ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Career Readiness Count 3.0
Author: Achieve, Inc.
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Career Readiness,State Standards,Educational Indicators,Accountability,Elementary Secondary Education,Educational Legislation,Federal Legislation,Geographic Location,Postsecondary Education,College Readiness,Experiential Learning,Vocational Education,High School Students,Dual Enrollment,Student Evaluation,Alignment (Education),Higher Education,Information Management,Grade 9,Information Dissemination

&quot;Making Career Readiness Count 3.0&quot; provides an analysis of how the 50 states and the District of Columbia are including and incentivizing measures of career readiness in their new accountability systems under ESSA, as well as an analysis of state-level accountability systems in states with dual systems. This report is the result of a collaboration among Achieve, Advance CTE, the Council of Chief State School Officers (CCSSO), and Education Strategy Group (ESG) and is the third report in a series developed through a longstanding partnership between Achieve and Advance CTE (previous versions were released in 2014 and 2016). The report uses the framework outlined in &quot;Destination Known&quot; to classify states' measures of career readiness within the framework's four categories: Progress Toward Post-High School Credential, Co-Curricular Learning and Leadership Experiences, Assessment of Readiness, and Transitions Beyond High School. The report also includes key themes emerging in career readiness and a detailed state-by-state look at how measures of career readiness are included in each state. [For the 2014 report, see ED547272. For the 2016 report, see ED582069.]
The Role of Learning Progressions in Competency-Based Pathways
Author: Achieve, Inc.
Date: 2015-07-00
Type: Reports - Research
Subjects: Competency Based Education,Elementary Secondary Education,Goal Orientation,Maps,Student Experience,Academic Standards,Student Development,Learning Processes,Student Evaluation,Student Needs,Educational Research,Mathematics Instruction,Science Instruction,Language Arts,Literacy Education

In 2015, leaders within Achieve's Competency-Based Pathways State Partnership set out to more clearly understand the potential of learning progressions research to transform instructional practice and what is being done to translate that research into training and tools for educators. After a series of conversations with experts in the learning sciences, Achieve convened a set of state leaders, researchers and practitioners to identify promising efforts and steps to ensure state and district leaders can utilize this growing base of research. This report captures key findings from that conversation and identifies areas for further work.
Making College and Career Readiness the Mission for High Schools: A Guide for State Policymakers. Measures That Matter
Author: Achieve, Inc.
Date: 2008-11-00
Type: Guides - Non-Classroom
Subjects: College Readiness,Career Readiness,High Schools,High School Students,Educational Policy,Alignment (Education),Academic Standards,Course Selection (Students),Curriculum,Instructional Materials,Student Evaluation,Accountability

American high schools have a major gap to close--a gap that threatens not only the future of the students they serve but of the nation as well. At a time when postsecondary education or training has increasingly become a must for young people, most students continue to leave high schools unprepared to pursue those options. Until recently, there has not been an agreed-upon, overarching goal for high school. Most students see the goal as college, but many policymakers at the state and district level have been content with a more basic set of standards that leaves too many students short of college-ready. Educators vary dramatically in how they see or prioritize the goals. Some do a superb job preparing students for postsecondary opportunities. Others are focused inordinately on preparing students for tests, while others prefer not to be bothered by system-wide standards or goals and focus instead on their own favored topics and units. Still others are simply focused on getting through the year. This report is a guide for state policymakers who know that, while coherence in standards, coursework, assessments, and accountability is not everything, it is unlikely that high schools will orient themselves toward college and career readiness for all students unless fundamentals are met. This guide is organized around what is thought of as &quot;a new set of basics&quot; for what states have to get right at the high school level: standards, course requirements, curriculum and teacher support materials, aligned assessments, and an information/accountability system that supports real-time action from critical players. In each area there is a brief rationale and a set of questions that will provide structure for the hard work of rethinking how states can create a stronger foundation for high school improvement.
College Student Writers&apos; Use and Modification of Planning and Evaluation Strategies after a Semester of Instruction
Author: Traga Philippakos, Zoi A.
Date: 2018-08-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Writing Strategies,Writing (Composition),Writing Instruction,Protocol Analysis,Reading Comprehension,Revision (Written Composition),Remedial Instruction

The purpose of this study was to investigate how students who were enrolled in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self-regulated strategy instruction. The current study investigated students' application of the planning and revising strategies using think-aloud protocols. The results showed that students remembered the strategies but did not use them consistently. Also, they tended to use an outline but not always effectively. Finally, reading comprehension seemed to impact their use of revision strategies. Limitations and implications for future research are discussed. [This paper was published in &quot;Journal of Adolescent &amp; Adult Literacy&quot; 2018 (EJ1194950).]
Improving Comprehension Assessment for Middle and High School Students: Challenges and Opportunities
Author: Sabatini, John
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Middle School Students,High School Students,Reading Comprehension,Reading Tests,Student Evaluation,Evaluation Methods,Test Construction,Standardized Tests,Statistics,Psychometrics,Test Theory,Test Items,Test Reliability,Test Validity,Item Response Theory,Scaling

