ethanporcaro/eric-fulltext-meta huggingface dataset:
National Survey of Community College Mathematics Chairs: Technical Report and Summary. Transitioning Learners to Calculus in Community Colleges
Author: Burn, Helen E.
Date: 2018-08-00
Type: Reports - Research
Subjects: Community Colleges,College Faculty,Department Heads,Mathematics Teachers,Teacher Attitudes,National Surveys,Disproportionate Representation,Minority Group Students,African American Students,Calculus,Readiness,Program Implementation,Educational Strategies,Developmental Studies Programs,Courses,Instructional Design,Curriculum Design,Mathematics Instruction,Student Placement,Information Utilization,Faculty Development,Access to Information

Transitioning Learners to Calculus in Community Colleges (TLC3) is a research project aimed at transforming institutional approaches to matriculating underrepresented racial minority (URM) students into and through Calculus II in the nation's 1,023 public associate degree-granting institutions (community colleges). The broader goal of the TLC3 project is to develop tools to help community colleges examine institutional readiness to facilitate successful outcomes for URM students in the DPC2 sequence. This report focuses on a national survey of community college mathematics department chairs conducted by the TLC3 research team during 2017 (TLC3 National Survey). The 51-question survey captured the types of programs, structures, and instructional strategies that community colleges currently implement in the DPC2 sequence. In total, 500 respondents from 455 unique campus sites completed the survey, for a 44% response rate (455/1023). This report details the survey methods and presents tabulated responses organized around the major focal areas of the survey. The focal areas include: (1) courses, instruction, and faculty coordination in DPC2; (2) mathematics placement practices and policies; (3) student support in DPC2 courses; (4) access to and use of local data; (5) faculty professional development; and (6) improvement priorities and changes initiatives. The purpose of this report is to provide researchers with an overview of the data collected in the TLC3 National Survey and to provide practitioners with an opportunity to compare their college to the national landscape.
Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices. Technical Appendix
Author: Zeiser, Kristina
Date: 2018-10-00
Type: Reports - Research
Subjects: Student Centered Learning,Individual Power,High School Students,Secondary School Teachers,Student Surveys,Teacher Surveys,Focus Groups,Student Characteristics,Teacher Characteristics,Research Methodology,Gender Differences,Racial Differences,Social Differences,Socioeconomic Status,English Language Learners,Change

The study, &quot;Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices,&quot; aims to identify the instructional practices that may be useful for the development of different aspects of student agency (i.e., self-efficacy, self-regulated learning, and persistence) and determine whether these instructional practices are equally helpful for different subgroups of students. In collaboration with four New Tech Network (NTN) high schools, the American Institutes for Research (AIR) used a mixed-methods approach consisting of teacher and student surveys and focus groups as well as facilitation of a networked improvement community (NIC) to address several research questions. The team at AIR worked alongside fellow scholars, educators, and policymakers to investigate the impact of specific student-centered practices and then translate their findings for cross-sector audiences. This report represents their work over the past two years as they designed, tested, and revised teacher practices as part of a networked improvement community and examined how student agency impacted academic outcomes. This technical appendix provides additional information about the study, including a description of the study sample, survey administration procedures, survey response rates, statistical analyses used to address research questions, and detailed study findings. A full accounting of results pertaining to the study's research questions can be found in the final report. [American Institutes for Research (AIR) conducted this study as part of Jobs for the Future's (JFF) Student-Centered Learning Research Collaborative. For the final report, see ED592084.]
Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices
Author: Zeiser, Kristina
Date: 2018-10-00
Type: Reports - Research
Subjects: Student Centered Learning,Individual Power,Educational Strategies,High School Students,Secondary School Teachers,Teaching Methods,Context Effect,Feedback (Response),Data,Information Utilization,Student Surveys,Test Validity,Test Reliability,Change,Differences

