ethanporcaro/eric-fulltext-meta huggingface dataset:
Statistical Power Analysis in Education Research. NCSER 2010-3006
Author: Hedges, Larry V.
Date: 2010-04-00
Type: Guides - General
Subjects: Research Design,Field Studies,Computers,Effect Size,Correlation,Sampling,Computer Software,Multivariate Analysis,Statistical Analysis,Educational Research

This paper provides a guide to calculating statistical power for the complex multilevel designs that are used in most field studies in education research. For multilevel evaluation studies in the field of education, it is important to account for the impact of clustering on the standard errors of estimates of treatment effects. Using ideas from survey research, the paper explains how sample design induces random variation in the quantities observed in a randomized experiment, and how this random variation relates to statistical power. The manner in which statistical power depends upon the values of intraclass correlations, sample sizes at the various levels, the standardized average treatment effect (effect size), the multiple correlation between covariates and the outcome at different levels, and the heterogeneity of treatment effects across sampling units is illustrated. Both hierarchical and randomized block designs are considered. The paper demonstrates that statistical power in complex designs involving clustered sampling can be computed simply from standard power tables using the idea of operational effect sizes: effect sizes multiplied by a design effect that depends on features of the complex experimental design. These concepts are applied to provide methods for computing power for each of the research designs most frequently used in education research. Appendices include: (1) Design Effects in Two- or Three-Level Hierarchical Designs With and Without Covariates; (2) Design Effects in Two- or Three-Level Randomized-Block Designs With and Without Covariates; (3) Computing Power in Three-Level Randomized-Block Designs; (4) Multilevel Models Defining Tests for Treatment Effects; and (5) Glossary of Terms. (Contains 5 footnotes and 2 tables.)
Developing High-Potential Youth Program: A Return on Investment Study for U.S. Programs
Author: Millett, Catherine M.
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Youth Programs,Outcomes of Education,Corporate Support,College Preparation,Colleges,Selective Admission,Educational Benefits,Grants,Access to Education,Student Characteristics,Participant Characteristics,Disproportionate Representation,College Admission,Employment,Program Attitudes,Student Costs,Profiles,College Applicants,Enrollment

When The Goldman Sachs Foundation (GSF) made its first strategic social investment decision in 1999, it took note of one of Goldman Sachs' core corporate values: People are its greatest asset. The program's objective was--and is--clear and simple: to increase the number of high-potential young adults from historically underrepresented backgrounds who earn admission to and succeed at selective colleges and universities. GSF realized an opportunity to plan and work with initiatives that support youth and inspire these young people. GSF had a Return on Investment (ROI) plan from its inception. This report provides the external evaluation of the return on the investment of GSF's resources in the United States. GSF's investment has also provided hope to and elevated the aspirations of the youth involved--returns that, despite being more difficult to measure, are visible. This report has eight sections. The first section of the report provides an overview of the importance of developing high-potential youth. Section two reviews GSF's grant-making approach. The third section profiles GSF-supported students and their accomplishments with comparisons to students from a national database. The fourth section provides an overview of the ROI research. In section five, the authors present their simulation of the ROI for the GSF programs. In section six, which presents a qualitative component for the work, four key stakeholders reflect on what these programs have achieved. Section seven profiles several of GSF's investments in similar programs in the United States and abroad, as well as a program that works with students in their college years. Section eight presents the authors' recommendations for next steps and their summary of what GSF has achieved in less than 10 years. Appendices include: (1) Estimating the Cost of Preparing a Student for Admission to a Leading U.S. College or University; (2) Developing High-Potential Youth Programs Profiles; (3) Application, Acceptance and Enrollment Rates by Programs; and (4) Analytical Caveats. (Contains 6 figures, 5 tables, and 15 footnotes.)
A History of NAEP Achievement Levels: Issues, Implementation, and Impact 1989-2009
Author: Bourque, Mary Lyn
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Achievement,National Competency Tests,Governing Boards,Grade 8,Grade 4,Grade 12,Educational History,Evaluation,Academic Achievement,Federal Legislation,Accountability,Models,Citizenship,Educational Improvement,School Administration,Administrators,Mathematics,Reading Achievement

