ethanporcaro/eric-fulltext-meta huggingface dataset:
Simulating Classroom Interactions at Scale for the Improvement of Practice-Based Teacher Education. WCER Working Paper No. 2022-3
Author: Bell, Courtney
Date: 2022-12-00
Type: Reports - Research
Subjects: Teacher Education,Educational Practices,Teaching Skills,Performance Based Assessment,Teacher Evaluation,Novices,Prior Learning,Computer Simulation,Elementary School Teachers,Teacher Attitudes

The recent turn toward core practices and practice-based teacher education has been accompanied by a growing literature on the definitions, pedagogies to teach, and assessments of core practices. Despite these developments, the field lacks core practices performance assessments designed to be used across course sections, courses, and subjects. This paper provides an existence proof of this type of assessment and investigates the affordances and constraints of the approach. The study describes three types of mixed-reality simulation-based performance tasks of three core practices. More than 400 novices in 64 teacher preparation programs in the United States reported that they were able to use the simulation environment and believed the tasks measure important teaching skills. Scores on the tasks were positively related to novices' prior academic and teacher education experiences. Implications for the formative use of such simulations are discussed.
Miami-Dade County Public Schools: 2021-2022 Student Performance in the International Baccalaureate Program. Research Brief. Volume 2201
Author: Hernandez, Vanessa Gonzalez
Date: 2022-08-00
Type: Reports - Research
Subjects: Scores,Advanced Placement Programs,Public Schools,Eligibility,Hispanic American Students,High School Students,Student Participation,School Districts,Advanced Placement,Test Results,Student Characteristics,Ethnicity,Trend Analysis

This Research Brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the International Baccalaureate (IB) program. The IB program was offered at six M-DCPS high schools in 2021-2022. Over 3,000 assessments were completed by M-DCPS students in 30 subject areas in 2021-2022. The number of IB assessments completed in M-DCPS increased from 2020-2021 to 2021-2022. The District's Hispanic students took 70% of all IB assessments in 2021-2022. Overall, the percentage of IB assessments receiving passing scores decreased by two percentage points from 2020-2021 to 2021-2022. At the conclusion of the 2021-2022 school year, 93% of eligible M-DCPS students received IB diplomas, the same percentage as in 2020-2021.
Teachers and K-12 Education: A National Polling Report [December 2021]
Author: EdChoice
Date: 2021-12-00
Type: Numerical/Quantitative Data
Subjects: Teachers,Elementary Secondary Education,Teacher Attitudes,COVID-19,Pandemics,Emergency Programs,Hygiene,Disease Control,Health Behavior,School Safety,Occupational Safety and Health,Immunization Programs,Charter Schools,Private Schools,School Choice,Teaching (Occupation),Unions

This poll was conducted between December 16-December 24, 2021 among a sample of 1000 All Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.24 percentage points. Among the key findings are: (1) In the last month, one out of five teachers have reported having to quarantine because of COVID-19; (2) Teachers have softened their views on masking being mandatory for various groups while showing slight increases when thinking about vaccines, especially among students 12 and older; and (3) Teachers in charter schools and private schools were much more likely to recommend the teaching profession compared to district teachers. This report highlights: (1) COVID-19 and Schooling; (2) School Choice Policies; (3) Teaching Profession and Unions; (4) Views On K-12 Education; and (5) Survey Profile and Demographics.
Black Parents and K-12 Education: A National Polling Brief [December 2021]
Author: EdChoice
Date: 2021-12-00
Type: Numerical/Quantitative Data
Subjects: Parents,Blacks,African Americans,Elementary Secondary Education,Parent Attitudes,Educational Vouchers,Electronic Learning,Distance Education,Home Schooling,Money Management,Educational Finance,COVID-19,Pandemics,School Choice

This poll was conducted between November 6-November 18, 2021 among a sample of 435 Black School Parents. The interviews were conducted online. Results based on the Black School Parents sample have a measure of precision of plus or minus 5.3 percentage points. Among the key findings are: (1) Black parents' overall support for school vouchers remained high in November. Just over half indicated a strong level of support for vouchers; (2) Two-thirds of Black parents would prefer having at least one day of school (per week) occur at home -- much larger than the proportion of white parents; (3) Interest in pods held steady in November with nearly two out of five Black parents indicating they are actively participating or interested; and (4) Half of Black parents indicate a strong level of support for education savings accounts (ESAs) when given a description. This report highlights: (1) COVID-19 and Schooling; (2) Personalized Learning; (3) School Choice Policies; and (4) Survey Profile and Demographics.
Transfer and Progress: Fall 2022 Report. First in the Series
Author: Causey, J.
Date: 2023-03-00
Type: Reports - Research
Subjects: College Transfer Students,Undergraduate Students,Enrollment Trends,Community College Students,Guided Pathways,Outcomes of Education,Reverse Transfer Students,Transfer Rates (College),In State Students,Out of State Students,Gender Differences,Institutional Characteristics,Differences,Age Differences,Racial Differences,Low Income Students,Time to Degree

