ethanporcaro/eric-fulltext-meta huggingface dataset:
Every Child Counts: Adapting and Evaluating Research Results on Remedial Education across Contexts
Author: Duflo, Annie
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Remedial Instruction,Remedial Programs,Developing Nations,Program Evaluation,Primary Education,Data Collection,Surveys,Intervention,Basic Skills,Reading Instruction,Mathematics Instruction,Student Improvement,After School Education,Grade 2,Early Childhood Education,Outcomes of Education,Teaching Assistants,Instructional Effectiveness,Individualized Instruction,Teacher Education

Rigorous evidence from around the world has shown that significant improvements in learning can be obtained at comparatively low cost by spending more, focused time ensuring that the bottom half of the class in the early grades does not get left behind. The authors present results from the Teacher Community Assistant Initiative (TCAI) that tests the provision of remedial education as one possible solution to low learning levels in school. The theory of change of this program is simple: primary schools across the developing world fail to equip pupils with basic literacy and numeracy skills, often because schools are not able to target teaching to the actual learning levels of pupils. TCAI data collection included a baseline, 6 rolling midlines and 2 endline surveys. Preliminary results from the first endline indicated that the interventions which focus on targeting instruction at the level of the child--in-school and after-school remedial classes, as well as teacher training--had significant positive effects on basic skills in reading and math after only 10 weeks of instruction. Results reported both remedial during or after school remediation by TCAs are promising approaches and potential impacts can be quite high when implemented adequately.
College Board Response to &quot;Harvard Educational Review&quot; Article by Santelices and Wilson
Author: College Board
Date: 2010-06-00
Type: Opinion Papers
Subjects: Test Bias,College Entrance Examinations,Standardized Tests,Test Items,Public Schools,Educational Research,Culture Fair Tests

This is the College Board's response to a research article by Drs. Maria Veronica Santelices and Mark Wilson in the Harvard Educational Review, entitled &quot;Unfair Treatment? The Case of Freedle, the SAT, and the Standardization Approach to Differential Item Functioning&quot; (see EJ930622).
Graduation Rates for Selected Cohorts, 2006-11; Student Financial Aid, Academic Year 2013-14; and Admissions in Postsecondary Institutions, Fall 2014. First Look (Provisional Data). NCES 2015-181
Author: Ginder, Scott A.
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Student Financial Aid,College Admission,Tables (Data),Undergraduate Students,Time to Degree,Student Costs,Enrollment,Bachelors Degrees,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Race,Sex

This &quot;First Look&quot; presents findings from the provisional data of the IPEDS winter 2014-15 data collection, which included four survey components: (1) Graduation Rates (GR); (2) 200 Percent Graduation Rates (GR200); (3) Student Financial Aid (SFA); and (4) Admissions (ADM). GR and GR200 present graduation rates for selected cohorts within 100, 150, and 200 percent of normal program completion time (e.g., &quot;normal&quot; program completion time for a bachelor's degree would be 4 years). SFA collects the number of undergraduate students awarded aid as well as the amount of the aid awarded to those students. ADM collects information about the undergraduate selection process for entering first-time degree/certificate-seeking undergraduate students. Data for these components were collected through the IPEDS web-based data collection system. Though fielded during the same collection period, each survey component collected data on different groups of individuals (e.g., cohorts starting at a specific time). The purpose of this report is to introduce new data through tables containing descriptive information. The findings presented here demonstrate the range of information available through IPEDS. The following are appended: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms.
College Board Response to &quot;Harvard Educational Review&quot; Article by Freedle
Author: Camara, Wayne
Date: 2004-04-00
Type: Opinion Papers
Subjects: College Entrance Examinations,Standardized Tests,Test Bias,Test Items,Culture Fair Tests,Social Class,Ethnic Groups,Scores,College Bound Students

This is the College Board's response to Roy O. Freedle's article in the Harvard Educational Review, entitled &quot;Correcting the SAT's Ethnic and Social Class Bias: A Method for Reestimating SAT Scores.&quot; It is the authors' view that Freedle has presented no argument that would justify removing or de-emphasizing a critical college success skill, such as reading, from the SAT. Nor has he presented a credible case for constructing tests that are very difficult for the intended population of examinees. [To view the &quot;Harvard Educational Review&quot; article in ERIC, see EJ669197.]
A Daily Dose of CALM: Supporting Middle School Educators' Wellbeing and Classroom Functioning through a Brief Stress Reduction Intervention
Author: Harris, Alexis R.
Date: 2014-00-00
Type: Reports - Research
Subjects: Middle School Teachers,Well Being,Stress Management,Intervention,Relaxation Training,Health Promotion,Feasibility Studies,Program Effectiveness,Quasiexperimental Design,Teacher Burnout,Statistical Analysis,Professional Development,Measures (Individuals),Burnout

