ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School. Study Snapshot. REL 2022-123
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Middle School Students,Grade 5,Grade 6,Cognitive Structures,Student Behavior,Academic Achievement,Fear,Grade Point Average,Probability,Racial Differences,Gender Differences,English Language Learners

This Study Snapshot highlights key findings from a study on why students often experience a decline in academic achievement as they transition to middle school. Academic mindsets, such as a belief in the malleability of ability (growth mindset) or a reluctance to engage academically because of embarrassment or a fear of failure (performance avoidance), can support or undermine student success during this transition. Mindsets affect academic outcomes through their effect on academic behaviors, such as completing homework and participating in class. Positive academic mindsets and behaviors include high levels of growth mindset and of academic behaviors along with low levels of performance avoidance. This study examined the relationship between grade 5 student reports on levels of academic mindsets and behaviors and the predicted probability of having a grade point average (GPA) below 2.0 in the first semester of grade 6 (low GPA) in Nevada's Clark County School District, for all students and for student groups based on achievement and sociodemographic characteristics. [For the full report, see ED615451. For the appendixes, see ED615454.]
Returns to Two-Year Degrees and Certificates in Texas. Policy Brief
Author: Hamrock, Caitlin
Date: 2016-08-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Student Certification,Associate Degrees,Labor Market,Credentials,Income

Community college credentials are an increasingly important part of post-secondary education in the United States. Two-year institutions have been receiving additional attention from students, researchers and policy makers, yet it is still not clear how much labor market value these degrees have. Previous studies have been limited in their ability to differentiate between types of community college credentials (CCCs), and been unable to limit selection bias. This study seeks to determine the value of two-year degrees and certificates in the Texas labor market relative to the value of a high school diploma. This brief addresses the following questions: (1) What is the causal effect of community college credentials on earnings? and (2) What types of credentials are the most valuable?
E3 Spotlight: Our Early Warning Has Sounded -- Kindergarten Readiness Drops across the Region. Policy Brief
Author: Texas Education Research Center
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Kindergarten,School Readiness,Regional Characteristics,Preschool Children,Student Characteristics,Low Income Students,Services,English Language Learners

Being ready for Kindergarten is of the most important metrics for success, and ensure that students are on track for reading at grade level at third grade. For six years, E3 Alliance has tracked Kindergarten Readiness in Central Texas using the most comprehensive, student-centered readiness standard in the state. This year, the early warning system has sounded: significantly fewer students are ready for school this year than they have been in the previous 5 years. The regional percentage of students ready for Kindergarten dropped significantly, from 53% to 41%. This report examines the factors related to this drop and urges Central Texas to take rapid and comprehensive action to help these students succeed.
Supplemental Nutrition Assistance Program Education (SNAP-Ed). Factsheet
Author: US Department of Agriculture (USDA), Supplemental Nutrition Assistance Program (SNAP)
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Federal Programs,Welfare Services,Nutrition,Low Income Groups,Participant Characteristics,Web Sites,Information Sources,Health Promotion

As the cornerstone of the United States Department of Agriculture (USDA) nutrition assistance programs, the Supplemental Nutrition Assistance Program (SNAP) plays a vital role in helping to improve nutrition in the nation among low-income individuals. In an average month in fiscal year 2014, SNAP provided benefits to 46.5 million people living in nearly 22.7 million households across the United States. This fact sheet presents: (1) SNAP participant characteristics for fiscal year 2014; (2) SNAP-Ed Connection, a Web site that supports SNAP-Ed personnel in following the SNAP-Ed Plan Guidance; and (3) MyPlate Materials, where consumers and professionals can access information and downloadable materials related to USDA's food guidance system.
Commissioner&apos;s Annual Report to the Education Committees of the Senate and General Assembly on Student Safety and Discipline in New Jersey Public Schools, July 1, 2018 to June 30, 2019
Author: New Jersey Department of Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: School Safety,Discipline,Public Schools,School Violence,Vandalism,Weapons,Substance Abuse,Bullying,Elementary Schools,Middle Schools,High Schools,Investigations,English Language Learners,Students with Disabilities,Racial Differences,Gender Differences,Training,Suspension,Expulsion