This new series is a redesign of the NSC Research Center's two primary transfer reports, combining the enrollment focus of the &quot;COVID-19 Transfer, Mobility, and Progress&quot; reports (how many students enrolled as a transfer within a current term), with the outcomes focus of the &quot;Tracking Transfer&quot; reports (what percent of entering community college students reach transfer and completion milestones within six years). It also expands on these reports with additional levels of disaggregation and introduces a new experimental measure of students' income background. This new research illustrates how closely postsecondary transfer pathways track students' socioeconomic circumstances before and after the pandemic began. The new series also significantly expands upon &quot;Tracking Transfer&quot; by additionally analyzing more recent cohort years of community college starters beyond those that began 7-8 years earlier. Coming out of the pandemic, it is particularly valuable for understanding how these pandemic-era starting cohorts fared in their early college careers compared to pre-pandemic cohorts. As data accumulates over time, we can also compare baccalaureate degree attainment rates within six years of enrolling for pandemic-affected cohorts. This redesigned and expanded report series aims to better serve the education community with new, timely, and detailed data that are only available through the Clearinghouse. These include, but are not limited to, postsecondary participation, mobility, and progress among economically disadvantaged students, disparities in pandemic recovery across differing student and institutional characteristics, and early success indicators for the recent freshman classes at community colleges, the hardest hit sector of higher education during the pandemic. This series was created with the urgent need for timely information in mind, to help educational leaders and policy makers address enduring enrollment impacts from the pandemic. This first report in the annual Transfer and Progress series covers 11.5 million undergraduate students without a prior bachelor's degree that were enrolled in fall 2022 in a three-year fixed panel of institutions (fall 2020 to 2022), representing approximately 89.0% of the Clearinghouse universe of institutions. Additionally, to establish the pre-pandemic baseline for all newly introduced metrics, an expanded five-year fixed panel of institutions (fall 2018 to fall 2022) was employed, that represents 11 million undergraduates without a prior bachelor's degree and 83.8% of the Clearinghouse universe of institutions.
College Enrollment Patterns and Results of M-DCPS 2016-2017 Graduating Cohort. Information Capsule. Volume 2202
Author: Tirado, Andrea
Date: 2023-01-00
Type: Reports - Research
Subjects: College Attendance,Enrollment Trends,Student Attitudes,Student Surveys,High School Graduates,Graduation Rate,Public Schools,School Districts,High School Seniors,Armed Forces,Vocational Education,State Universities,Race,Student Characteristics,College Graduates,Two Year Colleges,Institutional Characteristics,Trend Analysis,Academic Aspiration

This Information Capsule utilized National Student Clearinghouse and Senior Exit Survey data to report on postsecondary plans and college enrollment of Miami-Dade Public Schools' graduates who were part of the 2016-2017 cohort. M-DCPS' four-year graduation rate for students enrolled for the first time in the fall of 2017 was 47%. This rate was in line with the national rate in 2015, as reported in the latest publication from the National Student Clearinghouse.
Collaborating with Youth-Serving Organizations to Enhance School Emergency Operations Plans. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Schools,Emergency Programs,Planning,School Safety,Cooperation,Youth Agencies,Organizations (Groups),Community Organizations,School Community Relationship,Partnerships in Education

To develop sound emergency management practices and comprehensive emergency operations plans (EOPs), schools should incorporate community-based organizations and agencies into the planning process. Collaboration by schools with community partners can support implementation of the National Preparedness System mission areas--prevent, protect, mitigate, respond and recover--and help enhance the emergency preparedness process. This fact sheet offers strategies that can be used by schools and school districts to create a solid foundation with youth-serving community-based organizations, expand their current networks of collaboration, and anticipate potential obstacles so that partnerships will be activated quickly and efficiently if a critical incident occurs.
Collaboration and Community Partnerships: Strategies for Effective School and Higher Ed Emergency Operations Plan Development. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Schools,Colleges,Emergency Programs,Planning,Cooperation,Community Cooperation,School Safety,Partnerships in Education,School Community Relationship,Readiness

