ethanporcaro/eric-fulltext-meta huggingface dataset:
A New Look at Utah&apos;s Growing Opportunity Gap. Issue Brief
Author: Martinez, Laís
Date: 2020-08-00
Type: Reports - Research
Subjects: Postsecondary Education,Higher Education,Educational Attainment,Minority Group Students,White Students,College Students,Racial Differences,Ethnicity,Graduation Rate,Enrollment Rate,African American Students,Asian American Students,Hispanic American Students,Hawaiians,Pacific Islanders,American Indian Students,Multiracial Persons,Equal Education,Barriers,Population Trends,Enrollment Trends,Gender Differences,Socioeconomic Status,Disproportionate Representation

Last year, the Utah System of Higher Education (USHE) published an issue brief on Utah's Opportunity Gap. The 2019 report focused on the long-range impacts of shifting demographics within Utah's population on enrollments and completions within USHE. What the report failed to do is address the responsibility of the System to evaluate the ways in which System policies and procedures create structural barriers to the access and success of students, faculty, and staff who belong to underrepresented and marginalized groups. This study was reframed to look at the long-range impact of shifting demographics within Utah's population on enrollments and completions if systemic and structural barriers within USHE are not addressed. [For the 2019 report, &quot;Utah's Growing Opportunity Gap: The Impact of Shifting Demographics on Utah's Postsecondary Educational Attainment. Issue Brief No. 2019-4,&quot; see ED601919.]
Acquisition of Adjective-Forming Suffixes by EFL Freshman Students
Author: Al-Jarf, Reima
Date: 2008-02-17
Type: Speeches/Meeting Papers
Subjects: College Freshmen,Late Adolescents,English (Second Language),Second Language Learning,Second Language Instruction,Form Classes (Languages),Morphology (Languages),Suffixes,Spelling,Phonetics,Error Patterns,Vocabulary Development,Knowledge Level,Difficulty Level,Correlation,Native Language,Semitic Languages,Learning Strategies,Foreign Countries

English as a Foreign Language (EFL) freshman students at the College of Languages and Translation received direct instruction in adjective-forming suffixes, then they took an immediate and a delayed test. Error analysis showed that 36% of the responses were left blank or the subjects duplicated the stimulus word. In 32% they mismatched the word and suffix, in 36% they made spelling mistakes; in 15% they spelled words phonetically, and in 15% they added a noun- or an adverb-forming suffix. Significant differences were found in the amount of errors made by the students on both tests. The number of errors made correlated with the students' vocabulary knowledge. A hierarchy of difficulty in attaching adjective-forming suffixes, faulty strategies used in adjective morphology and possible causes of students' difficulty in adjective suffix acquisition are given.
Developing High-Quality State Work-Based Learning Programs. A Playbook for State Policymakers
Author: Canney, Melissa
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Program Development,Work Experience Programs,State Policy,Educational Policy,Elementary Secondary Education,Higher Education,Vocational Education,Program Implementation,Educational Quality,Barriers,Definitions,Student Development,Career Readiness,Data Collection,Learning Analytics,Access to Education,Equal Education,Capacity Building,Legal Problems,Educational Legislation,Federal Legislation,Labor Force Development,Labor Legislation,Students with Disabilities

Given that work-based learning (WBL) can -- and should be -- a key driver of student career readiness in these efforts, it is essential that all states have a robust work-based learning continuum of experiences and exposure that spans K-16. WBL is an essential element of career and technical education (CTE), and ExcelinEd's CTE Playbook series highlights a state-promoted WBL continuum as one of eight non-negotiables of a high-quality state CTE program. This sixth playbook in the series includes the following recommendations and resources to support states in developing and implementing high-quality WBL programs: (1) Steps for states to establish or strengthen a cross-sector vision, leadership structure and strategy for continuous improvement to support high-quality state WBL programs; (2) Core principles and models for a statewide WBL program definition and continuum that states can customize to meet their unique contexts and priorities; (3) Common longstanding barriers to high-quality WBL program implementation at the state and local levels as well as strategies for how to address them; and (4) Steps to refine and strengthen existing state WBL policies and programming, along with current examples from a variety of states.
Building Cross-Sector Partnerships to Support Career and Technical Education Pathways. A Playbook for State Policymakers
Author: Mezera, Danielle
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Vocational Education,Elementary Secondary Education,Partnerships in Education,Business,Industry,School Business Relationship,Alignment (Education),Labor Needs,Labor Market,Program Effectiveness,Stakeholders,Role,Job Skills,Skill Development,Postsecondary Education,Agency Cooperation,Recruitment,Interpersonal Communication,Evaluation,Measurement,Progress Monitoring,Legislation,Incentives,Tax Credits,State Government,Local Government

