ethanporcaro/eric-fulltext-meta huggingface dataset:
U.S. Department of Education Annual Report, Fiscal Year 1989-90
Author: Department of Education (ED)
Date: 1990-00-00
Type: Historical Materials
Subjects: Educational Administration,Elementary Secondary Education,Planning,Budgets,Evaluation,Agency Cooperation,Special Education,Rehabilitation,Bilingual Education,Language Minorities,Private Education,Public Education,Vocational Education,Adult Education,Postsecondary Education,Educational Research,Educational Improvement,Civil Rights,Educational Legislation,Advisory Committees,Grants,Contracts,Organizational Change

This annual report presents a program-by-program analysis of the U.S. Department of Education's principal operating components: the Office of the Secretary; the Office of Bilingual Education and Minority Language Affairs; the Office for Civil Rights; the Office of Educational Research and Improvement; the Office of Elementary and Secondary Education; the Office of the General Council; the Office of Inspector General; the Office of Intergovernmental and Interagency Affairs; the Office of Legislation and Congressional Affairs; the Office of Management; Office of Planning, Budget, and Evaluation; the Office of Postsecondary Education; and the Office of Special Education and Rehabilitative Services; and the Office of Vocational and Adult Education. The report defines procedures used to make and implement decisions and includes information on grants and contracts, organizational structure changes, and new legislation. Appendices list agency advisory boards and commissions, as well as the Secretary of Education's regional representatives.
Metacognitive Strategies and Learning Quality: A Systematic Mapping Study
Author: Galeano, Roger Rivero
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Learning Strategies,Educational Quality,Learning Processes,Secondary School Students

The purpose of this study was to identify, analyze, synthesize and evaluate research papers aimed at the application of metacognitive strategies to improve the quality of learning in secondary school students. This document is a systematic mapping (SM) which offers a comprehensive overview of the methods, indicators, strategies, techniques and instruments used in those research. A literature review was conducted in seven widely recognized databases in the educational and scientific community worldwide; 722 documents were found and from these 19 were relevant to the search objective. 57.89% applied metacognitive strategies as follows: 15.78% to learning quality 42.10% to learning processes or skills; 31.57% on learning quality, and 10.5% on learning processes without the intervention of metacognitive strategies. The results confirmed the application of metacognitive strategies such as: planning, monitoring, evaluation, underlining, self-evaluation, modeling, thinking aloud, consciously choosing, reflection and reflecting on learners 'ideas, keeping journals, predictions, among others. Learning processes such as: motivation, understanding, transferring, evaluation, selective attention, knowledge association and advanced organization were intervened. Indicators of the learning quality were also used: potential, processes, results, the academic performance, peer evaluation, intrinsic motivation, understanding, knowledge construction indicator, teacher's expectation indicator, the Students' growth indicator, the superficial level of learning, and the deep level of learning , the level of learning achievement. There was a knowledge gap in the application of metacognitive strategies to improve the learning quality of secondary school students, which confirms the need to conduct studies with this type of classroom interventions. [For full proceedings, see ED621941.]
The Digital Competence in the Initial Training. Escape Rooms: Gamified Activities for the Training of Education Professionals
Author: Montoro, Miriam Agreda
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Technological Literacy,Game Based Learning,Cooperative Learning,Problem Solving,Preservice Teacher Education,Foreign Countries,Educational Technology,Early Childhood Education

This work presents an educational innovation performed during the academic year 2018/2019, consisting in some escape room activities with the students of the Social Education and the Infant Education degrees from the University of Jaén. This kind of activity have maintained, for many years, certain popularity within the educational field, specially in compulsory stages of training; however, its usage in university classrooms has increased dramatically. Thus, they have been considered as an useful way to acquire competences in the university sphere, specially in Educational Science degrees. Aside from breaking the pattern of traditional methodologies, they also allow the implementation of new ways of teaching and learning using Information and Communication Technologies (ICT), and the development of metacognitive abilities. The general objective of this work is to present the didactic proposal developed, as well as the perception of the students after completing the activity. [For full proceedings, see ED621941.]
A Matter of Degrees: Engaging Practices, Engaging Students. High-Impact Practices for Community College Student Engagement
Author: Center for Community College Student Engagement (CCCSE)
Date: 2013-00-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Learner Engagement,Educational Practices,Student Participation,Graduation,Educational Quality,Incidence,Design,College Faculty,Student Attitudes,Teacher Attitudes,Student Experience,Goal Orientation,Planning,School Orientation,Developmental Studies Programs,Acceleration (Education),College Freshmen,Success,Communities of Practice,Experiential Learning,Tutoring,Supplementary Education,Student Evaluation,Student Placement,Attendance,Intervention

