ethanporcaro/eric-fulltext-meta huggingface dataset:
Forum Guide to Personalized Learning Data. NFES 2019-160
Author: National Forum on Education Statistics (ED)
Date: 2019-08-00
Type: Guides - Non-Classroom
Subjects: Individualized Instruction,Data Use,School Districts,Data Collection,Best Practices,State Departments of Education,Mastery Learning,Strategic Planning,Needs Assessment,Educational Environment,Sustainability,Privacy,Public Schools,Feedback (Response),Educational Finance,Electronic Learning,Student Records,Faculty Development,Partnerships in Education,Stakeholders,Communication Strategies,Information Security

Educators employ different methods of teaching and learning to help their students succeed. One such method is personalized learning, which aims to tailor instruction to the needs, talents, and skills of each individual learner. Rapid advances in technology platforms and digital content over the last decade have enabled more widespread use of personalized learning. As a result, many schools and districts may be interested in expanding its use across various content areas and grade levels. Effective personalized learning requires the collection, understanding, and use of data across many variables. Schools and districts that are interested in implementing personalized learning need to be prepared to ensure the data access, data privacy, and time and training to use data that are necessary to making personalized learning scalable. This document is designed to assist education agencies as they consider whether and how to expand their use of personalized learning. It provides an overview of personalized learning and describes best practices used by education agencies to collect data for personalized learning; to use those data to meet personalized learning goals; and to support the relationships, resources, and systems needed for effective use of data in personalized learning. It also provides a particular focus on data considerations needed by different locations depending on their approach to personalized learning, and considers questions such as which data elements are appropriate at the district or state levels. Because personalized learning is still a developing prospect in many locations, the concepts and examples provided here are intended to help facilitate idea sharing and discussion.
Elementary and Secondary Mathematics and Science Education. Science &amp; Engineering Indicators 2020. NSB-2019-6
Author: White, Karen
Date: 2019-09-04
Type: Reports - Research
Subjects: Elementary Secondary Education,STEM Education,Postsecondary Education,Career Readiness,Socioeconomic Status,Racial Differences,Ethnicity,Gender Differences,Disproportionate Representation,At Risk Students,Access to Education,Equal Education,Achievement Gap,Correlation,College Attendance,Student Adjustment,Science Achievement,Mathematics Achievement,Mathematics Education,Science Education

This report provides a portrait of K-12 science, technology, engineering, and mathematics (STEM) education in the United States. It examines pre-college mathematics and science learning and how that learning affects postsecondary and career outcomes. It also compares U.S. student performance with that of other nations. Data sources include the U.S. Department of Education's National Center for Education Statistics (NCES) and other public sources. This report focuses on overall patterns in STEM education and notes variations in STEM access and performance by students' socioeconomic status (SES), race or ethnicity, and sex. STEM education can provide historically underrepresented populations with pathways for obtaining good jobs and a higher standard of living, if they can access these opportunities (Committee on STEM Education 2018; Doerschuk et al. 2016; Leadership Conference Education Fund 2015; Noonan 2017b; Wang and Degol 2016). Data in this report reveal access and achievement gaps in STEM education across the K-12 spectrum. With few exceptions, the data show strong associations between SES and STEM achievement levels, early and ongoing differences among racial or ethnic groups, and some differences in male and female student achievement. These results are consistent across many measures, including tests of different students across time, tests that follow specific age cohorts, immediate college enrollment rates, and choice of postsecondary STEM majors.
A Fully Conditional Specification Approach to Multilevel Imputation of Categorical and Continuous Variables
Author: Enders, Craig K.
Date: 2018-00-00
Type: Reports - Research
Subjects: Hierarchical Linear Modeling,Behavioral Science Research,Computer Software,Bayesian Statistics,Computation,Data Analysis,Regression (Statistics),Statistical Analysis,Statistical Bias

Specialized imputation routines for multilevel data are widely available in software packages, but these methods are generally not equipped to handle a wide range of complexities that are typical of behavioral science data. In particular, existing imputation schemes differ in their ability to handle random slopes, categorical variables, differential relations at level-1 and level-2, and incomplete level-2 variables. Given the limitations of existing imputation tools, the purpose of this manuscript is to describe a flexible imputation approach that can accommodate a diverse set of two-level analysis problems that includes any of the aforementioned features. The procedure employs a fully conditional specification (also known as chained equations) approach with a latent variable formulation for handling incomplete categorical variables. Computer simulations suggest that the proposed procedure works quite well, with trivial biases in most cases. We provide a software program that implements the imputation strategy, and we use an artificial data set to illustrate its use. [This paper was published in &quot;Psychological Methods&quot; v23 n2 p298-317 2018.]
Noncredit English Language Learners&apos; (ELL) Transition to Credit Courses: Summary from a Mixed-Methods Analysis
Author: Beam, Marc
Date: 2019-05-00
Type: Reports - Research
Subjects: Community Colleges,English Language Learners,College Credits,Noncredit Courses,Enrollment,Adult Education,Tests,Student Placement,Adult Students,Language Proficiency,Two Year College Students

