ethanporcaro/eric-fulltext-meta huggingface dataset:
Collecting and Disseminating Data on Certificate Awards
Author: Miller, Abby
Date: 2016-12-00
Type: Reports - Research
Subjects: Data Collection,Information Dissemination,Educational Certificates,Educational Trends,Postsecondary Education,Definitions,College Programs,Private Colleges,Public Colleges,Eligibility,Academic Degrees,Classification

The National Postsecondary Education Cooperative (NPEC) of the Integrated Postsecondary Education Data System (IPEDS) commissioned this research paper to examine the postsecondary certificate program landscape and to extend the 2012 NPEC report, &quot;Defining and Reporting Subbaccalaureate Certificates in IPEDS&quot;, which clearly identified several problems with collecting and reporting data on certificates. This research set out to answer the following research questions: (1) what is the current landscape of postsecondary certificate programs? (2) how well does the IPEDS Completions survey capture the current landscape of eligible postsecondary certificate programs? and (3) If the IPEDS Completions survey does not reflect the current postsecondary landscape, how can it improved? [To view the 2012 report, see ED571823.]
Parental Authority and Early Maladaptive Schemas
Author: Buri, John R.
Date: 2018-08-00
Type: Reports - Research
Subjects: Parenting Styles,Power Structure,Authoritarianism,Permissive Environment,Family Environment,Predictor Variables,Parent Child Relationship,College Students,Mothers,Fathers,Child Rearing,Questionnaires,Emotional Response,Social Isolation,Psychological Patterns,At Risk Persons,Trust (Psychology),Achievement,Personal Autonomy,Attitudes

The relationship between Young's (1999) Early Maladaptive Schemas (EMSs) and Baumrind's (1971) parental authority prototypes (i.e., permissive, authoritarian, and authoritative) were investigated. As hypothesized, parental authoritarianism positively predicted the prevalence of EMSs, whereas authoritativeness was inversely related to EMS scores. Together, parental authoritarianism and authoritativeness explained 31.7% of the variance in the Total EMS scores.
How Do States Implement College- and Career-Readiness Standards? A Distributed Leadership Analysis of Standards-Based Reform
Author: Pak, Katie
Date: 2018-09-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Academic Standards,State Standards,Instructional Leadership,Administrators,Affordances,Administrator Behavior,Educational Change,Educational Policy,State Policy,Participative Decision Making,Power Structure,Elementary Secondary Education

This study examines the implementation of college- and- career- readiness content standards in Kentucky, Ohio, and Texas through the lens of distributed leadership theory, and determines the affordances and challenges of this distributed leadership through the lens of policy attribute theory. Data sources are 66, hour-long interviews of state and district administrators across the three states collected from Spring 2016 to Spring 2017. Based on distributed leadership and policy attribute theories, state leaders exhibited similar behaviors regarding the distribution of instructional leadership to regional, district, and organizational leaders to add specificity to the CCR standards, at the expense of compromising the consistency and power of the reform. This distribution of leadership is thought to contribute to the authority of the reform, though this authority is made tenuous by the instability of educational policies at the national and state levels. This analysis highlights the need to examine the implementation of education policy using leadership frameworks, and to leadership relationships between the state their regional and district partners. [This article was published in &quot;Educational Administration Quarterly,&quot; 2018.]
Healthy and Ready to Learn: Effects of a School-Based Public Health Insurance Outreach Program for Kindergarten-Aged Children
Author: Jenkins, Jade Marcus
Date: 2018-01-00
Type: Journal Articles
Subjects: Health Insurance,Kindergarten,Outreach Programs,Public Policy,Regression (Statistics),Interviews,Primary Health Care,Child Health,Economic Factors,Prevention,Focus Groups,Medical Evaluation,Intervention,Enrollment,Young Children,Low Income,Information Sources,School Role

