ethanporcaro/eric-fulltext-meta huggingface dataset:
States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2009. Synthesis Report 75
Author: Lazarus, Sheryl S.
Date: 2010-03-00
Type: Reports - Research
Subjects: Educational Objectives,Alternative Assessment,Outcomes of Education,Disabilities,Program Effectiveness,Guidelines,Accountability,State Programs,Individualized Education Programs,Academic Achievement,Participation,Federal Regulation,Criteria,Academic Standards,Special Education,Federal Legislation,Educational Assessment,Student Evaluation,Testing Accommodations,Academic Accommodations (Disabilities),Educational Policy,Decision Making

All students, including students with disabilities, must be included in state accountability systems as required by law. In April 2007, federal regulations provided states the flexibility to offer another assessment option--an Alternate Assessment based on Modified Achievement Standards (AA-MAS) for some students with disabilities. The AA-MAS is an optional assessment. The National Center on Educational Outcomes (NCEO) has annually compiled, analyzed, and summarized states' participation guidelines for the AA-MAS since 2007. The purpose of this report is to update information in previous reports. As of October 2009, 14 states (Arizona, California, Connecticut, Indiana, Kansas, Louisiana, Maryland, Michigan, North Carolina, North Dakota, Ohio, Oklahoma, Tennessee, and Texas) had publicly available participation guidelines for an assessment they considered to be an AA-MAS. As of November 2009 only one state--Texas--had successfully completed the U.S. Department of Education's peer review process that determines whether the assessment fulfills the necessary requirements for the state to receive federal funds. Results from this study suggest that states are continuing to develop or update their participation guidelines. A majority of states included flowcharts, decision trees, or checklists in addition to text-based description of guidelines. Over half of the states in the current study required that parent notification and implications for graduation be considered as part of the decision-making process. The participation guidelines differed across states, but all states required that the student must have a current IEP. Additionally over two-thirds of states included the following criteria: consideration of previous performance on multiple measures, learning grade-level content, and not progressing at rate expected to reach grade level proficiency within school year covered by IEP. Appendices include: (1) Participation Guidelines Characteristics by State; (2) State Documents Used in Analysis; and (3) 2009 Participation Guidelines. (Contains 4 figures.)
Using Growth for Accountability: Considerations for Students with Disabilities. Policy Directions. Number 21
Author: Thurlow, Martha
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Disabilities,Accountability,Student Improvement,Student Evaluation,Models

The academic progress of students is an important indicator of educational success. For school accountability systems, using a growth model to report on a student's academic growth can be viewed as an addition to or a replacement for a status model. Status models compare the performance of a cohort of students in a grade one year with the performance of another cohort of students in the same grade the preceding year. Growth models typically track the achievement of individual students from year to year. Students with disabilities have benefited from a focus on grade-level content, regardless of the assessment in which they participate. The recommendations provided in this report retain a focus on the benefits of accountability for students with disabilities, while considering potential positive and negative consequences of growth approaches for accountability. These recommendations are: (1) Retain a standards-based approach; (2) Maintain grade-level focus; (3) Include all students; and (4) Ensure that all students are visible in the results. (Contains 2 tables and 3 resources.)
Student Engagement: Pathways to Collegiate Success. 2004 Annual Survey Results
Author: Indiana University, National Survey of Student Engagement
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,National Surveys,Student Surveys,Undergraduate Students,Educational Quality,College Freshmen,College Seniors,Citizen Participation,Difficulty Level,Active Learning,Cooperative Learning,Teacher Student Relationship,Educational Experience,Educational Environment,Information Utilization,Data,Technical Assistance,Fine Arts,Spiritual Development,Exercise,Physical Fitness,Learning,College Faculty,Teacher Surveys,Outreach Programs

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. This report presents highlights from the 2004 NSSE program. This is the fifth report featuring insights into the relationships between effective educational practice and selected aspects of student success. The data come from more than 160,000 first-year and senior students randomly sampled from more than 470 institutions. Other analyses examine a few noteworthy trends over time and the results from experimental items added to the NSSE online version, including the relationships  between selected civic engagement activities and other educationally purposeful activities during college. Finally, as with previous reports, NSSE offers examples of how a variety of institutions are using their NSSE data. (Contains 15 tables and 3 notes.)
Exploring Different Dimensions of Student Engagement. 2005 Annual Survey Results
Author: Indiana University, National Survey of Student Engagement
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,National Surveys,Student Surveys,Undergraduate Students,Educational Quality,College Freshmen,College Seniors,Dual Enrollment,Expectation,Student Experience,Academic Achievement,Student Motivation,Religious Factors,Spiritual Development,Athletics,Difficulty Level,Active Learning,Cooperative Learning,Teacher Student Relationship,Educational Experience,Educational Environment,Information Utilization,Data,Technical Assistance