An effective response to a school, campus, or community emergency requires a thoughtful and coordinated interagency plan to preserve and protect life, as those with both experience and expertise can confirm. Schools and institutions of higher education (IHEs) can prepare for these emergencies by developing an emergency operations plan (EOP). Collaboration is considered a planning basic or principle because it ensures that key community partners and members of the whole school/campus community contribute their expertise to the EOP and ensure that it is comprehensive. This fact sheet presents strategies and tips for initiating and managing the core and ad-hoc planning teams, as well as strengthening partnerships for effective EOP development.
Using NOAA Weather Radio All Hazards (NWR) to Enhance School and Higher Education Emergency Preparedness and Response. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Radio,Educational Radio,Weather,Public Agencies,Meteorology,Emergency Programs,Elementary Secondary Education,Higher Education,School Districts,School Safety,Purchasing

The National Oceanic and Atmospheric Administration (NOAA) Weather Radios (NWRs) can be used by education agencies before, during, and after an emergency. The information collected through the NWR may be used to determine which annexes (whether functional or threat- or hazard-specific) should be activated. Furthermore, NWRs may be used to receive information in the event of a power outage, a Wi-Fi outage, or an overloaded mobile phone network. They provide a reliable source of information that will be aligned with information received by local community partners and state-level partners who may support response. This fact sheet is intended for administrators, teachers, faculty, and staff at K-12 schools, school districts, and institutions of higher education (IHEs) to use to prepare to receive emergency notifications. It provides information on the NWR, including key features to look for when purchasing an NWR, where to station NWR receivers on the school campus, where to obtain more information specific to your area, and integration of NWR receivers when practicing the plan.
Using Cultural-Regional Arts Scenes to Frame and Understand Out-of-School Time Arts Programs. WCER Working Paper No. 2023-2
Author: Halverson, Erica
Date: 2023-03-00
Type: Reports - Research
Subjects: Art Education,After School Programs,Access to Education,Equal Education,Organizations (Groups),Community Programs,Artists,Art Teachers,Educational Practices,Specialists,Teacher Attitudes,Urban Areas,American Indians,LGBTQ People,Minority Group Students,Case Studies,Geographic Regions,Mexican Americans,Navajo (Nation),Human Geography,Cultural Influences,Hispanic Americans,Spanish Speaking,Cultural Pluralism,Community Characteristics

A wealth of literature shows positive outcomes and experiences from arts learning, yet youth access to arts education has become significantly more inequitable over the past 30 years. Alongside the growing discourse around arts learning and equity issues, there is a recognized and persistent need for more research. We conducted a critical, qualitative study of out-of-school time (OST) arts organizations across the United States. Our primary research questions were: (1) How do community youth arts organizational leaders, teaching artists, and participants describe the leading ideas and practices in OST youth arts programming? (2) How can OST youth arts work center the cultural, historical, and geographic resources that artists and arts organizations bring to arts programming? We first developed a theoretical framework for understanding arts practices in education and summarize key learning outcomes associated with youth participation in the arts. We then talked with OST arts education experts across the United States to understand how their programs support and center youth in arts learning, particularly Black youth, Indigenous youth, and youth of color (BIPOC youth), youth from low-income backgrounds, and LGBTQIA+ youth. This report offers the concept of &quot;cultural-regional scenes&quot; to describe the critical, qualitative case studies we developed of OST youth arts practice. We describe four unique cultural-regional scenes--the Urban Midwest, the Bay Area, Texas-Mexico Border Towns, and the Indigenous Southwest--and provide examples of youth arts practice in each scene. We conclude with ideas that stretch across scenes and suggest that researchers and practitioners can take up this approach in the study of OST youth arts programs. [Written in collaboration with community artists and artist-leaders across the United States and Indigenous Nations.]
2022-23 Interim Assessments Overview
Author: Smarter Balanced Assessment Consortium
Date: 2022-10-24
Type: Reports - Descriptive
Subjects: Formative Evaluation,Instructional Effectiveness,Evaluation Methods,Summative Evaluation,Accountability,Educational Resources,Language Arts,Literacy Education,Elementary Secondary Education,Mathematics Education,State Standards

The Smarter Balanced Assessment System consists of three components: (1) interim assessments designed to support teaching and learning throughout the year; (2) a suite of tools and resources in Tools for Teachers that support classroom-based formative assessment practices; and (3) end-of-year summative assessments designed for accountability purposes. This document describes the interim assessments, including their purpose, type, and use. For each grade and subject, this document provides a list of interim assessments available for the 2022-23 school year.
A Dream Derailed? Investigating the Impacts of College Closures on Student Outcomes
Author: Burns, Rachel
Date: 2022-00-00
Type: Reports - Research
Subjects: School Closing,Postsecondary Education,College Enrollment,Graduation Rate,Educational Attainment,Credentials,Educational Policy,State Policy,Outcomes of Education,College Students,Institutional Characteristics,Geographic Regions,Federal Aid,Grants,Student Characteristics,COVID-19,Pandemics

