ethanporcaro/eric-fulltext-meta huggingface dataset:
STEM: Science Technology Engineering Mathematics
Author: Carnevale, Anthony P.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Economic Progress,STEM Education,Global Approach,Job Skills,Employment Qualifications,Outcomes of Education,Postsecondary Education,Wages,Immigrants,Educational Attainment,Supply and Demand,Knowledge Level,Interests,Competence,Social Influences,Innovation,Business,Manufacturing,Industry,Labor Market

The generative economic power and social influence of Science, Technology, Engineering, and Mathematics (STEM) has made the production of a capable science and engineering workforce a priority among business and policy leaders. They are rightly concerned that without a robust STEM workforce, the nation will become less competitive in the global economy. Many among these leaders have argued that there is a shortage of STEM workers. They cite disturbing trends in the STEM pipeline, such as the fact that although the raw number of Doctoral and Master's degrees in STEM has increased, those disciplines have declined as a proportion of all degrees awarded. Other respected authorities have vigorously contested the claims of shortage, arguing that the nation produces enough STEM degrees to fill all the STEM openings (Lowell and Salzman 2007; Freeman 2008; Teitelbaum 2003). What is really at stake in the current debate over the existence of quantifiable STEM shortages is an important question regarding a national strategy for sustaining economic innovation in the United States at a time when science, technology, innovation, and related work in STEM occupations have become more integrated globally. This report was undertaken to help advance the discussion and understanding of many contentious issues surrounding STEM. Appended are: (1) STEM Competencies; (2) STEM Certificates; (3) STEM Certifications; (4) Detailed STEM Wages by Occupation and Education Level; (5) Education Distribution of STEM Jobs (2008 and 2018); and (6) Technical Appendix. A glossary is included. (Contains 17 tables, 38 figures and 76 footnotes.) [For &quot;STEM: Science Technology Engineering Mathematics. Executive Summary,&quot; see ED525298.]
STEM: Science Technology Engineering Mathematics. Executive Summary
Author: Carnevale, Anthony P.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Economic Progress,STEM Education,Global Approach,Job Skills,Employment Qualifications,Outcomes of Education,Postsecondary Education,Wages,Immigrants,Educational Attainment,Supply and Demand,Knowledge Level,Interests,Competence

Science, Technology, Engineering, and Mathematics (STEM) occupations are critical to the nation's continued economic competitiveness because of their direct ties to innovation, economic growth, and productivity, even though they will only be 5 percent of all jobs in the U.S. economy by 2018. The disproportionate influence of STEM raises a persistent concern that the nation is not producing enough STEM workers to compete successfully in the global economy. The authors find that this concern is warranted--but not for the reasons traditionally claimed. This report discusses what it takes to help advance STEM in the country. (Contains 21 footnotes.) [For the full report, "STEM: Science Technology Engineering Mathematics," see ED525297.]
The Midwest Challenge: Matching Jobs with Education in the Post-Recession Economy
Author: Carnevale, Anthony P.
Date: 2011-09-13
Type: Reports - Descriptive
Subjects: Postsecondary Education,Skilled Occupations,Industry,Education Work Relationship,Educational Demand,Employment Opportunities,Labor Force,Labor Market,Alignment (Education),Unemployment,Economic Climate,Economic Factors,Social Indicators,Influence of Technology,Competition,Outcomes of Education,Labor Force Development