For decades, standardized reading comprehension tests have consisted of a series of passages and associated multiple-choice questions. Although widely used in and out of the classroom, there continues to be considerable disagreement regarding how or whether such tests have net value in the service of advancing educational progress in reading. This chapter begins with a review of features that characterize standardized reading assessments. In particular, we discuss how assessment designs and analytics reflect a balance of practical and measurement constraints. We then discuss how advances in the learning sciences, measurement, and electronic technologies have opened up the design space for a new generation of reading assessments. Abstracting from this review, we end by presenting some examples of prototype assessments that reflect opportunities for enhancing the value and utility of reading assessments in the future. [This manuscript is an early draft of a paper published in: D. Reed and K. Santi (Eds). &quot;Improving reading comprehension of middle and high school students,&quot; (pp. 119-151). New York: Springer.]
New Frameworks for Evaluating Cognitive Complexity
Author: Achieve, Inc.
Date: 2019-09-26
Type: Reports - Descriptive
Subjects: State Standards,Academic Standards,Guidelines,Mathematics Achievement,Science Achievement,Reading Achievement,Test Construction,Cognitive Ability,Test Items,Mathematics Tests,Science Tests,Reading Tests,Elementary Secondary Education,Kindergarten,Item Analysis,College Readiness,Career Readiness,Alignment (Education)

Throughout the country, state assessments in reading, mathematics, and science continue to play important roles in instructional improvement and accountability. State assessments must align to academic standards that are significantly more challenging than previous standards, reflecting the current knowledge and skill demands of postsecondary education and careers. They require a deeper understanding of subject matter, the ability to read more complex texts and materials, and the development and application of essential skills for collaboration, communication, inquiry, and problem solving. In short, new academic standards demand a more complex set of cognitive skills. Consequently, assessing student performance in these subjects is challenging and requires different kinds of assessments and assessment items. Achieve has developed three new frameworks that are summarized in this report -- mathematics, reading, and science -- that can be used to evaluate the cognitive complexity of assessment tasks. Each framework is comprised of criteria and processes specific to its discipline and has been developed by content experts and practitioners. The frameworks are intended to help those who design, develop, and evaluate assessments ensure that the full depth and breadth of the state's academic standards are being measured.
Utilization of Contextualized Teaching and Learning (CTL) Approach in Grade Two Araling Panlipunan
Author: Lorbis, John Carlo C.
Date: 2019-04-00
Type: Dissertations/Theses - Masters Theses
Subjects: Mastery Learning,Grade 2,Elementary School Students,Learning Processes,Elementary School Teachers,Teacher Attitudes,Lesson Plans,Instructional Materials,Public School Teachers,Pretests Posttests,Educational Philosophy,Social Studies,Foreign Countries,Phenomenology

This study intended to increase the mastery of the learning competencies among the Grade Two Pupils in Araling Panlipunan (AP) utilizing Contextualized Teaching and Learning (CTL) Approach. Specifically, it attempted to describe the perspectives of Grade Two public elementary school teachers in utilizing CTL Approach in AP, to develop lesson guide (LG) and learning material (LM) for Grade Two, to find out the significant difference in the mastery of the learning competencies in AP before and after utilizing CTL Approach and to examine the connection between the qualitative and qualitative results. It employed sequential exploratory mixed method design. In qualitative phase, there were 12 participants composed of all Grade Two public school teachers. In quantitative phase, the respondents were 24 Grade Two pupils. The researcher conducted personal interview to describe the perspectives on CTL Approach. Then, LG and LM utilizing CTL Approach was developed. Pretest/posttest was used to find the significant difference on the mastery of the learning competencies in AP before and after utilizing CTL Approach. The result shows that the participants have philosophical (theoretical roots, definitions, and characteristics) and implementation perspectives (implications and strategies). LG and LM are developed and utilize and the significant difference between the mastery of the learning competencies are determined. It concluded that the participants are willing to utilized CTL Approach, the LG and LM are ready for improvement and test for effectiveness. The (CTL) Approach is useful to increase the mastery in learning competencies in Araling Panlipunan.
Measurement: Facilitating the Goal of Literacy
Author: Gorin, Joanna S.
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Literacy Education,Evaluation Methods,Measurement Techniques,Student Evaluation,Automation,Scoring,Psychometrics,Models,Test Validity,Cognitive Processes,Reading Skills,Writing Skills

