ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact and Prevalence of Diagrammatic Supports in Mathematics Classrooms
Author: Matlen, Bryan J.
Date: 2018-00-00
Type: Reports - Research
Subjects: Visual Aids,Mathematics Instruction,Instructional Effectiveness,Incidence,Problem Solving,Symbols (Mathematics),Cultural Differences,Middle School Mathematics,Foreign Countries,Video Technology,Nonverbal Communication,Familiarity,Achievement Tests,International Assessment,Grade 8,Grade 5,Surveys,Spatial Ability,Difficulty Level,Mathematical Concepts,Learning Processes

Mathematical problem solving typically involves manipulating visual symbols (e.g., equations), and prior research suggests that those symbols serve as diagrammatic representations (e.g., Landy &amp; Goldstone, 2010). The present work examines the ways that instructional design of student engagement with these diagrammatic representations may impact student learning. We report on two studies. The first describes systematic cross-cultural differences in the ways that teachers use mathematical representations as diagrammatic supports during middle school mathematics lessons, finding that teachers in two higher achieving regions, Hong Kong, and Japan, more frequently provided multiple layers of support for engaging with these diagrams (e.g. making them visible for a longer period, using linking gestures, and drawing on familiarity in those representations), than teachers in the U.S., a lower achieving region. In Study 2, we experimentally manipulated the amount of diagrammatic support for visually presented problems in a video-based fifth-grade lesson on proportional reasoning to determine whether these multiple layers of support impact learning. Results suggest that learning was optimized when supports were used in combination. Taken together, these studies suggest that providing visual, temporal, and familiarity cues as supports for learning from a diagrammatic representation is likely to improve mathematics learning, but that administering these supports non-systematically is likely to be overall less effective. [This paper was published in: Chapman P., Stapleton G., Moktefi A., Perez-Kriz S., Bellucci F. (eds) Diagrammatic Representation and Inference. Diagrams 2018. Lecture Notes in Computer Science, vol 10871. Springer, Cham.]
Spending, Subsidies, and Tuition: Why Are Prices Going Up? What Are Tuitions Going to Pay For? A Delta Data Update, 2000-2010
Author: Hurlburt, Steven
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,Expenditures,Income,Public Colleges,Private Colleges,Institutional Characteristics,Trend Analysis,Operating Expenses,Paying for College,Tuition,Enrollment Trends,Expenditure per Student,Community Colleges,Research Universities,Masters Programs,Bachelors Degrees,Grants

This is one in a series of data briefs developed by the Delta Cost Project at AIR using data from the &quot;IPEDS Analytics: Delta Cost Project Database 1987-2010,&quot; which was released on August 14, 2012, by the U.S. Department of Education, National Center for Education Statistics. The intent of these briefs is to update key tables and figures from &quot;Trends in College Spending: Where does the money come from? Where does it go? What does it buy?&quot; This data brief focuses on the relationship between spending, subsidies, and tuition between 2000 and 2010, with particular attention paid to changes between 2009 and 2010. By examining the changes in education and related (E&amp;R) spending as they relate to changes in tuitions and institutional subsidies, this brief seeks to address whether tuitions increase to cover additional institutional spending or to make up for declines in other revenues. Key metrics discussed include the following: (1) Subsidy and tuition share of costs, the relative portion of E&amp;R costs paid by students through tuition revenues versus those that are subsidized by the institution; and (2) E&amp;R spending changes compared to changes in tuitions to determine whether rising tuitions are primarily explained by increased spending or cost shifting. [For &quot;Trends in College Spending 1999-2009. Where Does the Money Come from? Where Does It Go? What Does It Buy? A Report of the Delta Cost Project,&quot; see ED539420.]
The 123s of School Choice: What the Research Says about Private School Choice Programs in America. 2020 Edition
Author: EdChoice
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: School Choice,Private Schools,Educational Vouchers,School Effectiveness,Educational Benefits,Scores,Educational Attainment,Academic Achievement,Parent Attitudes,Satisfaction,Scholarships,Outcomes of Education,Public Schools,Civics,Values,Racial Integration,School Desegregation,Educational Finance,Retrenchment

