ethanporcaro/eric-fulltext-meta huggingface dataset:
Consumption of Added Sugar among U.S. Children and Adolescents, 2005-2008. NCHS Data Brief. No. 87
Author: Ervin, R. Bethene
Date: 2012-03-00
Type: Reports - Research
Subjects: Nutrition,Dietetics,Food,Child Health,Children,Adolescents,Gender Differences,Age Differences,Racial Differences,Poverty,Whites,Mexican Americans,African Americans

The consumption of added sugars, which are sweeteners added to processed and prepared foods, has been associated with measures of cardiovascular disease risk among adolescents, including adverse cholesterol concentrations. Although the percent of daily calories derived from added sugars declined between 1999-2000 and 2007-2008, consumption of added sugars remains high in the diets of Americans. The "2010 Dietary Guidelines" recommend limiting total intake of discretionary calories, which include added sugars and solid fats, to 5%-15% of daily caloric intake, yet many Americans continue to exceed these recommendations. This data brief presents results for added sugar consumption among U.S. children and adolescents for 2005-2008. (Contains 5 figures.)
Examining Variation in Achievement Impacts across the KIPP Network of Charter Schools
Author: Tuttle, Christina Clark
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Comparative Analysis,Quasiexperimental Design,Control Groups,Outcomes of Treatment,Academic Achievement,Selective Admission,Competitive Selection,Admission (School),Middle Schools,Elementary Schools,High Schools

As a condition of its i3 grant, KIPP contracted with an independent evaluator (Mathematica) to address a key research question: does KIPP maintain its demonstrated effectiveness as it scales? While this question sounds simple enough in theory, it poses several methodological and practical challenges. This paper outlines some of those key challenges and presents potential approaches for addressing them. (Contains 1 figure.)
Multilevel Models for Estimating the Effect of Implementing Argumentation-Based Elementary Science Instruction
Author: Shelley, Mack
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Elementary School Science,Persuasive Discourse,Science Interests,Academic Achievement,Scientific Literacy,Science Instruction,Science Education,Pretests Posttests,Science Curriculum

The purpose of this paper is to examine the impact of implementation of the Science Writing Heuristic (SWH) approach at 5th grade level in the public school system in Iowa as measured by Cornell Critical Thinking student test scores. This is part of a project that overall tests the efficacy of the SWH inquiry-based approach to build students' content knowledge, argumentation skills, and interest in science to construct the foundation of science literacy with elementary school children, so that all students &quot;become familiar with modes of scientific inquiry, rules of evidence, ways of formulating questions and ways of proposing explanations&quot;. (Contains 1 figure and 1 table.)
Paying Teachers to Perform: The Impact of Bonus Pay in Pernambuco, Brazil
Author: Ferraz, Claudio
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Test Preparation,Observation,Academic Achievement,Foreign Countries,Social Capital,Teaching Methods,Teacher Salaries,Incentives,Evaluation,Outcomes of Education,Classroom Observation Techniques

This study evaluates the impact of a group (school-based) teacher bonus program introduced in the Brazilian state of Pernambuco in 2008. Research questions are: i) Does setting school level targets and awarding bonus pay produce improvements in student learning? ii) Does setting school level targets and awarding bonus pay stimulate visible increases in teacher effort or changes in teaching practice that can explain improvement/lack of improvement in student learning? iii) Do school targets and bonus pay stimulate adverse behaviors? iv) Do more ambitious targets (ie, non-linear targets) stimulate higher performance? v) Does achieving the bonus stimulate greater or lesser school effort in the subsequent year? vi) Does the degree of trust and &quot;social capital&quot; in schools affect their performance? Outcomes measured in this study include student learning (on state-wide annual tests); graduation and repetition rates; teacher and student absence; teachers' use of class time, materials and interactions with students; and social capital and trust in schools (measured on a globally validated questionnaire, applied to school directors). An innovation of this research is its use of a standardized classroom observation instrument (the Stallings classroom snapshot) to collect rich, classroom level data in a panel of 1,200 randomly selected classrooms in a state-wide representative sample of 300 schools. The instrument captures changes in teachers' use of class time, materials, interactions with students and students' engagement with their work in response to the bonus regime. The instrument also permits more precise measurement of possible adverse effects such as diversion of time away from non-tested subjects and excessive focus on test preparation. (Contains 1 footnote.)
Parental Empowerment in Mexico: Randomized Experiment of the &quot;Apoyos a La Gestion Escolar (Age)&quot; Program in Rural Primary Schools in Mexico
Author: Gertler, Paul
Date: 2012-00-00
Type: Reports - Research
Subjects: Rural Schools,Dropouts,Academic Achievement,School Based Management,Foreign Countries,Parents,Empowerment,Outcomes of Education,Standardized Tests,Experiments,Elementary School Students,Scores

