ethanporcaro/eric-fulltext-meta huggingface dataset:
An RCT of a CBT Intervention for Emerging Adults with ADHD Attending College: Functional Outcomes
Author: Eddy, Laura D.
Date: 2021-00-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Cognitive Restructuring,Behavior Modification,Outcomes of Treatment,Intervention,College Students,Attention Deficit Hyperactivity Disorder,Time Management,Daily Living Skills,Well Being,Interpersonal Competence,Academic Achievement,Grade Point Average,College Credits,Study Skills,Student Improvement

Objective: The current study reports functional outcomes from a multi-site randomized trial of a cognitive-behavioral treatment program for college students diagnosed with ADHD. Methods: A sample of emerging adults (N = 250; ages 18 to 30) currently attending college were comprehensively evaluated and diagnosed with ADHD (M age = 19.7; 66% female, 6.8% Latino, 66.3% Caucasian). Participants were randomized to either a two-semester intervention (Accessing Campus Connections and Empowering Student Success (ACCESS)) or a delayed treatment condition. Participants were assessed with measures of academic, daily life, and relationship functioning prior to treatment, at the end of the first semester, and after the second semester of treatment. Results: Multi-group latent growth curve models revealed moderate effect size improvements on self-report measures of study skills and strategies, as well as on self-report measures of time management, daily functioning, and overall well-being for participants in ACCESS. Importantly, treatment effects were maintained or increased in some cases from the end of the first semester to the end of the second semester. Improvements in self-reported interpersonal functioning were not significantly different across condition and neither condition demonstrated significant change over time in educational record outcomes (GPA and number of credits earned). Conclusions: ACCESS appears to promote improvements in self-reported general well-being and functioning, time management, and study skills and strategies. However, improvements in interpersonal relationships and objective academic outcomes such as GPA were not observed. Clinical implications and future directions for treating ADHD on university and college campuses are discussed. [This is the online version of an article published in &quot;Journal of Clinical Child &amp; Adolescent Psychology.&quot;]
Aiding Success: The Role of Federal and State Financial Aid in Supporting California Community College Students
Author: Campbell, Colleen
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Federal Aid,State Aid,Student Financial Aid,Community Colleges,Two Year College Students,Grants,Paying for College,Student Costs,Low Income Students,Student Loan Programs,Student Characteristics,Academic Achievement,Need Analysis (Student Financial Aid),Educational Policy,Public Policy,State Policy,Graduation Rate,Transfer Rates (College)

&quot;Aiding Success: The Role of Federal and State Financial Aid in Supporting California Community College Students&quot; documents the variation in student graduation and transfer rates by students' financial situation. The authors of &quot;Aiding Success&quot; analyzed detailed financial aid and student success data from the California Community College Chancellor's Office (CCCCO) system that underlie the Student Success Scorecard, an online consumer information tool. The data tracks 184,705 first-time students from the 2009-10 school year through 2014-15. The report includes federal, state, and college-level policy recommendations to better support community college students' abilities to persist and complete degrees or certificates, or to transfer to four-year institutions. [This report was written with Ellie Bruecker.]
Longitudinal Study of Georgia&apos;s Pre-K Program: Third Grade Report
Author: Soliday Hong, S.
Date: 2021-01-00
Type: Reports - Research
Subjects: Preschool Education,Primary Education,Grade 1,Grade 2,Grade 3,Kindergarten,Program Effectiveness,Outcomes of Education,Social Development,Academic Achievement,Teacher Student Relationship,English Language Learners,Spanish Speaking,Executive Function,Predictor Variables,Language Proficiency,Reading Skills,Mathematics Skills,Student Characteristics,Scores

The purpose of this study was to examine associations between attendance in Georgia's Pre-K Program and children's academic and social outcomes through third grade. This report includes a sub-study that incorporates a comparison group of children who did not attend any pre-k program. This report focuses on third grade outcomes, but it also includes pre-k to third grade outcomes collected during the 2013-2014 to 2017-2018 school years and a comparison sub-study of children who did not attend any pre-k. Study components include: (1) Standardized child assessments that measure skills across learning domains. By using standardized child assessments, children's scores can be compared to a nationally representative sample of children of the same age; (2) Observations of classroom quality over time that measure the quality of teacher-child interactions; (3) Inclusion of a subsample of dual language learners (English-Spanish); and (4) A comparison sample of children who did not attend any pre-k added in the third grade year. Children who attended Georgia's Pre-K Program had literacy skills that were moderately higher and executive function skills that were somewhat higher in the fall of third grade than children whose parents reported that the child did not attend any pre-k program (comparison group). These results are similar to the findings of the Longitudinal Study where children who attended Georgia's Pre-K had higher scores in foundational literacy skills relative to the national norming sample. Together, these results suggest that foundational literacy skills, which are a focus of pre-k, were not obtained by children in the comparison sample. [For the report summary, see ED611011.]
Longitudinal Study of Georgia&apos;s Pre-K Program: Third Grade Report Summary
Author: Soliday Hong, S.
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Preschool Education,Primary Education,Grade 1,Grade 2,Grade 3,Kindergarten,Program Effectiveness,Outcomes of Education,Social Development,Academic Achievement,Teacher Student Relationship,English Language Learners,Spanish Speaking,Executive Function,Predictor Variables,Language Proficiency,Reading Skills,Mathematics Skills,Student Characteristics,Scores