No one has had it worse than the Midwest. Job losses in the &quot;great recession&quot; of 2007 spared no region, but the bulk of industries hardest hit were in the Midwestern states. This is the second of a series of reports detailing the job and educational demand prospects for workers, by major census regions. When compared to all other regions, the loss of jobs in the Midwest has been substantial and painful, mostly due to its industrial composition. Because of the continuing decline in manufacturing and agriculture, the Midwest has lost many of its middle-wage, middle-skill level jobs. This &quot;hollowing out&quot; of the middle is, however, more precisely described as a general decline in the demand for less-skilled occupations--and not the decimation of the middle as it is widely interpreted. The authors find that many of these lost jobs that required only a high school education or less and relatively low skills will not come back at all, lost to automation or overseas competitors. The newly created jobs are in occupations such as healthcare, and science, technology, engineering, and math (STEM). The writing is on the wall: the fastest-growing occupations and industries are those associated with the highest proportions of postsecondary education. The overall demand for postsecondary education and training will continue to grow. This is true not only of high-tech industries, but even in wholesale and retail trade or personal services, where more than 50 percent of the workforce requires some postsecondary education beyond high school. Not all postsecondary education and training, however, will result in good jobs that pay living wages. The states' ability to match postsecondary programs with job opportunities remains underdeveloped. This deficiency contributes to the continuing mismatch between the postsecondary education production system, the actual training that people need to get, and the jobs that are available. Everyone should use information systems to better align education and training with workforce outcomes. Appended are: (1) Midwest Region: Economic Indicators; (2) Midwest States: Unemployment Rates; (3) Real GDP by state (2009 U.S. dollars, in millions); (4) Education Distribution by Industry, 2018; (5) Education Distribution by Occupation, 2018; (6) Largest Employers (by employment numbers) by State; (7) Fastest-Growing Companies by State (Selected Companies); and (8) Detailed Analysis of BLS/Census Discrepancy in Education Requirements of Jobs (Midwest States). A bibliography is included. (Contains 13 tables, 3 figures and 6 footnotes.)
How Middle-School Mathematics Teachers Use Interim and Benchmark Assessment Data. CRESST Report 807
Author: Shepard, Lorrie A.
Date: 2011-10-00
Type: Reports - Research
Subjects: Federal Legislation,Academic Achievement,School Districts,Data Analysis,Mathematics Teachers,Middle School Students,Benchmarking,Achievement Gap,Scores,Achievement Tests,Interviews,Teacher Attitudes,Middle School Teachers,Standards

In 2001, the enactment of the No Child Left Behind Act intensified the pressure on school districts to raise test scores, close achievement gaps, and turn around low-performing schools. In response, a large number of school districts have adopted interim or benchmark assessments to be administered periodically throughout the school year in anticipation of annual state tests. This report focuses on middle-school mathematics teachers' uses of interim and benchmark assessment results. We present findings from two-stage interviews with 30 teachers in seven districts across two states. While teachers' uses of assessment information varied, few gained substantive insights about students' mathematical understanding. Instead, teachers most frequently retaught standards or items with the lowest scores and focused on procedural competence. Although many teachers expressed an interest in using assessment results to inform instruction, they reported minimal professional development to this end, and often had a different understanding regarding the intended use of the assessments than did district leaders. Examples of big picture growth and proficiency assessment information are appended. (Contains 1 table, 2 figures and 3 footnotes.)
Are We There Yet? Making the Successful Transition to Adulthood. Longitudinal Surveys of Australian Youth. Research Synthesis
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Longitudinal Studies,Young Adults,Disadvantaged Youth,At Risk Persons,Financial Support,Part Time Employment,Student Experience,Teacher Student Relationship

There was a time when leaving school marked the beginning of adulthood. Even though this transition has now lengthened, the traditional markers of a successful transition remain the same: getting a good job, becoming a responsible citizen, establishing a household and having a family. Being either in full-time education or work, or a combination of both--in other words, being fully engaged in society--is a good indicator that a young person is on the right track. Some may take a different, less direct route towards achieving this but it is not necessarily a bad thing; they too may be involved in meaningful activities such as travel, or caring for children or others, or doing volunteer work. This research synthesis highlights what helps young people achieve a successful transition. (Contains a list of further readings.)
Examining the Factor Structure of a State Standards-Based Science Assessment for Students with Learning Disabilities. Research Report. ETS RR-11-38
Author: Steinberg, Jonathan
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Learning Disabilities,State Standards,Educational Improvement,Science Tests,Factor Structure,Program Effectiveness,Grade 5,Scores,Testing Accommodations,Individualized Education Programs,Test Validity,Educational Policy,Correlation,Factor Analysis,Elementary School Students,Item Analysis

