ethanporcaro/eric-fulltext-meta huggingface dataset:
How Does the Knowledge of Subgroup Membership of Examinees Affect the Prediction of True Subscores? Research Report. ETS RR-11-43
Author: Haberman, Shelby J.
Date: 2011-11-22
Type: Reports - Evaluative
Subjects: True Scores,Test Theory,Prediction,Group Membership,Accuracy,Language Tests,Achievement Tests,Licensing Examinations (Professions),Reliability,Correlation

Subscores are reported for several operational assessments. Haberman (2008) suggested a method based on classical test theory to determine if the true subscore is predicted better by the corresponding subscore or the total score. Researchers are often interested in learning how different subgroups perform on subtests. Stricker (1993) and Livingston and Rupp (2004) found that the mean difference between the subgroups was not the same for the different subscores. We suggest new methods to investigate whether the quality of prediction of the true subscore improves if the investigator knows about the subgroup membership. We applied our suggested method to data from 4 operational testing programs. We found that the quality of prediction of the true subscore does not improve if the investigator knows the subgroup membership. We also found that whether the subscores have value added does not depend on the subgroups. (Contains 7 tables, 10 figures and 3 notes.)
A General Procedure to Assess the Internal Structure of a Noncognitive Measure--The Student360 Insight Program (S360) Time Management Scale. Research Report. ETS RR-11-42
Author: Ling, Guangming
Date: 2011-10-00
Type: Reports - Research
Subjects: Time Management,Measures (Individuals),Statistical Analysis,Factor Analysis,Factor Structure,Test Items,Correlation,College Students

The factorial structure of the Time Management (TM) scale of the Student 360: Insight Program (S360) was evaluated based on a national sample. A general procedure with a variety of methods was introduced and implemented, including the computation of descriptive statistics, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Overall, the results indicated that the TM scale measured multidimensional constructs of TM with 5 factors. The paper concludes with a discussion of several issues concerning the wording of items and residual dependencies, as well as future directions for research. Appended are: (1) Items and Subscales Layout; (2) Descriptive Statistics by Items; (3) Histogram of the Six Subscales; (4) Scree Plot for the Six Subscales Principal Component Analysis; (5) Measurement Models for Each of the Six Subscales; (6) Path Diagram and Parameter Estimates for the Time Management (TM) Scale (Diagonal Weighted Least Square [DWLS]); (7) Path Diagram and Parameter Estimates for the Time Management (TM) Scale (4-Factor, Diagonal Weighted Least Square [DWLS]); and (8) Path Diagram and Parameter Estimates for the Time Management (TM) scale (5-factor, Diagonal Weighted Least Square [DWL)]). (Contains 6 tables and 3 figures.)
The Sensitivity of Parameter Estimates to the Latent Ability Distribution. Research Report. ETS RR-11-40
Author: Xu, Xueli
Date: 2011-10-00
Type: Reports - Research
Subjects: Test Items,Statistical Analysis,Computation,Item Response Theory,Simulation

Estimation of item response model parameters and ability distribution parameters has been, and will remain, an important topic in the educational testing field. Much research has been dedicated to addressing this task. Some studies have focused on item parameter estimation when the latent ability was assumed to follow a normal distribution, whereas others have utilized nonparametric or semiparametric techniques to substitute the normal ability assumption. However, both approaches have their limitations. A normal ability assumption is not flexible enough to reflect possible deviations from symmetry, whereas the nonparametric and semiparametric techniques used to capture possible nonnormal features of the latent ability have difficulty in reaching satisfactory estimates for certain quantities of the ability distribution such as quantiles. Hence a continuous generalized skew normal (GSN) distribution was applied in this study to better capture the possible underlying asymmetric ability distribution. In addition, simultaneous estimation of both the item parameters and the distributional parameters was employed. The performance of the GSN was compared with the normal ability assumption in terms of item parameter and distributional parameter recoveries, based on a series of simulation studies. The results showed that (a) under the Rasch model, both the item parameter estimates and the distributional parameter estimates are robust to the misspecification of the ability distribution, and (b) under the two-parameter logistic model, although the distributional parameter estimates are fairly robust, the item parameter estimates are slightly more sensitive to the misspecification of the ability distribution, especially when the underlying ability distribution is highly skewed. (Contains 13 figures.)
One Decade Down: Impact of Substance Prevention after the Principles of Effectiveness
Author: Olson, Jeremy
Date: 2010-05-02
Type: Reports - Research
Subjects: Substance Abuse,Prevention,Health Programs,School Activities,Program Effectiveness,Least Squares Statistics,Multivariate Analysis,Adolescents,Smoking,Drinking,Marijuana