This is the second edition of &quot;The 123s of School Choice.&quot; This annual publication is designed to be a one-stop shop for all the existing research on private school choice in the United States. This year's edition is updated with the research published since the last edition. Since the first modern-day voucher program launched in Milwaukee in 1990, researchers have studied private school choice programs. Few American education reforms have been studied as much as choice. Even fewer, if any, have such a broad array of possible outcomes for students, schools, taxpayers and families. Researchers from across the country have published more than 150 empirical studies on the effectiveness of these programs. The purpose of this publication is to list, summarize, and explain those studies. The first set of outcomes covered are studies of the personal benefits that students and families can gain from participating in private school choice programs. These include: (1) Program Participant Test Scores; (2) Program Participant Attainment; and (3) Parent Satisfaction. The second set of outcomes cover studies of the benefits that communities and society can gain from these programs. These include: (1) Public School Students' Test Scores; (2) Civic Values and Practices; (3) Racial/Ethnic Integration; and (4) Fiscal Effects. [The following people contributed to this report: Andrew D. Catt, Paul DiPerna, Martin F. Lueken, Michael Q. McShane, and Michael Shaw. For &quot;The 123s of School Choice: What the Research Says about Private School Choice Programs in America. 2019 Edition,&quot; see ED595069.]
Well-Placed: The Geography of Opportunity and High School Effects on College Attendance
Author: Hirschl, Noah
Date: 2020-05-30
Type: Reports - Research
Subjects: Geographic Location,School Effectiveness,College Attendance,High Schools,School Role,Labor Market,Student Characteristics,Regional Characteristics,Differences,Predictor Variables

Recent work has broadened the scope of school effectiveness research to consider not only academic achievement but also other outcomes, especially college attendance. This literature has argued that high schools are an important determinant of college attendance, with some contending that high schools matter more for college attendance than for academic achievement. A separate branch of research has illustrated how place-based opportunities facilitate college attendance. We merge these two literatures by asking if schools' geographic context can explain apparent variation in effectiveness among Wisconsin high schools. We find that geographic context explains more than a quarter of the variance in traditional estimates of school effectiveness on college attendance, because factors like proximity to colleges are strongly associated with college attendance. Accounting for geography is therefore important in order not to overstate high schools' role in higher education outcomes. Results are based on multilevel models applied to rich administrative data on every Wisconsin public high school entrant between 2006 and 2011. [This is the online version of an article published in &quot;Research in Higher Education&quot; May 2020.]
How Can Schools Support Secondary Newcomers Academically, Socially, and Emotionally? Policy Brief
Author: Walqui, Aida
Date: 2016-00-00
Type: Reports - Research
Subjects: School Districts,English Language Learners,Immigrants,High School Students,Student Needs,Social Development,Emotional Development,Academic Support Services,Extracurricular Activities,Parent Participation

The information presented is based on data gathered through the Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE) Researcher-Practitioner Partnership between WestEd and the Fort Worth Independent School District (FWISD). ELOTE consisted of two complementary phases. Phase One analyzed a historical cohort to identify campus programs with higher than average graduation rates for newcomers. Phase Two of ELOTE was set at two Language Center programs identified by Phase One. Data gathered during site visits to these two programs included classroom observations, teacher and student focus groups, and interviews with key administrators and staff. The purpose of this research was to identify promising programs and practices to support immigrant ELs in high school toward the goal of graduation. The present brief outlines the promising practices identified during site visits, which are supported through data from classroom observations, focus groups, and interviews. The brief provides recommendations for staff who work at the school level, including teachers and principals. These recommendations can also guide the work of district leaders across the nation in ensuring that newcomers are fully supported academically, socially, and emotionally. [This policy brief was prepared as part of the Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE) Researcher-Practitioner Partnership between WestEd and the Fort Worth Independent School District (FWISD).]
Children&apos;s Emerging Understanding of Death
Author: Menendez, David
Date: 2020-00-00
Type: Reports - Research
Subjects: Children,Childrens Attitudes,Comprehension,Death,Cognitive Development,Concept Formation,Cultural Influences,Beliefs,Socialization,Coping,Grief

Children's understanding of death has been a topic of interest to researchers investigating the development of children's thinking and clinicians focusing on children's coping with the death of a loved one. Traditionally, researchers in cognitive development have mainly focused on death from a biological perspective. Current research suggests that exploring religious and spiritual conceptualizations might enrich our understanding of how children come to think about death. In particular, we review different methodological approaches that suggest that children form their understanding of death by engaging in conversations and question asking with family members, consuming cultural products, and actively participating in cultural rituals. We also provide some examples on how children combine different belief systems to form their understanding of death. Finally, we discuss recent research on how socialization with regards to death might be related to coping and bereavement after the death of a loved one. [This paper was published in &quot;Child Development Perspectives&quot; v14 n1 p55-60 2020.]
Exploring Longitudinal Outcomes and Trajectories of English Language Learners
Author: Walqui, Aida
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Longitudinal Studies,Immigrants,Partnerships in Education,Outcomes of Education,Graduation Rate,Language Proficiency,Language Tests,Student Attrition,Native Language,Reading Achievement,Writing Achievement,Student Diversity,Secondary School Students,Grade 9

Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE) is a Researcher-Practitioner Partnership between WestEd and the Fort Worth Independent School District (FWISD). ELOTE addresses a key gap in knowledge about the outcomes and trajectories of immigrant newcomers who enroll in the ninth grade. The purpose of the partnership is to identify promising programs and practices that will improve graduation outcomes for newcomer students. Phase One focused on a cohort of ninth graders who enrolled in the FWISD in the 2009-2010. All newcomer immigrant students in FWISD in the ninth grade first enroll at the International Newcomer Academy (INA). Phase One was the first longitudinal analysis of this cohort as they move from INA to other campus-based Language Centers in FWISD. Analyses included progress on state English proficiency exams, graduation outcomes, and demographic differences. In order to identify students to target for additional supports, predictor variables were analyzed. Phase One also compared newcomer ninth graders to other English language learners (ELLs) in the district, including long-term ELLs enrolled in FWISD since elementary school.
School Turnaround Efforts: What&apos;s Been Tried, Why Those Efforts Failed, and What to Do Now
Author: Backstrom, Brian
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: School Turnaround,School Effectiveness,Program Effectiveness,Failure,Educational Improvement,Criteria,Transformational Leadership,State Action,Models,Best Practices

Over the past half-century, billions of dollars have been spent across the nation on efforts to transform low-performing public schools -- most of them urban, most of them low-income, and most of them disproportionately enrolled with students of color -- into models of success. It hasn't worked. The failure of attempts to remedy the state of urban public education across the nation has led some reformers to call for a sweeping closure of low-performing schools. Often, however, school closures have been carried out without first assuring that each displaced child has a better choice of school available, and sometimes such policies have resulted in students actually being relegated to worse-performing schools than they were previously attending. While a tremendous amount of taxpayer and private philanthropic money has been spent on attempts to transform failing schools into something better, the vast majority of these attempts have failed because they lacked three criteria fundamental for the program to be a success: (1) A school turnaround program must provide flexibility to meet the individual challenges at schools; (2) strong individual school leadership -- and the freedom for that strong leader to act -- is key; and (3) real and lasting school transformation requires a steady commitment to bold changes in the face of a political and bureaucratic establishment that typically favors the &quot;status quo.&quot; This report: (1) explores the history of federal and philanthropic school turnaround efforts; (2) summarizes the state school-takeover movement; (3) highlights initiatives in Massachusetts and Tennessee that came to be used as school-transformation models and examines where those efforts are now; (4) spotlights takeover efforts in New York State; (5) offers a recipe for how to successfully transform persistently failing schools; and (6) presents a couple of examples -- one school in Florida and a district-wide effort in Chicago -- where this recipe was followed and everything comes together just right to make education better for students.
States Go Global: State Government Engagement in Higher Education Internationalization. Rockefeller Report
Author: Lane, Jason E.
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: State Government,Global Approach,Higher Education,Educational Trends,State Policy,Educational Policy,Policy Formation,Strategic Planning,Goal Orientation,Educational Objectives,International Educational Exchange,Study Abroad,Partnerships in Education

Internationalization of colleges and universities historically has been fostered--and continues to be fostered--mostly by grassroots efforts by faculty and staff members, driven by bottom-up rather than top-down approaches. More recently, though, national governments have become drivers of the internationalization of higher education, particularly because it relates to public diplomacy, national security, and economic development. But how do sub-national entities, such as state governments and their agents, influence the internationalization of higher education? This question is critical to U.S. colleges and universities, for while the federal government has played a supportive role in this agenda, higher education is primarily the responsibility of state and local governments. Our research has found that a growing number of states are emerging as influential actors in international education efforts. This report provides an initial analysis of these previously unreported state-level trends, investigating the drivers and tools of state-level involvement in international education.
2018-19 Guide to Calculating School Grades, District Grades, and the Federal Percent of Points Index
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: School Districts,Grading,Guidelines,Annual Reports,School Effectiveness,Computation,Evaluation Methods,Evaluation Criteria,Scoring Formulas,Alternative Assessment,Language Arts,English,Mathematics Tests,Science Tests,Social Studies,Achievement Gains,Acceleration (Education),Graduation Rate,Elementary Secondary Education,Mathematics Achievement,Science Achievement

