ethanporcaro/eric-fulltext-meta huggingface dataset:
Long-Run Effects of Free School Choice: College Attainment, Employment, Earnings, and Social Outcomes at Adulthood. Research Briefs in Economic Policy. Number 23
Author: Lavy, Victor
Date: 2015-04-00
Type: Reports - Research
Subjects: Outcomes of Education,School Choice,Educational Attainment,Secondary School Students,Longitudinal Studies,Employment Patterns,Income,Postsecondary Education,Foreign Countries,Trend Analysis

Research on the effectiveness of educational programs has centered on evaluating shortterm outcomes, such as standardized test scores. This research examines the long-term consequences of free school choice programs offered to primary school students at the transition to secondary school. The main question is whether the effects of free school choice persist beyond high school and lead to long-term enhancements in human capital and well-being. To address this issue, Victor Lavy examines a school-choice experiment conducted two decades ago in Tel Aviv, Israel. In Lavy (2010) he analyzed the short- and medium-term effects on cognitive outcomes and schooling attainment during middle and high school. With the passage of time, Lavy can now evaluate whether school choice among public schools has a long-term impact on social and economic outcomes. This research provides the first evidence of links between school choice and students' employment, earnings, and social outcomes at adulthood. Lavy examines the impact on various types of post-secondary schooling that vary by quality, along with the impact on employment, earnings, and welfare-dependency at about age 30. His results show that the school-choice experiment increased a wide range of post-secondary schooling measures. [This research brief is based on Victor Lavy's &quot;Long Run Effects of Free School Choice: College Attainment, Employment, Earnings, and Social Outcomes at Adulthood.&quot;]
School Vouchers Are Not a Proven Strategy for Improving Student Achievement: Studies of U.S. and International Voucher Programs Show That the Risks to School Systems Outweigh Insignificant Gains in Test Scores and Limited Gains in Graduation Rates
Author: Carnoy, Martin
Date: 2017-02-28
Type: Reports - Evaluative
Subjects: Educational Vouchers,Academic Achievement,Foreign Countries,Student Improvement,Achievement Gains,Graduation Rate,College Attendance,Costs,Privatization,School Choice,Charter Schools

Betsy DeVos, the new U.S. secretary of education, is a strong proponent of allowing public education dollars to go to private schools through vouchers, which enable parents to use public school money to enroll their children in private schools, including religious ones. Vouchers are advanced under the rubric of &quot;school choice&quot;--the theory that giving parents more choices regarding where to educate their children creates competition and thus improves low-performing schools. (Charter schools, though technically funded and regulated similarly to public schools, are another key private school component of the choice argument and another top policy priority for DeVos.) DeVos's nomination and confirmation have heightened the debate over using privatization, versus other school improvement strategies, to enhance educational outcomes for students and their schools. This report seeks to inform that debate by summarizing the evidence base on vouchers. Studies of voucher programs in several U.S. cities, the states of Florida, Indiana, Louisiana, and in Chile and India, find limited improvements at best in student achievement and school district performance from even large-scale programs. In the few cases in which test scores increased, other factors, namely increased public accountability, not private school competition, seem to be more likely drivers. The report suggests that giving every parent and student a great &quot;choice&quot; of educational offerings is better accomplished by supporting and strengthening neighborhood public schools with a menu of proven policies, from early childhood education to after-school and summer programs to improved teacher pre-service training to improved student health and nutrition programs. All of these yield much higher returns than the minor, if any, gains that have been estimated for voucher students.
TOPS Report: Analysis of the TOPS Program from 2006-2015
Author: Louisiana Board of Regents
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Annual Reports,Program Effectiveness,Program Evaluation,State Programs,Eligibility,Educational Opportunities,Awards,Educational History,Historical Interpretation,Student Participation,Academic Persistence,Graduation Rate,Funding Formulas,College Freshmen,State Legislation,High School Graduates,College Entrance Examinations,Grade Point Average