Substance prevention programs proliferate throughout America's Schools. Since 1998, the US Department of Education (US DOE) has required that school-based programs funded with federal subsidies be subject to a four stage process to insure effectiveness. The current study applies multivariate Ordinary Least Squares (OLS) techniques to data from a nationally representative probability sample of 16,001 youths aged 12-17 to examine whether attendance to in-school primary prevention programs for substance use reduces tobacco, alcohol and marijuana use. The results indicate significant, but irrelevant reductions in the use of tobacco (r[superscript 2] = 0.54), alcohol (r[superscript 2] = 0.044) and marijuana r[superscript 2] = 0.030). Recommendations are made for review of school-based substance prevention programs to insure compliance to the US DOE guidelines, to terminate funding for programs that are not effective and for directions in future research. (Contains 6 tables and 2 footnotes.)
Addressing Achievement Gaps: Positioning Young Black Boys for Educational Success. Policy Notes. Volume 19, Number 3, Fall 2011
Author: Prager, Karen
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Academic Achievement,Ghettos,Urban Education,Males,African American Children,African Americans,Success,Racial Differences,Achievement Gains,Conferences (Gatherings),Family Involvement,Poverty,At Risk Students,Parent Role,Disadvantaged Youth,Neighborhoods,School Restructuring,After School Programs,Summer Programs,Community Programs,Early Intervention,College Preparation,Educational Legislation,Public Policy,Public Education,School Policy

America is failing its young Black boys. In metropolitan ghettos, rural villages and midsized townships across the country, schools have become holding tanks for populations of Black boys who have a statistically higher probability of walking the corridors of prison than the halls of college. Across America, the problem of Black male achievement seems intractable. This nation fails its Black sons more than any other racial or ethnic group. This is the second in a series of conferences that the Educational Testing Service (ETS) has organized to look specifically at the Black male achievement gap. The first, &quot;Climbing the Academic Achievement Ladder: Promoting the Success of Black Males,&quot; also covered in this issue of &quot;ETS Policy Notes&quot;, took place at ETS headquarters in Princeton, New Jersey, on November 13, 2010. ETS co-sponsored the event with the New Jersey Department of Education and with support from the Metropolitan Center for Urban Education at the New York University's Steinhardt School of Culture, Education, and Human Development, and the Center for Effective School Practices at Rutgers University. This issue of &quot;ETS Policy Notes&quot; will weave together highlights from both conferences, examining the status of Black males in America as well as the important roles that families, schools, communities and public policy can play in improving this status. All contribute to the perfect storm of educational and economic negligence that society now must seek to counter. The focus begins with the earliest achievement gap noted at 9 months of age, and continues with innovative programs that may alter the achievement trajectory for these children. Finally, it describes an important initiative on which CDF (Children's Defense Fund) and ETS are collaborating that expands successful practice with ETS's support of a CDF Freedom School[R] in Newark, New Jersey. (Contains 7 footnotes and 1 figure.)
Validity Issues Involved in Cross-Grade Statements about NAEP Results
Author: Thissen, David
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Comparative Analysis,Instructional Program Divisions,National Competency Tests,Student Evaluation,Reading Tests,Mathematics Tests,Scores,Public Schools,Private Schools,Validity,Case Studies,Longitudinal Studies,Measurement Techniques

