ethanporcaro/eric-fulltext-meta huggingface dataset:
Breastfeeding, Early Self-Regulation, and Academic Achievement in Kindergarten among Disadvantaged Children
Author: Tua Karing, Jasmine
Date: 2021-00-00
Type: Journal Articles
Subjects: Infants,Nutrition,Child Development,Correlation,Skill Development,Self Control,Academic Achievement,Kindergarten,Disadvantaged Youth,Preschool Education,Student Characteristics,Age Differences,Gender Differences,Language Usage,Racial Differences,Ethnicity,Predictor Variables,At Risk Students

Objectives: The importance of breastfeeding exposure and children's development of self-regulation, independently, are well established. Each of these domains also has been linked to better cognitive development and academic achievement in children. However, little is known about how breastfeeding affects development of early self-regulation skills or whether self-regulation mediates the relationship between breastfeeding and academic achievement, particularly for disadvantaged children. This study examined breastfeeding exposure, self-regulation, and academic achievement in kindergarten among a population of children who previously attended Head Start. Methods: Children were recruited from Head Start classrooms in the Pacific Northwest. Breastfeeding exposure was assessed via parent report. Children's self-regulation (Day Night Stroop, Dimensional Change Card Sort, Head-Knees-Toes-Shoulders-- Revised) and academic achievement [Letter-Word Identification and Applied Problems subtests of Woodcock Johnson Tests of Achievement (English) or the Batería III Woodcock-Muñoz (Spanish)] were directly assessed in fall and spring of kindergarten. Regressions were performed using Stata v14.1 and included breastfeeding exposure as the primary independent variable, controlling for child age, sex, and language spoken. Results: Of the 246 children, 56% were reported as White, 34% Latino/a, 4% African American, and 6% other; 83% were ever exposed to breastfeeding. Breastfeeding exposure was predictive of both fall kindergarten academic achievement (emergent math/literacy scores) and self-regulation (p &lt; 0.05) and related to higher math performance in the spring of kindergarten, which was associated with stronger self-regulation in the fall (p = 0.04). Conclusions: These findings extend our understanding of the positive effects of breastfeeding exposure on children's development and support breastfeeding promotion, particularly for children at risk of academic difficulty.
A Survey of Paraprofessionals&apos; Experiences of Roles, Training, and Communication When Working with Students with Autism
Author: Morin, Kristi L.
Date: 2022-00-00
Type: Reports - Research
Subjects: Paraprofessional School Personnel,Students with Disabilities,Autism,Pervasive Developmental Disorders,Job Skills,Public Schools,Barriers,Interpersonal Communication,Professional Development,Special Education,Educational Legislation,Federal Legislation,Equal Education,Individual Characteristics,Educational Responsibility,Staff Role,Preschool Education,Elementary Secondary Education

Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals' (a) roles and responsibilities; (b) applied knowledge from different types of professional development; (c) perceived barriers to professional development; and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism spectrum disorder. [This is the online version of an article published in &quot;Focus on Autism and Other Developmental Disabilities.&quot;]
English Language Learners and Their Academic Progress: 2011-2012
Author: Schneyderman, Aleksandr
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Grade Repetition,State Standards,Public Schools,English (Second Language),Second Language Learning,Graduation Rate,Counties,Limited English Speaking,Language Tests,Achievement Gains,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Dropout Rate,Student Characteristics

This is the 2011-2012 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL) in Miami-Dade County Public Schools (M-DCPS); (2) Provide data regarding ELL students' academic performance on the 2011 and 2012 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0); (3) Describe the progress made by ELL students in English language acquisition based on the results of the 2011 and 2012 Comprehensive English Language Learning Assessment (CELLA); (4) Discuss the District's progress in achieving the Annual Measurable Achievement Objectives (AMAOs); (5) Contrast 2012 high school graduation percentages of ELL and all M-DCPS students; and (6) Examine 2012 in-grade retention rates for ELL students. [For &quot;English Language Learners and Their Academic Progress: 2010-2011,&quot; see ED536260.]
English Language Learners and Their Academic and English Language Acquisition Progress: 2012-2013
Author: Shneyderman, Aleksandr
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Public Schools,English (Second Language),Second Language Learning,Counties,Limited English Speaking,Language Tests,Achievement Gains,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Student Characteristics

