ethanporcaro/eric-fulltext-meta huggingface dataset:
K-12 Education: Education Should Take Immediate Action to Address Inaccuracies in Federal Restraint and Seclusion Data. GAO-19-551R
Author: Nowicki, Jacqueline M.
Date: 2019-06-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,Public Schools,Discipline,Punishment,Accuracy,Data,Incidence,Public Agencies,Federal Government

As the Government Accountability Office (GAO) reported in February 2019, the Department of Education's (Education) data suggest that the restraint and seclusion of K-12 public school students is rare nationwide, though it disproportionately affects students with disabilities and boys in general. In broad terms, Education defines restraint as restricting a student's ability to freely move his or her torso, arms, legs, or head, and defines seclusion as involuntarily confining a student alone in a room or area from which the student is physically prevented from leaving. Education's 2012 resource document on the use of restraint and seclusion states that restraint or seclusion should never be used except when a child's behavior poses imminent danger of serious physical harm to self or others. Every 2 years, Education collects and publicly reports data from nearly all public school districts and schools as part of its Civil Rights Data Collection (CRDC). Districts self-report and certify the data. Education's Office for Civil Rights (OCR) uses CRDC data in its enforcement of various federal civil rights laws prohibiting discrimination on the basis of race, color, national origin, sex, and disability. GAO has work under way on districts' reporting practices for restraint and seclusion data in response to a provision in the explanatory statement from the House Committee on Appropriations accompanying the Consolidated Appropriations Act of 2018. As part of their data reliability testing for that work, GAO analyzed the number of districts that left fields pertaining to restraint and seclusion blank, or that reported all zeros for those fields, to determine the prevalence of blanks or zeros in the CRDC at the national, state, and district levels. GAO's data reliability testing raised questions about the completeness and accuracy of the Civil Rights Data Collection (CRDC) restraint and seclusion data. Therefore, GAO issued this separate report on the issues they have identified to date regarding potentially incomplete data. Because Education is currently collecting and validating restraint and seclusion data for the 2017-18 school year, it is important it take immediate steps to address underreporting before it publishes these data. This report discusses the methodology and findings from GAO's research and offers four recommendations to the Department of Education's Office for Civil Rights (OCR).
Mission HydroSci: Meeting Learning Standards through Gameplay
Author: Laffey, James
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Educational Technology,Technology Uses in Education,Role Playing,Middle School Students,Science Instruction,Teaching Methods,Game Based Learning

Mission HydroSci (MHS) teaches water systems and scientific argumentation towards meeting Next Generation Science Standards. MHS is a game-based 3D virtual environment for enacting transformational role-playing, wherein students must learn new knowledge and competencies in order to successfully complete the game missions. MHS was developed for middle school science as a replacement unit of about 6 to 8 hours and uses analytics and a teacher dashboard to help support teachers support their students. [This paper was published in: &quot;CSCL 2019 Proceedings,&quot; p.1017-1020. ISLS.]
National Association for Gifted Children Talent Development Task Force Report to the Board of Directors
Author: National Association for Gifted Children
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Gifted,Talent Development,Gifted Education,Children,Youth

In February 2015 the National Association for Gifted Children (NAGC) Board of Directors voted unanimously to create a task force on talent development for the purpose of researching, discussing, and assessing where NAGC is and where it should be going relative to its talent development emphasis. A diverse group of experienced leaders agreed to serve. The Talent Development Task Force met for the first time on March 16, 2015, and met monthly, finalizing this report on November 2, 2015. Fundamental issues related to talent development (TD) were discussed and the task force (TF) members reached consensus on the group's priorities: (1) The most important undertaking, particularly in light of disagreements related to the meaning of the term, was to describe &quot;talent development&quot; (TD) in such a way that clarified the term as it relates to gifted children and youth; and (2) After describing TD as a framework for understanding giftedness and elaborating on the promise of such a framework for gifted education services, the TF would tackle a second priority -- developing a list of recommendations for the NAGC Board for specific activities, including future events, reports, and other projects related to TD. This report addresses these two priorities.
Federal Student Loans: Education Needs to Verify Borrowers&apos; Information for Income-Driven Repayment Plans. Report to Congressional Requesters. GAO-19-347
Author: Emrey-Arras, Melissa
Date: 2019-06-00
Type: Reports - Research
Subjects: Federal Aid,Student Loan Programs,Loan Repayment,Income,Deception,Audits (Verification),Family Size