The reading and mathematics measures of the National Assessment of Educational Progress (NAEP) have been, and continue to be, reported on scales that appear to have the properties of "cross-grade" scales: Reported scores are higher for 8th-grade students than for 4th-grade students, and higher for 12th-grade students than for 8th-grade students. Historically, these scales were developed in ways that were intended to support cross-grade interpretation; however, the degree of support for and endorsement of such interpretations has varied over the past two decades. Nevertheless, these score scales invite interpretive statements about the results. The conclusion of this essay will be that evidence can and should be assembled to support, and make more precise, certain interpretations, while others interpretations should be discouraged. Appended are: (1) NAEP 2009 Reading Assessment, National Public + Private; and (2) NAEP 2009 Mathematics Assessment, National Public + Private. (Contains 12 tables and 4 footnotes.)
Review of "Assessing the Compensation of Public-School Teachers"
Author: Keefe, Jeffrey H.
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Reports,Compensation (Remuneration),Public School Teachers,Teacher Salaries,Fringe Benefits,Salary Wage Differentials,Retirement Benefits,Job Security,Research Utilization,Citations (References),Research Methodology,Validity

This report compares the pay, pension costs and retiree health benefits of teachers with those of similarly qualified private-sector workers. The study concludes that teachers receive total compensation 52% greater than fair market levels, which translates into a $120 billion annual "overcharge" to taxpayers. Built on a series of faulty analyses, this study misrepresents total teacher compensation in fundamental ways. First, teachers' 12% lower pay is dismissed as being appropriate for their lesser intelligence, although there is no foundation for such a claim. Total benefits are calculated as having a monetary value of 100.8% of pay, while the Department of Labor disagrees, giving a figure of 32.8%--a figure almost identical to that of people employed in the private sector. Pension costs are valued at 32%, but the real number is closer to 8.4%. The shorter work year is said to represent 28.8% additional compensation but the real work year is only 12% shorter. Teachers' job stability is said to be worth 8.6%, although the case for such a claim is not sustained. In sum, this report is based on an aggregation of such spurious claims. The actual salary and benefits for teachers show they are in fact undercompensated by 19%. (Contains 1 table and 22 notes.) [This report reviews "Assessing the Compensation of Public-School Teachers. A Report of the Heritage Center for Data Analysis" (ED525685).]
California Charter Oversight: Key Elements and Actual Costs. CRB Briefly Stated
Author: Blanton, Rebecca E.
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Administration,Costs,State Legislation,Best Practices,State Surveys,State Aid,Educational Finance,Accounting

The Legislature mandated the California Research Bureau (CRB) explore known best practices for charter school authorizers and survey California authorizers about their practices and costs. Additionally, the Legislature mandated CRB provide an analysis of current reimbursement for charter school oversight and include suggestions for improving oversight in California (SB537 (Simitian), Ch. 650, Stats. of 2007). This &quot;Briefly Stated&quot; summarizes CRB's findings. Key findings include: (1) The authorization process lacks transparency; (2) Authorizers differ in both their over-sight activities and the reported costs incurred for these activities; and (3) Most authorizers do not account for staff time or oversight costs. CRB was asked to provide recommendations for improving charter school oversight. It has four key recommendations: (1) Increase charter school transparency;  (2) Determine what oversight activities the state should pay for; (3) Require accounting for Education Code section 47613 funds; and (4) Encourage the use of multiple metrics. (Contains 3 figures.) [For the full report, &quot;California Charter Oversight: Key Elements and Actual Costs. CRB 12-001,&quot; see ED528991.]
Variation in Content Coverage by Classroom Composition: An Analysis of Advanced Math Course Content
Author: Covay, Elizabeth
Date: 2011-00-00
Type: Reports - Research
Subjects: Racial Composition,Course Content,Trigonometry,Calculus,White Students,Achievement Gap,Advanced Courses,Racial Differences,Mathematics Instruction,African American Students,Outcomes of Education,Skill Development,Minority Group Students,High School Students,Comparative Analysis,STEM Education,Teacher Surveys,Equal Education

Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the classroom. She hypothesizes that content coverage varies by classroom composition, because teachers respond to the needs and abilities of their students and make adjustments to teaching. More specifically, she asks: (1) Within advanced math courses with the same title, to what extent does content coverage breadth vary by classroom minority composition; (2) Within advanced math courses with the same title, to what extent does content coverage depth vary by classroom minority composition?; and (3) Within advanced math courses with the same title, to what extent do the topics covered vary by classroom minority composition? The author's study includes classroom level information as reported by the teachers of high school advanced math courses: trigonometry, advanced math, and calculus. In addition, she categorizes classrooms by their racial minority composition: predominately minority, predominately white, and racially mixed classrooms. In her preliminary results, she finds that about 70% of advanced math classrooms are predominately white in racial composition, with 11-14% of advanced math classrooms being predominately minority (See Table 1). In terms of content breadth and depth, she finds that teachers of trigonometry in predominately white (PW) classrooms cover significantly fewer topics than do teachers in racially mixed (RM) or predominately minority (PM) classrooms (See Table 2). Teachers of advanced math in PW and RM classrooms cover significant more topics than teachers in PM. In terms of depth, teachers of advanced math in PW and RM classrooms cover more topics per period compared to teachers in PM, which would suggest teachers in PW and RM cover topics with less depth. In general, teachers of advanced math courses in PM classrooms tend to spend more time on basic skills such as number sense compared to teachers in PW classrooms. In addition, in calculus courses teachers in PW spend significant more time on analysis than do teachers in PM. (Contains 5 tables.)
What Are Districts' Written Policies Regarding Student Substance-Related Incidents? NCEE Evaluation Brief. NCEE 2012-4022
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: School Districts,High Schools,School Policy,Discipline Policy,Drinking,Drug Abuse,Law Enforcement,Referral,Suspension,Expulsion,Sanctions,Influences

This brief describes key features of the high school alcohol and drug policies in the 100 largest school districts in the United States. The written policies of at least 80% of these districts include parent conferences, referral to law enforcement, principal-determined suspensions, or referral for expulsion hearings (or some combination of these) as a consequence for students caught possessing, using, selling, or distributing alcohol or other drugs. Policy documents also indicate that districts may refer students to counseling, classes, and community services to help students with substance use issues. (Contains 4 exhibits and 6 endnotes.) [For &quot;Technical Appendix: What Are Districts' Written Policies Regarding Student Substance-Related Incidents? NCEE Evaluation Brief--Appendix. NCEE 2012-4023,&quot; see ED529008.]
Technical Appendix: What Are Districts' Written Policies Regarding Student Substance-Related Incidents? NCEE Evaluation Brief--Appendix. NCEE 2012-4023
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: School Districts,High Schools,School Policy,Discipline Policy,Drinking,Drug Abuse,Coding,School Publications

To better understand the nature of substance-related discipline rules and guidelines that may be in use around the country, the U.S. Department of Education's Institute of Education Sciences (IES) commissioned an examination of the features of the written substance-related policies for high schools in the 100 largest school districts. The key findings from that investigation, which was conducted by RMC Research Corporation, are presented in the brief &quot;What Are Districts' Written Policies Regarding Student Substance-Related Incidents?&quot;. This appendix to that brief contains the codebooks used to conduct the review. (Contains 5 exhibits and 1 endnote.) [For &quot;What Are Districts' Written Policies Regarding Student Substance-Related Incidents? NCEE Evaluation Brief. NCEE 2012-4022,&quot; see ED529007.]
Beginning Subbaccalaureate Students' Labor Market Experiences: Six Years Later in 2009. Web Tables. NCES 2012-273
Author: Ifill, Nicole
Date: 2012-01-00
Type: Numerical/Quantitative Data
Subjects: College Students,Employment,Enrollment,Associate Degrees,Unemployment,Salaries,Working Hours,Fringe Benefits,Job Satisfaction,Bachelors Degrees,Graduation,Student Characteristics,Education Work Relationship

