ethanporcaro/eric-fulltext-meta huggingface dataset:
Generating Automated Text Complexity Classifications That Are Aligned with Targeted Text Complexity Standards. Research Report. ETS RR-10-28
Author: Sheehan, Kathleen M.
Date: 2010-12-00
Type: Reports - Research
Subjects: Automation,Content Analysis,Difficulty Level,Readability Formulas,Literary Genres

The Common Core Standards call for students to be exposed to a much greater level of text complexity than has been the norm in schools for the past 40 years. Textbook publishers, teachers, and assessment developers are being asked to refocus materials and methods to ensure that students are challenged to read texts at steadily increasing complexity levels as they progress through school so that all students remain on track to achieve college and career readiness by the end of 12th grade. Although automated text analysis tools have been proposed as one method for helping educators achieve this goal, research suggests that existing tools are subject to three limitations: inadequate construct coverage, overly narrow criterion variables, and inappropriate treatment of genre effects. Modeling approaches developed to address these limitations are described. Recommended approaches are incorporated into a new text analysis system called SourceRater. Validity analyses implemented on an independent sample of texts suggest that, compared to existing approaches, SourceRater's estimates of text complexity are more reflective of the complexity classifications given in the new standards. Implications for the development of learning progressions designed to help educators organize curriculum, instruction, and assessment in reading are discussed. (Contains 7 figures, 7 tables and 4 notes.)
Statistical Procedures to Evaluate Quality of Scale Anchoring. Research Report. ETS RR-11-02
Author: Haberman, Shelby J.
Date: 2011-01-00
Type: Reports - Research
Subjects: Statistical Analysis,Scores,Regression (Statistics),Item Response Theory,Test Items,Difficulty Level,Licensing Examinations (Professions)

Providing information to test takers and test score users about the abilities of test takers at different score levels has been a persistent problem in educational and psychological measurement (Carroll, 1993). Scale anchoring (Beaton &amp; Allen, 1992), a technique that describes what students at different points on a score scale know and can do, is a tool to provide such information. Scale anchoring for a test involves substantial amount of work, both by the statistical analysts and test developers involved with the test. In addition, scale anchoring involves considerable use of subjective judgment, so its conclusions may be questionable. This paper describes statistical procedures that can be used to determine if scale anchoring is likely to be successful for a test. If these procedures indicate that scale anchoring is unlikely to be successful, then there is little reason to perform a detailed scale anchoring study. The procedures are applied to several data sets from a teacher licensing test. (Contains 3 tables.)
Assessing the Falsifiability of Extreme Linking. Research Report. ETS RR-11-04
Author: Middleton, Kyndra
Date: 2011-02-00
Type: Reports - Research
Subjects: Equated Scores,Testing,Difficulty Level,Test Reliability,Reading Tests,Grade 4,Grade 8,Learning Disabilities,Testing Accommodations,Test Bias

Extreme linkings are performed in settings in which neither equivalent groups nor anchor material is available to link scores on two assessments. Examples of extreme linkages include links between scores on tests administered in different languages or between scores on tests administered across disability groups. The strength of interpretation attached to a linkage depends on the proper design and execution of a sound data collection plan. The current paper uses a real data set to illustrate how to indirectly assess the quality of linking the scores on two assessments that contain neither equivalent groups nor common anchor material. Descriptive Statistics for NLD and RLD Groups--Same Examinees is appended. (Contains 4 tables, 1 figure and 2 notes.)
Teacher Leadership: An Assessment Framework for an Emerging Area of Professional Practice. Research Report. ETS RR-10-27
Author: Jackson, Teresa
Date: 2010-12-00
Type: Reports - Research
Subjects: Teacher Leadership,Teacher Evaluation,Skills,Teacher Characteristics,Self Evaluation (Individuals),Performance Based Assessment,Educational Research,Validity

