ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating the Transfer of Scaffolded Inquiry: What Sticks and Does It Last?
Author: Li, Haiying
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Science Process Skills,Inquiry,Scaffolding (Teaching Technique),Instructional Effectiveness,Science Instruction,Science Achievement,Transfer of Training,Middle School Students,Grade 6

The Next Generation Science Standards [1] expect students to master disciplinary core ideas, crosscutting concepts, and scientific practice. In prior work, we showed that students benefited from real time scaffolding of science practices such that students' inquiry competencies both improved over time and transferred to new science topics. The present study examines the robustness of adaptive scaffolding by evaluating students' inquiry performances at a very fine-grained level in order to investigate &quot;what&quot; aspects of inquiry are robust over time once scaffolding was removed. 108 middle school students in grade 6 used Inq-ITS and received adaptive scaffolding for three lab activities in the first inquiry topic they completed (i.e. Animal Cell); they then completed 10 activities without scaffolding across three new topics. Results showed that after removing scaffolding, student's inquiry performance generally improved with slight variations in performance across driving questions and over time. Overall, these findings suggest that adaptive scaffolding may support students' inquiry learning and transfer of inquiry practices over time and across topics.
A 2017 Follow-Up: Six-Year Withdrawal, Stopout, and Transfer Rates for 2011-12 First-Time Postsecondary Students. Web Tables. NCES 2020-239rev
Author: Pretlow, Joshua
Date: 2020-08-00
Type: Numerical/Quantitative Data
Subjects: College Students,Student Characteristics,Academic Persistence,Educational Attainment,Withdrawal (Education),Stopouts,College Transfer Students,Postsecondary Education,College Entrance Examinations,Enrollment,Family Characteristics,High School Students,College Freshmen,Institutional Characteristics,Student Attitudes,Student Experience,Associate Degrees,Bachelors Degrees

This set of Web Tables is the fourth in a series of four that together provide key information about 2011-12 first-time postsecondary students' characteristics and their 6-year retention, persistence, attainment, withdrawal, stopout, and transfer rates. The series draws on data collected for the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17)--a nationally representative longitudinal sample survey conducted by the National Center for Education Statistics (NCES)--which followed first-time students for 6 years after they began their postsecondary education. This fourth set of Web Tables has two sections. Section 1 focuses on withdrawal, presenting the year-by-year, cumulative rates at which first-time students withdrew from postsecondary education without a degree. These withdrawal rates are shown in terms of the academic years (from July 1 to June 30) in which students were not enrolled and had not returned by spring 2017. Section 2 of these Web Tables explores stopout and transfer. &quot;Stopout&quot; is defined as a break in enrollment of 5 or more consecutive months. [For the third set of Web Tables in this series, see ED607249. This report is a revision of ED607251.]
Indiana College Completion Report 2021
Author: Indiana Commission for Higher Education
Date: 2021-06-22
Type: Reports - Evaluative
Subjects: Educational Attainment,College Graduates,Higher Education,Time to Degree,COVID-19,Pandemics,Academic Persistence,Educational Trends,Achievement Gap,Public Colleges,Two Year Colleges,Academic Degrees,College Credits,Adult Students,Socioeconomic Status,Full Time Students,Part Time Students,Racial Differences,Minority Group Students,Ethnic Groups,Universities,Postsecondary Education

In the wake of the COVID-19 pandemic, Indiana's college completion rates mostly held steady and even improved overall for the class of 2020. This 2021 College Completion Report will show: (1) How Indiana's college graduates are faring at completing their schooling on time (within two years for a long-term certificate or associate degree or four years for a bachelor's degree) or within an extended timeframe (within six years of beginning any degree program); (2) The on-time and extended-time completion rates at all of Indiana's public colleges and universities, along with demographic breakouts, persistence rates and trends over time for each institution; and (3) Improvements toward closing completion equity gaps and an impetus to accelerate to reach parity across race, income and age. This report highlights the importance of continued innovation and focus to help all students get across the stage and into fulfilling careers. [For the 2020 report, see ED607704.]
Indiana College Equity Report 2021
Author: Indiana Commission for Higher Education
Date: 2021-07-14
Type: Reports - Descriptive
Subjects: Higher Education,Achievement Gap,Equal Education,College Attendance,Access to Education,College Bound Students,Socioeconomic Status,Racial Differences,Poverty,Low Income Students,College Programs,Minority Group Students,Student Diversity,College Readiness,Gender Differences,Enrollment Trends,Graduation Rate,High School Graduates,Dual Enrollment,Advanced Placement,Graduation Requirements,Academic Persistence,Rural Schools,Public Colleges,Private Colleges,Intellectual Disciplines

