ethanporcaro/eric-fulltext-meta huggingface dataset:
Profile of Undergraduate Students: Trends from Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2010-220
Author: Staklis, Sandra
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Undergraduate Study,Postsecondary Education,Enrollment Trends,Student Characteristics,Marital Status,Distance Education,Parent Background,College Attendance,Community Services,Service Learning,Student Employment

From 1995-96 to 2007-08, the number of students enrolled in undergraduate education in the United States grew from about 16.7 million to 21 million. These Web Tables provide information on undergraduates during the 1995-96, 1999-2000, 2003-04, and 2007-08 academic years. Estimates are presented for all undergraduates and for undergraduates who attended public 2- and 4-year, private nonprofit, and for-profit institutions by student and enrollment characteristics, hours worked while enrolled, and community service activities. The tables are grouped into three sections. Section 1 presents estimates by selected student characteristics. The tables look at undergraduates' enrollment by age, gender, race/ethnicity, dependency status, marital status and parenthood, income, citizenship, type of high school attended, and parent education. Section 2 focuses on undergraduates' postsecondary enrollment and attendance. The tables display estimates by institution and program level, attendance intensity, in-state attendance, participation in distance education, remedial coursetaking, and attendance at more than one institution. Undergraduate major fields of study are presented for undergraduates who attended public and nonprofit 4-year institutions or were in an associate's degree program at a public 2-year institution. Section 3 looks at undergraduates' work and community service. The tables provide information about students' work intensity while enrolled, average and median hours worked per week, primary role as a student or an employee, participation in community service activities, and the average and median hours volunteered per month. A glossary is included. (Contains 30 tables and 2 endnotes.)
Using State Tests in Education Experiments: A Discussion of the Issues. NCEE 2009-013
Author: May, Henry
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Testing Programs,Academic Achievement,Researchers,Educational Research,Outcomes of Education,Measures (Individuals),Test Validity,Test Reliability,Data Collection,Student Evaluation,State Standards,Effect Size,Standardized Tests,Achievement Tests,Data,Educational Legislation,Federal Legislation,Elementary Secondary Education

Securing data on students' academic achievement is typically one of the most important and costly aspects of conducting education experiments. As state assessment programs have become practically universal and more uniform in terms of grades and subjects tested, the relative appeal of using state tests as a source of study outcome measures has grown. However, the variation in state assessments--in both content and proficiency standards--complicates decisions about whether a particular state test is suitable for research purposes and poses difficulties when planning to combine results across multiple states or grades. This discussion paper aims to help researchers evaluate and make decisions about whether and how to use state test data in education experiments. It outlines the issues that researchers should consider, including how to evaluate the validity and reliability of state tests relative to study purposes; factors influencing the feasibility of collecting state test data; how to analyze state test scores; and whether to combine results based on different tests. It also highlights best practices to help inform ongoing and future experimental studies. Many of the issues discussed are also relevant for nonexperimental studies. Appendices include: (1) State Testing Programs Under NCLB; (2) How NCEE-Funded Evaluations Use State Test Data. (Contains 35 footnotes and 4 tables.)
Reading First's Impact. NCEE Evaluation Brief. NCEE 2009-4054
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2009-02-00
Type: Reports - Evaluative
Subjects: Reading Comprehension,Early Reading,Reading Achievement,Program Effectiveness,Grade 3,Grade 1,Reading Instruction,Teaching Methods,Federal Legislation,Evaluation,Professional Development,Phonemic Awareness,Phonics,Scores,Surveys,Grade 2

The No Child Let Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting five essential components of reading instruction. The program invested about $1 billion a year in classroom reading instruction over FY 2002-07 and $393 million in FY 2008. As required by the legislation, the Reading First impact study examined instruction and student reading outcomes in 248 schools (about half Reading First and half not) in 17 districts and 1 statewide program to address three main questions: (1) What is the impact of Reading First on student reading achievement?; (2) What is the impact of Reading First on classroom instruction?; and (3) What is the relationship between the degree of implementation of scientifically based reading instruction and student reading achievement? Findings reveal that Reading First did not improve student reading comprehension in grades 1, 2, or 3. But it did improve first grader's skills in decoding unfamiliar words. And it produced changes in several instructional practices, such as the amount of time spent on five essential components of reading instruction and the amount of professional development in reading instruction. (Contains 3 figures and 1 note.) [For the full report, &quot;Reading First Impact Study. Final Report. NCEE 2009-4038,&quot; see ED503344.]
Suggestions for Improving the IPEDS Graduation Rate Survey Data Collection and Reporting. NPEC 2010-832
Author: Albright, Brenda
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Feedback (Response),Graduation Rate,Academic Persistence,Student Rights,National Surveys,Data Collection,Bachelors Degrees,Time to Degree,Gender Differences,Racial Differences,Postsecondary Education,Data,Educational Legislation,Federal Legislation