Background: Rates of child insurance coverage have increased due to expansions in public programs, but many eligible children remain uninsured. Uninsured children are less likely to receive preventative care, which leads to poorer health and achievement in the long term. This study is an evaluation of a school-based health insurance outreach initiative, ''Healthy and Ready to Learn,'' aiming to identify and enroll uninsured kindergarteners in areas of high economic need in 16 counties in North Carolina. Methods: Regression discontinuity design and difference-in-differences analyses were used to estimate the effect of the initiative on Medicaid and CHIP enrollment (primary outcome) and preventive care use (well-child visits; secondary outcome). Focus groups and key-informant interviews were conducted to assess best practices and identify barriers to outreach for child enrollment. Results: The initiative increased enrollment rates by 12.2% points and increased well-child exam rates by 8.6% points in the RD models, but not differences-in-differences, and did not significantly increase well-child visits. Conclusions: Findings demonstrate the potential benefits of using schools as a point of intervention in enrolling young children in public health insurance and as a source of trusted information for low-income parents. [This article is published in &quot;Journal of School Health&quot; (EJ1163159).]
Cascading Effects of Attention Disengagement and Sensory Seeking on Social Symptoms in a Community Sample of Infants At-Risk for a Future Diagnosis of Autism Spectrum Disorder
Author: Baranek, Grace T.
Date: 2017-08-14
Type: Reports - Research
Subjects: Infants,At Risk Persons,Autism,Pervasive Developmental Disorders,Siblings,Birth Order,Sensory Experience,Clinical Diagnosis,Symptoms (Individual Disorders),Social Development,Perceptual Impairments,Attention,Predictor Variables,Toddlers,Severity (of Disability)

Recent work suggests sensory seeking predicts later social symptomatology through reduced social orienting in infants who are at high-risk for autism spectrum disorder (ASD) based on their status as younger siblings of children diagnosed with ASD. We drew on extant longitudinal data from a community sample of at-risk infants who were identified at 12 months using the First Year Inventory, and followed to 3-5 years. We replicate findings of Damiano et al. (in this issue) that a) high-risk infants who go on to be diagnosed with ASD show heightened sensory seeking in the second year of life relative to those who do not receive a diagnosis, and b) increased sensory seeking indirectly relates to later social symptomatology via reduced social orienting. We extend previous findings to show that sensory seeking has more clinical utility later in the second year of life (20-24 months) than earlier (13-15 months). Further, this study suggests that diminished attention disengagement at 12-15 months may precede and predict increased sensory seeking at 20-24 months. Findings add support for the notion that sensory features produce cascading effects on social development in infants at risk for ASD, and suggest that reduced attention disengagement early in life may set off this cascade. [This paper was published in &quot;Developmental Cognitive Neuroscience&quot; v29 p30-40 Jan 2018. Additional support was provided by the Ireland Family Foundation.]
Relations between Executive Function, Behavioral Regulation, and Achievement: Moderation by Family Income
Author: Duncan, Robert J.
Date: 2017-01-25
Type: Reports - Research
Subjects: Executive Function,Self Control,Family Income,Academic Achievement,Preschool Children,Inhibition,Low Income Students,Economically Disadvantaged,Mathematics,Vocabulary,Academic Ability

Children's executive function (EF) and behavioral regulation skills are robust predictors of academic success. The current study examines differential associations between measures of EF, classroom behavioral regulation, and academic achievement by children's family income in a sample of 100 prekindergarten children. In correlational analyses, EF and classroom behavioral regulation were more strongly associated for children &quot;not&quot; in low-income families, although only one comparison between correlations reached statistical significance. In regression models controlling for age, gender, and maternal education, EF and classroom behavioral regulation were generally similarly related to achievement regardless of family income. However, inhibitory control was significantly less associated with mathematics and vocabulary for children in low-income families than for children not. These findings suggest similarities in associations between EF, behavioral regulation, and academic achievement regardless of family income, with evidence of only a few exceptions. Potential implications for early childhood interventions in low-income populations are considered. [This paper was published in &quot;Journal of Applied Developmental Psychology&quot; 49 p21-30 2017.]
Miami-Dade County Public Schools: 2016-2017 Student Performance in the International Baccalaureate Program. Research Brief. Volume 1702
Author: Blazer, Christie
Date: 2017-12-00
Type: Reports - Research
Subjects: Academic Achievement,Advanced Placement Programs,Public Schools,Scores,High Schools,High School Students,Tests,Gender Differences,White Students,African American Students,Hispanic American Students,American Indian Students,Asian American Students,Pacific Islanders,Multiracial Persons,Alaska Natives