This report presents information provided by New Jersey public schools on disciplinary infractions and their consequences for the 2018-19 school year to the Student Safety Data System (SSDS). The SSDS collects incidents of violence, vandalism, weapons, substance use, and harassment, intimidation and bullying (HIB), as well as HIB trainings and programs. In addition, the system collects details on all allegations of HIB, along with all student suspensions and other removals from school, as well as reports to the police and arrests. The information is presented annually by the New Jersey Department of Education to the Governor and Legislature to fulfill the requirements of the &quot;Public School Safety Law N.J.S.A.&quot; 18A:17-46 through 48. Districts are encouraged to review their incidents in comparison to state-level results and consider whether proactive steps are needed to improve school climate and student safety. The &quot;Student Safety and Discipline Report&quot; also reflects the Department's initiatives to assist schools with implementing Social Emotional Learning competencies, positive approaches to discipline and improving school climate and culture. These research-based approaches are intended to create a positive school climate where strategies, direct instruction and interventions result in reduced incidents of HIB and school violence. [For the July 1, 2017 to June 30, 2018 report, see ED599466.]
Pathways to Academic and Career Success: Understanding Texas High School Students&apos; Choice of Endorsements. Policy Brief
Author: Trache, Maria
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: High School Students,Career Readiness,State Legislation,Educational Legislation,Vocational Education,STEM Education,Business,Industry,Public Service,Humanities,Minority Group Students,Advantaged,Economically Disadvantaged,At Risk Students,Special Education,Gender Differences,Racial Differences,Academically Gifted,Enrollment Rate

To support youths' early motivation for higher education and careers, the Texas Legislature passed House Bill 5 in 2013 to adopt a new foundation high school program, which allows students to pursue endorsements as they begin 9th Grade. Endorsements prepare high-school students for specific STEM, business, public service, arts and humanities, and multidisciplinary career pathways. The purpose of this policy brief is to present preliminary research findings showing the extent to which Texan students take advantage of endorsement opportunities and whether pathways chosen are differentiated by individual characteristics. Findings show patterns of academic and vocational endorsement pathways that are differentiated by socio-demographic factors (i.e., gender, race/ethnicity, socio-economic status).
Accelerate, Don&apos;t Remediate: New Evidence from Elementary Math Classrooms
Author: TNTP
Date: 2021-05-00
Type: Reports - Research
Subjects: Acceleration (Education),Remedial Mathematics,Elementary School Students,COVID-19,Pandemics,Evidence Based Practice,Outcomes of Education,Racial Differences,Program Effectiveness,Equal Education,Comparative Analysis,Elementary School Mathematics

Research suggests more students have experienced more unfinished learning over the last year than ever before. With the COVID-19 pandemic waning, school systems are facing a critical choice about how to respond. Should they use the traditional approach of reviewing all the content students missed, known as &quot;remediation?&quot; Or should they start with the current grade's content and provide &quot;just-in-time&quot; supports when necessary, known as &quot;learning acceleration?&quot; New data from Zearn, a nonprofit organization whose online math platform is used by one in four elementary students nationwide, provides one of the first direct comparisons of these two approaches--and compelling new evidence that school systems should make learning acceleration the foundation of their academic strategies next year and beyond. Findings include: (1) Students who experienced learning acceleration struggled less and learned more than students who started at the same level but experienced remediation instead; (2) Students of color and those from low-income backgrounds were more likely than their white, wealthier peers to experience remediation--even when they had already demonstrated success on grade-level content; and (3) Learning acceleration was particularly effective for students of color and those from low-income families. This is strong evidence that learning acceleration works, and that it could be key to unwinding generations-old academic inequities the COVID-19 pandemic has only exacerbated. System leaders have an important opportunity in the months ahead to start providing teachers with the resources and support they need--and to start building the skill and belief that's necessary--to help every student engage in grade-level work right away. [This report was produced in partnership with ZEARN.]
Selected Knowledge Base on Remote Learning Support for English Learners
Author: Bartley, Carmen
Date: 2021-00-00
Type: Information Analyses
Subjects: Knowledge Base for Teaching,Distance Education,English Language Learners,English (Second Language),Second Language Learning,Elementary Secondary Education,Family School Relationship,Faculty Development,Resource Materials

This document summarizes a review of research, evaluation, resources, and stakeholder knowledge related to the topic of remote support for English Learners. Databases used for conducting this review included Google Scholar, ERIC, and JSTOR. Search terms used include but are not limited to &quot;remote learning support English learners&quot;; &quot;English language learners&quot; AND &quot;remote education&quot;. However, searches within these databases returned limited applicable resources. Many of the peer-reviewed articles found within these search parameters returned results mostly applicable to adult learners. It seems as though much of this research for K-12 learners will be forthcoming. Thus, for purposes of this review, resources were included from trusted organizations. These resources were found through Google searches using phrases such as &quot;EL students remote learning support&quot; and &quot;EL student support COVID-19&quot;. These resources provide information pertinent to the current COVID-19 situation, information which is seemingly not yet widely available in peer-reviewed journals. Findings have been separated into two tables: one includes links to online resources and one includes peer-reviewed articles. Despite the difference in resource type, findings across resources share common themes to consider.
Evaluating the Impact of School Closures in Houston ISD, Part I: The Effect of School Closures on Patterns of Student Attendance and Achievement. Policy Brief
Author: Stroub, Kori J.
Date: 2016-03-00
Type: Reports - Research
Subjects: School Closing,Attendance Patterns,Academic Achievement,Elementary Secondary Education,Student Mobility,Mathematics Achievement,Reading Achievement,Student Evaluation,Racial Bias,Social Bias

