ethanporcaro/eric-fulltext-meta huggingface dataset:
How Nebraska Teachers Use and Perceive Summative, Interim, and Formative Data. REL 2021-054
Author: Wilkerson, Stephanie B.
Date: 2021-01-00
Type: Reports - Research
Subjects: Elementary School Teachers,Secondary School Teachers,Data Use,Teacher Attitudes,Summative Evaluation,Formative Evaluation,Student Evaluation,Principals,Teaching Experience,Individual Differences,Self Efficacy,Educational Attainment,Educational Assessment,Administrator Attitudes,Progress Monitoring

Teachers have access to more data than ever before, including summative (state-level), interim (benchmark-level), and formative (classroom-level) data. Yet research on how often and why teachers use each type of data is scarce. The Nebraska Department of Education partnered with the Regional Educational Laboratory Central to conduct a study of teachers and principals in 353 Nebraska schools to learn about teachers' use and perceptions of summative, interim, and formative data and inform a state-level professional learning plan to support teachers' data use. The results indicated that 29 percent of teachers did not use summative data, 21 percent did not use interim data, and 6 percent did not use formative data. Among teachers who reported using each type of data, teachers used formative data almost weekly and interim data about monthly to tailor instruction, identify instructional content, recommend additional student support, and group students. Teachers used summative, interim, and formative data least often in discussions about student learning with principals, colleagues, parents, and students. Teachers with 12 or fewer years of experience in education reported using formative data more often than did teachers with 22 or more years of experience. Teachers' perceived competence in using data, their attitudes toward data, and their perceptions of organizational supports for using data (professional learning, principal leadership, and computer systems) were each positively associated with their use of data to inform instruction. When teachers reported greater perceived competence in using data, more positive attitudes toward data, or more organizational supports for using data, they more often used formative and interim data to inform instruction. Teachers with a more-advanced degree (education specialist or doctoral degree) reported feeling more competent in using data and having more positive attitudes toward data than did teachers with a bachelor's degree. [For the appendixes, see ED610181; for the study brief, see ED610183; for the study snapshot, see ED610184.]
The Validity of Low ACT Scores. ACT Research &amp; Policy. Technical Brief
Author: Cho, YoungWoo
Date: 2020-09-00
Type: Reports - Research
Subjects: College Entrance Examinations,Scores,College Applicants,Student Placement,High School Students,College Bound Students,Predictive Validity,College Freshmen,Grade Point Average,Mathematics Achievement,Reading Achievement

Different uses of the ACT Assessment emphasize different intervals on its 1-36 score scale. Its use by colleges for applicant selection and course placement emphasize the middle and upper intervals of its score scale, and these uses have been extensively validated (ACT, 2019a). Its uses by school districts and state departments of education to assess high school students and evaluate high school performance potentially utilize more of the ACT score scale. The purpose of this study was to investigate the meaningfulness of lower ACT scores to inform the appropriate use of the ACT as an every-student-test for all high school students, not just college bound high school students. Predictive and concurrent criterion validity approaches were used in combination with nonparametric regression to examine the usefulness of low ACT scores. Predictive validity was demonstrated for the ACT Composite score using first-year college grade point average, and meaningful distinctions between ACT Composite scores were observed down to a score of 12. Concurrent validity between WorkKeys tests and the ACT math and reading tests was investigated using nonparametric regression. Meaningful distinctions among ACT math scores were observed down to a score of 11, and ACT reading score distinctions were observed down to a score of 7. Considering that nearly all students earn scores in the range where meaningful distinctions were observed, results indicate that nearly all high school students--not just college bound high school students--have meaningful ACT scores. Hence, it is appropriate to use the ACT as an every-student-test to assess students' achievement of the high school curriculum.
How Nebraska Teachers Use and Perceive Summative, Interim, and Formative Data. Appendixes. REL 2021-054
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-01-00
Type: Reports - Research
Subjects: Elementary School Teachers,Secondary School Teachers,Data Use,Teacher Attitudes,Summative Evaluation,Formative Evaluation,Student Evaluation,Principals,Teaching Experience,Individual Differences,Self Efficacy,Educational Attainment,Educational Assessment,Administrator Attitudes,Progress Monitoring,Research Methodology

These are the appendixes for the report, &quot;How Nebraska Teachers Use and Perceive Summative, Interim, and Formative Data.&quot; This document presents additional information about the study topic: teachers' data use. It begins with a description of the conceptual framework and supporting literature for the scales in the Teacher Data Use Survey (TDUS; Wayman et al., 2016), which the Nebraska Department of Education (NDE) administered to teachers and principals in March 2019. It then presents literature on teacher and school characteristics that were of interest to NDE as possible factors associated with teachers' data use. Five appendixes are included in the document: (1) About the study; (2) Methods; (3) Supporting analysis; (4) Other analyses; (5) Teacher and principal versions of the Teacher Data Use Survey. [For the full report, see ED610179; for the study brief, see ED610183; for the study snapshot, see ED610184.]
What Preparation Works to Improve ACT Scores? ACT Research &amp; Policy. Technical Brief
Author: Sanchez, Edgar I.
Date: 2020-11-00
Type: Reports - Research
Subjects: College Entrance Examinations,Test Preparation,Scores,Standardized Tests,Secondary School Students,Teaching Methods,Instructional Effectiveness,Delivery Systems,Socioeconomic Status,Social Differences