As colleges increasingly understand the importance of intentionally engaging students, the field must turn to the game-changing challenge: &quot;bringing high-impact practices to scale as part of a concerted effort to increase college completion rates.&quot; In an era of growing demand, shrinking budgets, and greater accountability, meeting this challenge requires singular focus. Colleges must make decisions--about every hour spent, every dollar allocated, every policy set, and every practice implemented--based on whether those decisions will make engagement inescapable for large numbers of their students. This is the second of three reports that are part of the Center's special initiative, Identifying and Promoting High-Impact Educational Practices in Community Colleges. The first report, &quot;A Matter of Degrees: Promising Practices for Community College Student Success--A First Look&quot; (ED529070) described preliminary findings about 13 promising practices in community colleges. This report looks at which of these practices appear to engage students effectively. These findings, along with those in the third report, &quot;A Matter of Degrees: Practices to Pathways. High-Impact Practices for Community College Student Success,&quot; (ED561117) give colleges information they can use to focus resources on practices that are most likely to help more students complete college successfully.
Adult Education in America: A First Look at Results from the Adult Education Program and Learner Surveys
Author: Tamassia, Claudia
Date: 2007-00-00
Type: Reports - Research
Subjects: Adult Education,Adult Programs,National Surveys,Student Characteristics,Adult Literacy,Numeracy,Educational Assessment,Federal Programs,Hispanic American Students,English (Second Language),Adult Students

The Adult Education Program Study (AEPS) was conducted to provide comprehensive information about federally funded adult education programs and the skills of participants enrolled in those programs. The study had two primary goals. The first was to gather and disseminate information about the programs that constitute the adult education system in the United States. The second was to assess and report on the literacy and numeracy skills of a nationally representative sample of adults who participated in those programs. The results from the AEPS provide a comprehensive picture of federally supported adult education activities in the United States during the 2001-2002 program year. This picture includes a description of adult education programs, a profile of the learners that are being served by these programs, and an analysis of how their performance compared with that of the general adult population in the United States. In addition, a representative sample of Hispanic learners was randomly assigned to either an English or Spanish version of the assessment to investigate the extent to which the testing language influenced performance on the literacy tasks. Sponsored by the Office of Vocational and Adult Education, the AEPS represented a collaborative effort. The study was designed and conducted by the Educational Testing Service (ETS) and Westat, Inc., working in conjunction with staff from the Office of Vocational and Adult Education and the National Center for Education Statistics. [For a related report, see ED501475.]
The Effects of School Reopenings on COVID-19 Hospitalizations. Technical Report
Author: Harris, Douglas N.
Date: 2021-01-04
Type: Reports - Research
Subjects: School Closing,COVID-19,Pandemics,Hospitals,In Person Learning,Counties,Distance Education,Risk,Program Effectiveness,Elementary Secondary Education,Disease Control,Blended Learning

We provide the first broad-scale evidence regarding the effect of school reopenings on COVID-19 health outcomes. We specifically focus on COVID-19-related hospitalizations, which directly measure the health outcomes of greatest interest and are not subject to the numerous measurement problems that arise with virus positivity rates and contact tracing. We also address selection bias in school reopening decisions by using panel analysis of weekly school reopening and COVID-19 hospitalization data for almost every county in the nation. In addition to fixed effects and matched difference-in-differences methods, we use teacher bargaining power as an instrumental variable. For counties whose pre-opening total new COVID-19 hospitalization rates were below roughly 36-44 per 100,000 population per week (roughly the 75th percentile of counties during the summer), we find no effect of in-person school reopening on COVID-19 hospitalization rates. For these counties, the estimates are robust to alternative school reopening and hospitalization data sources, the addition of controls for general state social distancing policies and college opening modes, and alternative estimation methods. For counties where total baseline new hospitalizations are above the 36-44 new hospitalizations per 100,000 per week, the estimates are inconsistent across methods and are therefore inconclusive. Our work contributes to the ongoing debate on teaching modes during the COVID-19 pandemic and the costs and benefits of remote education.
The Combined Effects of Charter Schools on Student Outcomes: A National Analysis of School Districts. Technical Report
Author: Chen, Feng
Date: 2021-12-23
Type: Reports - Research
Subjects: Charter Schools,Outcomes of Education,Statistical Analysis,School Districts,Graduation Rate,Elementary Secondary Education,Scores,Competition,Academic Achievement