A history of the achievement levels for the National Assessment of Educational Progress (NAEP) could be documented in different ways. A chronological history might be the obvious approach, but in the author's view, that could miss the most salient aspects of setting student performance standards on an assessment like NAEP. Further, new initiatives are fostered within a social and political context that is critical to understanding the initiative's development, direction, and destiny. Therefore, rather than following a strict chronology, the author has adopted an issues-based approach, describing first the contextual issues that surrounded NAEP during the beginnings of achievement levels in the late 1980s and early 1990s. The paper will then discuss the critical initial implementation decisions made by the National Assessment Governing Board as it developed the student performance standards for NAEP. Then it will follow new implementation issues into the first decade of the 21st century; finally, it will discuss the broad impact of the achievement levels on American education. (Contains 5 figures, 2 tables, and 24 endnotes.) [This paper was commissioned for the 20th Anniversary of the National Assessment Governing Board, 1988-2008.]
California at a Crossroads: Crisis &amp; Opportunity. EdSource's 33rd Annual Forum on California Education. Forum Report
Author: EdSource
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Educational Finance,Public Schools,Community Colleges,Superintendents,Budgeting,Retrenchment,Enrollment,Higher Education,Elementary Secondary Education,Intervention,Charter Schools,Voting,Merit Pay,Financial Support,Academic Achievement

The 2010 EdSource Forum, held on March 19 in Santa Clara, focused on the obstacles and opportunities in the road ahead for public schools and community colleges. The Forum included four sessions. Two are covered in this report: (1) A sobering discussion of California's fiscal crisis by Legislative Analyst Mac Taylor; and (2) A lively Q&amp;A session with candidates Larry Aceves and Tom Torlakson, who are running for state superintendent of public instruction. The remaining session described the findings of EdSource's research study--&quot;Gaining Ground in the Middle Grades: Why Some Schools Do Better.&quot; It was presented by Trish Williams, study project director and EdSource executive director, and Michael Kirst, principal investigator and Stanford University emeritus professor of education. (Contains 1 figure.)
Special Report on the Transfer Admission Process
Author: National Association for College Admission Counseling
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: College Admission,College Transfer Students,Transfer Students,College Freshmen,Colleges,Higher Education,Surveys,Transfer Rates (College),Partnerships in Education

Each Spring, much media attention is focused on the college admission process for first-year students, with particular emphasis on acceptance rates and factors that colleges consider when choosing among applicants. However, less attention is focused on the transfer admission process, which affects approximately one-third of students beginning at either a four- or two-year institution during the course of their postsecondary careers. In the Fall of 2006, NACAC included a supplement on its annual Admission Trends survey to learn more about how colleges evaluate candidates in the transfer admission process, as well as acceptance and yield rates for transfer applicants. These survey data, which were collected in partnership with a dissertation project at Michigan State University, provide a baseline snapshot of the transfer admission process. These baseline data will inform NACAC's future research to monitor trends in transfer admission. (Contains 8 footnotes and 6 tables.)
An Exploratory Study of Factors Influencing the Development of STEM Graduate Students' Teaching Skills
Author: Gilmore, Joanna
Date: 2010-03-24
Type: Reports - Research
Subjects: Science Education,Technology Education,Engineering Education,Mathematics Education,Graduate Students,Teaching Assistants,Inquiry,Active Learning,Teaching Skills,Learner Engagement,Skill Development,Mentors,Peer Relationship,Teaching Experience

Graduate students in the sciences, technology, engineering, and mathematics (STEM) fields, represent an important link in current reforms emphasizing inquiry-based learning and teaching, as they represent the future of the STEM professoriate. Although graduate students commonly hold teaching assistantships, they rarely receive training on how to teach (Prieto &amp; Meyers, 1999) and even less frequently on inquiry-based teaching methods. Thus this study explored the factors that facilitate the development of inquiry-based teaching skills among 17 STEM graduate students. Graduate students who made gains in inquiry-based teaching skills across an academic year were more likely to regularly discuss their teaching with their mentors, graduate student peers, or practicing K-12 teachers. Graduate students who showed gains in inquiry-related teaching skills also emphasized the importance of having their students' develop their own research questions and engage in critical thinking when unexpected results arise during experimentation. (Contains 1 footnote.)
Using the LASSI to Predict First Year College Achievement: Is a Gender-Specific Approach Necessary?
Author: Bender, David S.
Date: 2010-00-00
Type: Reports - Research
Subjects: Grade Point Average,Measures (Individuals),College Entrance Examinations,Scores,College Freshmen,Study Habits,Student Motivation,Academic Achievement,Gender Differences,Prediction,At Risk Students