In its first Career and Technical Education (CTE) playbook, &quot;Putting Career and Technical Education to Work for Students&quot; (see ED609912), ExcelinEd examined the need and rationale for strengthening statewide CTE programs and provided a process that state policymakers can undertake to do just that. Serious efforts to develop and strengthen career pathways for secondary students share a common challenge: developing cross-sector partnerships among K-12 education, business and industry organizations and postsecondary institutions. These partnerships are vital to ensuring that secondary CTE pathways are closely aligned to labor market demand, feature experiential learning opportunities such as internships and provide a seamless transition to a postsecondary credential. This second CTE playbook examines the role and key elements of robust cross-sector partnerships and explores the ways policymakers can promote and support them to strengthen CTE program outcomes for students. Also featured are examples of state and regional partnerships--including insights from experienced leaders about the opportunities and challenges associated with this important work.
Tip Lines for School Safety: A National Portrait of Tip Line Use
Author: Planty, Michael
Date: 2020-02-00
Type: Reports - Research
Subjects: Telecommunications,School Safety,Program Implementation,Incidence,Program Effectiveness,Elementary Secondary Education,Behavior Problems,Institutional Characteristics,Program Administration,Partnerships in Education

School tip lines, which are structured systems that allow students, parents, school staff, or community members to report information about potential threats, are a promising approach to school safety. Tip lines, which focus on preventing incidents that are threats to school safety or student well-being, come in various forms, including computer applications, Web sites, and telephone hotlines. Studies have shown that, in many school shooting incidents and other attacks, there were warning signs known to other individuals before the act was carried out. Leveraging such knowledge about potential threats, tip line systems relay information to the most appropriate parties, such as school officials, law enforcement officers, and mental health professionals, so action can be taken before an incident occurs. Although tip lines are promising, very little is known about how widely they have been implemented and what their characteristics are. This report is based on survey responses from a nationally representative sample of 1,226 school principals conducted from February through July 2019. The survey, conducted by RTI International, an independent, nonprofit research institution, was designed to document the prevalence of tip lines, types of schools that are more likely to use tip lines, ways in which tip lines are designed and implemented, challenges of operating tip lines, and perceived effectiveness of tip lines.
Auditing a State Career and Technical Education Program for Quality. A Playbook for State Policymakers
Author: Mezera, Danielle
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Audits (Verification),Program Evaluation,Vocational Education,Educational Quality,State Policy,State Programs,Alignment (Education),Educational Objectives,Educational Indicators,Scoring Rubrics,Data Collection,College Readiness,Career Readiness,Strategic Planning

In its first (see ED609912) and second (see ED609958) Career and Technical Education (CTE) playbooks, ExcelinEd explored the importance of strengthening state CTE programs, provided a high-level view of how states can undertake this critical work, and illustrated the vital role that cross-sector partnerships play in developing robust CTE pathways. With a firm grasp on the process and a robust set of stakeholders engaged, policymakers can now turn to the deeper work of addressing needed changes to existing programs to ensure they are meeting the &quot;non-negotiables&quot; for long-term student success. To truly assess program quality, alignment and overall effectiveness, states should conduct a CTE program audit. Such an audit can set the stage for a rich and robust examination of why and how a current state CTE program is being offered, what it is actually achieving and whether or not those achievements are fully aligned with the state's education, economic and workforce priorities. This third playbook outlines key design components of a purposeful state CTE program audit, a three-phase process for establishing and conducting such an audit, a customizable framework for CTE program quality indicators and a rubric for evaluating overall CTE program quality.
Funding for Value: Maximizing the Impact of Career and Technical Education Funding. A Playbook for State Policymakers
Author: Joseph, Matthew
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Vocational Education,State Aid,Educational Finance,Financial Support,Models,Educational Quality,Program Effectiveness,Alignment (Education),Standards,Teacher Competencies,Educational Legislation,Federal Legislation,Job Skills,Occupations,Wages,Federal Aid,Funding Formulas,Budgets,Resource Allocation,Costs,Incentives,Grants,High Schools,Enrollment,Elementary Secondary Education,Student Characteristics,Dual Enrollment,Accountability,Barriers,Educational Equity (Finance),State Policy

