elementary school achievement or teacher retention. The study found that the teacher performance bonus program had no statistically significant impacts on elementary school achievement or teacher retention. This study, which meets WWC evidence standards without reservation, is a well-executed randomized controlled trial. [The following study is the focus of this &quot;Single Study Review&quot;: Fryer, R. G. (2011). &quot;Teacher incentives and student achievement: Evidence from New York City Public Schools&quot; (NBER Working Paper No. 16850). Cambridge, MA: National Bureau of Economic Research.] The following are appended: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. (Contains 2 endnotes.)
Evaluating the Screening Accuracy of the Florida Assessments for Instruction in Reading (FAIR). REL 2013-008
Author: Foorman, Barbara R.
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Reading Comprehension,At Risk Students,Reading Skills,Reading Difficulties,Scores,Predictive Validity,Error Patterns,Screening Tests,Test Validity,Racial Differences,Minority Group Students,English Language Learners,Gender Differences,Age Differences,Probability,Correlation,Standardized Tests,Student Characteristics,Student Evaluation

Florida requires that students who do not meet grade-level reading proficiency standards on the end-of-year state assessment (Florida Comprehensive Assessment Test, FCAT) receive intensive reading intervention. With the stakes so high, teachers and principals are interested in using screening or diagnostic assessments to identify students with a strong likelihood of failing to meet grade-level proficiency standards on the FCAT. Since 2009 Florida has administered a set of interim assessments (Florida Assessments for Instruction in Reading, FAIR) three times a year (fall, winter, and spring) to obtain information on students' probability of meeting grade-level standards on the end-of-year FCAT. In 2010/11 the Florida Department of Education aligned the FCAT to new standards (Next Generation Sunshine State Standards) and renamed it the FCAT 2.0 but retained the 2009/10 cutscores. In 2011/12 it changed the FCAT 2.0 cutscores. The share of students meeting grade-level standards on the FCAT 2.0 fell to 53 percent in 2012 from 72 percent in 2011. This drop led the Florida Department of Education to partner with the Regional Educational Laboratory Southeast to analyze student performance on the FAIR reading comprehension screen and FCAT 2.0 to determine how well the FAIR and the 2011 FCAT 2.0 scores predict 2012 FCAT 2.0 performance. The study addresses two research questions: (1) What is the association between performance on the 2012 FCAT 2.0 and two scores from the FAIR reading comprehension screen across grades 4--10 and the three FAIR assessment periods (predictive validity)?; and (2) How much does adding the FAIR reading comprehension screen affect identification errors beyond those identified through 2011 FCAT 2.0 scores (screening accuracy)? Performance on the 2012 FCAT 2.0 was found to have a stronger correlation with FCAT success probability scores than with FAIR reading comprehension ability scores. In addition, using 2011 FCAT 2.0 scores alone to predict 2012 FCAT 2.0 scores underidentified 16-24 percent of students as at risk. Adding FAIR reading comprehension ability scores dropped the underidentification rate by 12-20 percentage points. An appendix provides additional statistics. (Contains 10 tables, 1 box, and 3 notes.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Southeast administered by Florida Center for Reading Research, Florida State University.]
WWC Review of the Report &quot;The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Reading Instruction,Reading Skills,Reading Comprehension,Elementary School Students,Grade 5,Program Effectiveness,Program Evaluation,Social Studies,Comparative Analysis,Intervention,Teaching Methods,Teacher Role,Observation,Program Implementation,Effect Size,Content Area Reading,English Language Learners,Reading Strategies,Large Group Instruction

The study reviewed in this paper examined the impact of &quot;Collaborative Strategic Reading&quot; (&quot;CSR&quot;), a set of instructional strategies used to build reading proficiency, on the reading comprehension of fifth-grade students. The analysis included 1,355 students from 74 social studies classrooms within 26 linguistically diverse schools. The schools were located in five districts in Oklahoma and Texas. Within each school, researchers randomly assigned social studies classrooms to either the intervention condition or the comparison condition at the start of either the 2006-07 or the 2007-08 school year. Teachers in the intervention condition used &quot;CSR&quot; instructional strategies when delivering social studies instruction for a period of one school year. Teachers in the comparison condition provided business-as-usual instruction of social studies. Various curricula were used across both conditions. Study authors assessed the effectiveness of &quot;CSR&quot; on reading comprehension by comparing student performance on the Group Reading Assessment and Diagnostic Evaluation (GRADE) administered in May at the end of the school year. Study authors reported that &quot;CSR&quot; did not have a significant impact on student reading comprehension, and the WWC confirmed this result. In addition, the impact of the intervention was not large enough to be considered substantively important according to WWC criteria. The research described in this report meets WWC evidence standards without reservations. The study is a well-implemented randomized controlled trial with low attrition at the classroom and student levels. The following are appended: (1) Study Details; (2) Outcome measure for the reading comprehension domain; and (3) Study findings for the reading comprehension domain. A glossary of terms is included. (Contains 4 endnotes.) [The following study is the focus of this &quot;Single Study Review&quot;: Hitchcock, J., Dimino, J., Kurki, A., Wilkins, C., and Gersten, R. (2011). &quot;The impact of Collaborative Strategic Reading on the reading comprehension of grade 5 students in linguistically diverse schools. (NCEE 2011-4001).&quot; Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.]