Over the past decades, the closure of urban public schools has disrupted the educational experiences of hundreds of thousands of public schoolchildren. Since 2000, urban school districts in cities such as Chicago, Cincinnati, Detroit, Indianapolis, Kansas City, Minneapolis, New York, Philadelphia, Pittsburgh, St. Louis, and Washington, D.C. have shuttered more than 20% of their public schools (Brummet, 2012; Dowdall, 2011). In the 2010-11 school year alone, urban school closures displaced over 100,000 students (Author calculations, NCES CCD). Indeed, even Texas, which has experienced sustained population growth over the past decades, has closed a number of schools, particularly in Dallas and Houston. While closures have often been motivated by declining enrollments in light of constricting budgets, districts are also increasingly utilizing closures as a reform strategy to combat chronic low academic performance. Despite the steadily increasing number of school closures and the controversial nature of closure reform, scant empirical attention has been devoted to examining the effects of closures on student outcomes. In Part I of this investigation of school closures in Houston Independent School District (HISD), the authors examine the impact of closures on the academic achievement of displaced students. Being the largest school district in Texas, HISD has also experienced the largest number of closures, closing 55 schools between 2003 and 2010. In this study, the authors compare the achievement trajectories of 4,168 students that were displaced by a closure to a comparable set of students that did not experience a closure over the same time period.
From Dreamer to DACAmented: Understanding the Educational Choices of Undocumented Immigrants in Texas. Policy Brief
Author: Monarrez, Tomas
Date: 2017-12-00
Type: Reports - Research
Subjects: Undocumented Immigrants,College Choice,Educational Attainment,Disadvantaged Youth,High School Graduates,Predictor Variables

As of 2015, eighteen states in the nation had enacted tuition equity laws granting resident tuition rates to qualifying undocumented students. The state of Texas was the pioneer of this movement, approving House Bill 1403 in July of 2001. The initiative came to be known as the 'Texas Dream Act' (TDA). It granted a large reduction in the cost of college attendance for undocumented students, moving them from out-of-state to in-state status in terms of tuition and fees. The complex institutional environment faced by the affected population, however, hinders the ability to predict the effect of this reform on education attainment on purely theoretical grounds. Thus, the effect of tuition equity reforms on the postsecondary educational attainment of undocumented immigrant students is theoretically ambiguous, and better studied empirically. This paper contributes to this endeavor by estimating the effect of the TDA on the post-secondary educational attainment of undocumented public high school students. To do this, the author exploits administrative data from Texas public education agencies -- the Texas Education Agency (TEA) and the Texas Higher Education Coordination Board (THECB) -- via the Texas Education Research Center at UT Austin. The author estimates the effect of the reform using a generalized differences-in-differences research design, in which non-immigrant Hispanic high schoolers serve as a comparison group for the group affected by the reform.
Supporting Ohio&apos;s Teachers to Address the Needs of Diverse Students: Findings from a Scan of Equity-Centered Learning Modules. A Region 8 Comprehensive Center Scan
Author: Kenyatta, Candace
Date: 2021-09-17
Type: Reports - Research
Subjects: Student Needs,Student Diversity,Elementary Secondary Education,Faculty Development,Online Courses,Equal Education,Teacher Competencies,Accountability,Academic Achievement,Partnerships in Education,Skill Development,Advocacy,Progress Monitoring,Goal Orientation,Best Practices,Educational Resources,Data Use,Data Collection,Reading Instruction,Immigration,English Language Learners,LGBTQ People,Teacher Influence,Social Emotional Learning,Activism,Interpersonal Competence,Racial Bias,Social Justice,Classroom Environment,Controversial Issues (Course Content),Social Bias,Gender Bias,Caring,Trauma,Culturally Relevant Education,Student Evaluation,Poverty,Inclusion,Behavior Problems,Minority Group Students,Teacher Role,Individualized Instruction,Family School Relationship,Discipline,Success,Student Empowerment,Friendship,Consciousness Raising

