ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Quality, Test Scores and Non-Cognitive Skills: Evidence from Primary School Teachers in the UK. CEP Discussion Paper No. 1472
Author: Flèche, Sarah
Date: 2017-03-00
Type: Reports - Research
Subjects: Scores,Teacher Effectiveness,Teaching Skills,Elementary School Teachers,Value Added Models,Student Development,Educational Practices,Parent Surveys,Student Characteristics,Teacher Characteristics,Institutional Characteristics,Outcomes of Education,Academic Ability,Teacher Role,Family Characteristics,Thinking Skills,Predictive Validity,College Bound Students,Salary Wage Differentials,Sustainability,Achievement Gains,Achievement Rating,Foreign Countries,Statistical Analysis

Schooling can produce both cognitive and non-cognitive skills, both of which are important determinants of adult outcomes. Using very rich data from a UK birth cohort study, I estimate teacher value added (VA) models for both pupils' test scores and non-cognitive skills. I show that teachers are equally important in the determination of pupils' test scores and non-cognitive skills. This finding extends the economics literature on teacher effects, which has primarily focused on pupils' test scores and may fail to capture teachers' overall effects. In addition, the large estimates reveal an interesting trade-off: teacher VA on pupils' test scores are weak predictors of teacher VA on non-cognitive skills, which suggests that teachers recourse to different techniques to improve pupils' cognitive and non-cognitive skills. Finally, I find that teachers' effects on pupils' non-cognitive skills have long-run impacts on adult outcomes such as higher education attendance, employment and earnings, conditional on their effects on test scores. This result indicates that long-run outcomes are improved by a combination of teachers increasing pupils' test scores and non-cognitive skills and has large policy implications.
Data Cleaning in Mathematics Education Research: The Overlooked Methodological Step
Author: Hubbard, Aleata
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Mathematics Education,Algebra,Intervention,Two Year College Students,Middle School Students,Error Patterns,Error Correction,Data Collection,Efficiency,Research Methodology,Mathematics Tests,Student Surveys,Student Attitudes,Journal Writing,Barriers,Data Analysis

The results of educational research studies are only as accurate as the data used to produce them. Drawing on experiences conducting large-scale efficacy studies of classroom-based algebra interventions for community college and middle school students, I am developing practice-based data cleaning procedures to support scholars in conducting rigorous research. The paper identifies common sources of data errors in mathematics education research and offers a framework and related data cleaning process designed to address these errors. [This paper was published in: Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., and Brown, S. (Eds.), &quot;Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education,&quot; p129-140. San Diego, CA (2017).]
Exploration of the Factors That Support Learning: Web-Based Activity and Testing Systems in Community College Algebra [Contributed Report]
Author: Hauk, Shandy
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Community Colleges,Algebra,Web Based Instruction,Randomized Controlled Trials,Performance Factors,Elementary School Curriculum,Usability,Models,Fidelity,Diagnostic Tests,Scoring Rubrics,Intelligent Tutoring Systems,Adaptive Testing,Intervention,Instructional Effectiveness

A variety of computerized interactive learning platforms exist. Most include instructional supports in the form of problem sets. Feedback to users ranges from a single word like &quot;Correct!&quot; to offers of hints and partially- to fully-worked examples. Behind-the-scenes design of systems varies as well--from static dictionaries of problems to &quot;intelligent&quot; and responsive programming that adapts assignments to users' demonstrated skills within the computerized environment. This report presents background on digital learning contexts and early results of a cluster-randomized controlled trial study in community college elementary algebra classes where the intervention was a particular type of web-based activity and testing system. [This paper was published in: Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., and Brown, S. (Eds.), &quot;Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education,&quot; p638-645. San Diego, CA (2017).]
Exploration of the Factors That Support Learning: Web-Based Activity and Testing Systems in Community College Algebra [Conference Long Paper]
Author: Hauk, Shandy
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Community Colleges,College Mathematics,Mathematics Instruction,Algebra,Web Based Instruction,Randomized Controlled Trials,Mixed Methods Research,Two Year College Students,College Faculty,Individual Characteristics,Learning Strategies,Questionnaires,Student Surveys,Teacher Surveys,Pretests Posttests,Scores,Hierarchical Linear Modeling

This is an extended conference proceedings report [Long Paper] based on a shorter contributed report at the same conference. A variety of computerized learning platforms exist. In mathematics, most include sets of problems to complete. Feedback to users ranges from a single word like &quot;Correct!&quot; to offers of hints and partially- to fully-worked examples. Behind-the-scenes design of such systems also varies--from static dictionaries of problems to responsive programming that adapts assignments to users' demonstrated skills within the computerized environment. This report presents background on digital learning contexts and early results of a mixed-methods study that included a cluster randomized controlled trial design. The study was in community college algebra classes where the intervention was a particular type of web-based activity and testing system. [This paper was published in: Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., and Brown, S. (Eds.), &quot;Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education,&quot; p638-645. San Diego, CA (2017).]
Word Embedding for Response-to-Text Assessment of Evidence
Author: Zhang, Haoran
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Automation,Scoring,Evidence,Scoring Rubrics,Writing Evaluation,Essays,Elementary School Students