Student agency, or the ability to manage one's learning, can have significant effects on academic achievement as students take an active role in seeking and internalizing new knowledge. Students who believe that knowledge can grow over time perform better on IQ tests than students who believe intelligence is invariable (Cury, Elliot, Da Fonseca, &amp; Moller, 2006); students with a growth mindset are more likely to set academic goals focused on mastering content, rather than setting goals focused on achieving a particular test score or course grade (Cury et al., 2006); and students who set mastery-oriented goals tend to process information in a deeper and more organized fashion than those who set performance-oriented goals (Elliot, McGregor, &amp; Gable, 1999). However, less is known about the instructional strategies teachers can use to develop agency in students. To learn more about the practices that support student agency, the American Institutes for Research (AIR) worked with four New Tech Network (NTN) high schools in three states for the study to determine which teacher practices help or hinder the development of student agency, and whether these practices are effective across educational contexts and with different student subgroups. The team at AIR worked alongside fellow scholars, educators, and policymakers to investigate the impact of specific student-centered practices and then translate their findings for cross-sector audiences. This report represents their work over the past two years as they designed, tested, and revised teacher practices as part of a networked improvement community and examined how student agency impacted academic outcomes. [American Institutes for Research (AIR) conducted this study as part of Jobs for the Future's (JFF) Student-Centered Learning Research Collaborative. For the technical appendix, see ED592081.]
Fulfilling the Promise of IDEA
Author: American Institutes for Research (AIR)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Program Evaluation,Outcomes of Education,Special Education,Court Litigation,Access to Education,Educational Benefits,Intervention,Individualized Instruction

In the 40+ years since the Individuals with Disabilities Education Act (IDEA) was enacted, the law has changed the landscape for students with disabilities by opening the doors to public education, creating more inclusive classrooms, and holding schools accountable for results. In April 2018, AIR convened a working meeting of special education experts and stakeholders to consider the challenges and opportunities for strengthening special education services and improving student outcomes. The report of the meeting highlights a recent U.S. Supreme Court ruling, empirically validated interventions and the prospect of IDEA reauthorization as incentives for renewing the promise of IDEA.
Teenagers, Health Care, and the Law: A Guide to Minors&apos; Rights in New York State
Author: Weiss, Catherine
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Childrens Rights,Adolescents,Federal Legislation,State Legislation,Medical Services,Informed Consent,Confidentiality,Adults,Foster Care,Health Insurance,Pregnancy,Contraception,Sexually Transmitted Diseases,Acquired Immunodeficiency Syndrome (AIDS),Prenatal Care,Sexual Abuse,Mental Health,Alcohol Abuse,Substance Abuse,Emergency Programs,Sexual Identity

This booklet seeks to clarify teenagers' rights under New York State and federal law to make their own medical decisions. It is designed as an aid to teenagers and the professionals -- social workers, counselors, teachers, and medical providers -- who work with young people. Frequently, professionals can encourage communication between young people and their parents, helping adolescents find needed support as they confront health issues. When teenagers cannot or will not speak to their parents, professionals can encourage them to seek the support of other adults -- family members, friends, social workers -- rather than face their health problems alone. By publicizing information about adolescents' rights, however, the New York Civil Liberties Union (NYCLU) hopes to encourage teens to seek medical care even when they cannot or will not confide in adult family members or friends. The booklet is set up as a reference guide to the situations young people often encounter when seeking health care. NYCLU also hopes to encourage professionals to respect the rights of adolescents and provide care when a minor does not seek adult involvement.
Experimental Estimates of Impacts of Cost-Earnings Information on Adult Aspirations for Children&apos;s Postsecondary Education. Program on Education Policy and Governance Working Papers Series. PEPG 18-01
Author: Cheng, Albert
Date: 2018-05-00
Type: Reports - Research
Subjects: Postsecondary Education,Higher Education,Socioeconomic Status,Access to Information,Adults,Costs,Cost Effectiveness,Outcomes of Education,Two Year Colleges,Ethnicity,Racial Differences,Equal Education,Information Dissemination,Social Bias,Educational Attainment,Parent Attitudes,Political Affiliation,Gender Differences,Geographic Regions,Barriers

Economic information may close aspiration disparities for postsecondary education across socio-economic, ethnic and partisan divides. In 2017, we estimated impacts of information on such disparities by means of a survey experiment administered to a nationally representative sample of 4,214 adults. A baseline group was asked whether they preferred a four-year degree, a two-year degree, or no further education for their oldest child under the age of eighteen (or on the option they would prefer if they had one). Before three other randomly selected segments of our sample were asked the same question, they were given either information about (1) both net costs and returns; (2) net costs; or (3) returns to a two-year and four-year degree. Information about both costs and returns did not reduce SES disparities but did affect ethnic and partisan divides. The findings suggest that reductions in socioeconomic inequalities in educational opportunity will require more than simple changes in the dissemination of information aimed at altering economic cost-benefit calculations. Sustained effort that mitigates deeper-seated cultural and social barriers seems necessary.
Baseline Report for the Mixed-Methods Cluster-Randomized Controlled Trial of Impact Network&apos;s eSchool 360 Model in Rural Zambia. Making Research Relevant
Author: de Hoop, Thomas
Date: 2018-04-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Networks,Electronic Learning,Educational Technology,Rural Schools,Foreign Countries,Outcome Measures,Cost Effectiveness,Formative Evaluation,Data Collection,Models

