ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring FCAT Improvement. Research Brief. Volume 0806
Author: Froman, Terry
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Scores,Performance,Cutting Scores,Test Interpretation

Since the inception of the FCAT, the scaled scores students receive have been summarized by categorizing them into levels of performance. For every single test (in one subject area, at one grade level, for one year) the State of Florida has carefully determined cutoff scores that classify performance into 5 different levels of proficiency. It seems quite natural to refer to the percentage of students beyond a particular cutoff, as when one says a certain percentage of students scored at Level 3 or above. However, this seemingly straightforward &quot;percent-above-cutoff&quot; type of summary statistic when used to describe improvement in performance has subtle built-in difficulties that can lead to grossly inaccurate inferences. There are alternative ways of summarizing FCAT performance that are just as simple and easy to interpret as percent-above-cutoff type descriptions but do not carry with them the inherent dangers. It is the purpose of this paper to show exactly when and how the commonly used FCAT reports can go wrong and suggest alternative statistics that keep one on the right track.
2011-12 IPEGS Training for School Administrators: Survey Results. Research Brief. Volume 1105
Author: Shneyderman, Aleksandr
Date: 2012-02-00
Type: Reports - Research
Subjects: Principals,Assistant Principals,Administrator Attitudes,Surveys,Training,Instructional Effectiveness,Standards,Observation,Teacher Evaluation,Scoring Rubrics,Familiarity,Public Schools,Guides,Video Technology,Program Implementation

The survey results indicate that school administrators are familiar with the Instructional Performance Evaluation and Growth System (IPEGS); most rate themselves as proficient in conducting teacher observations. In addition, a majority of school administrators report a high degree of familiarity with both the IPEGS standards and the four-point rating rubric. A large majority of school administrators consider the 2011-2012 IPEGS training as helpful or very helpful in preparing school administrators to rate instructional personnel on achieving both observable and non-observable standards.
School Climate Factors 2009. Research Brief. Volume 0807
Author: Froman, Terry
Date: 2009-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Environment,Public Schools,School Attitudes,Parent Surveys,Student Surveys,School Personnel,Surveys,Elementary Schools,Secondary Schools,Adult Education,Teacher Characteristics,Curriculum,Delinquency,School Administration,Crowding,Work Environment,Teacher Evaluation,Readiness,School Districts

Each school year, the School Climate Survey is administered to gather information on the perceptions that students, their parents, and school staffs hold concerning their schools and their performance. In 2008-2009, the survey was distributed to approximately 90,200 parents, 54,200 elementary, secondary, and adult students, and 25,000 staff. In addition to providing information to the public, survey results are intended to assist schools in the identification of priorities for their annual School Improvement Plans, and to track trends for the Districtwide Scorecards. This year, in an effort to make the data more readily accessible to district administrators, the Department of Research Services is providing this special School Climate Factors report. A factor analysis was performed on each of the survey form types (Staff, Student, and Parent) separately. Examining the correlations among the survey items revealed that there was significant overlap among various subgroups of items--questions about school administrators tended to correlate with each other, questions about safety issues correlated with each other, and so on. The statistical procedure objectively revealed the number and composition of the underlying factors for each survey. It was then possible to combine the scores from the common items into summary factor scores. To best understand what the factors represent conceptually, one need only refer to the items that were combined to produce the factor scores which are presented in tables at the end of the report.
Associate Degree or Advanced Diploma? A Case Study. Occasional Paper
Author: Karmel, Tom
Date: 2012-00-00
Type: Reports - Research
Subjects: Vocational Education,Foreign Countries,Associate Degrees,Engineering Technology,Tuition,Educational Certificates,Transitional Programs,Qualifications,Educational Assessment,Educational Indicators,Career Choice,College Choice,Student Educational Objectives,Student Attitudes,Delivery Systems,Educational Finance,Educational Attitudes,Education Work Relationship,Engineering Education,Case Studies