This report summarizes results from the Georgia's Pre-K Longitudinal Study Third-Grade Report. The study followed a representative sample of children (n=1,169) from their pre-k experience (2013-2014) through the third grade (2017-2018). Study components include: (1) Standardized child assessments that measure skills across learning domains. By using standardized child assessments, children's scores can be compared to a nationally representative sample of children of the same age; (2) Observations of classroom quality over time that measure the quality of teacher-child interactions; (3) Inclusion of a subsample of dual language learners (English-Spanish); and (4) A comparison sample of children who did not attend any pre-k added in the third-grade year. Children who attended Georgia's Pre-K Program had literacy skills that were moderately higher and executive function skills that were somewhat higher in the fall of third grade than children whose parents reported that the child did not attend any pre-k program (comparison group). These results are similar to the findings of the Longitudinal Study where children who attended Georgia's Pre-K had higher scores in foundational literacy skills relative to the national norming sample. Together, these results suggest that foundational literacy skills, which are a focus of pre-k, were not obtained by children in the comparison sample. The chart below shows where differences were statistically significant between the two groups and the size of those differences. [For the full report, see ED611010.]
Recognizing Diversity in Rural America: College Access Strategies in Rural Communities of Color
Author: Ratledge, Alyssa
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Rural Areas,Minority Groups,Access to Education,College Attendance,Equal Education,Inclusion

MDRC, Ascendium Education Group, and Rural Matters partnered to present a four-part audio series called &quot;Rural Higher Education: Challenges &amp; Opportunities,&quot; which aired on the Rural Matters podcast. This supplementary paper summarizes Part III of the series. This paper (and the podcast on which it is based) features the scholarship of three experts on issues facing rural communities of color: Noel Harmon of Asian &amp; Pacific Islander American Scholars (APIA), Ed Smith-Lewis of the United Negro College Fund (UNCF), and Deborah Santiago of Excelencia in Education. It offers some considerations for rural higher education professionals who are trying to improve college-going and college-graduation rates and to address equity and inclusion issues in their communities.
Entrepreneurship Education Comes of Age on Campus: The Challenges and Rewards of Bringing Entrepreneurship to Higher Education
Author: Ewing Marion Kauffman Foundation
Date: 2013-00-00
Type: Reports - Research
Subjects: Entrepreneurship,Business Administration Education,Higher Education,Interdisciplinary Approach,Educational Trends,Trend Analysis,Educational Development,Curriculum Development,Ecology,Educational Assessment

Entrepreneurship education--the teaching of skills and cultivation of talents that students need to start businesses, identify opportunities, manage risk, and innovate in the course of their careers--is now a staple of American higher education. As recently as the 1990s, that was far from true. Over the past decade or so, however, the university teaching of entrepreneurship has come of age. While changes in the economy and student interest and demand certainly played a part in the rise of entrepreneurship education on college campuses, schools also may have been inspired by the 2003 launch of the Kauffman Campuses Initiative (KCI). As part of a larger effort to encourage new, interdisciplinary, campuswide entrepreneurship programs at American colleges and universities, the Ewing Marion Kauffman Foundation (the Foundation) awarded grants to eight universities to make entrepreneurship education available across their campuses. In 2006, five more universities and five Northeast Ohio colleges were selected for the KCI program, for a total of eighteen universities. As the Kauffman Campus Initiative reaches its conclusion, the Foundation sees an opportunity to take a first cut at distilling the lessons learned from the widespread, but variegated, adoption of entrepreneurship education. As part of this effort, the views of academics and administrators at sixteen institutions were solicited with notable entrepreneurship education programs--some of them &quot;Kauffman Campuses,&quot; some not--to discuss common practices and challenges. In addition to gathering written submissions, a day was spent in four sessions of directed conversation about what is going well and not so well in their worlds. The themes, questions, and choices they discussed, plus the judgments and analysis of Foundation staff and others who were consulted along the way, are distilled here. This paper's methodology is deliberately qualitative. There is no effort to conduct a statistical census or a comprehensive survey of the field. The goal of this paper is simply to lay groundwork for a discussion of the state of entrepreneurship education as it leaves adolescence, so to speak, and enters its prime. The report seeks to clarify choices; to reflect on emerging norms and on successes and failures; to provide guidance for new entrants; and, above all, to spark a conversation about the next phase.
Do Promise Programs Reduce Student Loans? Evidence from Tennessee Promise
Author: Odle, Taylor K.
Date: 2021-00-00
Type: Reports - Research
Subjects: State Programs,Paying for College,Student Loan Programs,Student Financial Aid,State Aid,Federal Aid,Community Colleges,Grants