This Research Brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the International Baccalaureate (IB) program. The IB program was offered at six M-DCPS high schools in 2016-2017. The number of IB examinations taken in M-DCPS increased by five percent from 2015-2016 to 2016-2017. During the same time period, the number of IB examinations receiving passing scores decreased by one percentage point. Female students took 65% of the examinations in M-DCPS. Passing rates on IB examinations taken by students classified as &quot;Other&quot; (American Indian, Alaskan Native, Asian, Pacific Islander, and Multiracial categories) were highest, followed by examinations taken by White students, Hispanic students, and Black students. A higher percentage of examinations taken by the District's female students received passing scores than examinations taken by male students. At the conclusion of the 2016-2017 school year, 71% of eligible M-DCPS students received IB diplomas, a decrease of seven percentage points from 2015-2016.
Chicago&apos;s Charter High Schools: Organizational Features, Enrollment, School Transfers, and Student Performance. Research Report
Author: Gwynne, Julia A.
Date: 2017-11-00
Type: Reports - Research-practitioner Partnerships
Subjects: Charter Schools,High Schools,School Policy,School Organization,High School Students,Student Characteristics,Transfer Students,Academic Achievement,Teacher Attitudes,Student Attitudes,Instructional Leadership,Attendance,Tests,Scores,College Attendance,Selective Admission

This study is the first in-depth look at Chicago's charter schools by the University of Chicago Consortium on School Research (UChicago Consortium). The authors examined four key dimensions of charter high schools in Chicago Public Schools (CPS): (1) school organization and policies; (2) incoming skills and characteristics of charter high school enrollees; (3) school transfers; and (4) student performance. The study relied primarily on data from 2010, 2011, 2012, and 2013. Analyses of charter schools' organizational capacity examined teacher and student survey responses from these years. Analyses of students' incoming skills and characteristics, school transfers, and high school outcomes were based on students who were first-time ninth-graders in each of these years. Key findings include: (1) On average, CPS charter high schools looked similar to non-charter, non-selective schools on some dimensions of organizational capacity, such as leadership, but they looked quite different on other dimensions, such as instruction and preparation of students for the future; (2) Most CPS charter high schools enrolled students whose eighth-grade test scores were similar to or lower than students in non-charter high schools who came from their same neighborhoods and elementary schools, but whose eighth-grade attendance was higher; (3) Students who enrolled in a charter high school in ninth grade were more likely to transfer to another CPS high school than students enrolled in a non-charter high school, even after taking into account differences in incoming skills, experiences, and characteristics; (4) On average, charter school students performed better on some (but not all) high school outcomes than students enrolled in non-charter high schools, controlling for differences in incoming skills, experiences, and background characteristics; (5) On average, charter school students' performance on post-secondary outcomes was much higher than similar students who attended non-charter high schools; and (6) There was substantial variation among charter schools on key student outcomes, including test scores, college enrollment, and college selectivity. [Additional support was provided by the Consortium Investor Council.]
Selective Enrollment High Schools in Chicago: Admission and Impacts
Author: Barrow, Lisa
Date: 2018-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: School Choice,Selective Admission,Public Schools,High Schools,High School Students,Academic Achievement,Educational Policy,Student Characteristics,Low Income Students,Competition,Socioeconomic Status,Educational Environment,Admission Criteria

In the 2015-16 school year, 75 percent of Chicago Public Schools (CPS) ninth-graders opted out of their assigned high school. These students could choose from more than 300 programs at 138 public high schools. Selective enrollment high schools (SEHSs) were among the most high-profile and most sought-out options. SEHSs aim to provide high-achieving students with a challenging academic experience and admit students based on prior academic performance. While many of the SEHSs are consistently ranked as the top schools in Illinois by U.S. News and World Report, criticisms about these schools include concerns that they disproportionately serve affluent students and drain resources from neighborhood schools. This research asks two questions: (1) How does the admission policy in CPS affect the profile of SEHS students in Chicago? and (2) What effects do SEHSs have on students? Results find that applicants tend to prefer the same selective enrollment high schools. CPS uses multiple academic performance metrics and a proxy for students' SES for SEHS admissions, in part to create more diverse selective enrollment high schools. Although the common perception is that SEHSs benefit all students who attend them, the picture is more complicated, particularly for students who live in low-SES neighborhoods.
Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines
Author: Smarter Balanced Assessment Consortium
Date: 2018-06-28
Type: Guides - Non-Classroom
Subjects: Student Evaluation,Evaluation Methods,English Language Learners,Disabilities,Test Bias,Test Construction,Test Items,Test Validity,Testing Accommodations,Academic Accommodations (Disabilities),Federal Legislation,Educational Legislation,Equal Education,Individualized Education Programs,Test Reliability,Elementary Secondary Education