This paper presents a case study in which the authors attempted to understand the impact, on student choice, of reforms in tertiary education in Australia, namely, a shift towards a demand-driven system and the blurring of the distinction between vocational education and training (VET) and higher education. The authors compared the advanced diploma and the associate degree in engineering and related technologies offered as a pathway to a four-year degree, using data available in October 2011 on the websites of providers and from the Victorian Government, the first jurisdiction to adopt an entitlement model and the state in which most mixed-sector tertiary institutions operate. The authors show that, while higher-level VET qualifications may come at a cheaper up-front cost, they are increasingly being seen as a poorer investment than a university course of study. In particular, the cost of delayed entry to the labour market, curriculum mismatch, and the greater ease of getting a loan for a university qualification will influence a student's decision to undertake higher-level VET qualifications. Appended are: (1) Overview of the operation of government-supported places and income-contingent loans; (2) The tuition costs a government-subsidised student has to pay to convert an advanced diploma or an associate degree into a bachelor degree in engineering, 2012; and (3) Tuition fees per year for Associate Degree in Engineering Technology at RMIT University. (Contains 1 figure and 14 tables.)
Missing Links: The Fragmented Relationship between Tertiary Education and Jobs. Research Report
Author: Wheelahan, Leesa
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Education Work Relationship,Postsecondary Education,Vocational Education,Higher Education,Alignment (Education),Educational Mobility,Case Studies,Finance Occupations,Agriculture,Health Occupations,Technical Occupations,Qualifications,Student Motivation,Work Experience Programs,Student Educational Objectives,Graduates,Students,Teachers,Administrators,Counselors,Interviews

Increasing the pathways between vocational and higher education is a central concern of Australian governments. Governments want more pathways to support occupational progression, skills deepening and social inclusion. They consider that the number of pathways and number of students traversing them to be inadequate, and have commissioned many research reports over the last ten years to find out why the pathways are not as strong as desired and how they can be improved. This report is part of a wider three-year program of research, &quot;Vocations: the link between post-compulsory education and the labour market,&quot; which is investigating the educational and occupational paths that people take and how their study relates to their work. It is specifically interested in exploring the transitions that students make in undertaking a second qualification (that is, whether they change field of education and/or move between the VET and higher education sectors). It also looks at the reasons why they decide to undertake another qualification. The authors use a combination of data from the 2009 Australian Bureau of Statistics Survey of Education and Training and interviews with students and graduates, as well as managers, careers advisors, learning advisors, teachers and academics, to examine these transitions. The finance, primary, health and electrical trades/engineering industries are used as case studies. Appended are: (1) Methods; (2) Profile of interviewees; and (3) Additional tables. (Contains 3 figures and 13 tables.) [For the related document, &quot;Vocation Project Interview Questions--Support Document,&quot; see ED536633.]
Tertiary Student Transitions: Sectors, Fields, Impacts of and Reasons for Study--Support Document
Author: Fredman, Nick
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Education Work Relationship,Postsecondary Education,Vocational Education,Higher Education,Labor Market,Educational Mobility,Age Differences,Change,Qualifications,Student Educational Objectives,Surveys

This paper examines the relationships between post-school educational fields and sectors and labour market considerations that appear to shape students' study decisions. It was found that pathways taken vary considerably by age, suggesting changes over time to patterns in tertiary education towards greater participation overall, a greater extent of multiple qualifications and a larger proportion of higher education programs as distinct from VET programs. It was also found that pathway use varied considerably by field and by age group in ways related to labour market conditions. Additional tables are appended. (Contains 10 figures and 8 tables.) [This document was produced by the authors based on their research for the report &quot;Missing Links: The Fragmented Relation between Tertiary Education and Jobs&quot; (ED536627). Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education.]
Studying beyond Age 25: Who Does It and What Do They Gain? Research Report
Author: Coelli, Michael
Date: 2012-00-00
Type: Reports - Research
Subjects: Cost Effectiveness,Maturity (Individuals),Adult Education,Foreign Countries,Adult Students,Student Characteristics,Outcomes of Education,Regression (Statistics)

Why should a person keep studying beyond his/her mid-20s? After all, education and training at a younger age provide for the longest period over which the return on the investment can be harvested. On the other hand, individuals in their 40s (or even 50s) can expect to work for another 20 years or so, allowing plenty of time to recoup the cost of the investment in education and training. Using data from the Household, Income and Labour Dynamics in Australia (HILDA) Survey and the Survey of Education and Training (SET), this study investigates what prompts people to participate in education and training at more mature ages, and the impact of this participation on their labour markets outcomes. The report describes the main characteristics of Australians who choose to participate in formal education at more mature ages, investigates a number of potential outcomes of such investments and explores why Australian participation rates are higher than those in other Organisation for Economic Co-operation and Development (OECD) countries. The authors find that more educated individuals are more likely to undertake further education or training. They conclude that the positive effects of mature-age education are quite modest, although there are clear examples of positive payoff--women who are not employed, for example. They suggest this supports the notion of targeted, as opposed to universal, government support. Additional tables are appended. (Contains 1 figure, 26 tables, and 18 footnotes.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education.]
Longitudinal Surveys of Australian Youth (LSAY) 2006 Cohort: Wave 6 (2011)--Questionnaire. Technical Report 75A
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Tests/Questionnaires
Subjects: Foreign Countries,Longitudinal Studies,Cohort Analysis,Questionnaires,Student Surveys,National Surveys,Telephone Surveys,Postsecondary Education,Employment,High School Graduates,High School Students,Dropouts

