ethanporcaro/eric-fulltext-meta huggingface dataset:
Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2016. Monitoring the Future Occasional Paper Series. Paper 88
Author: Johnston, Lloyd D.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Secondary School Students,College Students,Grade 8,Grade 10,Grade 12,Drug Abuse,Incidence,Behavior,Age Differences,Beliefs,Social Influences,Trend Analysis,Narcotics,Stimulants,Experience,Marijuana,Drinking,Alcohol Abuse,Gender Differences,Smoking,Racial Differences,Ethnicity,Questionnaires,Geographic Regions,Population Trends,Parent Background,Educational Attainment,College Bound Students,Socioeconomic Status,Attention Deficit Hyperactivity Disorder,Drug Therapy,College Attendance,Risk,National Surveys,Cocaine,Inhalants,Lysergic Acid Diethylamide

This occasional paper presents national demographic subgroup data for the 1975-2016 Monitoring the Future (MTF) national survey results on 8th , 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants to the University of Michigan. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2016 subgroup data presented here accompany the &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2016: Overview, Key Findings on Adolescent Drug Use&quot; (ED578534) and the &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2016: Volume I, Secondary School Students&quot; (ED578730). The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 367 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those lower grade levels.
Understanding Student Behavioral Engagement: Importance of Student Interaction with Peers and Teachers
Author: Nguyen, Tuan Dinh
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Behavior,Interaction,Peer Relationship,Teacher Student Relationship,Learner Engagement,High Schools,Standardized Tests,Exit Examinations,High School Students,Observation,Cooperative Learning,Secondary School Teachers,Teacher Effectiveness,Statistical Analysis,Regression (Statistics),Longitudinal Studies

Recent theoretical conceptualizations of student engagement have raised questions about how to measure student engagement and how engagement varies not only across schools, but also within school and within classrooms. The authors build on existing research on student behavioral engagement and extend this research to emphasize a continuum of disengagement, active engagement, and passive engagement. They review common approaches to measuring engagement and highlight areas where new theoretical conceptualizations of engagement require new approaches to measurement. The authors analyze how student behavioral engagement changed depending on the context and demonstrate the need of a finer scale of engagement. They find there was not a uniform association of higher behavioral engagement and student interaction with peers, but it was the interaction with other students and the teacher that was predictive of increased engagement. Their work suggests that disaggregating behavioral engagement into disengagement, active engagement, and passive engagement has important research and conceptual implications. [At time of submission to ERIC this article was in press with &quot;The Journal of Educational Research.&quot;]
Resource Guide: Accountability for English Learners under the ESEA. Non-Regulatory Guidance
Author: Office of Elementary and Secondary Education (ED)
Date: 2017-01-00
Type: Guides - General
Subjects: English Language Learners,Accountability,Resource Materials,Educational Legislation,Federal Legislation,Elementary Secondary Education,Student Characteristics,Benchmarking,Scheduling,Educational Objectives,Standard Setting,Educational Policy,Progress Monitoring,Educational Indicators,Disabilities,State Standards

English learners (ELs) are among the fastest-growing populations of students in our nation's public schools. This diverse subgroup of approximately 4.5 million students brings important cultural and linguistic assets to the public education system, but also faces a greater likelihood of lower graduation rates, academic achievement, and college enrollment than their non-EL peers. The enactment of the Every Student Succeeds Acts (ESSA), which reauthorized the Elementary and Secondary Education Act (ESEA), provides a valuable opportunity for States to reshape their accountability systems to support improved outcomes for ELs. This guidance focuses on the inclusion of ELs in the statewide accountability system under the ESEA and accompanies the final regulations on accountability and data reporting under Title I and State plans, including consolidated State plans, and the Frequently Asked Questions related to these regulations. The Department encourages State educational agencies (SEAs) and LEAs to read this guidance in conjunction with those documents. This guidance begins with topics related to the inclusion of progress in attaining ELP within statewide accountability systems (namely, the establishment of State long-term goals and measurements of interim progress (MIPs) and the Progress in Achieving ELP indicator), and then addresses the inclusion of particular sub-populations within the EL subgroup (EL students with particular disabilities, recently arrived ELs, and former ELs) in the accountability system.
Making the Most of the Every Student Succeeds Act (ESSA): Helping States Focus on School Equity, Quality and Climate
Author: Penuel, William
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Equal Education,Educational Quality,Educational Environment,Elementary Secondary Education,Educational Indicators,Educational Policy,Policy Formation,Decision Making,State Policy,Risk Assessment,Evidence Based Practice,Academic Achievement

