ethanporcaro/eric-fulltext-meta huggingface dataset:
Development and Validation of a Test Instrument to Measure Pre-Service Mathematics Teachers&apos; Content Knowledge and Pedagogical Content Knowledge
Author: Kristanto, Yosep Dwi
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Mathematics Teachers,Mathematics Tests,High School Teachers,Teacher Education Programs,Test Validity,Test Reliability,Psychometrics,Foreign Countries

Teacher education in Indonesia aims to prepare pre-service teachers in becoming professional teaching personnel. Two important knowledge need to be acquired are content knowledge (CK) and pedagogical content knowledge (PCK). However, it is still a challenge to measure the pre-service mathematics teachers' CK and PCK. Therefore, the first aim of the present study is to develop and validate a test instrument to measure CK and PCK of pre-service mathematics teachers on high school level mathematics. Second, the present study aims to measure the CK and PCK of pre-service mathematics teachers by using the developed instrument. The present study employed developmental research method and used students' empirical data in investigating the validity, objectivity, and reliability of the instrument. The results of the study and its implications for future research and practice then will be presented in the paper. [Paper presented at the South East Asia Design Research International Conference (7th, 2019.)]
The Case of Delaware&apos;s SEED Scholarship: A Well-Established but Lesser-Known Promise Program. Affordability, Access, and Student Success in Statewide College Promise Programs
Author: Burkander, Kri
Date: 2019-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: State Programs,College Programs,State Policy,Case Studies,Program Design,Program Effectiveness,Scholarships,Scholarship Funds,Tuition,Paying for College,Eligibility,Access to Education,Educational Finance

Research for Action has studied statewide Promise programs since 2017, with in-depth analysis in four states--Delaware, Nevada, Oregon, and Tennessee. Our research in these states includes an extensive review of legislative and policy documents; 146 interviews with policymakers, institutional leaders, and high school staff; site visits to 8 postsecondary institutions; site visits to 12 high schools; 12 high school student focus groups; and 16 college student focus groups. We also conducted quantitative analysis on student-level data from three of the four states involved in the study. This work is part of a larger study led by Research for Action (RFA) that also includes a policy scan of 21 current statewide programs and case studies by Penn AHEAD of local Promise programs in Maryland, Pennsylvania, Washington, and Wisconsin. We summarize additional results of our analysis of state-level Promise programs at www.researchforaction.org/collegepromise. In this case study we outline the program design, successes, and challenges of Delaware's SEED Scholarship as it balances higher education affordability, access, and success. [For the main report, &quot;Statewide College Promise Programs: Balancing Affordability, Access, and Student Success,&quot; see ED603766.]
Leveraging ESSA to Promote Science and STEM Education in States
Author: Achieve, Inc.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Science Education,STEM Education,Educational Objectives,State Standards,Science Achievement,Graduation Requirements,Accountability,State Policy,Science Tests,Federal Aid,State Aid

The passage of the &quot;Every Student Succeeds&quot; Act (ESSA) provides states the opportunity to craft new goals and strategies for science education. By setting clear goals for science achievement, states can leverage existing policies, including assessments and graduation requirements, to help drive toward set goals. This brief provides a landscape analysis of all states' current assessment requirements and graduation requirements in science to help set the national policy context for science. To look at states' current goals and approaches to science inclusion in their accountability plans under ESSA, as well as how they can leverage funding opportunities in ESSA to support science, this brief limits its scope to only those 16 states and the District of Columbia who submitted plans to the U.S. Department of Education (USED) in the first round of submissions (May 2017). Once the remainder of plans have been submitted, the ESSA-focused sections of this brief will be updated to reflect the remaining states.
The Case of Oregon Promise: An Early Adopter Focused on Broadening Access. Affordability, Access, and Student Success in Statewide College Promise Programs
Author: Burkander, Kri
Date: 2019-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: State Programs,Access to Education,Higher Education,Program Effectiveness,Paying for College,Success,Student Financial Aid,Academic Persistence,Academic Support Services,Student Personnel Services,Eligibility,Grants,Information Dissemination,Academic Degrees,At Risk Students,High School Students,High Schools,Grade Point Average,Graduation Rate,Student Characteristics

