ethanporcaro/eric-fulltext-meta huggingface dataset:
A 2017 Follow-Up: Six-Year Withdrawal, Stopout, and Transfer Rates for 2011-12 First-Time Postsecondary Students. Web Tables. NCES 2020-239
Author: Pretlow, Joshua
Date: 2020-08-00
Type: Numerical/Quantitative Data
Subjects: College Students,Student Characteristics,Academic Persistence,Educational Attainment,Withdrawal (Education),Stopouts,College Transfer Students,Educational Certificates,Associate Degrees,Bachelors Degrees,Institutional Characteristics,Family Characteristics,Student Attitudes,Knowledge Level,High School Students,Enrollment,Student Experience,College Freshmen,Grade Point Average,College Entrance Examinations,Student Financial Aid

This set of Web Tables is the fourth in a series of four that together provide key information about 2011-12 first-time postsecondary students' characteristics and their 6-year retention, persistence, attainment, withdrawal, stopout, and transfer rates. The series draws on data collected for the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17)--a nationally representative longitudinal sample survey conducted by the National Center for Education Statistics (NCES)--which followed first-time students for 6 years after they began their postsecondary education. This fourth set of Web Tables has two sections. Section 1 focuses on withdrawal, presenting the year-by-year, cumulative rates at which first-time students withdrew from postsecondary education without a degree. These withdrawal rates are shown in terms of the academic years (from July 1 to June 30) in which students were not enrolled and had not returned by spring 2017. Section 2 of these Web Tables explores stopout and transfer. &quot;Stopout&quot; is defined as a break in enrollment of 5 or more consecutive months. [For the third set of Web Tables in this series, see ED607249.]
Zoology One Efficacy Evaluation Summary of Findings (April 2020). CPRE Policy Briefs
Author: Gray, Abigail
Date: 2020-04-00
Type: Reports - Research
Subjects: Young Children,Instructional Effectiveness,Reading Comprehension,Curriculum Evaluation,Literacy Education,Reading Instruction,Kindergarten,Science Education,Zoology,Reading Tests,Curriculum Based Assessment,Achievement Tests,Reading Skills,Reading Motivation,Gender Differences

Helping young children become proficient readers is a critical goal. Research tells us that students who experience difficulty reading in the early years of school often struggle to catch up (Stanley, Petscher, &amp; Catts, 2018; Ozernov, Palchik et al., 2016; Cunningham &amp; Stanovich, 1997; Francis, Shaywitz, Stuebing, Shaywitz, &amp; Fletcher, 1996). This study focuses on an innovative curriculum for kindergarten that closely integrates literacy instruction and science exposure. The research study combines a rigorous randomized controlled trial with in-depth cost and implementation studies to investigate impacts.
Developmental Relationships and School Success: How Teachers, Parents, and Friends Affect Educational Outcomes and What Actions Students Say Matter Most
Author: Sethi, Jenna
Date: 2020-00-00
Type: Reports - Research
Subjects: Outcomes of Education,Student Attitudes,Friendship,Academic Achievement,Teacher Student Relationship,Parent Student Relationship,Middle School Students,High School Students,Adolescents,Student Motivation,Grade Point Average,Parent Teacher Cooperation,Caring,Educational Environment,Student Development,Suburban Schools,Socioeconomic Status,Social Support Groups,Correlation

The current paper explores how students' relationships with their teachers, parents, and friends might differentially impact their academic experience and success, by presenting and integrating the results of two related studies. In the first study, survey methods and structural equation modeling are used to describe the similar and different effects that developmental relationships with teachers, parents, and friends seem to have on middle- and high-school students' academic motivation, GPA, and perceptions of school climate. Relationships with teachers directly predicted all three outcomes at the middle school level, and motivation and school climate at the high school level. Relationships indirectly predicted high school GPA, through motivation. Student-teacher relationships, and parent-teacher relationships, also indirectly predicted middle school GPA, through motivation. Relationships with parents directly predicted only motivation in middle school. Relationships with friends directly predicted school climate at both levels. The results from Study 1 showed the central importance of teacher-student relationships on student motivation and led the research team to qualitatively look in study #2 at how teachers build relationships that motivate students and how students experience those relationships. Study 2 used student focus groups and a grounded theory, open coding approach to analysis to identify commonly occurring themes describing what practices teachers used successfully, in students' eyes, to build strong relationships with students and boost their academic motivation. These practices focused on how teachers expressed care, provided support, challenged students to grow, shared power with them, and expanded their sense of possibilities. The mixed methods produce an overall study that uniquely captures both a global and more granular, practice-oriented view of the ways in which differing developmental relationships in young people's lives affect their connection to and success in school. [This paper will be published in &quot;Contemporary Educational Psychology.&quot;]
Identifying North Carolina Students at Risk of Scoring below Proficient in Reading at the End of Grade 3. REL 2020-030
Author: Koon, Sharon
Date: 2020-08-00
Type: Reports - Research
Subjects: Elementary School Students,Identification,Reading Achievement,Reading Skills,At Risk Students,Primary Education,Grade 1,Grade 2,Grade 3,Kindergarten,Screening Tests,Progress Monitoring,Reading Tests,State Standards,Student Evaluation,Reading Comprehension,Predictor Variables