The Tuition Opportunity Program for Students (subsequently renamed the Taylor Opportunity Program for Students, or TOPS) was created via ACT 1375 during the 1997 Regular Legislative Session. The first college freshman class to receive TOPS awards entered postsecondary education in the fall of 1998. ACT 1202 of the 2001 Regular Legislative Session requires the Louisiana Board of Regents (BoR) to prepare a report to analyze various aspects of the TOPS program. In accordance with ACT 1202, this report includes: (1) An analysis of the relationship between the high school courses taken and the student's score on the American College Test (ACT); (2) The number of high school graduates who are eligible for TOPS and subsequently enroll in college; (3) Persistence (retention) rates of TOPS students; (4) The number of and reasons for students losing award eligibility; and (5) Graduation data. Act 587 of the 2014 Regular Legislative Session added several additional levels of analysis to the TOPS report, including: (1) Demographic information of program award recipients; (2) High school GPA and ACT scores of program award recipients grouped by mean, median, and mode; and (3) Average high school GPA and average ACT scores of those who lost the award and those who were placed on probationary status. The information in this report includes current and historical data on TOPS students (students receiving an &quot;Opportunity,&quot; &quot;Performance,&quot; or &quot;Honors&quot; award) and non-TOPS students, to allow for comparison. ACT 587 of the 2014 Regular Legislative Session mandates that this report be submitted to the Senate Committee on Education and the House Committee on Education, no later than December 1st of each year. Therefore, in order to comply with the Act's deadline, data on 2016-17 TOPS recipients are not included.
Profile of the California Partnership Academies 2009-2010
Author: Dayton, Charles
Date: 2011-10-00
Type: Reports - Research
Subjects: Partnerships in Education,Profiles,Career Academies,School Location,Intellectual Disciplines,Specialization,School Support,Student Characteristics,Comparative Analysis,High School Students,College Preparation,Developmental Studies Programs

State legislation launched the California Partnership Academies (CPAs) in 1984. CPAs exemplify the career academy model for preparing high school students to succeed in both college and careers. Career academies are small learning communities within larger high schools, usually enrolling students in grades 10-12. Each year students take classes together, including core academic subjects and at least one career-technical course related to the academy's career theme. A team of teachers works with the same group of students over several years, linking instruction across disciplines and over time. Employers provide internships and other opportunities for students to learn outside the classroom. Several evaluations of career academies in California and elsewhere have found positive effects on students' performance during and after high school (Stern, Dayton, &amp; Raby 2010). Career academies have provided a model for high school reform, and have become an important part of the current Linked Learning initiative in California. Each CPA sends an annual report to the California Department of Education. This profile is drawn from the CPA reports for the 2009-10 school year. It parallels a profile produced five years ago from the 2004-05 reports (Bradby et al. 2007). [For &quot;A Profile of the California Partnerships Academies, 2004-2005,&quot; see ED509846.]
Comparing Students in Each California Partnership Academy with Non-Academy Students at the Same High School, 2009-10
Author: Stern, David
Date: 2012-08-00
Type: Reports - Research
Subjects: Partnerships in Education,Career Academies,High School Students,Cohort Analysis,Student Characteristics,Profiles,Standardized Tests,Student Records,Student Participation,Enrollment Trends,Academic Persistence,Academic Achievement,Achievement Rating,Program Improvement,Change Strategies

This report is a sequel to &quot;Profile of the California Partnership Academies, 2009-2010.&quot; The &quot;Profile&quot; gave an overview of California Partnerships Academies (CPAs), and included some comparisons between CPA students and all high school students in California. This report provides, for the first time, comparisons between students in each CPA and non-academy students at the same high school. Administrators and teachers can use this information to guide improvement of individual CPAs. Like the &quot;Profile,&quot; this report uses data on academy students from the October 2010 reports submitted by each CPA to the California Department of Education (CDE) for the 2009-10 school year. In addition, this report also uses information from the Standardized Testing and Reporting (STAR) program to compare the characteristics of academy and non-academy students, and to analyze scores from the California Standards Tests (CSTs). The original purpose of CPAs was to identify students who appeared to be at high risk of dropping out of school, and provide an educational experience that would motivate and enable them to obtain high school diplomas. Whether CPAs are achieving this purpose depends on the answer to three main questions: (1) Are CPAs initially enrolling high-risk students?; (2) Do these students succeed in being promoted from one grade level to the next, and ultimately graduating?; (3) During their years in the academy, does the academic performance of high-risk students improve? This report provides partial answers to these questions, by comparing students in each CPA with non-academy students at the same high school. [For &quot;Profile of the California Partnership Academies, 2009-2010,&quot; see ED579356.]
Oversight Hearing on CUNY Start. Testimony before the New York City Council Committee on Higher Education
Author: Weiss, Michael J.
Date: 2017-04-20
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Hearings,Educational Legislation,Developmental Programs,Developmental Studies Programs,Audits (Verification)

