ethanporcaro/eric-fulltext-meta huggingface dataset:
Accelerating Gains in K-12 Engineering Education. Policy Brief
Author: von Zastrow, Claus
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Engineering Education,Educational Policy,Elementary Secondary Education,Science Instruction,Scores,National Competency Tests,Grade 8,State Policy,Educational Practices,Technology Education,State Standards,Literacy,Science Tests,Achievement Gains,Science Achievement,Income,Gender Differences,Race,Ethnicity,Faculty Development,Student Attitudes,Educational Resources,Low Income,Minority Group Students,Alaska Natives,Alignment (Education),Educational Improvement,Educational Opportunities

States' efforts to incorporate technology and engineering into K-12 science instruction appear to be bearing fruit: More than five years after states began adopting K-12 science standards that feature technology and engineering, eighth graders have notched higher scores on a national assessment of those subjects. This Policy Brief presents Education Commission of the States' analysis of results from the National Assessment of Educational Progress in Technology and Engineering Literacy and the questionnaires that accompany it. It also explores state policies and practices that can continue boosting students' exposure to, and performance in, technology and engineering.
The Irreproducibility Crisis of Modern Science: Causes, Consequences, and the Road to Reform
Author: Randall, David
Date: 2018-04-00
Type: Books
Subjects: Scientific Methodology,Replication (Evaluation),Scientific Research,Guidelines,Evidence Based Practice,Statistical Significance,Standards,Information Dissemination,Data Collection,Science Education,Best Practices,Universities,School Policy,Professional Associations,Journal Articles,Periodicals,Peer Evaluation,Private Financial Support,Federal Aid,Federal Legislation,State Legislation,Bayesian Statistics,Statistical Inference,Professionalism

A reproducibility crisis afflicts a wide range of scientific and social-scientific disciplines, from epidemiology to social psychology. Improper research techniques, lack of accountability, disciplinary and political groupthink, and a scientific culture biased toward producing positive results together have produced a critical state of affairs. Many supposedly scientific results cannot be reproduced reliably in subsequent investigations, and offer no trustworthy insight into the way the world works. Subsequent evidence confirmed that the crisis of reproducibility had compromised entire disciplines. In 2012 the biotechnology firm Amgen tried to reproduce 53 &quot;landmark&quot; studies in hematology and oncology, but could only replicate six. In that same year the director of the Center for Drug Evaluation and Research at the Food and Drug Administration estimated that up to three-quarters of published biomarker associations could not be replicated. A 2015 article in &quot;Science&quot; that presented the results of 100 replication studies of articles published in prominent psychological journals found that only 36% of the replication studies produced statistically significant results, compared with 97% of the original studies. In this book, the National Association of Scholars proposes a list of 40 specific reforms that address all levels of the reproducibility crisis. These suggested reforms are not comprehensive--although they believe they are more comprehensive than any previous set of recommendations. Some of these reforms have been proposed before; others are new. Some will elicit broad assent from the scientific community; they expect others to arouse fierce disagreement. Some are meant to provoke constructive critique.
Hispanic Association of Colleges &amp; Universities Annual Report 2018
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Higher Education,College Students,Advocacy,Hispanic Americans,Diversity,Employment,Internship Programs,Capacity Building,Student Financial Aid,Conferences (Gatherings),Awards,Nonprofit Organizations,Access to Education

For thirty-three years, the mission of the Hispanic Association of Colleges and Universities (HACU) has been to Champion Hispanic Success in Higher Education. HACU fulfills its mission by: (1) promoting the development of member colleges and universities; (2) improving access to and the quality of postsecondary educational opportunities for Hispanic students; and (3) meeting the needs of business, industry and government through the development and sharing of resources, information and expertise. HACU is the only organization that represents existing and emerging Hispanic-Serving Institutions (HSIs). HSIs today represent 13 percent of all institutions of higher education that enroll 62 percent of Hispanic undergraduates. HACU serves its membership through advocacy, conferences, partnerships and educational programs, and offers scholarships and internship opportunities for students. HACU is a nonprofit 501(c)(3) association with a membership of more than 500 colleges and universities in the U.S., Washington, D.C., Puerto Rico, Latin America, Spain, and includes U.S. school districts. HACU's headquarters are located in San Antonio, Texas, with regional offices in Washington, D.C., and Sacramento, California. Following a message from HACO's President/CEO and Chair of the Governing Board, this report provides a status report on Hispanics in higher education and the institutions that serve them. Topics discussed in this 2018 annual report include: (1) Strengthening Our Voice in Numbers/Membership; (2) Advocating for Hispanic Higher Education; (3) Opening Doors to a Diverse Workforce/HACU National Internship Program; (4) Investing in College Students; (5) National Capitol Forum on Hispanic Higher Education; (6) ACT on the DREAM Summit; (7) International Conference; (8) Annual Conference and Pre/Post events; (9) Annual Conference Special Events, Sponsors and Partners; (10) Honoring Champions of Hispanic Higher Education Success/HACU Awards; (11) La HACHE de HACU/Donors; and (12) Financials. [For the 2017 report, see ED595178.]
Focus on STEM: Outcomes of Former Post-Secondary Students Who Participated in Science, Technology, Engineering, or Mathematics and Computer Programs. Fact Sheet
Author: BC Student Outcomes (Canada)
Date: 2019-03-15
Type: Reports - Descriptive
Subjects: STEM Education,Bachelors Degrees,Associate Degrees,College Graduates,Certification,Academic Degrees,Adult Education,Higher Education,Postsecondary Education,Employment Level,Wages,Occupations,Foreign Countries

