ethanporcaro/eric-fulltext-meta huggingface dataset:
Usefulness of High School Average and ACT Scores in Making College Admission Decisions. ACT Research Report Series 2010-2
Author: Sawyer, Richard
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Grade Point Average,Academic Achievement,Predictive Validity,Scores,Probability,College Admission,College Entrance Examinations,High School Students,Predictor Variables,College Freshmen,College Choice,Academic Persistence

Ample correlational evidence indicates that high school GPA is usually better than admission test scores in predicting first-year college GPA, although test scores have incremental predictive validity. Many people conclude that this correlational evidence translates directly to usefulness in making admission decisions. The issue of usefulness is more complex than is implied by correlations or by other regression statistics, however. This paper considers two common goals in college admission: maximizing academic success and accurately identifying potentially successful applicants. The usefulness of selection variables in achieving these goals depends not only on the predictive strength of the selection variables (such as measured by correlations), but also on other factors, including the distribution of the selection variables in the applicant population, institutions' selectivity, and their criteria for what constitutes success. This paper considers indicators of usefulness in achieving admission goals, and presents estimates of the indicators based on data from a large sample of four-year institutions. The results suggest that high school GPA is more useful than admission test scores in situations involving low selectivity in admissions and minimal to average academic performance in college. In contrast, test scores are more useful than high school GPA in situations involving high selectivity and high academic performance. In nearly all contexts, test scores have incremental usefulness beyond high school GPA. The paper also presents evidence for two other interesting phenomena: Students use their high school GPAs and test scores to select the institutions they want to attend, and this self selection may be more important than institutions' selection in admissions. Moreover, high school GPA by test score interactions are important in predicting academic success. Relationship of conditional probability of success and its marginal distribution with Success Rate and Accuracy Rate is appended. (Contains 11 tables and 10 figures.)
Evaluating the Effects of Differences in Group Abilities on the Tucker and the Levine Observed-Score Methods for Common-Item Nonequivalent Groups Equating. ACT Research Report Series 2010-1
Author: Chen, Hanwei
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: Equated Scores,Groups,Ability Grouping,Difficulty Level,Statistical Analysis,Evaluation Methods,Item Analysis,Testing Programs,Mathematics Tests,Item Response Theory,Mathematics Achievement,Comparative Analysis

The most critical feature of a common-item nonequivalent groups equating design is that the average score difference between the new and old groups can be accurately decomposed into a group ability difference and a form difficulty difference. Two widely used observed-score linear equating methods, the Tucker and the Levine observed-score methods, have different statistical assumptions when decomposing the score difference. Variation in the decomposition of group ability and form difficulty differences can affect the equating results. This study confirmed previous findings in the literature that when form and group differences are small, both equating methods produce similar results. When the group ability difference is large, however, the Levine observed-score method produces more accurate equating results than the Tucker method. The results indicated that the Levine observed-score method not only decomposes form and group differences more accurately, but also yields smaller unweighted absolute equating differences and average weighted root mean square differences. This study showed that the Levine observed-score method is also robust to the form difference. (Contains 18 tables and 13 figures.)
Holding onto the Green Zone: A Youth Program for the Study and Stewardship of Community Riparian Areas. Action Guide
Author: Bureau of Land Management (Dept. of Interior), Washington, DC.
Date: 2008-00-00
Type: Guides - Classroom - Learner
Subjects: Water Quality,Guides,Wildlife,Animals,Food,Environmental Education,Youth Programs,Conservation (Environment),Natural Resources,Earth Science,Learning Activities,Plants (Botany),Biology,Check Lists,Field Instruction,Soil Science,Measurement,Observation,Data Collection,Science Education

Scientists call the land along the edges of a river, stream, or lake a riparian zone. In this guide, riparian zone will be called the Green Zone. Riparian zones make up only a small part of land in the United States. But they are very important. They protect water quality and quantity, supply food and shelter for fish and wildlife, and provide many other services. This guide will help readers explore what Green Zones are and why they are important. It's filled with fun activities that will help readers learn the skills they will need for investigating a local Green Zone. A glossary is included. [For related report, "Holding onto the Green Zone: A Youth Program for the Study and Stewardship of Community Riparian Areas. Leader Guide," see ED527223.]
Holding onto the Green Zone: A Youth Program for the Study and Stewardship of Community Riparian Areas. Leader Guide
Author: Reilly, Kate
Date: 2008-00-00
Type: Guides - Classroom - Teacher
Subjects: Concept Mapping,Water Quality,Water,Youth Programs,Environmental Education,Land Use,Earth Science,Science Teachers,Youth Leaders,Internet,Wildlife,Conservation (Environment),Soil Science,Science Curriculum,Natural Resources,Standards,Correlation,Check Lists,Learning Activities,Teacher Role,Inquiry,Observation,Data Analysis,Animals,Field Trips,Plants (Botany),Profiles,Guidelines,Extension Education

