ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Students to Understand and Solve Word Problems
Author: Powell, Sarah R.
Date: 2017-00-00
Type: Reports - Research
Subjects: Elementary School Students,Elementary School Mathematics,Word Problems (Mathematics),Grade 3,Teaching Methods,Addition,Subtraction,Equations (Mathematics),Intervention,Skill Development,Visual Aids,Mathematics Instruction,Graphs

Many elementary students have difficulty solving mathematical word problems. To alleviate trouble with word problems, we designed a word-problem intervention for 3rd-grade students with mathematics difficulty. In this intervention, tutors help students understand the three word-problem schemas for addition and subtraction word problems. Tutors also help students learn how to set up and solve equations. This is important because students use equations to represent the word-problem schemas. We describe the intervention program and the daily activities to enable teachers to use the practices in their own mathematics teaching. [This paper was published in &quot;Texas Mathematics Teacher&quot; v63 n2 p6-12 2017.]
Pathways to High-Quality Child Care: The Workforce Investment Credit
Author: Mitchell, Anne
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Tax Credits,Educational Quality,Preschool Teachers,Child Development,Young Children,Educational Attainment,Labor Force Development,School Readiness,Outcomes of Education,Brain,Professional Development,Compensation (Remuneration)

New evidence at the intersection of neurobiology, developmental science, and economics carries vast implications for how the responsibilities, skills, and qualities of children's early childhood teachers are thought about: (1) their influence on early brain and behavioral development; (2) their responsibility for managing many children's first encounters with peers and introducing children to a school-like environment; and (3) their own well-being as it affects their capacity to support young children's learning and healthy development. It ups the ante on what is at stake when children's earliest caregivers and teachers--two thirds of whom have children of their own--experience economic hardship, diminished social status, and other chronic stressors that all-too-often accompany early childhood employment. The affected outcomes range from early brain development to educational success to the talent pool available to future employers. This brief summarizes the evidence and recommends a proven first step towards addressing the widespread lack of return on investments made by the early care and education (ECE) workforce in their own skills and qualifications, as well as the high turnover rate in the field. The intentional policy, implemented by Louisiana, to reward educational attainment within the ECE workforce and improve earnings (without increasing parent fees), offers a model to other states, a wise economic investment in the nation's future, and an acknowledgement of the value of early childhood teachers who are expected so much of, but provided so little.
Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School
Author: Ansari, Arya
Date: 2017-12-31
Type: Reports - Research
Subjects: Child Care,Young Children,Early Childhood Education,Elementary Education,Program Effectiveness,Elementary School Students,Educational Quality,Mothers

Data from the NICHD [National Institute of Child Health and Human Development] Study of Early Child Care and Youth Development (n = 1,307) were used to estimate the additive and multiplicative benefits of high quality child care between birth to 54 months of age and high quality elementary school education between first and fifth grade. Results indicated that the math and language and literacy benefits of high quality child care accrued from the end of preschool through age 15 only when coupled with higher quality classroom environments during the elementary school years. In contrast, the benefits of high quality child care were no longer present when children later attended lower quality classrooms in elementary school. Taken together, these results point to the importance of continued investments in children's education throughout the first decade of life. [At the time of submission, this article was in press with &quot;Developmental Psychology.&quot;]
The Association of School Climate, Depression Literacy, and Mental Health Stigma among High School Students
Author: Townsend, Lisa
Date: 2017-00-00
Type: Reports - Research
Subjects: Educational Environment,Depression (Psychology),Mental Health,Social Bias,Negative Attitudes,High School Students,Student Attitudes,Beliefs,Grade 9,Grade 10,Correlation,Learner Engagement,Help Seeking