The Career and Technical Education (CTE) playbook series has explored strategies and processes states can use to strengthen CTE program quality and provide students with pathways to postsecondary credentialing and middle- and higher wage career opportunities. In the first three CTE Playbooks, ExcelinEd provided a high-level view of how states can undertake the critical role of strengthening state CTE programs, illustrated the vital role that cross-sector partnerships play in developing CTE pathways and set forth a framework for auditing state CTE programs for quality. This fourth playbook presents various funding models state policymakers can consider as they prioritize their state CTE program offerings and desired outcomes. With CTE program audit results and priorities in hand, policymakers are ready to create their specific CTE funding approach to enact a high-quality CTE program and maximize long-term student success. Each state takes a unique, and often complex, approach to funding education, and these variations are often compounded with CTE funding. There is a wide range of possible funding sources and stakeholders involved in providing aligned workforce education. This fourth playbook offers three sections of information and guidance for state policymakers ready to create their CTE funding approach: (1) A look at the various ways states currently structure their CTE funding; (2) Five steps states can take to seize the opportunity of Perkins V and maximize the impact of their CTE funding; and (3) Four state profiles on CTE funding for a deeper examination of what states are doing. [For the first three CTE playbooks, see ED609912, ED609958, ED609960, respectively.]
Aligning State Career and Technical Education Programs with Industry Needs and Priorities. A Playbook for State Policymakers
Author: Suffren, Quentin
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Alignment (Education),State Programs,Vocational Education,Industry,Program Development,Program Implementation,Program Evaluation,Educational Policy,Audits (Verification),Educational Quality,Labor Force Development,Labor Needs,Credentials,Planning

The Career and Technical Education (CTE) playbook series has explored strategies and processes states can use to strengthen CTE program quality and provide students with pathways to postsecondary credentialing and middle- and higher-wage career opportunities. This fifth playbook in the series addresses the final set of steps for strengthening state CTE programs: developing CTE programs of study that align to postsecondary and in-demand career opportunities. These steps include: (1) Establish the core elements of high-quality programs of study and a process for alignment; (2) Align CTE programs of study to the state's priorities for program quality, alignment and desired outcomes; and (3) Implement fully-aligned programs of study and an ongoing evaluation of results. By this point, policymakers have established priorities (see playbook 1, ED609912), convened partners (see playbook 2, ED609958), and analyzed the gaps and opportunities in their existing programs (see playbooks 3 and 4, ED609960 and ED609961). Now the hard--but exciting--work of making transformative programmatic changes and improvements begins!
The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School. CEPA Working Paper No. 20-10
Author: Pyne, Jaymes
Date: 2020-09-00
Type: Reports - Research
Subjects: Summer Programs,Student Behavior,Middle School Students,Low Income Students,Academic Education,Social Emotional Learning,Scaffolding (Teaching Technique),Program Effectiveness,Attendance,Suspension,Academic Achievement,Racial Differences,Gender Differences

The evidence that student learning declines sharply (or stagnates) during the summer has motivated a substantial interest in programs that provide intensive academic instruction during the summer. However, the existing literature suggests that such programs, which typically focus on just one or two subjects, have modest effects on students' achievement and no impact on measures of their engagement in school. In this quasi-experimental study, we present evidence on the educational impact of a unique and mature summer learning program that serves low-income middle school students and features unusual academic breadth and a social emotional curriculum with year-to-year scaffolding. Our results indicate that this program led to substantial reductions in unexcused absences, chronic absenteeism and suspensions and a modest gain in ELA test scores. We find evidence that the gains in behavioral engagement grow over time and with additional summers of participation. Our results also suggest that these effects were particularly concentrated among boys and Latinx students. [The work was funded by a grant to The John W. Gardner Center for Youth and their Communities (Gardner Center) by Aim High, a nonprofit, 501(c)3 organization that implements the summer learning program studied in this paper.]
Yearly Success and Progress Rates. Fifth in the Series
Author: Causey, J.
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Stopouts,Graduation Rate,Academic Persistence,Higher Education,Private Colleges,College Graduates,Part Time Students,Full Time Students,College Transfer Students,Time to Degree,Academic Achievement,Enrollment,Two Year College Students,College Students,Academic Degrees,Two Year Colleges,Public Colleges,Gender Differences,Age Differences,Proprietary Schools

The &quot;Yearly Success and Progress Rates&quot; report goes beyond traditional student outcome measures by showing year-by-year rates of retention, persistence, transfer, completion and stop-out. This report is designed to help institutions and states better identify and inform effective intervention points to increase student success. It examines yearly academic progress for approximately 2.3 million individuals who began college for the first time in fall 2013 with the intent to earn a credential. Academic progress is measured in each subsequent academic year for six years after entry. The report shows the highest level of academic progress made, broken out by the type of starting institution and enrollment intensity at entry (full-time vs. part-time). In addition to providing a national-level outcomes summary, a 50-state data dashboard is available through a hyperlink to an Excel file. Results show the national six-year college completion rate continues to grow. But there is a disadvantage in students who first enroll on a part-time basis, with elevated stop-out rates from the very first year. More than half of them (51%) stopped out by the end of year six, nearly two times larger than full-time starters (26%). The stop-out rate has gone up for part-time starters over the past years, while data shows it is down for full-time counterparts. [For the previous report (2019) in this series, see ED595321.]
The &quot;Silent Epidemic&quot; Finds Its Voice: Demystifying How Students View Engagement in Their Learning. Research Report
Author: Holquist, Samantha E.
Date: 2020-00-00
Type: Reports - Research
Subjects: Learning Processes,Learner Engagement,High School Students,Student Attitudes,Learning Motivation,Cognitive Processes,Barriers,Teaching Methods,COVID-19,Pandemics,Educational Change,Online Courses,Distance Education,Guidelines,Correlation,Student Behavior,Educational Practices,Videoconferencing,Classroom Environment,Conventional Instruction,Virtual Classrooms