The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English Learners (ELs), students with disabilities, and ELs with disabilities, but not limited to those groups. In the process of developing its next-generation assessments to measure students' knowledge and skills as they progress toward college and career readiness, Smarter Balanced recognized that the validity of assessment results depends on each and every student having appropriate universal tools, designated supports, and accommodations when needed based on the constructs being measured by the assessment. This document was developed for the Smarter Balanced members to guide the selection and administration of universal tools, designated supports, and accommodations. This document is divided into several parts: (1) Introduction: This section introduces the document and the conceptual model that is the basis for the universal tools, designated supports, and accommodations in the Guidelines; (2) Section I: This section features the universal tools available on Smarter Balanced assessments; (3) Section II: This section features the designated supports available on Smarter Balanced assessments; (4) Section III: This section features the accommodations available on Smarter Balanced assessments; (5) Appendix A: This appendix provides a summary list of Smarter Balanced's universal tools, designated supports, and accommodations; (6) Appendix B: This appendix describes lessons learned from research on universal design, accessibility tools, and accommodations; (7) Appendix C: This appendix provides Frequently Asked Questions; (8) Appendix D: This appendix provides the Read Aloud Protocol (June 28, 2018); (9) Appendix E: This appendix provides the Scribing Protocol (June 28, 2018); and (10) Appendix F: This appendix provides a Revision Log that lists all changes to this document by section, page, description, date, and version. [Individual sections contain references.]
The Role of Organizational Trust in the Effect of Leadership of School Administrators on Job Satisfaction of Teachers
Author: Boyaci, Adnan
Date: 2018-00-00
Type: Journal Articles
Subjects: School Administration,Leadership Styles,Teaching Conditions,Job Satisfaction,Teacher Attitudes,Trust (Psychology),Work Environment,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Administrator Role,Principals

The aim of this research is to determine whether organizational trust plays a role in the effect of school administrators' leadership on teachers' job satisfaction. In the study conducted according to the ex post facto causal design, data from 2561 teachers working in Sanliurfa province were analyzed. Three structural equation models based on maximum likelihood estimation have been established to determine the effect of leadership on organizational trust and job satisfaction and to determine the mediator role of organizational trust. According to the results of the research, leadership indirectly affects job satisfaction through organizational trust. It has also been determined that school administrators exhibit adequate levels of leadership, teachers trust their organizations and have job satisfaction, leadership affects organizational trust at a very high level and organizational trust affects job satisfaction moderately. In the researches where leadership and job satisfaction are studied, it is suggested to include organizational trust. For increased job satisfaction of teachers through leadership, teachers should first trust their organizations.
Getting Ready for the Common Core State Standards: Experiences of CPS Teachers and Administrators Preparing for the New Standards. Research Report
Author: Gwynne, Julia A.
Date: 2017-03-00
Type: Reports - Research-practitioner Partnerships
Subjects: Common Core State Standards,Public Schools,Public School Teachers,Program Implementation,Educational Change,Teacher Attitudes,Administrator Attitudes,Faculty Development,Readiness,Elementary School Teachers,Secondary School Teachers,Academic Achievement,Organizational Effectiveness,Educational Strategies

The success of any education reform depends on many factors. A critical component is whether school staff are supportive of the initiative and view it as likely to improve educational outcomes. Equally important is whether school staff have the professional development opportunities they need to ensure their practice is aligned with the goals of the initiative. Chicago Public Schools (CPS) has been preparing to implement the Common Core State Standards (CCSS) since 2011-12. Teachers were expected to teach the new English and Language Arts (ELA) standards by 2013-14 and the new math standards one year later, in 2014-15. This report describes teachers' and administrators' experiences preparing for this transition, using survey responses from the spring of 2014 and the spring of 2015. Survey questions focused on four areas: attitudes about the kind of impact the new standards will have and how challenging they are; experiences with formal professional development on the new standards; opportunities outside of formal training to learn about the new standards; and how prepared teachers feel to teach the new standards. Key findings include: (1) Elementary teachers were much more optimistic about the impact that the new standards would have on teaching and learning than high school teachers; (2) Both elementary and high school teachers felt the impact of the new standards on student achievement would be less than their impact on teaching; (3) There was wide variation in teachers' reports about the frequency of CCSS-related professional development and, on average, elementary teachers reported participating in more sessions than high school teachers; (4) Many teachers reported frequent interactions with colleagues around the new standards; (5) Many teachers reported feeling very prepared on several dimensions related to teaching the standards; (6) Administrators did not report feeling as prepared as teachers in their ability to support implementation of the new standards; (7) Teachers in schools with high levels of organizational capacity reported significantly more extensive standards-related professional development than schools with low levels of organizational capacity; and (8) Teachers in schools with high levels of organizational capacity also reported feeling more prepared to teach the standards, even after taking into account their more extensive professional development.