Standardized tests like the ACT® provide a common basis for comparison of students across schools and states and have been a key point of consideration in postsecondary admissions for over 60 years. Research has shown that, in general, test preparation has a small but positive effect on standardized test scores. In this study, we focused on how three different test preparation formats--in-person instruction, self-paced, and other types--related to students' ACT Composite scores. We examine whether there is a relationship between type of preparation activity and ACT Composite score and whether that relationship depends on family income or whether students are first-time or repeat ACT testers. For the total sample, we found no significant effects of test preparation on ACT Composite. We also found that the effects of the different preparation formats did not vary by family income. Furthermore, the number of times tested had an impact on ACT scores, and this effect differed by test preparation format. First-time test-takers who participated in self-paced test preparation had a lower ACT Composite score than those first-time test-takers who did not participate in a test preparation activity. This study does not align with past research that shows a small effect of test preparation on ACT scores. Our study might not have detected an effect because of the research design or the sample of students who participated in the survey. Or, heterogeneity in the quality, methodology, and modes of delivery within each test preparation format may have blurred any effects.
How Nebraska Teachers Use and Perceive Summative, Interim, and Formative Data. Study Brief. REL 2021-054
Author: Wilkerson, S. B.
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Elementary School Teachers,Secondary School Teachers,Data Use,Teacher Attitudes,Summative Evaluation,Formative Evaluation,Student Evaluation,Principals,Teaching Experience,Individual Differences,Self Efficacy,Educational Attainment,Educational Assessment,Administrator Attitudes,Progress Monitoring

Teachers have access to more data than ever before, including summative (state-level), interim (benchmarklevel), and formative (classroom-level) data. Yet research on how often and why teachers use each type of data is scarce. The Nebraska Department of Education partnered with the Regional Educational Laboratory Central to conduct a study of teachers and principals in 353 Nebraska schools to learn about teachers' use and perceptions of summative, interim, and formative data and inform a state-level professional learning plan to support teachers' data use. The results indicated that 29 percent of teachers did not use summative data, 21 percent did not use interim data, and 6 percent did not use formative data. Among teachers who reported using each type of data, teachers used formative data almost weekly and interim data about monthly to tailor instruction, identify instructional content, recommend additional student support, and group students. Teachers used summative, interim, and formative data least often in discussions about student learning with principals, colleagues, parents, and students. Teachers with 12 or fewer years of experience in education reported using formative data more often than did teachers with 22 or more years of experience. Teachers' perceived competence in using data, their attitudes toward data, and their perceptions of organizational supports for using data (professional learning, principal leadership, and computer systems) were each positively associated with their use of data to inform instruction. When teachers reported greater perceived competence in using data, more positive attitudes toward data, or more organizational supports for using data, they more often used formative and interim data to inform instruction. Teachers with a more-advanced degree (education specialist or doctoral degree) reported feeling more competent in using data and having more positive attitudes toward data than did teachers with a bachelor's degree. [For the full report, see ED610179; for the appendixes, see ED610181; for the study snapshot, see ED610184.]
How Nebraska Teachers Use and Perceive Summative, Interim, and Formative Data. Study Snapshot. REL 2021-054
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Elementary School Teachers,Secondary School Teachers,Data Use,Teacher Attitudes,Summative Evaluation,Formative Evaluation,Student Evaluation,Principals,Teaching Experience,Individual Differences,Self Efficacy,Educational Attainment,Educational Assessment,Administrator Attitudes,Progress Monitoring

Teachers have access to more data than ever before, but comparative research on how often and why teachers use different types of data is scarce. The Nebraska Department of Education identifies summative (state-level), interim (benchmark-level), and formative (classroom-level) assessment data as key measures of student learning. The department values professional learning to support teachers in using these data to adjust instruction in order to help students meet state content standards, and it needs research to inform a state-level professional learning plan. In March 2019 the department administered the Teacher Data Use Survey and received responses from 3,572 teachers and 171 principals across 353 schools. The survey measured teachers' use of summative, interim, and formative data to inform instruction; their perceived competence in using data; their attitudes toward data; and their perceptions of organizational supports for using data. The study also examined whether data use varied by teacher characteristic such as highest degree earned and years of experience in education. [For the full report, see ED610179; for the appendixes, see ED610181; for the study brief, see ED610183.]
Back to School in the Time of COVID-19
Author: Afterschool Alliance
Date: 2020-11-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,School Schedules,After School Programs,Disproportionate Representation,At Risk Students,Low Income Students,Access to Education,Nutrition,Hunger,Child Care,Disease Control,Online Courses,Child Health,Access to Computers,Sustainability,Job Layoff

