ethanporcaro/eric-fulltext-meta huggingface dataset:
Relations between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
Author: Feller, Daniel P.
Date: 2020-00-00
Type: Reports - Research
Subjects: College Readiness,Two Year College Students,Reading Skills,Inferences,Reading Comprehension,Literacy Education,Remedial Reading,College Freshmen,Reading Difficulties,Barriers,Decoding (Reading),Word Recognition,Syntax,Vocabulary,Morphology (Languages),Sentences,Reading Strategies,Student Characteristics,Writing Skills

This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants were enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close comprehension of a text, and a scenario-based assessment that involved problem solving with texts. Results suggest that bridging inferences were predictive of performance on measures of close comprehension, whereas elaborative inferences were predictive of performance on the scenario-based assessment. In terms of enrollment in supplemental literacy programs, variability in foundational skills and inferencing did not differ as a function of enrollment in these programs. However, underprepared students in this sample had greater difficulty engaging in complex literacy tasks that involved the application of information when compared to better-prepared students. [This paper was published in &quot;Discourse Processes&quot; v57 n5-6 p473-490 2020.]
State Boards Wrestle with Graduation Policy during Pandemic. Policy Update. Vol. 27, No. 2
Author: Norville, Valerie
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: State Boards of Education,Board of Education Policy,Educational Policy,Graduation Requirements,High School Seniors,State Policy,Equal Education,COVID-19,Pandemics,School Closing

One of the first challenges state boards of education faced this spring was what to do for the roughly 3.5 million high school seniors whose graduations were derailed by the coronavirus. Most state policymakers across the country readily suspended end-of-year assessments and granted diplomas to those who were on track to graduate. A few states issued early, detailed guidance that fleshed out what &quot;on track&quot; meant, delved into the options for those who were off track, looked ahead at K-11 grade advancement, and addressed the equity challenges of each. Many state boards and education agencies reached out to others to inform this work. This policy update examines how individual states have addressed this policy.
Personalized Learning in iSTART: Past Modifications and Future Design
Author: McCarthy, Kathryn S.
Date: 2020-01-09
Type: Reports - Research
Subjects: Game Based Learning,Reading Comprehension,High School Students,Educational Technology,Technology Uses in Education,Reading Strategies,Reading Programs,Computer Assisted Instruction,Individualized Instruction,Reading Tests,Difficulty Level,Program Effectiveness,Reading Instruction,Reading Material Selection,Student Motivation,Student Attitudes,Tutoring

Computer-based learning environments (CBLEs) provide unprecedented opportunities for personalized learning at scale. One such system, iSTART (Interactive Strategy Training for Active Reading and Thinking) is an adaptive, game-based tutoring system for reading comprehension. This paper describes how efforts to increase personalized learning have improved the system. It also provides results of a recent implementation of an adaptive logic that increases or decreases text difficulty based on students' performance rather than presenting texts randomly. High school students who received adaptive text selection showed increased sense of learning. Adaptive text selection also resulted in greater pre-training to post-training comprehension test gains, especially for less-skilled readers. The findings demonstrate that system-driven, just-in-time support consistent with the goals of personalized learning benefit the efficacy of computer-based learning environments. [This paper will be published in &quot;Journal of Research on Technology in Education.&quot;]
The ABCs of School Choice: The Comprehensive Guide to Every Private School Choice Program in America. 2020 Edition
Author: EdChoice
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: School Choice,Private Schools,Geographic Location,Tax Credits,Educational Finance,Educational Vouchers,Money Management,Scholarships,Parent Financial Contribution,Eligibility,State Legislation

This annual publication of &quot;The ABCs of School Choice&quot; is a comprehensive, data-rich guide to every private school choice program in America. This publication outlines how each program works, whom it serves, and offers feedback on how it could be changed to help even more families in a particular state. Programs are grouped alphabetically by state and by program type: education savings accounts (ESAs), school vouchers, tax-credit scholarships, and individual tax credits and deductions. New to this year's edition is information about state-based 529 savings accounts, which are privately funded by families for future educational expenses. Following a preface by Robert C. Enlow, the President and CEO of EdChoice, contents of this report include: (1) Types of Private School Choice; (2) Other Types of School Choice; (3) School Choice Illustrated; (4) State Index; (5) Education Savings Account Programs; (6) School Voucher Programs; (7) Tax-Credit Scholarship Programs; (8) Individual Tax Credit and Deduction Programs; (9) 529 Savings Accounts; (10) Rules and Regulations; (11) Legal History; (12) Data Sources for Program Profiles; and (13) Methodology and Data Sources for Eligibility. [For the 2019 edition, see ED595050.]
A Roadmap to Better Data: Developing a Census Bureau Partnership to Measure National Postsecondary Earnings Outcomes
Author: Huie, Stephanie Bond
Date: 2019-12-00
Type: Guides - Non-Classroom
Subjects: Universities,Government School Relationship,Partnerships in Education,Data Collection,Census Figures,Postsecondary Education,Outcomes of Education,College Graduates,Income,Strategic Planning,Measurement,Privacy,Data Use