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This series of documents provides supporting information for the LSAY data set of the 2006 cohort at wave 6 (2011). The document presents the questionnaire for LSAY 2006 cohort at wave 6. [For related report, &quot;Longitudinal Surveys of Australian Youth (LSAY) 2006 Cohort: Wave 6 (2011)--Frequency Tables. Technical Report 75B,&quot; see ED536631.]
Longitudinal Surveys of Australian Youth (LSAY) 2006 Cohort: Wave 6 (2011)--Frequency Tables. Technical Report 75B
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Longitudinal Studies,Cohort Analysis,Student Surveys,National Surveys,Telephone Surveys,Postsecondary Education,Employment,High School Graduates,Statistical Distributions,Tables (Data),Housing,Attitudes,Unemployment,Labor Force Nonparticipants,Job Search Methods,Economic Status,Physical Health,High School Students,Dropouts

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This series of documents provides supporting information for the LSAY data set of the 2006 cohort at wave 6 (2011). This document presents the frequency tables for LSAY 2006 cohort at wave 6. [For related report, &quot;Longitudinal Surveys of Australian Youth (LSAY) 2006 Cohort: Wave 6 (2011)--Questionnaire. Technical Report 75A,&quot; see ED536630.]
Longitudinal Surveys of Australian Youth (LSAY) 2003 Cohort: Wave 9 (2011)--Frequency Tables. Technical Report 76B
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Longitudinal Studies,Cohort Analysis,Student Surveys,National Surveys,Telephone Surveys,Postsecondary Education,Employment,High School Graduates,Statistical Distributions,Tables (Data),Housing,Attitudes,Unemployment,Labor Force Nonparticipants,Job Search Methods,Economic Status,Physical Health,High School Students,Dropouts

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This series of documents provides supporting information for the LSAY data set of the 2003 cohort at wave 9 (2011). This document presents the frequency tables for LSAY 2003 cohort at wave 9.
Vocation Project Interview Questions--Support Document
Author: Wheelahan, Leesa
Date: 2012-00-00
Type: Reports - Research
Subjects: Postsecondary Education,Interviews,Questionnaires,Questioning Techniques,Item Banks,Career Development,Career Education,Needs Assessment,Administrator Attitudes,Employee Attitudes,Employer Attitudes,Student Attitudes,Teacher Attitudes,Graduate Surveys,Occupational Surveys,Student Surveys,Vocational Education

This document was produced by the authors based on their research for the report "Missing Links: The Fragmented Relation between Tertiary Education and Jobs. It is an added resource for further information. It contains interview questions for: (1) graduates; (2) learning advisors; (3) managers; (4) pathways officers; (5) students; and (6) teachers/lecturers. [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education. For the full report, "Missing Links: The Fragmented Relationship between Tertiary Education and Jobs," see ED536627.]
2005 Environmental Scan. ACAATO Archive Document
Author: Colleges Ontario (Canada)
Date: 2005-03-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Secondary Education,Postsecondary Education,Strategic Planning,Trend Analysis,Colleges,Technology Education,Art Education,Health Education,Business Education,Majors (Students),Web Sites,Student Characteristics,Public Policy,Economic Factors,Labor Market,Educational Resources,College Applicants,College Graduates,Enrollment Trends,Gender Differences,Age Differences,Family Structure,Family Income,Parents,Educational Attainment,Immigrants,Disabilities,Language Usage,Apprenticeships,Foreign Students,Occupations,Outcomes of Education,Continuing Education,Lifelong Learning,Employment Level