Research for Action has studied statewide Promise programs since 2017, with in-depth analysis in four states--Delaware, Nevada, Oregon, and Tennessee. Our research in these states includes an extensive review of legislative and policy documents; 146 interviews with policymakers, institutional leaders, and high school staff; site visits to 8 postsecondary institutions; site visits to 12 high schools; 12 high school student focus groups; and 16 college student focus groups. We also conducted quantitative analysis on student-level data from three of the four states involved in the study. This work is part of a larger study led by Research for Action (RFA) that also includes a policy scan of 21 current statewide programs and case studies by Penn AHEAD of local Promise programs in Maryland, Pennsylvania, Washington, and Wisconsin. We summarize additional results of our analysis of state-level Promise programs at www.researchforaction.org/collegepromise. In this case study we outline the program design, successes, and challenges of Oregon Promise as it balances higher education affordability, access, and success. [For the main report, &quot;Statewide College Promise Programs: Balancing Affordability, Access, and Student Success,&quot; see ED603766.]
The Case of Tennessee Promise: A Uniquely Comprehensive Promise Program. Affordability, Access, and Student Success in Statewide College Promise Programs
Author: Meehan, Kasey
Date: 2019-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: State Programs,Access to Education,Higher Education,Program Effectiveness,Paying for College,Success,Student Financial Aid,Academic Persistence,Academic Support Services,Student Personnel Services,Eligibility,Grants,Scholarships,Information Dissemination,Academic Degrees,Mentors,Coaching (Performance),At Risk Students,High School Students,High Schools,Grade Point Average,Graduation Rate,Student Characteristics

Research for Action has studied statewide Promise programs since 2017, with in-depth analysis in four states--Delaware, Nevada, Oregon, and Tennessee. Our research in these states includes an extensive review of legislative and policy documents; 146 interviews with policymakers, institutional leaders, and high school staff; site visits to 8 postsecondary institutions; site visits to 12 high schools; 12 high school student focus groups; and 16 college student focus groups. We also conducted quantitative analysis on student-level data from three of the four states involved in the study. This work is part of a larger study led by Research for Action (RFA) that also includes a policy scan of 21 current statewide programs and case studies by Penn AHEAD of local Promise programs in Maryland, Pennsylvania, Washington, and Wisconsin. We summarize additional results of our analysis of state-level Promise programs at www.researchforaction.org/collegepromise. In this case study we outline the program design, successes, and challenges of Tennessee Promise as it balances higher education affordability, access, and success. [For the main report, &quot;Statewide College Promise Programs: Balancing Affordability, Access, and Student Success,&quot; see ED603766.]
Gifted and Talented Program Evaluation, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-12-17
Type: Reports - Research
Subjects: Program Evaluation,Gifted Education,Academically Gifted,Talent Development,Program Effectiveness,School Districts,Elementary Secondary Education,School Demography,Racial Differences,Minority Group Students,White Students,Economically Disadvantaged,Disproportionate Representation,Academic Achievement,Reading Achievement,Mathematics Achievement,Writing Achievement,Science Achievement,Achievement Tests,Scores,Advanced Placement Programs,Aptitude Tests,High Schools,College Entrance Examinations,College Readiness,Career Readiness

According to Section 29.123 of the Texas Education Code, the &quot;Texas State Plan for the Education of Gifted/Talented Students&quot; (G/T) forms the basis of program accountability for state-mandated services for G/T students. In the Houston Independent School District, G/T students were served through one of two program designs: Board-approved Vanguard Magnet or Gifted and Talented Neighborhood. This report summarizes the effectiveness of the Vanguard Program during the 2018-2019 school year. There are five components that are addressed in the plan: Student Assessment, Program Design, Curriculum and Instruction, Professional Development, and Family-Community Involvement. For the 2018-2019 school year, Houston Independent School District (HISD) developed 12 G/T Standards that aligned with the Texas State Plan. The evaluation report centered on measuring the effectiveness of the Gifted and Talented Program based on the state's five components. The Gifted and Talented program supports the district's strategic direction by having an effective teacher in every classroom and instruction that is personalized to meet the learning needs for each child.
Supporting School Readiness through Home Instruction for Parents of Preschool Youngsters (HIPPY) and the Texas Maternal, Infant and Early Childhood Home Visiting (MIECHV) Programs in HISD, 2018-2019. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2019-12-04
Type: Reports - Research
Subjects: School Readiness,Preschool Children,Home Visits,Academic Achievement,Program Effectiveness,Parent Education,Parents as Teachers,Low Income Groups,At Risk Students,Parent Child Relationship,Family School Relationship,Participation,Enrichment Activities,Early Childhood Education,Standardized Tests,Minority Group Students,Gender Differences

