ethanporcaro/eric-fulltext-meta huggingface dataset:
Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage among Demographic Groups in Both STEM and Non-STEM GPA
Author: Whitcomb, Kyle M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Ethnicity,Minority Group Students,Grade Point Average,STEM Education,Socioeconomic Status,First Generation College Students,Equal Education,Grades (Scholastic),Gender Bias,Social Bias,Low Income Students,Graduation Rate,Majors (Students),Intellectual Disciplines,Undergraduate Students

An analysis of institutional data to understand the outcome of obstacles faced by students from historically disadvantaged backgrounds is important in order to work toward promoting equity and inclusion. We use 10 years of institutional data at a large public research university to investigate the grades earned by students categorized on four demographic characteristics: gender, race/ethnicity, low-income status, and first-generation college student status. We find that on average across all years of study, underrepresented minority (URM) students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students. Moreover, the URM students with additional disadvantages due to socioeconomic status or first-generation college status were further penalized in their average GPA. These inequitable outcomes point to systemic inequities in higher education for students with historically disadvantaged backgrounds and the need to dismantle institutional inertia to support them.
Does Diagnostic Feedback Promote Learning? Evidence from a Longitudinal Cognitive Diagnostic Assessment
Author: Tang, Fang
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Feedback (Response),Cognitive Tests,Instructional Effectiveness,Junior High School Students,Grade 7,Mathematics Tests,Foreign Countries

Assessment for learning emphasizes the importance of feedback to promote learning. To explore whether cognitive diagnostic feedback (CDF) promotes learning and whether it is more effective than traditional feedback in promoting learning, this study conducted a quasi-experiment by utilizing a longitudinal cognitive diagnostic assessment to compare the effect of three feedback modes on promoting learning, including CDF, correct-incorrect response feedback (CIRF), and no feedback. The results provided some evidence for the conclusion that CDF can promote students' learning and is more effective than CIRF in promoting learning, especially in more challenging areas of knowledge.
Parents&apos; Online School Reviews Reflect Several Racial and Socioeconomic Disparities in K-12 Education
Author: Gillani, Nabeel
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Differences,Parent Attitudes,Web Sites,Educational Quality,Kindergarten,Elementary Secondary Education,School Choice,Institutional Evaluation,Correlation,Standardized Tests,Scores,Decision Making,Achievement Gap,School Effectiveness,Race,Family Income,Language Usage,Computational Linguistics

Parents often select schools by relying on subjective assessments of quality made by other parents, which are increasingly becoming available through written reviews on school ratings websites. To identify relationships between review content and school quality, we apply recent advances in natural language processing to nearly half a million parent reviews posted for more than 50,000 publicly funded U.S. K-12 schools on a popular ratings website. We find: (1) schools in urban areas and those serving affluent families are more likely to receive reviews; (2) review language correlates with standardized test scores--which generally track race and family income--but not school effectiveness, measured by how much students improve in their test scores over time; and (3) the linguistics of reviews reveal several racial and income-based disparities in K-12 education. These findings suggest that parents who reference school reviews may be accessing, and making decisions based on, biased perspectives that reinforce achievement gaps.
Social Studies Textbook Effects: Evidence from Texas
Author: Savage, Corey
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Textbooks,Textbook Selection,State Standards,Curriculum,Academic Achievement,Grade 8,School Districts,Student Characteristics,Teacher Student Ratio,African American Students,Hispanic American Students,Racial Composition,English Language Learners,Low Income Students

Well-informed decisions on curricular materials can be an efficient way to boost student achievement. Prior studies have employed experimental and quasi-experimental designs to investigate the effects of textbooks on mathematics achievement. This is the first study to consider textbook effects in social studies education. Within the context of a textbook adoption cycle in Texas, we use a difference-in-differences approach with district-level administrative data and estimate the effects of adopting a state-approved textbook on social studies achievement. We find no evidence of a practically meaningful adoption effect. We conclude by highlighting the need for further high-quality research in this often-overlooked school subject area.
Balancing Time in College: Examining Time-Use and Academic Outcomes of Students in a Comprehensive College Transition Program
Author: Park, Elizabeth S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Time Management,Undergraduate Students,Grade Point Average,Transitional Programs,Scholarships,Predictor Variables,Student Employment,Low Income Students,Study,Social Media,High School Students,Leisure Time,Program Effectiveness