Previous evaluations from Mexico are limited. The urban school-based management program, Programa Escuelas de Calidad (PEC), was analyzed using panel data regression analysis and propensity score matching. Participation in PEC is found to lead to decreases in dropout, failure and repetition rates. An evaluation of the rural parental empowerment program, Apoyo a la Gestion Escolar (AGE) using pre-program data over time and the phased-in introduction to construct an over-time difference-in-difference estimator, and controlling for fixed effects, shows a significant impact on reducing failure and repetition rates. Thus, while there is some evidence on the performance of SBM programs, little is known about their benefits in terms of learning outcomes. Even fewer studies are based on rigorous impact evaluation techniques or investigate the mechanisms through which SBM might affect student performance. It is also not clear in cases where the parental participation is funded through school improvement grants, whether the observed positive effects are due to the extra resources or the organization and empowerment of parents. In this paper, the authors contribute towards filling this gap with results from a three-year randomized evaluation of a parental empowerment program that provides resources and training to parents to improve rural schools in Mexico. The main questions addressed in this paper are: (1) What is the impact of doubling the financial resources that parent committees receive under the program in terms of intermediate school attainment measures such as repetition, dropout and failure rates, in terms of outcomes such as learning as measured from standardized tests? (2) What is the impact of training of parent committees on organizational issues in terms of schooling outcomes? (3) What is the impact of school committees when empowered with resources, training and both in terms of schooling outcomes?
Efficacy of an Individualized Reading Intervention with Secondary Students
Author: Roberts, Greg
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Intervention,Individualized Reading,Dropout Prevention,Dropouts,Reading Achievement,High School Students,Secondary School Students,Special Education,Reading Comprehension,Vocabulary,Pretests Posttests,Control Groups,Decoding (Reading),Reading,Adolescents,Reading Instruction

The study evaluates the efficacy of an intensive, reading intervention, a dropout prevention intervention, and an intensive, reading intervention plus dropout prevention on high school students' reading achievement and rates of dropout/school engagement. This paper focuses on the reading intervention and on reading outcomes. Data on the drop out intervention continues for the next 2 years. The research questions include: (1) What is the efficacy of an intensive reading intervention, with adolescent struggling readers compared with a well-documented, school-implemented comparison group on post-test reading performance? and (2) What is the moderating effect, if any, of primary language status and special education status? (Contains 3 tables.)
Tools of the Mind: Promoting the School Readiness of ELLs
Author: Hammer, Carol Scheffner
Date: 2012-00-00
Type: Reports - Research
Subjects: School Readiness,Second Language Learning,English (Second Language),Teaching Methods,English Language Learners,Preschool Children,Early Childhood Education,Urban Schools,Hispanic Americans,At Risk Students,Urban Areas,Preschool Teachers,Intervention

The purpose of this research is to examine the efficacy of &quot;Tools of the Mind&quot;. Specifically, the aims of the research are to: (1) Evaluate the short- and long-term outcomes of Tools of the Mind, designed to promote school readiness for Latino preschoolers who are English Language Learners and at risk for later school difficulties; (2) Examine the impact of &quot;Tools of the Mind&quot; on teachers' usage of key teaching strategies' for promoting ELLs' school readiness outcomes; and (3) Test a meditational model that investigates the impact of teachers' usage of the key teaching strategies specified in Aim 2 on children's school readiness outcomes. This presentation will share information about the design of the study and initial data on children's teachers, as child data collection is currently underway.
The Efficacy of an Intervention Synthesizing Scaffolding Designed to Promote Self-Regulation with an Early Mathematics Curriculum: Effects on Executive Function
Author: Clements, Douglas H.
Date: 2012-00-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Student Centered Curriculum,Teaching Methods,Portfolio Assessment,Self Concept,Early Intervention,Executive Function,Mathematics Instruction,Mathematics Education,Early Childhood Education,Emergent Literacy,Mathematics Achievement,Young Children