As schools and families deal with the rapidly changing local circumstances related to the coronavirus, afterschool programs are stepping up and tailoring their services to support students and address gaps: extending program hours, offering access to healthy meals and services, and providing care to the children of essential workers. &quot;Afterschool in the Time of COVID-19&quot; Wave 3 data were collected from September 28 to October 27, surveying 1,445 program providers representing more than 7,300 program sites in 48 states and the District of Columbia. Findings show eight months into COVID-19, three key trends are shaping the landscape of afterschool programs across the nation. First, many more afterschool programs are operating now than were in the spring and summer. Second, programs are able to serve only about half as many students as they supported before the pandemic. Third, the children being left behind are disproportionately those from low-income families. This brief is based on the third in a series of surveys of afterschool program providers to monitor the state of the afterschool field. [For the Wave 2 brief, &quot;Preparing for Back to School and Navigating Summer in the Time of COVID-19,&quot; see ED610210.]
How Afterschool Is Supporting Learning and Recovery during COVID-19. Issue Brief No. 77
Author: Afterschool Alliance
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: After School Programs,COVID-19,Pandemics,Well Being,Safety,Enrichment Activities,School Closing,Low Income Students,Lunch Programs,Breakfast Programs,Immigrants,Refugees,Outreach Programs,Elementary Secondary Education

Individuals have found their lives upended by the effects of the COVID-19 pandemic and are facing unprecedented challenges in all corners of life. In response, communities have banded together to meet the immediate health, economic, and basic day-to-day needs of families. Joining local efforts, afterschool programs continue to be a source of support to the children and families in their community as they adapt to the challenging circumstances and stressors created by the pandemic. This issue brief, complemented by in-depth afterschool program profiles, explores the range of ways in which programs have responded to the needs of their community and placed the well-being and safety of children and families at the forefront of program efforts.
Report on Act 38 of 2009: An Act Relating to PreK-12 and Higher Education Partnerships. Section 3: Electronic Longitudinal Data System. Submitted to House and Senate Education Committees
Author: Townsend, Brian
Date: 2017-01-15
Type: Reports - Descriptive
Subjects: Educational Legislation,State Legislation,Longitudinal Studies,State Aid,Grants,Information Systems,Data Collection,Elementary Secondary Education,Program Implementation

In 2012, the Vermont Agency of Education (Agency) was awarded a Statewide Longitudinal Data Systems (SLDS) grant from the United States Department of Education (USDOE). The nearly $4.95 Million SLDS grant award will be used to fund the Vermont Automated Data Reporting (VADR) project. The VADR project will establish a K-12 data system that will serve as the foundation for future expansion to a comprehensive Pre-K-16 system. This report provides a project timeline, information about project vendors, and an annual update for the VADR project.
The Utility of Single-Item Readiness Screeners in Middle School
Author: Lewis, Crystal G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Screening Tests,Middle School Students,School Readiness,Predictor Variables,Academic Achievement,Reading Readiness Tests,Test Validity,Test Reliability,Urban Schools,Student Characteristics,Achievement Tests,Standardized Tests,Behavior Rating Scales

This study examined the benefit of utilizing one-item academic and one-item behavior readiness teacher-rated screeners at the beginning of the school year to predict end-of-school year outcomes for middle school students. The Middle School Academic and Behavior Readiness (M-ABR) screeners were developed to provide an efficient and effective way to assess readiness in students. Participants included 889 students in 62 middle school classrooms in an urban Missouri school district. Concurrent validity with the M-ABR items and other indicators of readiness in the fall were evaluated using Pearson product-moment correlation coefficients, with the academic readiness item having medium to strong correlations with other baseline academic indicators (r = ± 0.56 to 0.91) and the behavior readiness item having low to strong correlations with baseline behavior items (r = ± 0.20 to 0.79). Next, the predictive validity of the M-ABR items was analyzed with hierarchical linear regressions using end-of-year outcomes as the dependent variable. The academic and behavior readiness items demonstrated adequate validity for all outcomes with moderate effects ([beta] = ± 0.31 to 0.73 for academic outcomes and [beta] = ± 0.24 to 0.59 for behavioral outcomes) after controlling for baseline demographics. Even after controlling for baseline scores, the M-ABR items predicted unique variance in almost all outcome variables. Four conditional probability indices were calculated to obtain an optimal cut score, to determine ready vs. not ready, for both single-item M-ABR scales. The cut point of &quot;fair&quot; yielded the most acceptable values for the indices. The odd ratios (OR) of experiencing negative outcomes given a &quot;fair&quot; or lower readiness rating (2 or below on the M-ABR screeners) at the beginning of the year were significant and strong for all outcomes (OR = 2.29 to OR = 14.46), except for internalizing problems. These findings suggest promise for using single readiness items to screen for varying negative end-of-year student outcomes.
Trade Adjustment Assistance Community College and Career Training Grant Program: Round 4 Early Outcomes Study Report
Author: Judkins, David
Date: 2020-12-00
Type: Reports - Research
Subjects: Community Colleges,Program Descriptions,Career Development,Grants,Federal Programs,Job Training,Program Evaluation,Outcomes of Education,Student Characteristics,Employment Opportunities,Employment Level,Salaries,Educational Finance,Dislocated Workers,Program Implementation,Capacity Building,Educational Attainment,Labor Needs,Income,Financial Support