&quot;Investigating the Impacts of College Closures on Student Outcomes&quot; is the first of three planned novel reports, co-authored by SHEEO and the NSC Research Center, seeking to quantify the impacts of college closures on students' subsequent postsecondary enrollment and completion outcomes and to identify the policy levers states may have to support students who experience a closure. Because little is known about what happens to students after a closure, this first report is a descriptive analysis of the students who experience a closure and their longitudinal enrollment and credential attainment outcomes after closure. Using an original panel dataset constructed with student-level data from the National Student Clearinghouse (NSC), this report traces if, when, and through which education pathways affected students reenrolled to continue their education and whether they were successful in earning a credential. Answering these basic questions establishes a foundation for causal estimates and deeper exploration into existing state policies that can adequately protect current and future students from the negative effects of a disrupted postsecondary experience. Report two will include a causal analysis of closures on student outcomes, while report three will incorporate the state authorization policy context to ascertain if policy interventions can ameliorate the negative impacts of closures on students.
The Public, Parents, and K-12 Education: A National Polling Report [February 2023]
Author: EdChoice
Date: 2023-02-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Opinions,Attitudes,Elementary Secondary Education,Charter Schools,Educational Vouchers,Student Financial Aid,Open Enrollment,Small Schools,Gifted,Gifted Education,Advanced Courses,Honors Curriculum,Extracurricular Activities,School Choice,Tutoring

This poll was conducted between February 13-14, 2023 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Support for ESAs, school vouchers, charter schools, and open enrollment is much greater when given a brief description. In February, support levels increased significantly across each type of school choice policy; (2) Roughly one in ten school parents report having a child enrolled in a 'microschool'. Over one-third of parents - regardless of whether or not they were given additional information - are interested in learning more about them; and (3) Almost half of parents report having at least one child taking a gifted, advanced, or honors class at their school. This report highlights findings pertaining to: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [December 2021]
Author: EdChoice
Date: 2021-12-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Opinions,Attitudes,Elementary Secondary Education,School Closing,Pandemics,COVID-19,Educational Quality,Disease Control,School Safety,Immunization Programs,Health Behavior,School Choice,Educational Policy,Student Financial Aid,Money Management

This poll was conducted between December 14-December 16, 2021 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) In December, the public's positive views about the direction of K-12 education across the board increased, growing closer to levels not seen since the Spring of 2021; (2) Nearly three out of four school parents said they felt comfortable with their child returning to school in December -- similar to how they felt in November; and (3) Americans have maintained their mixed views on mandates for masking and vaccinations. Although there is relatively more support for mandatory masking of young children than for requiring vaccinations. This report highlights findings pertaining to: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.
Assessing Generalizability and Variability of Single-Case Design Effect Sizes Using Two-Stage Multilevel Modeling Including Moderators
Author: Moeyaert, Mariola
Date: 2021-00-00
Type: Journal Articles
Subjects: Hierarchical Linear Modeling,Meta Analysis,Research Design,Case Studies,Effect Size,Evidence Based Practice,Intervention,Program Effectiveness

This study introduces an innovative meta-analytic approach, two-stage multilevel meta-analysis that considers the hierarchical structure of single-case experimental design (SCED) data. This approach is unique as it is suitable to include moderators at the intervention level, participant level, and study level, and is therefore especially recommended for the meta-analyst interested in moving beyond estimating the overall intervention effectiveness. Using this approach, the between-participant variability and between-study variability in intervention effectiveness can be evaluated in addition to obtaining a generalized effect size estimate across studies. This is a timely contribution to the SCED field, as the source(s) of variability in effect size can be identified, and moderators at the corresponding level(s) (participant level and/or study level) can be added to explain the variability. The two-stage multilevel meta-analytic approach, with the inclusion of moderators, can provide evidence-based recommendations about the effectiveness of an intervention taking into account intervention, participant, and study characteristics. First, a conceptual introduction to two-stage multilevel meta-analysis is given to provide a good understanding of its full potentials and modeling options. Second, the usage of this approach will be demonstrated by applying it to a published meta-analytic data set. The goal of this study is to disseminate the two-stage multilevel meta-analysis approach in the hope that SCED meta-analyst will consider this methodology in future meta-analyses.