ethanporcaro/eric-fulltext-meta huggingface dataset:
The University of California versus the SAT: A Brief History and Contemporary Critique. Research &amp; Occasional Paper Series: CSHE.8.2020
Author: Douglass, John Aubrey
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,College Admission,College Students,Minority Group Students,Politics of Education,College Freshmen,Standardized Tests,College Readiness,Admission Criteria,Test Bias,School Policy,Governance,Equal Education,Eligibility

On May 21, 2020, the University of California (UC) Board of Regents unanimously approved the suspension of the standardized test requirement (ACT/SAT) for all California freshman applicants until fall 2024. UC plans to create a new test that better aligns with the content the University expects students to have mastered for college readiness. However, if a new test does not meet specified criteria in time for fall 2025 admission, UC will eliminate the standardized testing requirement for California students. The Board's decision is the seeming culmination of a 19 year debate over the role of standardized test scores at UC. Opponents of the widespread use of the SAT have long claimed that the SAT promotes needless socioeconomic stratification: The test favors students from upper income families and communities, in part because they can afford a growing range of expensive commercially available test preparation courses and counseling. The Regents' 2020 decision echoes this view. Yet UC has an even longer history of concern with the standardized testing. In fact, and as discussed in this essay, UC was relatively slow in adopting the SAT as a requirement in admissions when compared to other selective universities, public or private. This provides the basis for a brief discussion of the current politics related to admissions at UC. Setting admission policy is not simply the result of rational policy solutions; they are, in some form, a reflection of the internal and external politics that shape the policy behaviors of a university -- particularly at highly selective public institutions with greater levels of expected accountability and expectations than their private counterparts. Another axiom that is largely lost in the debates over the usage of test scores and a growing array of admissions requirements: selective public universities may attempt to create relatively transparent admissions criteria, but in the end much of the decision-making is arbitrary when choosing among a large pool of highly qualified candidates. I then offer a number of observations: First, that changes in admissions policies focused, to some extent, on equity and greater access to underrepresented groups means redistribution of what is essential a zero sum, access to a selective public university. Second, that the path to the Regents' 2020 vote ignored the recommendations of UC's Academic Senate, designated by the Regents to set admissions policies. The Senate, UC's representative body of the faculty, recommended retaining the SAT and ACT in setting UC eligibility policies and for campus selection of students for admission. This raises internal questions of the purpose and future of shared governance.
Child &amp; Family Development, FY 2019. OPRE Report 2020-37
Author: Kelly, Mason
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Child Development,Family Environment,Early Childhood Education,Child Welfare,Child Abuse,Child Care,Early Intervention,Young Children,Parents,Caregivers,Bilingual Students,Crime,Cultural Awareness,National Surveys,Caregiver Child Relationship,Coaching (Performance),Teacher Competencies,Educational Quality,Infants,Toddlers,Human Services,Partnerships in Education,Employed Parents,Block Grants,Low Income Groups,Certification,Experience,Family (Sociological Unit),Preschool Education,American Indians,Alaska Natives,Disabilities,Migrants

Office of Planning, Research, and Evaluation's (OPRE's) Division of Child and Family Development (DCFD) is responsible for research and evaluation related to Head Start programs, early childhood development, childcare, child maltreatment, and child welfare services. OPRE's research in the area of child and family development focuses on young children, parents and caregivers, families, and youth. Examples of recent focal areas include dual language learners, classroom quality, family engagement, and building workforce capacity. This report describes the research and evaluation activities undertaken by the Division of Child and Family Development in 2019. Brief project descriptions provide an overview of the range of projects conducted by the Division during the year in early childhood research, child care, Head Start and Early Head Start, child welfare, human trafficking, and cultural diversity.
A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S. Research Brief
Author: Sutcher, Leib
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Shortage,Intellectual Disciplines,Minority Group Teachers,Institutional Characteristics,Student Characteristics,Labor Market,Geographic Location,Teacher Salaries,Beginning Teachers,Teaching Conditions,Faculty Mobility,Costs,Educational Policy,Teacher Persistence,Teacher Student Ratio,Public Schools,Job Security,Professional Autonomy,Labor Turnover,Teacher Retirement,Teacher Characteristics,Geographic Regions,Teacher Attitudes,Teacher Education,Mentors,Beginning Teacher Induction,Minority Group Students