As college promise programs proliferate across the United States with noted intentions to promote access through increased affordability, it is necessary to understand the relationship between these programs and other forms of financial aid, including loans. Using federal, state, and program-level data, we leverage a natural experiment to estimate causal impacts of the nation's first statewide program (Tennessee Promise) on students' borrowing behaviors in a community college system. In the difference-in-differences framework, we find robust evidence to suggest Tennessee Promise reduced the percent of first-time, full-time students borrowing by 8-10 percentage points on average after implementation--an over 40% decline--and reduced the average community college cohort loan by $230-360 (nearly 32%). While consistent with prior work on grant aid, these findings are among the first to explore promise students' financial outcomes. We discuss these results in relation to Tennessee Promise's programmatic features and identify important implications for policy and research. [This paper will be published in &quot;The Journal of Higher Education.&quot;]
Perception of Institutional Quality as a Determining Factor in Academic Performance in Higher Middle School Students
Author: Lima-Vargas, A. E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Student Satisfaction,Student Motivation,Middle School Students,Adolescents,Academic Achievement,Correlation,Expectation,Gender Differences,Teacher Student Relationship,Student School Relationship,Educational Facilities,Administrator Effectiveness,Teacher Effectiveness,Empathy,Trust (Psychology),Foreign Countries

Higher middle education is within compulsory education in most Latin American countries. In Mexico, higher middle education presents the lowest indicator in relation to terminal efficiency, this is due to the low academic performance of students. Meeting student expectations have been found to have a direct influence on their academic performance. Other authors indicate that the measurement of satisfaction in education should be considered from a service perspective. The study aims to assess the impact of students' perception of quality towards their institution (teachers and administrators) on their academic performance and gender differences. This study was conducted using the SERVQUAL data collection tool, in upper middle-level students in Mexico. The findings suggest that the ability to convey confidence during teacher-student or institution-student interaction is the variable that most influences students' academic performance, followed by tangibility and empathy with significant variations in gender. These results will help higher middle-level educational institutions develop not only educational plans, but also more efficient administrative plans to improve academic performance.
The Impact of High School Mathematics and Science Course Graduation Requirements: School Structural, Academic, and Social Organizational Factors
Author: Saw, Guan
Date: 2017-00-00
Type: Reports - Research
Subjects: Graduation Requirements,Secondary School Mathematics,Secondary School Science,High School Students,Academic Achievement,Achievement Gap,Institutional Characteristics,Longitudinal Studies,Student Characteristics,Race,Ethnicity,Socioeconomic Status,Outcomes of Education

Given the policy goals of course graduation requirements (CGRs), this study first tests the hypothesis that CGRs promote academic excellence and equity by both improving student performance (&quot;productivity hypothesis&quot;) and reducing the gap between student groups as defined by academic ability, race/ethnicity, and socioeconomic status (&quot;equality hypothesis&quot;). This study also assesses whether and how schools differ in CGRs' effects by testing the following hypotheses that CGRs affect student outcomes more positively in schools with (1) higher concentration of advantaged peers (&quot;school structure hypothesis&quot;), (2) greater academic/instructional capacity (&quot;academic organization hypothesis&quot;), and (3) stronger academic norms/climate (&quot;social organization hypothesis&quot;). This study analyzes the data from the High School Longitudinal Study of 2009 (HSLS:09) that provide the information on high school CGRs in several academic subjects at the school level and rich survey data on students, teachers, and schools. The analytic sample is limited to those respondents who were first-time ninth graders in fall 2009 and participated in both 2009 base-year and 2012 follow-up survey and with valid information on their high school CGRs. The empirical findings show that (1) higher math CGRs had positive effect on student math cognitive improvement, and (2) higher CGRs both in math and science had no impact on student test scores yet decreased the likelihood of students attending a four-year college in the semester after high school senior year. The second set of key findings indicates that students who are multiracial, lowest- and highest-achieving benefited the most by enrolling in schools with higher math and science CGRs while high-middle socio-economic status (SES) students who attended higher math and science schools had significantly lower math scores and lower probability of enrolling in a four-year college. The third set of key findings identifies two key school moderators, advanced course offering and student engagement in school, could optimize the CGR effects. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. Educator&apos;s Practice Guide. WWC 2021006
Author: Fuchs, Lynn S.
Date: 2021-03-00
Type: Guides - Non-Classroom
Subjects: Elementary School Mathematics,Intervention,Mathematics Instruction,Numbers,Arithmetic,Word Problems (Mathematics),Visual Aids,Language Usage,Sequential Learning,Learning Problems,Academic Language,Instructional Materials,Mathematics Activities