Using a randomized control trial design, this study examines the extent to which a comprehensive college transition program (CCTP) shapes students' time-use during their first 3 years in college. The CCTP provides comprehensive student-centered support as well as a generous scholarship. We compare students who had access to the CCTP with those who only received the scholarship. Findings indicate that both student groups spent similar amounts of time working for pay, studying, and on social media, and time-use had no differential bearing on college GPA by treatment status. In an exploratory analysis of program components, we find correlational evidence that academic-related interactions with faculty are positively associated with hours spent studying. We consistently find that the strongest predictor of time-use in college is how students spend their time in high school, suggesting that interventions aimed at shaping students' time-use may be most effective if they are targeted at students' precollege years.
Effective Programs in Elementary Mathematics: A Meta-Analysis
Author: Pellegrini, Marta
Date: 2021-00-00
Type: Journal Articles
Subjects: Meta Analysis,Mathematics Education,Faculty Development,Benchmarking,Elementary School Students,Research Reports,Tutoring,Classroom Techniques,Pedagogical Content Knowledge,Teaching Methods,Mathematics Teachers,Mathematics Curriculum,Effect Size,Instructional Effectiveness

This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K-5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning; ES = +0.19, k = 7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (nondigital) curricula (ES = +0.12, k = 7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects.
Race, Climate, and Turnover: An Examination of the Teacher Labor Market in Rural Georgia
Author: Williams, Sheneka M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,Labor Turnover,Teacher Competencies,Racial Factors,Socioeconomic Influences,Educational Environment,Teaching Conditions,Faculty Mobility,Teacher Salaries,Predictor Variables,Low Income Students,Racial Composition,Teacher Characteristics,Student Characteristics,Educational Equity (Finance),Disadvantaged Youth,Poverty,Teacher Persistence,Parent Participation,African Americans,Institutional Characteristics,Urban Schools,Suburban Schools

Teacher turnover across the country presents a persistent and growing challenge for schools and districts, with the highest rates of turnover geographically concentrated in the American South. Research on teacher staffing and turnover problems consistently highlight two subsets of schools as struggling to attract and retain well-credentialed, effective educators--predominantly Black schools and rural schools. However, research has rarely explicitly examined the schools that meet both these criteria. We use administrative records and unique climate survey data from Georgia to examine how the intersecting roles of race, money, and school climate shape evolving teacher turnover patterns in rural schools. Findings suggest that while teacher mobility is generally less common in rural schools, considerable inequities exist within the rural space, with majority Black rural schools bearing far more of the brunt of rural teacher turnover. Among rural teachers, Black teachers have higher mobility rates--more likely to make interdistrict moves and to exit rural settings for teaching opportunities in urban and suburban contexts. However, in majority-Black rural schools, higher salaries and school climate factors, such as relational climate and parental involvement, were strong predictors of retention, even after controlling for a rich set of covariates.
Socioeconomic Status, Race, and Public Support for School Integration
Author: Carlson, Deven
Date: 2021-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Racial Integration,National Surveys,Student Diversity,Race,Ethnicity,Educational Policy,Whites,Political Attitudes,Educational Attitudes,Desegregation Litigation,School Desegregation,School Districts,Achievement Tests,Proximity,Institutional Characteristics,Community Characteristics,Voting,Place of Residence,School Location,Social Integration,Family Income

Polling data routinely indicate broad support for the concept of diverse schools, but integration initiatives--both racial and socioeconomic--regularly encounter significant opposition. We leverage a nationally representative survey experiment to provide novel evidence on public support for integration initiatives. Specifically, we present respondents with a hypothetical referendum where we provide information on two policy options for assigning students to schools: (1) a residence-based assignment option and (2) an option designed to achieve stated racial/ethnic or socioeconomic diversity targets, with respondents randomly assigned to the racial/ethnic or socioeconomic diversity option. After calculating public support and average willingness-to-pay, our results demonstrate a clear plurality of the public preferring residence-based assignment to the racial diversity initiative, but a near-even split in support for residence-based assignment and the socioeconomic integration initiative. Moreover, we find that the decline in support for race-based integration, relative to the socioeconomic diversity initiative, is entirely attributable to White and Republican respondents.
When the Old Will No Longer Do: School and Community Practices for Student Homelessness amid COVID-19
Author: Pavlakis, Alexandra E.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Homeless People,School Role,At Risk Students,Student Needs,Poverty,Urban Schools,Intervention,Community Programs,Resources,Federal Aid,Federal Legislation,School Community Relationship,Safety,Hunger,School Districts,Social Services,Elementary Secondary Education

