ethanporcaro/eric-fulltext-meta huggingface dataset:
A Summary of the Research on the Effects of K-12 Test Accommodations: 2020. NCEO Report 436
Author: Rogers, Christopher M.
Date: 2022-09-00
Type: Information Analyses
Subjects: Elementary Secondary Education,Testing Accommodations,Students with Disabilities,Computer Assisted Testing,Technology Uses in Education,Educational Research,Standardized Tests,Mathematics Tests,Reading Tests,Science Tests,Writing Tests,Language Arts,Thinking Skills,Student Evaluation

This report provides an update on the state of the research on testing accommodations. Previous reports by the National Center on Educational Outcomes (NCEO) have covered research published since 1999. In this report, we summarize the research published in 2020. During 2020, 11 research studies addressed testing accommodations in the U.S. K-12 education system. The research also highlights important emerging issues including the role of technology in facilitating accessibility for students with disabilities through built-in accommodations and in considering needed practices for applying technologies. [For the 2019 report, see ED620540.]
The Job Characteristics Model: An Extension to Physical Education Teachers Motivation
Author: Khalid Salaudin, Abdullah
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Employment Qualifications,Occupational Information,Work Environment,Teacher Motivation,Private Schools,Public Schools,Models

This article is designed to enhance understanding about how job characteristics motivate physical education teachers. This is an important area of research because Ministry of Education Malaysia invest so much time and money into the creation and development of their physical education teachers and it is important to understand how the work they do relates to their motivation. We applied the organizational behavior concepts of the Job Characteristics Model developed by Hackman and Oldham (1975) to physical education teachers in order to better understand the work of physical education teachers and raise awareness of this important gap in the literature. Our hope is that the proposed research agenda will spark interest in and contribute to the legitimacy of physical education as a field of research.
Elementary Education and Trends in Tribal Enrolment
Author: Bhat, Zahoor Ahmad
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Tribally Controlled Education,Tribes,Elementary Education,Enrollment Trends,Gender Differences,Dropouts,Withdrawal (Education)

The study aimed to analyze the educational participation of tribal students at the elementary stage of school education in district Ganderbal, Jammu and Kashmir. The study emphasized the enrolment of tribal students at various Grades (I, V, VI, VIII) at different points of time; compare the enrolment shares on a gender basis, and assess the change in patterns of enrolment shares from the initial Grade i.e., Grade I to terminal Grade i.e., Grade VIII of the elementary stage of school education. The study is descriptive. The official enrolment records and figures of tribal Gujjar and Bakarwal students were accessed through the concerned educational offices of the district. The investigators developed the information blank to seek Grade wise (I, V, VII, VIII) enrolment records of overall and tribal students. To analyze and visualize the collected enrolment data, tabulation, percentage statistics, and graphical representation was used. The study concluded that tribal share in overall enrolment comprises a significant portion at various Grades (Grade I 36.61%., Grade V 34.51%, Grade VI 31.57%, and Grade VIII 27.74%) of the elementary stage. The results indicate decline and gender disparity have been observed in tribal enrolment. At the elementary stage, i.e., from Grade I to Grade VIII, the tribal enrolment shares declined by -.8.87 percent (Boys -8.27 percent; Girls -9.25%).
State Requirements for Test Administrators, Proctors, and Accommodations Providers Who Administer Tests to Students with Disabilities, English Learners, and English Learners with Disabilities. NCEO Report 437
Author: Lazarus, Sheryl S.
Date: 2022-11-00
Type: Information Analyses
Subjects: Testing,Examiners,Supervision,Testing Accommodations,Academic Accommodations (Disabilities),Students with Disabilities,English Language Learners,Employment Qualifications,Knowledge Level,Test Interpretation,Translation,State Policy

To help ensure that assessments are properly administered, states have developed policies about who can administer or proctor assessments, and the training they must have. This report presents the findings of our analysis of states' 2021 policies on the qualifications and requirements for test administrators, proctors, and accommodations providers for general state summative content assessments (e.g., math, language arts, science), specifically as they relate to students with disabilities, English learners, and English learners with disabilities. The individuals who administer or proctor assessments, as well as those who provide accommodations (e.g., scribes, test readers, sign language interpreters, translators), need to be qualified and knowledgeable about how to appropriately administer assessments and how to provide accommodations.
How 2017-2019 State Entity Grantees Are Using Technical Assistance Set-Aside Funds
Author: Herpin, Sharon
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Finance,State Aid,State Programs,Grants,Technical Assistance,Student Needs,Students with Disabilities,School Administration,Grantsmanship,English Language Learners,Financial Audits,Educational Quality,Accountability