The current study involved the development, implementation, and evaluation of a universal school-based intervention designed to promote health and wellbeing among educators. This study aims to further investigate the efficacy of contemplative practices as a support for teacher wellbeing. The study contributes a new perspective to the current literature by including both classroom teachers and other school personnel and by testing an innovative intervention model. CALM is an intervention program based in gentle yoga and mindfulness practices designed specifically to promote health and wellbeing among teachers and school personnel by providing a daily stress reduction practice as well as empowering participants with skills and strategies to be used outside of the program. The current research tested the feasibility and efficacy of CALM, a 16-week brief daily yoga-based program integrated into the school setting. This study involved a quasi-experimental efficacy trial involving 64 educators from two schools. This study demonstrates that a brief daily program of mindfulness and yoga practice is a feasible strategy to impact educators' social-emotional competence and wellbeing. One figure and one table are appended.
Coaching Studies on the SAT® Conducted by External Researchers
Author: Sathy, Viji
Date: 2005-09-00
Type: Reference Materials - Bibliographies
Subjects: College Entrance Examinations,Standardized Tests,Bibliographies,Test Preparation,Test Coaching,Test Wiseness,College Bound Students,High School Students

This is a bibliographic list of coaching studies on the SAT conducted by external researchers.
Evaluating Non-Randomized Educational Interventions: A Graphical Discussion
Author: Theobald, Roddy
Date: 2014-00-00
Type: Reports - Research
Subjects: Intervention,Educational Research,Pretests Posttests,Outcome Measures,Computation,Statistical Analysis,Graphs,Statistical Bias

A central goal of the education literature is to demonstrate that specific educational interventions--instructional interventions at the student or classroom level, structural interventions at the school level, or funding interventions at the school district level, for example--have a &quot;treatment effect&quot; on student achievement. This paper has three objectives. First, Theobald and Richardson explain both how Single World Intervention Templates (SWITs) unify two existing approaches to causality--potential outcomes and directed acyclic graphs (DAGs)--and their utility as a framework for discussing confounding and causality. Second, Theobald and Richardson introduce a specific SWIT that can be used to discuss confounding and causality in a &quot;pre/post&quot; study of an educational intervention. Finally, Theobald and Richardson use this SWIT to discuss the assumptions necessary for common estimation methods to produce an unbiased estimate of the treatment effect of a non-randomized educational intervention. The study concludes a central goal of this paper is to illustrate the utility of graphs, and single world intervention templates (SWITs) in particular, as a means of communicating these assumptions. Tables and figures are appended.
Knowledge Structures and Adult Intellectual Development. Report No. 98-3
Author: Ackerman, Philip L.
Date: 1998-00-00
Type: Reports - Research
Subjects: Cognitive Structures,Adult Development,Intellectual Development,Individual Differences,Young Adults,Adults,College Students,College Graduates,Age Differences,Interest Inventories,Personality Measures,Self Concept Measures,Mathematics Tests,Verbal Tests,Spatial Ability,Achievement Tests,Verbal Ability,Nonverbal Ability,Nonverbal Tests

This report reviews a theoretically inspired empirical investigation of individual differences in knowledge, abilities, and nonability traits as part of an ongoing effort to better understand adult intellectual development and to develop more accurate measures of adult intelligence. Twenty Knowledge Scales were constructed, drawing on College-Level Examination Program® (CLEP®) and Advanced Placement Program® (AP®) Examinations. These Knowledge Structures were administered, along with an extensive battery of traditional ability tests, and measures of personality, interests, and self-concept, to two samples of adults, a &quot;younger&quot; adult group, age 18-27, and an &quot;older&quot; adult group, age 30+. Results indicate that the older adults in this sample know a lot more than the younger adults across a broad range of domains that are represented both inside and outside of standard college curricula. In general, the older adult group showed a much higher degree of orientation toward things &quot;intellectual&quot; than the younger adult group, as indicated by scores on interest, personality, and self-concept scales. The following is appended: Six Selected Case Profiles. [This report was written in collaboration with Eric L. Rolfhus.]
K-12 Postsecondary Alignment and School Accountability: Investigating High School Responses to California's Early Assessment Program. Research Brief
Author: Kurlaender, Michal
Date: 2012-09-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Postsecondary Education,Alignment (Education),Accountability,Academic Standards,High Schools,Standardized Tests,College Readiness,College Applicants,High School Seniors,Public Schools,Improvement Programs,State Programs,Program Effectiveness,High School Students

This brief studies California's introduction of the Early Assessment Program to bridge the gap between K-12 educational standards and postsecondary education requirements, similar to the Common Core State Standards movement.
Effects of Check &amp; Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial
Author: Maynard, Brandy R.
Date: 2014-00-00
Type: Reports - Research
Subjects: Dropout Prevention,Dropout Programs,Secondary School Students,Urban Schools,Program Effectiveness,Attendance Patterns,Academic Achievement,Student Behavior,At Risk Students,Effect Size,Research Design,Randomized Controlled Trials,Pretests Posttests,Hierarchical Linear Modeling