This study examined the scores on a state standards-based Grade 5 Science assessment obtained by a group of students without learning disabilities who took the standard form of the test and by three groups of students with learning disabilities: one taking the standard form of the test without accommodations or modifications, a second taking the test with accommodations, and a third group taking the test with modifications. The groups received accommodations or modifications that were specified in their 504 or IEP plans. Unlimited time was granted to complete the test. A series of item-level, then parcel-level, exploratory and confirmatory factor analyses investigated whether or not the assessment demonstrated factorial invariance for the four groups of students studied. The results of this study help substantiate the validity of test scores for students with disabilities who take the test with the particular set of accommodations or modifications that were used in this study. In addition, the results lend support to modifying this state's policy in order to aggregate scores obtained by students without learning disabilities and by students with learning disabilities who have taken the assessment with accommodations or modifications required by their 504 plans or IEPs for AYP purposes. Appended are: (1) Observed Reporting Strand Intercorrelation Matrices by Group Adjusted for Attenuation; (2) Parcel-Covariance Matrices; (3) Summary of Parcel-Level Exploratory Factor Analyses by Group; and (4) Summary of Factor Loadings and Residuals From Final Parcel-Level Multi-Group Confirmatory Factor Analyses. (Contains 26 tables, 4 figures and 17 notes.)
The Mission of the High School: A New Consensus of the Purposes of Public Education? Policy Information Perspective
Author: Barton, Paul E.
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: High Schools,School Restructuring,Mathematics Education,Democracy,School Policy,Vocational Education,Public Education,Graduation Rate,Educational Policy,School Districts,Educational Objectives

This report provides a view of Career and Technical Education (CTE) and multiple path approaches, along with information on evaluations of its effectiveness. CTE integrates mathematics education within technical and occupational courses, establishing high standards with the expectation that such programs can qualify graduates for postsecondary education at some level. The larger concept is "multiple paths" to graduation. In this respect, CTE is at odds with the single-path focus of the present reform movement. Where the balance will come in the evolution of high school policy is hard to predict, and will likely vary from state to state and district to district. The sustained and narrow focus on reading and mathematics that guides the setting of state and national education goals and defines the purpose of high school raises some large and extremely important questions, including the following: What are the broad purposes of public education? What is left out of the curriculum that may be very important? What is the impact of this narrowed focus and curriculum on democracy and on the education system in general? This report raises these questions and works to cast light on them. Finally, the report points out that the new high school reform movement must deal with decades of stagnation in the high school completion rate. (Contains 4 figures, 4 tables, and 52 footnotes.)
Equivalency of the DINA Model and a Constrained General Diagnostic Model. Research Report. ETS RR-11-37
Author: von Davier, Matthias
Date: 2011-09-00
Type: Reports - Research
Subjects: Clinical Diagnosis,Classification,Models,Matrices,Statistical Analysis

This report shows that the deterministic-input noisy-AND (DINA) model is a special case of more general compensatory diagnostic models by means of a reparameterization of the skill space and the design (Q-) matrix of item by skills associations. This reparameterization produces a compensatory model that is equivalent to the (conjunctive) DINA model, and is valid for all types of complex structure Q-matrices, not only for trivial cases. This equivalency uses the GDM as the basis, is not based on recent developments of diagnosis models such as G-DINA or LCDM. Model equivalency is a topic of some relevance as soon as researchers want to draw conclusions derived from any particular model-based estimates. It can be shown that for multidimensional models, there are often multiple ways to specify different sets of latent variables and their relationships to observed variables. This report goes beyond showing that multiple versions of a design matrix lead to the same model-based conditional probability space; it shows that a &quot;conjunctive&quot; diagnostic classification model can be expressed as a constrained special case of a &quot;compensatory&quot; diagnostic modeling framework. (Contains 2 tables.)
STEM: Science Technology Engineering Mathematics. State-Level Analysis
Author: Carnevale, Anthony P.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Demand Occupations,Technical Occupations,Mathematics,Professional Occupations,Engineering,Scientific Personnel,Computer Science,Biological Sciences,Physical Sciences,Architecture,Educational Attainment,Employment Opportunities,Education Work Relationship,Occupational Information,Associate Degrees,Bachelors Degrees,Doctoral Degrees,Masters Degrees,STEM Education

