ethanporcaro/eric-fulltext-meta huggingface dataset:
Does College Readiness Translate to College Completion? Research Note 2013-9
Author: Mattern, Krista D.
Date: 2013-00-00
Type: Reports - Research
Subjects: College Readiness,Benchmarking,College Graduates,Academic Achievement,Aptitude Tests,Time to Degree,Student Characteristics,Gender Differences,Ethnicity,Racial Differences,Oral Language,Native Language,Family Income,Parent Background,Graduation Rate,Validity,Evidence,Measures (Individuals),Intervention,Educational Policy,Outcomes of Education,College Entrance Examinations,High School Students,Grade Point Average

The current study examines the relationship between the SAT® College Readiness Benchmark with the outcome of graduation from college in either four or six years. The results indicate that the SAT benchmark is indeed differentiating between those students who graduate within four years and those who do not, as well as between those who graduate within six years and those who do not. The data were further disaggregated by student characteristics of gender, ethnicity, best spoken language, household income, and highest parental education. Even within student subgroups, differences in graduation rates for students who were college ready versus those who did not meet the SAT benchmark persisted. The results from the current study provide additional validity evidence for the use of the benchmark as a measure of college readiness and as a crucial tool in guiding educational interventions and policy that promote college success for all students.
Differential Validity and Prediction of the SAT®. Research Report No. 2008-4
Author: Mattern, Krista D.
Date: 2008-00-00
Type: Reports - Research
Subjects: Validity,Prediction,College Entrance Examinations,Standardized Tests,College Freshmen,Gender Differences,Racial Differences,Ethnic Groups,Language Usage,Comparative Analysis,Correlation,Scores,Grade Point Average,High School Students,American Indian Students,Cutting Scores,Questionnaires,Test Bias,Culture Fair Tests,College Admission,Statistical Analysis

The purpose of the study is to examine the differential validity and prediction of the SAT using a nationally representative sample of first-year college students admitted with the revised version of the SAT. The findings demonstrate that there are similar patterns of differential validity and prediction by gender, race/ethnicity, and best language subgroups on the revised SAT compared with previous research on older versions of the test. The following are appended: (1) Uncorrected Correlations between SAT Scores and HSGPA and First-Year GPA by Subgroups; (2) Correlation of SAT Scores and HSGPA with FYGPA for American Indian Students at Different Minimum Cut Points; and (3) Average Overprediction (-) and Underprediction (+) of FYGPA for SAT Scores and HSGPA by Subgroups (Unstandardized Residuals).
Advanced Standards in Gifted Education Teacher Preparation
Author: National Association for Gifted Children
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Gifted,Teacher Collaboration,Ethics,Professional Identity,Teacher Leadership,Teacher Researchers,Inquiry,Program Improvement,Pedagogical Content Knowledge,Specialists,Evaluation Methods,Standards,Teacher Characteristics,Teacher Education Programs

After mastering initial standards for the preparation of teachers of the gifted, many educators in gifted education continue their professional growth toward mastery of advanced professional standards at the post baccalaureate levels. For some this means deepening their understandings and expertise and adding new responsibilities for leadership within the classroom. Regardless of the specific role, educators in advanced roles share an array of functions and responsibilities in common. Reflecting this commonality, the advanced standards in gifted education were developed by standards experts at the National Association for Gifted Children, the Council for Exceptional Children, and the Association for the Gifted. These content and teacher preparation experts conducted an extensive study of advanced teaching standards, including National Board for Professional Teaching Standards, state standards, knowledge and skill standards that are expected of all special educators in advanced roles, and standards used by the Council for Accreditation of Educator Preparation as part of the school/college of education accreditation process. The adopted advanced standards contain seven standards and 28 elements.
Examining the Accuracy of Self-Reported High School Grade Point Average. Research Report No. 2009-5
Author: Shaw, Emily J.
Date: 2009-00-00
Type: Reports - Research
Subjects: High School Students,Grade Point Average,Accuracy,Aptitude Tests,Questionnaires,Correlation,Measurement Techniques,Statistical Analysis,Scaling,Comparative Analysis,Reliability,Grade Inflation,Dual Enrollment,Honors Curriculum,Advanced Placement,College Entrance Examinations