Manually grading the Response to Text Assessment (RTA) is labor intensive. Therefore, an automatic method is being developed for scoring analytical writing when the RTA is administered in large numbers of classrooms. Our long-term goal is to also use this scoring method to provide formative feedback to students and teachers about students' writing quality. As a first step towards this goal, interpretable features for automatically scoring the evidence rubric of the RTA have been developed. In this paper, we present a simple but promising method for improving evidence scoring by employing the word embedding model. We evaluate our method on corpora of responses written by upper elementary students. [This paper was published in: &quot;Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics--Student Research Workshop.&quot; pp.75-81.]
Beliefs and Discourse Processing
Author: Wolfe, Michael B.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Beliefs,Student Attitudes,Attitude Change,Comprehension,Cognitive Processes,Misconceptions,Reading,Social Attitudes,Reading Materials

In this chapter, we address several questions. How do the prior beliefs of students influence the way in which they process this information? Will students comprehend information with more or less success if it matches or does not match their prior beliefs? Under what circumstances might students change their beliefs? Do students change beliefs to make them consistent with data reported in scientific studies, or are other factors at play? We also argue that the traditional methods and theories from text comprehension are well suited to examine the influences of beliefs on the processing students do and the mental representations they form when reading belief-related texts. [This chapter was published in M. F. Schober, D. N. Rapp, &amp; M. A. Britt (Eds). &quot;Handbook of Discourse Processes, 2nd Edition.&quot; (pp. 295-314). New York, NY: Taylor &amp; Francis.]
Education Rights of Homeless Students: A Guide for Advocates. Third Edition
Author: Education Law Center
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Student Rights,Homeless People,Disadvantaged Youth,Equal Education,Civil Rights,At Risk Students,Educational Legislation,Federal Legislation,Academic Achievement,Enrollment,State Regulation,Residence Requirements,Definitions,Eligibility,School Districts,Evaluation Criteria,Disabilities,Terrorism,Natural Disasters,Family Problems,Conflict Resolution,Attendance,Tuition,Student Transportation,Preschool Children,High School Students,College Readiness,Compliance (Legal)

There is no question that students who experience homelessness, like all students, are entitled to be educated. A federal law, known as the McKinney-Vento Homeless Assistance Act, requires states to provide homeless children and youth with the same access to free appropriate public education as is available to other students. The Act also requires states to review and revise barriers to the identification, enrollment, attendance or success in school of homeless students, to avoid the segregation of homeless students from the mainstream school environment, and to provide access to the education and services needed to ensure that homeless students have an opportunity to meet the same challenging academic achievement standards to which all students are held. The federal Every Student Succeeds Act (ESSA), aimed at ensuring all students access to a high-quality education, requires states and local school districts to annually publish data about the academic achievement of various subgroups of students; homeless students are now a separate subgroup for which such data (including high school graduation rates) must be reported annually, enhancing the accountability of school districts serving these students. This publication is designed to help parents, guardians, caregivers, and youth understand the circumstances that are considered &quot;homelessness&quot; under the school enrollment laws and the legal concepts, procedures, and rights involved in disputes over the enrollment of homeless students in local public schools. This publication provides useful information for parents whose children have been enrolled in a school district, but who are experiencing homelessness. It is also intended to be of assistance to homeless parents whose children are not currently enrolled in school, as well as to homeless youth not living with a parent or guardian (&quot;unaccompanied youth&quot;). [For an older version of this report published in 2005, &quot;Education Rights of Homeless Students: A Guide for Advocates,&quot; see ED504916.]
Education Indicators in Canada: An International Perspective, 2017
Author: Statistics Canada
Date: 2017-12-12
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Educational Indicators,Educational Attainment,Graduation Rate,High School Graduates,Labor Market,Expenditure per Student,Expenditures,Foreign Students,Educational Environment,Adult Literacy,Numeracy,Adults,Higher Education,Postsecondary Education,Apprenticeships,Certification,Vocational Education,Gender Differences,Intellectual Disciplines,Occupations,Immigrants,Canada Natives,Indigenous Populations,One Parent Family,Refugees,Geographic Location