Staff in State Departments of Education are diligently reviewing and revising their state accountability systems to meet the new requirements and opportunities of the Every Student Succeeds Act (ESSA). ESSA is the latest reauthorization of the 1965 Elementary and Secondary Education Act, the primary federal bill guiding K-12 education policy. As a democracy requires equity and adequate educational opportunities, this policy memo provides guidance to states for selecting more inclusive school quality and student success indicators for accountability systems. The authors do not prescribe a fixed list of indicators that each state should adopt, or even a fixed list of categories for states to consider. Rather, they use indicators of opportunities to learn and school climate to describe the risks and possibilities that states should consider when deciding on indicators. This memo concludes by recommending approaches for selecting indicators that address the importance of equity and of students' perceptions of support, safety, and respect in the classroom. [A list of notes and references is included.]
System Learning in an Urban School District: A Case Study of Intra-District Learning
Author: Redding, Christopher
Date: 2017-00-00
Type: Reports - Research
Subjects: School Districts,Urban Schools,Case Studies,Educational Change,Change Strategies,Teacher Collaboration,Educational Innovation,Longitudinal Studies,Teamwork,Educational Improvement,Program Development,Audio Equipment,Meetings,Feedback (Response),Semi Structured Interviews,Teacher Attitudes

This paper presents evidence from a unique reform model that allowed teachers and other educators in a large urban district to collaborate with one another in the development of an innovation meant to improve student ownership and responsibility. In this longitudinal case study, we describe school stakeholders' learning about the design, the process of knowledge-transfer to school teams, and how school teams shared their ongoing learning with one another. School implementation teams were initially reluctant to share their learning with one another. By engaging in a shared innovation development process with structures for routine sharing, over time, implementation team members were increasingly interested in sharing their learning with one another. We discuss the implications for school improvement efforts. [At time of submission to ERIC this article was in press with &quot;Journal of Educational Change.&quot;]
Examining How Treatment Fidelity Is Supported, Measured, and Reported in K-3 Reading Intervention Research
Author: Capin, Philip
Date: 2017-00-00
Type: Reports - Research
Subjects: Primary Education,Intervention,Fidelity,Program Implementation,At Risk Students,Reading Difficulties,Reading Programs,Kindergarten,Grade 1,Grade 2,Grade 3,Coding,Literature Reviews

Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past syntheses have found treatment fidelity is frequently unreported (e.g., Swanson, &quot;The Journal of Special Education,&quot; 47, 3-13, 2011) in educational interventions and fidelity data are seldom used to analyze its relation to student outcomes (O'Donnell, &quot;Review of Educational Research,&quot; 78(1), 33-84, 2008). The purpose of this synthesis was to examine how treatment fidelity is supported, measured, and reported in reading intervention studies conducted with students at risk or with reading difficulties in grades K-3 from 1995 through 2015. All studies (k = 175) were coded to extract and classify information related to (a) the characteristics of the intervention study (e.g., publication year, research design); (b) treatment implementer training and support; (c) treatment fidelity data collection procedures, dimensions (i.e., adherence, quality, receipt, dosage, and differentiation), and levels of treatment fidelity data; and (d) the use of fidelity scores in the analysis of treatment effects. Results indicated that less than half (47%) of the reading intervention studies synthesized reported treatment fidelity data (numeric or narrative). Exploratory analyses showed that several study features were associated with the prevalence of fidelity reporting. Studies reporting treatment fidelity largely measured treatment adherence, and scores were, on average, high. Other dimensions of treatment fidelity (e.g., treatment differentiation), and analyses relating fidelity data to outcomes, were consistently absent from the corpus of reading intervention studies reviewed. Recommendations for enhancing how treatment fidelity data in intervention studies are collected and reported are presented. [At time of submission to ERIC this article was in press with &quot;Educational Psychology Review.&quot;]
NEPC Review: &quot;Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do (The Education Trust, October 2017)
Author: Santoro, Doris A.
Date: 2017-11-00
Type: Reports - Research
Subjects: Teacher Competencies,Teacher Effectiveness,Equal Education,Minority Group Students,Poverty,Racial Differences,Socioeconomic Status,Administrator Role,State Departments of Education,Consciousness Raising,Expectation,Educational Improvement,Resource Allocation,Networks,Cooperative Planning,Problem Solving,School Districts,At Risk Students,Teacher Placement,Educational Legislation,Elementary Secondary Education,Federal Legislation,Data Collection,Data Analysis,Accountability,Disproportionate Representation,Information Sources,Research Methodology,Professional Isolation