With support from the California Community Colleges Chancellor's Office (CCCCO), Educational Services Division, the Research and Planning Group (RP Group) conducted a mixed-methods analysis of noncredit English Language Learners' (ELL) transition to credit courses, such as transfer-level English (TLE), to inform the work of a statewide committee to provide guidance for colleges on effective placement practices and curricular considerations for English as a Second Language (ESL) programs. The report summarizes findings from a mixed-methods analysis conducted to examine the utility of Comprehensive Adult Student Assessment Systems (CASAS) data to inform placement and identify districts with high rates of students transitioning to credit courses; then conducted interviews with 10 California Community College (CCC) districts showing high transition and throughput rates to identify similar features of a successful program. Results revealed a limited value on the utility of CASAS scores for predicting transition into a TLE for noncredit students due to a low percentage of Adult Education (AE) students achieving throughput at the two institutions with test score data. Based on the findings, the RP Group identified three areas of opportunities for community colleges: (1) Adult education consortia and community colleges should work collaboratively to create clear noncredit to credit pathways across ESL and English sequences; (2) Community colleges should consider more explicit integration of their noncredit and credit curriculum to ensure a seamless transition for students; and (3) Community colleges should consider contextualizing ESL curriculum to meet the needs of students.
Modernizing Title IV Aid to Encourage and Accommodate Innovation in Higher Education. NASFAA Task Force Report
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Educational Legislation,Federal Legislation,Higher Education,Educational Innovation,Barriers,Federal Regulation,Public Agencies

Education has been an evolving enterprise since Plato first sat at Socrates' feet. What sets the past few decades apart in the history of education, though, is the rapid pace of change. New technologies, workforce demands, consumer expectations, entrepreneurial innovations and public sensitivity to cost are increasing the pressure for accessible, productive and meaningful education programs. Yet, too often, traditional higher education policies and financial aid rules stymie even the most sensible of these innovations. Federal aid programs were designed primarily around traditional semester, quarter or longer-term certificate calendars. In past years, Congress and the U.S. Department of Education (ED) have tweaked around the edges to accommodate online and modular modalities. In more recent years, ED has used its experimental sites authority to study potential regulatory changes to foster innovation in competency-based education, subscription models, short-term certificates and partnerships with non-traditional education providers. Yet, existing ED guidance and the potential of non-compliance liability continues to stifle innovation and wider use of emerging educational concepts and technologies. The barriers include anachronistic regulations and practices which, while well-intentioned, cause institutions to shy away from innovation. This report addresses these barriers with recommendations that both expand ED's tool set to foster innovation and revise regulations to better support emerging educational programs and maintain adequate protections for students and taxpayers.
The Productivity of Public Charter Schools
Author: Wolf, Patrick J.
Date: 2014-07-00
Type: Reports - Research
Subjects: Productivity,Public Schools,Charter Schools,Achievement Gains,Cost Effectiveness,Scores,Outcomes of Education,Economic Factors,National Competency Tests,Mathematics Achievement,Reading Achievement,Expenditure per Student,Computation

This is the first national study of the productivity of public charter schools relative to district schools. This report is a follow up to the charter school revenue study, &quot;Charter School Funding: Inequity Expands&quot; (see ED581409) in April 2014 by the School Choice Demonstration Project at the University of Arkansas. While the revenue study sought to determine whether there was a funding disparity between charter and traditional public schools (TPS) students, and if the gap has been closing or growing over the past nine years, this report extends the scope of that research by asking a different but related question: What is the relative productivity of public charter schools and TPS, both in terms of their cost effectiveness and their return on investment (ROI)? If funding is equal across the two sectors in a given state, the school sector that generates larger student achievement gains is more productive. If student achievement gains are equal across the two sectors in a given state, the school sector that receives less per pupil revenue is more productive. The authors explore these issues in this analysis of charter schools and TPS across 28 states and the District of Columbia. They use a cost effectiveness analysis as their first measure of productivity to consider how many test score points students gain on the 2010-11 National Assessment of Educational Progress (NAEP) for each $1000 invested in their public education in the charter compared to the TPS sectors. Secondly, they measure productivity by calculating a return on investment (ROI) by converting the learning gains developed over time by students in the public charter and TPS sectors into an estimate of the economic returns over a lifetime for students and comparing those returns to the revenue amounts invested in their education. The findings indicate that charter schools are more productive than TPS, either because they produce higher student gains at a lower cost or because they produce similar or only slightly lower student outcomes at a significantly lower cost.
Access, Enrollment, and Success in Transfer-Level English and Math in the California Community College System: Fall 2015 to Fall 2018 Statewide Analysis
Author: RP Group
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Community Colleges,State Legislation,English Instruction,Mathematics Instruction,College Mathematics,College English,Success,Performance,Access to Education,Enrollment,Grades (Scholastic),Grade Point Average,College Transfer Students,High School Students