This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the college/university from the high school transcript) HSGPA, compare these results to prior studies, and provide recommendations on the use of self-reported HSGPA. Results from this study indicated that even though the correlation between the self-reported and school-reported HSGPA is slightly lower than in prior studies (r = 0.74), there is still a very strong relationship between the two measures. The following tables and figure are appended: (1) HSGPA Grading Scales Across Higher Education Institutions in the Study; (2) Recoding of School- and Self-Reported HSGPA; (3) Descriptive Statistics for the Academic Measures (N = 40,301); (4) Self-Reported Versus School-Reported HSGPA Accuracy: Correlations, Percentage of Exact HSGPA Match, Underreporting and Overreporting of HSGPA in Grade Steps by Race/Ethnicity, Parental Income, Parental Education Level and SAT Score Band; (5) Accuracy of Self-Reported HSGPA by HSGPA Value; (6) Percentage of Exactly Matching, Underreporting and Overreporting of HSGPA by Demographic Characteristics in the SAT Score Band; and (7) Self-Reported HSGPA Item on the SAT Questionnaire (2005-2006).
Proposed Rule: Nutrition Standards for All Foods Sold in School. Legislative Brief 13-1
Author: National Association of State Boards of Education
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Nutrition,Standards,Federal Legislation,State Departments of Education,Compliance (Legal),Food,Elementary Schools,Middle Schools,Secondary Schools

The Healthy Hunger Free Kids Act of 2010 (HHFK) requires the Secretary of Agriculture to establish standards for foods sold in schools other than those provided as part of the National School Lunch Program or School Breakfast Program. According to the HHFK, these standards are to be consistent with the Dietary Guidelines for Americans and the development process should take into account existing state, local, and voluntary standards and the practical application of the standards. This Legislative Brief outlines the proposed standards that USDA published in the Federal Register on February 8, 2013. The proposed standards apply to: (1) All foods sold outside of the school meals programs; (2) The full school day (midnight before to 30 minutes after the end of the official school day); and (3) The entire school campus (all areas of the property under the jurisdiction of the school that are accessible to students).
Representation in the Classroom: The Effect of Own-Race Teacher Assignment on Student Achievement. Program on Education Policy and Governance Working Papers Series. PEPG 14-07
Author: Egalite, Anna J.
Date: 2014-00-00
Type: Reports - Research
Subjects: Academic Achievement,Change,Race,Student Characteristics,Teacher Characteristics,Elementary School Students,Secondary School Students,Elementary School Teachers,Secondary School Teachers,Public Schools,African American Students,White Students,Asian American Students,Reading Achievement,Mathematics Achievement,Achievement Gains,Minority Group Teachers

Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001-02 through 2008-09. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (0.004 to 0.005 standard deviations) and for black, white and Asian/Pacific Island students in math (0.007 to 0.041 standard deviations). We also examine the effects of race matching by students' prior performance level, finding that lower-performing black and white students appear to particularly benefit from being assigned to a race-congruent teacher. An appendix provides a test of the authors' hypothesis and supplemental tables.
Engaging Strategies for All Students: The SpringBoard® Example. Research Notes. RN-23
Author: Delgado, Jane
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Language Arts,Mathematics Instruction,English Instruction,Educational Research,Instructional Design,Reading Instruction,Oral Language,Language Proficiency,Cooperation,Problem Solving,Cognitive Processes,Memory,Middle School Students,High School Students,Learning Theories,Curriculum,Individualized Instruction,Student Diversity,Teacher Competencies,Cognitive Science,Learning Strategies,Metacognition,Affective Behavior,Reading Strategies,Writing Strategies

SpringBoard is a comprehensive instructional program in English language arts and mathematics that reflects powerful, research-based understandings about how people learn. This report presents a model of learning based on cognitive science with particular attention to the role of memory and language. The instructional framework of strategic learning that follows from this model provides the basis for the SpringBoard program's incorporation of rigorous content and training in strategic activities and skills. Finally, the research base for the SpringBoard program is reviewed and summarized, first for the program overall and then for each set of strategies incorporated in the instructional design: reading, writing, oral proficiency, collaboration, and problem solving.
Differential Item and Person Functioning in Large-Scale Writing Assessments within the Context of the SAT®. Research Report 2013-6
Author: Engelhard, George, Jr.
Date: 2013-00-00
Type: Reports - Research
Subjects: Test Bias,Evaluation Methods,Measurement Techniques,Writing Evaluation,Models,Writing Achievement,Student Characteristics,Gender Differences,Racial Differences,Ethnic Groups,Language Usage,Factor Analysis,College Entrance Examinations,Standardized Tests

The purpose of this study is to illustrate the use of explanatory models based on Rasch measurement theory to detect systematic relationships between student and item characteristics and achievement differences using differential item functioning (DIF), differential group functioning (DGF), and differential person functioning (DPF) techniques. The major focus of the analyses in this study was to demonstrate a set of methodological techniques that can be used to better understand subgroup performance on a large-scale writing assessment, rather than to conduct bias or sensitivity reviews. Tables and figures are appended.
Finding Superman &amp; Global Competitiveness: A Conversation with Arthur Levine &amp; Watson Scott Swail. Policy Perspectives
Author: Levine, Arthur
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Public Schools,Documentaries,Educational Change,Elementary Secondary Education,Charter Schools,Competition,Global Approach