Accurate, timely data on student outcomes and post-graduate earnings is a critical piece of any state effort to close equity gaps in college access and success, boost attainment statewide, and strategically align education and workforce goals. Unfortunately, in the absence of a federal student-level data network, states and other key stakeholders do not have all the outcomes information they need to inform state and institutional efforts and best serve students. In &quot;A Roadmap to Better Data: Developing a Census Bureau Partnership to Measure National Postsecondary Earnings Outcomes,&quot; Stephanie Bond Huie and David Troutman of the University of Texas (UT) System describe a creative solution -- a first-of-its-kind collaboration between the UT System and the U.S. Census Bureau to provide better data on student outcomes. Begun in 2017, the partnership provides accurate, timely, and secure data on student earnings outcomes by institution, degree level, and field of study within the UT system. With information to assess the success of all graduates, the UT System is better equipped to create evidence-based policies and practices and promote the success of all students. This roadmap provides state data leaders with guidance at every critical step of replicating the partnership, including building buy-in and approval from leadership, developing necessary legal agreements, and ensuring the quality and security of data. This report is part of the Institute for Higher Education Policy's (IHEP) work leading the Postsecondary Data Collaborative (PostsecData)'s State Working Group and can used in conjunction with IHEP's November 2019 guidebook, &quot;Better Data, Better Outcomes: Promoting Evidence, Equity, and Student Success Through the Framework for Postsecondary Data Solutions,&quot; to help states overcome common data challenges. [For &quot;Better Data, Better Outcomes: Promoting Evidence, Equity, and Student Success Through the Framework for Postsecondary Data Solutions,&quot; see ED600578.]
2019 Annual Disability Statistics Compendium
Author: Lauer, E. A.
Date: 2020-01-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Employment Level,Income,Poverty,Educational Attainment,High School Graduates,College Graduates,Health Insurance,Population Trends,Institutionalized Persons,Residential Institutions,Transportation,Accessibility (for Disabled),Housing,Occupations,Place of Residence,Veterans,Rural Areas,Health,Social Services,Education,Vocational Rehabilitation,Public Policy,Age Differences,Symptoms (Individual Disorders),Racial Differences,Ethnicity,Gender Differences,Independent Living

The &quot;Annual Disability Statistics Compendium&quot; and its complement, the &quot;Annual Disability Statistics Supplement&quot; (ED605683) are summaries of statistics about people with disabilities and about the government programs which serve them. The compendium presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, and other statistics. The following new sections were added to the compendium this year: (1) The Research and Training Center on Disability in Rural Communities sponsored a new section with national estimates of sociodemographic information about people with disabilities in the rural US; (2) Focusing on factors in the social and physical environments, sections have been added on the intersection of functional difficulties and activities of daily living and housing (e.g., housing quality, year built, type). Housing quality estimates were based on a Census Bureau index that includes adequacy of kitchen and bathroom facilities, overcrowding, and cost burden; and (3) Industry and occupation for people with disabilities were added, and the four most prevalent industries and occupations were stratified by state. A companion &quot;Annual Report&quot; (ED605685) is available, providing graphic representations of key findings.
Conceptual Knowledge of Confidence Intervals in Psychology Undergraduate and Graduate Students
Author: Crooks, Noelle M.
Date: 2019-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,Psychology,Statistics,Confidence Testing,Intervals,Misconceptions,Computation,Hypothesis Testing,Performance