As of September 2018, almost half of the $859 billion in outstanding federal Direct Loans was being repaid by borrowers using income driven repayment (IDR) plans. Prior U.S. Government Accountability Office (GAO) work found that while these plans may ease the burden of student loan debt, they can carry high costs for the federal government. This report examines: (1) whether there are indicators of potential fraud or error in income and family size information provided by borrowers on IDR plans; and (2) the extent to which Education verifies this information. GAO obtained Department of Education (Education) data on borrowers with IDR plans approved from January 1, 2016 through September 30, 2017, the most recent data available, and assessed the risk for fraud or error in IDR plans for Direct Loans by: (1) matching Education IDR plan data for a subset of borrowers who reported zero income with wage data from the National Directory of New Hires (NDNH) for the same time period; and (2) analyzing Education IDR plan data on borrowers' family sizes. In addition, GAO reviewed relevant IDR policies and procedures from Education and interviewed officials from Education. GAO recommends that Education: (1) obtain data to verify income information for borrowers who report zero income on IDR plan applications; (2) implement data analytic practices and follow-up procedures to verify borrower reports of zero income; and (3) implement data analytic practices and follow-up procedures to verify borrowers' family size. Education generally agreed with GAO's recommendations.
Foster Care: Education Could Help States Improve Educational Stability for Youth in Foster Care. Report to Congressional Requesters. GAO-19-616
Author: Nowicki, Jacqueline M.
Date: 2019-09-00
Type: Reports - Research
Subjects: Foster Care,Student Mobility,At Risk Students,Student Placement,Barriers,School Districts,Technical Assistance,Program Implementation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Reliability,State Departments of Education,Agency Role,Transportation,Student Needs,Federal Aid,Child Welfare,Costs

Roughly 270,000 school-aged youth were in foster care at the end of fiscal year 2017. Youth in foster care may change schools frequently, which can negatively affect their academic achievement. The Every Student Succeeds Act (ESSA), enacted in 2015, reauthorized the Elementary and Secondary Education Act of 1965 and included provisions to improve educational stability for youth in foster care. These included requiring state educational agencies to ensure youth placed into foster care stay in their current school, unless it is not in their best interest to do so. The Government Accountability Office (GAO) was asked to review implementation of these provisions. This report examines: (1) the challenges state educational agencies (SEAs) and selected school districts face implementing the ESSA educational stability provisions for youth in foster care; and (2) how the Department of Education (Education) provides technical assistance and monitors state implementation efforts. GAO surveyed SEA foster care points of contact in the 50 states, District of Columbia, and Puerto Rico and all but one state responded. In addition to interviewing federal officials, GAO interviewed selected state and local educational and child welfare agency officials, and held discussion groups with foster youth and parents, in three states selected by number of youth in foster care, among other factors. GAO also held discussion groups with officials from 14 SEAs and 5 state child welfare agencies, and reviewed relevant federal laws, regulations, guidance, and technical assistance. GAO recommends that Education develop an online clearinghouse of resources. Education agreed with GAO's recommendation.
Summed Score Likelihood Based Indices for Testing Latent Variable Distribution Fit in Item Response Theory
Author: Li, Zhen
Date: 2017-05-30
Type: Reports - Research
Subjects: Scores,Goodness of Fit,Statistical Distributions,Item Response Theory,Simulation,Maximum Likelihood Statistics,Probability

In standard item response theory (IRT) applications, the latent variable is typically assumed to be normally distributed. If the normality assumption is violated, the item parameter estimates can become biased. Summed score likelihood based statistics may be useful for testing latent variable distribution fit. We develop Satorra-Bentler type (Satorra &amp; Bentler, 1994) moment adjustments to approximate the test statistics' tail-area probability. A simulation study was conducted to examine the calibration and power of the unadjusted and adjusted statistics in various simulation conditions. Results show that the proposed indices have tail-area probabilities that can be closely approximated by central chi-squared random variables under the null hypothesis. Furthermore, the test statistics are focused. They are powerful for detecting latent variable distributional assumption violations, and not sensitive (correctly) to other forms of model misspecification such as multidimensionality. As a comparison, the goodness-of-fit statistic M2 (Maydeu-Olivares &amp; Joe, 2005) has considerably lower power against latent variable non-normality than the proposed indices. Empirical data from a patient-reported health outcomes study is used as illustration.
Electronic Bullying: Online and by Text. Data Point. NCES 2020-042
Author: Yanez, Christina
Date: 2019-11-00
Type: Reports - Research
Subjects: Bullying,Computer Mediated Communication,Student Characteristics,National Surveys,Student Surveys,Middle School Students,High School Students,Public Schools,Private Schools,Student Behavior,Attendance,Gender Differences,Racial Differences

This report investigates the relationship between those students who were bullied online or by text and their demographic characteristics. It also examines students' reports of the overall negative effects of being bullied online or by text, as well as avoidance behaviors, impacts on attendance, and whether victims notified an adult of the bullying.
Item Response Theory
Author: Cai, Li
Date: 2015-10-07
Type: Reports - Research
Subjects: Item Response Theory,Multivariate Analysis,Educational Research,Surveys,Measurement,Goodness of Fit,Models,Educational Assessment