This paper examines various definitions and frameworks that have been used to justify the emergence of a new category for the teacher professional: teacher leader. The emergence of this new professional category may lead to greater retention levels, and improved knowledge management and transfer within the teaching profession. Various key dimensions of this profession are examined, allowing us to highlight some key personal skills that would appear requisite for the teacher leader. An agenda for developing and validating assessments of teacher leadership is then proposed. It is argued that these assessments have the potential of legitimizing research within this field, as well as providing the opportunity to better understand what it takes to become a successful professional in this new domain of teaching practice. Appended are: (1) Kansas Teacher Leader Standards; and (2) What Makes an Assessment &quot;Authentic&quot;? (Contains 6 tables and 1 figure.)
Variance Estimation for NAEP Data Using a Resampling-Based Approach: An Application of Cognitive Diagnostic Models. Research Report. ETS RR-10-26
Author: Hsieh, Chueh-an
Date: 2010-11-00
Type: Reports - Research
Subjects: National Competency Tests,Reading Tests,Grade 4,Computation,Statistical Analysis,Models

This paper presents an application of a jackknifing approach to variance estimation of ability inferences for groups of students, using a multidimensional discrete model for item response data. The data utilized to demonstrate the approach come from the National Assessment of Educational Progress (NAEP). In contrast to the operational approach used in NAEP, where plausible values are used to make ability inferences, the approach presented in this paper reestimates all parameters of the model, and makes ability inferences based on replicate samples of the jackknife without using plausible values. Results of the standard errors are presented for estimates of group means, total means, and other statistics used in official reporting by NAEP. Differences in results between this approach and the operational approach are discussed. (Contains 7 tables and 5 notes.)
High School Longitudinal Study of 2009 (HSLS:09). A First Look at Fall 2009 Ninth-Graders' Parents, Teachers, School Counselors, and School Administrators. NCES 2011-355
Author: LoGerfo, Laura
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Science Teachers,School Counselors,Mathematics Achievement,Parents,Parent Attitudes,Mathematics Teachers,Secondary School Teachers,Grade 9,Longitudinal Studies,Secondary Education,Postsecondary Education,National Surveys,Expectation,Student Surveys,Principals,High Schools,Paying for College,Money Management,Data Collection,Sampling,High School Students,Questionnaires,Student Characteristics,Institutional Characteristics,Measures (Individuals)

The focus of this First Look report is on base-year contextual data from the High School Longitudinal Study of 2009 (HSLS:09). This First Look is intended as a companion to the report, &quot;High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders (NCES 2011327)&quot; (ED521115), which focuses on the mathematics assessment and student beliefs, expectations, and exposure to different mathematics and science courses. This companion report introduces the contextual data provided by ninth-graders' parents, mathematics and science teachers, school counselors, and school administrators. The analyses examine parents' educational expectations for their ninth-graders as well as savings for postsecondary education; teachers' preparation and experience; and school administrators' challenges in managing students' schools across students' socioeconomic and academic backgrounds. The findings presented here are a small sample of the rich and extensive data that are part of the High School Longitudinal Study of 2009 (HSLS:09). Appended are: (1) Technical Notes and Methodology; and (2) Standard Error Tables. (Contains 26 tables and 3 footnotes.)
Localization of Digital Content for Use in Secondary Schools of Bangladesh
Author: Chowdhury, Md. Didar
Date: 2011-07-31
Type: Reports - Research
Subjects: Foreign Countries,Video Technology,Production Techniques,Secondary Schools,Multimedia Instruction,Multimedia Materials,Learning Motivation,Educational Technology,Learning Experience,Electronic Publishing,Secondary School Teachers,Native Language,Access to Information,Mathematics Education,Social Sciences,Islam,Religious Education,Science Education,Technology Uses in Education,Local Issues,Instructional Effectiveness

