ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Algebra,Comparative Analysis,Disabilities,Educational Assessment,Educational Improvement,Elementary School Students,English (Second Language),Ethnic Groups,Geometry,Grade 4,Grade 8,Graphs,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Probability,Public Schools,Racial Differences,School Districts,Scores,Second Language Learning,Statistical Analysis,Statistics,Tables (Data),Urban Areas,Urban Education,Urban Schools

Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts participated for the first time in 2011. Between 1,000 and 2,700 students in each district were assessed at grades 4 and 8. Findings include: (1) Scores higher than in 2009 for four districts at grade 4 and six districts at grade 8. At grade 4, average mathematics scores were higher in 2011 than in 2009 for public school students in the nation, large cities, and 4 of the 18 urban districts that participated in both years (figure A). At grade 8, average mathematics scores were higher in 2011 than in 2009 for public school students in the nation, large cities, and 6 of the 18 urban districts that participated in both years; (2) Among the 21 urban districts that participated in the 2011 mathematics assessment, scores for both fourth- and eighth-graders in 6 districts were higher than the scores for public school students attending schools in large cities (i.e., cities with populations of 250,000 or more) overall. Fourth- and eighth-graders in 10 districts scored lower than their peers in large cities; and (3) Compared to large cities, scores for lower-income students are higher in eight districts at grade 4 and five districts at grade 8. At grade 4, average scores for both higher- and lower-income students in Austin, Charlotte, and Hillsborough County were higher than the scores for their peers in large cities (figure B). At grade 8, average scores for both higher- and lower-income students in Austin and Boston were higher than the scores for their peers in large cities. (Contains 21 figures and 25 tables.)
The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Disabilities,Educational Assessment,Educational Improvement,Elementary School Students,English (Second Language),Ethnic Groups,Grade 4,Grade 8,Graphs,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Probability,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Second Language Learning,Statistical Analysis,Statistics,Tables (Data),Urban Areas,Urban Education,Urban Schools

Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts participated for the first time in 2011. Between 900 and 2,700 students in each district were assessed at grades 4 and 8. Findings include: (1) No significant change in scores for most districts compared to 2009. At grade 4, average reading scores did not change significantly from 2009 to 2011 for public school students in the nation, large cities, or any of the 18 urban districts that participated in both years (figure A). At grade 8, average reading scores were higher in 2011 than in 2009 for public school students in the nation and large cities; (2) Among the 21 urban districts that participated in the 2011 reading assessment, scores for both fourth- and eighth-graders in 5 districts were higher than the scores for public school students attending schools in large cities (i.e., cities with populations of 250,000 or more) overall; and (3) Compared to large cities, scores for lower-income students are higher in six districts at grade 4 and four districts at grade 8. At grade 4, average scores for both higher- and lower-income students in Charlotte, Hillsborough County, Jefferson County, Miami-Dade, and New York City were higher than the scores for their peers in large cities (figure B). At grade 8, average scores for both higher- and lower-income students in Charlotte and Hillsborough County were higher than the scores for their peers in large cities. (Contains 22 figures and 25 tables.)
Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students. NCEE 2012-4021
Author: Heppen, Jessica B.
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Mathematics Achievement,Online Courses,Hypothesis Testing,Program Effectiveness,Grade 8,Algebra,Mathematics Curriculum,Instructional Effectiveness,Program Evaluation,Public Officials,Access to Education,Intervention,Measures (Individuals)

This report presents findings from a randomized control trial designed to inform the decisions of policymakers who are considering using online courses to provide access to Algebra I in grade 8. It focuses on students judged by their schools to be ready to take Algebra I in grade 8 but who attend schools that do not offer the course. The study tested the impact of offering an online Algebra I course on students' algebra achievement at the end of grade 8 and their subsequent likelihood of participating in an advanced mathematics course sequence in high school. The study was designed to respond to both broad public interest in the deployment of online courses for K-12 students and to calls from policymakers to provide students with adequate pathways to advanced coursetaking sequences in mathematics (National Mathematics Advisory Panel 2008). This study is the first of its kind to rigorously evaluate the impact of offering an online version of Algebra I in schools that otherwise do not typically offer the course, even though they have students who are ready to take it. For educators and students facing similar challenges, the results of this study may be particularly informative and promising. Results showed that offering an online course to AR students is an effective way to broaden access to Algebra I in grade 8 and later, to more challenging mathematics course opportunities. The study demonstrates that an online course as implemented is more effective in promoting students' success in mathematics than existing practices in these schools. Appended are: (1) Study Design, Study Samples, and Statistical Precision; (2) Measures; (3) Intervention Features; (4) Estimation Methods and Hypothesis Testing; (5) Sensitivity Analyses; and (6) Missing Data and Multiple Imputation. (Contains 77 tables, 12 figures and 61 footnotes.)
America's Youth: Transitions to Adulthood. NCES 2012-026
Author: Aud, Susan
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Child Rearing,Young Adults,Adolescents,Family Structure,Labor Force,Adolescent Development,Educational Attainment,Demography,Surveys,Enrollment,Advanced Placement Programs,Academic Achievement,Student Costs,College Attendance,Student Financial Aid,Time to Degree,Employment,Unemployment,Income,Extracurricular Activities,After School Programs,Mental Health,Physical Health,Sexuality,Disabilities,Goal Orientation,Safety