This publication is the ninth in a series of reports designed to complement the Organisation for Economic Co-operation and Development's (OECD) annual report on education indicators, &quot;Education at a Glance: OECD Indicators.&quot; The 12 indicators presented in this 2017 Canadian compendium represent a selection of indicators that were developed to align with the definitions and methodologies used by the OECD in its most recent report, &quot;Education at a Glance 2017: OECD Indicators.&quot; Data for Canada, the provinces and territories were drawn from several sources and various reference years, as required to provide comparisons with OECD figures. The 2017 indicators for Canada, the provinces and territories capture information on educational attainment, graduation and completion rates at the secondary level, labour market outcomes, expenditures per student, expenditures on education, international students, transitions to the labour market, and the learning environment and organization of schools. It also features an indicator that presents a selection of topics related to a 2012 assessment of adult literacy and numeracy, released in Programme for the International Assessment of Adult Competencies. The information contained in the report was prepared by the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada. The report is part of the Pan-Canadian Education Indicators Program of Statistics Canada. Data for the OECD member countries are from the &quot;OECD publication Education at a Glance 2017: OECD Indicators,&quot; available on the OECD website.
The Effects of Statewide Private School Choice on College Enrollment and Graduation: Evidence from the Florida Tax Credit Scholarship Program. Education Policy Program. Research Report
Author: Chingos, Matthew M.
Date: 2017-12-00
Type: Reports - Research
Subjects: Private Schools,School Choice,Enrollment,Graduation,Tax Credits,Scholarships,Low Income Students,Higher Education,Academic Persistence,Elementary Schools,Middle Schools,High Schools,Statistical Analysis

Although several studies have documented the effects of statewide private school choice programs on student test scores, this report is the first to examine the effects of one of these programs on college enrollment and graduation. Using data from the Florida Tax Credit (FTC) Scholarship program, we find that low-income Florida students who attended private schools using an FTC scholarship enrolled in and graduated from Florida colleges at a higher rate than their public school counterparts. [Additional support for this study was provided by the Bill and Susan Oberndorf Foundation and Kate and Bill Duhamel.]
Recurrence Quantification Analysis: A Technique for the Dynamical Analysis of Student Writing
Author: Allen, Laura K.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Writing Evaluation,Essays,Persuasive Discourse,Natural Language Processing,Undergraduate Students,Connected Discourse,Holistic Approach,Computational Linguistics,Scoring,Language Usage,Sentence Structure,Grammar,Punctuation,Evaluators

The current study examined the degree to which the quality and characteristics of students' essays could be modeled through dynamic natural language processing analyses. Undergraduate students (n = 131) wrote timed, persuasive essays in response to an argumentative writing prompt. Recurrent patterns of the words in the essays were then analyzed using recurrence quantification analysis (RQA). Results of correlation and regression analyses revealed that the RQA indices were significantly related to the quality of students' essays, at both holistic and sub-scale levels (e.g., organization, cohesion). Additionally, these indices were able to account for between 11% and 43% of the variance in students' holistic and sub-scale essay scores. Overall, our results suggest that dynamic techniques can be used to improve natural language processing assessments of student essays. [This paper was published in: &quot;Proceedings of the Thirtieth International Florida Artificial Intelligence Research Society Conference&quot; (p.240-245). Association for the Advancement of Artificial Intelligence, 2017.]
Aboriginal Report 2012/13-2016/17: How Are We Doing?
Author: Ministry of Education (British Columbia)
Date: 2017-11-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Canada Natives,American Indian Students,Academic Achievement,Public Schools,Elementary Secondary Education,Postsecondary Education,Student Characteristics,Demography,Tables (Data),Sex,Reservation American Indians,Nonreservation American Indians,Nontraditional Education,Special Needs Students,Grades (Scholastic),Behavior Disorders,Reading Comprehension,Writing Skills,Numeracy,Test Results,English,Mathematics Skills,Calculus,Apprenticeships,Sciences,Civics,Social Studies,American Indian Studies,Communication Skills,Certification,Graduation Rate,Child Custody,Community Colleges,Technical Institutes,Research Universities,Enrollment,Student Surveys