This is a testimony from Michael Weiss, a senior researcher at Manpower Demonstration Research Corporation (MDRC), a nonprofit, nonpartisan social policy research organization that is dedicated to learning what works to improve policies and programs that affect the poor. Founded in 1974, MDRC evaluates existing programs and develops new solutions to some of the nation's most pressing social problems, using rigorous random assignment research designs or near-equivalents to assess their impact. This testimony presents the City University of New York (CUNY) Start program, which hopes to boost the success rates of its least prepared incoming students. In 2009 the City University of New York developed CUNY Start, an innovative developmental education program. Students who participate in CUNY Start delay college matriculation for one semester, beginning instead with a semester of noncredit, time-intensive instruction in reading, writing, and mathematics with a prescribed curriculum and instructional approach. The program also provides enhanced academic advising, tutoring, and a weekly &quot;College Success&quot; seminar designed to build the skills that can help students succeed in college. Students pay only $75 for CUNY Start, including the textbooks. The program's short-term goal is to substantially reduce or eliminate developmental needs after one semester, while preparing students for college courses.
Learning Factory--Integrative E-Learning
Author: Steininger, Peter
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Technology Uses in Education,Electronic Learning,Educational Technology,Holistic Approach,Blended Learning,Interaction

Integrative E-Learning (IEP): The goal of the project is the development and testing of an integrative teaching format for the assembly of imported, tried and tested (classic) teaching elements (e.g. wallboard and flipchart, screen walls and other visualization aids, Projector, manuscripts, and workbooks, etc.), with contemporary, innovative elements &quot;new media.&quot; The solution to be developed in this project involves comprehensive, interrelated elements in an integrative holistic approach. The elements of the solution do not lie in isolation next to each other, but are tuned to one another and are used per the target, using and integrating results of LEARNING FACTORY a predecessor project. The intention is the &quot;integrative e-learning environment&quot; of the presence theory. The target group is every student. [For the complete proceedings, see ED579335.]
E-Learning Instructional Design Practice in American and Australian Institutions
Author: Sadeghi, Sayed Hadi
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Comparative Education,Electronic Learning,Instructional Design,Universities,Statistical Analysis,College Faculty,College Students,Educational Objectives,Online Courses,Individualized Instruction,Course Content,Educational Strategies,Instructional Materials,Educational Quality,Accuracy,Questionnaires

This research study provides a comparative understanding of instructional design e-practice in an Australian and an American university. This comparative study identifies information relating to the current status of instructional design e-practice that will be of assistance to Australian universities to improve their existing online programs. The study investigated two universities using a quantitative methodological approach. Participants were students, lecturers and admins of one Faculty in an Australian university and one Faculty in an American university engaged with e-learning programs. The instructional design variables, namely clarifying expectations, personalization, learning scenarios, organizing resources and accuracy of materials were investigated for e-practice. The results showed that there were no significant differences in evaluation of the sub factors between Australian and American students and lecturers. American admins evaluated the sub factors of personalization, organizing resources, and accuracy of materials higher than Australians; however, Australian admins evaluated the sub factor of clarifying expectations higher than the Americans. The evaluations of instructional design practice and its sub factors were above average in general in both countries; however, the sub factor of organizing resources was evaluated as poor in the Australian sample and poor and average in the American sample. This indicates that this sub factor needs to improve in both countries. [For the complete proceedings, see ED579335.]
Predictors of Student Performance in a Blended-Learning Environment: An Empirical Investigation
Author: Umek, Lan
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Predictor Variables,Academic Achievement,Blended Learning,College Students,Student Surveys,Knowledge Level,Factor Analysis,Multiple Regression Analysis,Foreign Countries,Administrator Education

Modern technologies radically simplify the availability of the latest scientific literature and offer new possibilities for sharing knowledge. Yet, most higher education institutions still rely on traditional face-to-face teaching and use e-courses &quot;only&quot; to supplement it. Such a combination of teaching methods is known as blended learning and is also used at the Faculty of Administration (FA), a member of the University of Ljubljana. The paper presents the results of a survey among FA students. The study's aim was to identify which aspects of blended learning increase students' knowledge level. Students evaluated 23 different aspects of blended learning on a 7-level scale. As a measure of the level of students' knowledge gained from each course, we used their final grades. Applying principal component analysis, we extracted six dimensions of blended learning which represented predictor components in a multiple linear regression with final grade as the dependent variable. Since courses at FA vary in many aspects, we performed the regression analysis for each obligatory course individually. Our analysis revealed for which courses the final grade can be reliably predicted from the aspects of blended learning. The study also showed that the aspects of traditional face-to-face learning are more strongly linked to better grades than the aspects of e-courses. However, for some courses certain characteristics of e-courses play a significant role in the final grade received. [For the complete proceedings, see ED579335.]
Geopolitical E-Analysis Based on E-Learning Content
Author: Dinicu, Anca
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Technology,Politics,Geography,Teaching Methods,Critical Thinking,Simulation,Seminars,Economic Factors,Armed Forces,Geographic Regions,Foreign Countries,Power Structure,Programming Languages,Blended Learning,College Students,Political Issues