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. This is the sixth NSSE report exploring the relationships between effective educational practice and selected aspects of student success in college. The data come from more than 190,000 first-year and senior students randomly sampled from 530+ institutions. In addition to summarizing activities measured by the core survey, it also reports results from experimental items added to the on-line version related to concurrent multiple institution enrollment, students' expectations for college matched with their first-year experiences, spirituality practices, and participation in athletics as well as some other educationally purposeful activities. Finally, as with previous reports, it offers examples of how a variety of institutions are putting their NSSE data to use and summarizes ongoing and new efforts undertaken by the NSSE Institute. (Contains 9 tables and 7 figures.)
Engaged Learning: Fostering Success for All Students. Annual Report 2006
Author: Indiana University, National Survey of Student Engagement
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,National Surveys,Student Surveys,Undergraduate Students,Educational Quality,College Freshmen,College Seniors,Foreign Countries,Difficulty Level,Active Learning,Cooperative Learning,Teacher Student Relationship,Educational Experience,Educational Environment,Nontraditional Students,Accountability,Grade Point Average,Academic Persistence,Information Utilization,Data,Technical Assistance

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. This is the seventh NSSE report exploring the relationships between effective educational practice and selected aspects of student success in college. This year's results are based on 131,256 first-year and 128,727 senior students randomly sampled from 523 four-year colleges and universities in the U.S. Another 34 universities in Canada also participated this year. In addition to summarizing activities and experiences measured by the core survey, it also reports results from experimental items added to the web version. Finally, as with previous reports, it offers examples of how a variety of institutions are using their NSSE data and summarizes ongoing and new efforts undertaken by the NSSE Institute. An increasing number of colleges and universities are converting their student engagement results into action. (Contains 11 figures and 4 tables.)
Experiences That Matter: Enhancing Student Learning and Success. Annual Report 2007
Author: Indiana University, National Survey of Student Engagement
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,National Surveys,Student Surveys,Undergraduate Students,Educational Quality,Faculty Advisers,Family Role,Difficulty Level,Active Learning,Cooperative Learning,Teacher Student Relationship,Educational Experience,Educational Environment,Information Utilization,Data,Technical Assistance,Student Research,Study Abroad,Academic Advising,Family Relationship,Peer Relationship,Gender Differences

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. 2007 was the eighth annual NSSE survey cycle and it was also was a year of a fistful of &quot;firsts&quot;: (1) Record number of schools participating in NSSE--610; (2) Record number of schools administering the Faculty Survey of Student Engagement (FSSE)--162; (3) Inaugural administration of the Beginning College Survey of Student Engagement (BCSSE) with 127 colleges and universities taking part; (4) NSSE results and other information available to participating schools via downloads from a secure Web site; (5) A NSSE-USA TODAY initiative to encourage responsible public reporting of student engagement and other meaningful indicators of collegiate quality; and (6) The launch of the Australasian Survey of Student Engagement under a special license agreement with NSSE. This report presents additional highlights from the 2007 NSSE, FSSE, and BCSSE projects. As is the custom, this report summarizes key findings from the core survey and reports the benchmarks for effective educational practice by institutional type. It also illustrates how different types of colleges and universities are using their NSSE data and summarizes ongoing efforts of the NSSE Institute for Effective Educational Practice. In addition, it features results from experimental questions about advisors and the role of family members. (Contains 9 tables and 14 figures.)
Promoting Engagement for All Students: The Imperative to Look Within. 2008 Results
Author: Indiana University, National Survey of Student Engagement
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,National Surveys,Student Surveys,Undergraduate Students,Educational Quality,Differences,Student Characteristics,College Transfer Students,Online Courses,College Freshmen,College Seniors,Academic Persistence,Educationally Disadvantaged,Student Experience,Writing Processes,Best Practices,Writing Assignments,Writing Instruction,Difficulty Level,Active Learning,Cooperative Learning,Teacher Student Relationship,Educational Experience,Educational Environment,Information Utilization,Data,Technical Assistance

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. The selected results reported in this report are based on almost 380,000 randomly sampled students attending 722 U.S. baccalaureate-granting institutions who completed NSSE in spring 2008. This report features three themes. The first theme--&quot;Looking Within&quot;--examines the large and often unexamined variation that exists among students, even those attending the same institution. This report shows how little difference actually exists between institutions and illustrates variation among students by way of case studies using real data from two NSSE institutions. Then it analyzes two important current issues, the experiences of transfer students and the engagement of students taking courses delivered primarily online. The second theme--&quot;Promoting Success in the First Year&quot;--draws from the BCSSE (Beginning College Survey of Student Engagement) survey, including the valuable BCSSE-NSSE longitudinal data, and a set of experimental questions about a student's plans to persist at the institution. It also examines the experiences of underprepared students, i.e., those assigned to developmental or basic skills courses in their first year. The third theme--&quot;Writing Matters&quot;--draws on core survey items and a promising new set of questions about the writing process administered experimentally in 2008. While NSSE measures the quantity of student writing, the additional questions assessed the quality of the writing process, including best practices in student writing and in the ways faculty assign and teach writing in their courses. (Contains 10 tables and 12 figures.)
A New Look at the Institutional Component of Higher Education Finance: A Guide for Evaluating Performance Relative to Financial Resources
Author: Kelly, Patrick J.
Date: 2007-01-00
Type: Reports - Research
Subjects: Public Agencies,Public Colleges,State Universities,Comparative Analysis,Educational Finance,Funding Formulas,Educational Resources,Performance Factors,College Outcomes Assessment,Academic Achievement,Program Effectiveness,Financial Support