The present study evaluates the effectiveness of Check &amp; Connect (C&amp;C) in a randomly assigned sample of students who were all receiving Communities in Schools (CIS) services. The research questions for the study include: Are there differences in attendance, academics, and behavior for CIS students who also receive C&amp;C compared to students who only receive CIS services? Nine middle schools, four high schools, and one middle/high school located in a large urban region of the southwestern US comprised the setting for the study. This study used a randomized block design to examine the effectiveness of C&amp;C on academic performance, behavior, and attendance with at-risk middle and high school students. Results provide evidence of the effects of C&amp;C implemented in a real-world setting by school-based practitioners, situating effect sizes within the context of C&amp;C being implemented under conditions that practitioners would normally experience. Tables and figures are appended.
Measuring the Impact of High School Counselors on College Enrollment. Research Brief
Author: Hurwitz, Michael
Date: 2013-02-00
Type: Reports - Research
Subjects: School Counselors,High Schools,Enrollment,College Attendance,Outcomes of Education,Regression (Statistics),Statistical Analysis,Prediction,Educational Policy,National Surveys,Elementary Secondary Education

This brief examines high school counselor staffing counts relative to four-year college enrollment rates. Recent evidence from a national survey of counselors provides support for claims by counselors and school administrators that current counselor staffing levels are suboptimal. An additional high school counselor is predicted to induce a 10 percentage point increase in four-year college enrollment. A technical appendix is included.
Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program
Author: Jennings, Patricia A.
Date: 2014-00-00
Type: Reports - Research
Subjects: Urban Areas,Poverty,Prosocial Behavior,Interpersonal Competence,Teacher Behavior,Well Being,Teacher Student Relationship,Classroom Techniques,Social Development,Emotional Development,Program Effectiveness,Teaching Skills,Classroom Environment,Faculty Development,Resilience (Psychology),Stress Management,Elementary School Teachers,Self Contained Classrooms,Randomized Controlled Trials,Comparative Analysis,Pretests Posttests,Questionnaires,Depression (Psychology),Check Lists,Burnout,Measures (Individuals),Self Efficacy,Teacher Burnout

The present study, which takes place in a high-poverty section of a large urban area of the northeastern United States, is based upon the prosocial classroom theoretical model that emphasizes the significance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and social and emotional learning (SEL) program effectiveness. These factors, as well as teachers' classroom management and instructional skills contribute to creating a classroom climate that is conducive to learning and that promotes positive developmental behavioral and academic outcomes among students. Cultivating Awareness and Resilience in Education (CARE) is a mindfulness-based professional development program designed to reduce stress, promote SEC and improve teachers' performance and classroom learning environments. From 8 elementary schools the authors recruited and consented 55 teachers (90.2% female, mean age = 39.41). They had relatively low attrition (7.2%) which was largely balanced across treatment and control conditions, resulting in a diverse sample of 51 teachers (53% white). All were regular lead teachers working in a self-contained classroom setting. The results reported here are from an IES-funded 4-year efficacy and replication study of CARE. The data are from the teacher self-report collected from the first year cohort of the cluster randomized controlled trial. After the teachers completed self-reports they were randomly assigned within schools to receive the CARE intervention or to a wait-list control group. After the treatment group received the CARE program, the same self-report battery was administered to both groups. A figure is appended.
Nine Facts about the SAT That Might Surprise You. Statistical Report
Author: Letukas, Lynn
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Student Characteristics,Test Preparation,Prediction,Test Use,Test Bias,Test Coaching,Academic Achievement,Student Diversity,Racial Bias,Gender Bias,Scores,Achievement Gains

The purpose of this document is to identify and dispel rumors that are frequently cited about the SAT. The following is a compilation of nine popular rumors organized into three areas: &quot;Student Demographics,&quot; &quot;Test Preparation/Test Prediction,&quot; and &quot;Test Utilization.&quot;
International Comparative Assessments: Broadening the Interpretability, Application and Relevance to the United States. Research in Review 2012-5
Author: Di Giacomo, F. Tony
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Comparative Testing,International Assessment,Relevance (Education),Testing Programs,Program Descriptions,Best Practices,Adoption (Ideas),Technology Transfer,Economic Impact,Academic Achievement,Educational Assessment,Educational Indicators,Comparative Education,Comparative Analysis,Common Core State Standards,Educational Policy,Tables (Data),Educational Change,Educational Practices,National Competency Tests,Foreign Countries,Mathematics Tests,Science Tests,Mathematics Achievement,Elementary Secondary Education,Science Achievement,Reading Tests,Achievement Tests,Reading Achievement,Grade 4