Background: Although school climate is linked with youth educational, socioemotional, behavioral, and health outcomes, there has been limited research on the association between school climate and mental health education efforts. This study explored whether school climate was associated with students' depression literacy and mental health stigma beliefs. Methods: Data were combined from two studies: the Maryland Safe Supportive Schools Project and a randomized controlled trial of the Adolescent Depression Awareness Program. Five high schools participated in both studies, allowing examination of depression literacy and stigma measures from 500 ninth and tenth graders. Multilevel models examined the relationship between school-level school climate characteristics and student-level depression literacy and mental health stigma scores. Results: Overall school climate was positively associated with depression literacy (OR= 2.78, p&lt;0.001) and negatively associated with stigma (Est.=-3.822, p=0.001). Subscales of engagement (OR= 5.30, p&lt;0.001) and environment were positively associated with depression literacy (OR= 2.01, p&lt;0.001) and negatively associated with stigma (Est.=-6.610, p&lt;0.001), (Est.=-2.742, p&lt;0.001). Conclusions: Positive school climate was associated with greater odds of depression literacy and endorsement of fewer stigmatizing beliefs among students. Our findings raise awareness regarding aspects of the school environment that may facilitate or inhibit students' recognition of depression and subsequent treatment-seeking. [This is a post-peer-review, pre-copyedit version of an article published in &quot;Journal of School Health.&quot; For the published version of this article, see EJ1147403.]
Analysis of Pre-School Teachers&apos; Knowledge and Opinions about Play in Mathematics Educational Process
Author: Dogan Temur, Özlem
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Play,Preschool Education,Mathematics Instruction,Teaching Methods,Teacher Attitudes,Factor Analysis,Teacher Characteristics,Foreign Countries

In this research, it was aimed to reveal the knowledge and opinions about play in pre-school teachers' mathematics educational process. The research was designed as a mixed method. The qualitative dimension of the study included the analysis and interpretation of the data obtained through a semi-structured interview form. The quantitative dimension of the research was composed of statistical analysis of the data collected by means of &quot;Pre-school Mathematics and Play Scale'' according to various variables. In the analysis of the data obtained from the scale in the study, one-way ANOVA was used for unrelated samples and t-Test for unrelated samples. The data obtained from semi-structured interview form were analysed using content analysis technique. It was found in the research that the pre-school teachers emphasized the play to be an effective tool in achieving concretization in mathematical teaching and supporting the activities so as to meet the children's entertainment needs. However, teachers stated that they had difficulty in finding and using plays on various topics of mathematics. Teachers were seen not to be able to distinguish between play and activity.
School Opportunity Hoarding? Racial Segregation and Access to High Growth Schools
Author: Hanselman, Paul
Date: 2017-00-00
Type: Reports - Research
Subjects: Racial Segregation,School Segregation,Access to Education,Educational Opportunities,Minority Group Students,Educational Quality,Elementary School Students,Equal Education,Inclusion,Academic Achievement,Achievement Gap,Public Schools,Elementary Schools,Achievement Tests,Standardized Tests

Persistent school segregation may allow advantaged groups to hoard educational opportunities and consign minority students to lower-quality educational experiences. Although minority students are concentrated in low-achieving schools, relatively little previous research directly links segregation to measures of school quality based on student achievement growth, which more plausibly reflect learning opportunities. Using a dataset of public elementary schools in California, this study provides the first analysis detailing the distribution of a growth-based measure of school quality using standard inequality indices, allowing disparities to be decomposed across geographic and organizational scales. We find mixed support for the school opportunity hoarding hypothesis. We find small White and Asian advantages in access to high-growth schools, but most of the inequality in exposure to school growth is within racial groups. Growth-based disparities both between and within groups tend to be on a more local scale than disparities in absolute achievement levels, focusing attention on within-district policies to mitigate school-based inequalities in opportunities to learn. [This paper was published in &quot;Social Forces&quot; v95 n3 p1077-1104 2017.]
The Selection of Preschool for Immigrant and Native-Born Latino Families in the United States
Author: Ansari, Arya
Date: 2017-00-00
Type: Reports - Research
Subjects: Preschool Education,School Choice,Hispanic Americans,Children,Longitudinal Studies,Surveys,Immigrants,Enrollment Rate,Parent Participation,Decision Making,Parent Attitudes,Expectation