This project--funded by The Pew Charitable Trusts--is an effort to address the performance of state higher education systems, and the public sectors within them, relative to their levels of funding. The measure used for funding and those used for performance are described. The data used throughout this study were compiled and analyzed to answer the following questions: (1) Are there states and public sectors within states performing at high levels with relatively low levels of funding?; (2) Are there distinguishing characteristics (e.g., mix of academic programs, characteristics of students, faculty and staff, etc.) between sectors of public institutions that perform very differently despite being similarly funded? Or between sectors that perform essentially the same with very different levels of funding?; and (3) Are there external factors (largely outside the control of higher education) that influence performance relative to funding? Findings reveal that not all institutions need more resources, some can perform better with what they have, and some can maintain or improve performance with fewer resources. These considerations are rarely addressed in the complex and politically charged environment of higher education finance; when they are, they are usually statements of opinion without supporting data. This project is an initial attempt to provide supporting evidence for these discussions. Appendices include: (1) FTE Student Calculations, Outcome Measures, In-Depth Analysis, and Correlates and Performance Data; and (2) Performance Data. (Contains 27 figures.)
The Role of a Mentor in Undergraduates' Research Writing Process
Author: Kuo, Ya-Hui
Date: 2009-10-00
Type: Reports - Research
Subjects: Foreign Countries,Undergraduate Students,Student Research,Research Papers (Students),Writing Instruction,Writing Processes,Qualitative Research,Expectation,Teacher Role,Mentors

Many college and university students in Taiwan are required to take a research writing  class prior to graduation. A majority of the undergraduate students generally work closely with their research writing instructors who know their research topics fairly well and can guide them on how to complete the research from start to finish. However, no single research has been solely dedicated to looking at the important role of the instructor (a mentor) in undergraduate students' research writing process in Taiwan. Furthermore, what should and can a mentor do to enhance undergraduate students' research writing experience does not exist in the current literature. As a result, the purpose of this research project is to find out undergraduate students' expectations for a mentor during their research writing. How a mentor affects students' research writing process will also be discussed. This study uses a qualitative research method to explore undergraduate students' expectations of a mentor and how mentoring influences their research writing experiences.
Dual Language Learners in the Early Years: Getting Ready to Succeed in School
Author: Ballantyne, Keira Gebbie
Date: 2008-11-00
Type: Reports - Evaluative
Subjects: Language Minorities,Learning Readiness,Preschool Education,Minority Group Children,Monolingualism,English (Second Language),Language Acquisition,Second Language Learning,Second Language Instruction,Achievement Gap,School Readiness,Young Children,Kindergarten,Evaluation Methods,Student Evaluation,Academic Standards,Data,Minority Group Students,Data Analysis,Student Characteristics

A major challenge facing the prekindergarten-12 education system in the United States is the fact that as the population changes, the particular needs of children change with it. One of the largest demographic shifts over the last ten years is the sharp increase in the number of students in public schools who speak English as their second language (NCELA, 2007a). The majority of these children are born in the United States and thus from a very young age are acquiring both the language of their family as well as the language of the larger community. These very young children are dual language learners (DLLs). There is an achievement gap between DLLs and monolingual English speaking children, even after these children have spent five or six years in U.S. schools. These children are also more likely than other learners to come from low-income communities. These learners, therefore, may not have had access to the early experiences which optimally prepare children for learning in school. They thus require that teachers provide support and instruction in the early school years which is responsive to their particular needs. Dual language learners also require assessment tools that are appropriate and sensitive to their needs. Attaining accurate assessments of young children who are learning two languages is enormously complex, and assessment measures must be sensitive to both maturational processes as well as the trajectory of second language acquisition. In this report, the authors' focus is on ways in which communities and educators can create conditions from which young children emerge ready to learn. Their focus is primarily on prekindergarteners and kindergarteners--that is, 3-6 year old children. The authors recommend multiple ongoing assessment measures which can be used to target instruction to the particular needs of individual children. In order to ensure that linguistic minority children are afforded the best possible start in life, policymakers and education decision makers need to inform themselves about the particular circumstances and requirements of this group of children. They furthermore need access to accurate data so that they can work to create optimal conditions which result in children who are ready to learn in school. Examples of English Language Development Standards in the PreKindergarten Year is appended. (Contains 15 footnotes.)
Outlook. Number 359
Author: Council for American Private Education
Date: 2010-11-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Violence,Elementary Secondary Education,School Choice,Elections,Political Issues,Court Litigation

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following items: (1) Elections Bring Shift in Support for School Choice; (2) Many Students See School Violence as &quot;Big Problem&quot;; (3) High Court Hears Arguments in Arizona Choice Case; (4) Choice Governors; (5) In Memory of Joyce G. McCray, 1932-2010; and (6) CAPE Notes.