The California Community College (CCC) system is now making changes to its assessment and placement processes under Assembly Bill (AB) 705. The bill focuses on colleges maximizing student completion of transfer-level English and math within one year. In anticipation of AB 705, numerous CCCs throughout the state had already begun adjusting English and math assessment and placement for fall 2018 to facilitate direct entry into transfer-level courses aligned with their degree or transfer goal. In order to begin understanding how the mandates of AB 705 will impact enrollment and success over time, a statewide analysis of student outcomes from fall 2015 to fall 2018 was conducted. This report explores outcomes in three key areas for students in transfer-level English and math courses in fall terms from 2015 to 2018: 1) access and enrollment, 2) success and performance, and 3) throughput. The report begins by discussing key findings in each of these areas, identifying specific research questions, providing detailed charts and tables with relevant data, and offering brief analyses of those charts and tables. Next, the report offers a short discussion of the limitations of this particular study, followed by a conclusion that reflects on the report's findings, explores what those findings might mean, and places the findings in the context of the big picture of assessment and placement in CCCs.
Validity of SAT® Essay Scores for Predicting First-Year Grades
Author: Marini, Jessica P.
Date: 2019-10-00
Type: Reports - Research
Subjects: College Entrance Examinations,Essays,Scores,College Freshmen,English Instruction,Language Arts,Writing Instruction,Grade Point Average,Grades (Scholastic),Correlation,Predictor Variables,Probability,High School Students

This paper presents the results of a national validity study examining relationships between new SAT Essay scores and first semester grades in English and writing courses, as well as first-year grade point average (FYGPA) in college. The sample includes more than 180,000 first-year students across 171 four-year institutions. Results show that there is a positive relationship between the three SAT Essay scores and first semester English and writing course grades as well as overall FYGPA. More importantly, these SAT Essay scores add useful information above and beyond the SAT Evidence-Based Reading and Writing (ERW) section score. Findings show that the added predictive value of the SAT Essay can be even more powerful by student subgroup. For some student subgroups, the SAT Essay can improve our ability to predict their college performance in English and Writing by more than 30% above using the combination of HSGPA and SAT ERW scores. These findings provide compelling empirical support for institutions using or considering the use of SAT Essay scores for admission, placement, or advising on campus.
Safe and Supportive Learning Environments in Juvenile Justice Systems. Professional Development
Author: de Azúa, Ramón L.
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Professional Development,Educational Needs,Child Neglect,Delinquency,Children,Youth,Juvenile Justice,Educational Environment,Safety,Correctional Education,Correctional Institutions,Institutionalized Persons,Student Needs,At Risk Students,Gender Differences,Racial Differences,Ethnicity,Special Education,Psychological Needs,Culturally Relevant Education,Language Usage,Student Records,Mental Health,Substance Abuse,Social Development,Emotional Development,Skill Development,Self Management,Interpersonal Competence,Poverty,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Academic Support Services,Learner Engagement,Compliance (Legal),Family Involvement,Trauma,Elementary Secondary Education,Student Motivation

In 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first in a series of professional development briefs that focus on the professional development needs and interests of neglected or delinquent (N or D) State coordinators, correctional educators, and providers of Title I, Part D (Part D) programs and services. These briefs are intended to inform the planning, design, and delivery of professional development for individuals working in Part D and correctional education programs. This third professional development brief seeks to foster a shared understanding of the fundamentals for creating and sustaining safe and supportive learning environments in juvenile justice settings and includes potential ideas for professional development offerings that may enhance the conditions for learning plus social and emotional learning (SEL) opportunities. [For the first and second briefs in this series see ED577000 and ED577001, respectively.]
How America Saves for College 2018: Sallie Mae&apos;s National Study of Parents with Children under Age 18
Author: Sallie Mae Bank
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Parent Attitudes,Money Management,Parent Financial Contribution,Family Financial Resources,Parent Responsibility,Economic Factors,Student Loan Programs,Grants,Student Financial Aid,Goal Orientation,Decision Making,Personality Traits,College Planning

