ethanporcaro/eric-fulltext-meta huggingface dataset:
Discrimination against Black Students
Author: Aloud, Ashwaq
Date: 2016-10-00
Type: Reports - Research
Subjects: Racial Discrimination,African American Students,Laws,Educational Policy,Problem Solving,Administrator Role,Court Litigation,Constitutional Law,Quotas,College Entrance Examinations,Educational Legislation,School Safety,Racial Differences

Discrimination is a structured way of abusing people based on racial differences, hence barring them from accessing wealth, political participation and engagement in many spheres of human life. Racism and discrimination are inherently rooted in institutions in the society, the problem has spread across many social segments of the society including the education sector. This research paper aims to highlight the current status of discrimination of black students in the United States. In addition, it brings out relevant laws and educational policies that affect discrimination of black students in the United States. Finally, this research paper evaluates how the law and education policy will solve the problem in future. Unfortunately, this issue cannot be eliminated easily and will take the effort of all Americans to make their country better. Therefore, it requires that proper laws are passed to complement the existing ones and to ensure students are not discriminated based on their race or color. School administrators must ensure that new legislations are in tandem with protection laws so that they operate smoothly without conflict.
Evaluating the Need for Electronic Learning in Classrooms
Author: Romine, Penny
Date: 2016-10-26
Type: Reports - Research
Subjects: Electronic Learning,Educational Technology,Secondary School Teachers,Secondary School Students,College Students,College Preparation,Statistical Analysis,Technological Literacy,Teacher Competencies,Distance Education,Telecommunications,Anxiety,Teacher Attitudes,Student Attitudes,Surveys,Teacher Education,Hypothesis Testing

In this study, the researchers sought to explore the use of electronic learning (e learning) by students of secondary institutions and by teachers in the secondary classroom. The researchers sought to answer the question of how well prepared at the secondary level current students of post secondary institutions were for the e learning demands of higher education. The researchers wanted to find out if this study would provide insight into whether access to e learning accelerates adjustment of secondary school students into post secondary schools and if current secondary use of e learning technology was insufficient to prepare students for college level work. Researchers conducted the study with 76 post secondary students (N = 76) from a randomly selected, diverse sampling of current college students who had attended any state high school within the last five years. After collecting the data, the researchers analyzed the data using descriptive statistics and determined there was a relationship between teacher preparation in using e learning at the secondary school level and student preparation for college level e learning. Finally, re-searchers provided ethical considerations and social work implications to empower individuals at the micro and macro levels regarding e learning.
Have Gender Gaps in Math Closed? Achievement, Teacher Perceptions, and Learning Behaviors across Two ECLS-K Cohorts
Author: Cimpian, Joseph R.
Date: 2016-10-27
Type: Journal Articles
Subjects: Children,Longitudinal Studies,Surveys,Gender Differences,Mathematics Achievement,Standardized Tests,Teacher Attitudes,Student Characteristics,Statistical Analysis,Age Differences,Racial Differences,Ethnic Groups,Socioeconomic Status,Sex Stereotypes,Kindergarten

Studies using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort. Extending earlier analyses, this study compares the two ECLS-K cohorts, exploring gaps throughout the achievement distribution and examining whether learning behaviors might differentially explain gaps more at the bottom than the top of the distribution. Overall, this study reveals remarkable consistency across both ECLS-K cohorts, with the gender gap developing early among high achievers and spreading quickly throughout the distribution. Teachers consistently rate girls' mathematical proficiency lower than that of boys with similar achievement and learning behaviors. Gender differences in learning approaches appear to be fairly consistent across the achievement distribution, but girls' more studious approaches appear to have more payoff at the bottom of the distribution than at the top. Questions remain regarding why boys outperform girls at the top of the distribution, and several hypotheses are discussed. Overall, the persistent ECLS-K patterns make clear that girls' early mathematics learning experiences merit further attention. [This article was published in &quot;AERA Open,&quot; v2 n4 p1-19 Oct-Dec 2016.]
Parent-Reported Repetitive Behavior in Toddlers on the Autism Spectrum
Author: Schertz, Hannah H.
Date: 2016-10-01
Type: Journal Articles
Subjects: Parent Attitudes,Behavior,Behavior Problems,Pervasive Developmental Disorders,Cost Effectiveness,Toddlers,Stereotypes,Correlation,Evaluation Methods,Scores,Social Behavior,Emotional Adjustment,Autism,Diagnostic Tests,Observation,Children,Cognitive Ability,Motor Development,Young Children

