ethanporcaro/eric-fulltext-meta huggingface dataset:
Mindset Gap among SES Groups: The Case of Chile with Census Data
Author: Claro, Susana
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Socioeconomic Status,Census Figures,Grade 10,Cognitive Structures,Self Concept,Academic Achievement,Prediction,Gender Differences,Institutional Characteristics,Rural Areas,Questionnaires

Students' academic motivation and their achievement is affected by the mindset that students hold about their own intelligence. The current study presents a unique nationally-representative dataset to study the relationship of Mindset and Achievement among different populations. With census data of Chilean 10th graders and their schools, the authors try to answer the following questions: (1) Controlling by available predictors of achievement, does mindset predict achievement?; (2) Does Mindset predict achievement more in some groups than others?; and (3) What is the distribution of mindset among the different groups of 10th graders in Chile? Are there differences in mindset levels of 10th graders by SES, gender, type of school and rural areas? It was found that most Chilean students have a fixed mindset (51%). Only 23% have a growth mindset. Those who have a growth mindset perform significantly better on SIMCE language and math tests, which is a standardized assessment that is implemented every other year to all 10th graders in Chile. Tables and figures are appended.
Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students
Author: Malone, Amelia Schneider
Date: 2015-12-30
Type: Journal Articles
Subjects: Error Patterns,Fractions,At Risk Students,Grade 4,Elementary School Students,Accuracy,Computation,Probability,Mathematics Skills,National Competency Tests,Common Core State Standards

The 3 purposes of this study were to: (a) describe fraction ordering errors among at-risk 4th-grade students; (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors; and (c) examine the effect of students' ability to explain comparing problems on the probability of committing errors. Students (n = 227) completed a 9-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65% of) errors were due to students misapplying whole number logic to fractions. Fraction-magnitude estimation skill, but not part-whole understanding, significantly predicted the probability of committing this type of error. Implications for practice are discussed. [At time of submission to ERIC this article was in press with &quot;Journal of Learning Disabilities.&quot;]
Investigating the Effects of Increased SAT Reasoning Test™ Length and Time on Performance of Regular SAT® Examinees. Research Report No. 2006-9
Author: Wang, Xiang Bo
Date: 2007-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Thinking Skills,High School Students,Test Length,Test Wiseness,Gender Differences,Racial Differences,Language Proficiency,Limited English Speaking,Test Construction,Reading Skills,Writing Skills,Mathematics Skills,Statistical Distributions

This research examines the effect of increased testing time by comparing the four performance indices of randomly equivalent examinee subpopulations on sections of similar content and difficulty administered at different times on three SAT administrations. A variety of analyses were used in this study and found no evidence that the current SAT test length has affected examinee performance at the population level or differentially across gender, racial/ethnic, and best language subgroups. Appended are: (1) Replication on the October 2005 Administration of the SAT Reasoning Test; and (2) Replications on the May 2002 SAT I: Reasoning Test.
Mathematics Formative Assessment System--Common Core State Standards: A Randomized Field Trial in Kindergarten and First Grade
Author: Lang, Laura B.
Date: 2014-00-00
Type: Reports - Research
Subjects: Formative Evaluation,Common Core State Standards,Kindergarten,Grade 1,Elementary School Mathematics,Randomized Controlled Trials,Intervention,Pedagogical Content Knowledge,Mathematics Achievement,Elementary School Teachers,Elementary School Students

The Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) was awarded a grant by the Florida Department of Education to develop a Mathematics Formative Assessment System (MFAS) aligned with the Common Core State Standards (CCSS). Intended for both teachers and students, formative assessment is a process that provides feedback to adjust ongoing teaching and learning to improve students' achievement of instructional goals. The evidence collected enables teachers to differentiate instruction based on students' mathematical thinking and reasoning rather than solely on incorrect answers. The MFAS-CCSS was designed to provide teachers with tasks and rubrics to employ the following five key strategies: (1) assess the student's level of understanding during instruction; (2) identify the student's specific misconceptions and errors; (3) examine samples of student work for further evidence of student understanding; (4) pose additional questions to elicit student thinking; and (5) obtain guidance on next steps for instruction. The current study--the MFAS-CCSS 2012-13 Study--is the third randomized field trial conducted on MFAS. The purpose was to evaluate the effect the MFAS-CCSS has on teachers' knowledge of elementary mathematics and students' mathematics learning in Grades K-1. The MFAS-CCSS 2012-13 Study made use of intervention protocols and measures developed, field tested, and validated in the prior two pilot studies. Two tables are appended.
Financial Barriers to STEM Study in College: Causal Effect Estimates of Need-Based Grants on the Pursuit and Completion of Courses and Degrees in STEM Fields
Author: Castleman, Benjamin L.
Date: 2014-00-00
Type: Reports - Research
Subjects: STEM Education,Higher Education,Graduation,Employment Opportunities,Science Careers,Secondary School Students,Middle School Students,Academic Persistence,Financial Aid Applicants,Records (Forms),Student Financial Aid,Need Analysis (Student Financial Aid),Paying for College,Barriers,Grants,High School Graduates

The fastest growing supply of jobs in the United States today is in Science, Technology, Engineering, and Mathematics (STEM) fields. Yet despite the availability of work in STEM, there is not a sufficient supply of workers to fill open positions. Amidst the growing demand for STEM workers, educational achievement and attainment in STEM fields in the United States are moving in the opposite direction. The achievement of secondary school students in mathematics and science is declining, with less than one-third of U.S. eighth graders now proficient in these subjects; there is a concurrent decline in interest in STEM fields among many middle and high school students (PCAST, 2010). Equally troubling, 60 percent of all college students and more than 75 percent of Black and Latino college students who indicate initial interest in pursuing STEM fields do not persist to the point of earning a STEM degree (PCAST, 2010). An important policy question to consider is what role, if any, financial barriers play in dissuading students from pursuing or completing college study in STEM disciplines. In this paper, the authors offer new evidence of the impact of need-based financial aid on whether students pursue and complete courses and degrees in STEM fields. Their analysis focuses on Florida high school graduates in the 1999-2000 academic year who submitted a Free Application for Federal Student Aid (FAFSA) application, whose Expected Family Contribution (EFC) falls between $590 and $2,590, and who demonstrate readiness for postsecondary study in STEM disciplines. Four tables are appended.
Getting a Good Start in School: Differential Effects of &quot;INSIGHTS&quot; on the Behaviors and Engagement of Children with Challenging Temperaments
Author: O'Connor, Erin E.
Date: 2014-00-00
Type: Reports - Research
Subjects: Young Children,Behavior Problems,Student Behavior,At Risk Students,Persistence,Negative Attitudes,Teacher Student Relationship,Social Development,Emotional Development,Urban Schools,Low Income Groups,Kindergarten,Grade 1,Student Characteristics,Intervention,Behavior Modification,Randomized Controlled Trials,Attention Deficit Disorders,Observation,Family Characteristics,Statistical Analysis,Markov Processes,Monte Carlo Methods,Pretests Posttests