The Indiana Commission for Higher Education has for years acknowledged and addressed the equity and achievement gaps that exist in the state's education pipeline. In 2013, the Commission passed a resolution to close Indiana's educational achievement gaps by 2025. In 2021, gaps are closing, but not quickly enough. Data must be the driving force behind actions to continue closing these gaps. The results of the 2021 College Equity Report highlight the demographics of high school graduates in 2019, their level of academic preparation, college-going rates, metrics of success in early college (2018 graduates) and graduation rates (2020 graduates). Top level findings from this year's report show: (1) Over the last 10 years, Indiana has become more diverse racially and ethnically, and by socioeconomic status. More students are non-White and more come from low-income households today than in recent history; (2) Students who are the least likely to go to college, succeed while there or graduate on time (or at all) are students of color, male students, rural students and low-income students who are not part of the 21st Century Scholars program; and (3) Poverty has a direct impact on college-going rates. Just 35 percent of low-income high school graduates go to college--lower than the statewide college-going average of 59 percent--and far lower than the percentage of higher-income graduates (64 percent) and those low-income graduates in the 21st Century Scholars program (88 percent). [For the 2020 report, see ED611245.]
COVID-19 Pandemic in the Houston Region - Education and Schooling: Findings from the Gulf Coast Coronavirus (COVID-19) Community Impact Survey
Author: Potter, Daniel
Date: 2021-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,School Districts,Access to Computers,Internet,Online Courses,At Risk Students,Minority Group Students,Low Income Students,Family School Relationship,Interpersonal Communication,Racial Differences,Ethnicity,Family Income,Readiness,Information Dissemination

The coronavirus pandemic fundamentally altered education and schooling in the Houston area. To better understand the impact of COVID-19 on Houston area families and communities, the Houston Education Research Consortium collaborated with Connective (previously, Harvey Home Connect) to launch the Gulf Coast Coronavirus (COVID-19) Community Impact Survey. This report focuses on changes and experiences with education and schooling between March and September 2020. In these first few months of the pandemic, schools and districts were forced to shift to 100% remote instruction. This decision meant students needed access to the internet and a digital device suitable for engaging with online learning. Many students, particularly Black and Hispanic students, as well as students from families earning less than $35,000 per year, did not have access to these technology resources. Parents also worried their children would not be academically prepared for the 2020-21 school year. Yet, despite the shifting unknowns for schools at the start of the pandemic, school district leaders were consistently and continuously in communication with their students' families. The report concludes with recommendations related to digital equity, ongoing communication efforts and additional areas of study around the pandemic.
Indiana College Readiness Report 2021
Author: Indiana Commission for Higher Education
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,College Readiness,High School Graduates,College Bound Students,COVID-19,Pandemics,Advanced Placement,Socioeconomic Status,Remedial Instruction,Student Needs,Institutional Characteristics,Enrollment Trends,Academic Degrees,Racial Differences,Minority Group Students,Dual Enrollment,Graduation Requirements,Gender Differences,College Preparation,Academic Achievement,Grade Point Average,Public Colleges,Intellectual Disciplines