Approximately 40 to 60 percent of America's high school students are chronically disengaged (i.e., inattentive, exert little to no effort, do not complete tasks, and claim to be bored; National Research Council and Institute of Medicine, 2004). Disengagement is so widespread that it has been labeled the &quot;Silent Epidemic&quot; (Bridgeland et al., 2006). Students who are disengaged are not only less likely to both attend school and expend effort in their course work, they are also more likely to misbehave and to drop out of school (Atwell et al., 2019; Balfanz et al., 2007). Missing in the research base on student engagement is an understanding of what engagement means from the student's perspective. While research provides evidence for the motivational, behavioral, emotional, and cognitive aspects of engagement for students, existing definitions are missing important elements of engagement that could further promote and encourage student learning. To address these research gaps, McREL International partnered with four youth researchers to conduct a qualitative research study to understand engagement from the students' perspective. Four focus groups were held via Zoom with students-- who were grouped by the researchers as being either engaged or disengaged--to discuss how they understood engagement. The focus groups took place during July 2020 and were guided by the following research questions: (1) How do students define the construct &quot;student engagement&quot;?; (2) What supports and barriers do students experience in engaging in the classroom and at school?; and (3) Did student engagement in learning shift during the COVID-19 pandemic? If so, how? Constant comparative analysis was used to identify themes within participants' responses (Guest et al., 2011). In this report, the findings from this study are discussed in three sections, each addressing one of the research questions. Within each section, recommendations to support student engagement are proposed. In the conclusion, high-level findings across the research questions are summarized and a framework for educators and researchers to support student engagement is proposed.
The Relationship between Academic Procrastination and Academic Performance of Freshmen Students from a Teacher Education Institution
Author: Asio, John Mark R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Academic Achievement,Grade Point Average,Time Management,College Freshmen,Professional Education,Majors (Students),Student Characteristics,Student Attitudes,Religious Factors,Teacher Education Programs

The academic environment is full of challenges and obstacles. With this idea, students promote some unconventional practices in studying. One of which is academic procrastination. This study analyzed the relationship between academic procrastination and academic performance of freshmen students from a teacher education institution. The researcher used a descriptive-correlational research design for this study. Ninety (90) freshmen students took part in the survey using a convenience sampling technique in the academic year of 2018-2019. This study used an adapted instrument for data gathering through a survey. The study also utilized SPSS 20 to analyze the data. Results showed that the respondents procrastinate in their academic activities. In terms of academic performance, professional education subjects got the lowest rating score and the major subjects got the highest. In addition, the program, scholarship status, and religion of the respondents got significant statistical differences. Furthermore, the study also obtained a low indirect relationship between academic procrastination, general education subjects, and professional education subjects. From the findings of the study, the researcher provided pertinent recommendations for parents, students, instructors and the institution.
Elementary School Mathematics Teachers&apos; Views on the Smart Break Application
Author: Aksu, Hasan Huseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Elementary School Teachers,Elementary School Mathematics,Mathematics Instruction,Teacher Attitudes,Distance Education,Educational Technology,Electronic Learning,Computer Oriented Programs,Teaching Methods,Recess Breaks,Program Effectiveness,Time,Physical Health

The purpose of this study is to examine mathematics teachers' views on the smart break application in distance education. In the study, the case study method, one of the qualitative research approaches, was adopted. 12 primary school mathematics teachers working in public schools participated in the study. A semi-structured interview form that included 8 questions was used to evaluate smart break application and to obtain data. The data was analyzed using content analysis. The results indicated that the teachers had positive opinions about the application, the duration and content of the application was sufficient, it could be used in schools, it could make positive contributions to effective learning, the schools had sufficient infrastructure to use it, teachers and students were eager to participate in the use of the application. In parallel with the results obtained, it is suggested that not only students' ideas but also the ideas of teachers at different branches and the parents can be asked about smart break application.