ethanporcaro/eric-fulltext-meta huggingface dataset:
Android-Based Mathematics Learning Media Assisted by Smart Apps Creator on Self-Regulated Learning
Author: Mahuda, Isnaini
Date: 2022-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Computer Assisted Instruction,Telecommunications,Handheld Devices,Computer Software,Metacognition,Independent Study,Student Attitudes,Undergraduate Students,Management Development,Self Concept,Learning Strategies,Likert Scales,Economics Education

This study aimed; (1) to investigate student responses toward the use of android-based media assisted by Smart Apps Creator for mathematics learning; (2) to investigate student self-regulated learning level; (3) to find out whether there was an effect using Android-based mathematics learning media assisted by Smart Apps Creator on student self-regulated learning. The study used an experimental method One-Shot Case research design. This study took the population of second-semester students in the Department of Management. The research samples were 2B MAN students chosen by random cluster sampling. The study showed that the percentage of average student responses to Android-based learning media assisted by Smart Apps Creator was very high, 88.08% and students' self-regulated learning was in a high category at 75.87%. The hypothesis test results indicated an effect of using Android-based mathematics learning media assisted by Smart Apps Creator on student self-regulated learning. The number of using android-based mathematics learning media on student self-regulated learning was 18.2%, the rest by other variables in this study. The researchers found the result of their research and concluded: (1) the average of student responses to the use of Android-based learning media assisted by Smart Apps Creator was 88.08% which is categorized powerful ad category; (2) the average of students' self-regulated learning was 75.87% described as a strong category; (3) The results of hypothesis test showed there was an effect of using Android-based Mathematics learning media assisted by Smart Apps Creator on student self-regulated learning.
School-Based Healthcare and Absenteeism: Evidence from Telemedicine. EdWorkingPaper No. 23-698
Author: Komisarow, Sarah
Date: 2023-01-00
Type: Reports - Research
Subjects: School Health Services,Access to Health Care,Medicine,Telecommunications,Attendance Patterns,School Violence,Weapons,Mathematics Tests,Reading Tests,Incidence,Gender Differences,Student Behavior,Mental Health,Elementary Secondary Education

The prevalence of school-based healthcare has increased markedly over the past decade. We study a modern mode of school-based healthcare, telemedicine, that offers the potential to reach places and populations with historically low access to such care. School-based telemedicine clinics (SBTCs) provide students with access to healthcare during the regular school day through private videoconferencing with a healthcare provider. We exploit variation over time in SBTC openings across schools in three rural districts in North Carolina. We find that school-level SBTC access reduces the likelihood that a student is chronically absent by 2.5 percentage points (29 percent) and reduces the number of days absent by about 0.8 days (10 percent). Relatedly, access to an SBTC increases the likelihood of math and reading test-taking by between 1.8-2.0 percentage points (about 2 percent). Heterogeneity analyses suggest that these effects are driven by male students. Finally, we see suggestive evidence that SBTC access reduces violent or weapons-related disciplinary infractions among students but has little influence on other forms of misbehavior.
Human versus Machine: Do College Advisors Outperform a Machine-Learning Algorithm in Predicting Student Enrollment? EdWorkingPaper No. 23-699
Author: Akmanchi, Suchitra
Date: 2023-01-00
Type: Reports - Research
Subjects: Academic Advising,Artificial Intelligence,Algorithms,Prediction,High Achievement,Low Income Students,High School Students,College Enrollment

Prediction algorithms are used across public policy domains to aid in the identification of at-risk individuals and guide service provision or resource allocation. While growing research has investigated concerns of algorithmic bias, much less research has compared algorithmically-driven targeting to the counterfactual: human prediction. We compare algorithmic and human predictions in the context of a national college advising program, focusing in particular on predicting high-achieving, lower-income students' college enrollment quality. College advisors slightly outperform a prediction algorithm; however, greater advisor accuracy is concentrated among students with whom advisors had more interactions. The algorithm achieved similar accuracy among students lower in the distribution of interactions, despite advisors having substantially more information. We find no evidence that the advisors or algorithm exhibit bias against vulnerable populations. Our results suggest that, especially at scale, algorithms have the potential to provide efficient, accurate, and unbiased predictions to target scarce social services and resources.
Federal Investments in K-12 Infrastructure Would Benefit Students across the Country
Author: Modaffari, Jamil
Date: 2022-09-08
Type: Reports - Evaluative
Subjects: School Districts,Educational Facilities Improvement,Federal Aid,Minority Group Students,School Buildings,Kindergarten,Elementary Secondary Education,State Aid,Financial Support,Taxes,Costs,Public Schools,Educational Equity (Finance),Expenditures,Resource Allocation,Justice,Race,Physical Health,Academic Achievement,School Buses,Ventilation,Light,Acoustics,Energy Conservation,Low Income Students

