ethanporcaro/eric-fulltext-meta huggingface dataset:
School Life: Official Journal of the U.S. Office of Education. Volume XXVII. October 1941-February 1942
Author: Jones, Olga A., Ed.
Date: 1945-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,War,Educational Facilities

This document contains the October 1941 through February 1942 issues of &quot;School Life,&quot; a monthly publication of the U.S. Federal Security Agency Office of Education. The journal issues cover a variety of topics across education sectors, the U.S. Office of Education Wartime Commission, school facilities in defense areas, defense training and other wartime issues related to U.S. education, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXVII index is included.
Test Preparation: Insights into Ecological Issues. ACT Research. Technical Brief
Author: Sanchez, Edgar I.
Date: 2021-07-00
Type: Reports - Research
Subjects: Test Preparation,Correlation,Family Income,College Entrance Examinations,Tutors,Private Education,College Admission,Scholarships,Eligibility,Comparative Analysis,Low Income Students,Student Attitudes,Minority Group Students,Disadvantaged,White Students,Standardized Tests,Educational Attainment,Parent Background,Parent Child Relationship

In this study, I examined several ecological factors at play when students make use of test preparation. I first looked at students' usage of test preparation and followed that with an examination of the relationship between family income and test preparation use. Finally, I examined familial support in preparing for admissions exams. Many students use test preparation to increase their chances of admissions and scholarship eligibility. Compared to students from higher income families, students from lower income families reported notably lower rates of agreement that their parents or guardians had the financial means to purchase test preparation. This manifested in the rates of using private tutors, where higher income students reported using private tutors more than lower income students. This study also showed that students' perceived levels of support from their families increases as family income increases and that minority students from traditionally underserved backgrounds perceived less support than White students. As family income increased, greater numbers of students reported that their parents made them prepare for standardized tests. Additionally, minority students reported lower rates of being made to prepare than White students. Highest parental education was positively related to both the percentage of students reporting their parent provides the support they need to prepare for admissions tests as well as students reporting that their parents made them prepare for the standardized admissions test.
An Investigation of Speededness as a Possible Explanation for Mode Effects on the ACT. Technical Brief. 2021-R2142
Author: Wang, Shichao
Date: 2021-11-00
Type: Reports - Research
Subjects: Timed Tests,Test Items,Achievement Tests,Testing,Computer Assisted Testing,Academic Achievement,Comparative Analysis,College Entrance Examinations,Test Format,Raw Scores,English,Mathematics Tests,Science Tests,Reading Tests,Multiple Choice Tests

Speeded tests set time limits so that few examinees can reach all items, and power tests allow most test-takers sufficient time to attempt all items. Educational achievement tests are sometimes described as &quot;timed power tests&quot; because the amount of time provided is intended to allow nearly all students to complete the test, yet this makes such tests speeded to some extent. Thus, speededness is often a matter of degree. Speededness can be impacted by factors in the test administration process such as test delivery mode, technology, and devices (Camara &amp; Harris, 2020). Few studies have directly investigated the relationship between the extent that a test is speeded and the observed mode differences of the test. The purpose of this study was to investigate the potential interactions between the degree of speededness and observed mode differences in student performance for the ACT® test, a timed achievement test often used for academic planning and placement, college admissions, and scholarship eligibility. Based on prior research, it was hypothesized that more speeded tests would exhibit larger test delivery mode differences in test performance (i.e., paper testing versus online testing).
Are They Trying? Motivation in State Census Testing with a College Admissions Exam. ACT Research Report. 2021-R2130
Author: Steedle, Jeffrey T.
Date: 2021-11-00
Type: Reports - Research
Subjects: Student Motivation,College Entrance Examinations,High Stakes Tests,Academic Achievement,State Standards,Testing Programs,Accountability,Educational Legislation,Elementary Secondary Education,Federal Legislation,High School Students,Student Evaluation,Racial Differences,Achievement Tests,Predictor Variables

