ethanporcaro/eric-fulltext-meta huggingface dataset:
Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. Policy Brief
Author: Garland, Marshall
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Advanced Courses,STEM Education,Public Schools,High School Students,Racial Differences,Academic Persistence,Mathematics Achievement,Social Differences

Although the percentage of high school students in advanced STEM courses has risen steadily in the past two decades throughout the United States, disparities persist across student subgroups, such as racial/ethnic groups (Aud et al., 2013; Laird, Alt, &amp; Wu, 2009; Texas Education Agency, 2011). Racial/ethnic minority student enrollment in advanced STEM courses in high school continues to lag behind nonminority enrollment, both nationally and in Texas. This study examined advanced STEM course offerings in all regular-instruction public high schools in Texas, including charter schools that served students at any time from 2007/08 to 2013/14. The study also examined advanced STEM course completion among all students continuously enrolled in public high schools for four years (or five years in public schools when a math performance measure from grade 8 is included) for four cohorts of students in grades 9-12 between the 2007/08 and 2013/14 school years. Results are reported on average across the state in the full public report and are summarized in this brief. [For the full report, &quot;Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. REL 2018-276,&quot; see ED576983.]
Disability, Special Education Setting, and Students&apos; Outcome. Policy Brief
Author: Verma, Anjali P.
Date: 2021-08-00
Type: Reports - Research
Subjects: Students with Disabilities,Special Education,Outcomes of Education,Educational Finance,Educational Environment,Inclusion,Regular and Special Education Relationship,Elementary Secondary Education

The Inclusion of Children with Disabilities Act (IDEA) act requires that to the maximum extent possible, children with disabilities should be taught alongside the regular students. In line with the IDEA, advocates of inclusion argue that disabled students incorporated in a normal academic environment display improved academic achievement among the disability students (Cole, Waldron, &amp; Majd, 2004; Cole &amp; Meyer, 1991; Fisher &amp; Meyer, 2002). Inclusion of students with disabilities into regular classrooms can also help in changing the attitudes of the regular students towards disabled children (Siperstein, Norins, &amp; Mohler, 2007). This can be a crucial factor in the performance of disabled students as there is a significant role of social acceptance and participation in their development, aspirations as well as confidence (Ouellette-Kuntz, Burge, Brown, &amp; Arsenault, 2010; Scior, 2011). However, proponents of the separate instructional setting for special education students believe that students with disabilities are more successful if taught in separate, individualized settings with requirement-based instructions at a conducive pace. One of the main reasons for the lack of good causal evidence on this topic is that the movement of students into or out of a special education setting is not random. Students who are eligible for special education are in many unobserved ways inherently different from the students who are not. Hence, one cannot directly compare students in special education to students who are not in special education. It will be equally misleading to compare the students before and after they move into/out of special education as changes in their status is endogenous to changes in the ability/need of the individual. This project overcomes these challenges and estimates the role of special education in affecting a student's outcomes. To establish causality and eliminate the stated endogeneity issue, the analysis uses a plausibly exogenous policy change that induced variation across the school districts in Texas in their incentives to categorize or enroll a marginal student (those with less severe disability conditions) under special education.
Examining the Variation in the Student Debt-to-Income Ratio. Policy Brief
Author: Baker, Dominique
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Undergraduate Students,Paying for College,Student Loan Programs,Debt (Financial),College Graduates,Income,Computation,Student Characteristics,Bachelors Degrees,STEM Education,Business Administration Education,Gender Differences,Racial Differences,Public Colleges,Private Colleges

Texas's higher education plan, 60x30TX, calls for undergraduate student loan debt to not exceed 60 percent of first-year wages for graduates of Texas public institutions by 2030 (earning a certificate, associate's, or bachelor's). The Texas Higher Education Coordinating Board (THECB) calculates the total undergraduate debt of a graduate as all student and parent loans borrowed up to 15 years before the student earned her credential. Analysts at THECB then calculate the debt-to-income ratio for each graduate as the total undergraduate debt divided by the first-year earnings. The median for all graduates attending public institutions is then calculated, and this is the primary estimate used to assess if the state is reaching its goals. Due to the statewide concerns with college affordability, for this analysis, the author expands the sample of institutions to include both public and private not-for-profit institutions. The author only looks at students earning bachelor's degrees, in order to create comparable cohorts with a similar maximum time-to-degree (six years, following federal and state guidelines). The analysis examined bachelor's degree earners from five cohorts of students who began at public or private not-for-profit colleges, starting with graduates from the 2007-08 academic year.
The Role of States in Supporting Data Modernization and Interoperability Throughout the Education Ecosystem. State Leadership for Data Modernization
Author: State Educational Technology Directors Association (SETDA)
Date: 2021-07-00
Type: Reports - Research
Subjects: Data,Information Security,Student Records,Learning Analytics,Educational Benefits,Lesson Plans,Student Evaluation,Superintendents,Decision Making,Data Collection,Data Use,Equal Education,Educational Practices,Privacy,Transcripts (Written Records),Electronic Publishing,Credentials,Information Dissemination