School buildings across America are crumbling. According to a 2020 report by the U.S. Government Accountability Office (GAO), 54 percent of U.S. school districts need to update or completely replace multiple building systems in their schools. As a result of decades of underfunding school infrastructure, national spending for K-12 school buildings falls short by an estimated $85 billion annually, as reported by a 2021 analysis from the 21st Century School Fund. Over the next decade, it would cost an estimated $1.1 trillion to modernize and replace obsolete school buildings and systems. Public schools receive most of their funding from local and state government sources. Yet since public schools in communities with fewer resources generate less funding from local property taxes--the primary source of local education funding--they must rely on state and limited local funding to cover operational and capital infrastructure expenditures to upgrade school facilities. For this reason, low-income and historically under-resourced communities, which often primarily serve students of color, are left with inadequate resources to repair and modernize school buildings. The need to initiate long-term federal school infrastructure funding is therefore not only about upgrading school buildings but also addressing the long-standing, ongoing need for racial justice, environmental justice, and educational equity. This report will explore how new and expanded federal funding for school infrastructure would meaningfully benefit both students' physical health and academic success.
Assessment Re-Think: Income-Generating and Industry-Based Assessments
Author: de Souza-Daw, Tony
Date: 2022-12-00
Type: Journal Articles
Subjects: Student Evaluation,Income,Industry,Entrepreneurship,School Business Relationship,Expectation,Student Projects,Cooperative Learning,Peer Teaching,Assignments,Undergraduate Students

Assessments are the fundamental media between students and educators. This paper aims to evaluate how to create assessments, how students learn from them, and how to link them to the industry and entrepreneurism. The implementation plan postulates how students can generate income from income-generation assessments or business innovation assessments. In this paper, we discuss the involvement of modern industry in assessment. We examine evidence from approximately 100 assessments detailed in 32 subject outlines. We employ a descriptive, pragmatic research methodology to consider whether they can be aligned more with industry expectations and expected duties. We propose a framework to connect with industry and create student income-generating projects. This proposed income-generating assessments framework recommended industry-based assessments with which students can not only earn marks towards a subject but potentially earn an income based on it. This paper extends the idea of peer learning to expert or industry learning: an approach that did not employ in higher education. Our approach supports educators in keeping the assessment up-to-date, enabling students to add more value to their learning of industry products and procedures. Students can directly contribute to the product and procedures and learn from the strategies actively employed in the workplace.
Investigating the Longitudinal Association between Fidelity to a Large-Scale Comprehensive School Mental Health Prevention and Intervention Model and Student Outcomes
Author: Reinke, Wendy M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mental Disorders,Models,Mental Health,Prevention,Intervention,Fidelity,Program Implementation,Program Effectiveness,Social Development,Emotional Development,Student Behavior,At Risk Students,Elementary School Students,Middle School Students,High School Students,Behavior Problems,Emotional Problems,Student Characteristics,Racial Differences,Ethnicity,Socioeconomic Status,Gender Differences

Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns with fidelity to a school-based mental health model. Overall growth of social, emotional, and behavioral problems declined over a 3-year period. Four classes of students were identified using growth mixture modeling: (1) students with high levels of problems; (2) students with decreasing problems; (3) students with increasing problems; and (4) students with stable, low levels of problems. These growth trajectories were associated with fidelity to the model, in that trajectories where students with higher or increasing problems were more likely to be from schools with lower fidelity. Implications for practice and policy are provided. [This article was published in &quot;School Psychology Review&quot; (EJ1292056).]
A Bad Commute: Does Travel Time to Work Predict Teacher and Leader Turnover and Other Workplace Outcomes? EdWorkingPaper No. 22-691
Author: Santelli, Francisco Arturo
Date: 2022-12-00
Type: Reports - Research
Subjects: Teachers,Travel,Motor Vehicles,Time,Transportation,Proximity,Teacher Transfer,Faculty Mobility,Employee Absenteeism,Principals,Personnel Evaluation,Job Satisfaction,Institutional Characteristics,Predictor Variables,Elementary Secondary Education