With the national push to expand preschool education, there has been growing interest in understanding why Latino families are enrolled in preschool at lower rates than non-Latino families. This study applied the accommodations model by Meyers and Jordan (2006) to the Early Childhood Longitudinal Study-Birth Cohort (n = 5,850) to provide a more nuanced understanding of the preschool selection of U.S.- and foreign-born Latino families. Results from this investigation underscored the similarities and differences that existed in the selection behaviors of different groups of families, while also highlighting important differences within the Latino population. In general, these differences within the Latino population cut across community language use, child factors, and parents' beliefs about school readiness. Moreover, after accounting for the various selection factors, there were no longer any consistent differences in the preschool enrollment rates between Latino children and their Black and White peers. When taken together, these findings suggest that careful attention must be paid to the heterogeneity in the experiences of Latino families in navigating the preschool market. [This paper was published in &quot;Early Childhood Research Quarterly&quot; v41 p149-160 2017.]
Becoming Top Ten: An Analysis of Michigan&apos;s ESSA Plan. A Policy Brief from the Education Trust-Midwest
Author: Joy, Sunil
Date: 2017-03-01
Type: Reports - Evaluative
Subjects: Access to Education,Educational Legislation,Federal Legislation,Academic Achievement,Minority Group Students,Low Income Students,Public Education,Goal Orientation,Educational Change,Educational Improvement,State Departments of Education,Public Schools,Accountability,Academic Standards,Teacher Effectiveness,Educational Quality,Educational Indicators,Low Achievement,School Effectiveness,School Turnaround,Career Readiness,College Readiness,Teacher Evaluation,Elementary Secondary Education,Long Range Planning

In little more than a decade, Michigan has gone from being a fairly average state, to among the nation's bottom ten states in essential measures for student learning. It's a devastating fall, and students of color and low-income students--long poorly served by the state--are suffering the most from the system's terribly low performance. Governor Rick Snyder and State Superintendent of Public Instruction Brian Whiston joined many organizations across the state--including The Education Trust-Midwest (ETM)--in envisioning a new horizon for Michigan public education by setting a goal of becoming a top ten education state. As globalization accelerates economic change and Michigan's students are increasingly left behind other states' children in being prepared for college and career success, it's never been more critical to get serious about addressing the state's growing educational crisis. In 2015, the United States Congress passed the Every Student Succeeds Act (ESSA), which handed down vast authority to state leaders, including most of the decision-making on the improvement systems that have been so effective in raising achievement in the nation's leading education states. This year, the MDE is required to turn in its ESSA plan to new U.S. Secretary of Education Betsy DeVos in order to plan these essential statewide improvement systems. Once the federal government approves this plan, it will become binding for the state--and, Michigan and its students and educators will be expected to live with these improvement systems, or lack thereof, for years to come. The question is whether the state is making the most of this extraordinary and urgent opportunity? Is it putting students--especially vulnerable students--at the forefront of that decision-making? The Education Trust-Midwest has spent months working alongside the MDE, K-12, major business and civil rights leaders to understand the needs of Michigan students; the opportunities provided by ESSA; and the major components of Michigan's ESSA plan. This report shares an analysis of the plan from both the lens of national best practices and Michigan-based expertise.
Student Debt and the Class of 2016. 12th Annual Report
Author: Cheng, Diane
Date: 2017-09-00
Type: Reports - Research
Subjects: Debt (Financial),Student Loan Programs,Student Financial Aid,Annual Reports,Tables (Data),State Policy,Federal Programs,Federal Aid,Paying for College,Private Financial Support,Loan Repayment,Tuition,Accountability,Risk,Public Colleges,Private Colleges,Grants,College Graduates