This review introduces classical item response theory (IRT) models as well as more contemporary extensions to the case of multilevel, multidimensional, and mixtures of discrete and continuous latent variables through the lens of discrete multivariate analysis. A general modeling framework is discussed, and the applications of this framework in diverse contexts are presented, including large-scale educational surveys, randomized efficacy studies, and diagnostic measurement. Other topics covered include parameter estimation and model fit evaluation. Both classical (numerical integration based) and more modern (stochastic) parameter estimation approaches are discussed. Similarly, limited information goodness-of-fit testing and posterior predictive model checking are reviewed and contrasted. The review concludes with a discussion of some emerging strands in IRT research such as response time modeling, crossed random effects models, and non-standard models for response processes. [This paper was written with additional contributions by Kilchan Choi, Mark Hansen, and Lauren Harrell. This paper was published in &quot;Annual Review of Statistics and Its Application&quot; 2016.]
Students&apos; Perceptions of Bullying. Data Point. NCES 2020-040
Author: Yanez, Christina
Date: 2019-11-00
Type: Reports - Research
Subjects: Bullying,Student Attitudes,Student Surveys,National Surveys,Public Schools,Private Schools,Incidence,Student Characteristics,Power Structure,Repetition,Self Concept,Interpersonal Relationship,Academic Achievement

The data used in this report come from the 2017 School Crime Supplement (SCS), a nationally representative sample survey of students ages 12 through 18 enrolled in public or private school for all or part of the school year (not homeschooled for all of the school year). The SCS is administered every other year to students as a supplement to the National Crime Victimization Survey (NCVS). The SCS collects additional information from students in NCVS survey households about their experiences with being bullied.
Theorizing on Role of Education in Developing Social Networking (SN) Ethics
Author: Malik, Mohammad Manzoor
Date: 2019-00-00
Type: Journal Articles
Subjects: Role of Education,Social Media,Social Networks,Ethics,Freedom of Speech,Moral Issues,Interpersonal Communication,Computer Mediated Communication,Interpersonal Relationship,Social Life

Social Networking (SN) gives freedom to socialize, report, create, choose, and share user-generated content and news. SN has become subject of researches in social sciences, however the current status of researches involving education and SN is largely one way serving educational interests and there is negligence of the role of education in developing SN ethics. As a result, SN ethics has not yet developed as a discipline or a field of study in its own right and in spite of many moral issue that have emerged from it. There is an unbreakable relation between SN and ethics. The social media aspect of SN, the socializing character of SN, and human centric nature of SN are difficult to be thought of without having an ethical framework. On the other hand, there is a role for ethics-based psychology in SN and it demands an ethical principle of freedom of speech. Due to complexities of SN ethics, it seems that its basis and foundation should be on social ethics; however, the technological nature and specific moral issues emerging from SN deserve to be addressed. And this in turn calls for responsibility of educational institutions to include SN ethics as part of social ethics.
Key Considerations in Identifying and Supporting Gifted and Talented Learners: A Report from the 2018 NAGC Definition Task Force. Presented to the NAGC Board of Directors
Author: National Association for Gifted Children
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Talent Identification,Student Needs,Student Characteristics,Racial Differences,Ethnicity,Student Diversity,Access to Education,Learning Problems,Special Needs Students,Social Development,Emotional Development,Intervention

Students with gifts and talents perform--or have the capability to perform--at higher levels compared to others of the same age, experience, and environment in one or more domains. They require modification(s) to their educational experience(s) to learn and realize their potential. Student with gifts and talents: (1) Come from all racial, ethnic, and cultural populations, as well as all economic strata; (2) Require sufficient access to appropriate learning opportunities to realize their potential; (3) Can have learning and processing disorders that require specialized intervention and accommodation; (4) Need support and guidance to develop socially and emotionally as well as in their areas of talent; and (5) Require varied services based on their changing needs. This report will be converted to a National Association for Gifted Children (NAGC) position statement. [To view the position statement, &quot;A Definition of Giftedness That Guides Best Practice,&quot; see ED600145.]
Student Perceptions of School Discipline and the Presence of Gangs or Guns at School. Data Point. NCES 2020-041
Author: Yanez, Christina
Date: 2019-11-00
Type: Reports - Research
Subjects: Adolescents,Student Attitudes,Discipline,Student Behavior,Educational Environment,Standards,Teacher Student Relationship,Attendance,Violence,Aggression,Weapons,Juvenile Gangs,Behavior Problems,Public Schools,Private Schools