School grades provide an easily understandable metric to measure the performance of a school. Parents and the general public can use the school grade and its associated components to understand how well each school is serving its students. The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments (FSA). The 2018-19 school grades model uses the school grades model first adopted for 2014-15. The purpose of this technical guide is to provide a description of the procedures used to determine school grades for the 2018-19 school year as set forth in Rule 6A-1.09981, Florida Administrative Code (F.A.C.), and Section 1008.34, Florida Statutes (F.S.). This guide does not replace or supersede the rule or statute and is intended to provide the reader with an explanation of the methodology for establishing grades as set forth in rule and statute. The school grading system focuses the school grading formula on student success measures: (1) achievement; (2) learning gains; (3) graduation; (4) acceleration success; and (5) maintaining a focus on students who need the most support. [For the &quot;2017-18 Guide to Calculating School Grades, District Grades, and the Federal Percent of Points Index,&quot; see ED600579.]
Gather-Narrow-Extract: A Framework for Studying Local Policy Variation Using Web-Scraping and Natural Language Processing
Author: Anglin, Kylie L.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Natural Language Processing,Educational Policy,Web Sites,Decision Making,School Districts,Guides,Educational Improvement,Policy Analysis,Computational Linguistics,Classification,Information Retrieval,Dictionaries,Elementary Secondary Education

Education researchers have traditionally faced severe data limitations in studying local policy variation; administrative datasets capture only a fraction of districts' policy decisions, and it can be expensive to collect more nuanced implementation data from teachers and leaders. Natural language processing and web-scraping techniques can help address these challenges by assisting researchers in locating and processing policy documents located online. School district policies and practices are commonly documented in student and staff manuals, school improvement plans, and meeting minutes that are posted for the public. This paper introduces an end-to-end framework for collecting these sorts of policy documents and extracting structured policy data: the researcher gathers all potentially relevant documents from district websites, narrows the text corpus to spans of interest using a text classifier, and then extracts specific policy data using additional natural language processing techniques. Through this framework, a researcher can describe variation in policy implementation at the local level, aggregated across state- or nation-wide populations even as policies evolve over time. [This paper was published in &quot;Journal of Research on Educational Effectiveness&quot; v12 n4 p685-706 2019 (EJ1236566).]
Supporting Child Care Providers Amid COVID-19. Policy Update. Vol. 27, No. 4
Author: Hao, Winona
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Child Caregivers,Disease Control,Epidemiology,Public Health,Disease Incidence,Crisis Management,Educational Policy,Financial Policy,Federal Legislation,Hygiene,State Legislation,Health Insurance,Child Care,Child Care Centers,COVID-19,Pandemics,School Closing,Federal Aid

By April 15, 20 states had ordered child care centers to close in the wake of COVID-19, with exceptions for programs serving the children of essential workers such as health care professionals. Other states modified regulations, with some reducing class sizes to 10 or fewer. Especially for struggling providers, the emergency presents real financial hardship. Without support, many may never open their doors again. This policy brief touches on key components provided by the Coronavirus Aid, Relief, and Economic Security (CARES) Act to child care centers as well as emergency child care provided to frontline doctors, nurses, police, and firefighters in some states. This is followed by policy considerations at the state and federal level.
Continuing CHAAOS: Vocabulary Intervention for Students with Disabilities in Eighth Grade Who Are Also English Learners
Author: O'Connor, Rollanda E.
Date: 2020-06-01
Type: Reports - Research
Subjects: Students with Disabilities,Learning Disabilities,English Language Learners,Vocabulary Development,Intervention,Academic Language,Grade 8,Language Arts,Special Education,Special Education Teachers,Receptive Language,Expressive Language,Program Effectiveness,Reading Comprehension,Teaching Methods,Decoding (Reading)

Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English Learners (EL). This research explored the effects of the third year of the CHAAOS (Creating Habits that Accelerate the Academic Language of Students) vocabulary intervention for eighth grade students who received English Language Arts (ELA) in special education classes. Over 70% of student participants had LD and over half were EL. Special education teachers delivered 12 weeks of intervention spaced across seven months to 36 students. Researchers compared outcomes on receptive and expressive measures with 17 students in business-as-usual (BAU) special education ELA. Students receiving CHAAOS intervention learned the 48 taught words better than students in BAU conditions, retained their knowledge of words four weeks following the close of the intervention, and ended the year with higher vocabulary scores on a standardized measure than students in BAU classes. Students who were EL performed similarly on receptive knowledge of words to students who were native English speakers. This study documents the effectiveness of explicit vocabulary routines for students who have LD and are also EL. [This paper will be published in &quot;Learning Disability Quarterly.&quot;]