Toddlers with autism spectrum disorder (ASD) were assessed on the Repetitive Behavior Scale-Revised (RBS-R), which we found to have acceptable internal consistency. Stereotypical subscale scores showed a negligible association with cognitive level, but correlated more strongly with adaptive and social indicators. Relative to earlier reported RBS-R scores for older age groups, toddlers' scores trended toward higher stereotyped behavior and lower ritualistic/sameness behavior. Our findings on associations with developmental indicators align with those of researchers who used more resource-intensive repetitive behavior measures. The convergence of these findings with those derived from other measurement methods suggests that the RBS-R, a cost effective parent-report measure, is a viable means of assessing repetitive behavior in toddlers with autism. [This article was published in &quot;Journal of Autism and Developmental Disorders,&quot; v46 n10 p3308-3316 Oct-Dec 2016 (see EJ1115308).]
Final Findings from Impact and Implementation Analyses of the Northeast Tennessee College and Career Ready Consortium
Author: Mokher, Christine G.
Date: 2016-09-30
Type: Reports - Research
Subjects: Career Readiness,College Readiness,Consortia,High Schools,Colleges,Program Effectiveness,Outcomes of Education,Academic Achievement,College Entrance Examinations,Advanced Placement Programs,Enrollment,Academic Persistence,Scores,Program Implementation,Fidelity,High School Students,College Students,Outcome Measures,Intervention

In Fall 2010, the Niswonger Foundation received a five-year validation grant from the Investing in Innovation Fund (i3) to create the Northeast Tennessee College and Career Ready Consortium of 29 high schools and five colleges. This report evaluates the Consortium's impact on student outcomes during each of the four years of program implementation. The findings from the confirmatory impact analyses indicate that students in Consortium schools had higher ACT scores, were more likely to participate in Advanced Placement (AP) courses, score a 3 or higher on an AP exam, enroll in college, and persist in college than students in matched comparison schools. Also, about half of all program components scored 2.0 or higher on a 3-point scale, indicating moderate fidelity of implementation. This report contains the results submitted to the National Evaluation of i3 (NEi3), which determines the overall impact of the federal investment in the i3 program. Appended to the report are: (1) Criteria for the NEi3 Evaluation; (2) Technical Information on Propensity Score Matching and Statistical Models; and (3) Supplemental Tables.
Spotlight on RESA 2: Regional Implementation of the Learning School Initiative. Catalyst Schools Research Study Report
Author: Hammer, Patricia Cahape
Date: 2016-05-00
Type: Reports - Research
Subjects: Education Service Centers,Communities of Practice,Elementary School Teachers,Program Implementation,Faculty Development,Cohort Analysis,Time Factors (Learning),Funding Formulas,Institutional Role,Statewide Planning,Training Methods,Models,Integrated Activities,Focus Groups,Interviews

West Virginia's Regional Education Service Agency 2 (RESA 2) serves six districts in the southwestern part of the state--Cabell, Lincoln, Logan, Mason, Mingo, Wayne--which together have 95 schools. RESA 2 was one of two RESAs to pilot implementation of the Learning School approach, beginning in the summer of 2014. RESA 2's first cohort included three schools, including one PK-8 and two elementary schools, in Cabell and Lincoln counties, called catalyst schools. These schools were chosen because of previous successes with professional learning communities (PLCs), among other criteria that indicated their openness to innovation and willingness to work closely with RESA 2. In the summer of 2015, four more elementary schools located in the region's remaining four districts were added for a second cohort, making a total of seven schools that are actively implementing the Learning School approach. This is the largest number of catalyst schools of any of the eight RESAs in the state. This brief report examines RESA 2's approach to supporting implementation of the Learning School approach in the seven catalyst schools, and to preparing districts in the region to implement the Learning school approach in all their schools. This is the second in a series of brief reports on the Catalyst Schools Research Study. [For the Technical Report, see ED569935.]
Spotlight on RESA 6: Regional Implementation of the Learning School Initiative. Catalyst Schools Research Study Report
Author: Hammer, Patricia Cahape
Date: 2016-05-00
Type: Reports - Research
Subjects: Middle School Teachers,Elementary School Teachers,Program Implementation,Communities of Practice,Regional Programs,Education Service Centers,Integrated Activities,Time Factors (Learning),Funding Formulas,Institutional Role,Statewide Planning,Training Methods,Models,Faculty Development