Recent media reports of teacher shortages across the country are confirmed by the analysis of several national datasets reported in this brief. Shortages are particularly severe in special education, mathematics, science, and bilingual/English learner education, and in locations with lower wages and poorer working conditions. Shortages are projected to grow based on declines in teacher education enrollments, coupled with student enrollment growth, efforts to reduce pupil-teacher ratios, and ongoing high attrition rates. If attrition were reduced by half to rates comparable to those in high-achieving nations, shortages would largely disappear. We describe evidence-based policies that could: (1) create competitive, equitable compensation packages for teachers; (2) enhance the supply of qualified teachers for high-need fields and locations; (3) improve retention, especially in hard-to-staff schools; and (4) develop a national teacher supply market. [For the full report, see ED606666.]
A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S.
Author: Sutcher, Leib
Date: 2016-09-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Teacher Shortage,Intellectual Disciplines,Minority Group Teachers,Institutional Characteristics,Student Characteristics,Labor Market,Geographic Location,Teacher Salaries,Beginning Teachers,Teaching Conditions,Faculty Mobility,Costs,Educational Policy,Teacher Persistence,Teacher Student Ratio,Public Schools,Job Security,Professional Autonomy,Labor Turnover,Teacher Retirement,Teacher Characteristics,Geographic Regions,Probability,Teacher Attitudes,Elementary Secondary Education,Minority Group Students,Mentors,Beginning Teacher Induction,Teacher Education

Widespread media reports of local teacher shortages have become a hot topic in education since the summer of 2015. To date, there has not yet been a detailed national analysis of the sources and extent of teacher shortages, or a prognosis for the future. This report details the outcomes of such a study, which analyzes evidence of teacher shortages, as well as national and regional trends in teacher supply and demand. Using several federal databases, the authors examine the current context and model projections of future trends under several different assumptions about factors influencing supply and demand, including new entrants, re-entrants, projected hires, and attrition rates. The authors also investigate policy strategies that might mitigate these effects based on research about effective approaches to recruitment and retention. [For the research brief, see ED606665.]
Response to Intervention: An Introduction. A Brief Review of the Research Literature
Author: Hammer, Patricia Cahape
Date: 2012-00-00
Type: Information Analyses
Subjects: Response to Intervention,Definitions,Educational Research,Early Intervention,Students with Disabilities,Learning Disabilities,Meta Analysis,Special Education,Program Effectiveness,Academic Achievement,Reading Achievement,Mathematics Achievement,Disability Identification,Achievement Gains,At Risk Students

This review provides an introduction to response to intervention (RTI), including how it is defined, reasons for its growing popularity, an introduction to an emerging body of research, a brief discussion of what it all means, and suggestions about directions for future research. [This was originally published as part of a larger study, &quot;The West Virginia Alternate Identification and Reporting Program: An Exploratory Analysis.&quot; For the report, see ED606652.]
Educator Evaluation Pilot Project: Results from a Midyear Survey of Teachers in All Participating Schools
Author: Meharie, Anduamlak
Date: 2012-04-12
Type: Reports - Research
Subjects: Teacher Evaluation,Program Implementation,Program Evaluation,Pilot Projects,Faculty Development,Teacher Attitudes,Teacher Surveys,Fidelity,Time on Task,Information Systems