Student Debt and the Class of 2016 is the Institute for College Access &amp; Success (TICAS') twelfth annual report on the student loan debt of recent graduates from four-year colleges, documenting the rise in student loan debt and variation among states as well as colleges. State averages for debt at graduation ranged from a low of $20,000 (Utah) to a high of $36,350 (New Hampshire), and new graduates' likelihood of having debt varied from 43 percent (Utah) to 77 percent (West Virginia). In 17 states, average debt was more than $30,000. Many of the same states appear at the high and low ends of the spectrum as in previous years. High-debt states remain concentrated in the Northeast and Midwest, and low-debt states are mainly in the West. At the college level, average debt at graduation covers an enormous range, from $4,600 to $59,100. This report includes federal policy recommendations to address rising student debt and reduce debt burdens, including the collection of more comprehensive college-level data. Other recommendations focus on reducing the need to borrow, keeping loan payments manageable, improving consumer information, strengthening college accountability, and protecting private loan borrowers. [For &quot;Student Debt and the Class of 2015. 11th Annual Report&quot; see ED570962.]
The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum
Author: Dee, Thomas S.
Date: 2017-00-00
Type: Reports - Research
Subjects: Attribution Theory,Cultural Relevance,At Risk Students,Teaching Methods,Minority Group Students,Ethnic Studies,Culturally Relevant Education,Grade Point Average,College Credits,Regression (Statistics),Grade 8,Grade 9,Attendance,School Districts

An extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with minority students' experiences. Ethnic studies courses provide an example of such &quot;culturally relevant pedagogy&quot; (CRP). Despite theoretical support, empirical evidence on the effectiveness of these courses is limited. We estimate the causal effects of an ethnic studies curriculum, using a &quot;fuzzy&quot; regression discontinuity design based on the fact that several schools assigned students with eighth-grade GPAs below a threshold to take the course. Assignment to this course increased ninth-grade attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23. These surprisingly large effects suggest that CRP, when implemented in a high-fidelity context, can provide effective support to at-risk students. [This paper was published in &quot;American Educational Research Journal&quot; v54 n1 p127-166 2017 (EJ1132535).]
Text Structure Strategies for Improving Expository Reading Comprehension
Author: Roehling, Julia V.
Date: 2017-00-00
Type: Reports - Research
Subjects: Text Structure,Reading Comprehension,Reading Instruction,Grade 2,Grade 5,Teaching Methods,Reading Materials,Common Core State Standards,Reading Strategies,Reading Improvement,Reader Text Relationship

Students often have difficulty comprehending informational text. Results from a meta-analysis by Hebert, Bohaty, Nelson and Brown (2016) indicated that text structure instruction is effective for improving reading comprehension of expository text. This article presents evidence-based practices for teaching informational text structures to improve students' reading comprehension. The strategies presented are based on those identified through the meta-analysis conducted by Hebert and colleagues. [This paper was published in &quot;The Reading Teacher&quot; v71 p71-82 2017 (EJ1146103).]
A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1
Author: Rodriguez, Estrella
Date: 2017-00-00
Type: Journal Articles
Subjects: Kindergarten,Grade 1,Grammar,Spanish Speaking,English (Second Language),English Language Learners,Classroom Environment,Socioeconomic Status,Oral Language,Elementary School Students,Preschool Children,Bilingual Students,Morphology (Languages),Syntax,Language Usage

In this study, we elicited grammatical forms (oral production) from a group of child heritage speakers of Spanish (N = 45) in English and Spanish, using the morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA), (Peña et al. 2014). A cross-sectional design was used with 25 participants in kindergarten and 20 in first grade. All children spoke Spanish at home and attended English rural schools. We controlled for L2 class environment and socio-economic status. Research findings indicated children produced more target structures in L1 Spanish. This project supports the view that sequential bilingualism and continuous exposure to the heritage language may assist heritage speakers to maintain some L1 structures (Miller and Cuza 2013; Pascual y Cabo and Gómez Soler 2015). Patterns of L2 development are also addressed.
The Causal Effects of Grade Retention on Behavioral Outcomes
Author: Martorell, Paco
Date: 2017-12-27
Type: Reports - Research
Subjects: Grade Repetition,Educational Policy,Attendance,Cutting Scores,Standardized Tests,Discipline,Student Behavior,Elementary School Students,Attribution Theory,Middle School Students,Social Promotion,Correlation,Suspension,Behavior Problems