LASSI responses were combined with SAT and GPA information from 342 first year college students to examine relationships between study habits, motivation, gender and achievement. Gender pervasively influenced the results. Despite lower SAT scores, females attained higher first year college GPAs. LASSI [Learning and Study Skills Inventory] responses differed by gender with females scoring higher on five sub-scales. Male students were disproportionately represented in the lowest quartile group for three LASSI sub-scales. Predictors of first year GPA also differed by gender, explaining 27% and 19% variance for female and male students respectively. Overall, students scoring in the lowest quartile on Time Management or Attitude earned GPAs which were significantly poorer than their peers' GPAs. SATs correlated with LASSI subscales but with gender differences. Results point to the use of LASSI sub-scale scores and a gender-specific approach to identify students at risk of academic failure. (Contains 8 tables.)
What's the Problem with a "Rigorous Academic Curriculum"?
Author: Wraga, William G.
Date: 2010-03-29
Type: Opinion Papers
Subjects: Curriculum,Difficulty Level,Educational Change,Problems,Criticism,Definitions,Learning Theories,Status

This analysis identifies six problems with the the popular terms  "rigorous academic curriculum" and "academic rigor": they bear multiple meanings, they contain negative connotations, they are survivals from the discredited learning theory called mental discipline, they have more to do with status than substance, they refer to an over-narrow conception of curriculum, and they are imprecise--that is, by definition, the term "rigorous academic curriculum" is not an academically rigorous term. The paper concludes with a proposal to set new terms for students' school experiences, namely, a call for a "vigorous educative curriculum."
Why We Lead: Reflections of Female Student Government Presidents
Author: Miles, Jennifer M.
Date: 2010-04-00
Type: Reports - Research
Subjects: Females,College Students,Student Government,Student Leadership,Presidents,Student Experience,Interviews

Student involvement is encouraged at contemporary colleges and universities. Involvement in student organizations can assist with academic and social integration, as well as retention. One way for students to become involved is through student government associations. As student government members, students participate in the governance process at their institutions. They make decisions that affect their fellow students, and collaborate with faculty, staff, administrators, students, and community members. The purpose of this qualitative study was to describe the experiences of female student leaders at colleges and universities. Five female presidents of student government associations were interviewed. The colleges and universities were located in the Midwestern region of the United States. The results revealed the benefits and challenges associated with serving as student government president, including how the experience has affected the students personally and professionally.
Motivating Students to Write through the Use of Children's Literature
Author: Daly, Laura
Date: 2010-05-00
Type: Dissertations/Theses
Subjects: Childrens Literature,Student Motivation,Writing (Composition),Intervention,Writing Instruction,Teaching Methods,Kindergarten,Grade 3,Elementary School Students,English (Second Language),Second Language Learning,Self Esteem,Student Journals,Writing Assignments,Sharing Behavior,Student Behavior,Check Lists,Student Surveys,Action Research

This action research project involved the implementation of a program designed to improve student motivation to write through the use of children's literature. The targeted populations were students in one kindergarten class and one third grade ELL [English Language Learners] class in two elementary schools. Both schools were located in a mid-western community. The problem of lack of student motivation to write was documented through teacher observation checklists, student surveys and student writing samples. Analysis of probable cause data revealed students' poor self-confidence in writing, perceived lack of purpose for writing and little social context to share student work as contributing to poor motivation to write. After reviewing professional literature and evaluating the classroom writing tasks, the teacher researchers developed a list of possible solutions: utilizing children's literature to provide background knowledge and meaning to writing assignments, building self-confidence through journaling, and providing opportunities for students to share their with peers. The teacher-researchers designed a series of lesson plans to foster a motivation to write. Overall, presenting students with children's literature, as a way to create meaningful writing assignments and providing opportunities to share, fostered student motivation to write. The conclusion of this intervention resulted in students who gained confidence in their ideas and beliefs through the sharing of meaningful writing. However, although students gained confidence in writing the quality of their writing was dependent on their academic ability. Five appendixes are included: (1) Student Pre Intervention Survey; (2) Teacher Observation Checklist; (3) Reading Response Journal (Site A); (4) Reading Response Journal (Site B); and (5) Student Post Intervention Survey. (Contains 8 tables.)
Educational Technology in U.S. Public Schools: Fall 2008. First Look. NCES 2010-034
Author: Gray, Lucinda
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Secondary Schools,Public Schools,Access to Information,Teacher Surveys,Computer Software,Computers,Information Technology,Educational Technology,Internet,Elementary Schools,School Surveys,Computer Uses in Education,Questionnaires,Full Time Equivalency,Technology Integration,Error of Measurement,Response Rates (Questionnaires),Mathematical Concepts,Technology Uses in Education,Data Collection