The data used in this report come from the 2017 School Crime Supplement (SCS), a nationally representative sample survey of students ages 12 through 18 enrolled in public or private school for all or part of the school year (not homeschooled for all of the school year). The SCS is administered every other year to students as a supplement to the National Crime Victimization Survey (NCVS). The SCS collects additional information from students about their perceptions or attitudes towards school discipline as well as information regarding their own behavior at school and their perceptions of unfavorable school conditions. This report investigates the relationship between students' perceptions of school discipline and their own behavior as well as the relationship between students' perception of school discipline and unfavorable school conditions. As the findings presented below show reportable differences and not causal interactions, readers should be aware that additional factors may be involved in explaining discrepancies between students' views of school discipline.
Comprehensive Cost Analysis of First Step Next for Preschoolers with Disruptive Behavior Disorder: Using Real-World Intervention Data to Estimate Costs at Scale
Author: Frey, Andy J.
Date: 2019-07-16
Type: Reports - Research
Subjects: Cost Effectiveness,Early Intervention,Preschool Children,Kindergarten,Program Implementation,Expenditure per Student,Efficiency,Positive Behavior Supports,Costs,Behavior Disorders

While the long-term societal costs for youth with disruptive behavior disorders are well documented, there is a dearth of information about the comprehensive costs of implementing even the most well-regarded early intervention programs, and the costs of scaling effective interventions are even less well understood. This study estimated the costs of delivering and disseminating First Step Next (FSN), an established tier two school-based early intervention, in preschool and kindergarten settings, including the training and ongoing technical assistance that support sustained, high-quality implementation. Using the Ingredients Method, we estimated (a) the per student costs of implementation, (b) the incremental cost of offering FSN to an additional student, and (c) the cost to disseminate FSN to 40 preschool and kindergarten students, including a sensitivity analysis to examine potential areas of cost savings. The per child cost to implement the FSN intervention with 29 triads in two cohorts was $4330. The incremental cost per additional student was only $2970, highlighting efficiencies gained once intervention infra-structure had been established. The cost of disseminating the intervention to a single cohort of 40 students was $170,106, or $4253 per student. The range in sensitivity analysis was $3141-$7829 per student, with variability in personnel wages having the greatest impact on cost estimates. This research expands on existing literature by providing a more comprehensive understanding of the cost of effective disruptive behavior interventions based on real-world implementation data, using these data to estimate dissemination costs, and showing how dissemination costs are particularly sensitive to personnel wages. [This is the online first version of an article published in &quot;Prevention Science.&quot;]
Mission HydroSci: A Progress Report on a Transformational Role Playing Game for Science Learning
Author: Laffey, James M.
Date: 2017-08-00
Type: Speeches/Meeting Papers
Subjects: Transformative Learning,Computer Games,Computer Simulation,Role Playing,Middle School Students,Educational Games,Science Process Skills,Persuasive Discourse,Student Educational Objectives,Course Objectives,Natural Resources,Water,Science Instruction

Mission HydroSci is a game-based 3D virtual environment for enacting transformational role-playing for middle school science students. Student-players will be engaged in a narrative about needing to investigate water resources and use scientific argumentation to complete missions critical to the survival and accomplishments of the members of their scientific enterprise. Our poster presents our progress in years 1 and 2 of a funded project to integrate pedagogical and gameplay objectives, and build mechanisms for purposeful player engagement and activity. The paper describes the argumentation engine as an example of developing a mechanism to enable learning. In additions, several innovative efforts have been made to support learning argumentation processes in games. MHS is being developed through a set of evaluations that support decision-making about design and development choices and eventually lead to a field test to assess outcomes. [This paper was published in: &quot;Proceedings of the 12th International Conference on the Foundations of Digital Games&quot; (Article 47). New York, NY: ACM.]
Examining the Reliability of Student Growth Percentiles Using Multidimensional IRT
Author: Monroe, Scott
Date: 2015-00-00
Type: Reports - Research
Subjects: Item Response Theory,Reliability,Growth Models,Computation,Scores,Simulation,High Stakes Tests,Teacher Evaluation,Students

Student Growth Percentiles (SGP, Betebenner, 2009) are used to locate a student's current score in a conditional distribution based on the student's past scores. Currently, following Betebenner (2009), quantile regression is most often used operationally to estimate the SGPs. Alternatively, multidimensional item response theory (MIRT) may also be used to estimate SGPs, as proposed by Lockwood and Castellano (2015). A benefit of using MIRT to estimate SGPs is that techniques and methods already developed for MIRT may readily be applied to the specific context of SGP estimation and inference. This research adopts a MIRT framework to explore the reliability of SGPs. More specifically, we propose a straightforward method for estimating SGP reliability. Additionally, we use this measure to study how SGP reliability is affected by two key factors: the correlation between prior and current latent achievement scores, and the number of prior years included in the SGP analysis. These issues are primarily explored via simulated data. Additionally, the quantile regression and MIRT approaches are compared in an empirical application. [This is the in press version of an article published in &quot;Educational Measurements: Issues and Practice.&quot; For the published version of this article, see EJ1087783.]