The science, technology, engineering, and mathematics (STEM) state-level analysis provides policymakers, educators, state government officials, and others with details on the projections of STEM jobs through 2018. This report delivers a state-by-state snapshot of the demand for STEM jobs, including: (1) The number of forecast net new and replacement jobs by state for each of the five STEM occupational groups; (2) The educational distribution of STEM jobs by state; (3) The share of STEM jobs in each state, by education level; and (4) The growth of STEM jobs by state between 2008 and 2018. The STEM state-level analysis finds that: (1) The District of Columbia will have the highest proportion of STEM jobs as a fraction of job openings through 2018 (10%), followed by Virginia (8%), Washington (8%), and Massachusetts (8%). However, nine states are projected to have only have 3 percent of their future job vacancies in STEM occupations in 2018; (2) 19 states will be at or above the national average of 92 percent in terms of the share of their STEM jobs that will require postsecondary education or training. Hawaii leads all states in the proportion of STEM jobs that require postsecondary education and training (96%), followed by Massachusetts (94%), Colorado (94%), and Minnesota (94%); (4) Oklahoma and Nevada lead in the proportions of the state's STEM jobs available for workers with some college, including postsecondary vocational certificates and on-the-job training (23% each); (5) Compared to all other states, North Dakota will have the highest proportion of its STEM jobs for workers with Associate's degrees (24%); (6) Wyoming leads all other states in its proportion of STEM jobs for Bachelor's degree-holders (55%); (7) The District of Columbia will have the highest proportion its STEM jobs for workers with Master's degrees (36%), while Massachusetts and New Mexico will have the highest share of their STEM jobs for PhDs (9%); and (8) In most states, Computer occupations are the largest of the STEM occupations. However, in Louisiana, Michigan, Mississippi, New Mexico, South Carolina, and Wyoming, Engineers and Engineering Technicians will be the largest of the STEM occupations in the state, and in Alaska and Montana, the largest STEM occupation will be Life and Physical Scientists. (Contains 1 footnote.) [For the full report, "STEM: Science Technology Engineering Mathematics," see ED525297. For the executive summary, "STEM: Science Technology Engineering Mathematics. Executive Summary," see ED525298.]
Automated Subscores for TOEFL iBT[R] Independent Essays. Research Report. ETS RR-11-39
Author: Attali, Yigal
Date: 2011-10-00
Type: Reports - Research
Subjects: Essay Tests,Language Tests,Test Scoring Machines,Automation,Scoring,Factor Structure,Factor Analysis

The e-rater[R] automated essay scoring system is used operationally in the scoring of TOEFL iBT[R] independent essays. Previous research has found support for a 3-factor structure of the e-rater features. This 3-factor structure has an attractive hierarchical linguistic interpretation with a word choice factor, a grammatical convention within a sentence factor, and a fluency factor. The purpose of this study was to explore the feasibility of developing automated subscores for the TOEFL iBT independent task based on this 3-factor structure. First, using a multiple-group confirmatory factor analysis, the 3-factor structure was found to be quite stable across major language groups. Next, the subscores based on these 3 factors were found to have added value in the context of repeater examinees by comparing the ability to predict a subscore on one test from the subscore on the other test or from the total e-rater score on the other test. The results of this study could be used to develop and report subscores for the performance of examinees on TOEFL iBT independent prompts. Reporting subscores could have instructional and remedial value, both at the individual and institutional level. (Contains 10 tables.)
A Differential Word Use Measure for Content Analysis in Automated Essay Scoring. Research Report. ETS RR-11-36
Author: Attali, Yigal
Date: 2011-08-00
Type: Reports - Research
Subjects: Scoring,Essay Tests,Word Frequency,Content Analysis,Test Scoring Machines,Automation,College Entrance Examinations,Language Tests,Factor Analysis,Regression (Statistics)