The Association of Colleges of Applied Arts and Technology of Ontario (ACAATO) is pleased to present this report. The 2005 Environmental Scan provides an aggregate synopsis of the key trends which will impact on Ontario's Colleges of Applied Arts and Technology in the future and will assist colleges in their advocacy and strategic planning processes. References to detailed studies and useful websites have been provided where possible to enable users to find further, more detailed information on those areas of interest. Individual sections contain figures, tables and endnotes.
2006 Environmental Scan. ACAATO Archive Document
Author: Colleges Ontario (Canada)
Date: 2006-05-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Secondary Education,Postsecondary Education,Strategic Planning,Trend Analysis,Colleges,Technology Education,Art Education,Health Education,Business Education,Majors (Students),Web Sites,Student Characteristics,Public Policy,Economic Factors,Labor Market,Educational Resources,College Applicants,College Graduates,Enrollment Trends,Gender Differences,Age Differences,Family Structure,Family Income,Parents,Educational Attainment,Immigrants,Disabilities,Language Usage,Apprenticeships,Foreign Students,Occupations,Outcomes of Education,Continuing Education,Lifelong Learning,Employment Level

The Association of Colleges of Applied Arts and Technology of Ontario (ACAATO) is pleased to present this report. The 2006 Environmental Scan provides an aggregate synopsis of the key trends which will impact on Ontario's Colleges of Applied Arts and Technology in the future and will assist colleges in their advocacy and strategic planning processes. References to detailed studies and useful websites have been provided where possible to enable users to find further, more detailed information on those areas of interest. Individual sections contain figures, tables and endnotes. [For 2005 report, see ED536634.]
Student Mobility 2005. ACAATO Archive Document
Author: Colleges Ontario (Canada)
Date: 2005-09-00
Type: Numerical/Quantitative Data
Subjects: College Graduates,Credentials,Foreign Countries,College Students,Graduation,Student Mobility,Postsecondary Education,Colleges,Universities,Higher Education,Academic Aspiration,Educational Attainment,Enrollment Trends,Surveys,Comparative Analysis,Attendance Patterns,Expectation,Satisfaction,College Transfer Students,Majors (Students),College Choice

Several data sources indicate that the desire to obtain both a college and university credential in Ontario's postsecondary system is considerable. Aspirations at the start of college are high, with at least one quarter of college students having serious intentions of attaining a degree after a diploma. Data sources include the College Student Alliance Survey, the Ministry of Training, Colleges and Universities Student and Graduate Satisfaction Surveys, the Statistics Canada's National Graduate Survey, and both the Ontario college and university application services (OCAS and OUAC). Currently, 7% of Ontario's college students report having a university degree and over 7% of college graduates go on to university within six months of graduating. When adjusted for enrolment, this translates to an estimate of 6000 university graduates attending college annually, and over 4000 college graduates attending university (within six months of college graduation) annually. These values are similar to Statistics Canada's National Graduate Survey, which showed that of the graduating class of 2000, 13% of Ontario college graduates had a degree and 6% of Ontario university graduates had a previous college credential. Mobility patterns indicate that college graduates commonly attend university close to their college of graduation. Although the proportion of college graduates going on to university is increasing, it remains lower than the proportion that go on to university from applied diploma programs in other jurisdictions, such as British Columbia, Quebec and some American states. Appended are: (1) Number of surveyed 2003-04 college graduates attending university six months after graduation by institution; and (2) A comparison of system wide enrolment share of Ontario universities and university attendance of college graduates, six months after graduation. (Contains 9 tables, 6 figures and 3 figures.)
Student Mobility 2006. ACAATO Archive Document
Author: Colleges Ontario (Canada)
Date: 2006-07-00
Type: Numerical/Quantitative Data
Subjects: College Graduates,Credentials,Foreign Countries,College Students,Graduation,Student Mobility,Postsecondary Education,Colleges,Universities,Higher Education,Academic Aspiration,Educational Attainment,Enrollment Trends,Surveys,Comparative Analysis,Attendance Patterns,Expectation,Satisfaction,College Choice,Majors (Students),Disabilities,Indigenous Populations

This paper presents data on Ontario's student mobility for 2006. This report found that the desire to obtain both a college and university credential in Ontario's postsecondary system is considerable. At least one quarter of college students have serious intentions of attaining a degree after a diploma. Currently, over 7% of Ontario's college students have a university degree ([similar to] 6000 students annually) and almost 9% of college graduates go on to a university within six months of graduating (greater than 5000 students annually). Most college graduates who go on to a university attend one close to their college of graduation. Younger college graduates and graduates of one and two year programs are more likely to continue directly on to further education. Although the proportion of college graduates going on to a university is increasing, the amount of transfer credit obtained is unknown. [For 2005 report, see ED536636.]