This set of Web Tables presents descriptive statistics on the spring 2009 labor market experiences of subbaccalaureate students who first entered postsecondary education in 2003-04. The Web Tables use data from the nationally representative 2004/09 Beginning Post-secondary Students Longitudinal Study (BPS:04/09), which followed a cohort of first-time postsecondary students for 6 academic years, from 2003-04 until 2008-09. For both certificate and associate's degree students, results are shown for completers and noncompleters. Completers are categorized based on the highest degree they attained, and non-completers are classified based on their initial degree program. The tables are organized as follows: Tables 1 and 2 introduce the groups of interest by providing percentage distributions of both the initial degree or certificate program of all 2003-04 first-time postsecondary students and the degree or certificate completion status for those no longer enrolled as of spring 2009. Subsequent tables show results by completion status in two series, first for certificate students (tables 3-11) and then for associate's degree students (tables 12-20). Tables 3 and 12 begin each series and provide context for the outcomes reported in the rest of the series by presenting data on demographics, enrollment characteristics, and employment after enrollment. Beginning with tables 4 and 13, each after enrollment. Beginning with tables 4 and 13, each table examines specific spring 2009 employment results for completers and noncompleters with selected demographic, enrollment, and employment characteristics. Tables 4-6 and 13-15 report on the labor force participation of certificate and associate's degree students, respectively. They include data about unemployment spells and spring 2009 employment status, displaying findings by demographics and enrollment characteristics. Tables 7-11 and 16-20 provide further information about certificate and associate's degree students' spring 2009 employment, such as annual earnings, employer-offered benefits, and job satisfaction, by demographics, enrollment characteristics, and employment characteristics. (Contains 100 tables and 3 endnotes.)
2010 College Course Map. Technical Report. NCES 2012-162
Author: Bryan, Michael
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Courses,Educational Attainment,Classification,Colleges,Course Selection (Students),National Surveys,Longitudinal Studies,Vocational Education

The College Course Map (CCM) is a taxonomy system for coding postsecondary education courses in NCES research studies. Originally developed in 1988 in support of the postsecondary transcript study in the National Longitudinal Study of the High School Class of 1972 (NLS-72), the taxonomy was updated in 1993 for the High School and Beyond Study (HS&amp;B) and again in 2000 for the National Educational Longitudinal Study (NELS:88/00) (Adelman, 2005). The 2010 College Course Map (CCM:2010) was updated in 2009 in support of two postsecondary education transcript collections. The 2009 Postsecondary Education Transcript Study (PETS:09) incorporated transcript collections for the 2004/09 Beginning Postsecondary Education Students Longitudinal Study (BPS:04/09) and the 2008/09 Baccalaureate and Beyond Study (B&amp;B:08/09). This publication describes how the newest version of the College Course Map was updated and provides a listing of all the course codes used for PETS:09. (Contains 2 figures and 1 footnote.)
Science Education Research in Papua New Guinea 1978-1990
Author: Palmer, W. P.
Date: 1990-07-00
Type: Information Analyses
Subjects: Productivity,Foreign Countries,Science Education,Educational Research,Bibliographies,Questionnaires,Bibliometrics,Science Education History,Journal Articles,Educational Development

This paper presents a science/science education bibliography, to assist science educationalists interested in Papua New Guinea. 392 articles were reviewed. The bibliography was then categorised in a number of ways to indicate patterns of research productivity in various areas of science education, and at different levels of education. A questionnaire was devised to obtain information from former and current researchers in the field about their own contributions. This exercise produced some surprising information about science education research in Papua New Guinea. (Contains 1 table.) [This article was published in &quot;Research in Science Education&quot; v20 p240-248 1990 and selected refereed papers from the Twenty-First Annual Conference of the Australasian Science Education Research Association, organised by the Science and Mathematics Education Centre, Curtin University of Technology, Perth, W. A., July 1990.]