In recent years, there have been calls for researchers to report and interpret confidence intervals (CIs) rather than relying solely on p-values. Such reforms, however, may be hindered by a general lack of understanding of CIs and how to interpret them. In this study, we assessed conceptual knowledge of CIs in undergraduate and graduate psychology students. CIs were difficult and prone to misconceptions for both groups. Connecting CIs to estimation and sample mean concepts was associated with greater conceptual knowledge of CIs. Connecting CIs to null hypothesis significance testing, however, was not associated with conceptual knowledge of CIs. It may therefore be beneficial to focus on estimation and sample mean concepts in instruction about CIs. [This article was published in &quot;Statistics Education Research Journal&quot; (EJ1217507).]
Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study
Author: Henry, Alyssa R.
Date: 2020-03-02
Type: Reports - Research
Subjects: Elementary School Students,Students with Disabilities,Autism,Pervasive Developmental Disorders,Oral Language,Listening Comprehension,Intervention,Special Education,Reading Comprehension,Expressive Language,Vocabulary Development,Narration,Oral Reading,Reading Skills,Beginning Reading,Cognitive Ability,Intelligence Tests

Purpose: This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Methods: Students (n = 43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Results: Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. Implications: This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD. [This is the online version of an article published in &quot;Journal of Autism and Developmental Disorders.&quot;]
2019 Annual Disability Statistics Supplement
Author: Lauer, E. A.
Date: 2020-01-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Employment Level,Income,Poverty,Educational Attainment,High School Graduates,College Graduates,Health Insurance,Population Trends,Institutionalized Persons,Residential Institutions,Transportation,Accessibility (for Disabled),Housing,Occupations,Place of Residence,Veterans,Rural Areas,Health,Social Services,Education,Vocational Rehabilitation,Public Policy,Age Differences,Symptoms (Individual Disorders),Racial Differences,Ethnicity,Gender Differences,Independent Living,Access to Health Care,National Surveys

The &quot;Annual Disability Statistics Supplement&quot; is a companion report to the &quot;Annual Disability Statistics Compendium&quot; (ED605680). The &quot;Supplement&quot; presents statistics on the same topics as the &quot;Compendium&quot; with additional categorizations by demographic characteristics including age, gender and race/ethnicity. In addition to the &quot;Supplement,&quot; a companion &quot;Annual Report&quot; (ED605685) is available, providing graphic representations of key findings. [For the 2018 Supplement, see ED595183.]
IDRA Newsletter. Volume 47, No. 1
Author: Goodman, Christie L., Ed.
Date: 2020-01-00
Type: Collected Works - Serial
Subjects: State Policy,Teacher Shortage,Educational Policy,Alternative Teacher Certification,Bilingual Teachers,Teacher Education,Diversity (Institutional),Models,Diversity (Faculty),Intervention,Teacher Recruitment,Coaching (Performance),Faculty Development,School Effectiveness,Principals

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Teaching Quality.&quot; Contents include: (1) State Policy Recommendations for Addressing Teacher Shortages (Ana Ramón); (2) Teacher Preparation for Diverse Classrooms (Chloe Latham Sikes); and (3) Educator Coaching Model Strengthens Schools Serving Diverse Student Populations (Nilka Avilés).
2019 Annual Report on People with Disabilities in America
Author: Houtenville, A.
Date: 2020-01-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Employment Level,Income,Poverty,Educational Attainment,High School Graduates,College Graduates,Marital Status,Health Insurance,Population Trends,Institutionalized Persons,Residential Institutions,Transportation,Accessibility (for Disabled),Housing,National Surveys,Access to Health Care

The &quot;2019 Annual Report on People with Disabilities in America&quot; is a companion volume to the &quot;2019 Annual Disability Statistics Compendium&quot; (ED605680) and &quot;Supplement&quot; (ED605683). In addition to the inclusion of indicators related to population size, educational attainment, employment, earnings from work, poverty, and health insurance, this years &quot;Annual Report&quot; includes indicators related to institutionalization, accessibility of mass transit, accessibility of housing, and the role of the environment in the enablement/disablement process--the &quot;Disablement Index.&quot; [For the 2018 Annual Report, see ED595177.]
IDRA Newsletter. Volume 47, No. 2
Author: Goodman, Christie L., Ed.
Date: 2020-02-00
Type: Collected Works - Serial
Subjects: Discipline,School Security,Police,Police School Relationship,Accountability,Federal Aid,Grants,Program Effectiveness,Discipline Policy,Data Analysis,Equal Education,Dress Codes,Student Rights,Nontraditional Education,Educational Environment,School Health Services,Counseling Services