We study the combined effects of charter schools, and their various mechanisms, on a national level and across multiple outcomes. Using difference-in-differences and fixed effects methods, we find that charter entry (above 10 percent market share) increases high school graduation rate in geographic districts by about 2-4 percentage points and increases test scores by 0.06-0.16 standard deviations. Charter effects peak with 5-15 percent charter market share. Also, total effects are comprised not only of participant and competitive effects, but also the charter-induced closure of low-performing traditional public schools. The analysis addresses potential endogeneity of charter school location and timing.
High School and Beyond: Second Follow-Up (1984) Sample Design Report. Contractor Report
Author: Jones, Calvin C.
Date: 1986-08-00
Type: Historical Materials
Subjects: Longitudinal Studies,High School Students,Student Surveys,Research Design,Sampling,Response Rates (Questionnaires),Statistical Bias,Error of Measurement,Weighted Scores,School Demography,Institutional Characteristics

The first High School and Beyond follow-up survey, conducted in 1982, included sub-samples of 29,737 sophomore cohort and 11,995 senior cohort representatives from the base year survey samples. During the fall of 1982, nearly 18,500 of the sophomore cohort members selected for the first follow-up survey were subsampled for the High School and Beyond Transcripts Survey. This second follow-up survey, conducted in the spring of 1984, subsampled 14,825 members of those 18,500 sophomores, and it retained all of the seniors from the first follow-up survey selections. The questionnaires for the second follow-up focussed on postsecondary education, work, family formation, and selected attitudes. This report provides information that fully documents major technical aspects of the second follow-up sample selection and implementation, describes the weighting procedures, examines the possible impact of nonresponse on sample estimates, and evaluates the precision of estimates derived from the sample.
The &quot;Konselo&quot; Application: A Mobile-Based Counseling App for Managing Students&apos; Academic Stress
Author: Ardi, Zadrian
Date: 2022-07-00
Type: Journal Articles
Subjects: Technology Uses in Education,Counseling Techniques,Computer Uses in Education,Stress Management,COVID-19,Pandemics,Mental Health,Counseling Services,Foreign Countries,Student Personnel Services

Due to the COVID-19 pandemic, students were required to be highly adaptive to a variety of changes in educational approaches and methods of instruction. Since the global pandemic has spread, mental health disorders in the form of high academic stress levels have become a recurring manifestation among students and as such they require appropriate treatment. However, no online counseling application focuses on handling mental health problems for students affected by the pandemic in Indonesia. In this study, the researchers developed an online counseling application, called the &quot;Konselo&quot; which serves as a platform for providing counseling to students on academic stress management. This study involved 826 students spread throughout Indonesia, experts in counseling, mobile software development experts and counselors/counseling practitioners in Indonesia. Based on development needs, the data analysis techniques used includes Aiken's V coefficient testing, Confirmatory Factor Analysis (CFA), Rasch Model Analysis and Single Subject Method Analysis. The study results indicate that the Konselo application is a valid, practicable and effective mobile app for providing online counseling to reduce students' academic stress. Some limitations in the development of prospective mobile-based online counseling applications may result from the focus of the problem and the counseling approach that is being used. Nevertheless, the use of this application is not limited to dealing with the problems of students who are affected by the pandemic, but rather it can be used for broader problems, in any condition, and anywhere.
Sciences and Mathematics Education in American High Schools: Results from the High School and Beyond Study. National Center for Education Statistics Bulletin. NCES 84-211b
Author: Sweet, David
Date: 1984-05-00
Type: Historical Materials
Subjects: Science Education,Mathematics Education,Longitudinal Studies,High School Students,Student Attitudes,High School Graduates,Student Characteristics

A recent analysis of high school transcript data gives further reason for concern about insufficient coursework in mathematics and science among American high school students. For example, only 46 percent of the graduates in 1982 took 3 or more years of mathematics and only 30 percent took 3 or more years of science. Furthermore, the percentages of students who took high-level courses in either of these fields were generally small. These and other findings are based on an analysis of over 12,000 transcripts from a sample of 1982 high school graduates. The transcripts were collected as part of High School and Beyond (HS&amp;B), a national longitudinal study of high school sophomores and seniors of 1980, sponsored by the National Center for Education Statistics. The analysis produced four statistics: the average number of years of science and mathematics; the percentages of students who had taken 3 or more years each of science and mathematics; the percentages of students who had earned credits in specific science and mathematics courses; and student attitudes toward mathematics. All statistics were computed for the total sample of 1982 high school graduates and for subgroups defined by sex, race/ethnicity, high school program, socioeconomic status, school type, educational aspiration, and geographic region. Major findings are summarized and discussed in the text while detailed statistics for subgroups are presented in the appendix. Readers should note that this analysis reviewed only the &quot;quantity&quot; of courses taken in high school; there was no measure of the &quot;quality&quot; of these courses.
Improving Education Finance Equity for English Learners in the Southeast. Shortchanged: A Series on Funding Inequity in Schools. Revised
Author: Dammu, Indira
Date: 2022-03-00
Type: Reports - Research
Subjects: Educational Improvement,Educational Finance,Educational Equity (Finance),English Language Learners,State Policy,Budgets,Resource Allocation,Federal Aid,Educational Legislation,Elementary Secondary Education,Federal Legislation