Low- and middle-income countries have made significant progress getting children into school, but student learning and achievement are often dreadfully low (Berry, Barnett, &amp; Hinton, 2015; Pritchett, 2013). Approximately 250 million children across the world are not acquiring basic reading and math skills, even though about half have spent at least 4 years in school (United Nations Educational, Scientific, and Cultural Organisation, 2014). Zambia faces many common educational challenges. Literacy rates among young Zambian adults ages 15--24 are 58.5% for females and 70.3% for males, despite an average of 7.7 years and 7.9 years of education, respectively (Zambia Demographic and Health Surveys, 2013--14; UNICEF, 2015). Community schools in Zambia are in need of a cost-effective solution for delivering quality education in order to improve learning outcomes. The Impact Network program represents a promising approach to improving educational outcomes by incorporating three potentially high-impact components that could create important synergies: e-learning, ongoing teacher training and professional development, and community ownership. The American Institutes for Research (AIR) has designed and is implementing a mixed-methods cluster-randomized controlled trial (cluster-RCT) to determine the impact of Impact Network's eSchool 360 model. The study comprises three main evaluation components: an impact evaluation of the eSchool 360 model, an analysis of the cost-effectiveness of the eSchool 360 model, and a process evaluation of the expansion of the eSchool 360 model. To determine the impact of the program, we are using a cluster-RCT in which 64 eligible schools have been randomly assigned either to receive Impact Network's eSchool 360 program (30 treatment schools) or not to receive the program (34 control schools). This report presents the baseline results of the cluster-RCT used to determine the impact of Impact Network's eSchool 360 model. It examines the differences between the treatment and control households along the causal chain of the theory of change. In addition, it analyzes the potential for floor effects on the assessment instruments that will be used to measure the impact of the Impact Network program on student outcomes 1 year and 3 years after the introduction of the Impact Network eSchool 360 model. The baseline findings in this report suggest that the cluster-RCT was successful in creating equivalence in observable characteristics between treatment and control households.
A Roadmap to Our Future. Smithsonian 2017 Annual Report
Author: Smithsonian Institution
Date: 2018-06-12
Type: Reports - Descriptive
Subjects: Museums,Exhibits,African American History,Females,Hispanic Americans,Conservation (Environment),Natural Resources,Oceanography,Immigration,Natural Disasters,American Indians,Ethnic Stereotypes,Information Technology,Story Telling,Astronomy,Space Sciences

The year 2017 was successful for the Smithsonian by any measure. Their curators opened insightful and inspirational exhibitions. Their scientists continued to do groundbreaking research that benefits humankind. Their educators are reaching more people than ever before with compelling programming. The years-long, Smithsonian-wide campaign soared past its goal, setting up success for decades to come. This annual report is a terrific opportunity to look back and recognize all of these impressive achievements and many more brought to life by the Smithsonian's dedicated and talented staff and volunteers. This is especially true now, since 2017 saw the unveiling of their bold new strategic plan that will guide the Smithsonian through the year 2022. [For the 2016 Annual Report, see ED583501.]
Improving the Use of Information to Support Teaching and Learning through Continuous Improvement Cycles
Author: Rowland, Cortney
Date: 2018-10-00
Type: Reports - Research
Subjects: School Districts,Communities of Practice,Vignettes,Accountability,Faculty Development,Educational Improvement,Teaching Methods,Inquiry,Feedback (Response),Control Groups,Standards,Information Literacy

During the past decade, states and districts have made significant investments in developing systems to measure teacher performance. The goals of such systems are to improve practice, inform professional growth, and ultimately improve student learning. In the very best of these systems, educators know the expected teaching standards and receive timely, relevant, and actionable data about their professional practices; districts align supports and resources for improvement; and educators and district staff monitor data about how instructional practices are influencing student learning. Unfortunately, not all systems work this well. Implementation often has focused on compliance and accountability rather than growth in teachers' professional practice. The Beyond Accountability project aimed to improve the way that districts gather and use evaluation system data, enabling them to better develop and support teachers, and provide them with more differentiated and high-quality opportunities to improve their instructional practice. To achieve this goal, the project employed a continuous improvement approach, specifically plan-do-study-act (PDSA) cycles. Each district identified a specific challenge to be addressed and conducted a root-cause analysis to understand the sources of the challenge. Through an iterative process, each district developed, tested, and revised a strategy to address the challenge. With support from AIR, each district collected and analyzed outcome data to inform revisions to the strategy. The project's goals for each district were to improve instructional quality, increase teacher satisfaction with opportunities or mechanisms to improve teacher practice, and increase district capacity to engage in improvement efforts. This report provides information about the project and the lessons learned by both AIR and the participating districts. It provides specific examples of participating districts' work, including goals and participants, that may be useful to other districts facing similar challenges or interested in using similar approaches. AIR has produced a separate, comprehensive evaluation report that describes the extent to which the overall project goals were achieved; the high-level findings are briefly highlighted in Appendix A. Appendix B provides the tools and materials used during the project (e.g., meeting agendas and planning templates) that other districts might use or adapt for their own work.
Early Childhood Agenda for Governors in 2019
Author: Workman, Simon
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Officials,State Government,State Policy,Educational Policy,Child Care,Financial Support,Access to Education,Administrator Role,Governance,State Aid

