ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of a Research-Based Intervention on the Proportional Reasoning of Seventh-Grade Students with Mathematics Difficulties: A Regression Discontinuity Analysis
Author: Im, Soo-hyun
Date: 2018-00-00
Type: Reports - Research
Subjects: Instructional Effectiveness,Intervention,Mathematics Instruction,Grade 7,Thinking Skills,Problem Solving,Pretests Posttests,Scores,Regression (Statistics),Research Design,Mathematics Skills

Ratio and proportional relationships, along with the interrelated topics of fractions,decimals, and percent, provide a critical foundation for algebra (National Mathematics Advisory Panel, 2008). Proportional reasoning, which not only requires understanding the concept of ratios and that two or more ratios are equal, also requires the ability to extract relevant information to develop a representation of the problem situation and is challenging for many children and adolescents, especially students with mathematics difficulties (Özgün-Koca &amp; Altay, 2009).The intervention investigated in this study represents an approach to proportional problem solving via schema-based instruction (SBI). Jitendra, Harwell, Dupuis, and Karl (2017a)examined the effectiveness of SBI for a subsample of students with mathematics difficulties (MD) selected from a randomized cluster study (Jitendra et al., 2015). The findings raise an important question: What is the range of proportional reasoning skills and general mathematical proficiencies for which SBI enhances student performance? The present study uses a regression discontinuity approach to identify the boundaries of the effectiveness of SBI for students with and without MD. Using a regression discontinuity approach provides evidence SBI is effective for a wide range of proportional reasoning skills and general mathematical proficiencies and thus broadens the population of students SBI can be used effectively with. Standardized slopes for the treatment effect also provide evidence the magnitude of the SBI effect is non-negligible. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Constructing Subscores That Add Validity: A Case Study of Identifying Students at Risk
Author: Biancarosa, Gina
Date: 2019-00-00
Type: Journal Articles
Subjects: Scores,Scoring,Achievement Tests,Grade 3,Grade 4,Grade 5,Elementary School Students,Responses,Goodness of Fit,Formative Evaluation,At Risk Students,Reading Comprehension,Diagnostic Tests,Accuracy

Prior research suggests that subscores from a single achievement test seldom add value over a single total score. Such scores typically correspond to subcontent areas in the total content domain, but content subdomains might not provide a sound basis for subscores. Using scores on an inferential reading comprehension test from 625 third, fourth, and fifth graders, two new methods of creating subscores were explored. Three subscores were based on the types of incorrect answers given by students. The fourth was based on temporal efficiency in giving correct answers. All four scores were reliable. The three subscores based on incorrect answers added value and validity. In logistic regression analyses predicting failure to reach proficiency on a statewide test, models including subscores fit better than the model with a single total score. Including the pattern of incorrect responses improved fit in all three grades, whereas including the comprehension efficiency score only modestly improved fit in fourth and fifth grades, but not third grade. Area under the curve (AUC) statistics from receiver operating characteristic (ROC) curves based on the various models were higher for models including subscores than those without subscores. Implications for using models with and without subscores are illustrated and discussed. [This article was published in &quot;Educational and Psychological Measurement&quot; (EJ1201538).]
Self-Determination and Self-Regulation for Students with Intellectual and Developmental Disabilities
Author: Alhawiti, Ayman Olayan
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Self Determination,Self Management,Disabilities,Self Evaluation (Individuals),Reinforcement,Intellectual Disability,Developmental Disabilities,Language Skills,Skill Development,Creativity,Self Control,Emotional Response

From an educational perspective, self-determination is the way that individuals act according to their own decisions. It is characterized by knowing where and when a person should do a certain action without intervention from others. To be self-determined, it is necessary to develop self-regulation skills. Therefore, teaching the self-determination process should go through systematic instructions that focus on specific abilities. One of the major abilities is self-regulation. According to Ellen Galinsky (2010), self-regulation is essential for success in school, work, and life. Usually, individuals with intellectual and developmental disabilities are more likely to face difficulties in this area. Therefore, to promote self-regulation, educators should consider three factors as the main aspects of self-regulation. The three aspects are self-monitoring, self-evaluation and self-reinforcement. The purpose of this paper is to clarify some aspects of self-regulation and suggest some strategies to promote and enhance self-regulation.
Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2016 Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Career Education,Job Training,Outreach Programs,State Programs,Community Colleges,Participant Characteristics,Educational Finance,Funding Formulas,Employment Potential,Graduation Rate,Credentials,Curriculum Development,Partnerships in Education,Eligibility,Expenditures,Resource Allocation,Employment Programs,Adult Basic Education,Basic Skills,Career Development,Enrollment,School Business Relationship,Employment Level,Student Personnel Services