The Educator Evaluation Pilot Project Midyear Survey gathered teacher feedback about (a) how well various components of the new evaluation system are being implemented; (b) how much time, on average, is required to complete each component of the system; (c) how much each component contributes to professional growth; (d) perceptions and attitudes about the pilot; (e) the level and quality of support provided to teachers for the purpose of enabling them to participate in and implement the new system; and (f) the most beneficial and challenging aspects of the evaluation system. The Office of Research sent an e-mail message of survey invitation with a link to the online midyear survey on January 17th, 2012 to all teachers whose names and e-mail addresses appeared on lists vetted by their principals (n = 765). After the initial invitation, three e-mail survey reminders were sent, spaced approximately 10 days apart leading up to the final deadline (February 20th, 2012). A total of 421 teachers from all 25 pilot schools completed the survey. This is a response rate of 55%, which means there is 95% confidence (±3.2% margin of error) that the results of the survey are representative of the larger population. It is worth noting that feedback from participants is gathered at the halfway point of the first year implementation of the pilot project. Therefore, data from this interim evaluation report should be taken not to pass judgment on the merit of the system but rather to identify the strengths and weakness of the system during the early phases of implementation. The information should be used diagnostically as a &quot;temperature check&quot; to provide additional clarifications and support to schools participating in the pilot project. The feedback from the experiences of pilot schools could also be utilized to better inform the scaling-up process in coming years. With this caveat in mind, recommendations are provided.
[West Virginia Youth Risk Behavior/School Health Fact Sheets, 2016. High School]
Author: Shanholtzer, Birgit A.
Date: 2016-00-00
Type: Reports - Research
Subjects: High School Students,Drinking,Alcohol Abuse,Drug Abuse,Marijuana,Bullying,Suicide,Chronic Illness,Access to Health Care,Health Behavior,Dietetics,Injuries,Violence,Physical Activity Level,Sexuality,Smoking,Obesity,Prevention,Health Education

This collection of fact sheets includes: (1) Alcohol and Drug Use among High School Students in West Virginia; (2) Bullying and Suicidal among High School Students in West Virginia; (3) Chronic Disease and Health Care Access among High School Students in West Virginia; (4) Dietary Behaviors among High School Students in West Virginia; (5) Injury Risk and Violence among High School Students in West Virginia; (6) Physical Inactivity among High School Students in West Virginia; (7) Sexual Behaviors among High School Students in West Virginia; (8) Tobacco Use among High School Students in West Virginia; and (9) Weight Management among Middle School Students in West Virginia. [For &quot;[West Virginia Youth Risk Behavior/School Health Fact Sheets, 2015. High School],&quot; see ED606673.]
How Should Massachusetts Reopen Its K-12 Schools in the Fall? Lessons from Abroad and Other States. White Paper No. 211
Author: von Schroeter, Max
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: School Closing,School Safety,Disease Control,Distance Education,Best Practices,Conventional Instruction,Elementary Secondary Education,Guidelines,Sanitation,Hygiene,Planning,Classroom Environment,Foreign Countries,Comparative Education,School Schedules,Electronic Learning,Online Courses,Blended Learning,Grouping (Instructional Purposes),Data Collection,Class Size,COVID-19,Pandemics

Individual teachers, administrators, and parents made tremendous efforts to continue educating the Commonwealth's children between March and June of this year. But no amount of dedicated individual effort could have overcome fundamental challenges: weak guidance to districts from the Department of Elementary and Secondary Education (DESE) against a backdrop of deficient knowledge and sophistication statewide with regard to virtual learning. Digital education has been empirically proven to be most successful when schools prepare and follow best distance learning practices. However, the Commonwealth lacks even the minimum technological infrastructure for virtual learning, as exemplified by districts scrambling to obtain electronic devices and internet connections during the school closure. It is encouraging that Governor Baker and the DESE have described a fall 2020 return to brick-and-mortar schooling--with appropriate health measures to maximize safety--as a significant priority. The present challenge is how to implement this much-needed return to school, optimally balancing the importance of in-person schooling with the countervailing importance of protecting against the virus. The following paper contributes important insights, based upon careful review of other countries that have already successfully reopened their schools. [Foreword written by David S. Clancy and Dr. John G. Flores.]
[West Virginia Youth Risk Behavior/School Health Fact Sheets, 2015. High School]
Author: Morrison, Chad
Date: 2015-00-00
Type: Reports - Research
Subjects: Drinking,Alcohol Abuse,Bullying,Suicide,Chronic Illness,Health Promotion,Prevention,Eating Habits,Dietetics,Drug Abuse,Marijuana,Drug Education,Mentors,Role Models,Health Education,Family Involvement,Educational Environment,Sexual Harassment,Diseases,Sleep,School Policy,Nutrition Instruction,Food,Health Behavior,Risk,Violence,Physical Activity Level,Life Style,Physical Education,Smoking,Body Weight,Obesity,High School Students,Injuries,Faculty Development