Riparian ecosystems are an exciting and dynamic subject for study. These areas are valuable lands and important wildlife habitats, and they contribute greatly to the environmental health of an area. Definitions for the term "riparian" vary, but in this curriculum, the land called the "Green Zone" lies between flowing water and upland ecosystems. Vegetation and soils in this zone provide valuable services for people, livestock, water resources, wildlife, and plant species. This "Leader Guide" was written to help science teachers/youth leaders make the best use of the "Holding onto the Green Zone" Action Guide. The Leader Guide can be used to help meet these important objectives: (1) Introduce youth to the important components and functions of riparian zones as they relate to water quality and quantity, soils, vegetation, wildlife, erosion, floods, and land uses; (2) Encourage community awareness and stewardship of riparian zones; (3) Relay technical information about riparian zones in simple language and terms for nonscientists; (4) Assist young people in learning basic Earth Science concepts; (5) Help schools incorporate riparian education into the science curriculum; and (6) Promote better land use and natural resource management through increased awareness and understanding. Educating children, involving them and their communities in hands-on activities, and encouraging stewardship at the local level are critical steps toward achieving widespread riparian-zone restoration and protection. Appended are: (1) Selected Riparian Curricula, Activities, and Additional Resources; (2) "Holding onto the Green Zone " Curriculum Concept Map; (3) Correlations to Education Standards; (4) Related Internet Resources for Activities; (5) PFC Lotic Checklist; and (6) Key to Macroinvertebrate Life in the River. (Contains 19 footnotes.) [For related report, "Holding onto the Green Zone: A Youth Program for the Study and Stewardship of Community Riparian Areas. Action Guide," see ED527222.]
Organizational Behavior Analysis Focusing on the University of Texas System
Author: Terry, Bobby K.
Date: 2011-12-01
Type: Reports - Evaluative
Subjects: Public Colleges,Organizational Effectiveness,Tuition,Costs,Organizational Culture,Institutional Characteristics,Institutional Environment,Educational Environment,Systems Analysis,Administrative Organization,Behavior Patterns,Leadership Effectiveness,Educational Policy,Policy Analysis,Administrative Policy,Politics of Education

This project analyzes the organizational behavior of the University of Texas System. The University of Texas System is comprised of nine academic and six health institutions. The University of Texas System has over 85,000 employees; the student enrollment is 202,240 with a budget of $2.25 billion dollars. This project has a total of four parts and an analysis plan. The analysis plan begins by examining all of the statistical information in regards to the University of Texas System. Part one answers nine questions that help to describe organizational behavior in the university system. Part two examines the university in terms of the whole system and addresses six questions. Part three focuses on the effectiveness of the university system; this section is the most in-depth and answers 13 very specific leadership and behavioral question with complete examples. Part four is the shortest of the research project. It highlights the many positive features of the system as discussed in the first three sections and it also scrutinizes the most negative issue facing the university which is the rising cost of tuition.
Multimodal Application for Foreign Language Teaching
Author: Magal-Royo, Teresa
Date: 2011-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,Educational Technology,Handheld Devices,Computer Assisted Instruction,Internet,Instructional Design,College Instruction,English (Second Language),Usability,Programming,Multimedia Instruction,Preferences,Computer Software,Computer System Design

The current development of educational applications for language learning has experienced a qualitative change in the criteria of interaction between users and devices due to the technological advances of input and output data through keyboard, mouse, stylus, tactile screen, etc. The multiple interactions generated in a natural way by humans during ordinary communication can be transferred in a sequential way to devices like PDAs, PC Tablet, etc. depending on the users needs to carry out specific tasks that allow humans to adapt to their nearest learning context. This paper shows the possibility of establishing multimodal architectures within the applications for specific language learning areas with ubiquitous devices, evidencing the technical and formal aspects necessary for their accomplishment that are currently being developed at the Universidad Politecnica de Valencia (Spain). (Contains 1 figure.) [This work was funded by the Universitat Politecnica de Valencia as part of the program: &quot;Projects for new lines in multidisciplinary research--PAID-05-10.&quot;]
Student Voice Key to Unlocking Inclusive Educational Practices
Author: Gordon, Maria
Date: 2010-08-00
Type: Journal Articles
Subjects: Inclusion,Mainstreaming,Regular and Special Education Relationship,Disabilities,Educational Practices,Foreign Countries,Classrooms,Student Attitudes,Student Participation,Public Schools,Barriers,Peer Relationship