The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the third year for Pathways for Academic, Career and Employment (PACE) reporting. Allocations for the PACE fund are allocated pursuant to the Community College state general aid distribution formula established in the Iowa Code and are eligible to be carried forward to the next year. The figures noted in this report were obtained from each of Iowa's 15 community colleges. Colleges continue to do an outstanding job implementing the PACE programs in their regions and communities as they align themselves with the new Workforce Innovation and Opportunity Act legislation (WIOA). Each college has committed to building career pathway frameworks, structuring those projects to ensure increased employment success of the identified target populations. This is achieved by refocusing program activities around collaboration with WIOA core partners and adult basic education programs, balancing services, and engaging sector partnerships. [For the Fiscal Year 2015 Report, see ED572243.]
Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2017 Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Career Education,Job Training,Outreach Programs,State Programs,Community Colleges,Participant Characteristics,Educational Finance,Funding Formulas,Employment Potential,Graduation Rate,Credentials,Curriculum Development,Partnerships in Education,Eligibility,Expenditures,Resource Allocation,Employment Programs,Adult Basic Education,Basic Skills,Career Development,Enrollment,School Business Relationship,Employment Level,Student Personnel Services

The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the fourth year for Pathways for Academic, Career and Employment (PACE) reporting. Allocations for the PACE fund are allocated pursuant to the Community College state general aid distribution formula established in the Iowa Code and are eligible to be carried forward to the next year. The figures noted in this report were obtained from each of Iowa's 15 community colleges. Colleges continue to do an outstanding job implementing the PACE programs in their regions and communities as they align themselves with the new Workforce Innovation and Opportunity Act legislation (WIOA). Each college has committed to building career pathway frameworks, structuring those programs to ensure increased employment success of the identified target populations. This is achieved by refocusing program activities around collaboration with WIOA core partners and adult basic education programs, balancing services, and engaging sector partnerships. An internal and external audit was performed in November 2017 with the business offices of each Community College, to confirm all annual allocations, expenses and carry forwards from inception. The audit adjustments are reflected in this report. [For the Fiscal Year 2016 Report, see ED591699.]
An Administrative Overview of English Language Teacher Education Programs in Turkey
Author: Solak, Ekrem
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English Teachers,Teacher Education Programs,Educational Planning,Departments,English Departments,Quotas,Student Characteristics,Foreign Students,College Students,Student Mobility,Gender Differences,Public Colleges,Private Colleges

Emergence of Language teacher training programs in Turkey dates back to 1930s. Since then, these programs have undergone some changes through time in terms of duration, content, quantity and quality etc. While there were 17 ELT departments in Turkey in 1996, it was 57 including state and private universities in 2017. Nearly 33% of the universities had an ELT department in Turkey as of 2017. This study investigated English Language Teacher Training Departments in Turkey from an administrative viewpoint in terms of student quota, teaching staff, student mobility programs, participation of international students, gender distribution and proposed some visions about prospects of this field. This was a qualitative study and document analysis technique was used to collect data about the research. The results of the study suggested that Ministry of National Education Human Resources Department should plan its personnel need for next 10-15 years and coordinate with The Board of Turkish Higher Education to determine the quota for the universities. The quota for each ELT department should be rearranged in accordance with the number of faculties serving full-time at a university. Realistic objectives should be specified between university education and employment rate. Quota for international students should be raised and some opportunities should be created both for faculties and students by developing mutual projects with the ELT departments in other countries.
TOPS Report: Analysis of the TOPS Program from 2008-2017
Author: Louisiana Board of Regents
Date: 2018-10-00
Type: Reports - Research
Subjects: College Entrance Examinations,High School Graduates,Scores,Secondary School Curriculum,College Bound Students,Eligibility,Academic Persistence,Awards,Grade Point Average,State Legislation,Student Participation,Statistical Distributions,Graduation Rate,Educational Finance,State Programs,Program Evaluation,Tuition,Student Financial Aid,Honors Curriculum