This report provides information about the performance of Aboriginal students (including adults) in British Columbia's public schools. Ten sections include: (1) Introduction; (2) Student and District Context (Kindergarten-Grade 12), 2012/13-2016/17 (including gender differences, alternative programs, and special needs students); (3) Foundation Skills Assessment (FSA) Grades 4 and 7, 2012/13-2016/17 (including reading, writing, and numeracy); (4) Required Examinations Results, 2012/13-2016/17 (including English, mathematics, science, civics, social studies, and communications); (5) Transitions, 2011/12-2016/17 (progress of students entering grade 8 in September 2011, by cohort and gender); (6) School Completion, 2012/13-2016/17 (six-, seven-, and eight-year completion rates by cohort and gender and school completion certificates); (7) Education Experiences of Children in Care, 2012/13-2016/17 (enrollment in care, six-year completion rate, and graduation rate by aboriginal status and gender); (8) Post-Secondary Transitions, 2012/13-2015/16 (grade 12 graduates by transition type, destination, and immediate entry student destinations; (9) Student Survey Results, 2012/12-2016/17 (grades 3/4, 7, 10, and 12); and (10) Glossary.
Your Kid&apos;s Progress. Engagement Summary Report
Author: Ministry of Education (British Columbia)
Date: 2017-10-00
Type: Reports - Research
Subjects: Foreign Countries,Information Dissemination,Grading,Student Evaluation,Feedback (Response),Communication Strategies,Evaluation Methods,Parent Teacher Conferences,Special Needs Students,Curriculum,Computer Mediated Communication,Parent Attitudes,Elementary Secondary Education

The &quot;Your Kid's Progress&quot; public engagement process represented an unprecedented level of direct conversation between the Ministry of Education and British Columbia (BC) parents. A total of 5,531 feedback forms were submitted, and 379 members of the public attended 11 community open houses. In addition, 63 participants attended small group parent meetings in eight communities where randomly selected participants discussed reporting and completed feedback forms to provide input on their experience of current reporting practices. The level of participation resulted in a meaningful conversation about the future of education in BC and a collection of ideas to help shape the future of communication about student learning. This report offers a description of the public engagement process, a summary of key themes from each community open house and small group parent meeting, and a summary of the feedback collected via an online survey. Grading and assessment, and the personalization of feedback about student learning, emerged as top themes from the engagement process. Other themes included communication strategies, parent-teacher conferences, support at home, and special needs students.
Evidence for Cognitive Science Principles that Impact Learning in Mathematics
Author: Booth, Julie L.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Cognitive Science,Scientific Principles,Mathematics Instruction,Mathematical Concepts,Scaffolding (Teaching Technique),Mathematics,Short Term Memory,Feedback (Response),Comparative Analysis,Error Correction,Problem Solving,Instructional Effectiveness,Mathematics Skills,Evidence,Logical Thinking,Mathematical Logic

In the present chapter, we review the evidence for several principles that are especially promising for improving mathematics instruction. Using the classification scheme proposed by Koedinger et al. (2013), we begin with principles that focus on improving memory and fluency: scaffolding, distributed practice, and feedback. We then move to worked examples, interleaved practice, and abstract and concrete representations, which primarily promote induction and refinement. Finally, we review principles that are geared towards improving sense making and understanding: Error reflection and analogical comparison. In each section, we first describe the principle and the instructional implications. We then evaluate the evidence for the effectiveness of the principle for promoting mathematics learning, first from laboratory studies and then from classroom studies. Finally, we summarize what is and is not known about how these principles relate to mathematics learning, and identify gaps to be addressed in further translational research. The chapter concludes with an overall evaluation of the current state of evidence regarding how the use of these cognitive principles can influence mathematics instruction, both for simple and for more complex skills and concepts; we also suggest research priorities necessary to maximize the potential impact of cognitive science for mathematics instruction. [This chapter was published in D. C. Geary (Ed.), D. B. Berch (Ed.), R. Ochsendorf (Ed.), K. M. Koepke (Ed.), &quot;Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, Volume III&quot; (p297-325). New York, NY: Elvesier.]
Kids Today: The Rise in Children&apos;s Academic Skills at Kindergarten Entry
Author: Bassok, Daphna
Date: 2017-00-00
Type: Reports - Research
Subjects: Kindergarten,Early Childhood Education,Literacy,Mathematics Skills,Prior Learning,Achievement Gap,Child Development,School Readiness,Student Participation,Child Rearing,Institutional Characteristics,Socioeconomic Influences,Racial Differences,Behavior Change,Children,Academic Achievement,Student Behavior,African American Students,Longitudinal Studies,Surveys,Hispanic American Students,Asian American Students,White Students

Private and public investments in early childhood education have expanded significantly in recent years. Despite this heightened investment, we have little empirical evidence on whether children today enter school with different skills than they did in the late nineties. Using two large, nationally representative datasets, this paper documents how students entering kindergarten in 2010 compare to those who entered in 1998 in terms of their teacher-reported math, literacy and behavioral skills. Our results indicate that students in the more recent cohort entered kindergarten with stronger math and literacy skills. Results for behavioral outcomes were mixed. Increases in academic skills over this period were particularly pronounced among black children. Implications for policy are discussed. [This paper was published in &quot;Educational Researcher&quot; v46 n1 p7-20 2017 (EJ1132546).]