HIPPY targeted parents of children zoned to 100 Houston Independent School District (HISD) elementary campuses during the 2018-2019 academic year, which reflected an increase from 80 campuses the previous year. Academic performance of students whose parents participated in HIPPY was assessed using the kindergarten 2018 Logramos and Iowa assessments, the prekindergarten CIRCLE assessment, and the combined English and Spanish STAAR 3-8. HIPPY kindergarten students attained higher mean normal curve equivalent (NCE) scores on the Logramos reading and mathematics subtests compared to the district, and comparable Iowa mathematics subtest scores as the district. CIRCLE results revealed that the majority of HIPPY students met benchmark by EOY on English and Spanish mathematics subtests. However, by EOY, students' performance fell below the district on most CIRCLE English math subtests. Students outperformed the district on most Spanish math CIRCLE EOY subtests. CIRCLE English literacy results were lower, while most Spanish literacy results were higher than the district's. Students in previous cohorts outperformed the district on the 2019 combined reading and math STAAR 3-8, reflecting a positive impact of the program as students progressed through school. Bracken effect size analyses indicated a positive, moderate to large effect of HIPPY on school readiness in all areas measured. The Parent Involvement survey noted that families were more likely to engage in activities that supported literacy with their children from pre-test to post-test. Considering the theoretical model, HIPPY facilitates achievement and school readiness, particularly among Spanish language children. Additional efforts should be made by program staff to encourage parents to practice activities with their children at home to further boost student performance among all students, regardless of background characteristics.
Literacy Empowered Initiative: Effect on Student Performance in HISD Core Courses, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-11-15
Type: Reports - Research
Subjects: Literacy Education,High School Students,Educational Technology,Technology Uses in Education,Teacher Participation,Faculty Development,Program Effectiveness,Standardized Tests,Scores,Academic Achievement,At Risk Students,Gender Differences,Racial Differences,Ethnicity,Economically Disadvantaged,Special Education,Limited English Speaking,Spanish Speaking,Dropout Prevention,High School Teachers

Literacy Empowered (LE) was initiated during the 2017-2018 school year to provide literacy support for all Houston Independent School District (HISD) high school students through the reading of self-selected and assigned texts, the proficient use of PowerUp tools, writing, discourse, and authentic literacy practices across all foundation courses. This evaluation reports on teacher participation in the LE professional development, and the effects of the LE initiative on student performance in core high school courses using the 2019 State of Texas Assessments of Academic Readiness (STAAR) End-of-Course (EOC) exam results.
Immigrant Student Program Evaluation Report, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-11-21
Type: Reports - Research
Subjects: Immigrants,Elementary Secondary Education,English Language Learners,Enrollment Trends,Student Characteristics,Standardized Tests,Scores,Attendance,Discipline,Student Promotion,Graduation Rate,Dropout Rate,Student Mobility,College Readiness,Language Proficiency,Reading Achievement,Writing Achievement,Science Achievement,Mathematics Achievement

There are approximately 200,000 students in Houston Independent School District (HISD), and many of them are recent immigrants who have been in the United States for three years or less. &quot;Immigrant&quot; children or youth, as defined under the No Child Left Behind Act of 2001 (NCLB), and later the Every Student Succeeds Act of 2015 (ESSA), are &quot;individuals who are aged 3 through 21; were not born in any state; and have not been attending schools in any one or more states for more than 3 full academic years&quot; (P.L. 115-224 Title III, Part B, § 3201(5)). In recent years, the number of immigrant students in the district has increased dramatically, with over 10,000 enrolled in each of the past five years. In fact, about one in ten of the district's students in 2018-2019 were either current or former immigrants (i.e., immigrant students whose three-year status had expired). For English learners (ELs), the numbers are even more striking; between one in four and one in five current ELs were either immigrant or former immigrant students in 2018- 2019. This report summarizes data from programs dedicated to serving district immigrant students during the 2018-2019 school year. The report includes the following information: (1) enrollment and demographics data for immigrant students; (2) a brief review of what immigrant programs and services the district has provided in recent years; (4) performance of immigrant students on State of Texas Assessments of Academic Readiness (STAAR 3-8) and End of Course (EOC) exams; (5) performance of immigrant EL students on the Texas English Language Proficiency Assessment System (TELPAS); (6) Immigrant student data in school attendance, discipline, promotion, graduation/dropout rates, and school mobility; and (7) data relating to immigrant student preparedness for post-secondary education.
High School Assessment in a New Era: What Policymakers Need to Know
Author: Achieve, Inc.
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: High School Students,Student Evaluation,College Entrance Examinations,Accountability,State Policy,State Standards,College Readiness,Career Readiness,Alignment (Education),Cutting Scores,Academic Achievement,Standardized Tests,Educational Legislation,Federal Legislation