Localization of digital content (LDC) in Bangladesh is aimed at the production of graphical and video content adapted for the local curriculum and suitable for use in secondary schools. Teachers learnt how to make PowerPoint presentations into which they can incorporate video, audio and graphical content downloaded from the Internet. Empowering teachers to use internationally available video, audio and graphical content is a major target of LDC because exposing students to this sort of content allows the teacher to expand students' horizons and to improve their understanding of concepts and issues that are difficult to explain using words alone. The use of ICTs in the classroom makes it possible for teachers to enrich the learning experience in such a way that older technologies did not. The main purpose of the work was to identify how localization of digital content helps both teachers and students to make a joyful class and to create a learning friendly environment by using multimedia in classes. In this paper we observed that students are now more motivated to learn in the classes, their creativity and analytical capacity is enhanced, adaptation of participatory and student-centered activities are enhanced. [Support for this project was provided by TQI-SEP, Dhaka, Bangladesh.] (Contains 2 tables and 13 figures.)
Women in STEM: A Gender Gap to Innovation. ESA Issue Brief #04-11
Author: Beede, David
Date: 2011-08-00
Type: Numerical/Quantitative Data
Subjects: Majors (Students),Role Models,Females,Sex Role,STEM Education,Womens Education,Disproportionate Representation,Job Skills,Gender Differences,Stereotypes,Family Work Relationship,Career Choice

The science, technology, engineering and math (STEM) workforce is crucial to America's innovative capacity and global competitiveness. Yet women are vastly underrepresented in STEM jobs and among STEM degree holders despite making up nearly half of the U.S. workforce and half of the college-educated workforce. That leaves an untapped opportunity to expand STEM employment in the United States, even as there is wide agreement that the nation must do more to improve its competitiveness. There are many possible factors contributing to the discrepancy of women and men in STEM jobs, including: a lack of female role models, gender stereotyping, and less family-friendly flexibility in the STEM fields. Regardless of the causes, the findings of this report provide evidence of a need to encourage and support women in STEM. Appended are: (1) Table 1: Detailed STEM occupations and Standard Occupational Classification (SOC); and (2) Table 2: Detailed STEM undergraduate majors. (Contains 4 tables, 7 figures, and 8 endnotes.)
Education Supports Racial and Ethnic Equality in STEM. ESA Issue Brief #05-11
Author: Beede, David
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Science Careers,Educational Attainment,Equal Opportunities (Jobs),Racial Differences,Income,Foreign Workers

Science, technology, engineering, and math (STEM) workers are essential to American innovation and competitiveness in an increasingly dynamic and global marketplace. In this report, the authors examine demographic disparities in STEM education and find that educational attainment may affect equality of opportunity in these critical, high-quality jobs of the future. This report follows an analysis of labor market outcomes and gender disparities among STEM workers. The authors find that regardless of race and Hispanic origin, higher college graduation rates are associated with higher shares of workers with STEM jobs. But non-Hispanic Whites and Asians are much more likely than other minority groups to have a bachelor's degree. By increasing the numbers of STEM workers among currently underrepresented groups through education everyone can help ensure America's future as a global leader in technology and innovation. Appended are: (1) Table 1: Detailed STEM occupations and Standard Occupational Classification (SOC); and (2) Table 2: Detailed STEM undergraduate majors. (Contains 9 figures, 2 tables, and 7 endnotes.)
Education and Synthetic Work-Life Earnings Estimates. American Community Survey Reports. ACS-14
Author: Julian, Tiffany
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Income,Education Work Relationship,Educational Attainment,Gender Differences,Racial Differences,Age Differences,Citizenship,Geographic Location,English,Language Proficiency