North Carolina policymakers are interested in which screening and monitoring assessment scores in grades K-3 best predict reading proficiency at the end of grade 3 in order to help educators identify at-risk students, place them in interventions, and monitor their progress. Since 2013, the state has routinely administered screening and monitoring assessments, but the percentage of students scoring proficient in reading at the end of grade 3 has remained largely unchanged. This study used longitudinal student achievement data, provided by the North Carolina Department of Public Instruction, and classification and regression tree analysis to examine how well assessment scores from five points in time in grades K-3 predicted proficiency status on the state reading assessment at the end of grade 3. The score from only one of the assessments identified more than 80 percent of students who scored below proficient at the end of grade 3 as at risk and thus adequately identified at-risk students: the North Carolina Beginning-of-Grade 3 English Language Arts/Reading Test. That state-developed assessment measures the same content standards at the same difficulty level as the state reading assessment at the end of grade 3. The results suggest that more information is needed in order to use assessment data from grades K-2 to reliably identify students at risk of not achieving reading proficiency at the end of grade 3. Educators might want to consider supplementing screening and progress monitoring assessments with informal, curriculum-based assessments that measure student vocabulary, syntax, and listening comprehension skills because research has identified those skills as important predictors of reading comprehension. [For the study snapshot &quot;Identifying North Carolina Students at Risk of Scoring below Proficient in Reading at the End of Grade 3. Study Snapshot. REL 2020-030,&quot; see ED607258. For the appendix &quot;Identifying North Carolina Students at Risk of Scoring below Proficient in Reading at the End of Grade 3. Appendix. REL 2020-030,&quot; see ED607257.]
Identifying North Carolina Students at Risk of Scoring below Proficient in Reading at the End of Grade 3. Appendix. REL 2020-030
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Identification,Reading Achievement,Reading Skills,At Risk Students,Primary Education,Grade 1,Grade 2,Grade 3,Kindergarten,Screening Tests,Progress Monitoring,Reading Tests,State Standards,Student Evaluation,Reading Comprehension,Predictor Variables,Statistical Analysis

More than half of North Carolina's grade 3 students struggle with reading. The percentage of students scoring below proficient in reading at the end of grade 3 was 55 percent in 2017/18. That percentage has remained largely unchanged, at above 50 percent, since 2013/14, when North Carolina passed its K-3 Read to Achieve literacy act. Read to Achieve required North Carolina schools to use interim assessments of reading proficiency in kindergarten- grade 3 to identify students at risk of not achieving reading proficiency at the end of grade 3. Districts administered screening and progress monitoring assessments at the beginning, in the middle, and end of each school year. This study used longitudinal student achievement data for 2014/15-2017/18 and classification and regression tree analysis to examine how well scores on these interim assessments and the North Carolina Beginning-of-Grade 3 English Language Arts/Reading Test (the BOG3 assessment, a state assessment administered separately at the beginning of grade 3) predicted proficiency status on the state reading assessment at the end of grade 3. This appendix provides details on the study sample and the classification and regression tree (CART) analyses used in the study. [For the full study &quot;Identifying North Carolina Students at Risk of Scoring below Proficient in Reading at the End of Grade 3. REL 2020-030,&quot; see ED607256. For the study snapshot &quot;Identifying North Carolina Students at Risk of Scoring below Proficient in Reading at the End of Grade 3. Study Snapshot. REL 2020-030,&quot; see ED607258.]
Identifying North Carolina Students at Risk of Scoring below Proficient in Reading at the End of Grade 3. Study Snapshot. REL 2020-030
Author: Regional Educational Laboratory Southeast (ED)
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Identification,Reading Achievement,Reading Skills,At Risk Students,Primary Education,Grade 1,Grade 2,Grade 3,Kindergarten,Screening Tests,Progress Monitoring,Reading Tests,State Standards,Student Evaluation,Reading Comprehension,Predictor Variables