The transition to adulthood in the United States has changed in recent decades as many of the traditional milestones that mark adulthood, such as household establishment and marriage, have changed or been delayed (McLanahan et al. 2010; Arnett 2000). Among these changes are increased participation and attainment in education; extenuation of educational completion and subsequent delayed participation in the labor force; and delays in child rearing. Accordingly, &quot;America's Youth: Transitions to Adulthood&quot; examines numerous aspects of the lives of youth and young adults, ages 14 to 24, in the United States over the last several decades. The report features status and trend data from multiple surveys on the distribution of youth and their family structure; on school-, employment-, and health-related factors; and on future plans. It presents a selection of indicators that provide a broad perspective on youth; it uses trend data that cover material across disciplines and agency lines and provides information on both positive and negative aspects of the youth experience. These measures are examined in six chapters: Demographics, School-Related Characteristics, Employment-Related Characteristics, Activities Outside of School and Work, Health and Wellness, and Future Goals. Each indicator contains a table, figure, and brief text describing the types of comparisons one might reasonably make. An appendix presents: Technical Note and Guide to Sources. (Contains 55 figures and 55 tables.)
2011 National Survey of School Counselors: Counseling at a Crossroads
Author: Bridgeland, John
Date: 2011-11-00
Type: Reports - Research
Subjects: School Counseling,School Counselors,Middle Schools,High Schools,Surveys,Role,Educational Change,Job Performance,Work Environment,Occupational Information,Position Papers,Career Guidance,College Preparation,Graduation

This survey of more than 5,300 middle school and high school counselors reveals deep concerns within the profession and sheds light on opportunities to better utilize these valuable leaders in America's schools. The frustrations and hopes of school counselors reflect the central message of this report: school counseling as a profession is at a crossroads. Despite the aspirations of counselors to effectively help students succeed in school and fulfill their dreams, the mission and roles of counselors in the education system must be more clearly defined; schools must create measures of accountability to track their effectiveness; and policymakers and key stakeholders must integrate counselors into reform efforts to maximize their impact in schools across America. School counselors believe their mission should be to prepare children for high school graduation, college and careers, and they report that they are ready to lead in the effort to dramatically accelerate student achievement, in school, careers and life. Appended are: (1) Profile of School Counselors; and (2) Civic Marshall Plan to Build a Grad Nation. A bibliography is included. (Contains 15 tables, 12 figures and 61 footnotes.) [This report was produced for the College Board Advocacy &amp; Policy Center by Hart Research Associates and Civic Enterprises.]
The College Completion Agenda: 2011 Progress Report
Author: Lee, John Michael, Jr.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Minority Groups,Higher Education,Graduation Rate,Educational Attainment,Low Income Groups,Preschool Children,Early Childhood Education,Middle School Students,Secondary School Students,School Counseling,Counseling Services,Career Counseling,School Counselors,Dropout Rate,College Admission,Enrollment Rate,Kindergarten,Counselor Client Ratio,Professional Development,Dropout Prevention,Teacher Persistence,Teacher Recruitment