This report explains how State Entity (SE) Program grantees are using or proposed to use the technical assistance (TA) set-aside portion of their Charter School Programs (CSP) funds for these activities. This report also describes SE activities to ensure subgrantees are equipped to meet the needs of all students, and specifically students with disabilities and English learners (ELs). Researchers gathered data for this report from all SEs that received grants between 2017 and 2019 by reviewing their approved applications, surveying SE grantees in spring 2020, and conducting a follow-up survey completed in January 2021. The report begins with a summary of aggregate findings across the grantees, followed by descriptions of how funds are used by each individual SE grantee. This report will be updated when CSP awards new SE grants.
Enhancing School-Based Health Services. Policy Update. Vol. 29, No. 9
Author: Blanco, Megan
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: School Health Services,Access to Health Care,Federal Aid,State Government,Substance Abuse,Mental Health,State Federal Aid,Government Role,Advisory Committees,Immunization Programs,Informed Consent

School-based health services (SBHS) are a convenient, powerful, yet underused strategy to meet student needs and increase equitable access to healthcare. At a time when the nation is combating a youth mental health crisis and federal education funding is at an all-time high, state leaders can do more to leverage federal funding streams, partnerships, policies, and capacity building to expand SBHS. This policy update discusses federal funding available in support of school health, state strategies for supporting health services in schools, and what state leaders can ask to examine the extent to which their state is leveraging federal funding for SBHS.
English Medium Public Schools in Nepal: A New Linguistic Market in Education
Author: Saud, Mohan Singh
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Pilot Projects,Principals,Teacher Attitudes,Administrator Attitudes,Ethnic Groups,Parent Attitudes,Student Attitudes,English (Second Language),Second Language Learning,Language of Instruction,Educational Policy,Theory Practice Relationship,Language Attitudes,Social Capital,Global Approach,Socioeconomic Status,Outcomes of Education,Parent Aspiration,Language Usage,Case Studies,Elementary Secondary Education,Community Schools

This article is the result of the pilot study of my PhD research project. It explores the views of the school principal, teachers, ethnic students and ethnic parents regarding the need and use of English as a medium of instruction and the classroom practices of using English in a public school in Nepal. Nepal is a multilingual and multicultural country with diverse geo-biological landscape. However, public schools in Nepal have been adopting English medium instruction as a new linguistic market in education, challenging the mother tongue based multilingual education policy of the government. This paradigm shift from Nepali as a medium of instruction (NMI) to English as a medium of instruction (EMI) has raised controversy in the education system of Nepal. As this study found, there has been a growing demand of parents for EMI viewing English as a linguistic capital in the global socio-economic market and they have taken it as an economic investment in education. However, there seems a noticeable gap between the true spirit of EMI policy and actual classroom practice in public school education. Teachers were found to have been using bi-/trilingual language policy in the classroom neglecting the spirit of EMI. Public schools in Nepal need to adopt EMI only after wider discussion with all the stakeholders so that there could be well preparation with prerequisites for the effective implementation of EMI in the classroom contexts.
The Impact of Dual Enrollment on College Application Choice and Admission Success. CCRC Working Paper No. 129
Author: Liu, Vivian Yuen Ting
Date: 2022-12-00
Type: Reports - Research
Subjects: Dual Enrollment,College Applicants,College Admission,College Attendance,Grade 9,High School Students,Probability,Selective Admission,State Colleges,Racial Differences,Ethnicity,Community Colleges,Grade 10,Grade 11,Grade 12,Student Characteristics

Dual enrollment (DE) is one of the fastest growing programs that support the high school-to-college transition. Yet, there is limited empirical evidence about its impact on either students' college application choices or admission outcomes. Using a fuzzy regression discontinuity approach and data from two cohorts of ninth-grade students in one anonymous state, we found that taking DE credits increased the total number of colleges students applied to and the likelihood of applying to any moderately or highly selective in-state four-year institution. Attempting DE credits also increased the total number of in-state four-year colleges a student got admitted to and the probability of being admitted to a highly selective in-state four-year college. Heterogeneous analysis further indicates that the gains were primarily driven by Black students.
Campus Sexual Misconduct Policies. 50-State Comparison: Postsecondary Campus Safety 2022
Author: Education Commission of the States (ECS)
Date: 2022-10-00
Type: Numerical/Quantitative Data
Subjects: Geographic Location,Sexual Abuse,Postsecondary Education,State Policy,Definitions,Victims,School Safety,School Policy,College Students,School Personnel,Legal Responsibility,Resources,Access to Health Care,Training,Law Enforcement,Disclosure