This is the 2012-2013 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL) in Miami-Dade County Public Schools (M-DCPS); (2) Provide data regarding ELL students' academic performance on the 2012 and 2013 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) and End-Of-Course (EOC) Assessments; and (3) Describe the progress made by ELL students in English language acquisition based on the results of the 2012 and 2013 Comprehensive English Language Learning Assessment (CELLA). [For &quot;English Language Learners and Their Academic Progress: 2011-2012,&quot; see ED618080.]
English Language Learners and Their Academic and English Language Acquisition Progress: 2013-2014
Author: Shneyderman, Aleksandr
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Public Schools,English (Second Language),Second Language Learning,Counties,Limited English Speaking,Language Tests,Achievement Gains,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Student Characteristics

This is the 2013-2014 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL) in Miami-Dade County Public Schools (M-DCPS); (2) Provide data regarding ELL students' academic performance on the 2013 and 2014 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) and End-Of-Course (EOC) Assessments; and (3) Describe the progress made by ELL students in English language acquisition based on the results of the 2013 and 2014 Comprehensive English Language Learning Assessment (CELLA). [For the 2012-2013 report, see ED618081.]
English Language Learners and Their Academic and English Language Acquisition Progress: 2014-2015
Author: Shneyderman, Aleksandr
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Public Schools,English (Second Language),Second Language Learning,Counties,Limited English Speaking,Language Tests,Achievement Gains,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Student Characteristics

This is the 2014-2015 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL); (2) Compare and contrast the academic achievement of students in the English for Speakers of Other Languages (ESOL) program on the 2014 and 2015 End-of-Course (EOC) assessments; and (3) Describe the progress made by ELL students in the area of English proficiency based on the results of the Comprehensive English Language Learning Assessment (CELLA) during the 2014-2015 period. [For the 2013-2014 report, see ED618082.]
English Language Learners and Their Academic and English Language Acquisition Progress: 2015-2016
Author: Shneyderman, Aleksandr
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Public Schools,English (Second Language),Second Language Learning,Counties,Limited English Speaking,Language Tests,Achievement Gains,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Student Characteristics

This is the 2015-2016 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL); (2) Compare and contrast the academic achievement of students in the English for Speakers of Other Languages (ESOL) program on the 2015 and 2016 End-of-Course (EOC) and Advanced Academics assessments; and (3) Describe the baseline results of ELL students on the new English Language Proficiency assessment knows as ACCESS for ELLs 2.0. [For the 2014-2015 report, see ED618083.]
English Language Learners and Their Academic and English Language Acquisition Progress: 2016-2017
Author: Shneyderman, Aleksandr
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Public Schools,English (Second Language),Second Language Learning,Counties,Limited English Speaking,Language Tests,Achievement Gains,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Student Characteristics

This is the 2016-2017 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL); (2) Compare and contrast the academic achievement of students in the English for Speakers of Other Languages (ESOL) program on the 2016 and 2017 End-of-Course (EOC) assessments; and (3) Describe the results of ELL students on the English Language Proficiency assessment known as ACCESS for ELLs 2.0. [For the 2015-2016 report, see ED618084.]
English Language Learners and Their Academic and English Language Acquisition Progress: 2017-2018
Author: Shneyderman, Aleksandr
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Public Schools,English (Second Language),Second Language Learning,Counties,Limited English Speaking,Language Tests,Achievement Gains,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Student Characteristics