This collection of fact sheets includes: (1) Bullying and Suicidal Behaviors among High School Students in West Virginia; (2) Obesity and Dietary Behaviors among High School Students in West Virginia; (3) Alcohol and Drug Use among High School Students in West Virginia; (4) Injury and Violence among High School Students in West Virginia; (5) Physical Inactivity among High School Students in West Virginia; (6) Sexual Behaviors among High School Students in West Virginia; and (7) Tobacco Use among High School Students in West Virginia.
[West Virginia Youth Risk Behavior/School Health Fact Sheets, 2015. Middle School]
Author: Morrison, Chad
Date: 2015-00-00
Type: Reports - Research
Subjects: Middle School Students,Drinking,Alcohol Abuse,Bullying,Suicide,Health Promotion,Prevention,Eating Habits,Dietetics,Drug Abuse,Marijuana,Drug Education,Mentors,Role Models,Health Education,Family Involvement,Educational Environment,Sexual Harassment,School Policy,Nutrition Instruction,Food,Health Behavior,Risk,Violence,Physical Activity Level,Life Style,Physical Education,Smoking,Body Weight,Obesity,Safety,School Role

This collection of fact sheets includes: (1) Bullying, Suicidal Behaviors, Violence, and Safety-Risk Behaviors among Middle School Students in West Virginia; (2) Dietary and Physical Activity Behaviors among Middle School Students in West Virginia; and (3) Tobacco, Alcohol, and Drug Use among Middle School Students In West Virginia.
West Virginia Youth Risk Behavior Survey/School Health Profiles. High School 2018 Fact Sheet[s]
Author: West Virginia Department of Education
Date: 2018-00-00
Type: Reports - Research
Subjects: Drinking,Alcohol Abuse,Bullying,Suicide,Chronic Illness,Health Promotion,Prevention,Eating Habits,Dietetics,Drug Abuse,Marijuana,Drug Education,Mentors,Role Models,Health Education,Family Involvement,Educational Environment,Sexual Harassment,Diseases,Sleep,School Policy,Nutrition Instruction,Food,Health Behavior,Risk,Violence,Physical Activity Level,Life Style,Physical Education,Smoking,Body Weight,Obesity,High School Students,Injuries,Faculty Development

This collection of fact sheets includes: (1) Alcohol and Drug Use; (2) Bullying and Suicidal Behaviors; (3) Dietary Behaviors; (4) Disease Prevention and Health Care Access; (5) Injury Risk and Violence; (6) Physical Inactivity; (7) Sexual Behaviors; (8) Tobacco Use; and (9) Weight Management. [For &quot;[West Virginia Youth Risk Behavior/School Health Fact Sheets, 2016. High School],&quot; see ED606671.]
West Virginia Youth Risk Behavior Survey/School Health Profiles. Middle School 2018 Fact Sheet[s]
Author: West Virginia Department of Education
Date: 2018-00-00
Type: Reports - Research
Subjects: Middle School Students,Drinking,Alcohol Abuse,Bullying,Suicide,Chronic Illness,Health Promotion,Prevention,Eating Habits,Dietetics,Drug Abuse,Marijuana,Drug Education,Mentors,Role Models,Health Education,Family Involvement,Educational Environment,Sexual Harassment,Diseases,Sleep,School Policy,Nutrition Instruction,Food,Health Behavior,Risk,Violence,Physical Activity Level,Life Style,Physical Education,Smoking,Body Weight,Obesity

This collection of fact sheets includes: (1) Alcohol and Drug Use; (2) Bullying and Suicidal Behaviors; (3) Dietary Behaviors; (4) Disease Prevention and Health Care Access; (5) Injury Risk and Violence Behaviors; (6) Physical Inactivity; (7) Sexual Behaviors; (8) Tobacco Use Behaviors; and (9) Weight Management. [For &quot;[West Virginia Youth Risk Behavior/School Health Fact Sheets, 2016. Middle School],&quot; see ED606650.]
Assessing College Readiness through Authentic Student Work: How the City University of New York and the New York Performance Standards Consortium Are Collaborating toward Equity
Author: Fine, Michelle
Date: 2020-07-00
Type: Reports - Research
Subjects: College Readiness,College Students,High School Students,Consortia,Performance Based Assessment,College Entrance Examinations,Cutting Scores,College Admission,College Credits,Grade Point Average,Academic Persistence,Authentic Learning,Educational Policy