This study examines the impact of grade retention on behavioral outcomes under a comprehensive assessment-based student promotion policy in New York City. To isolate the causal effect of grade retention, we implement a fuzzy regression discontinuity (RD) design that exploits that grade retention is largely determined by whether a student scores below a cutoff on a standardized test score. We use data on students subject to the policy over a nine year span to examine impacts on attendance and disciplinary event outcomes. We do not find evidence of systematic effects of retention on behavioral outcomes in either direction. We do find sporadic non-sustained significant effects of retention on behavioral outcomes. When present, these isolated non-persistent effects tend to be beneficial when found for retained elementary school students and mixed for retained middle school students. [This paper was published in &quot;Journal of Research on Educational Effectiveness&quot; v11 n2 p192-216 2018 (EJ1175243).]
Convenience and Compliance: Case Studies on Persistent Identifiers in European Research Information Management. OCLC Research Report
Author: Bryant, Rebecca
Date: 2017-12-00
Type: Reports - Research
Subjects: Foreign Countries,Information Management,Research Administration,Research Libraries,Library Services,College Libraries,Adoption (Ideas),Information Technology,Decision Making,Research Needs,Needs Assessment,Researchers,Metadata,Standards,Cataloging,Open Source Technology,Library Role,Financial Support

This report provides university and research library leaders with useful insights on emerging practices and infrastructures in European research information management (RIM), on the current and future role of persistent person and organization identifiers, and, more specifically, on incentives and barriers to adoption in three different national settings--Finland, Germany, and the Netherlands--in order to better understand the decision-making dynamics in this space. Through research and semi-structured interviews with practitioners and stakeholders within universities, national libraries, and collaborative information and communications technology (ICT) organizations in Finland, Germany, and the Netherlands, the authors explore local institutional RIM practices and examine the role--perhaps even the necessity--of persistent identifiers for the facilitation of group-scale RIM activity and data aggregation. This work was part of a joint research collaboration with LIBER (Ligue des Bibliothèques Européennes de Recherche -- Association of European Research Libraries). This report documents a rapidly changing RIM landscape, as CRIS systems aggregate more types of data, harvest publications from a growing number of external sources, and serve as an important node interoperating within a large, complex scholarly communications landscape.
Supporting Literacy in Out-of-School Time: An Examination of OST Early Literacy Practices in Philadelphia
Author: Hartmann, Tracey
Date: 2017-00-00
Type: Reports - Research
Subjects: Emergent Literacy,After School Programs,Primary Education,Urban Education,After School Education,Literacy Education,Educational Quality,Program Content,Teacher Qualifications,Learning Activities,English Language Learners

Philadelphia's Out-of-School Time (OST) system has identified K-3rd grade literacy support as the focus of the first phase of its strategic plan, launched in 2017. Research shows that OST programs can have an impact on early literacy skills, and this plan views OST programs as an important &quot;delivery system&quot; for addressing critical needs of youth throughout the city, and aims to better coordinate and leverage resources for OST programs to address these needs. Over the next few years, Philadelphia's OST system will undertake a focused effort to improve reading outcomes for K-3rd grade participants. This report assesses the degree to which Philadelphia's OST literacy programs have the &quot;Key Ingredients&quot; necessary for high-quality literacy programming. It also identifies areas that require more support. Findings are based on interviews with two leaders in Philadelphia's early literacy landscape, staff from six OST literacy programs, and a survey completed by staff from 48 OST programs.