In a world of great complexity, understanding the manner states act and react becomes more and more an intriguing quest due to the multiple relations of dependence and interdependence that characterize &quot;the global puzzle&quot;. Within this context, an analysis based on a geopolitical approach becomes a very useful means used to determine not only the rank of some states from a region that is under observation, but also to identify the type of relation established between them according to the power potential they have. As an academic discipline, Geopolitics is meant not only to develop students' critical and creative thinking, but also to connect the most diverse fields of research and knowledge in order to get &quot;the whole picture&quot;. Under this circumstance, given the need of simulation during the seminars, the paper proposes developing a geopolitical lesson, allowing students to analyze factors influencing the ranking of countries in terms of three criteria: economic, military and territorial. The geopolitical lesson, designed in Java, allows students to first establish the importance of a criterion in relation to the other and establish relative weights. Each criterion contains a variable number of sub-criteria that can be selected or disposed in the hierarchy made in order to determine the possible degree of influence of the region. To determine the weights associated with the three criteria, after selecting the importance for each criterion, Analytic Hierarchy Process algorithm was used and in order to establish the influence &quot;ability&quot; of the states in the region, Electre Method was implemented, which allowed a hierarchy of countries considered. Moreover, this paper demonstrates that a complex situation related with the international security environment can be analyzed in order to be understood and/or solved by using not only empirical case study, but also simulation. [For the complete proceedings, see ED579335.]
The Emotional Geographies of Parent Participation in Schooling: Headteachers&apos; Perceptions in Taiwan
Author: Chen, Hsin-Jen
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Parent Participation,Administrator Attitudes,Parent Teacher Cooperation,Qualitative Research,Interviews,Moral Values,Emotional Response,Professional Identity,Sociocultural Patterns,Foreign Countries,Parent Background

Based on Andy Hargreaves' theoretical framework of emotional geographies, this article attempts to analyze headteachers' perceptions of their interactions with parents in Taiwan. By using qualitative interviews with primary headteachers, the research findings show that headteachers' emotional distances from parents were intertwined with parents' sociocultural status, headteachers' moral purposes, headteachers' notions of professionalism, headteachers' political pretense, and the frequency to contact with parents. [For the complete proceedings, see ED579335.]
From a CV to an ePortfolio: An Exploration of Adult Learner&apos;s Perception of the ePortfolio as a Jobseeking Tool
Author: Kilroy, John
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Resumes (Personal),Portfolios (Background Materials),Portfolio Assessment,Job Search Methods,Adult Learning,Job Applicants,Qualitative Research,Case Studies,Online Surveys,Focus Groups,Observation,Educational Benefits,Barriers,Electronic Publishing,Mentors,Games,Student Attitudes,Online Courses,College Students,Foreign Countries

ePortfolios are emerging as an alternative to the paper based CV in the employment recruitment process. This paper reports on the findings of research project that was designed to explore the perceptions of adult jobseekers on the use of an ePortfolio as a jobseeking tool. The research project utilised a qualitative exploratory case study to investigate the jobseekers perceptions over the course of a six week online ePortfolio development programme. The perceptions of jobseekers were investigated in the context of three questions; what was the learner's perception of the ePortfolio as a potential job seeking tool, what was the learner's perception of the ePortfolio development programme and what was the learner's perception of the ePortfolio system. Data was collected through structured online questionnaire, virtual focus groups and observations from the researcher during the programme. The research findings were discussed in the context of a number of themes that emerged from previous research including the importance of a programmatic approach to ePortfolio development, the challenges with institutional ePortfolio systems and the barriers to the use of an ePortfolio as a jobseeking tool. The research project built on a number of existing research themes while also positioning new concepts such as the role of eMentoring and gamification design principles in ePortfolio development. [For the complete proceedings, see ED579335.]
A Conceptual Framework for Web-Based Learning Design
Author: Alomyan, Hesham
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Models,Web Based Instruction,Individual Differences,Cognitive Style,Prior Learning,Instructional Design

The purpose of this paper is to provide a coherent framework to present the relationship between individual differences and web-based learning. Two individual difference factors have been identified for investigation within the present paper: Cognitive style and prior knowledge. The importance of individual differences is reviewed and previous work on the effect of individual differences on Web-based learning is examined. Problems associated with Web-based learning are identified and discussed in relation to cognitive style and prior knowledge. Possible solutions to these problems are suggested and presented in the form of a conceptual framework that can be used for developing web-based learning systems. [For the complete proceedings, see ED579335.]