In this qualitative case study, we employ 29 semistructured interviews and an array of supplemental data to explore why and how COVID-19 shaped school and community practices around student and family homelessness in Houston, Texas. Drawing on Small's notion of organizational embeddedness, we find that COVID-19 fundamentally altered school and community practices, as educators and providers faced resource constraints, new concerns about safety, and evolving student and family needs. Providers struggled to meet the depth of need stemming from COVID-19; however, they also embraced innovation in adapting their practices to the pandemic era. We find that this adaptation occurred along a continuum, ranging from pausing or stopping existing practices to developing new practices from scratch. We conclude with implications for theory, research, policy, and practice.
Improvements in Math Instruction and Student Achievement through Professional Learning around the Common Core State Standards in Chicago
Author: Allensworth, Elaine
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Achievement,Faculty Development,Common Core State Standards,Mathematics Tests,Scores,Teaching Methods,Alignment (Education),Middle School Students,School Districts,Student Attitudes,Correlation,Educational Policy,Policy Analysis,Longitudinal Studies,Institutional Characteristics

Existing literature on the impact of Common Core State Standards in Math has shown little benefit, but it has not examined variation in outcomes based on implementation strategies, student subgroups, or outcomes other than test scores. We use a difference-in-differences approach with school fixed effects to compare outcomes in pre- and poststandards years across schools with different levels of participation in professional learning around the standards in the middle grades in Chicago. Postimplementation, there were significantly greater improvements in student reports of standards-aligned instructional practices, math grades, pass rates, and test scores in schools with more extensive professional learning around the standards, among students with low and average initial achievement. Relationships were largely not significant for students with high initial achievement. We discuss why Chicago might have seen positive results, including the district emphasis on professional learning around the practice standards and differential impacts based on student prior achievement. [For the corresponding grantee submission, see ED613834.]
Literacy Uses and Practices of Schoolchildren Living in a Contemporary Malaysian Context
Author: Syahrin, Syerina
Date: 2021-10-00
Type: Journal Articles
Subjects: Literacy,English (Second Language),Second Language Learning,Elementary School Students,Foreign Countries,Student Attitudes,Parent Attitudes,Information Technology,Language Usage,Popular Culture,Cultural Awareness,Social Media,Communities of Practice,Code Switching (Language),Multiple Literacies,Student Characteristics,Case Studies,Photography

This paper reports the uses and practices of literacy in English of primary schoolchildren in Malaysia. Data was gathered from two children, their parents and the English subject teacher. The results reveal four major findings. First, the results reveal that the students' experience with out-of-school literacies in English were largely afforded by new technologies Second, popular culture played a considerable role in the students' out-of-school lives. Third, the students' engagement with out-of-school texts was influenced by cultural artefacts and social discourses, and fourth, there were also complementing and contrasting literacy practices reflected in both environments. This paper argues that awareness of the students' uses and practices of English as they participated in different communities may enable teachers to incorporate aspects of out-of-school literacy into the school to facilitate the students' learning. Additionally, it may also help teachers prepare the students to face the growing challenges of using English in the 21st century.
Broadband Access, District Policy, and Student Opportunities for Remote Learning during COVID-19 School Closures
Author: Patrick, Susan Kemper
Date: 2021-00-00
Type: Journal Articles
Subjects: Access to Education,Educational Opportunities,COVID-19,Pandemics,School Closing,Distance Education,Teaching Methods,Teacher Surveys,Teacher Attitudes,Predictor Variables,School Districts,Economically Disadvantaged,Rural Areas,Virtual Classrooms,Educational Policy,Internet,Policy Analysis,Kindergarten,Elementary Secondary Education,Equal Education