The Diversifying the Education Profession Ohio Taskforce consists of aspiring teachers, K-12 educators, human resources personnel, educator preparation program representatives, community members, State Board of Education representation, and staff members from the Ohio Department of Education and Ohio Department of Higher Education and convened to establish a vision, goals, and recommendations for increasing Ohio's ability to serve diverse students. In this work, professional learning related to culture and climate, in addition to training on culturally responsive practices, was called out as a key strategy. According to the Learning Policy Institute, teachers who receive thorough preparation and are supported throughout their careers are both better equipped to meet the needs of diverse students and more likely to stay in the profession. Understanding this, the Ohio Department of Education partnered with the Region 8 Comprehensive Center to complete a national landscape scan of publicly accessible professional learning modules to support teachers in growing skills to address the needs of diverse student populations. The purpose of this document is to highlight online professional learning in alignment with the Diversifying the Education Profession Ohio Taskforce recommendations. Selected findings are provided from a comprehensive scan of online modules, webinars, or trainings designed to support educators in providing high-quality education to students across a wide array of backgrounds and needs. Each module provides details on the major learning objectives, module duration, availability of credentials, and alignment to the framework.
Proceedings of the International Conference on Educational Data Mining (EDM) (14th, Online, June 29-July 2, 2021)
Author: Hsiao, I-Han, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Blended Learning,Distance Education,Learning Analytics,Educational Technology,Data Analysis,Electronic Learning,Privacy,Feedback (Response),Artificial Intelligence,Computer Uses in Education,Online Courses,Elementary Secondary Education,Higher Education

For this 14th iteration of the International Conference on Educational Data Mining (EDM 2021), the conference was held completely online. EDM is organized under the auspices of the International Educational Data Mining Society and was meant to happen in Paris, France. The official theme of this year's conference was Shifting Landscape of Education: Improving Blended and Distance Learning (BDL). This theme focused on identifying learning or teaching strategies that can be used to improve learning in various formats, such as partially or fully online, synchronous or asynchronous, and centralized or federated. In addition to the general topics, research in the following areas was welcomed: receiving implicit and explicit feedback from learners in BDL environments, interacting with students to ensure no learner is left behind, integrating and utilizing learning analytics in BDL environments to cope with switching between in-person and online modes, and addressing emerging privacy and ethical challenges in the new learning setting. This year's conference featured three invited talks: Cristina Conati, Professor at University of British Columbia; Sidney D'Mello, Associate Professor at University of Colorado Boulder; and Pierre Dillenbourg, Professor at École Polytechnique Fédérale de Lausanne. [Individual papers are indexed in ERIC.]
Influence of Home Language Environment on Reading Status in Malayalam among Grade 4 Students in Kerala
Author: Gafoor, K. Abdul
Date: 2017-00-00
Type: Journal Articles
Subjects: Family Environment,Reading Achievement,Reading Comprehension,Reading Fluency,Reading Difficulties,Pronunciation,Elementary School Students,Grade 4,Parent Participation,Predictor Variables,Children,Foreign Countries

This study administered the Test of Reading Fluency and Pronunciation, Test of Reading Comprehension, and Scale of Home Language Environment in a sample of 156 grade 4 students in Kerala. Falling below the 25th percentile on any two of the three dimensions of reading achievement viz., reading fluency, reading comprehension, and pronunciation, along with teacher identification of the student as reading difficult was used to categorize them as Reading difficult (RD) and Normal Readers. It was found that if the parent doesn't enquire about co-curricular activities in school, it doesn't make the child write Malayalam copy book, does not make the child write a diary, doesn't make the child read textbooks regularly and doesn't make the child read other books than textbooks 6/10 are prone to be an RD by grade 4.
Concerning Constructivist Science Teacher Education in Kerala Schools
Author: Gafoor, K. Abdul
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Science Teachers,Constructivism (Learning),Teaching Methods,Teacher Education Programs,Teacher Competencies,Classroom Environment,Evaluation Methods,Student Evaluation

This paper attempts to put together with implications of some of the observed drawbacks the author as an educator and researcher has observed in science teaching practices in the school of Kerala for the benefit of student teachers and science teachers. While the observations mostly in the earlier half of this note are situated in Kerala's context and based on empirical data obtained through research, others mostly in the latter half are ideas accumulated from reading and analysis of literature, especially on constructivist science teacher education practices overseas.
Influence of Field-Independence and Working Memory by Multiple Choice Item Format on Test Performance in School Chemistry
Author: Shilna, V.
Date: 2016-06-00
Type: Journal Articles
Subjects: Cognitive Style,Short Term Memory,Multiple Choice Tests,Science Tests,Chemistry,Secondary School Students,Test Items,Item Response Theory,Scientific Concepts,Scores,Test Construction,Difficulty Level,Achievement Tests

Learning chemistry is a hard task for many secondary school students; thus, students find it tough to score better marks in chemistry. Researchers have identified many reasons and suggested lots of alternatives to overcome difficulties in chemistry. This paper focuses on whether the test item construction has any role in the response pattern of secondary school students, apart from the difficult content of chemistry. Response patterns of students for ten minor concepts in chemistry from the Periodic table, Chemical bonding and Organic chemistry were analysed in terms of students' level of field independence and working memory. The results of x[superscript 2] tests revealed that items with visual representation help the low field-independent students to score at par with the high field-independent students. Also, constructing structurally less complex items helps the students with low working memory at par with the students with high working memory.