A significant percentage of the former students who are surveyed by BC Student Outcomes every year have participated in STEM programs; that is, science, technology, engineering, or mathematics and computer programs, which include computer science and information technology-related programs. This fact sheet presents the outcomes of post-secondary students who participated in science, technology, engineering, or mathematics and computer programs.
Gaining Ground: Findings from the Dana Center Mathematics Pathways Impact Study
Author: Rutschow, Elizabeth Zachry
Date: 2019-11-00
Type: Reports - Research
Subjects: Numeracy,Mathematics Achievement,Mathematics Skills,Adults,Program Effectiveness,Mathematics Instruction,Course Content,Teaching Methods,Remedial Mathematics,Developmental Studies Programs,College Mathematics,Community Colleges,Program Implementation,Mathematics Curriculum,College Attendance,College Credits,Graduation,Costs

Analyses of literacy and numeracy levels worldwide by the Organisation for Economic Cooperation and Development suggest that the U.S. population has one of the lowest numeracy levels among developed nations. Sixty-four percent of American adults are unable to use math and interpret math problems that most higher-level jobs require, and a full 30 percent can perform only basic mathematical computations such as arithmetic or solve simple one-step operations such as counting. These findings reveal the critical need to improve American adults' math skills. Even in the U.S. educational context, many people continue to struggle with learning math, and college preparatory math classes, also known as developmental or remedial math, present a particular challenge. This report presents the findings of a study of a popular math pathways innovation, the Dana Center Mathematics Pathways (DCMP, formerly the New Mathways Project). It examines the effects of the implementation of the DCMP's curricular models, which entail changes in both math content and instructional methods in developmental education and college-level courses while also accelerating developmental students' progress into college-level math. Using a randomized controlled trial, this evaluation examines how four Texas community colleges implemented the DCMP at their institutions in developmental and college-level classrooms and looks at the differences in instruction between these courses and colleges' standard math courses. Additionally, the study analyzes the impact of the DCMP on students' academic outcomes for up to four semesters and compares the costs of the initiative with colleges' standard course pathways. Following an introduction in chapter one, the remainder of the report is divided into five chapters. Chapter 2 discusses in more detail the DCMP model and expectations for its implementation. Chapter 3 discusses the implementation of the DCMP at the four colleges, and the fidelity and contrast between the DCMP and the colleges' standard math courses. Chapter 4 analyzes the DCMP's impact on students' outcomes. Chapter 5 examines the costs of the DCMP. Finally, Chapter 6 provides concluding thoughts and recommendations for next steps in research and practice. [For the Executive Summary, see ED600651.]
Multiple-Cutoff Regression Discontinuity Designs in Program Evaluation: A Comparison of Two Estimation Methods
Author: Yoon, HyeonJin
Date: 2018-09-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Regression (Statistics),Program Evaluation,Computation,Statistical Analysis,Randomized Controlled Trials,Intervention,Kindergarten,Mathematics Instruction,Program Effectiveness,Statistical Bias