Statewide testing with college admissions exams dates to 2001, when Colorado and Illinois introduced the practice. Such testing expanded in subsequent years, and beginning in 2017--2018, the Every Student Succeeds Act (ESSA) allowed states to use a college admissions exam to meet accountability requirements for high schools. Some see this option as beneficial for students, especially those students who might not have taken the ACT or SAT tests otherwise, yet this policy remains controversial among educational assessment researchers (e.g., Camara, Mattern, Croft, Vispoel, &amp; Nichols, 2019 and responses). This study examined changes in score distributions and indicators of motivation to evaluate whether students participating in statewide ACT testing exhibit motivation comparable to students who participate in national ACT testing. Study results have direct bearing on the interpretation and use of college admissions test scores from statewide administrations. With the introduction of census testing, the tested sample in each state included more male students, minority students, and students with lower high school grade point averages.
English Learners Who Take the ACT with Testing Supports: An Examination of Performance, Demographics, and Contextual Factors. Working Paper. 2021-R2101
Author: Moore, Joann L.
Date: 2021-07-00
Type: Reports - Research
Subjects: English Language Learners,College Entrance Examinations,Testing Accommodations,First Generation College Students,Context Effect,High School Students,Educational Experience,Low Income Students,Scores,Correlation,Academic Education,Course Selection (Students),Student Characteristics,Equal Education,Educational Opportunities,Prediction,English (Second Language),Second Language Learning,Standardized Tests,Family Income,Race,Ethnicity,Parent Background,Educational Attainment,Academic Aspiration

This study examined the performance of English learners (ELs) taking the ACT® test with testing supports, as compared to ELs and non-ELs taking the ACT without supports or accommodations. Contextual factors were also explored, including high school experiences and demographic characteristics such as low-income and first-generation college student status that may be associated with their scores. Results indicate that ELs tended to score substantially lower than non-ELs, and ELs who tested with supports tended to score lower than ELs who tested without supports. ELs in both groups, particularly those testing with supports, tended to take fewer core academic courses, fewer honors or AP courses, and had lower high school grades than non-ELs. ELs in both groups, particularly those testing with supports, were also more likely to be non-White, low income, and/or first-generation college students. Regression analyses found that demographic and contextual factors, along with limited English proficiency, played a substantial role in predicting the performance of ELs taking the ACT, both those testing with and without supports. It is important that ELs are provided with a rigorous education that includes instruction in both English language and core academic content to ensure that they have equitable opportunities and experiences as compared to their English proficient peers.
Examining the Efficacy of Career &amp; College Clubs: Initial Results and Implications for Practitioners. Research Report R2144
Author: McVey, Jill
Date: 2021-11-00
Type: Reports - Research
Subjects: High School Students,Clubs,Career Readiness,College Readiness,Program Effectiveness,Curriculum Evaluation,Knowledge Level,Postsecondary Education,Academic Aspiration,Intention,Social Emotional Learning

ACT, the National Council for Community and Education Partnerships (NCCEP), and Alliance College-Ready Public Schools (Alliance) collaborated to examine the efficacy of NCCEP's Career &amp; College Clubs (CCC) curriculum for increasing college readiness skills in high school students participating in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). This report explores the development of college readiness skills in over 900 Alliance students enrolled in GEAR UP who were taking the CCC curriculum during their first three years of high school, beginning in the 2018-2019 school year. To measure the impact of the CCC curriculum, a series of surveys to explore the developmental trajectory of students' social and emotional skills, knowledge of postsecondary education, and education intentions.
Newark Kids Count 2017: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Population Trends,Geographic Location,Children,Adolescents,Well Being,Racial Differences,Ethnicity,One Parent Family,Grandparents Raising Grandchildren,Economically Disadvantaged,Poverty,Family Income,Employment Level,Unemployment,Tax Credits,Family Programs,Federal Programs,Welfare Services,Housing,Ownership,Hunger,Nutrition,Breakfast Programs,Lunch Programs,Charter Schools,Infants,Prenatal Care,Body Weight,Death,Diseases,Health Insurance,Child Welfare,Child Abuse,Child Neglect,Child Care Centers,Home Programs,Preschool Education,Elementary Secondary Education,Enrollment Trends,Special Education,Homeless People,Attendance,Standardized Tests,Scores,Career Readiness,College Readiness,Academic Achievement,Graduation Rate,College Entrance Examinations,Postsecondary Education,Early Parenthood,Sexually Transmitted Diseases,Delinquency,Institutionalized Persons,Correctional Institutions,Child Health