When the Commission on Access, Admissions and Success in Higher Education (subsequently referred to as the commission) convened in fall 2008, the educational landscape was facing a number of issues that the commission's members recognized as formidable challenges to those students who aspire to enroll and succeed in college. Summarizing the commission's 2008 report, &quot;Coming to Our Senses: Education and the American Future,&quot; college and high school completion rates had dropped dramatically; the proportion of adults with postsecondary credentials was not keeping pace with other industrialized nations; and significant disparities existed for low-income and minority students. As such, the commission was faced with two key questions: What must be done to improve the nation's educational system, and how will individuals know if the changes that are made are successful? Echoing the findings of other key educational policymakers, the commission declared that it is critical--and thus should be a primary goal--that 55 percent of the nation's young adults attain an associate degree or higher. The commission further offered a 10-part action plan in the form of 10 recommendations. The commission noted that these recommendations are so important they must be measured on a regular basis to help us understand the state of the educational landscape in the nation and how it changes over time. This report is designed to illustrate the degree to which the nation is moving toward--or away from--taking the necessary steps for ensuring an educated and enlightened citizenry. Data Book is appended. (Contains 218 figures and 68 footnotes.) [For &quot;The College Completion Agenda: 2010 Progress Report,&quot; see ED522548.]
Enhancing the Principal-School Counselor Relationship: Toolkit
Author: College Board Advocacy & Policy Center
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Educational Objectives,Outcomes of Education,Academic Achievement,School Counselors,Principals,Counseling Effectiveness,Counselor Role,School Counseling,Interprofessional Relationship,Trust (Psychology),Communication Strategies,Leadership Effectiveness,Barriers,Educational Improvement,Educational Change,Teamwork,Educational Planning,Pupil Personnel Services,Cooperative Planning,Self Evaluation (Individuals),Worksheets,Vignettes,Check Lists,School Culture,Strategic Planning,Case Studies,Self Evaluation (Groups),Guides,Measures (Individuals),Data Analysis,National Surveys,Institutional Mission

The College Board, NASSP and ASCA believe that the principal-counselor relationship is a dynamic and organic relationship that evolves over time in response to the ever-changing needs of a school. The goal of an effective principal-counselor relationship is to use the strength of the relationship to collaboratively lead school reform efforts to increase achievement for all students. The desired outcome of an effective principal-counselor relationship is to raise achievement levels for all students and ensure equity in educational outcomes. The tools provided in this toolkit are designed to help school counselors and school principals analyze and enhance key areas of their working relationship with the overall goal of increasing student achievement. The toolkit is organized in four sections: (1) Communications; (2) Trust/Respect; (3) Leadership; and (4) Collaborative Planning. These tools allow principals, school counselors and teams to: (1) Analyze the current status of key aspects of the principal-counselor relationship for each individual and school; (2) Develop ways of more effectively and closely working together as a team in an atmosphere in which all team members feel able to participate in open and honest communication; and (3) Improve student achievement by eliminating barriers among staff members that inhibit their effectiveness.
Proceedings of the 2011 CIAE International Pre-Conference (60th, Indianapolis, Indiana, October 30-November 1, 2011)
Author: American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE)
Date: 2011-11-00
Type: Collected Works - Proceedings
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Andragogy,Adult Education,Lifelong Learning,Law Enforcement,Foreign Countries,Faculty Development,Adult Learning,Conferences (Gatherings),Unemployment,Indigenous Populations,Child Rearing,Immigrants,Developing Nations,Interdisciplinary Approach,Nontraditional Students,Global Approach,Professional Continuing Education,Rural Schools,Educational History,Educational Philosophy,Student Centered Curriculum,Student Attitudes,Graduate Students,Doctoral Programs,Asians,Mentors,Females,Gender Differences,College Students,Literacy,Reading Skills,Educational Attainment,Evaluation Methods,Cultural Pluralism