Data modernization and security practices allow educational leaders to provide accurate, secure, and timely data that can be securely exchanged, shared, and connected in order to provide instant understanding of school performance, student attendance, academic performance, or funding from multiple sources. This matters because: (1) Data modernization saves time and provides insights for a teacher who can access student-level data to be used for lesson planning or assessment; (2) Data modernization empowers a superintendent who can visualize trustworthy building-level data to support long-term and short-term decision making for a district; and (3) Comprehensive data that is efficiently and effectively captured can be used by state leaders to support, advocate, and ensure historically underserved student populations--Black, Indigenous, and students of color, emergent bilingual, students with disabilities, and students experiencing poverty--have equitable educational access and opportunities. This brief shares promising practices from North Dakota and Wisconsin.
Learning Acceleration for All: Planning for the Next Three to Five Years
Author: TNTP
Date: 2021-06-00
Type: Guides - Non-Classroom
Subjects: Acceleration (Education),Educational Change,COVID-19,Pandemics,Educational Planning,Strategic Planning,Educational Objectives,Instructional Materials,Federal Aid,Elementary Secondary Education,Organizational Development,Program Implementation

With more students returning to in-person instruction, school systems can begin to shift their focus from surviving the crisis to helping students recover. Above all else, that means accelerating students back to grade level--not by rushing through the curriculum, but by using proven strategies that help students engage with the most critical work of their grade as quickly as possible. This guide is designed to help system leaders create a plan to do just that--starting with the critical decisions this summer that will shape what's possible for students and schools over the next several years. We offer recommendations not just on goals and instructional materials, but on the authentic community engagement, change management, and organizational development that are critical to any plan's long-term success. We also highlight the most effective ways leaders can use one-time federal resources from the Elementary and Secondary School Emergency Relief Fund (ESSER) to support their learning acceleration plans--and avoid spending those resources on initiatives less likely to create meaningfully better experiences for students.
Elementary and Secondary STEM Education. Science &amp; Engineering Indicators 2022. NSB-2021-1
Author: Rotermund, Susan
Date: 2021-07-08
Type: Numerical/Quantitative Data
Subjects: Elementary Education,Secondary Education,STEM Education,Educational Indicators,Mathematics Achievement,Grade 4,Grade 8,Computer Science Education,Comparative Education,Foreign Countries,Mathematics Teachers,Science Teachers,Teacher Qualifications,Educational Trends,COVID-19,Pandemics,Technology Uses in Education,Postsecondary Education,Advanced Placement,Dual Enrollment,Electronic Learning,Distance Education

Elementary and secondary science, technology, engineering, and mathematics (STEM) education is the foundation for students' entry into postsecondary STEM majors as well as a wide variety of STEM occupations. Proficiency in STEM fields is vital to economic growth and international competitiveness and important for all citizens in an increasingly technology-driven society. A skilled and diverse STEM workforce is essential for the United States to remain preeminent in science and engineering (S&amp;E) and continue to be at the forefront of innovation. Improving K-12 STEM education and nurturing the talents of all Americans--including women and underrepresented minorities in STEM--is key to maintaining U.S. competitiveness and strengthening and diversifying its STEM workforce. An increasingly complex technological society and such events as the COVID-19 pandemic underscore the important role that K-12 STEM education has to play in building public understanding of science and creating a scientifically literate citizenry. This report provides the most recent available indicators of the state of U.S. K-12 STEM education. It presents data about student performance in mathematics in fourth and eighth grades; computer science performance in eighth grade; U.S. mathematics, science, and computer science performance compared with that of other nations; U.S. mathematics and science teachers' qualifications and how they compare internationally; and high school students' preparation for postsecondary education and the workforce. [SRI International, Center for Innovation Strategy and Policy, assisted with report preparation.]
Academic Research and Development. Science &amp; Engineering Indicators 2020. NSB-2020-2
Author: Trapani, Josh
Date: 2020-01-15
Type: Numerical/Quantitative Data
Subjects: Research and Development,Educational Research,Trend Analysis,Financial Support,Federal Aid,Higher Education,Research and Development Centers,Institutional Characteristics,Expenditures,Intellectual Disciplines,Equipment