Since 2015, the City University of New York (CUNY), serving over 250,000 students through 25 two- and four-year colleges, and high schools in the New York Standards Performance Consortium (the Consortium), which use performance-based assessments to assess student progress, have collaborated to add authentic evidence of student learning to the college admissions process. Drawing on a data set that links data from the New York City Department of Education and the CUNY system, this report provides a statistical portrait of the progress of Consortium graduates attending CUNY, including a subset who were admitted to college based, in part, on performance assessments, student work, and teacher recommendations but who scored below the Scholastic Aptitude Test (SAT) cutoff score for CUNY admission to 4-year institutions. The report also describes the schools' performance-based assessment system and how it functions within Consortium schools. It details how teachers and students collaborate to produce high-quality work and how teachers within each school and throughout the network collaborate to maintain and support the rigor and relevance of the assessment process. It describes how the work that students produce through these systems can inform college admissions and what the results of those admissions decisions were in this pilot, as measured through credit accumulation, college GPA, and college persistence.
Calculated Avoidance: Math Anxiety Predicts Math Avoidance in Effort Based-Decision Making
Author: Choe, Kyoung Whan
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Decision Making,Problem Solving,Difficulty Level,Cognitive Processes,Selection,Rewards,Correlation,Adults,Rating Scales,Likert Scales,Measures (Individuals),Social Desirability,Predictor Variables

Math anxiety--negative feelings toward math--is hypothesized to be associated with the avoidance of math-related activities such as taking math courses and pursuing STEM careers. However, there is little experimental evidence for the math anxiety-avoidance link. Such evidence is important for formulating how to break this relationship. We hypothesize that math avoidance emerges when one perceives the costs of effortful math engagement to outweigh its benefits and that this perception depends on individual differences in math anxiety. To test this hypothesis, we developed an effort-based decision-making task in which participants chose between solving easy, low-reward problems and hard, high-reward problems in both math and nonmath contexts. Higher levels of math anxiety were associated with a tendency to select easier, low-reward problems over harder, high-reward math (but not word) problems. Addressing this robust math anxiety-avoidance link has the potential to increase interest and success in STEM fields.
New Meridian Comparability Review Guidelines. Version 6.17.2020
Author: New Meridian
Date: 2020-06-17
Type: Guides - General
Subjects: Testing,Standards,Comparative Analysis,Guidelines,Test Construction,Test Content,Scoring,Test Items,Psychometrics,Standard Setting (Scoring),Testing Accommodations,Test Bias,Evaluation Criteria,Evidence

New Meridian Corporation has developed the &quot;Quality Testing Standards and Criteria for Comparability Claims&quot; (QTS). The goal of the QTS is to provide guidance to states that are interested in including content from the New Meridian item bank and intend to make comparability claims with &quot;other assessments&quot; that include New Meridian content. This document is part of a set of supporting materials for the QTS. The purpose of this document is to provide objective and concrete guidelines for experts involved in the QTS comparability review process. The review guidelines focus on the degree to which the participating state's assessment program is comparable to the standard processes for the New Meridian test forms in three main areas: (1) Design: The design of the state's assessments with New Meridian content (e.g., purpose, content representation, item types) and the procedures informing its development are comparable to those of the New Meridian test forms; (2) Administration: The state's assessments with New Meridian content are administered under comparable conditions (with respect to factors such as testing time, directions, accommodations allowed, etc.) to those of the New Meridian test forms; and (3) Scoring: The state's assessments with New Meridian content are scored using procedures comparable to those used to score the New Meridian test forms. [For the other materials in this set, see &quot;Quality Testing Standards and Criteria for Comparability Claims. Version 6.17.2020&quot; (ED606680); &quot;'Quality Testing Standards' -- A Starter Kit for States. Version 6.17.2020&quot; (ED606681); and &quot;Standard Processes. Version 6.17.2020&quot; (ED606682).]