With 20 new governors and 16 re-elected governors starting new terms in January, 2019 has the potential to be a year of big change at the state level. This is particularly the case in the early childhood policy arena, as many newly elected governors discussed early childhood education as part of their campaigns. Governors are in a prime position to make progress on this issue and elevate the positive impact that access to high-quality early childhood education can have for children, working families, and businesses. Without reliable child care, parents may drop out of the workforce, miss workdays, or reduce their hours--all of which can have a significant impact on families' economic security and employers' productivity. A recent analysis from Indiana found that a lack of access to child care costs the state nearly $1.1 billion in economic activity every year.4 Other studies have estimated that if families in every state were able to access affordable child care, the returns from increased maternal labor force participation would amount to approximately $70 billion annually, boosting U.S. gross domestic product by around 1.2 percent. In an increasingly polarized political environment, early childhood education stands out as a bipartisan issue. A national poll conducted by the Center for American Progress (CAP) in 2018 found that more than three-quarters of parents and around two-thirds of voters with no children said that they were more likely to vote &quot;for a candidate who supports increased funding for child care assistance and to expand access to early childhood education.&quot; In this report, CAP lays out an agenda for governors to make progress on early childhood in 2019 and beyond. Families need affordable, high-quality early childhood programs and supports for healthy child development from birth to kindergarten that reflect parents' needs and prepare children for school. There are key steps governors can take early on to signal that early childhood education is a priority for their administrations and set their respective states on a path toward this goal. To that end, this report begins with examples of actions that governors can take in the first 100 days of their administration. The authors then discuss comprehensive solutions that governors and their states should work toward to make lasting progress to support families and young children.
Transfer and Mobility: A National View of Student Movement in Postsecondary Institutions, Fall 2011 Cohort. (Signature Report No. 15)
Author: Shapiro, Doug
Date: 2018-07-00
Type: Reports - Research
Subjects: Student Mobility,College Transfer Students,Racial Differences,Ethnicity,Minority Group Students,Two Year Colleges,Public Colleges,Private Colleges,Time,Institutional Characteristics,White Students,African American Students,Hispanic American Students,Asian American Students

This report is the third in the series of reports that examine national postsecondary student transfer pathways and patterns. Whereas the last two reports focused on the fall 2006 and fall 2008 cohorts, this specific report focuses on the cohort of students who started postsecondary education in fall 2011. Previous transfer and mobility reports showed that many students attend multiple institutions before graduating from college. Further research has also established that the frequency, timing, and direction of transfer vary greatly with factors such as starting institution type/sector and enrollment intensity. For the first time, this report will include transfer patterns disaggregated by race and ethnicity. This will not only provide insight into how various groups of students move through their postsecondary education, but also show how students from traditionally underrepresented groups navigate the pipeline in comparison to their peers. This report, unlike the Completions report, measures transfer rates for the cohort regardless of whether students have completed a credential or are still enrolled at the end of the study period. Unlike the Time to Degree report, this present report covers a starting cohort, not a graduating cohort through a six-year window. In comparison to the Tracking Transfer report, this report investigates all types of transfer, not just two- to four-year transfers. This report analyzes student enrollment patterns across two-year and four-year, public and private institutions, and examines the distribution of transfers and mobility across state lines and over multiple years. Such a comprehensive look makes the findings useful for state and institutional policymakers as well as for college administrators and the general public. With a better understanding of student transfer and mobility, institutional policymakers can become more equipped to advise their students on different postsecondary pathways. [For the 2017 Signature report, see &quot;Completing College: A National View of Student Completion Rates--Fall 2011 Cohort. (Signature Report No. 14)&quot;, ED580318.]