Not all children begin kindergarten ready to learn. Young children who exhibit dysregulated or disruptive behavior in the classroom have fewer opportunities to learn and consequently achieve lower levels of academic skills (Arnold et al., 2006; Raver, Garner, &amp; Smith-Donald, 2007). A growing body of literature has examined how children's temperament is related to their academic skills and classroom behaviors. Students with high maintenance or challenging temperaments are low in task persistence, and high in negative reactivity and motor activity, and have higher levels of behavior problems and lower levels of academic engagement (McClowry et al, 2010). These negative associations may be pronounced among low-income, urban children (Herman, Trotter, Reinke, &amp; Ialongo, 2011). Teachers are often frustrated with students who have high maintenance temperaments. The combination of low task persistence, high negative reactivity and high motor activity results in the need for more teacher attention and can compromise teacher/student relationships (Rudasill &amp; Rimm-Kaufman, 2009). Enhancing student-teacher relationship quality among children with high maintenance temperaments may a critical conduit for the effects of social-emotional learning (SEL) interventions for temperamentally difficult students. In this study the authors examined the efficacy of a temperament-based SEL intervention, &quot;INSIGHTS into Children's Temperament&quot; (&quot;INSIGHTS&quot;), in supporting the behaviors and academic engagement of children in urban, low-income schools during kindergarten and first grade with a focus on students with high maintenance temperament. Four tables and three figures are appended.
Inquiring about Examinees' Ethnicity and Sex: Effects on AP® Calculus AB Examination Performance. Report No. 98-1. ETS RR No. 98-5
Author: Stricker, Lawrence J.
Date: 1998-00-00
Type: Reports - Evaluative
Subjects: Ethnicity,Ethnic Groups,Test Items,Problem Solving,Ethnic Stereotypes,Test Bias,Social Influences,Cognitive Ability,African Americans,Gender Differences,Advanced Placement Programs,Calculus,High School Students,Experimental Groups,Control Groups,Comparative Analysis,Correlation,Scores,Statistical Analysis,Racial Differences

Steele and Aronson (1995) found that the performance of African-American subjects on test items portrayed as a problem-solving task, in a laboratory experiment, was adversely affected when they were asked about their ethnicity. This outcome was attributed to &quot;stereotype threat&quot;. Performance was disrupted by the subjects' concerns about fulfilling the negative stereotype concerning African Americans' intellectual ability. Extending that research, this field experiment evaluated the effects of inquiring about ethnicity and sex on the performance of examinees taking the Advanced Placement Program Calculus AB Examination in an actual test administration. With a minor exception, this inquiry had no statistically and practically significant effects on the test performance of African-American, female, or other subgroups of examinees. Answer sheets are appended.
Inquiring about Examinees' Ethnicity and Sex: Effects on Computerized Placement Tests™ Performance. Report No. 98-2. ETS RR No. 98-9
Author: Stricker, Lawrence J.
Date: 1998-00-00
Type: Reports - Research
Subjects: Ethnicity,Ethnic Groups,Test Items,Problem Solving,Ethnic Stereotypes,Test Bias,Social Influences,Cognitive Ability,African Americans,Gender Differences,Experimental Groups,Control Groups,Comparative Analysis,Correlation,Scores,Statistical Analysis,College Students,Algebra,Arithmetic,Sentences,Racial Differences

Laboratory experiments by Steele and Aronson (1995) found that African-American subjects' performance on difficult verbal items, described as a verbal problem-solving task, was adversely affected when they were asked about their ethnicity just before working on the items. These results were attributed to stereotype threat. Asking about ethnicity primes African-American subjects' concerns about fulfilling the negative ethnic stereotype about their intellectual ability, thereby disrupting test performance. The present field experiment assessed the effects of asking community college students taking the Computerized Placement Tests (CPTs), in an actual operating setting, about their ethnicity and sex. This inquiry had no statistically and practically significant effects on how well the examinees did on the tests or how long they worked on the tests
Knowing What You Know and What You Don't: Further Research on Metacognitive Knowledge Monitoring. Research Report No. 2002-3
Author: Tobias, Sigmund
Date: 2002-00-00
Type: Reports - Research
Subjects: Metacognition,Knowledge Level,Learning,Academic Ability,Educational Research,Evaluation,Accuracy,Measurement Techniques,Objective Tests,Bilingual Students,Elementary School Students,Help Seeking,Reading,Mathematics,Intelligence,Alternative Assessment,Difficulty Level,Outcomes of Education,Academic Aptitude,Grades (Scholastic),College Students,College Entrance Examinations,Reading Ability,Prior Learning,Anxiety,Cross Cultural Studies,High School Students,Secondary School Students,Multivariate Analysis,Learning Strategies,Questionnaires