This table captures how states and the District of Columbia have used statute and/or regulations to provide institutions with additional guidance and requirements regarding campus sexual misconduct policy. Each data point presents information on a distinct component of that policy, such as reporting processes, victim support services, and prevention and bystander training. The table shows at least 24 states have a campus sexual misconduct policy in statute and/or regulation, and there is significant variation between what those policies contain (Maine statute creating this requirement will go into effect by July 2023). Among other data points captured, at least seven state policies in statute and/or regulation define affirmative consent and at least three states require institutions to develop their own definition; at least 15 allow amnesty for individuals reporting instances of campus sexual misconduct; and at least 22 address support systems for victims. [View the full &quot;50-State Comparison: Postsecondary Campus Safety,&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-campus-safety-2022/.]
When Is It Helpful to Restate Student Responses within a Tutorial Dialogue System?
Author: Jordan, Pamela W.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Man Machine Systems,Interaction,Student Reaction,Prior Learning,Inferences,Dialogs (Language),High School Students,Educational Technology

Tutorial dialogue systems often simulate tactics used by experienced human tutors such as restating students' dialogue input. We investigated whether the amount of tutor restatement that supports student inference interacts with students' incoming knowledge level in predicting how much students learn from a system. We found that students with lower incoming knowledge benefit more from an increased level of these types of restatement while students with higher incoming knowledge benefit more from a decreased level of such restatements.
Exploring How to Adaptively Apply Tutorial Dialogue Tactics
Author: Jordan, Pamela
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Tutoring,Natural Language Processing,Student Characteristics,Rhetoric,Physics,Interaction,Gender Differences,Prior Learning

Prior research aimed at identifying linguistic features of tutoring that predict learning found interactions between student characteristics (e.g., incoming knowledge level, gender, and affect) and learning. This paper addresses the question: &quot;What do these interactions suggest for developing adaptive natural-language tutoring systems?&quot; We summarize two studies which investigated interactions between gender and learning in a tutoring system for conceptual physics. We argue that student characteristics such as gender are insufficient to guide the development of adaptive tutorial dialogue systems. A more fruitful approach is to consider the underlying factors and cognitive mechanisms that potentially mediate the relationship between student characteristics and learning from particular tutoring tactics.
Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. Occasional Paper. RTI Press Publication OP-0084-2212
Author: Sitabkhan, Yasmin
Date: 2022-12-00
Type: Reports - Research
Subjects: Foreign Countries,Individualized Instruction,Mixed Age Grouping,Preschool Education,Preschool Teachers,Teaching Methods,Mathematics Instruction,Language Arts,Student Needs,Large Group Instruction,Small Group Instruction

There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
For-Profit Charter Schools: An Evaluation of Their Spending and Outcomes
Author: Lavertu, Stéphane
Date: 2022-09-00
Type: Reports - Research
Subjects: Charter Schools,Proprietary Schools,Educational Legislation,Educational Administration,Administrative Organization,Grants,Corporations,Contracts,Educational Quality,School Effectiveness,Comparative Analysis,Nonprofit Organizations,Resource Allocation,Educational Finance,Academic Achievement,Outcomes of Education,Outsourcing,State Departments of Education,Expenditures,General Education,Special Education,Dropout Prevention,Institutional Characteristics,Elementary Secondary Education

After a tumultuous reception, the Biden administration's regulations for the federal Charter Schools Program (CSP) were finalized in July. Although the Administration backpedaled partway on issues related to community demand and racial integration, its final rules cracked down on so-called &quot;for-profit charters,&quot; in line with the president's campaign promises. Soon, we'll learn whether any charters that contract with for-profit management companies received CSP start-up grants, and/or whether states that allow for-profit charters were penalized as a result. Technically, &quot;for-profit charter schools&quot; are non-profit organizations that contract out some or all of their operations or services to a for-profit organization--meaning the schools themselves are not for-profit. It's also very common for all public schools--both traditional and charter--to use for-profit vendors for a variety of services, from transportation and building maintenance to food service and student tutoring. This study uses administrative data from Ohio to explore whether a charter school's use of for-profit organizations impacts school quality. Specifically, it asks: (1) What makes a charter school &quot;for-profit&quot; vs. &quot;nonprofit&quot;? (2) How do for-profit and nonprofit charter schools spend resources differently? (3) How does the effectiveness of &quot;for-profit&quot; charters compare to the effectiveness of traditional public schools and &quot;nonprofit&quot; charters, in terms of academic and nonacademic outcomes? [Foreword written by Amber M. Northern and Michael J. Petrilli.]
How Attaining Industry-Recognized Credentials in High School Shapes Education and Employment Outcomes
Author: Giani, Matt
Date: 2022-08-00
Type: Reports - Research
Subjects: High School Students,High School Graduates,Industry,Labor Force Development,Career Readiness,Certification,Outcomes of Education,Employment,Employment Level,College Attendance,Influences,Student Characteristics,State Policy,Education Work Relationship