A review of the educational policies and procedures across Canada's provinces and territories reveals that inclusion of students with disabilities in regular classrooms is supposed to be the main policy and school practice. However, inclusive education has also shown to vary in the ways it has actually been implemented and practiced throughout Canada. This paper presents the argument that in order to investigate the efficacy of inclusion. It is important to conduct research from the student's perspective since they are the recipients and participants of inclusive educational practices.
Introduction to the Therapeutic Drawing Series
Author: Del Giacco, Maureen
Date: 2011-12-07
Type: Reports - Descriptive
Subjects: Brain,Cognitive Processes,Art Therapy,Visual Perception,Spatial Ability,Neurological Organization,Brain Hemisphere Functions,Emotional Development,Cognitive Development,Behavior Modification,Child Behavior,Sensory Training,Mental Disorders

The primary purpose of Del Giacco's Neuro-Art Therapy is to help the client regenerate the sensory system at a decoding/encoding (for our purposes we use the two words interchangeably) levels in the brain while using developmental visual spatial exercises or the Therapeutic Drawing Series (TDS). The specialty of Del Giacco Neuro Art Therapy (DAT) is designed to be supported by neuroscience's emerging views of neuro-plasticity. One could argue that all therapeutic processes are supported by the potential for neuro-plasticity. However, the DAT process is designed to have direct effects on the primary brain regions that deal with emotion and cognition, primary motivators for shifts in behavior, with corresponding neuro-plasticity. In addition, the DAT program is most importantly DEVELOPMENTAL and is adjusted to each client's needs. A bibliography is included.
Current Trends in Reform Efforts, Educational Practices, and Program Evaluation Methods
Author: Tagliaferri, Jamie
Date: 2011-06-11
Type: Opinion Papers
Subjects: Program Evaluation,Educational Practices,Educational Change,Evaluation Methods,Academic Achievement,Educational Trends,Teacher Evaluation,State Regulation,Educational Policy,Policy Analysis,High Stakes Tests,Graduation Requirements,Federal Aid,Administrator Evaluation,Principals,Public School Teachers

This article is about the changes in educational reform that have adversely affected teachers and their principals.  With the new evaluation system, teachers and school leaders will be evaluated partially on student success.  Other educational reforms include the discontinuing of New York State Regents Exams in January and in August. A bibliography is included.  New York State Teacher and Principal Evaluation: Summary of Provisions in Draft Regulations is presented in three appendixes.
Creating the Workforce of the Future: The STEM Interest and Proficiency Challenge. BHEF Research Brief
Author: Business-Higher Education Forum
Date: 2011-08-00
Type: Numerical/Quantitative Data
Subjects: Employment Projections,Education Work Relationship,Grade 12,Student Interests,Science Careers,Mathematics Achievement,Student Diversity,Mathematics Education,Gender Differences,Racial Differences,African American Students,Hispanic American Students,Asian American Students,White Students,American Indians,High School Students,Minority Group Students,Economic Progress,STEM Education,Labor Force Development,Educational Policy,College Readiness,Educational Needs,Labor Needs

A strong economy requires a highly educated workforce, especially in science, technology, engineering, and math (STEM) fields. In the United States, STEM degree production has stagnated, despite employment projections forecasting a 17% growth in the field over the next decade. Two key criteria influence progression through the STEM education pipeline and into the workforce: proficiency and interest. Research has shown that students who graduate high school proficient in math are generally ready to pursue STEM majors in college. In addition to academic preparation, however, students must also be interested in STEM fields.  Analysis of 12th grade students' STEM interest and proficiency produces sobering results: (1) Too few 12th grade students are both STEM interested and math proficient; (2) Twelfth graders have low STEM interest even when math proficient; (3) African-Americans are least likely to pursue undergraduate STEM degrees; and (4) Minorities are more likely to be STEM interested but not math proficient. Current interest in STEM fields and proficiency in math are not sufficient to meet U.S. workforce demand. As the country's population becomes increasingly diverse, gender and race/ethnicity disparities in STEM interest and proficiency will exacerbate workforce challenges. Policy interventions will require a nuanced two-pronged approach focused on increasing STEM interest and improving math proficiency. (Contains 2 figures and 2 footnotes.)
Meeting the STEM Workforce Challenge: Leveraging Higher Education's Untapped Potential to Prepare Tomorrow's STEM Workforce. BHEF Policy Brief
Author: Business-Higher Education Forum
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Economic Progress,Higher Education,Industry,Innovation,STEM Education,Labor Force Development,Educational Policy,College Role,Program Descriptions,Educational Environment,Alignment (Education),College Readiness,Human Capital,Educational Needs,Labor Needs,School Business Relationship