In basic regression discontinuity (RD) designs, causal inference is limited to the local area near a single cutoff. To strengthen the generality of the RD treatment estimate, a design with multiple cutoffs along the assignment variable continuum can be applied. The availability of multiple cutoffs allows estimation of a pooled average treatment effect across cutoffs and/or individual estimates at each cutoff location, allowing for the possibility of heterogeneous treatment effects. The purpose of this study is to (a) demonstrate the application of two treatment effect estimation methods (i.e., a conventional pooling method and a multilevel pooling method) for the multiple-cutoff RD (MCRD) designs using Tier 2 kindergarten math intervention data (ROOTS), (b) examine the extent to which the two methods yield unbiased and precise estimates comparable to those from the randomized controlled trial (RCT) design, and (c) investigate the moderating role of a classroom characteristic (i.e., classroom cut-point) on the size of the ROOTS intervention effect. Math intervention data were collected from 2012 to 2015 to evaluate the impact of a small-group (Tier 2) kindergarten mathematics intervention. The analytic sample included 1,900 kindergarten students from the four school districts in Oregon and from the two districts in Boston, Massachusetts. The intervention effect was estimated using a conventional pooling method and a multilevel pooling method. The bias and power of the resulting MCRD estimates were compared with an RCT benchmark. In addition, treatment effect variability was predicted by the cut-point used to screen treated students in each classroom. Results showed that treatment students scored higher on the posttest outcome than control students at the centered cutoff. All of the MCRD methods produced unbiased treatment effect estimates comparable to a benchmark RCT estimate; however, the power in the MCRD design was lower than in the RCT, regardless of the estimation method. The cut-point used to screen students into the treatment condition moderated the treatment effect, with a greater treatment effect observed in the classrooms with a larger cutoff value. Implications for program evaluation design theory and practice are discussed.
Gaining Ground: Findings from the Dana Center Mathematics Pathways Impact Study. Executive Summary
Author: Rutschow, Elizabeth Zachry
Date: 2019-11-00
Type: Reports - Research
Subjects: Numeracy,Mathematics Achievement,Mathematics Skills,Adults,Program Effectiveness,Mathematics Instruction,Course Content,Teaching Methods,Remedial Mathematics,Developmental Studies Programs,College Mathematics,Community Colleges,Program Implementation,Mathematics Curriculum,College Attendance,College Credits,Graduation,Costs

Many college students are required to take at least one developmental math course, but as many as half of them fail to complete their developmental math requirements and never matriculate into college-level courses. To address this issue, the Charles A. Dana Center at the University of Texas at Austin created the Dana Center Mathematics Pathways (DCMP) to help colleges implement math pathways aligned with students' programs of study in both developmental and college-level courses, accelerate students' progress to and through college-level math, develop strategies to support students as learners, and integrate evidence-based practices in instruction. The Dana Center also created curricula the colleges used for three course pathways (focused on statistical reasoning, quantitative reasoning, and algebra/calculus). This CAPR study looks at how four Texas community colleges implemented DCMP and how instruction in DCMP courses compares with traditional developmental and college-level math courses. Through a randomized controlled trial involving 1,422 students who entered the study from fall 2015 through spring 2017, the researchers examined the impact of DCMP on student outcomes for up to four semesters. The study also considers student perspectives on the reforms and the start-up and ongoing costs of DCMP to the colleges. Researchers found that the colleges were successful in revising pre-existing policies, curricula, and pedagogy in order to launch and then scale DCMP courses to reach more students. They also found that instruction in DCMP courses looked very different from that in colleges' standard developmental course offerings and college-level algebra courses. Finally, researchers found that DCMP students enrolled in and passed college-level math at higher rates than non-DCMP students, indicating that DCMP played a part in helping them overcome some of the pitfalls of developmental education and reach a crucial milestone. Key findings include the following: (1) DCMP had a positive impact on students' completion of the developmental math sequence and their likelihood of taking and passing college-level math; (2) The impacts of DCMP appear to be greater for part-time students and students assessed as needing multiple developmental courses; and (3) Start-up and net ongoing direct costs to the colleges to implement and maintain DCMP were fairly low. [For the main report, see ED600649.]
How Much Knowledge Is Too Little? When a Lack of Knowledge Becomes a Barrier to Comprehension
Author: O'Reilly, T.
Date: 2019-00-00
Type: Reports - Research
Subjects: Knowledge Level,High School Students,Reading Comprehension,Ecology,Vocabulary,Content Area Reading,Barriers

Have you ever found it difficult to read something due to your lack of knowledge on the topic? We investigated this phenomenon with a sample of 3,534 high school students who took a background knowledge test before working on reading comprehension tasks on the topic of ecology. Broken-line regression revealed a knowledge threshold such that below the threshold the relationship between comprehension and knowledge was weak (beta=0.18), but above the threshold a strong and positive relation emerged (beta=0.81). Further analyses indicated that certain topically relevant words (e.g. ecosystem, habitat) were more important to know than others when predicting the threshold, and these key words could be identified using natural language processing techniques. Collectively, these results may help identify who is likely to have a problem comprehending information on a specific topic, and to some extent, what knowledge is likely required to comprehend information on that topic. [This paper was published in &quot;Psychological Science.&quot;]
Academic Impairment among High School Students with ADHD: The Role of Motivation and Goal-Directed Executive Functions
Author: Sibley, Margaret H.
Date: 2019-00-00
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,High School Students,Student Motivation,Goal Orientation,Executive Function,Self Management,Grade Point Average,Student Attitudes,Value Judgment,Metacognition,Cognitive Ability,Predictor Variables,Academic Ability,Grade 9

Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with academic failure in high school; however the underpinnings of these difficulties are insufficiently understood. This study examined deficits in self-regulated learning in a sample of high school students with ADHD (n=32) compared to demographically similar classmates without ADHD (n=18). A multimethod battery of self and parent rating scales and cognitive tasks measured aspects of intrinsic motivation, extrinsic motivation, and goal-directed executive functions. A multiple regression modeled predictors of current Grade Point Average (GPA). Results indicated that high school students with ADHD placed lower value on academics (d = 0.99), were less likely to use goalsetting strategies (d = 0.95), possessed lower levels of metacognition (d = 1.86), and showed significant deficits in task-based cognitive flexibility (d = 0.80). After controlling for covariates, the set of self-regulated learning variables explained 23% of the variance in GPA, with metacognition (6% of variance explained) and cognitive flexibility (7% of variance explained) serving as significant predictors of outcome. Findings suggest that higher-order executive function deficits play a critical role in the academic functioning of high school students and students with ADHD show large deficits in these areas. Thus, interventions that target metacognition and cognitive flexibility (i.e., the ability to think through decisions before acting, inhibit automatic responses, and make effective decisions for a desired goal) may be particularly promising to remediate ADHD-related academic problems in high school. [This paper was published in &quot;Journal of School Psychology&quot; v77 p67-76 2019.]
Predicting Second and Third Graders&apos; Reading Comprehension Gains: Observing Students&apos; and Classmates&apos; Talk during Literacy Instruction Using COLT
Author: Connor, Carol McDonald
Date: 2019-00-00
Type: Reports - Research
Subjects: Literacy Education,Grade 2,Grade 3,Elementary School Students,Interpersonal Communication,Nonverbal Communication,Verbal Communication,Reading Comprehension,Teacher Behavior,Student Behavior,Predictor Variables,Language Arts,Teaching Methods,Reading Achievement,Rural Schools

This paper introduces a new observation system that is designed to investigate students' and teachers' talk during literacy instruction, &quot;Creating Opportunities to Learn from Text&quot; (COLT). Using video-recorded observations of 2nd-3rd grade literacy instruction (N=51 classrooms, 337 students, 151 observations), we found that nine types of student talk ranged from using non-verbal gestures to generating new ideas. The more a student talked, the greater were his/her reading comprehension (RC) gains. Classmate talk also predicted RC outcomes (total effect size=0.27). We found that 11 types of teacher talk ranged from asking simple questions to encouraging students' thinking and reasoning. Teacher talk predicted student talk but did not predict students' RC gains directly. Findings highlight the importance of each student's discourse during literacy instruction, how classmates' talk contributes to the learning environments that each student experiences, and how this affects RC gains, with implications for improving the effectiveness of literacy instruction. [This paper will be published in &quot;Scientific Studies of Reading.&quot;]
The Dynamics of Qualifications: Implications for VET. Research Report
Author: O'Dwyer, Lisel
Date: 2019-00-00
Type: Reports - Research
Subjects: Vocational Education,Foreign Countries,Occupations,Labor Force,Educational Attainment,Incidence,Job Skills,Employment Qualifications,Credentials,Supply and Demand,Age Differences,Gender Differences,Productivity

Changes in the qualification profiles of workers is one indicator of changes in the supply and demand for education and training. Using Australian Census data on highest qualification held (which may understate the incidence of Vocational Education and Training (VET) qualifications if they were obtained after completing higher education) this project analyses how tertiary qualification profiles in occupations changed between 2006 and 2016. Data from the 2015 Survey of Qualifications and Work, conducted by the Australian Bureau of Statistics (ABS), are also used to examine how well qualifications match workers' occupations. A specific focus of this analysis is on changes in the proportions of workers with vocational education and training (VET) qualifications. The analysis finds that, over the last decade, the overall workforce has become more educated: the proportion of workers holding VET or higher education qualifications has increased, while the numbers and proportion of workers without post-school qualifications has correspondingly decreased. The study also revealed a general mismatch in terms of the skill level (and relevance) of the highest qualifications held by workers and the level of skill required for the job, with many more workers holding qualifications that 'exceed' the skill requirements for their occupation. While this may indicate underutilisation of skills and therefore sub-optimal returns on public and private investment in education and training, the study does not consider the broader social and economic benefits of having a more highly educated and skilled workforce. As the study noted, changes in the mix of VET and higher education qualified workers in the workforce can be influenced by changes to industry regulatory requirements, credentialism and supply-side factors rather than occupational demand per se. In particular, supply-side influences such as higher education funding policies, combined with young people preferencing higher education over VET, are key factors in the changing distribution of the qualification profiles within the workforce.