This is the 2017-2018 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. This report is the first annual report designed to satisfy the requirements of the Every Student Succeeds Act (ESSA) that was signed into law in 2015. School year 2017-2018 was the first year in which state and local educational agencies were required to implement the provisions of that law. This report addresses the following three areas: (1) Demographic characteristics of students classified as English Language Learners (ELL); (2) English language acquisition results of ELL students on the English Language Proficiency assessments known as ACCESS for ELLs 2.0; and (3) Academic achievement results of students in the English for Speakers of Other Languages (ESOL) program and those who exited the ESOL program on the Florida Standards Assessments (FSA), and End-of-Course (EOC) assessments. [For the 2016-2017 report, see ED618085.]
English Language Learners and Their Academic and English Language Acquisition Progress: 2019-2020
Author: Shneyderman, Aleksandr
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Public Schools,English (Second Language),Second Language Learning,Counties,Limited English Speaking,Language Tests,Achievement Gains,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Student Characteristics,COVID-19,Pandemics,School Closing

This is the 2019-2020 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. This report addresses the following two areas: (1) Demographic characteristics of students classified as English Language Learners (ELL); and (2) English language acquisition results of ELL students on the English Language Proficiency assessments known as ACCESS for ELLs. Each of these two areas is described in a separate section of the report. In previous years, annual ELL reports also included a section on academic achievement results of students in the English for Speakers of Other Languages (ESOL) program and those who exited the ESOL program on the Florida Standards Assessments (FSA), and End-of-Course (EOC) assessments. However, the Spring 2020 State assessment has been cancelled because of the closure of schools due to the COVID-19 pandemic. [For the 2018-2019 report, see ED618088.]
English Language Learners and Their Academic and English Language Acquisition Progress: 2018-2019
Author: Shneyderman, Aleksandr
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Public Schools,English (Second Language),Second Language Learning,Counties,Limited English Speaking,Language Tests,Achievement Gains,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Student Characteristics

This is the 2018-2019 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. This report addresses the following three areas: (1) Demographic characteristics of students classified as English Language Learners (ELL); (2) English language acquisition results of ELL students on the English Language Proficiency assessments known as ACCESS for ELLs; and (3) Academic achievement results of students in the English for Speakers of Other Languages (ESOL) program and those who exited the ESOL program on the Florida Standards Assessments (FSA) and End-of-Course (EOC) assessments. [For the 2017-2018 report, see ED618086.]
English Language Learners and Their Academic and English Language Acquisition Progress: 2020-2021
Author: Shneyderman, Aleksandr
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Public Schools,English (Second Language),Second Language Learning,Counties,Limited English Speaking,Language Tests,Achievement Gains,Educational Trends,Achievement Tests,English Language Learners,Language Proficiency,Elementary Secondary Education,Student Characteristics,COVID-19,Pandemics,School Closing

This is the 2020-2021 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. This report addresses the following three areas: (1) Demographic characteristics of students classified as English Language Learners (ELL); (2) English language acquisition results of ELL students on the State's English Language Proficiency assessment known as ACCESS for ELLs; and (3) Academic achievement results of students in the English for Speakers of Other Languages (ESOL) program and those who exited the ESOL program on the Florida Standards Assessments (FSA) and End-of-Course (EOC) assessments. [For the 2019-2020 report, see ED618087.]
From Here to There!: A Dynamic Algebraic Notation System Improves Understanding of Equivalence in Middle School Students
Author: Chan, Jenny Yun-Chen
Date: 2021-01-00
Type: Reports - Research
Subjects: Middle School Students,Mathematics Instruction,Prior Learning,Teaching Methods,Equations (Mathematics),Feedback (Response),STEM Education,Comparative Analysis,Pretests Posttests,Problem Solving,Algebra,Computer Assisted Instruction,Computer Games,Mathematical Concepts,Concept Formation,Instructional Effectiveness