This report examines R&amp;D performed by U.S. higher education institutions. It discusses funding by source and S&amp;E field for R&amp;D activities and equipment and provides information on research space. Academic R&amp;D has grown every year since 1975 and remains focused on basic research. Most of it is performed by a small percentage of U.S. higher education institutions. The federal government funds over half of academic R&amp;D, although institutional support represents an increasing share. Growth in research space has largely been in biological and biomedical sciences, while equipment expenditures are similar to those a decade ago. [SRI International, Center for Innovation Strategy and Policy, assisted with report preparation. Additional context on the subjects covered in this report is available in other &quot;Indicators 2020&quot; reports: &quot;Research and Development: U.S. Trends and International Comparisons. Science and Engineering Indicators 2020. NSB-2020-3&quot; (ED615506); &quot;Higher Education in Science and Engineering. Science &amp; Engineering Indicators 2020. NSB-2019-7&quot; (ED599398); and &quot;Science and Engineering Labor Force. Science and Engineering Indicators 2020. NSB-2019-8&quot; (ED615505).]
Academic Research and Development. Science &amp; Engineering Indicators 2022. NSB-2021-3
Author: Trapani, Josh
Date: 2021-09-14
Type: Numerical/Quantitative Data
Subjects: Research and Development,Educational Research,Trend Analysis,Financial Support,Federal Aid,Higher Education,Research and Development Centers,Institutional Characteristics,Expenditures,Intellectual Disciplines,Equipment,Graduate Students,Student Financial Aid

This report examines R&amp;D performed by U.S. higher education institutions. It discusses funding by source and S&amp;E field for R&amp;D activities and equipment and provides information on research space. It benchmarks the United States against other nations, and it looks at how academic R&amp;D investments relate to investments in education and training of students and postdoctoral researchers. Academic R&amp;D remains focused on basic research. Most of it is performed by a small percentage of U.S. higher education institutions. The federal government funds over half of academic R&amp;D, although institutional support represents an increasing share. [SRI International, Center for Innovation Strategy and Policy, assisted with report preparation. For &quot;Academic Research and Development. Science &amp; Engineering Indicators 2020. NSB-2020-2,&quot; see ED615447.]
Mathematics Pathways in Texas: Texas OnCourse Research Network. Policy Brief
Author: Hanselman, Paul
Date: 2017-08-00
Type: Reports - Research
Subjects: Mathematics Education,Educational Research,Secondary School Mathematics,Mathematics Achievement,Outcomes of Education,High School Students,Social Differences,Enrollment

Mathematics success in high school is critically important for individual students and for the state. It provides skills and post-secondary opportunities that support a robust workforce. Designing and evaluating policies to improve ultimate mathematics outcomes requires first understanding the ways that students arrive at their destination. The sequential design of most mathematics courses shape how students can advance during school, leading to specific pathways through mathematics curricula. The shape of these pathways create critical moments of opportunity and lasting consequences. As the state shifts from a &quot;one size fits all&quot; model of high school curricula, it is important to isolate critical junctures students will face as they proceed through school. This brief maps students' progress through mathematics courses in the state, highlighting particularly consequential moments of transition. It asks: (1) Where are the key branching points as students progress through coursework in mathematics?; (2) At what branching points are social background disparities most pronounced?; and (3) How are divergent course branches related to the transition to post-secondary school?
Non-Native Peers in School: What Is the Short- and Long-Term Effect of Immigrant Children? Policy Brief
Author: Park, Jiwon
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Immigrants,Peer Relationship,Outcomes of Education,Academic Achievement,Grade 9,Secondary School Students,Educational Attainment,English Language Learners,Influences

This paper focuses on the role of non-native peers in classrooms. What is the impact of classroom composition on short- and long-term academic outcomes of native students? This study takes multiple approaches to estimate the causal impact of non-native students in Grade 9 on students' test scores and college attainment. The author finds that while the number of non-native or English Language Learner (ELL) students in 9th grade has a small negative short-term impact on reading and math scores, the effect on high school completion or college enrollment is minimal. The long-term effects of the presence of a non-native student are a very interesting question but still understudied. There are two questions relevant to this long-term effect: (1) First, if a native-born student was exposed to non-native students in her early life (in primary school), does it affect her later academic careers such as high school or college completion?; and (2) Second, if non-native students acquire sufficient language skills and knowledge of the American system, do they still have a positive or negative effect on native students?
Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School. REL 2022-123
Author: Snipes, Jason
Date: 2021-10-00
Type: Reports - Research
Subjects: Elementary School Students,Middle School Students,Grade 5,Grade 6,Cognitive Structures,Student Behavior,Academic Achievement,Fear,Grade Point Average,Probability,Racial Differences,Gender Differences,English Language Learners