West Virginia's Regional Education Service Agency 6 (RESA 6) serves five districts in the northern panhandle of the state--Brooke, Hancock, Marshall, Ohio, and Wetzel--which together are home to 51 schools. RESA 6 joined the pilot implementation of the Learning School approach in the summer of 2015, as part of the second cohort. RESA 6's group included four schools, called catalyst schools, including one primary school, two elementary schools, and one middle school, representing four of the region's five districts. These schools were chosen because of previous success with professional learning communities (PLCs), along with other criteria that indicated their openness to innovation and willingness to work closely with RESA 6. This brief report examines RESA 6's approach to supporting implementation of the Learning School approach in four catalyst schools, and to preparing districts in the region to implement the Learning school approach in all their schools. This is the third in a series of brief reports on the Catalyst Schools Research Study. [For the Technical Report, see ED569935.]
How America Saves for College 2016: Sallie Mae&apos;s National Study of Parents with Children under Age 18
Author: Sallie Mae Bank
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,Paying for College,Higher Education,Money Management,Parent Financial Contribution,Family Financial Resources,Parent Responsibility,Economic Factors,Motivation,Racial Differences,Ethnicity,Student Loan Programs,Grants,Goal Orientation,Decision Making,Parent Surveys,National Surveys,Interviews

&quot;How America Saves for College 2016,&quot; the sixth in the series, again looks at American parents with children under the age of 18 and captures data on how, and how many, parents are saving for college and other tactics they may be using to build a plan to pay for college. The survey also tracks the values parents associate with higher education, as well as their attitudes toward saving, planning, and paying for their children's college education. Sallie Mae produced &quot;How America Saves for College 2016&quot; with Ipsos. Ipsos conducted online interviews with 1,959 parents between May 26, 2016, and June 6, 2016. The survey sample reflected a cross-section of key demographic variables in the United States. Respondents were able to take the survey in English or Spanish. Additional information about the survey sample, weighting, and margin of error appears in the Technical notes section of this report. The survey's questions and their responses appear in the Data tables section of this report. [For the 2015 report, see ED569934.]
Catalyst Schools' Implementation of the Learning School Approach. Catalyst Schools Research Study Report
Author: Hammer, Patricia Cahape
Date: 2016-07-00
Type: Reports - Research
Subjects: Elementary Schools,Secondary Schools,Pilot Projects,Outcomes of Education,State Boards of Education,Faculty Development,Elementary School Teachers,Secondary School Teachers,Professional Associations,Communities of Practice,State Standards,Guidelines,Program Implementation,Principals,Administrator Attitudes,Scheduling,Learning Activities,Focus Groups,Statistical Analysis,Interviews

&quot;Catalyst schools&quot; were 28 elementary and secondary schools selected to participate in a pilot project begun in July 2014, which explored how best to support teacher professional learning through decentralization of decision making and implementation of the Learning School approach. The pilot project was the first phase in a statewide initiative that would be scaled up to all public schools in the state in the 2016-2017 school year. Learning Forward, a national professional learning association, developed the Learning School approach as a model for implementation of the Standards for Professional Learning. The standards make up a framework for continuous school improvement based on ongoing educator learning to support positive student outcomes. The West Virginia Board of Education (WVBE) adopted the standards in 2012; the Learning School Initiative was the Board's call for systematic implementation of the standards. This report focuses on levels of implementation of the Learning School approach achieved by catalyst schools across the state. It is the fourth in a series of reports based on a research study, &quot;Developing Effective Professional Learning Communities in Catalyst Schools,&quot; conducted between February 2015 and June 2016. [For the Technical Report, see ED569935.]
The Learning School Approach and Student Proficiency in ELA and Math: Preliminary Findings. Catalyst Schools Research Study Report
Author: Hammer, Patricia Cahape
Date: 2016-09-00
Type: Reports - Research
Subjects: Education Service Centers,Program Implementation,Faculty Development,Communities of Practice,Program Effectiveness,Mathematics Achievement,Language Arts,Comparative Analysis,Elementary Schools,Academic Achievement,School Effectiveness

The Learning School initiative completed its pilot testing in June 2016, with 28 schools, called catalyst schools, taking part. Catalyst schools were located in all eight regional education service agencies (RESAs) and were supported by RESA staff in implementing the Learning School approach. Five schools had been part of the program for 2 years and 23 schools for 1 year. The purpose of the Learning School initiative was to allow greater levels of teacher decision making with regard to their own professional learning in order to meet the learning needs of their students in a model of continuous school improvement. This brief report provides preliminary findings about possible positive associations between the Learning School initiative and student performance in catalyst schools. These findings should be viewed with caution, as they involve a small number of schools after a very brief intervention. Further, research has shown that benefits of a professional development program typically do not become evident in student performance until it has been in place for 2-3 years. Additionally, fidelity of implementation was highly uneven in catalyst schools across the state. [For the Technical Report, see ED569935.]
Supporting Statewide Implementation of the Learning School Initiative. Catalyst Schools Research Study Report
Author: Hammer, Patricia Cahape
Date: 2016-05-00
Type: Reports - Research
Subjects: Statewide Planning,Program Implementation,Communities of Practice,Faculty Development,Pilot Projects,Education Service Centers,Educational Strategies,Administrative Organization,Statistical Analysis,Qualitative Research,Funding Formulas,Scheduling,School District Wealth,Change Strategies,Elementary Secondary Education,Educational Legislation,Federal Legislation