This paper proposes an alternative content measure for essay scoring, based on the &quot;difference&quot; in the relative frequency of a word in high-scored versus low-scored essays. The &quot;differential word use&quot; (DWU) measure is the average of these differences across all words in the essay. A positive value indicates the essay is using vocabulary more typical of high-scoring essays in this task, and vice versa. In addition to the traditional prompt level, this measure is also computed at the generic task level, where the content of an essay is evaluated in the context of the general vocabulary of the writing task (e.g., GRE[R] issue), &quot;across&quot; different prompts. Evaluation results across four GRE and TOEFL[R] tasks are presented. Factor analyses show that both the prompt and task DWU measures load on the same factor as the prompt-specific content analysis measures of e-rater[R]. Regression results on the human essay scores show that the generic task DWU measure is a strong predictor of human scores, second only to essay length among noncontent e-rater features. This measure provides a way to conduct a task-level content analysis that is related to the prompt-specific content analysis of e-rater but does not require prompt-specific training. Regression results for the prompt-level DWU show that it can be used as a replacement to prompt-specific content-vector analysis (CVA) features. Appended are: (1) Examples of Extreme d Values for the GRE Issue Task; and (2) Examples of Extreme d Values for the GRE Argument Task. (Contains 8 tables.)
The Development of a Classroom Observational System for Studying the Quality of Reading Comprehension and Vocabulary Instruction in First Grade Classrooms
Author: Gersten, Russell
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Urban Schools,Reading Comprehension,Teacher Characteristics,Vocabulary,Construct Validity,Vocabulary Development,Grade 1,Professional Development,Predictor Variables,School District Size,School Districts,Intervention,Teacher Effectiveness,Observation,Interrater Reliability

The purpose of this professional development study was to examine the impact of Teacher Study Groups on the teacher practice, teacher knowledge, and student outcomes, specifically in the areas of reading comprehension and vocabulary. The multi-site study was conducted in three large urban school districts from three states: California (CA), Pennsylvania (PA), and Virginia (VA). A total of 19 Reading First schools were involved in the study (10 treatment, 9 control). The authors developed the &quot;Reading Comprehension and Vocabulary (RCV) Observational Measure&quot; (Gersten et al., 2007), a moderate-inference measure, to assess the quality of classroom reading instruction. The authors' findings indicate that the &quot;RCV Observational Measure&quot; (Gersten et al., 2007) is sensitive to the intervention, a key component of construct validity. This aspect of validity was particularly important to them in that they designed this measure to be one of several outcomes in a study of professional development for first grade teachers. The measure also has acceptable levels of inter-observer reliability and internal consistency. The &quot;RCV Observational Measure&quot; (Gersten et al.) presents a viable alternative to existing observational methodology that can be used to assess the quality of teacher practice in large scale up projects to yield consistently data that is objective and reliable. (Contains 2 tables and 1 figure.)
The Effects of the California High School Exit Exam Requirement on Student Achievement, Persistence, and Graduation
Author: Reardon, Sean F.
Date: 2009-00-00
Type: Reports - Research
Subjects: High Schools,Graduation Rate,Academic Persistence,Graduation,Exit Examinations,School Districts,Grade 10,High School Students,Academic Achievement,Longitudinal Studies,Educational Policy

In this paper, the authors estimate the effect of a high school exit exam requirement (relative to no requirement) on students' academic achievement, persistence in high school, and graduation rates. They are particularly interested in the effects of the policy on the students who have low initial skill levels in high school. The study is based on data from four large California districts--Fresno, Long Beach, San Diego, and San Francisco Unified School Districts--to investigate the effects of failing the California High School Exit Exam. These are four of the eight largest school districts in California, collectively enrolling over 110,000 new high school students (about 5.5 percent of high school students in the state) annually. They use three years of longitudinal data from students who were in 10th grade in the Spring of 2003, 2004, 2005, 2006 (i.e., they use data from 2003-2008).