Research suggests that longer commute times can increase employee turnover probabilities by increasing job stress and reducing job attachment and embeddedness. Using administrative data from a midsized urban school district, we test whether teachers and school leaders with longer commute times are more likely to transfer schools or exit the school system. We find that transfer probability increases roughly monotonically through most of the commute time distribution. Teachers who commute 45 minutes or more to work are 10 percentage points more likely to transfer than another teacher in the same school commuting only 5 minutes. They are also 3 percentage points more likely to leave the district. Consistent with turnover patterns, we find that teachers with longer commute times are more likely to be absent from work. Their observation scores are also lower. These results suggest that schools may benefit from hiring teachers who live relatively close by, at least in the absence of supports or resources to compensate teachers with longer commutes. In contrast, we find no consistent evidence that principals' or assistant principals' likelihood of turning over, absence rates, or performance ratings are a function of their travel time from home to work.
AAU Advisory Board on Racial Equity in Higher Education Report
Author: Association of American Universities
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Race,Equal Education,Higher Education,Advisory Committees,Educational Strategies,Self Evaluation (Groups),Undergraduate Students,Student Recruitment,School Holding Power,College School Cooperation,Inclusion,Career Readiness,Graduate Students,Teacher Recruitment,Tenure,College Environment,Student Surveys,College Faculty,Teacher Surveys

In 2021, the Association of American Universities formed an Advisory Board on Racial Equity in Higher Education. The board conducted its work through four different subgroups, each tasked with studying promising practices and communicating potential strategies to mitigate structural barriers to equity in different aspects of the life of leading research universities. These strategies touch on every aspect of work and life at research universities, ranging from student and faculty recruitment and retention, campus climate, university and departmental governance, and institutional aid to a host of other aspects of university business at both the undergraduate and graduate levels. To maintain the distinctive characters of respective campuses while concurrently contributing to collective outcomes, this report describes tools, techniques, and practices under each focus area around which the Advisory Board organized the work. It is expected that individual campuses will evaluate and adapt these resources to their unique environments.
Future-Proof Your Organization with Leadership Development: A 3-Part Plan to Reach Your Organizational Goals through Leadership Development at Scale. White Paper
Author: Abraham, Mary
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Leadership Training,Organizational Objectives,Talent Development,Inclusion,Organizational Culture,Leadership Styles,Workplace Learning,Organizational Change,Scaling,Teamwork,Work Environment,Strategic Planning,Business Administration,Public Agencies,Change Strategies,Employees

Change moves fast, and organizations can struggle to keep up. Mergers and acquisitions create new organizations, and managerial charts flatten, with fewer layers of administration in the middle causing people to be expected to do more with less. The optimal way to achieve critical outcomes is by scaling development opportunities across the entire organization. The following 3 key strategies outlined in this paper will help more quickly achieve concrete results, future-proof the organization, and drive an inclusive culture of learning: (1) Plan your leadership strategy; (2) Provide access to relevant content; and (3) Leverage internal and external talent.
High School Counseling and College Financial Aid. Data Point. NCES 2023-040
Author: Shea, Meghan
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: High School Students,School Counseling,Student Financial Aid,College Enrollment,School Counselors,Federal Aid,Parent Background,Educational Attainment,Grants

This Data Point looks first at whether students who planned to go to college also met with a high school counselor about financial aid. The second question considers a different population of students, addressing whether students who enrolled in college also received aid. This analysis does not indicate a causal relationship between meeting with a counselor and receiving financial aid for college; further research is needed into the underlying mechanisms. It uses data from the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is a national study of more than 23,000 students in ninth grade in 2009. Students answered surveys between 2009 and 2016. College transcripts and financial aid records for HSLS:09 students were collected in 2017-18 in the Postsecondary Education Transcript Study and Student Financial Aid Records Collection (PETS-SR).
Scientific Literacy -- What Can We Learn from High Performing Jurisdictions? Research Report
Author: Majewska, Dominika
Date: 2023-01-17
Type: Information Analyses
Subjects: Scientific Literacy,High Achievement,Science Achievement,Teaching Methods,Science Education,International Assessment,Achievement Tests,Foreign Countries,Secondary School Students,Science Curriculum,Cross Cultural Studies,Educational Objectives,Comparative Education,Educational Change,Elementary Secondary Education