Innovations in science and engineering have driven economic growth in the United States over the last five decades. More recently, technology has risen to become a defining driver of productivity in business and industry. In that context, college graduates in science, technology, engineering, and mathematics (STEM) disciplines provide critical talent that fuels America's competitive ability. Unfortunately, the United States is not producing enough STEM specialists, STEM teachers, or STEM-literate citizens to sufficiently drive innovation, spur economic growth, and produce engaged, informed leaders and citizens. New strategies, tactics, and tools are necessary to address the complex STEM workforce demand. In particular, the nation needs new forms of collaboration among business and industry, higher education, and government to transform STEM higher education and boost the number of scientists, mathematicians, and engineers graduating from colleges and universities. The Business-Higher Education Forum (BHEF) has launched the STEM Higher Education and Workforce Project to address these challenges and align higher education with national and regional STEM workforce needs. This effort is predicated on a fundamental assumption that strong skills in the STEM fields will continue to be vital drivers of American innovation and competitiveness, and that it is therefore necessary to invest the nation's workforce with those skills, both in the numbers and competencies necessary to fully meet the demands of the 21st century. (Contains 3 figures and 8 endnotes.)
Meeting the STEM Workforce Demand: Accelerating Math Learning among Students Interested in STEM. BHEF Research Brief
Author: Business-Higher Education Forum
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: American Indians,High School Students,Minority Group Students,Mathematics Education,Mathematics Achievement,Student Diversity,Career Development,Student Interests,Science Careers,STEM Education,Labor Force Development,Educational Policy,College Readiness,Educational Needs,Labor Needs,African American Students,Hispanic American Students,Asian American Students,White Students

Efforts by federal and state governments to increase the STEM (science, technology, engineering and mathematics) workforce in support of innovation and competitiveness are frustrated by a shortage of adequately prepared and interested students. Less than half of 12th graders meet the math proficiency benchmark that indicates college readiness. Further, only 17 percent of 12th graders are math proficient and interested in STEM careers. African American, Hispanic, and Native American students are substantially underrepresented within this group, with less than 6 percent of all African American 12th graders interested in STEM careers and college ready in math. Notably, the group of students interested in a STEM career but not math proficient is nearly as large as the proficient and interested group. These students represent an untapped pool of talent that might be marshaled to address the country's workforce needs. In particular, over half of the students in this group are within 4 points of the math benchmark score that would allow them to enter college-level STEM coursework without requiring remediation. This migration into STEM education could have a significant impact on diversity. Analysis indicates that: (1) Many students are interested in STEM but not math proficient; (2) Many STEM-interested, but not math proficient students, are within reach of the benchmark; and (3) Systematically improving math proficiency would significantly improve diversity in STEM education and the workforce. STEM-interested, but not math proficient students represent some of the low-hanging fruit of the STEM education pipeline. In particular, using new learning tools to accelerate math achievement during the latter part of high school could move considerable numbers of students into STEM education and the STEM workforce, increasing the diversity of both. (Contains 2 figures and 2 endnotes.)
A Review of Global Learning & Observations to Benefit the Environment (GLOBE)
Author: Executive Office of the President
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Science Education,Elementary Secondary Education,Hands on Science,Investigations,Global Approach,Scientists,Partnerships in Education,Environmental Education,Earth Science,Program Evaluation,Sustainability

The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide, hands-on, primary and secondary school-based science and education program. GLOBE supports students, teachers, and scientists in collaborations using inquiry-based investigations of the environment and the earth system. GLOBE currently works in close partnership with the National Aeronautics and Space Administration (NASA), National Oceanic and Atmospheric Administration (NOAA), and National Science Foundation (NSF) in studies and research about the dynamics of Earth's environment. The conference report for the Consolidated Appropriations Act, 2010, which includes funds for GLOBE in the NOAA and NASA appropriations, directed the Office of Science and Technology Policy (OSTP) to conduct a review of the GLOBE program. The conference report specified that the review include recommendations on ways to improve the program's viability, and that it examine the merits of transitioning GLOBE program responsibility from NASA to NOAA. This report includes a history of GLOBE, a summary of the national and international reaches of GLOBE, a summary of the current program plan and program management, and OSTP recommendations related to the viability of the program. (Contains 3 figures and 1 footnote.)