The relationship between education and earnings is a long-analyzed topic of study. Generally, there is a strong belief that achievement of higher levels of education is a well established path to better jobs and better earnings. This report provides one view of the economic value of educational attainment by producing an estimate of the amount of money a person might earn over the course of their working life, given their level of education. These estimates are "synthetic," that is, they are not the actual dollars people earned over the complete working life of the person (which would require us to have retrospective earnings data for the 40 years of their work-life). Instead, they are estimated using data from a one point-in-time cross-sectional survey. In this report, the Synthetic Work-life Earnings (SWE) estimates are first used to explore the basic relationship between education and earnings. The report then delves deeper into differences between race and gender groups with regard to this relationship. The authors also consider other factors that might influence earnings, such as citizenship, English-speaking ability, and geographic location. The data for this research comes from the Multiyear American Community Survey (ACS) data file for the period 2006 to 2008. (Contains 5 figures, 4 tables and 9 footnotes.)
Impact. Volume 19, Number 2, Spring-Summer 2006
Author: Gaylord, Vicki, Ed.
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Adolescent Development,Employment Level,Job Skills,Mental Retardation,Young Adults,Educational Technology,Assistive Technology,Adolescents,Disabilities,Expectation,Family Relationship,Graduation,Service Learning,Postsecondary Education,Access to Education,Family Role,Inclusion,Interpersonal Relationship,Dating (Social),Sexuality,Decision Making,Daily Living Skills,Independent Living,Self Advocacy,Cultural Relevance,American Indians,Transitional Programs

The passage from childhood to adulthood is a passage for families as well as individuals. As young people with disabilities move from their teen to adult years, they and their families experience many growing pains in common with all families at that stage of life. In addition, there are often milestones, questions, concerns, needs, and challenges unique to individuals with disabilities and their families. In this issue of "Impact", the contributing authors explore strategies for families of teens and young adults with disabilities to consider in navigating the transition years with their young person, and share stories of those who are in the middle of it or have come out the other side. Articles in this issue include: (1) How to Avoid Being Roadkill on the Road to Transition (Katherine Carol); (2) Youth with Disabilities Just Want to Grow Up (John Agosta); (3) Expectations, Reality, and the Road Ahead (Kerri Melda); (4) The Family Life Cycle and Significant Intellectual Disability (Ann Turnbull and Rud Turnbull); (5) Supporting Healthy Adolescent Development for Youth with Disabilities (Kris Peterson); (6) Graduation and Beyond: Beth's Story (Cathy Ficker Terrill); (7) Eight Effective Steps to Employment Success (Cary Griffin and Dave Hammis); (8) SSA Employment Support Update (Mary Hoover); (9) Involving Youth with Disabilities in Community Service Activities (John G. Smith, Ann Mavis, and Julia Washenberger); (10) Postsecondary Education for Young Adults with Disabilities: What Families Can Do (Kelly D. Roberts and Robert A. Stodden); (11) Ways to Enhance Social Inclusion (Brian Abery); (12) Sex, Dating and Disability: How to Help Youth Make Healthy Choices (Rebecca Hare); (13) Learning Life Skills: The Resources Found in Centers for Independent Living (David Hancox); (14) The Ups and Downs of Finding a Support Person: Andreas' Story (Susan Yuan); (15) The Power of Community (Henry Barclay III); (16) Supporting Self-Advocacy for Youth (Chester Finn); (17) Assistive Technology and Transition Planning (Thomas J. Nurse); (18) Making a New Home: Options for Young Adults to Live Away From the Family Home (Bob Prouty); (19) Honoring Values and Needs: Personalizing the Transition Planning Process (Pam Stenhjem); (20) Supporting Culturally Sensitive Transition Planning for American Indian Youth (Vern Zacher, Jean Ness, and Dennis Olson); and (21) If I'd Known Then What I Know Now... (Julia Washenberger). A list of resources is included. (Individual articles contain references.)
Unfair Treatment vs. Confirmation Bias? Comments on Santelices and Wilson. Research Report. ETS RR-10-20
Author: Dorans, Neil J.
Date: 2010-09-00
Type: Opinion Papers
Subjects: College Entrance Examinations,Verbal Tests,Test Bias,Test Items,Difficulty Level,Correlation,African Americans,Whites