More than half of North Carolina's grade 3 students struggle with reading. The percentage of students scoring below proficient in reading at the end of grade 3 was 55 percent in 2017/18. That percentage has remained largely unchanged, at above 50 percent, since 2013/14, when North Carolina passed its K-3 Read to Achieve literacy act. Read to Achieve required North Carolina schools to use interim assessments of reading proficiency in kindergarten- grade 3 to identify students at risk of not achieving reading proficiency at the end of grade 3. Districts administered screening and progress monitoring assessments at the beginning, in the middle, and end of each school year. This study used longitudinal student achievement data for 2014/15-2017/18 and classification and regression tree analysis to examine how well scores on these interim assessments and the North Carolina Beginning-of-Grade 3 English Language Arts/Reading Test (the BOG3 assessment, a state assessment administered separately at the beginning of grade 3) predicted proficiency status on the state reading assessment at the end of grade 3. This study snapshot presents key findings from the study. [For the full study &quot;Identifying North Carolina Students at Risk of Scoring below Proficient in Reading at the End of Grade 3. REL 2020-030,&quot; see ED607256. For the appendix &quot;Identifying North Carolina Students at Risk of Scoring below Proficient in Reading at the End of Grade 3. Appendix. REL 2020-030,&quot; see ED607257.]
Effects of National Board Certified Instructional Leaders on Classroom Practice and Student Achievement of Novice Teachers. A Study Report Developed for the National Board for Professional Teaching Standards
Author: Zhu, Bo
Date: 2019-05-00
Type: Reports - Research
Subjects: Teacher Certification,Standards,Instructional Leadership,Mentors,Beginning Teachers,Academic Achievement,Elementary Secondary Education,Educational Practices,Effect Size,Mathematics Achievement,Language Arts,Scores,Teacher Leadership

The study examined the effect of National Board Certified Teachers (NBCTs) in instructional leadership roles, operationalized as mentors to novice teachers, on (a) classroom practices of mentored novice teachers in Grades K-12 and (b) student achievement of mentored teachers' students in Grades 4-8. The study compared outcomes between NBCT mentors and non-NBCT mentors. The study examined the effect of NBCT mentors after one academic year and was conducted in San Francisco Unified School District. Using the Classroom Assessment Scoring System, we examined novice teachers' classroom practices on the domains of Emotional Support, Classroom Organization, Instructional Support, and across all three domains. The results did not reach statistical significance, but the effect sizes for Emotional Support, Classroom Organization, and a global measure across all domains suggest meaningful differences between classroom practices of novice teachers mentored by NBCTs and non-NBCTs. These effect sizes were 0.28, 0.28, and 0.21 standard deviations, respectively. The effect size for the domain of Instructional Support was near zero at -0.06 standard deviations. Our sample size for the analysis of classroom practices did not have sufficient power to estimate differences at a statistically significant level. We examined student achievement using the state's standardized test scores in mathematics and English language arts. Our achievement measure includes either subject: That is, we did not estimate effects separately for mathematics and English language arts. The results suggest that students taught by teachers mentored by NBCTs had a higher level of achievement than students mentored by non-NBCTs. The difference was statistically significant at a p value of 0.05, and the effect size was meaningful at 0.18 standard deviations. Small sample sizes and low statistical power prevent us from making confident conclusions about the effect of NBCTs in instructional leadership roles on classroom practices of supported teachers and student achievement. However, the evidence is encouraging and warrants additional rigorous research on the impact of NBCTs as instructional leaders.
Seeking Equitable Computer Science Education in Massachusetts: How Well Are We Doing?
Author: Goldsmith, Lynn T.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Computer Science Education,Advanced Placement,Gender Differences,Racial Differences,Ethnicity,Student Participation,Equal Education,Elementary Secondary Education,Models,Faculty Development,Minority Group Students,Middle School Students,High School Students,Elementary School Students,Tests,Scores,Barriers