We conceptualize students' opportunities to learn remotely during the initial school closures associated with the COVID-19 pandemic. We then examine variation in remote instruction using an original statewide survey of teachers in Tennessee, deployed just a few weeks into the closures. Using three-level logistic regression models, we explore potential predictors of regular remote instruction, including prepandemic measures of broadband access, the demographic composition of schools, and measures of district policy responses created from districts' public COVID-19 plans. We find that teachers in schools serving more economically disadvantaged students and in rural districts are less likely to report regular remote instruction, especially via providing digital resources and holding virtual classes or tutoring. Fewer opportunities for Tennessee's rural students appear driven in part by lower community access to high-speed broadband, but district policies to distribute technology may partially mitigate this gap in access.
Preservice Teachers&apos; Reflections on Their Teaching Self-Efficacy Changes for the First Professional Experience Placement
Author: Ma, Kang
Date: 2021-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Reflection,Self Efficacy,Student Development,Teaching Experience,Student Placement,Classroom Techniques,Learner Engagement,Student Attitudes,Foreign Countries

Professional experience plays a vital role in the formation of teaching self-efficacy (TSE), a construct which has attracted much attention from teacher education researchers. This study investigates how 18 preservice teachers (PTs) reported changes in their TSE for their first professional placement. Data were collected via face-to-face interviews with each PT and analysed in NVivo. Results show the majority of interviewees reported an increase in their TSE after completing the placement. Also, three patterns of individual TSE change were identified: beginning with a low level of TSE before quickly rising to a higher level at the end of the practice, experiencing growth from a medium starting level, and either decrease or increase from an initial high level of TSE. Variations of TSE in subdomains including classroom management, student engagement, instruction, and flexibility were also found. Teacher educators could facilitate PTs' TSE development by providing extra assistance at the beginning of their placements, especially with their classroom management skills.
The Equitable Distribution of Opportunity to Learn in Mathematics Textbooks
Author: Polikoff, Morgan S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Equal Education,Access to Education,Mathematics,Textbooks,Grade 8,Common Core State Standards,Student Characteristics,Textbook Evaluation,Algebra,Difficulty Level

Low-income students and students of color are faced with pervasively lower levels of opportunity to learn compared with their peers, creating unequal opportunities for educational success. Textbooks, which serve as the backbone of the curriculum in most mathematics classrooms, present a potentially powerful tool to help mitigate unequal opportunity to learn across students. Using the Surveys of Enacted Curriculum framework, we investigate the content of commonly used eighth-grade math textbooks in California and the extent to which they align with the Common Core State Standards. We also explore the relationship between the variation in content coverage and alignment and student characteristics. We find poor alignment between the textbooks in our sample and the Common Core State Standards and low overall levels of cognitive demand, but only limited evidence of systematic differences in alignment or cognitive demand coverage associated with student characteristics at the school or district level.
The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education
Author: Burke, Katie M.
Date: 2021-10-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Electronic Learning,Performance Based Assessment,Praxis,Preservice Teachers,Learner Engagement,Experiential Learning,Instructional Effectiveness,Student Attitudes,Self Esteem,Career Readiness,Foreign Countries

The opportunity to undertake teaching degrees entirely via online learning has proliferated in the last decade. Research shows that students choose to engage with content and application activities when they are directly aligned to assessment. The researchers trialled praxis-based assessment which required completion of practical learning tasks embedded in core learning content over two semesters in two Australian Initial Teacher Education courses. The aim was to enhance online student engagement in practical learning. Insights into the student perspective were gained through a survey, interviews, and learning analytics. The results from this study showed praxis-based assessment increased student confidence, classroom readiness and embodied understanding of theory.
Parent and Teacher Support of Elementary Students&apos; Remote Learning during the COVID-19 Pandemic in Germany
Author: Gunzenhauser, Catherine
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Elementary School Teachers,Teacher Attitudes,Elementary School Students,Parent Attitudes,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Predictor Variables,Parent Role,Parents as Teachers,Teacher Role,Reading Skills,Mathematics Skills,Grade 2,Grade 3,Grade 4,Mathematics Achievement,Reading Achievement

The aim of the present study was to investigate the associations between parental and teacher support and elementary students' academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children's (N = 63) academic skills before the first COVID-19 lockdown in Germany (March-June 2020) as predictors of individual differences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to students' reading and mathematics skills after the lockdown. Findings indicated that children's reading and mathematics skills before the lockdown predicted parental help, and reading skills predicted parental need-oriented support with schoolwork during the lockdown. Children who received more need-oriented support from parents showed a more favorable development of arithmetic skills across the lockdown. Indicators of teacher support did not explain individual differences in students' academic skills after the lockdown period.