Santelices and Wilson (2010) claimed to have addressed technical criticisms of Freedle (2003)  presented in Dorans (2004a) and elsewhere. Santelices and Wilson's abstract claimed that their study confirmed that SAT[R] verbal items do function differently for African American and White subgroups. In this commentary, I demonstrate that the Santelices and Wilson article provided no evidence to confirm differential item functioning (DIF) and failed to address my technical criticisms of Freedle. Instead, Santelices and Wilson contained several misrepresentations, including substituting &quot;considered serious&quot; for &quot;more unusual&quot; to describe an effect size and claiming to have studied four editions of the SAT when only two were actually studied. Central to its thesis was a hypothesis about DIF/difficulty correlations that was misattributed to Dorans. Santelices and Wilson based their argument for DIF on correlations between highly correlated variations on an index of DIF with item difficulty. While failing to demonstrate either unfairness in the test items or unfairness in the treatment of Freedle, Santelices and Wilson did contain evidence of confirmation bias. (Contains 2 tables and 3 notes.)
Student Success in Higher Education Is Everybody's Business. Report 11-08
Author: Wilson, Stacy
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Success,Educational Improvement,Student Improvement,Educational Policy,Administrative Principles,Federal Programs,Federal Regulation,College Outcomes Assessment,Educational Indicators,Educational Objectives,Graduation Rate,Access to Education,Enrollment Rate,Transfer Rates (College),Politics of Education

In this report the authors use key outcome measures to summarize student performance within each higher education system; describe the degree of progress derived from system-level initiatives; and offer recommendations to address impediments and reduce demographic disparities. This report is a starting point for determining how everyone can improve student success throughout the public and private higher education systems in California.
Developing 20/20 Vision on the 2020 Degree Attainment Goal: The Threat of Income-Based Inequality in Education
Author: Nichols, Andrew Howard
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Human Capital,Income,Educational Attainment,Higher Education,Equal Education,Educational Policy,Goal Orientation,Presidents,Age,Economic Climate,Global Approach,Achievement Rating,Foreign Countries,Educational Objectives,Government School Relationship

Improving college degree attainment is essential as the United States seeks to remain economically competitive in a globalized marketplace. As the economy continues to evolve and become increasingly more complex, it is critical that our education system provides our youth with the skills, ingenuity, and critical thinking abilities that can stimulate and maintain the economy as we advance in the 21st century. Understanding this need, President Obama has identified education as a key component of his Administration's agenda. In the President's February 24, 2009 address to a Joint Session of Congress, he announced his goal for the United States to become once again the nation with the largest percentage of college-educated citizens in the world. This goal will require raising the percentage of Americans ages 25 to 64 with a college degree from 41.2% to nearly 60.0% (OECD, 2010). However, at the current pace, projections using the U.S. Census Bureau's Current Population Survey suggest that only 46.4% of Americans in the target age group will have earned a college degree by 2020, leaving the nation nearly 24 million degrees shy of the 60% target rate. The Pell Institute for the Study of Opportunity in Higher Education argues in this brief that income-based inequality in educational attainment is a central obstacle to achieving the 2020 goal and that decreasing income-based attainment gaps must become a central focus of federal education policy. Additionally, we offer four federal policy recommendations that address the challenge of income-based disparities in degree attainment. (Contains 5 figures and 6 footnotes.)
Research on Standard Errors of Equating Differences. Research Report. ETS RR-10-25
Author: Moses, Tim
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Equated Scores,Simulation,Testing,Statistical Analysis

In this paper, the "standard error of equating difference" (SEED) is described in terms of originally proposed kernel equating functions (von Davier, Holland, & Thayer, 2004) and extended to incorporate traditional linear and equipercentile functions. These derivations expand on prior developments of SEEDs and standard errors of equating and provide additional insight about the relationships of kernel and traditional equating functions. Simulations are used to evaluate the SEEDs' accuracies. (Contains 3 tables and 12 figures.)