Recent advances in cognitive science and psychometrics have expanded the possibilities for the next generation of literacy assessment as an integrated domain (Bennett, 2011a; Deane, Sabatini, &amp; O'Reilly, 2011; Leighton &amp; Gierl, 2011; Sabatini, Albro, &amp; O'Reilly, 2012). In this paper, we discuss four key areas supporting innovations in assessment for literacy instruction that focuses on reading, writing, and their connection. In particular, we describe how advances in (a) cognitive models, (b) task design, (c) automated scoring and (d) psychometric modeling can work in concert to create a more effective assessment system. First, we argue there is added value in leveraging the relatively separate theoretical research bases on reading, writing, and the emerging literature on their connection to create a unified assessment model for literary. A common model of literacy then enables test designers to develop contextually-rich tasks with items that can be sequenced to help improve not only summative scores, but also provide formative information for students and teachers alike. Coupled with recent advances in automated scoring, current multidimensional and Bayesian modeling techniques appropriate for the complex models can be applied to improve scoring efficiency, accuracy, and instructional utility. The current paper reviews advances and challenges in each of these areas that must be considered in concert for proper design of literacy assessment tools. [This manuscript is an early draft of a paper published in: Miller, B., McCardle, P., &amp; Long, R. (Eds), &quot;Teaching reading and writing: Improving instruction and student achievement,&quot; (pp. 119-128). Baltimore, MD: Paul H. Brookes Publishing Co.]
Miami-Dade County Public Schools: 2018-2019 Student Performance in the International Baccalaureate Program. Research Brief. Volume 1903
Author: Gonzalez Hernandez, Vanessa
Date: 2019-10-00
Type: Reports - Research
Subjects: Public Schools,Advanced Placement Programs,High School Students,Hispanic American Students,Standardized Tests,Scores,White Students,African American Students,Racial Differences,Test Results

This Research Brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the International Baccalaureate (IB) program. The IB program was offered at six M-DCPS high schools in 2018-2019. Over 3,000 examinations were taken by M-DCPS students in 26 subject areas in 2018-2019. The number of IB examinations taken in M-DCPS increased by one percent from 2017-2018 to 2018-2019. The District's Hispanic students took 68% of all IB examinations in 2018-2019. Overall, the percentage of IB examinations receiving passing scores decreased by one percentage point from 2017-2018 to 2018-2019. At the conclusion of the 2018-2019 school year, 74% of eligible M-DCPS students received IB diplomas, a decrease of three percentage points from 2017-2018.
Analysis of Self-Efficacy Beliefs for Scientific Literacy of the Seventh-Grade Students with Different Cognitive Styles
Author: Sahin, Feride
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Beliefs,Scientific Literacy,Cognitive Style,Predictor Variables,Student Characteristics

The objective of this study is to ascertain whether there is a significant difference between self-efficacy beliefs for scientific literacy of the seventh grade students having field dependent and field independent cognitive styles and to find out whether the cognitive style of students is a significant predictor of students' self-efficacy beliefs for scientific literacy. Benefiting from correlational survey model, a quantitative research method, the study which is addressed to a sample composed of 823 seventh grade students enrolled in Ankara in the school year of 2015-2016. Scientific Literacy Self-Efficacy Scale was used in order to find out students' self-efficacy beliefs for scientific literacy whereas Group Embedded Figures Test was utilized in order to ascertain whether students had field dependent or field independent cognitive styles. In the research, it was discerned that the cognitive style is a statistically significant predictor of students' self-efficacy beliefs for scientific literacy (R2=0.04,F(1.821)=29.30, p&lt;0.00). Besides, it was found that there was a statistically significant difference in the mean of scores of self-efficacy beliefs for scientific literacy of field dependent, moderately field dependent and field independent students in favor of field independent students [(F(2.822)=13.61;p&lt;.05]. Based on the results obtained from the research, it is thought that efforts to analyze the characteristic features of students with different cognitive styles, teaching environments convenient for these students and measurement &amp; evaluation approaches will help to raise students as scientifically literate individuals.
Feedback Loops for Common Core State Standards Implementation: Survey Tools for State Education Leaders
Author: Achieve, Inc.
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Feedback (Response),Common Core State Standards,State Departments of Education,Program Effectiveness,Program Implementation,Progress Monitoring,Surveys,Data Analysis,Educational Objectives