Recent intervention research has demonstrated success in raising the achievement level of students who are struggling with mathematics. This practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this contemporary mathematics intervention research into six easily comprehensible and practical recommendations for teachers to use when teaching elementary students in intervention settings. Two federal laws, the Elementary and Secondary Education Act (ESEA) and Individuals with Disabilities Education Act (IDEA), require use of instructional practices supported by evidence. The recommendations presented in the guide address these laws by translating the body of high-quality evidence into actionable practices for teachers to use with their students. Although this guide is an update of the 2009 guide, &quot;Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle School,&quot; it is narrower in scope, focusing only on practices and principles underlying effective small-group interventions in grades K-6. The practices that appear in this guide's recommendations highlight effective approaches to mathematics intervention that meet the needs of the students in small-group or one-on-one settings. Each of these practices move students toward more fluent performance of mathematics. Each recommendation includes features of intervention and/or instructional practices, with guidance on how to implement them, advice on how to overcome potential obstacles, and a short summary of the research evidence that supports the recommendation. This guide is designed to be used by teachers providing mathematics intervention to students who are struggling. This professional group includes special educators, mathematics general education teachers, mathematics specialists, and mathematics coaches. [For the 2009 edition of this guide, see ED504995.]
A Closer Look at the Trillion: Borrowing, Repayment, and Default at Iowa&apos;s Community Colleges
Author: Campbell, Colleen
Date: 2015-09-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Paying for College,Student Loan Programs,Student Financial Aid,Loan Repayment,Loan Default,Student Characteristics,Educational Policy,Public Policy,Accountability,Educational Finance,Enrollment,Graduation Rate,Educational Legislation,Federal Legislation,Higher Education,Grants,Federal Aid,Federal Programs,Barriers,Prevention,Counseling

&quot;A Closer Look at the Trillion: Borrowing, Repayment and Default at Iowa's Community Colleges,&quot; takes an unprecedented look at community college student borrowing and repayment behavior. The report uses data from all 16 community colleges in Iowa to examine the characteristics of borrowers and defaulters to help colleges and policymakers better understand and prevent default. [Foreword written by J. Noah Brown. For this report's predecessor, &quot;Protecting Colleges and Students: Community College Strategies to Prevent Default,&quot; see ED560062.]
Lost in the Trillion: A Three-State Comparison of Community College Borrowing and Default
Author: Campbell, Colleen
Date: 2017-05-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Paying for College,Student Loan Programs,Student Financial Aid,Loan Repayment,Loan Default,Federal Programs,Income,Educational Policy,Public Policy,Accountability,Debt (Financial),Federal Aid,Grants,Federal Legislation,Educational Legislation,Higher Education

Although default rates have decreased in recent years, community colleges still struggle to keep their rates in check: 18.5 percent of borrowers from public two-year colleges default within three years compared to the national average rate of 11.3 percent. In 2015, the Association of Community College Trustees (ACCT) published &quot;A Closer Look at the Trillion: Borrowing, Repayment, and Default at Iowa's Community Colleges&quot; (ED611020), a report that highlighted the borrowing and repayment trends of community college students in Iowa. This report builds on this body of research by analyzing data from the community and technical college systems in Kentucky and Louisiana. The authors find similar trends in all three states with some notable differences, which may reflect how borrowers are responding to federal student loan repayment options. The report outlines broad policy recommendations that can help ease the burden of student loan repayment for all federal student loan borrowers. [The Louisiana Community and Technical College System and the Kentucky Community and Technical College System partnered with the Association of Community College Trustees (ACCT).]