The National Center for Education Statistics (NCES) at the U.S. Department of Education developed the Graduation Rate Survey (GRS) to help institutions comply with the &quot;Student Right-to-Know (SRTK) Act&quot; requirements. NCES uses GRS data to calculate graduation rates within 150 percent of normal time for all students in the GRS cohort, as well as 100 percent and 125 percent of normal times for students seeking bachelor's degrees, by race/ethnicity and by gender. Responding to the GRS is wrought with complexities. Respondents are required to be aware of which students to include (e.g., can first-time students attending the previous summer be included), which students to exclude (e.g., can students who temporarily stop their studies because of military service be excluded), and the dates used to compute an accurate graduation rate. The purpose of this paper is to present recommendations for reducing complexity and confusion of completing the GRS survey as well as improve the standardization of data. The paper summarizes findings from two activities: deliberations of the NPEC GRS Working Group (with feedback from the full NPEC membership) and an analysis of graduation rate survey perceptions using entries in the Common Dataset listserve. Appended are: (1) About the National Postsecondary Education Cooperative (NPEC); (2) Methodology and Detailed Findings; and (3) Clarifications of Instructions and Definitions. (Contains 7 footnotes.)
The Effects of Teachers Trained through Different Routes to Certification. NCEE Evaluation Brief. NCEE 2009-4070
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Teacher Characteristics,Federal Legislation,Academic Achievement,Teaching Skills,Teacher Certification,Outcomes of Education,Teachers,Alternative Teacher Certification,Teaching Methods,Elementary Schools,Selective Admission,Reading Achievement,Mathematics Achievement,Statistical Significance,Effect Size,Scores

The No Child Left Behind (NCLB) Act provides support &quot;to ensure that teachers have the necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach.&quot; Title II of the act allows funds to be used for &quot;carrying out programs that establish, expand, or improve alternative routes for state certification of teachers,&quot; as well as for &quot;reforming teacher certification (including recertification) or licensing requirements.&quot; This study informs that effort by rigorously examining the effect of alternative-route program teachers on student achievement and classroom practices. It also investigates whether certification training experiences are associated with teacher performance. The study found no benefit, on average, to student achievement from placing an alternative-route program teacher in the classroom when the alternative was a teacher certified through a traditional route, but there was no evidence of harm either. In addition, the experimental and nonexperimental findings together indicate that while individual teachers appear to have an effect on student achievement, the study could not identify what about a teacher affects student achievement. Variation in student achievement was not strongly linked to the teachers' chosen preparation route or to other measured teacher characteristics. (Contains 1 figure.) [For the full report, &quot;An Evaluation of Teachers Trained through Different Routes to Certification. Final Report. NCEE 2009-4043,&quot; see ED504313.]
Impact of the Federal School-Based Student Mentoring Program. NCEE Evaluation Brief. NCEE 2009-4074
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: Mentors,At Risk Students,Federal Programs,Program Evaluation,Context Effect,Program Effectiveness,Interpersonal Relationship,Student Responsibility,Student Behavior,Prosocial Behavior,Academic Achievement,Delinquency,Outcomes of Education,Elementary School Students,Middle School Students,Statistical Significance

The Office of Management and Budget requested that the Institute of Education Sciences (IES) oversee an independent impact evaluation of the federal Student Mentoring Program, and in 2005 IES contracted with Abt Associates and its team of subcontractors (Branch Associates, Moore and Associates, and the Center for Resource Management) to conduct the study. This three and a half year evaluation is designed to describe the grant-funded programs and to estimate their impact on a range of student outcomes. Findings reveal that school-based mentoring programs can provide at-risk students with guidance, academic assistance, and new experiences. But mentoring programs under the federal competitive Student Mentoring Program grants had no statistically significant impacts on student-level outcomes after one school year. [For the full report, &quot;Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report. NCEE 2009-4047,&quot; see ED504310.]
What to Do when Data Are Missing in Group Randomized Controlled Trials. NCEE 2009-0049
Author: Puma, Michael J.
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Educational Research,Research Design,Research Methodology,Control Groups,Statistical Significance,Data Collection,Data Analysis,Statistical Bias,Intervention,Exhibits,Maximum Likelihood Statistics,Computation,Performance Factors,Simulation