The authors' goal is twofold. First, they wished to produce a theoretically-based approach to this synthesis. Child-centered programs have a long history. However, concerns about children's achievement, and the pressure of content-specific standards, have set up a perceived conflict, in which educators believe they are being asked to abandon child-centered approaches, or, at least, to compromise and squeeze in, as one teacher put it, "Literacy on Monday-Wednesday-Friday, math on Tuesday-Thursday, and socio-emotional during our shortened play periods." They hope that their approach, if shown to be efficacious, will serve as a model that others can use to successfully and synergistically combine these strategies so the whole is more than the sum of its integrated, not conflicting, parts. Second, and more importantly, they are producing a rigorous evaluation of the efficacy of this approach. The research is also designed to answer which components are responsible for its effects, and why these components led to the outcomes. Thus, they are empirically testing their hypotheses, which will provide an evidentiary basis for researchers and practitioners. This report is the first (and only partial) description of their findings. (Contains 1 footnote.)
Comparing Skills-Focused and Self-Regulation Focused Preschool Curricula: Impacts on Academic and Self-Regulatory Skills
Author: Lonigan, Christopher J.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Preschool Curriculum,Self Control,Preschool Children,Program Effectiveness,Foster Care,Comparative Analysis,Preschool Education,Early Childhood Education,Outcomes of Education,Emergent Literacy,Literacy,Reading,Reading Skills,Reading Instruction

The primary goal of this study was to evaluate the relative effectiveness of a skills-focused preschool curriculum versus a curriculum designed to foster children's self-regulation skills. Additionally, the study was designed to evaluate if adding a self-regulation component to a skills-based curriculum would enhance children's outcomes in academic skills, self-regulation skills, or both. Through manipulation of curricula used by classrooms, the study tested the value of providing preschool children at risk of academic difficulties with explicit practice in self-regulation skills over and above the impacts of language and literacy interventions on their own. (Contains 2 tables.)
Experimental Evaluation of the Tools of the Mind Preschool Curriculum
Author: Wilson, Sandra Jo
Date: 2012-00-00
Type: Reports - Research
Subjects: Preschool Curriculum,Behavior Problems,Ethnic Groups,Academic Achievement,Kindergarten,Grade 1,Early Childhood Education,Preschool Education,Executive Function,Experiments,School Districts

The aim of the &quot;Tools of the Mind&quot; prekindergarten curriculum is to enhance children's executive function skills within an instructional context that promotes the basic academic and social skills that prepare them for kindergarten and beyond. To investigate the effectiveness of &quot;Tools&quot; in achieving this aim, the authors are conducting a longitudinal randomized experiment to answer the following questions: (1) Do children in &quot;Tools of the Mind&quot; classrooms improve more in literacy, math, social skills, and behavior problems during the preschool year than children in &quot;business as usual&quot; control classrooms? Are those gains sustained through kindergarten and first grade?; (2) Do children in &quot;Tools of the Mind&quot; classrooms show greater gains in executive function than children in the control classrooms? Do those gains mediate the curriculum effects on literacy, math and social skills outcomes?; and (3) Are there differential effects of &quot;Tools of the Mind&quot; associated with characteristics of the children or the classrooms? Four school districts in Tennessee and two in North Carolina participated in the study. The authors' results show that there were no significant treatment effects on any of their outcome variables. Students in &quot;Tools&quot; classrooms performed about equally well on all outcome variables, including the executive function measures, after receiving a year of the curriculum as students who received the usual preschool curriculum. Similarly there were no differences between the two sets of classrooms in teacher ratings of social and behavioral competence. In addition, the &quot;Tools&quot; curriculum did not appear to result in significantly better outcomes for any student subgroups (i.e., ELL, ethnic groups, gender) when compared to the control condition. Gains on all outcomes were observed across the preschool year in both &quot;Tools&quot; and comparison classrooms. (Contains 2 tables.)
Profile of State High School Exit Exam Policies. Oklahoma
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Oklahoma's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Ohio
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Ohio's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. New Jersey
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on New Jersey's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. New York
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on New York's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. New Mexico
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on New Mexico's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Nevada
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Nevada's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]