Middle school is an important crossroad in a student's academic journey. As students enter middle school, their academic achievement and engagement frequently declines. This is true particularly for Black and Latinx students. Poor middle school grades are often a harbinger of poor performance in high school and beyond. In particular, having a grade point average (GPA) below 2.0 is a strong signal of continuing negative academic outcomes. Previous research has found that academic outcomes around the transition to middle school are related to, and might even be driven by, academic mindsets, including growth mindsets (such as beliefs about the malleability of academic ability and the payoff to effort) and performance avoidance (fears of failure and the desire to avoid academic effort), and resulting academic behaviors (such as completing homework). This study examined the relationship between 2016/17 grade 5 student responses to a Clark County School District (Nevada) survey on levels of academic mindsets and behaviors and the predicted probability of earning a low GPA (below 2.0) at the end of the first semester of grade 6 (the first year of middle school) in 2017/18. Grade 5 students who reported high levels of growth mindset and academic behavior and low levels of performance avoidance had a lower predicted probability of having a GPA below 2.0 in the first semester of grade 6. Once student scores on grade 5 state standardized math and English language arts achievement exams were accounted for, levels of academic mindsets and behaviors among grade 5 students with scores at or above the district median did not predict meaningful differences in the probability of having a GPA below 2.0 in the first semester of grade 6. However, among grade 5 students with prior academic achievement below the district median, students who reported high levels of growth mindset and academic behaviors and low levels of performance avoidance had a lower predicted probability of having a GPA below 2.0 in the first semester of grade 6, even after differences in individual grade 5 prior academic achievement were accounted for. These patterns were essentially the same for all racial/ethnic groups as well as for both English learner students and non-English learner students. [For the appendixes, see ED615454. For the Study Snapshot, see ED615455.]
Planting Seeds in Fertile Soil: Assessing Teacher Employment Environments in Texas. Policy Brief
Author: Van Overschelde, James P.
Date: 2017-12-00
Type: Reports - Research
Subjects: Teaching Conditions,Teacher Surveys,Validity,Reliability,Teacher Persistence

Teaching does not happen in a vacuum. Teachers teach and students learn within a school. The environment within that school can be either conducive to teaching &quot;and&quot; learning or detrimental to both. The school's teaching and learning environment includes, for example, the instructional expertise and leadership available to teachers, the professional and educational supports provided by the school's leadership, the amount of time and types of resources available for teaching and learning, and the social/professional relationships created among other teachers, principals, students, and parents. Despite the extensive body of evidence, state, federal, and national educator preparation program (EPP) accreditation policies attribute the persistence of new teachers almost exclusively to the EPP and ignore the impacts of the employment environment. The purpose of this study is to conduct validity and reliability analyses of the Texas Teaching, Empowering, Leading, and Learning (TELL) employment environment survey to determine how best to summarize teachers' responses. The authors also sought to determine which TELL factors predict a teacher's intention to stay at or leave their current school. Finally, they suggest ways the TELL results can be used by EPPs, new teachers, principals, superintendents, researchers, and policy analysts to use the data to inform decision-making.
Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School. Appendixes. REL 2022-123
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-10-00
Type: Reports - Research
Subjects: Elementary School Students,Middle School Students,Grade 5,Grade 6,Cognitive Structures,Student Behavior,Academic Achievement,Fear,Grade Point Average,Probability,Racial Differences,Gender Differences,English Language Learners

The &quot;Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School&quot; study examined the relationship between 2016/17 grade 5 student responses to a Clark County School District (Nevada) survey on levels of academic mindsets and behaviors and the predicted probability of earning a low GPA (below 2.0) at the end of the first semester of grade 6 (the first year of middle school) in 2017/18. Students often experience a decline in academic achievement as they transition to middle school. Academic mindsets, such as a belief in the malleability of ability (growth mindset) or a reluctance to engage academically because of embarrassment or a fear of failure (performance avoidance), can support or undermine student success during this transition. Mindsets affect academic outcomes through their effect on academic behaviors, such as completing homework and participating in class. This document presents the following four appendixes that accompany the study: (1) Survey measures; (2) Detailed results; (3) Missing data; and (4) Subgroup analysis. [For the full report, see ED615451. For the Study Snapshot, see ED615455.]