To date the authors have completed 23 studies of knowledge monitoring and its relationship to learning from instruction. Their earlier work, 12 studies in all, is summarized and reported elsewhere (see Tobias and Everson, 1996; Tobias and Everson, 2000). In this paper they continue this line of research and summarize the results of 11 studies that have been conducted over the past three years. The work reported here attempts to address a number of general issues, e.g., the domain specificity of knowledge monitoring, measurement concerns, and the relationship of knowledge monitoring to academic ability.
Linking Scores from Tests of Similar Content Given in Different Languages: Spanish Language PAA™ and English Language SAT® I. Research Report No. 2003-5. ETS RR-03-20
Author: Cascallar, Alicia S.
Date: 2003-00-00
Type: Reports - Research
Subjects: Equated Scores,Spanish,English,Language of Instruction,College Entrance Examinations,Research Reports,Verbal Tests,Mathematics Tests,Cognitive Tests,Language Proficiency,Predictor Variables,Prediction,Comparative Analysis,Screening Tests,Tables (Data),Test Theory

Score linkages between the Verbal and Math sections of the SAT® I: Reasoning Test and the corresponding sections of the new version of a Spanish-language admissions test, the Prueba de Aptitud Academica® (PAA™) were investigated. A bilingual group design was employed. A language proficiency measure (ESLAT) was used to define the bilingual group and as a predictor variable. Prediction and scaling for concordance results were compared. Results indicated that for both single (PAA Verbal or PAA Math to the corresponding SAT I scores) and composite (PAA-V+M to SAT I-V+M and PAA-V+M+ESLAT to SAT-I V+M) score linkage, prediction is preferable to concordance. Comparison of prediction and concordance results for composite scores versus single construct scores indicate that when PAA Verbal is combined with PAA Math to form a composite, predictions of this composite are better than for Verbal alone, but worse than for Math alone.
New SAT® Writing Prompt Study: Analyses of Group Impact and Reliability. Research Report No. 2004-1. ETS RR-04-03
Author: Breland, Hunter
Date: 2004-00-00
Type: Tests/Questionnaires
Subjects: College Entrance Examinations,Standardized Tests,Ethnic Groups,Language Usage,Gender Differences,Essays,Prompting,Writing Tests,Grade 11,High School Students,Scores,Reliability,African American Students,White Students,Hispanic American Students,Asian American Students,Statistical Analysis,English (Second Language)

This study investigated the impact on ethnic, language, and gender groups of a new kind of essay prompt type intended for use with the new SAT®. The study also generated estimates of the reliability of scores obtained using the prompts examined. To examine the impact of a new prompt type, random samples of eleventh-grade students in 49 participating high schools were administered writing tests using four different prompts, two of an old type and two of a new type. To obtain estimates of the reliability of scores for the old and new types of prompts, schools were asked to participate in a second round of testing to occur four months after the initial testing. Results of the impact analyses revealed no significant prompt type effects for ethnic, gender, or language groups, although there were significant differences in mean scores for ethnic and gender groups for all prompts. The score reliability estimates obtained were similar to those obtained in previous studies.
Replicating the Effects of a Scaled-Up, Teacher-Scaffolded Voluntary Summer Reading Program
Author: Kim, James S.
Date: 2014-00-00
Type: Reports - Research
Subjects: Summer Programs,Reading Programs,Scaffolding (Teaching Technique),Replication (Evaluation),Elementary School Students,Grade 2,Grade 3,Comparative Analysis,Program Effectiveness,Reading Comprehension,Disadvantaged Schools,Low Income Students,Achievement Tests,Standardized Tests,Pretests Posttests,Least Squares Statistics,Experimental Groups,Control Groups