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Fair Discipline.&quot; Contents include: (1) At What Cost? A Review of School Police Funding and Accountability across the U.S. South (Terrence Wilson); (2) How Schools Can End Harmful Discipline Practices (Morgan Craven, Nilka Avilés, and Aurelio M. Montemayor); (3) Racial and Gender Disparities in Dress Code Discipline Point to Need for New Approaches in Schools (Chloe Latham Sikes); and (4) Why Disciplinary Alternative Education Programs Do More Harm Than Good (Ana Ramón).
For Many, Is College out of Reach? Exploring Scalable Innovative State Programs to Close the College Access (and Success) Gap
Author: Malatras, Jim
Date: 2018-06-13
Type: Reports - Evaluative
Subjects: Higher Education,Access to Education,Educational Innovation,State Programs,State Policy,Educational Policy,Equal Education,Paying for College,Costs,Achievement Gap,Educational Finance,Educational Quality,Models,At Risk Students,College Students,Intuition,Tuition Grants,State Aid

There is a widening college access gap in the United States. The ever-rising cost of higher education, coupled with diminished government financial support and growing income inequality, have put college out of reach for many at a critical juncture when postsecondary education is essential for enhancing career prospects. The situation has been exacerbated by additional factors, including recent proposed budget cuts by the federal government and increasing fiscal stress on state and local governments. There are five elements that could capture policymakers' attention and drive greater resources into higher education as a way to close equity gaps: (1) Provide direct benefits to the student as opposed to block grant-like funding to the system; (2) In any program, there must be targeted support for at-risk students; (3) Open new access points by breaking down traditional education structures; (4) Quality and success indicators are imperative in order to demonstrate value; and (5) Bend the total college cost curve for as many students as possible. Using comparative survey data and a comprehensive review of programs, particularly in New York and Tennessee, the paper explores several states with replicable models to expand college access and success. The paper examines how these states are addressing the affordability (and success) gap, how policymakers were convinced to make additional financial investment in higher education, the problems and pitfalls of the programs, and the ways other states could model similar efforts. Most importantly, the paper explores how states are focused on quality and outcomes, not just access, in these programs. [This paper was presented at the Annual Conference of the NAPA Standing Panel on Social Equity, New York City, June 12-13, 2018.]
Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS)
Author: Anderson, Cynthia M.
Date: 2020-05-14
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Learning Modules,Evidence Based Practice,Teacher Attitudes,Feasibility Studies,Student Characteristics,Teacher Characteristics,Learner Engagement,Academic Achievement,Faculty Development,Barriers,Program Implementation,Program Effectiveness,Skill Development,Communication Skills,Social Behavior,Daily Living Skills,Interpersonal Competence,Behavior Problems,Elementary Schools,Middle Schools

To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. &quot;Modular Approach to Autism Programing for Schools (MAAPS)&quot; is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings. [This is the online version of an article published in &quot;Journal of Autism and Developmental Disorders.&quot;]
Moving to Educational Accountability System 2.0: Socioemotional Learning Standards and Protective Environments for Whole Children. Education Policy
Author: Lee, Jaekyung
Date: 2019-05-00
Type: Reports - Research
Subjects: State Standards,Accountability,Social Development,Emotional Development,Common Core State Standards,Educational Legislation,Elementary Secondary Education,Federal Legislation,State Policy,Educational Policy,Educational Environment,Family Environment,Well Being,Educational Indicators,Benchmarking

The balanced development of cognitive and noncognitive skills is crucial not only for well-rounded child development in schools but also for career and life success. Unlike academic learning standards, however, there are rarely comparable &quot;socioemotional learning&quot; (SEL) standards. Under the pressure of high-stakes testing policies (&quot;educational accountability 1.0&quot;) during the No Child Left Behind Act (NCLB) era, public schools paid more attention to academic performance in core subjects as measured by standardized test scores at the expense of subjects that are not assessed. The Every Student Succeeds Act (ESSA), which replaced NCLB in 2015, gives state policymakers opportunities to redesign educational accountability systems and incorporate nonacademic measures. While the Common Core State Standards (CCSS) introduced more rigorous curriculum standards and assessments, the full and accurate measurement of academic progress was hindered by a test opt-out movement. This study applies mixed methods to assess states' standards and measures for children's socioemotional learning. Drawing on state policy documents, survey measures, and the National Survey of Children's Health (NSCH) data, the study explores the SEL standards policy movement, and the standards' potential impact and challenges. In light of broad-based educational mission and policy shifts under the ESSA, this study helps fill the knowledge gap in school accountability policy. The premise of this study is that systemic improvement of a child's social ecology -- including family, school, and neighborhood environment -- should work in tandem with SEL standards and measures, particularly for high-risk children who are vulnerable due to multiple environmental disadvantages.