Introduced in 2009, &quot;How America Saves for College&quot; is Sallie Mae's national study conducted by Ipsos that surveys American parents with children under the age of 18 about how they are preparing financially for college. The 2018 study is the seventh in the series. This primary research captures data on parents' saving-for-college behaviors and habits, their attitudes and feelings about saving, planning, and paying for college, and how much they have saved. Ipsos conducted online interviews with 2,003 parents between January 18, 2018, and February 15, 2018. Parents were asked to report the total amount saved for college and the amount they had saved during the last year. This report includes a full set of response tables associated with each itemized question.
The Summer Reading Imperative. Kids &amp; Family Reading Report™. 7th Edition
Author: Scholastic Inc.
Date: 2019-00-00
Type: Reports - Research
Subjects: Summer Programs,Reading Programs,Reading Achievement,Achievement Gap,Knowledge Level,Parents,Reading Habits,Books,Libraries,Family Involvement,Community Involvement,Parent Attitudes,Literacy,Parent Role,Self Determination,Children,Adolescents,Individual Characteristics

At first glance, parents seem aware of the importance of summer reading, as 94% agree reading over the summer can help their child during the school year. And yet, nearly half of parents with school-age children are unaware of the &quot;summer slide&quot; (47%), the loss of academic skills that occurs when school is not in session and which is attributed largely to the lack of reading. This is of critical importance as the effects of the summer slide are cumulative. Researchers estimate that by the time a struggling reader reaches middle school, summer reading loss has accumulated to a two-year lag in reading achievement. A case can be made that we can begin to address this contributing factor to the reading achievement gap by addressing an information gap. &quot;The Summer Reading Imperative&quot; is the third installment of the &quot;Scholastic Kids &amp; Family Reading Report™: 7th Edition,&quot; and explores the &quot;summer slide&quot; awareness gap, libraries and community support to drive summer reading, and supporting summer reading through book access and choice. [For companion reports, see &quot;Teacher &amp; Principal School Report: Focus on Literacy&quot; (ED594417) and &quot;Teacher &amp; Principal School Report: Equity in Education&quot; (ED574028).]
Multiple Imputation as a Flexible Tool for Missing Data Handling in Clinical Research
Author: Enders, Craig K.
Date: 2017-00-00
Type: Reports - Research
Subjects: Data Analysis,Computer Software,Computation,Statistical Analysis,Questionnaires,Goodness of Fit,Statistical Significance,Hierarchical Linear Modeling

The last 20 years has seen an uptick in research on missing data problems, and most software applications now implement one or more sophisticated missing data handling routines (e.g., multiple imputation or maximum likelihood estimation). Despite their superior statistical properties (e.g., less stringent assumptions, greater accuracy and power), the adoption of these modern analytic approaches is not uniform in psychology and related disciplines. Thus, the primary goal of this manuscript is to describe and illustrate the application of multiple imputation. Although maximum likelihood estimation is perhaps the easiest method to use in practice, psychological data sets often feature complexities that are currently difficult to handle appropriately in the likelihood framework (e.g., mixtures of categorical and continuous variables), but relatively simple to treat with imputation. The paper describes a number of practical issues that clinical researchers are likely to encounter when applying multiple imputation, including mixtures of categorical and continuous variables, item-level missing data in questionnaires, significance testing, interaction effects, and multilevel missing data. Analysis examples illustrate imputation with software packages that are freely available on the internet. [This paper was published in &quot;Behaviour Research and Therapy&quot; v98 p4-18 2017.]
The State of the World&apos;s Children 2016: A Fair Chance for Every Child
Author: Watkins, Kevin
Date: 2016-06-00
Type: Reports - Research
Subjects: Childrens Rights,Access to Education,Equal Education,Disadvantaged,Access to Health Care,Intervention,Child Health,Health Insurance,Educational Equity (Finance),Mortality Rate,Educational Quality,Educational Finance,Poverty,Developing Nations,Infant Mortality,Social Problems,Foreign Countries

Every child has the right to health, education and protection, and every society has a stake in expanding children's opportunities in life. Yet, around the world, millions of children are denied a fair chance for no reason other than the country, gender or circumstances into which they are born. The &quot;State of the World's Children 2016&quot; argues that progress for the most disadvantaged children is not only a moral, but also a strategic imperative. Stakeholders have a clear choice to make: invest in accelerated progress for the children being left behind, or face the consequences of a far more divided world by 2030. At the start of a new development agenda, the report concludes with a set of recommendations to help chart the course towards a more equitable world. A Perspectives section offers: (1) A fair chance for girls -- End child marriage (Angélique Kidjo); (2) Give children a chance (Gordon Brown); and (3) What are we waiting for? Sustainable societies begin with children (Kailash Satyarthi).