The Every Students Succeeds Act (ESSA) directs states and districts to identify equity gaps in students' access to excellent educators and transformative school leaders. States are encouraged to use Title II funds strategically in order to identify and remedy these gaps. A new report from The Education Trust draws on ESSA documents and state teacher equity plans to provide guidance to state leaders, including some sound advice--but with significant omissions. The Education Trust Report, &quot;Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do,&quot; was written by Rachel Metz and Allison Rose Socol. The report does not engage with thorny issues around alternative pathways into teaching, and it largely skirts issues around incentives for supporting teacher recruitment and retention in hard-to-staff schools. The report also does not consider what attracts teachers into the profession and into particular school environments. Likewise, the report fails to draw on the explicit remedies sought by ESSA to link high-quality leadership and strong teacher recruitment and retention. Instead, the report casts the teacher equity problem primarily in terms of labor supply shortages and treats teachers like interchangeable widgets. Relying heavily on advocacy sources, it misses an opportunity to unpack the root causes of the teacher retention problem, particularly the corrosive impact of past federal and state policies on the teaching profession. The report does not help state leaders understand how they might build incentives and cultures that draw strong teachers into high-need schools, and they will thus be left with an incomplete and insufficient set of tools for ensuring all students have equitable access to excellent educators. This report provides a review of &quot;Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do.&quot; (A list of notes and references is included.) [For the Education Trust report, &quot;Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do,&quot; see ED578853. For the executive summary to for the Education Trust report, &quot;Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do. Executive Summary,&quot; see ED578854.]
Oklahoma Study of Educator Supply and Demand: Trends and Projections
Author: Berg-Jacobson, Alex
Date: 2015-09-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Educational Trends,Trend Analysis,Intellectual Disciplines,Geographic Location,Teacher Certification,Teacher Education Programs,Faculty Mobility,Specialization,Prediction,Tables (Data)

In June 2014, the Oklahoma State Regents of Higher Education (OSRHE) commissioned American Institutes for Research (AIR) to conduct a study to better understand both historical and future predicted trends of educator supply and demand across Oklahoma. OSRHE commissioned the study in partnership with the Oklahoma Commission for Teacher Preparation (OCTP); the Oklahoma State Department of Education (OSDE); and the Oklahoma Association of Colleges for Teacher Education (OACTE). The study was to include primarily an examination of how patterns of supply and demand vary by teaching subject area and geographic location. The representatives of all of these agencies wanted the study to address a total of 15 research questions. AIR addressed these research questions through a series of five separate analyses. These analyses include the following: (1) trends in the educator pipeline; (2) trends in educator certification; (3) trends in educator mobility; (4) future projections; and (5) additional analyses. The results of these analyses are contained within this report.
Every Student Succeeds Act State and Local Report Cards: Non-Regulatory Guidance
Author: Department of Education (ED)
Date: 2017-01-00
Type: Guides - Non-Classroom
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Progress Monitoring,Performance,Educational Quality,Program Effectiveness,Achievement Rating,State Government,Local Government,Accountability,Government Role,Teacher Qualifications,Expenditure per Student,Postsecondary Education,Enrollment Rate,High Schools,National Competency Tests,Academic Achievement,Alternative Assessment,Disabilities,English Language Learners,Language Proficiency,Charter Schools