Understanding equivalence is fundamental to STEM disciplines, yet misunderstandings and misconceptions inhibit students from fully appreciating or leveraging the concept. Using the game-based algebraic notation system, From Here to There! (FH2T), students explore ideas of equivalence by dynamically transforming expressions or equations among mathematically equivalent states. In the fall of 2019, 475 middle-school students participated in a randomized control trial where they worked in either FH2T or online problem sets with hints and feedback in ASSISTments over four 30-minute sessions during their math class. We found that (a) students in both conditions improved their understanding of mathematical equivalence from pretest to posttest; (b) students in the FH2T condition performed better on posttest compared to students in the problem set condition; and (c) the condition effect was comparable between students with high versus low prior knowledge. Together, the findings suggest that From Here to There! is an effective intervention for improving middle-school students' understanding of mathematical equivalence. The implications for research and practice on the usefulness of digital environments in mathematics education are discussed. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot;]
Quality of Educational Programs for Elementary School-Age Students with Autism
Author: Odom, Samuel L.
Date: 2022-00-00
Type: Reports - Research
Subjects: Educational Quality,Elementary School Students,Autism,Pervasive Developmental Disorders,Students with Disabilities,Program Evaluation,Program Effectiveness

The purpose of this study was to assess the quality of educational programs for school-aged children with autism in the United States. Investigators completed the Autism Program Environment Quality Rating Systems-Preschool/Elementary (APERS) in 60 elementary schools enrolling children with autism. The mean total rating scores were near the midpoint rating, indicating schools were providing educational program environments classified as adequate but not of high quality. Domains of the APERS reflecting structural quality tended to be significantly above average and domains reflecting process quality tended to be significantly below average. With a few exceptions, inclusive and special education program did not differ significantly in total program quality ratings and reflected the same pattern of domain quality ratings. [This paper was published in &quot;American Journal on Intellectual and Developmental Disabilities&quot; v127 n1 p29-41 2022 (EJ1329796).]
Teaching Youth to Resist Abuse: Evaluation of a Strengths-Based Child Maltreatment Curriculum for High School Students
Author: Diaz, Marisol J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Prevention,Child Abuse,High School Students,Public Health,Pilot Projects,Program Effectiveness,Curriculum Implementation,Validity,Educational Change,Knowledge Level,Safety,Urban Schools,Charter Schools,Student Attitudes,Outcomes of Education,Social Emotional Learning,Student Empowerment,Communication Skills,Cognitive Processes

Child maltreatment (CM) is a serious and prevalent public health problem in the United States (U.S.) yet programming to combat the issue often overlooks high school aged youth (those aged 14-17). In 2017, over 90,000 youth in the U.S. experienced CM during their high school years (U.S. Department of Health and Human Services 2019). This manuscript will highlight the importance of prevention programs for youth affected by child maltreatment and report the findings of a pilot study that examined the effectiveness of the Childhelp Speak Up Be Safe Prevention Education Curriculum among high school students. The purpose of the pilot study was to determine if the revised and expanded curriculum for grades 9-12 was feasible and to examine the validity of the new survey items, including the RESIST strategy questions. The pilot study utilized a two-phase non-probability convenience sample to evaluate high school student gains in knowledge of safety related resistance strategies. High school students (N = 269) attending one urban charter public high school (grades 9-12) in the Southwest who completed pre- and postsurvey RESIST strategy items participated in the pilot. The results indicated that students receiving the Childhelp Speak Up Be Safe Prevention Education Curriculum increased their identification and knowledge of safety related resistance strategies.
College Enrollment Patterns and Results of M-DCPS 2015-2016 Graduating Cohort. Information Capsule. Volume 2101
Author: Tirado, Andrea
Date: 2021-10-00
Type: Reports - Research
Subjects: Enrollment,Enrollment Trends,Public Schools,High School Graduates,College Planning,Racial Differences

This Information Capsule utilized National Student Clearinghouse and Senior Exit Survey data to report on the post-secondary plans and college enrollment of Miami-Dade Public Schools' graduates who were part of the 2015-2016 cohort. M-DCPS' four-year graduation rate for students enrolled for the first time in the Fall of 2016 was 47%. This rate was almost two percentage points higher than the national rate in 2014, as reported in the latest publication from the National Student Clearinghouse Research Center.