This is the first in a series of reports based on a research study, Developing Effective Professional Learning Communities in Catalyst Schools, conducted between February 2015 and June 2016. &quot;Catalyst schools&quot; were elementary- and secondary-level schools selected to participate in a pilot project intended to explore how best to support implementation of the Learning School approach to teacher professional learning. There were two cohorts of catalyst schools, the first beginning in the 2014-2015 school year and the second in 2015-2016; by the end of the pilot project there were 28 participating schools located in 23 districts. The Learning School approach was developed by Learning Forward, a national professional association focused on improving the professional learning of educators. The Learning School approach is based on seven Learning Forward Standards for Professional Learning (PL Standards), which were adopted by the West Virginia Board of Education (WVBE) in 2012. As such, implementing the Learning School approach was seen as a fitting way to build the capacity of schools to become more self-directed in their use of professional development aimed at improving student learning. The project was spearheaded by the WVBE and implemented by the state's eight regional education service agencies (RESAs), with help from the West Virginia Department of Education (WVDE). Ultimately, the WVBE's aim is to improve professional learning by decentralizing decision making back to the school level. The main strategies for accomplishing this shift are in the following areas: funding decisions; scheduling time; and school capacity. The catalyst school research study had four research questions. This brief report reviews findings for one of them: What are feasible approaches for statewide implementation of a decentralized, school-driven approach to professional learning? This study of the catalyst schools employed both quantitative and qualitative methods to provide useable information for leaders in the catalyst schools, as well as for planners and leaders involved in scaling up the program for statewide implementation. Stakeholders were involved in data collection and interpretation in order to maximize the usefulness and use of the study findings. [For more information about methods used in this study, see &quot;Catalyst Schools Research Study: Technical Report&quot; (ED569935).]
Trends in High School Dropout and Completion Rates in the United States: 2013. Compendium Report. NCES 2016-117
Author: McFarland, Joel
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Educational Trends,Trend Analysis,High School Graduates,Dropout Rate,Graduation Rate,Annual Reports,Educational Benefits,Outcomes of Education,Educational Indicators,High School Equivalency Programs,Cohort Analysis,Dropout Characteristics,Stopouts,Longitudinal Studies,Evidence,Statistical Data,Statistical Analysis,Racial Differences,Ethnicity,Family Income,Status,Grade 9,Surveys

Dropping out of high school is related to a number of negative outcomes. For example, the median income of persons ages 18 through 67 who had not completed high school was roughly $26,000 in 2013. By comparison, the median income of persons ages 18 through 67 who completed their education with at least a high school credential (i.e., a regular credential or an alternative high school credential such as a General Educational Development [GED] certificate) was approximately $46,000. Over a person's lifetime, this translates to a loss of approximately $680,000 in income for a person who did not have a high school credential compared to a person who had at least a high school credential (Rouse 2007). Among adults age 25 and older, the percentage of dropouts who are in the labor force is lower than the percentage of high school credential earners who are in the labor force. Similarly, among adults in the labor force, the percentage of dropouts who are unemployed is higher than the percentage of high school credential earners who are unemployed (U.S. Department of Labor 2014). In addition, dropouts age 25 and older reported being in worse health than adults who are not dropouts, regardless of income (Pleis, Ward, and Lucas 2010). Dropouts also make up disproportionately higher percentages of the nation's institutionalized population. In a comparison of those who drop out of high school and those who complete high school, the average high school dropout costs the economy approximately $260,000 over his or her lifetime in terms of lower tax contributions, higher reliance on Medicaid and Medicare, higher rates of criminal activity, and higher reliance on welfare (Levin and Belfield 2007). This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2013, provides data on long-term trends in dropout and completion rates, and examines the characteristics of high school dropouts and completers. Five rates are presented to provide a broad perspective on high school dropouts and completers in the United States: the event dropout rate, the status dropout rate, the status completion rate, the adjusted cohort graduation rate, and the averaged freshman graduation rate. Each rate contributes unique information. Information about individuals who pass the GED exam is provided to place the different rates into context relative to this widely used alternative high school credential. The following are appended: (1) Technical Notes; and (2) Glossary.