This NCEE Technical Methods report examines how to address the problem of missing data in the analysis of data in Randomized Controlled Trials (RCTs) of educational interventions, with a particular focus on the common educational situation in which groups of students such as entire classrooms or schools are randomized. Missing outcome data are a problem for two reasons: (1) the loss of sample members can reduce the power to detect statistically significant differences, and (2) the introduction of non-random differences between the treatment and control groups can lead to bias in the estimate of the intervention's effect. The report reviews a selection of methods available for addressing missing data, and then examines their relative performance using extensive simulations that varied a typical educational RCT on three dimensions: (1) the amount of missing data; (2) the level at which data are missing--at the level of whole schools (the assumed unit of randomization) or for students within schools; and, (3) the underlying missing data mechanism. The performance of the different methods is assessed in terms of bias in both the estimated impact and the associated standard error. Appendices include: (1) Missing Data Bias as a Form of Omitted Variable Bias; (2) Resources for Using Multiple Imputation; (3) Specifications for Missing Data Simulations; (4) Full Set of Simulation Results; and (5) Standards for Judging the Magnitude of the Bias for Different Missing Data Methods. (Contains 12 tables, 4 exhibits and 88 footnotes.)
Technical Methods Report: Statistical Power for Regression Discontinuity Designs in Education Evaluations. NCEE 2008-4026
Author: Schochet, Peter Z.
Date: 2008-08-00
Type: Reports - Evaluative
Subjects: Research Methodology,Models,Regression (Statistics),Sample Size,Research Design,Multivariate Analysis,Scores,Intervention,Pretests Posttests,Educational Assessment

This report examines theoretical and empirical issues related to the statistical power of impact estimates under clustered regression discontinuity (RD) designs. The theory is grounded in the causal inference and HLM modeling literature, and the empirical work focuses on commonly-used designs in education research to test intervention effects on student test scores. The main conclusion is that three to four times larger samples are typically required under RD than experimental clustered designs to produce impacts with the same level of statistical precision. Thus, the viability of using RD designs for new impact evaluations of educational interventions may be limited, and will depend on the point of treatment assignment, the availability of pretests, and key research questions. Appendices include: (1) Values for &quot;Factor(.)&quot; in Equation (1) of Text, by the Number of Degrees of Freedom, for One- and Two-Tailed Tests, and at 80 and 85 Percent Power; and (2) Lemma 1. (Contains 7 tables, 2 figures and 8 footnotes.)
Comprehensive Teacher Induction. NCEE Evaluation Brief. NCEE 2009-4069
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Teacher Persistence,Teacher Orientation,Program Effectiveness,Beginning Teachers,Beginning Teacher Induction,Faculty Development,Outcomes of Education,Control Groups,Mentors,Scores,Faculty Mobility,Observation,Academic Achievement,Program Evaluation,Comparative Analysis,Elementary Education

One of the main policy responses to turnover and inadequate preparation among beginning teachers is supporting them with an induction program. Informal or low-intensity teacher induction programs are prevalent and include pairing each new teacher with another full-time teacher without providing training, supplemental materials, or release time for the induction. Much less common is induction that is intensive, comprehensive, structured, and delivered sequentially in response to a teacher's emerging pedagogical needs. But there is little evidence on whether investing more resources in a more comprehensive, and more expensive, induction program would help districts attract, develop, and retain beginning teachers. This study examines whether comprehensive teacher induction programs lead to higher teacher retention rates and to other positive teacher and student outcomes compared with the prevailing, generally less comprehensive approaches to supporting new teachers. After the first year, comprehensive induction made a difference only in the support received by beginning teachers. It had no impact on teacher practices, student test scores, teacher retention, or the characteristics of a district's teaching force. (Contains 2 notes.) [For the full report, &quot;Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034,&quot; see ED503061.]
After-School Math. NCEE Evaluation Brief. NCEE 2009-4057
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2009-02-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Mathematics Instruction,After School Programs,Program Implementation,Mathematics Achievement,Scores,Program Effectiveness,Attendance Patterns,Enrichment,Program Evaluation,Homework