As state education agencies (SEAs) across the nation take on the ambitious work of implementing the Common Core State Standards (CCSS), it is critical that they have a clear understanding of the effectiveness of their efforts: Are educators being reached with the correct messages? Are the SEAs' supports and resources meeting the needs of the field? What challenges exist and require the SEA's attention? To better understand these issues, SEAs can use feedback loops to know whether implementation is taking place as intended. Feedback loops allow SEA leaders to know if their work is on-track for success, or if challenges exist that require more attention. There are seven critical objectives for feedback loops on CCSS implementation. This report lists these objectives and some potential sources of evidence for each. Following the list of these objectives, this document contains guidance for using the accompanying set of &quot;Common Core Survey Tools&quot; for educators and instructional leaders. The purpose of administering surveys using these tools--and analyzing the data generated from them--is to support CCSS implementation efforts by giving state leaders a voluntary means to gather rapid, real-time feedback on the quality of implementation before the first common assessment results are available. This feedback will allow leaders to make course corrections in their CCSS implementation efforts by giving them insight into the inevitable challenges that will arise before it is too late to do something about them.
How Well Positioned Is Your State for Sustaining the College- and Career-Ready Agenda?
Author: Achieve, Inc.
Date: 2009-10-00
Type: Guides - General
Subjects: College Readiness,Career Readiness,Sustainability,Educational Change,Audits (Verification),Case Studies,Economic Factors,Barriers,Statewide Planning,High Schools,Academic Standards,Alignment (Education),State Government,Graduation Requirements,State Policy,Educational Policy,Government Role,Accountability,Student Evaluation

Achieve has put together a set of materials--&quot;Taking Root: Strategies for Sustaining the College- and Career-Ready Agenda&quot;--that seeks to help states develop and implement strategies to support the sustainability of the college- and career-ready agenda. This sustainability audit was created for states to use to evaluate their own likelihood of maintaining this agenda. Achieve's &quot;Agenda&quot; identified ten overarching strategies for states to consider as they work to ensure their college- and career-ready agenda will be sustained. This audit distills those ten strategies into seven indicators, which are all strongly associated with sustainable reform, and uses key questions in each of the seven areas. The possible answers indicate supporting or limiting conditions that exist in each area. Many of the examples are drawn from current activities across states or from the four case studies developed for &quot;Taking Root.&quot; States are encouraged to use this audit to evaluate the strength of their political, social, and economic conditions within each of the seven indicators. The goal of the audit is to highlight states' strengths and weaknesses and help them prioritize the areas in which they may need to devote additional time and resources. [For &quot;Taking Root: Lessons Learned for Sustaining the College- and Career-Ready Agenda,&quot; see ED585076.]
Adult Promise Program: A Pilot Design Template for States
Author: Carlson, Andrew
Date: 2016-12-00
Type: Reports - Research
Subjects: Postsecondary Education,Educational Certificates,Associate Degrees,Bachelors Degrees,Community Colleges,Access to Education,Tuition,Fees,Student Financial Aid,State Legislation,Nontraditional Students,Low Income Students,Adult Students,Mentors,Paying for College,Academic Persistence,School Holding Power,Child Care,Costs,Income,Expenditures,Prior Learning,Welfare Services,Program Evaluation

A number of states have adopted, considered or proposed legislation creating promise programs. These proposals often are viewed as cost-effective strategies to encourage or promote postsecondary enrollment and improve attainment of credentials of value. For our purpose, credentials of value refer to certificates, associate degrees, bachelor's degrees, and any others that provide benefits to the individual. These promise programs offer free community college tuition and fees for a specific subset of students in a state. According to research by the Education Commission of the States (ECS), as of July 2016, a total of 22 states proposed 46 pieces of legislation to create these programs within the last year; however, the vast majority limited eligibility to traditional-age students (18-24). Eighteen policy proposals or enactments specifically define eligibility by the student's age, and 24 proposals limit eligibility by the year that the student graduated from high school. Two promise programs currently underway in Tennessee and Oregon are geared toward recent high school graduates. These programs function as last dollar scholarships and rely primarily on the federal Pell Grant to cover all or most of the tuition and fees, with existing state grants making up the difference where necessary. These programs do not represent significant investments of new state funding. In fact, for low-income students in Tennessee, tuition is already &quot;free&quot; because the Pell Grant covers these costs. If these programs are successful, it may be due to eliminating the sticker shock many potential students and families face when they consider paying for college prior to applying for financial aid. These programs make the promise of free tuition up front so that affording postsecondary education seems possible. In Tennessee, a strong mentoring component, designed to help students navigate postsecondary education and succeed, also may assist in improving credential attainment. The purpose of this document is to assist states interested in implementing a &quot;promise-type&quot; aid program specific to meeting the needs of adult students. It is intended to serve as a playbook to guide states through the implementation and pilot year of such a program.