The 2011 International Pre-Conference of the Commission on International Adult Education (CIAE), American Association for Adult &amp; Continuing (AAACE), was successfully conducted from October 30-November 1, at the Hyatt Regency, Indianapolis, Indiana. This publication presents the papers presented during the proceedings. These are: (1) Adult Education as a Panacea to the Menace of Unemployment in Oyo State, Nigeria (Samuel Adesola); (2) Proverbs as Foundations of Lifelong Learning in Indigenous African Education (Mejai B.M. Avoseh); (3) The Challenges of Raising an Ideal African Family in America (Mejai B. M. Avoseh, Gbenga Fayomi, and Abimbola Simeon-Fayomi); (4) Re-Thinking Faculty Development in Higher Education: Lessons from the Developing World (John M. Dirkx); (5) Intercultural and Cross-Disciplinary Perspectives of Non-Traditional Adult U.S. Students on Globalisation (Emmanuel Jean Francois); (6) Continuing Professional Development for Teachers in Rural Siberia (Wendy Griswold); (7) A 2011 International Shortened Version of the History and Philosophy of Andragogy (John A. Henschke); (8) Transitioning Law Enforcement Training from Teacher Centered to Learner Centered: A Caribbean Context (Yvonne Hunter-Johnson and Waynne B. James); (9) Adult Education Programs and HIV/AIDS Awareness in Sub-Saharan Africa (Alex Kumi-Yeboah and Waynne James); (10) Not so Universal: East Asian Doctoral Students' Perspectives on Critical Reflection at U.S. Universities (Hyun Jung Lee); (11) Girls Follow Me! Issues and Challenges of Non-Formal Mentoring of Female Academics in a Nigerian University (Simeon-Fayomi Bolanle Clara and Fayomi Abimbola Olugbenga); (12) An Analysis of the Literacy Competence and Highest Schooling of Mine Workers in South Africa (Antonie Christoffel Smit and Andile Mji); and (13) Uses for Instruments Designed to Measure Intercultural Sensitivity Competencies: A Comparative View (Melanie L. Wicinski). Individual papers contain tables, figures, footnotes and references. [For the 2010 proceedings, see ED529427.]
Evaluation of &quot;The Electric Company&quot; Summer Learning Program
Author: McCarthy, Betsy
Date: 2011-10-00
Type: Reports - Research
Subjects: Feedback (Response),Literacy,Phonics,Formative Evaluation,Vocabulary,Numeracy,Program Effectiveness,Mathematics Instruction,Educational Technology,Childrens Television,Public Television,Educational Television,Summer Programs,Internet,Program Evaluation,Elementary School Students,Elementary School Teachers,Pretests Posttests,Mathematics Tests,Reading Skills,Video Technology,Mathematics Achievement,Reading Achievement,Fidelity,Program Implementation,Curriculum Implementation,Program Improvement,Mixed Methods Research,Summer Schools,Student Surveys,Teacher Surveys,Interviews,Observation,Data Analysis,Inservice Teacher Education,Web Based Instruction

&quot;The Electric Company&quot; (&quot;TEC&quot;) television show won the hearts of children because it made learning fun. Thirty years later, the iconic show has returned with the goal of not only teaching literacy, but also numeracy (the ability to work with and understand numbers) and mathematics vocabulary in a fun, entertaining, and engaging manner. &quot;The Electric Company&quot; Summer Learning Program curriculum includes: (1) Scripted group facilitation; (2) DVDs of 12 new TEC episodes (viewing two episodes per week); (3) Targeted broadband activities; and (4) Individual and peer activities. The Summer Learning Program is 36 hours in length, spread out over five to six weeks. Participants include both teachers and students, ages 6 to 8 years. Last year, 152 students and 16 teachers participated in 1 of 12 programs nationwide. In this report, WestEd researchers describe a formative evaluation study of TEC in 2009 and provide feedback on successes and areas for improvement. Some key findings: (1) Students showed a 20% gain in their numeracy skills from pre- to post-assessment; (2) Students showed a 41% gain in their mathematics vocabulary from pre- to post-assessment; and (3) Students showed a 17% gain in their phonics skills from pre- to post-assessment. (Contains 18 exhibits and 3 footnotes.)
Fitting in: Person-Organization, Person-Job, and Person-Group Fit as Drivers of Teacher Mobility. Working Paper #21
Author: Grogan, Erin
Date: 2011-09-06
Type: Reports - Research
Subjects: Evidence,Work Environment,National Surveys,Teacher Persistence,Faculty Mobility,Regression (Statistics),Models,Job Satisfaction,Teacher Attitudes,Personality Theories,Questionnaires,Academic Achievement,Teacher Effectiveness

For years, researchers studying organizations and management have been interested in how well individuals &quot;fit&quot; with their work environment (Kristof-Brown, Zimmerman, &amp; Johnson, 2005), finding strong relationships between increased fit and positive employment outcomes, including increased performance and retention (Kristof-Brown et al., 2005; Lauver &amp; Kristof-Brown, 2001). Using two different datasets (Schools and Staffing Survey/Teacher Follow-up Survey and the Michigan-Indiana Early Career Teacher Study), we explore how teachers' perceptions of &quot;fitting in&quot; with organizational goals and values, job requirements, and close professional colleagues impact teacher mobility. We create a series of multinomial logistic regression models to explore how increased fit is related to teacher mobility. In doing so, we find evidence that the more teachers believe they fit in at their school, the less likely they are to move to a new school for the next academic year or exit teaching entirely. We also find that the more teachers believe they are a good fit for the requirements of teaching, the less likely they are to leave teaching. Finally, we find that, for early career teachers, fitting in with a group of close colleagues predicts lower rates of teacher turnover. Type of Fit Measured with Each Data Source is appended. (Contains 3 tables and 15 footnotes.)