After-school programs receive federal support through the 21st Century Community Learning Centers, established in 1999. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. Findings from a previous national evaluation of the program indicate that the program grants awarded between 1999 and 2002 had, on average, a limited academic impact on the academic achievement of participating elementary school students. A possible factor is that most academic activities at the evaluation sites consisted of homework sessions in which students received limited additional academic assistance (such as instruction or assistance with homework). In addition, attendance was limited and sporadic. But analyses comparing the academic outcomes of frequent and infrequent participants suggest that increasing attendance alone is unlikely to improve the academic findings. So, the limited academic effects and the low levels of formal academic assistance offered in these programs highlight the need for better academic programming. In response, the Institute of Education Sciences supported the development and evaluation of instructional resources in core content areas that could be used in after-school programs. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for math. (Contains 1 figure.) [For the full report, &quot;The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021,&quot; see ED501655.]
Technical Methods Report: The Estimation of Average Treatment Effects for Clustered RCTs of Education Interventions. NCEE 2009-0061 rev.
Author: Schochet, Peter Z.
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: Control Groups,Causal Models,Statistical Significance,Computation,Research Methodology,Science Experiments,Research Design,Intervention,Models,Error of Measurement,Statistical Analysis,Maximum Likelihood Statistics,Structural Equation Models,Regression (Statistics),Equations (Mathematics),Outcomes of Education,Scores,Reading Comprehension

This paper examines the estimation of two-stage clustered RCT designs in education research using the Neyman causal inference framework that underlies experiments. The key distinction between the considered causal models is whether potential treatment and control group outcomes are considered to be fixed for the study population (the finite-population model) or randomly selected from a vaguely-defined universe (the super-population model). Appropriate estimators are derived and discussed for each model. Using data from five large-scale clustered RCTs in the education area, the empirical analysis estimates impacts and their standard errors using the considered estimators. For all studies, the estimators yield identical findings concerning statistical significance. However, standard errors sometimes differ, suggesting that policy conclusions from RCTs could be sensitive to the choice of estimator. Thus, a key recommendation is that analysts test the sensitivity of their impact findings using different estimation methods and cluster-level weighting schemes. Appendices include: (1) Proofs; and (2) Summary of Data Sources. (Contains 4 tables and 7 footnotes.)
Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study. NCEE 2009-4072
Author: Isenberg, Eric
Date: 2009-08-00
Type: Numerical/Quantitative Data
Subjects: Beginning Teacher Induction,Teacher Effectiveness,Teacher Persistence,Academic Achievement,Mentors,Satisfaction,Scores,Faculty Mobility,Teacher Characteristics,Professional Development,Teacher Surveys

One of the main policy responses to the problems of turnover and inadequate preparation among beginning teachers is to support them with a formal, comprehensive induction program. Congressional interest in formal, comprehensive teacher induction has grown in recent years. The No Child Left Behind Act of 2001 (NCLB), which reauthorized the Elementary and Secondary Education Act of 1965 (ESEA), emphasizes the importance of teacher quality in student improvement. Title II, Part A of ESEA--the Improving Teacher Quality State Grants program--provides nearly $3 billion a year to states to train, recruit, and prepare high quality teachers. The implementation of teacher induction programs is one allowable use of these funds. Current discussions on the reauthorization of NCLB argue for a continued focus on supporting teachers through professional development opportunities and teacher mentoring programs, with a call to fund &quot;proven models&quot; to meet these objectives. In addition, the Higher Education Opportunity Act of 2008 authorizes grants that include teacher induction or mentoring programs for new teachers. These initiatives highlight the need to conduct rigorous research to determine whether comprehensive teacher induction programs produce a measurable impact on teacher retention and other positive outcomes for teachers and students. The National Center for Education Evaluation and Regional Assistance within the U.S. Department of Education's Institute of Education Sciences (IES) contracted with Mathematica Policy Research (MPR) to address this issue by evaluating the impact of structured and intensive teacher induction programs over a three year time period, beginning when teachers first enter the teaching profession. An earlier report (Glazerman et al. 2008) presented results from the first year of the evaluation. The current report presents findings from the second year of the evaluation and a future report will present findings from the third and final year. Appendices include: (1) Analytic Methods; (2) Supplementary Figures: Impacts by District; (3) Sensitivity Analyses and Supplemental Tables for Chapter V; (4) Sensitivity Analyses and Supplemental Tables for Chapter VI; (5) Impacts on Teacher Preparedness (Two-Year Districts); and (6) Sensitivity Analyses for Chapter VII. (Contains 105 tables, 22 figures and 59 footnotes.) [For the &quot;Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034,&quot; see ED503061.]