English learners (ELs) are a fast-growing and diverse student population in the U.S. K-12 public school system. Representing more than 400 languages spoken, EL students bring rich linguistic and cultural traditions to their communities. To better understand education finance equity for EL students in the Southeast, this analysis focuses on nine states -- Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, and Tennessee. The authors examine funding policy structures in each state and compare them against promising practices in state funding systems for EL students. Just two states in the region, Florida and South Carolina, receive the highest rating for policy structures, and they still have substantial room to improve. The authors also examine data on state and local revenues linked to EL students, EL-specific budget allocations, EL enrollment, and Title III federal funding for the four-year period from 2015-16 to 2018-19.
Gainful Employment among High School Youth. National Center for Education Statistics Bulletin. NCES 81-249b
Author: Peng, Samuel S.
Date: 1981-09-00
Type: Historical Materials
Subjects: Longitudinal Studies,High School Students,Gender Differences,Minority Group Students,Vocational Education,Employment Level,Federal Programs,Social Life,Wages,Youth Employment,Youth Opportunities

The report is based upon base-year data collected in &quot;High School and Beyond,&quot; NCES's national longitudinal survey of sophomores and seniors in spring 1980. Gainful employment is prevalent among high school youth. During the week prior to the spring 1980 survey, 63.2 percent of the seniors and 42.1 percent of the sophomores had been employed, i.e., had worked at least 1 hour for pay. Males were somewhat more likely than females to be employed. Minority youth, blacks in particular, were considerably less likely than whites to be employed. High school students in vocational programs had higher employment rates than those in general programs who, in turn, had higher rates than those in college preparatory programs. Males devoted more time to work than did females. Hours of work also varied by ethnic background and the school program in which the student was enrolled. Government-sponsored programs provided slightly less than 10 percent of the jobs held by high school students, but participation in such jobs differed dramatically by ethnic background and family income. Teenager employment tends to concentrate in certain entry-level jobs that require low skill and little commitment. Only a weak relationship was evident between time spent on work and time spent on homework and watching television. Students who worked more than 20 hours a week spent slightly less time reading than did students who did not work; they tended more often to drive or ride around for pleasure. No differences were found with respect to such other activities as reading the front page of the newspaper, talking with parents, spending time alone, talking with friends on the phone, or visiting with friends.
Support for Rural Colorado Schools Survey: Opportunities for Philanthropy to Address District Needs. Revised
Author: Boone, Katrina
Date: 2022-02-00
Type: Reports - Evaluative
Subjects: Rural Schools,Charter Schools,Educational Finance,Private Financial Support,Philanthropic Foundations,COVID-19,Pandemics,Student Needs,Networks,Teacher Shortage,Grantsmanship,Sustainability,School Districts

Whether in the western region of the state or the plains of the northeast corner, the ground has continued to shift under the feet of Colorado's rural charter school and district leaders. Efforts to understand the needs of Colorado's school communities early in the COVID-19 pandemic surfaced challenges with providing internet access, digital devices, and personal protective equipment, and meeting the basic needs of low-income families hit hard by the economic impacts of the pandemic. This report shares new data about the needs of students and schools in rural Colorado and the challenges and opportunities for collaboration among rural leaders and philanthropic funders. It also recommends five ways philanthropic funders in Colorado can best support rural students and schools in the months and years ahead: (1) Bring funding, networks, and creative solutions to address urgent staffing needs and shortages; (2) Keep grant application processes and reporting requirements at a minimum; (3) Stay flexible in grantmaking priorities to provide support across the myriad challenges rural communities are facing; (4) Support rural charter schools and districts in navigating the sustainability of their efforts, whether funded by philanthropic or public dollars; and (5) Provide non-monetary support, including opportunities to connect and collaborate with those who are outside the school or district but equally dedicated to supporting the success of rural students. [WEND Collective and Lyra Colorado provided additional financial support for this report.]