READS (Reading Enhances Achievement During Summer) has been implemented in North Carolina schools for the past several years as part of an Investing in Innovation (i3) validation grant that began in fall 2010. This paper focuses on the Year 3 study and compares the Year 3 results to the Year 1 and Year 2 results, and the results of earlier studies. The purpose of the Year 3 study was to test the effectiveness of READS-PIF (Reads with Parent Involvement and Follow-up) in a larger sample of school districts and schools. Researchers addressed three main research questions: (1) What was the overall impact of READS-PIF on students' reading comprehension?; (2) Was the impact of READS-PIF greater in high poverty schools than in moderate poverty schools?; and (3) Was the impact of READS-PIF greater for students receiving free or reduced price lunch (FRL)? This study took place in 59 elementary schools from 7 school districts in North Carolina. Of the 59 schools, 44 were high-poverty schools, and 15 were moderate-poverty schools. The final analytic sample included 5,284 students (2,798 2nd graders, and 2,486 3rd graders). Nearly 80% of the students in the study were eligible for FRL. On the spring pretest, students scored somewhat below national norms on the Iowa Tests of Basic Skills (ITBS) reading comprehension test. The sample mean normal-curve equivalent score was 46. Intervention methods included: (1) end-of-year lessons; (2) family nights; (3) tri-folds; (4) follow-up calls; and (5) book matching and summer book distribution. Within each grade and school, students were randomly assigned to the treatment or control condition and pre- and post-tested on a standardized reading comprehension test, the Iowa Tests of Basic Skills (ITBS). OLS regression was used to estimate the main effect of the treatment condition, both overall and separately by grade. To address the question of whether school poverty moderated the treatment effect, researchers included a cross-level interaction involving the student-level treatment effect and school poverty. The results suggest that the scaffolded summer reading program may be effective for third grade girls but not third grade boys. Unlike the Year 1 and Year 2 studies, the results of this study do not indicate that treatment effects are moderated by poverty measured at the school level or individual student level. Tables are appended.
Measuring Critical Education Processes and Outcomes: Illustration from a Cluster Randomized Trial in the Democratic Republic of the Congo
Author: Halpin, Peter F.
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Outcome Measures,Outcomes of Education,Cluster Grouping,Randomized Controlled Trials,Test Validity,Test Reliability,Well Being,Scores,Educational Quality,Elementary School Students,Grade 2,Grade 3,Grade 4,Mathematics Tests,Reading Tests,Nonverbal Ability,Reading Ability,Psychometrics,Student Attitudes

Using reliable and valid measures of students' outcomes which are sensitive to change is critical for obtaining interpretable and therefore useful results from evaluations of school-based interventions. While measurement development for use in experimental evaluations receives a great deal of attention in the U.S., it lags behind in low-income countries. The Early Grade Math Assessment (EGMA, RTI, 2009) and Early Grade Reading Assessment (EGRA, RTI, 2009b) were developed by RTI international to provide snapshots of students' emerging math and reading abilities in low-income countries. The assessments use a series of discrete sub-tests (e.g., number identification, quantity discrimination, phonemic awareness, familiar/unfamiliar word decoding) and are increasingly employed by governments and Non-Governmental Organizations (NGOs) to diagnose the status of children's abilities and to fine tune interventions to meet the academic needs of children. As the popularity of evidence-based practices grows, EGMA and EGRA are also being used in experimental evaluations of school-based interventions. However, the use of multiple sub-test scores may inflate the risk of capitalizing on chance and undermine power to detect intervention impacts. The goals of the study are to describe and discuss the authors' conceptual and analytical approaches to developing valid and internally consistent measures of social-emotional processes and academic outcomes for use in a cluster randomized trial of Opportunities for Equitable Access to Quality Basic Education (OPEQ) in the Democratic Republic of the Congo (DRC). First, the authors present their approach to developing summary scores of children's early math and reading abilities. Second, they present psychometric analyses used to refine, reduce, and examine the underlying structure of scales intended to measure children's perceptions of school quality and socio-emotional well being. The analyses in this paper illustrate approaches to measuring children's academic outcomes, perceptions of school quality, and socio-emotional well being, as part of an impact evaluation in the Democratic Republic of the Congo. As such, they contribute to advances in devising more reliable and valid instruments to inform the development of increasingly effective educational interventions in diverse parts of the world. These findings provide a model for future use of evaluative educational instruments in low-income countries, and confirm the importance of critically evaluating such instruments for use in new populations.