The Tuition Opportunity Program for Students (subsequently renamed the Taylor Opportunity Program for Students, or TOPS) was created by ACT 1375 of the 1997 Regular Legislative Session. The first college freshman class to receive TOPS awards entered postsecondary education in the fall of 1998. ACT 1202 of the 2001 Regular Legislative Session requires the Louisiana Board of Regents (BoR) to prepare a report analyzing various aspects of the TOPS program.In accordance with ACT 1202, this report includes: (1) An analysis of the relationship between the high school courses taken and the student's score on the American College Test (ACT); (2) The number of high school graduates who are eligible for TOPS and subsequently enroll in college; (3) Persistence (retention) rates of TOPS students; (4) The number of and reasons for students losing award eligibility; and (5) Graduation data. Act 587 of the 2014 Regular Legislative Session added several additional requirements to the TOPS report, including: (1) Demographic information of program award recipients(race, gender, parent's income); (2) High school GPA and ACT scores of program award recipients grouped by mean, median, and mode; (3) Average high school GPA and average ACT scores of those who lost the award; and (4) Graduation rates of TOPS students by award type and year. Overall, the findings indicated that: (1) From 2008 to 2017, 88.9% of students deemed eligible for a TOPS award accepted the award and subsequently enrolled in a postsecondary education institution in Louisiana; (2) The average ACT score of all TOPS recipients between 2008 and 2017 was 24 and the average high school GPA (Core GPA) was 3.35; (3) From 2007-2008 to 2016-2017 the majority of TOPS recipients were white (76.3%) and female (58.6%); (4) Students who begin college with a TOPS award persist and graduate at a higher rate than non-TOPS students; and (5) The average ACT score of students who had their award cancelled between 2006 and 2017 was 23.0 and their average high school GPA (Core GPA) was 3.12. [Appendices are not included in this document. For &quot;TOPS Report: Analysis of the TOPS Program from 2007-2016,&quot; see ED582885.]
What about the Schools? Factors Contributing to Expanded State Investment in School Facilities -- Executive Summary
Author: Rivera, Marialena
Date: 2017-04-00
Type: Reports - Research
Subjects: State Aid,Educational Facilities,Investment,Educational Finance,State Policy,Taxes,Debt (Financial),Educational Equity (Finance),Elementary Secondary Education,Public Schools

Through case studies of five states with varying facilities policies, this study examines the factors contributing to expanded state investment in equitable public school facilities and how those factors can be leveraged to encourage states that make minimal investments to expand their support for facilities funding. Data collection consisted of a literature review of existing research on educational facilities taxation mechanisms, spending practices, and public debt policies; case study data collection included policy document analysis and 44 interviews with school finance and facilities experts, including researchers, lawyers, consultants, practitioners, and state level staffers. Five case study states included Massachusetts, New Jersey, Ohio, Texas, and Wyoming. The conceptual framework utilized the lenses of critical policy analysis and fiscal sociology. This executive summary presents the findings from the study. [For the full report, see ED591718.]
The School Principals&apos; Opinions on Working as Enquirers: A Case Study
Author: Karatas, Süleyman
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Opinions,Administrator Attitudes,Inquiry,Foreign Countries

The main purpose of this study is to ascertain the opinions of the school principals on their assignment as enquirers. It adopted multiple case-holistic design of the qualitative research methods. The sampling was created through criterion sampling technique of the purposive sampling methods. The study group consisted of 10 school principals working in the state schools in Kemer, Antalya. The data were collected by using the semi-structured interview form developed by the researcher and analysed via the content analysis technique. The findings of the study showed that the school principals were not willing to be appointed as enquirers and considered this duty as a burden and drudgery. It was also found that they wanted to be charged since they were not paid for their services and did not regard themselves as sufficient in terms of technical and conceptual knowledge in their duty as enquirers.
Limited Means, Limited Options: College Remains Unaffordable for Many Americans. Technical Appendix
Author: Poutré, Alain
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Higher Education,Paying for College,Access to Education,Student Financial Aid,Costs,Profiles,College Freshmen,Full Time Students,In State Students,Fees,Tuition,Need Analysis (Student Financial Aid),Federal Aid,Grants,Student Loan Programs,Educational Legislation,Federal Legislation