On March 21 2013, the &quot;Educational Policy Institute&quot; held the first day of the EPI Forum on Education &amp; the Economy in Orlando, Florida. The Forum was designed to discuss critical issues related to the nexus of education and the workforce. This document presents the transcribed session that featured two of the authors of the Teachers College Press publication, &quot;Finding Superman: Debating the Future of Public Schools in America&quot; (2012). The book was a response to Davis Guggenheim's documentary, &quot;Waiting for &quot;Superman,&quot;&quot; released in 2010. Watson Scott Swail, President and CEO of the Educational Policy Institute, served as editor of the book and wrote the introductory chapter, &quot;Finding Superman&quot;. Arthur Levine, President of the Woodrow Wilson Foundation, wrote a chapter titled &quot;The Potential Impact of Waiting for &quot;Superman&quot; on Schooling in America.&quot; The Forum provided an opportunity to talk about their respective chapters and engage in an interesting conversation about education and international competition.
Experimentally Estimated Impacts of School Vouchers on College Enrollment and Degree Attainment. Program on Education Policy and Governance Working Papers Series. PEPG 15-01
Author: Chingos, Matthew M.
Date: 2015-00-00
Type: Reports - Research
Subjects: Educational Vouchers,College Attendance,College Graduates,Academic Degrees,Program Effectiveness,Correlation,Minority Group Students,Statistical Analysis,Private Schools,Low Income Groups,Scholarships,Regression (Statistics),Immigrants,Academic Persistence

We provide the first experimental estimates of the long-term impacts of a voucher to attend private school by linking data from a privately sponsored voucher initiative in New York City, which awarded the scholarships by lottery to low-income families, to administrative records on college enrollment and degree attainment. We find no significant effects on college enrollment or four-year degree attainment of the offer of a voucher. However, we find substantial, marginally significant impacts for minority students and large, significant impacts for the children of women born in the United States. Negative point estimates for the children of non-minority and foreign-born mothers are not statistically significant at conventional levels. The information needed to match students to administrative data on postsecondary outcomes was available for 99 percent of the sample. We find evidence of substantial bias due to attrition in the original evaluation, which relied on data collected at follow-up sessions.
Facing Global Challenges: A European University Perspective. Policy Perspectives
Author: Swail, Watson Scott
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Global Approach,Barriers,Educational Policy,College Role,Educational Objectives,Institutional Mission,School Community Relationship,School Community Programs,Conference Papers,Educational Quality,Student Diversity,Student Needs,Curriculum Development,Alignment (Education),Outcome Measures,Educational Strategies,Educational Practices,Foreign Countries

This EPI Policy Perspectives covers a presentation given at the European University Association Annual Convention (March 20, 2009, in Prague, Czech Republic) that addresses the Bologna process in the European Union. The process raised many questions regarding the role of the university, and the entire tertiary/postsecondary system of education. The issues being discussed in the EU are not only pertinent in the European arena, but are living issues being debated around the world. Three questions of note were addressed by Watson Swail in his presentation: (1) What is the purpose of the university?; (2) What role does research play?; and (3) How does the institution interact with community and contribute to the local, regional, and global economy and society?
The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
Author: Hanushek, Eric A.
Date: 2014-00-00
Type: Reports - Research
Subjects: Teacher Characteristics,Thinking Skills,Academic Achievement,Teacher Influence,Teacher Effectiveness,International Assessment,Scores,Developed Nations,Differences,Wages,Government Employees,Elementary School Teachers,Secondary School Teachers,Foreign Countries

Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
The Cost of College Attrition at Four-Year Colleges &amp; Universities. Policy Perspectives
Author: Raisman, Neal
Date: 2013-02-00
Type: Numerical/Quantitative Data
Subjects: Student Attrition,Costs,Income,Public Colleges,Private Colleges,Proprietary Schools,Educational Finance,Graduation Rate,Tables (Data),College Students