Conferred by businesses, industry groups, and state certifying entities, industry-recognized credentials (IRCs) are intended to signal that students have mastered specific workplace knowledge and skills. This first-of-its-kind study assesses the impact of specific IRCs earned in high school on various employment and postsecondary outcomes for students who do and do not attend college. The findings can help education leaders and policymakers improve CTE and IRC opportunities in order to boost student success in the labor market. [Foreword by Amber M. Northern and Michael J. Petrilli.]
Evolution vs. Creationism in the Classroom: the Lasting Effects of Science Education. Program on Education Policy and Governance Working Papers Series. PEPG 22-01
Author: Arold, Benjamin W.
Date: 2022-09-05
Type: Reports - Research
Subjects: Evolution,Creationism,Science Education,Religion,Political Issues,Knowledge Level,Course Content,Beliefs,Attitudes,Educational Change,Sciences,Attitude Change,State Standards,Public Schools,Educational History,Career Choice,Occupations,High Schools,Secondary School Science,High School Students

Anti-scientific attitudes can impose substantial costs on societies. Can schools be an important agent in mitigating the propagation of such attitudes? This paper investigates the effect of the content of science education on anti-scientific attitudes, knowledge, and choices. The analysis exploits staggered reforms that reduce or expand the coverage of evolution theory in US state science education standards. I compare adjacent cohorts in models with state and cohort fixed effects and conduct fine-grained placebo tests to rule out scientific, religious and political confounders. There are three main results. First, expanded evolution coverage increases students' knowledge about evolution. Second, the reforms translate into greater evolution belief in adulthood, but do not crowd out religiosity or affect political attitudes. Third, the reforms affect high-stakes life decisions, namely the probability of working in life sciences.
Fostering College Institutional Change: A Study of Achieving the Dream in Florida
Author: Cerna, Oscar
Date: 2022-12-00
Type: Reports - Research
Subjects: Organizational Change,Achievement Gap,Colleges,Community Colleges,Educational Improvement,Outcomes of Education,COVID-19,Pandemics,Strategic Planning,Equal Education,Decision Making,Cooperation,Leadership,Leadership Styles,Inclusion,Data Use,Data Collection

Implementing institution-wide, systemic change is typically a long and often challenging task for college leaders to undertake. Because each institution is different, the combination of internal and external factors that drive institutional change can vary greatly from college to college, and from moment to moment. Achieving the Dream (ATD), which began as a national initiative launched by the Lumina Foundation in 2004, provides expert guidance and tools for community colleges to enact positive institutional change aimed at closing achievement gaps and accelerating student success. To further its support of institutions within its network, ATD partnered with MDRC in 2019 to investigate recent institutional change efforts at nine ATD colleges in Florida. This set of colleges in Florida represents a diverse set of institutions with varying enrollment sizes, geographic environments, and levels of engagement in the ATD network. Some have been in ATD since its inception in 2004, while others joined as recently as 2018, which provides an opportunity to better understand the different stages of institutional change and the factors that facilitate change at these colleges. This brief summarizes what stakeholders from these nine Florida colleges consider to be the common driving factors that prompted or sustained key institution-wide reforms that were reported by college leaders, faculty, and staff--as well as by ATD administrative leadership coaches, equity coaches, and student success data coaches assigned to the nine colleges. The brief also takes a closer look at these key factors and reforms at three case study colleges from this group of Florida institutions that capture different narratives of institutional change, particularly: (1) A college addressing the challenges of building wider-scale institutional commitment for reforms--Florida State College at Jacksonville (Florida State); (2) A college making strides to narrow down and prioritize various student success goals, strategies, and areas of reform--Palm Beach State College (Palm Beach); and (3) A college demonstrating strong organizational structure and progress on reforms--Broward College (Broward).