This report explores Massachusetts' progress toward achieving equity in computer science (CS) education. The authors examine 12 years of Advanced Placement CS data, identifying both successes and ongoing challenges to equitable CS education in the Commonwealth. The authors also raise questions to help inform future decision-making and policymaking. [This report was co-prepared by MassCAN, the Massachusetts Computing Attainment Network. Additional support for the preparation of this paper was provided by the Commonwealth of Massachusetts.]
Financial Implications of COVID-19: Capturing FY20 Savings (or Not) in School Districts. ERS Briefing
Author: Zhou, Tiffany
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: COVID-19,Educational Finance,School Districts,Pandemics,School Closing,Income,Money Management,Decision Making,Budgeting,Financial Problems,Elementary Secondary Education,Job Layoff,Expenditures,Retrenchment

In the wake of COVID-19, school systems face a daunting set of challenges as they plan for the 2020-2021 school year -- including meeting students' increased academic and social-emotional needs, implementing physical distancing requirements, and grappling with significant revenue loss. School systems must prepare for the 2020-2021 school year with an integrated decision-making process that responds to these new challenges in an aligned way. As part of closing out the current fiscal year, school systems should critically evaluate both the impact of COVID-19 on their net fiscal position and any remaining levers to maximize savings this year. Accurate and updated projects are crucial for informing difficult decisions about spending reductions next year, and given the magnitude of forecasted revenue loses, every dollar that school systems can save now is a dollar less that will need to be cut later. In this ERS Briefing, we explore the key decisions districts faced during their COVID-19 response and how subsequent areas of spending and saving impacted systems' end-of-year financial position. We share these findings to shed light on the magnitude of what can be expected from school systems' savings (and why), to help district leaders identify remaining options for increasing savings during the current fiscal year, and to inform state appropriations and policy for FY21.
Opportunities Abound: How Massachusetts School Districts Can Use New State Funding to Re-imagine Schools and Systems. ERS Briefing
Author: Rosenberg, David
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: School Districts,State Aid,Educational Finance,Educational Change,Educational Improvement,Educational Strategies,Teacher Salaries,Class Size,Extended School Day,Faculty Development,School Counselors,School Social Workers,Social Development,Emotional Development,Evidence Based Practice

The 2019 Student Opportunity Act creates a once-in-a-generation moment for Massachusetts students: the Commonwealth has committed $1.5 billion dollars over seven years to make good on the promise that best-in-the-nation education can be a reality for all Massachusetts children, especially English learners and students from low-income families. But daily demands don't evaporate with expanded funding, and it can be difficult for district leaders to know: can we really afford the kinds of changes that will transform school for our kids? Our team at ERS examined real Massachusetts districts to test what's possible with expanded SOA funding. Using state funding allocations and school data, we found a set of strategies to support new teachers, give attention to students who are struggling, and help kids build the social-emotional skills to succeed -- all made possible by funds districts didn't have a year ago. This briefing shares strategic practices that take advantage of this moment to make big changes and help students succeed.
Supporting School Turnaround: Breaking the Vicious Cycle of Underperformance. ERS Briefing
Author: McKown, Joe
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: School Turnaround,School Districts,Educational Improvement,Models,Sustainability,Educational Strategies,Evidence Based Practice,Systems Approach,Capacity Building,Success,Resource Allocation,School Schedules,Strategic Planning

In turnaround schools, traditional approaches to school improvement (and some say, even the recent seven billion dollar federal investment in school improvement) aren't enough -- but why? Schools that successfully achieve turnaround &quot;do school&quot; differently to break cycles of underperformance and maximize learning for all students, and they do so with district support. In our new briefing, we explore a model for how schools and districts can rethink their use of resources to drive and sustain school turnaround, with stories from four school districts (San Francisco, Denver, Memphis and Miami) that put these strategies into action with promising results.
Teacher Management in Refugee Settings: Ethiopia
Author: Bengtsson, Stephanie
Date: 2020-00-00
Type: Reports - Research
Subjects: Refugees,Teacher Role,Educational Administration,Educational Policy,Foreign Countries,Teacher Recruitment,Teacher Persistence,Teacher Salaries,Teacher Evaluation,Teacher Motivation,Teacher Characteristics,Teacher Qualifications,International Organizations,Teacher Attitudes,Elementary School Teachers,Policy Analysis,Educational Practices

Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning. In crisis and displacement situations, the role of teachers is particularly significant: they are sometimes the only resource available to students. This report investigates teacher management in refugee contexts in Ethiopia, and is the first in a series of country reports. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education. [Funding for this work was provided by UNICEF Ethiopia. For &quot;Teacher Management in Refugee Settings: Public Schools in Jordan,&quot; see ED621829. For &quot;Teacher Management in Refugee Settings: Kenya,&quot; see ED626470.]