This report, an analysis of 1669 U.S. institutions, is a first-time study of the relationship of attrition to revenues lost in four-year public, private, and for-profit colleges and universities on an annual basis. The report is the result of a study investigating the financial impact of attrition on four-year colleges and universities. Other studies of attrition and graduation rates report on the number of students lost to attrition but do not deal with the effects of the attrition on the schools' fiscal situation. Realizing that every student who attends a college or university represents direct revenue to the school through tuition paid directly to the school, or through a public formula that pays X number of dollars on a per student basis to the college or university, it appears apparent that when a student leaves the school the revenue received through tuition is lost either immediately or when the formulas are recalculated. Thus, a study of the relationship of attrition to dollars lost would indicate the effects of attrition on a school's revenues and thus its fiscal condition. The study is based on data collected from colleges and universities directly, through IPEDS, the Educational Trust, college and university websites and reporting, as well as the College Board &quot;Annual Survey of Colleges 2010.&quot;
Performance of Fourth-Grade Students in the 2012 NAEP Computer-Based Writing Pilot Assessment: Scores, Text Length, and Use of Editing Tools. Working Paper Series. NCES 2015-119
Author: White, Sheida
Date: 2015-10-00
Type: Reports - Research
Subjects: National Competency Tests,Computer Assisted Testing,Writing Tests,Grade 4,Elementary School Students,Scores,Writing Skills,Achievement Gap,Pilot Projects,Internet,Access to Computers,High Achievement,Low Achievement,Computer Software,Word Processing,Text Structure,Writing Achievement,Student Attitudes,Preferences,Correlation

This study examined whether or not fourth-graders could fully demonstrate their writing skills on the computer and factors associated with their performance on the National Assessment of Educational Progress (NAEP) computer-based writing assessment. The results suggest that high-performing fourth-graders (those who scored in the upper 20 percent in the computer- and paper-based writing assessments on the NAEP) write better on the computer than on paper and can fully demonstrate their writing proficiency in a computer-based assessment. There are, however, indications that low-performing fourth-graders (i.e., those in the bottom 20 percent) and middle-performing fourth-graders (representing the middle 60 percent) may have performed less well on the computer than on paper. This suggests a potential differential effect of writing on the computer on writing performance that might have contributed to the widened achievement gap between high- and non-high-performing (i.e., low- and middle-performing) students in the 2012 computer-based pilot assessment, compared to the 2010 paper-based pilot assessment. Unequal prior exposure to writing on the computer and preference for mode of writing (paper vs. computer) appear to be associated with this widening of the achievement gap. For example, about 94 percent of high-performing students in 2012 reported having access to the Internet at home, compared to about half (52 percent) of low-performing students. The score difference between those with access to the Internet at home and those without was substantive, with an effect size of 0.87. The statistics presented in this report are estimates based on a NAEP pilot assessment conducted with a nationally representative sample of 10,400 grade 4 students. As a pilot assessment, the sample was not adjusted to account for nonresponse bias. As a result, the sample may not completely represent the grade 4 population. The following are appended: (1) Exact text of questions in the 2012 NAEP Writing Contextual Questionnaires; (2) Tables; (3) Tables for Chapter 3; (3) Tables for Chapter 4; (4) Tables for Chapter 5; and (5) Figures. [The American Institutes for Research provided technical and editorial services.]
Proceedings of the Adult Higher Education Alliance Annual Conference (35th, Orlando, Florida, March 10-11, 2015)
Author: Elufiede, Oluwakemi, Ed.
Date: 2015-03-00
Type: Collected Works - Proceedings
Subjects: Adult Education,Higher Education,Cultural Literacy,Bullying,Community Education,Cultural Differences,Cooperative Learning,Learning Activities,Writing (Composition),Grouping (Instructional Purposes),Doctoral Programs,Test Reliability,Attitude Measures,Educational Quality,Scholarship,Group Activities,Informal Education,Case Studies,Historic Sites

This document contains the proceedings of The Adult Higher Education Alliance 35th Annual Conference. The theme of the conference was Adult and Higher Education in the Contemporary World: Its Role In Cultural Literacy. The conference was held on March 10-11, 2015. The event was hosted by and held at the College of Education and Human Performance, Morgridge International Reading Center, University of Central Florida, in Orlando, Florida. Papers in these proceedings include: (1) Bullies in the Academy (Patricia Coberly-Holt and Caroline Braun); (2) Community Education: Cultural Diversity Exemplified through Collaborative Learning Activities in an Adult Peer-to-Peer Writing Group (Oluwakemi Elufiede and Tina Murray); (3) The Life, Death, and Rebirth of the Cohort (Bonnie Flynn and Robert Benway); (4) The Political Culture of Adult Education and the Doctorate (Tom Heaney and Wendy Yanow); (5) Establishing the Reliability of an Instrument to Measure Students' Perception of Quality Service (Larchin Leslie, Mathias R. Vairez, Jr., and Tremaine Leslie); (6) Writing Groups: A Recipe for Successful Scholarly Writing (Marilyn Lockhart); and (7) Public Pedagogy of a Victoria Brothel: An Informal Learning Case Study (Margaret A. Voelkel and Rosa M. Henehan). Sections about the authors and the purpose of the Adult Higher Education Alliance are also included. (Individual papers contain references.)