The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), and implementing regulations maintain requirements for State educational agencies (SEAs), local educational agencies (LEAs) to prepare and disseminate report cards that provide information on State, LEA, and school performance and progress in an understandable and uniform format. This guidance is intended to assist SEAs and LEAs in implementing the report card requirements under Title I, Part A of the ESEA and implementing regulations in 34 C.F.R. §§ 200.30 through 200.37. This guidance supersedes the U.S. Department of Education's (Department's) guidance entitled &quot;State and Local Report Cards; Title I, Part A of the Elementary and Secondary Education Act of 1965, as Amended; Non-Regulatory Guidance,&quot; issued on February 8, 2013, beginning with State and LEA report cards that include information from the 2017-2018 school year.
Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership
Author: Cannata, Marisa
Date: 2016-03-17
Type: Reports - Research
Subjects: Ownership,Student Responsibility,Educational Practices,School Culture,Learner Engagement,Grades (Scholastic),Attendance Patterns,Behavior Problems,Program Implementation,Academic Achievement,Academic Failure,Student Characteristics,Theory Practice Relationship,High School Students,Educational Innovation,School Districts,Teamwork,Focus Groups,Interviews,Student Records,Mixed Methods Research,Student Development,Urban Schools

This paper is situated at the intersection of two trends in education research: a growing emphasis on the importance of co-cognitive traits and emergence of research-practice partnerships to more effectively scale effective practices. Our partnership focused on building student ownership and responsibility for their learning, which means creating school-wide practices that foster a culture of learning and engagement among students. We report evidence showing that participating in this improvement process was related to small but desirable improvements in grades and course failure rates, while the impact on absences and disciplinary infractions were not statistically significant. We also use qualitative data about the quality of implementation to understand how school-level adaptations may be related to observed outcomes. [A version of this paper was presented at the annual meeting of the Association of Education Finance and Policy in Denver, CO, March 17-19, 2016.]
Finding America&apos;s Missing AP and IB Students. Shattering Expectations Series
Author: Theokas, Christina
Date: 2013-06-00
Type: Reports - Evaluative
Subjects: Advanced Placement Programs,Low Income Groups,Minority Group Students,Disproportionate Representation,Equal Education,Achievement Gap,Secondary School Students,Racial Composition,High Schools,Racial Differences,Ethnic Groups,Student Participation,Enrollment,Barriers,School Districts,Change Strategies,Access to Education

In the Shattering Expectations series, the reports focus on calling attention to gaps at the high end of achievement and shattering expectations about the achievement of our low-income students and students of color that have existed for far too long. Each report will provide examples of schools that are breaking long entrenched patterns and how they are helping all their students reach high levels of performance. In general, papers in this series will focus on strategies for increasing excellence and rigor in our schools, while also attending to equity. This is the second paper in the series. This report examines the high-end opportunity gap that exists in regard to AP and IB course taking within our schools. AP and IB courses are a powerful means of disrupting high-end achievement gaps, but too many low-income students and students of color are missing out. Expanding access to more schools is needed, but if every school with an existing AP program focused on finding its own &quot;missing students,&quot; we could almost entirely eliminate participation gaps. Many schools have successfully eliminated inequitable patterns in students taking advanced courses. Their stories offer lessons for others ready and willing to take action.
Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation
Author: Svoboda, Ryan C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Background,Educational Attainment,STEM Education,Course Selection (Students),Student Motivation,Socioeconomic Influences,Longitudinal Studies,Socioeconomic Status,Expectation,Values,Parent Attitudes,Student Attitudes,Middle School Students,High School Students,College Students,Predictor Variables,Adolescents,Young Adults,Social Class,Theories,Hypothesis Testing,Parent Influence,Surveys,Rating Scales,Correlation,Identification (Psychology)

High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM) topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students' and parents' future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students.