Many articles and reports have reviewed, researched, and commented on international assessments from the perspective of exploring what is relevant for the United States' education systems. Researchers make claims about whether the top-performing systems have transferable practices or policies that could be applied to the United States. However, looking only at top-performing education systems may omit important knowledge that could be applied from countries with similar demographic, geographic, linguistic, or economic characteristics--even if these countries do not perform highly on comparative assessments. Moreover, by exploring only the top performers, a presumption exists that these international assessments are in alignment with a country's curricular, pedagogic, political, and economic goals, which may falsely lead to the conclusion that by copying top performers, test scores would invariably increase and also meet the nation's needs. While international comparative assessments can be valuable when developing national or state policies, the way in which they are interpreted can be broadened cautiously to better inform their interpretability, relevance, and application to countries such as the United States--all while considering the purpose of each international assessment in the context of a nation's priorities. Ultimately, this report serves as a reference guide for various international assessments, as well as a review of literature that explores a possible relationship between national economies and international assessment performance. In addition, this review will discuss how policymakers might use international assessment results from various systems to adapt successful policies in the United States. Tables are appended.
Is the Relationship between AP® Participation and Academic Performance Really Meaningful? Research Brief 2015-1
Author: Ewing, Maureen
Date: 2015-00-00
Type: Reports - Research
Subjects: Academic Achievement,Advanced Placement Programs,Correlation,Student Participation,Time Factors (Learning),Grade Point Average,Communities of Practice,Dual Enrollment,Program Effectiveness,Relevance (Education),College Students

Strong academic performance in college, as measured by first-year grades, is important for a host of reasons, but perhaps the most critical reason is that students who perform well in their first year of college are more likely to earn a bachelor's degree (Adelman, 2006). Research shows that Advanced Placement Program® (AP®) students, particularly those who earn higher AP Exam scores, are likely to earn higher first-year grade point averages (GPAs) and higher subject-area GPAs in college than students who do not take an AP Exam.
Designing Technology to Impact Classroom Practice: How Technology Design for Learning Can Support Both Students and Teachers
Author: Mendiburo, Maria
Date: 2014-00-00
Type: Reports - Research
Subjects: Educational Technology,Intelligent Tutoring Systems,Teaching Methods,Technology Uses in Education,Intervention,Curriculum,Instructional Design,At Risk Students,Fractions,Mathematics Instruction,Program Effectiveness,Grade 5,Grade 6,Pretests Posttests,Middle Schools

In this paper, the authors discuss a portion of the design research process of developing an intelligent tutoring system (ITS) for classroom use. The goal of this ITS is to simultaneously provide automated support for student learning and generate diagnostic information for teachers that can lead directly to actionable recommendations for pedagogy and classroom practice. They developed the HALF (Helping At-risk students Learn Fractions) intervention program in response to the need for a classroom-based instructional program that integrates the potential of technology-based instruction with support for teachers and the classroom environment. The results of this study suggest that the HALF intervention program has a similar positive impact on student learning as a fully developed commercial curriculum; student learning is at least as good as in an existing, widely used curriculum. Tables and figures are appended.
National Curriculum Survey on English and Mathematics. Research Report 2011-13
Author: Kim, YoungKoung
Date: 2012-00-00
Type: Reports - Research
Subjects: English Curriculum,Mathematics Curriculum,National Surveys,Secondary School Curriculum,College Curriculum,High Schools,Alignment (Education),College Entrance Examinations,Courses,Secondary School Teachers,College Faculty,Teacher Surveys,Teacher Characteristics,Response Rates (Questionnaires),Institutional Characteristics

In the fall of 2009, the College Board conducted a curriculum survey to gather information on the curricula and institutional practices of high schools and colleges in the United States. The primary objective of the survey was to collect data on the knowledge and skills, or topics, taught in high school classrooms and assess the importance of these topics for institutions of higher education. The College Board periodically reviews the state of K-12 and college curricula as a standard part of the SAT test development process (see example in Milewski, Johnsen, Glazer &amp; Kutota, 2005). The results of the curriculum survey will allow the College Board to validate and ensure that the topics measured on the SAT and SAT Subject Tests™ reflect what is being taught in the nation's high schools and what college professors consider to be required for college success Curriculum surveys were completed by more than 5,000 high school and college teachers in English language arts (ELA) and mathematics. Surveys were also distributed in biology, chemistry, physics, and history, and the results of these surveys will be reported in later reports. Each survey covered the topics assessed on the SAT, SAT Subject Tests, and the College Board Standards for College Success™ and also inquired about various aspects of course curricula, including the use of assessments. This report presents the results of the English and mathematics surveys, with a focus on the alignment between the SAT and high school and college curricula. The report briefly introduces the SAT, discusses the method used to implement the survey, and concludes with a summary of the results of the ELA and mathematics surveys. Supplemental tables are appended.