The Trade Adjustment Assistance Community College and Career Training (TAACCCT) program provided grants to community colleges and other eligible institutions of higher education to expand and improve their ability to deliver education and career training programs. Grant-funded colleges served workers who were eligible for training under the Trade Adjustment Assistance for Workers (TAA) program as well as other adults in need of training for in-demand occupations. In doing so, the grant program supported the U.S. Department of Labor's (DOL) goal of training workers with the skills to succeed in fast-growing, high-wage occupations. Between 2011 and 2014, the grant program awarded $1.9 billion across four rounds of grants to more than 1,000 colleges nationwide. The fourth and final round of grants (71 grantees, 263 colleges) ended in 2018. In order to build evidence on grant-funded programs and strategies, DOL funded a national evaluation of each grant round to collect and assess qualitative and quantitative data across all participating colleges. The Round 4 evaluation included an outcomes study, the focus of this report. This report describes the training, employment, earnings, and self-sufficiency outcomes of nearly 2,800 participants who enrolled in 34 programs at nine Round 4 grantees. The overarching research questions are: (1) What were the characteristics of study participants?; (2) In which features of training programs and services did study participants engage?; (3) What education outcomes did study participants in short-term training programs achieve?; and (4) Did participants obtain employment? If so, was it in an occupation related to their training? What were their earnings? What were the characteristics of their jobs? The analyses presented in this report use data collected from study participants at two points in time (program entry and approximately 15 months later), as well as administrative wage records. The report not only summarizes the outcomes of program participants, it provides information of use for policymakers and program operators interested in funding, designing, and implementing college-based programs to train dislocated and other workers. [This report was produced in partnership with Capital Research Corporation. For the technical appendices, see ED610213.]
Building Adaptive Capacity for Resiliency and Agility: A Guide
Author: Achieving the Dream, Inc.
Date: 2020-06-00
Type: Guides - Non-Classroom
Subjects: Resilience (Psychology),Capacity Building,Teaching Methods,Student Centered Learning,Equal Education,Sustainability,Educational Change,Holistic Approach,Distance Education,Online Courses,Higher Education,Program Evaluation,Strategic Planning,Organizational Change,Guidelines,Instructional Leadership,Educational Innovation

As we move into a &quot;new normal&quot; where digital and virtual models are playing a larger role in the delivery of instruction and student supports, it's increasingly important for us to deliver holistic, resilient, equitable, and student-centric systems. This requires transitioning to an adaptive culture that focuses on long-term sustainability through the generation of alternate paths, ideas, modes of operating, and behavioral norms. This guide is to help answer questions that colleges are asking such as &quot;How robust and equitable are our programs and supports? Can they adapt to ongoing change, uncertainty and volatility?&quot;.
Profiles of Middle School Teacher Stress and Coping: Concurrent and Prospective Correlates
Author: Herman, Keith C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Profiles,Middle School Teachers,Anxiety,Coping,Predictor Variables,Teaching Methods,Academic Achievement,Teacher Burnout,Parent Participation,Burnout,Measures (Individuals),Self Efficacy

This study examined the stress and coping patterns of middle school teachers. A final teacher sample of 102 and student sample of 1450 agreed to participate in the study. We conducted a latent profile analysis of the teachers' self-reported levels of stress and coping at the beginning of the school year and used the resulting profiles to predict teacher practices and student outcomes over time. Nearly all teachers were characterized by high stress and high coping (66%) or high stress and low coping (28%). Based on concurrent ratings and observations, the High Stress/Low Coping profile had higher burnout and lower self-efficacy, higher rates of observed reprimands, and higher student-reported depression in comparison to the other classes. The most adaptive profile, Low Stress/High Coping (6% of sample), had lower burnout, greater parent involvement and higher student prosocial skills in comparison to the other groups. Profiles also predicted the maintenance of most of these effects and the increase of some effects over the school year. Examining stress and coping in combination can inform efforts to improve teacher well-being and have a positive influence on student learning environments.