This report presents a literature review that was conducted to answer the question -- what can be learned from high performing jurisdictions with respect to scientific literacy? The review intends to build a picture of the education systems, specifically science education, in the five jurisdictions which performed the best in the scientific literacy component of the latest (2018) PISA assessment. These include (in order of best performance, starting with the first: mainland China (Beijing, Shanghai, Jiangsu, Zhejiang), Macao (Special Administrative Region of China or S.A.R.), Singapore, Japan and Estonia. Information collated through the literature review was analysed and themes that emerged from the literature were picked out. The report breaks down the findings of each jurisdiction into key themes, starting with the &quot;general education system,&quot; which is further sub-divided into important themes such as: stages of education, centralisation of education, curricular reforms. It then talks about each jurisdiction's &quot;science-specific features,&quot; further dividing it into sub-themes such as: when students study science and the ages at which science is compulsory, the influence of research on science education, features and aims of the science curriculum. This report highlights that building a whole picture of a jurisdiction's educational performance is a complex endeavour.
Planning for a Smaller Future: Dealing with Declining Enrollments. Digital Learning Pulse Survey
Author: Seaman, Jeff
Date: 2022-00-00
Type: Reports - Research
Subjects: Higher Education,College Enrollment,Enrollment Influences,School Holding Power,College Programs,Student Recruitment,College Faculty,College Administration,College Students,Educational Change,Declining Enrollment

Higher education in the U.S. has undergone dramatic changes as a direct result of the COVID-19 pandemic. This study uses responses to the Digital Learning Pulse Survey (DLPS) to examine one aspect of those changes -- how institutions deal with declining enrollments. The DLPS project began in the spring of 2020, it was designed to document the impact of the global pandemic on U.S. higher education, the project has investigated the substantial changes that forced faculty, administrators, and students to adjust to new ways of conducting their day-to-day operations. The data for this report come from the seventh round of DLPS data collection conducted in September 2022. Responses were received from 1,206 faculty and administrators and 2,358 students, representing 1,252 institutions from all 50 states and the District of Columbia. Questions about enrollment concerns and current and planned activities to address these concerns were received from 709 academic administrators, representing the broad scope of higher education institutions. [Additional partners of the project were the Higher Education Research and Development Institute (HERDI) and College Pulse.]
Mecklenburg County: Remaking a Child Welfare System. Achieving Results and Improving the Lives of Children, Youth and Families
Author: Annie E. Casey Foundation
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Child Welfare,Children,Youth,Well Being,Foster Care,Trauma,Residential Institutions,Racism,Social Justice,Change Strategies,Family Programs

Child welfare leaders in Mecklenburg County, North Carolina, determined that they needed new approaches to keeping families together safely -- and they wanted to center their efforts around the well-being of children and young people. For situations in which foster care was the only option, they wanted it to be temporary, with fewer disruptions and less trauma for children and families in the system. Four years later, thanks to a clear vision built on shared values, better data systems for analyzing trends, new ways of working with families and communities, and a partnership with a national team of experts, the county's Youth and Family Services (YFS) Division is seeing significant, positive results. These include reduced entries into foster care, fewer young people in the system living in group settings, less staff turnover with improved morale, more support for kinship care and increased efforts to end racial disparities. This report examines what Mecklenburg County did to improve its services to children, youth and families and ends with the top 10 takeaways from Mecklenburg County's Youth and Family Services' transformation may be useful to other child welfare agency leaders, policymakers and advocates.
The 2022 Youth Transition Report: Outcomes for Youth and Young Adults with Disabilities
Author: Cheng, L.
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Disabilities,Educational Attainment,Employment Level,Poverty,Young Adults,Adolescents,High School Graduates,College Graduates,Unemployment,Students with Disabilities,Incidence,Postsecondary Education,Geographic Location,College Attendance,Graduation Rate,Out of School Youth,College Enrollment

The 2022 Youth Transition Report underscores the persistent and pernicious gap between youth and young adults with disabilities and those without disabilities on measures of success in education, employment, opportunity, and poverty. While data and reports exist for the working-age adult population and children with disabilities, the Institute for Educational Leadership (IEL) recognized a lack of information specific to the youth and young adult population in the 14-24 age group. IEL's Youth Transition Report addresses this need by presenting an annual snapshot of the outcome gaps between youth and young adults with disabilities and those without disabilities, including opportunity youth whom the education and workforce systems have not adequately served and supported. This report consists of the status of the selected population and education, employment, opportunity youth, and poverty indicators. This report includes the analysis of key educational and employment indicators for youth and young adults with and without disabilities at both national and state levels. [For the 2021 report, see ED617548.]