Under No Child Left Behind (NCLB) and now the Every Student Succeeds Act (ESSA), states are required to assess every student at least once in high school in reading or language arts, mathematics, and science, and some states have chosen to assess students more frequently. The passage of ESSA gives states a new opportunity in how they approach high school assessment. Most significantly, it will allow states to use &quot;nationally-recognized high school academic assessments&quot; such as college entrance exams (ACT or SAT) as their sole high school assessment for accountability purposes, and give states the option to permit individual districts to do so in lieu of the state high school test. States now face important decisions about which high school assessments to use and for what purposes. The purpose of this brief is to help state policymakers make sense of these issues and identify key action steps to consider as they make decisions about high school assessments.
High School Assessments and Accountability during ESSA Transition
Author: Achieve, Inc.
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: High School Students,Student Evaluation,Standardized Tests,Achievement Tests,Language Arts,Language Tests,Mathematics Tests,Science Tests,Academic Achievement,Accountability,Elementary Secondary Education,Educational Legislation,Federal Legislation,College Readiness,Career Readiness,Courses

As states consider how their accountability systems will change under the Every Student Succeeds Act (ESSA), they face important decisions about which high school assessments to incorporate, what content their assessments will measure, which tests all students will take, and how rigorous those assessments will be. The purpose of this brief is to examine which English language arts (ELA)/literacy, mathematics, and science assessments states are using to measure high school students' achievement within each state's accountability system and what specific content or grades have been assessed.
Pre-Exit English Learner Student Performance, English STAAR and TELPAS, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-09-10
Type: Reports - Research
Subjects: English Language Learners,Bilingual Education,Elementary School Students,Transitional Programs,Language Proficiency,English (Second Language),Reading Achievement,Mathematics Achievement,Writing Achievement,Science Achievement,Achievement Tests,Urban Schools,Achievement Gap,Grade 3,Grade 4,Grade 5,Language Tests,Readiness

The Houston Independent School District (HISD) offers two primary bilingual programs for Spanish-speaking English learners (ELs). EL students in the district's two main bilingual programs (Transitional and Dual Language) are instructed in both English and Spanish. The relative amount of instruction in each language depends on both program and grade level. Students in the Transitional Bilingual Program have the option of entering a &quot;pre-exit phase or strand&quot; in grades 3 through 5 as long as certain criteria are met. In this phase, English instruction is emphasized while introduction and reinforcement of new concepts are done in the primary language. This report summarizes data from ELs who are in the pre-exit phase of the district's Transitional Bilingual Program (grades 3 through 5) during the 2018-2019 school year.
Literacy: From the Perspective of Text and Discourse Theory
Author: McNamara, Danielle S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy,Reading Comprehension,Language Processing,Discourse Analysis,Reader Text Relationship,Models,Literacy Education,Intervention,Instructional Effectiveness,Writing Instruction,Intelligent Tutoring Systems,Writing Evaluation,Writing Improvement,Inferences,Game Based Learning,Reading Strategies

Literacy is a critically important and contemporary issue for educators, scientists, and politicians. Efforts to overcome the challenges associated with illiteracy, and the subsequent development of literate societies, are closely related to those of poverty reduction and sustainable human development. In this paper, the authors examine literacy from the lens of text and discourse theorists who focus on the higher-order &quot;comprehension&quot; processes involved in literacy. Discourse processing models make the assumption that comprehension emerges from the construction of a mental model of the text, which relies on the reader generating inferences to connect ideas within the text and to what the reader already knows. The article provides a broad overview of the theoretical models that drive research on text comprehension and production, as well as how this research shapes literacy instruction and effective interventions. The authors focus on two interventions with proven success in improving deep comprehension and writing, iSTART and the Writing Pal. Increasing literacy across the world call for a greater focus on theory driven strategy interventions to be integrated within classrooms and community at large.
Next Generation State High School Assessment and Accountability: English Language Learners. Measures That Matter
Author: Pompa, Delia
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: High School Students,English Language Learners,Student Evaluation,State Standards,Accountability,Best Practices,Academic Achievement,Language Proficiency,Educational Legislation,Elementary Secondary Education,Federal Legislation,Scores,Academic Standards,Standardized Tests

The rapidly increasing English Language Learner (ELL) population across the United States offers valuable possibilities for next-generation ELL policy for assessment, accountability, and best practices. There is now tremendous opportunity to create policies taking into account the needs of ELL students from the outset rather than as an afterthought. Unsurprisingly, ELL students (students who score below proficient on assessments of English language proficiency), score poorly on academic achievement assessments when these are conducted in English, and they will continue to underperform until their English language skills are fully developed. This paper presents recommendations for developing the next generation of state assessments and accountability systems appropriate for ELL students.