For 20 years, Advocates for Children of New Jersey has published the Newark Kids Count Data Book, a one-stop source for child well-being data on our state's largest city. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: demographics, family economic security, food insecurity, child health, child protection, child care, education and teens. [For &quot;Newark Kids Count 2015: A City Profile of Child Well-Being,&quot; see ED616497.]
Exploring the Impact of Negative Experiences on High School Students&apos; Educational Outcomes. ACT Research. Issue Brief
Author: Schiel, Jeff
Date: 2021-08-00
Type: Reports - Research
Subjects: High School Students,Outcomes of Education,Academic Persistence,College Graduates,Educational Experience,Academic Achievement,Bullying,Aggression,Social Discrimination,Graduation,Student Attitudes,Barriers,Stress Variables,Race,Ethnicity,Gender Differences,College Entrance Examinations,Scores,Correlation,Health,Family Relationship,Financial Problems,Food,Violence,Neighborhoods,Security (Psychology)

For many years, ACT has studied the relationships between high school students' educational experiences and successful educational outcomes, such as college persistence and graduation. As ACT continues this work, there are opportunities to learn about students' other experiences as well, including negative ones that could hinder academic performance. For example, it could be important to know if high school students who encounter problems or challenges with bullying, microaggression, and/or discrimination have, as a result, experienced negative impacts to their academic performance and timely graduation from high school. To gather data on high school students' experiences, a large sample of students was surveyed in April 2021 and asked whether or not they had experienced each of nine potential problems or challenges in the last 12 months. Students were also asked about the overall level of stress they had experienced within the last 30 days. This study was intended to give insight into several potential problems and challenges that high school students might experience and to assess how those are connected, if at all, to academic performance. Such information could help educators and policymakers improve the many ways they help students to attain educational goals and prepare for college and beyond.
Newark Kids Count 2018: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Population Trends,Geographic Location,Children,Adolescents,Well Being,Racial Differences,Ethnicity,One Parent Family,Grandparents Raising Grandchildren,Economically Disadvantaged,Poverty,Family Income,Employment Level,Unemployment,Tax Credits,Family Programs,Federal Programs,Welfare Services,Housing,Ownership,Hunger,Nutrition,Breakfast Programs,Lunch Programs,Charter Schools,Infants,Prenatal Care,Body Weight,Death,Diseases,Health Insurance,Child Welfare,Child Abuse,Child Neglect,Child Care Centers,Home Programs,Preschool Education,Elementary Secondary Education,Enrollment Trends,Special Education,Homeless People,Attendance,Standardized Tests,Scores,Career Readiness,College Readiness,Academic Achievement,Graduation Rate,College Entrance Examinations,Postsecondary Education,Early Parenthood,Sexually Transmitted Diseases,Delinquency,Institutionalized Persons,Correctional Institutions,Child Health

For over 20 years, Advocates for Children of New Jersey has published the Newark Kids Count Data Book, a one-stop source for child well-being data on the state's largest city. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: demographics, family economic security, food insecurity, child health, child protection, child care, education and teens. This year's data book features a special section on childhood lead exposure and prevention efforts in Newark. [The Greater Newark LISC and New Jersey Health Initiatives, the statewide grant making program of the Robert Wood Johnson Foundation, along with the Fund for New Jersey and the Victoria Foundation funded this year's special section on lead. For &quot;Newark Kids Count 2017: A City Profile of Child Well-Being,&quot; see ED616477.]
Newark Kids Count 2019: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Population Trends,Geographic Location,Children,Adolescents,Well Being,Racial Differences,Ethnicity,One Parent Family,Grandparents Raising Grandchildren,Economically Disadvantaged,Poverty,Family Income,Employment Level,Unemployment,Tax Credits,Family Programs,Federal Programs,Welfare Services,Housing,Ownership,Hunger,Nutrition,Breakfast Programs,Lunch Programs,Charter Schools,Infants,Prenatal Care,Body Weight,Death,Diseases,Health Insurance,Child Welfare,Child Abuse,Child Neglect,Child Care Centers,Home Programs,Preschool Education,Elementary Secondary Education,Enrollment Trends,Special Education,Homeless People,Attendance,Standardized Tests,Scores,Career Readiness,College Readiness,Academic Achievement,Graduation Rate,College Entrance Examinations,Postsecondary Education,Early Parenthood,Sexually Transmitted Diseases,Delinquency,Institutionalized Persons,Correctional Institutions,Child Health