This report provides national data on the availability and use of educational technology in public elementary and secondary schools during fall 2008. The data are the results of a national school-level survey that is one of a set that includes district, school, and teacher surveys on educational technology. Every year between 1994 and 2005 (with the exception of 2004), the Office of Educational Technology (OET) in the U.S. Department of Education asked the National Center for Education Statistics (NCES) to conduct a survey of public schools to track access to information technology in schools and classrooms. NCES used its Fast Response Survey System (FRSS) to conduct these surveys. For fall 2008, this OET-sponsored technology study was redesigned and expanded to incorporate surveys at the district, school, and teacher levels. These three surveys provide complementary information and together cover a broader range of topics than would be possible with one survey alone. Prior to 2008, the surveys focused on computer and Internet access and use, as well as procedures to prevent student access to inappropriate material on the Internet and teacher professional development on technology use. The set of 2008 surveys collected data on availability and use for a range of educational technology resources, such as district and school networks, computers, devices that enhance the capabilities of computers for instruction, and computer software. They also collected information on leadership and staff support for educational technology within districts and schools. Appendices include: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 22 tables and 10 footnotes.)
National Assessment Governing Board and Voluntary National Tests: A Tale of Tribulations without Trials
Author: Guerra, Michael
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Governance,National Competency Tests,Governing Boards,Educational Policy,Evaluation,Pilot Projects,Field Tests,Federal Legislation,Academic Standards,Grade 4,Reading Achievement,Grade 8,Mathematics Achievement,Academic Achievement,Federal Government,Presidents,Education,Public Agencies

As the National Assessment Governing Board marks its 20th anniversary, it looks back at its stewardship of the National Assessment of Educational Progress (NAEP) with understandable pride. NAEP existed for 20 years before the Board was established to provide an independent governance structure for the assessment. During its first two decades, NAEP tested only national and regional samples of students. Its reports were generally considered technically excellent. But while they may have been groundbreaking in the assessment field, they were little noticed and played virtually no role in shaping educational policy or practice. NAEP received little political heat in exchange for casting modest educational light--a tacit trade making NAEP non-controversial and inconsequential. For the past 20 years, the Board has been second-guessed often, but never criticized for politically motivated decisions. The Governing Board's political purity explains why the Board was eventually given the job of developing the Voluntary National Tests (VNT). This paper takes a look at the history of the National Assessment Governing Board and the Voluntary National Tests. Appendices include: (1) Archived Information for Voluntary National Tests; (2) Sec. 447. Prohibition on Federally Sponsored Testing; and (3) Tables about Draft Scenarios for the Proposed Voluntary National Test and (4) Implementation and Other Issues.
Testing the Efficacy of &quot;INSIGHTS&quot; on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades
Author: McClowry, Sandra Graham
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Behavior,Classroom Techniques,Competence,Elementary School Students,Comparative Analysis,Urban Schools,Program Effectiveness,Attention Control,Grade 1,Grade 2,Parents,Elementary School Teachers,Males,Aggression,Prevention,Reading Aloud to Others,Behavior Problems,Intervention,Personality,Gender Differences

A prevention trial tested the efficacy of &quot;INSIGHTS into Children's Temperament&quot; as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in &quot;INSIGHTS,&quot;  compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in &quot;INSIGHTS,&quot; compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent. (Contains 5 tables.)
Academic Competitions Serve the U.S. National Interests
Author: Campbell, James Reed
Date: 2010-00-00
Type: Reports - Research
Subjects: Academically Gifted,Competition,Academic Achievement,Talent Identification,Talent Development,Comparative Education,Comparative Testing,Career Development,Productivity,Questionnaires,Parent Attitudes,Student Attitudes,Achievement Tests,Graduate Surveys

Competitions are used by many teachers at the grass roots level to develop the talents of their gifted students. Each year the top Math, Chemistry, and Physics Olympiad students are identified and assembled into national teams that compete against teams from around the world. This article summarizes findings from the American Olympiad study. Our investigators analyzed data from 345 adult Olympians and found that 52% earned doctorates, and these individuals pursued careers in technical areas that benefit the nation. So far these Olympians have published 8,629 publications, and many of the Olympians have assumed positions in universities or research institutions that contribute to the productivity of the United States. Their success supports competitions as a viable alternative for developing the talents of the gifted. (Contains 1 figure and 6 tables.)