Higher education offers people from all walks of life the opportunity to achieve a more secure future for themselves and their families. The country was built in part on the idea that, with hard work and a good education, any American should be able to climb the ladder of social and economic mobility. The very notion of the American Dream is based on that concept of freedom--that people are not condemned to a particular social or economic class. Unfortunately, high college costs are stymieing progress for Americans of limited financial means, undermining basic ideals of opportunity and fairness. Data show wide variation in affordability between students with different income backgrounds. In fact, although the student from the highest income quintile in these analyses could afford to attend 90 percent of colleges in the sample, the low- and moderate-income students with fewer financial resources could only afford 1 to 5 percent of colleges. While it is clear that very few colleges meet a reasonable threshold of affordability for students of modest means, federal, state, and institutional policymakers can help level the playing field. This is the technical appendix for the report. Contents of the appendix include: (1) Research Concept; (2) Student Profiles; (3) Net Price Calculators; (4) Sample Colleges; (5) Additional Affordability Models; and (6) Glossary of Key Terms. [To view the report, &quot;Limited Means, Limited Options: College Remains Unaffordable for Many Americans,&quot; see ED591563.]
IDRA Newsletter. Volume 45, No. 1
Author: Goodman, Christie L., Ed.
Date: 2018-01-00
Type: Collected Works - Serial
Subjects: Social Justice,Educational Change,Parent Participation,School Districts,Educational Legislation,Federal Legislation,Inclusion,Discipline Problems,Charter Schools,Graduation Rate

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is &quot;Restoring Justice.&quot; Articles include: (1) Integrating the Assets of Social Justice Principles to Transform Schools (Nilka Avilés and Hector Bojorquez); (2) How Using Restorative Practices Can Prevent Exclusionary Discipline Issues (Kristin Grayson and Paula Johnson); (3) ESSA Requirements for Schools and Parent Involvement -- New Tool for School Districts (Aurelio M. Montemayor); and (4) Texas Charter School System Suffers Low Graduation Rates (María &quot;Cuca&quot; Robledo Montecel).
IDRA Newsletter. Volume 45, No. 2
Author: Goodman, Christie L., Ed.
Date: 2018-02-00
Type: Collected Works - Serial
Subjects: Sexual Harassment,Educational Environment,Gender Bias,Social Justice,School Safety,Females,Technology,Equal Education,Homosexuality,Sexual Orientation,Sexual Identity,Social Bias,Teacher Responsibility,Parent Participation,School Districts,Coding

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is &quot;Gender Justice.&quot; Articles include: (1) Sexual Harassment -- Safe Learning Environments for All Students (Michelle Martínez Vega); (2) School-Based Strategies for Supporting Girls in Technology with Perspectives from a 14-Year-Old Coder (Christie L. Goodman); (3) Equity and Justice for LGBTQ Students -- Teacher Responsibilities (Aurelio M. Montemayor and Michelle Martínez Vega); and (4) Second Installment of IDRA's New Parent Involvement Tools for School Districts (Aurelio M. Montemayor)
Texas Public School Attrition Study, 2017-18. IDRA Report
Author: Goodman, Christie L., Ed.
Date: 2018-12-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Student Attrition,Dropout Rate,Dropout Research,Educational Policy,Low Income Students,Graduation Rate,School Holding Power,High School Students,Enrollment,Minority Group Students,College Bound Students,Dropout Characteristics,Check Lists,School Effectiveness

Since creating the first comprehensive study of school dropouts in Texas in 1985-86, the Intercultural Development Research Association (IDRA) has conducted attrition analyses to assess schools' abilities to hold on to their students until they graduate. This year's study is the 33rd in a series of annual reports on trends in dropout and attrition rates in Texas public schools. The 2017-18 study builds on a series of studies by IDRA that track the number and percent of students in Texas who are lost from public school enrollment prior to graduation. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) High School Attrition Rate Drops by Two Percentage Points from Previous Year (Roy L. Johnson); (2) Attrition Rate Reached Lowest Value but Trend Needs to Quicken to Make a Difference (Felix Montes); (3) Three Decades of Groundbreaking Dropout Research Reflections by Dr. Robledo Montecel (Bricio Vasquez); (4) 6 Policies that Lead to Higher Dropout Rates; (5) Timeline for the Class of 2018; (6) Infographic: Texas public schools are losing 1 out of 5 students; (7) College Bound and Determined; (8) Texas' Large Economically Disadvantaged Student Population Hit Hard by High School Attrition (Roy L. Johnson and Charles Cavazos); (9) TEA-Reported Texas School Completion and Dropout Data for 2016-17--A Virtual Standstill (Roy L. Johnson); (10) Texas Ranks Fifth Nationally in On-Time Graduation Rate (Roy L. Johnson); (11) Quality School Holding Power Checklist; (12) A Model for Success; (13) Taking Action to Hold on to Students; (14) Uncompromising Expectations for Graduating All Students; (15) What We Have Learned; and (16) Types of Dropout Data Defined. [For the previous report &quot;Texas Public School Attrition Study, 2016-17. IDRA Report,&quot; see ED580957.]