For more than 20 years, Advocates for Children of New Jersey has published the Newark Kids Count Data Book, a one-stop source for child well-being data on the state's largest city. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: demographics, family economic security, food insecurity, child health, child protection, child care, education and teens. This year's data book features a special section on young men of color in Newark. [Additional funding for this report was provided by My Brother's Keeper Newark. For &quot;Newark Kids Count 2018: A City Profile of Child Well-Being,&quot; see ED616479.]
Newark Kids Count 2020: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Population Trends,Geographic Location,Children,Adolescents,Well Being,Racial Differences,Ethnicity,One Parent Family,Grandparents Raising Grandchildren,Economically Disadvantaged,Poverty,Family Income,Employment Level,Unemployment,Tax Credits,Family Programs,Federal Programs,Welfare Services,Housing,Ownership,Hunger,Nutrition,Breakfast Programs,Lunch Programs,Charter Schools,Infants,Prenatal Care,Body Weight,Death,Diseases,Health Insurance,Child Welfare,Child Abuse,Child Neglect,Child Care Centers,Home Programs,Preschool Education,Elementary Secondary Education,Enrollment Trends,Special Education,Homeless People,Attendance,Standardized Tests,Scores,Career Readiness,College Readiness,Academic Achievement,Graduation Rate,College Entrance Examinations,Postsecondary Education,Early Parenthood,Sexually Transmitted Diseases,Delinquency,Institutionalized Persons,Correctional Institutions,Child Health

For more than 20 years, Advocates for Children of New Jersey has published the Newark Kids Count Data Book, a one-stop source for child well-being data on the state's largest city. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: demographics, family economic security, food insecurity, child health, child protection, child care, education and teens. This year's data book features a special section on the importance of the upcoming 2020 Census for Newark. [For &quot;Newark Kids Count 2019: A City Profile of Child Well-Being,&quot; see ED616480.]
School Life: Official Journal of the U.S. Office of Education. Volume XXVIII. October 1945-July 1946
Author: Jones, Olga A., Ed.
Date: 1947-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,War,Veterans Education,Public Health,Educational Finance

This document contains the October 1945 through July 1946 issues of &quot;School Life,&quot; a monthly publication of the U.S. Federal Security Agency Office of Education. This is the first volume since February 1942, when a World War II publishing hiatus began. The journal issues cover a variety of topics across education sectors, immediate postwar issues related to U.S. education, veterans' education and training, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXVIII index is included.
School Life: Official Journal of the U.S. Office of Education. Volume XXIX. October 1946-July 1947
Author: Jones, Olga A., Ed.
Date: 1949-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,War,Veterans Education,Adult Education,Public Health,Educational Finance

This document contains the October 1946 through July 1947 issues of &quot;School Life,&quot; a monthly publication of the U.S. Federal Security Agency Office of Education. The journal issues cover a variety of topics across education sectors, immediate postwar issues related to U.S. education, veterans' education and training, adult education, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXIX index is included.
Pushing the Limits: A Roadmap for Advancing CTE without Limits
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-10-00
Type: Guides - Non-Classroom
Subjects: Vocational Education,Educational Principles,Career Development,Equal Education,Career Readiness,Success,Elementary Secondary Education,Postsecondary Education,Labor Force Development,Leadership Responsibility,Job Skills,Employment Qualifications,Access to Education,Student Needs,Goal Orientation,Educational Policy,Educational Practices,Change Strategies,Barriers,Accountability,Cooperation,Innovation,Data Collection,Educational Finance,Racial Bias,Cultural Awareness,Student Diversity,Intervention,State Policy,Student Participation,Career Counseling,Educational Counseling,At Risk Students,Alignment (Education),COVID-19,Pandemics

This resource serves as the primary evaluation and initial planning tool for state Career Technical Education (CTE) leaders to implement the principles of &quot;Without Limits: A Shared Vision for the Future of Career Technical Education.&quot; The realization of &quot;CTE Without Limits&quot; is only possible through shared commitment and action across all CTE stakeholders, including intentional and collaborative evaluation of existing policies and practices. This step-by-step guide helps states to conduct an initial assessment, identify top areas for action, and develop implementation strategies for one or multiple vision principles. &quot;Pushing the Limits: A Roadmap for Advancing CTE Without Limits&quot;: (1) Unpacks each of the five principles and related actions of &quot;CTE Without Limits&quot;; (2) Provides self-assessment questions to help state leaders reflect on the current alignment of policies and practice, capacity for change, and potential impact of moving the needle for each action; (3) Provides sample implementation steps, policies and resources to inspire action; and (4) Offers an action planning tool to develop SMART (Specific, Measurable, Attainable, Relevant and Time-Bound) goals to drive systemic change.