The pandemic exacerbated many of the challenges facing higher education in Indiana--declining college-going rates, widening equity gaps, the persistent questioning of the value of higher education--all now compounded by issues of learning loss and economic upheaval. This report provides a pre-pandemic baseline for consideration, as education continues to grasp the full impact of the pandemic. This 2021 Indiana College Readiness Report provides statistics for 2019 High School graduates in the state of Indiana on the following: (1) High School Graduates Enrolling in College; (2) High School Graduates Enrollment by College Type; (3) Indiana Public College Enrollment by College; (4) Indiana Public College Enrollment by Degree Type; (5) Indiana Public College Enrollment by Program Type; (6) Indiana Public College Enrollment by Status; (7) Indiana Public College Remediation by Subject; (8) Indiana Public College Students Needing Remediation; (9) Indiana Public College Student Performance; and (10) Indiana Public College Student Success Metrics. [For the 2020 report, see ED607749.]
Federal Financial Aid for Students with Intellectual Disability. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 45
Author: Weir, Cate
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Federal Legislation,Higher Education,Educational Legislation,Students with Disabilities,Intellectual Disability,Eligibility,Equal Education,Federal Aid,Grants,Work Study Programs

Provisions in the Higher Education Opportunity Act (HEOA), passed in 2008, make it possible for students with intellectual disability (ID) who demonstrate financial need to take advantage of some kinds of federal financial aid to help pay for college. The HEOA describes a new type of college program, called a Comprehensive Transition Program (CTP), that is specifically for students with ID. If a student with intellectual disability is attending an approved Comprehensive Transition Program (CTP), they can apply for financial aid to help pay for the cost of attendance at that program. This brief discusses how students with intellectual disabilities can utilize federal financial aid to help pay for college. This publication was originally released in 2012 as Insight Brief #16; it was updated to reflect current legislation and policy related to federal financial aid for students with intellectual disabilities.
Gifted and Talented Survey Results, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-03-11
Type: Reports - Research
Subjects: Academically Gifted,Talent,Gifted Education,School Districts,Magnet Schools,Program Effectiveness,Parent Surveys,Student Surveys,Elementary Secondary Education,Educational Planning,Advanced Placement Programs,Honors Curriculum,Clubs,After School Programs,Dual Enrollment,Acceleration (Education),Independent Study,Mentors,Internship Programs

As part of the program evaluation under the newly revised &quot;Texas State Plan for the Education of Gifted/Talented Students&quot; (Texas Education Agency, 2019), the Department of Research and Accountability conducted surveys of students, teachers, and parents to establish a baseline about perceptions of the G/T Program and collect formative data on implementation strategies. This report analyzes the survey responses collected from teachers, parents, and students. The district offers a Vanguard Magnet Program and a G/T Neighborhood Program; survey results are presented by the type of program for which services were provided. A total of 1,111 teachers, 1,211 elementary parents, 797 secondary parents, and 2,179 students responded to the surveys. The COVID-19 pandemic impacted the administration of the survey to all participants since schools and district offices closed on March 13, 2020, the final day the surveys were open. All surveys closed on Friday, March 13, 2020 at midnight. However, students reached out to the Research Department by email and requested an opportunity to complete the survey. Therefore, the student surveys were re-opened on March 31, 2020 and closed on June 24, 2020.
Gifted and Talented Survey Results, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-06-08
Type: Reports - Research
Subjects: Academically Gifted,Gifted Education,Elementary Secondary Education,Parent Attitudes,Talent Identification,Testing,Barriers,Information Dissemination,Magnet Schools,Parent Surveys,Racial Differences,Ethnicity,Instructional Program Divisions,Eligibility,Information Sources

The Gifted and Talented (G/T) Neighborhood Program (K-12) is designed to provide services for G/T students at their neighborhood schools or for non-zoned G/T students on a valid transfer (other than Vanguard Magnet transfers) that meet the criteria for identification established by district guidelines. All qualified students are served in their Gifted and Talented Neighborhood Program because there are no program enrollment goals or qualification distinctions (tiers) in the admission process. A Campus-Based Admissions Committee reviews the applications and notifies the parents of their child's placement recommendation. All G/T students on the campus are served in G/T classes with appropriately trained/qualified teachers. As part of the program evaluation under the &quot;Texas State Plan for the Education of Gifted/Talented Students&quot; (Texas Education Agency, 2019), the Department of Research and Accountability collected parent feedback and perceptions about the district's G/T identification and assessment process. This report analyzes the parent survey responses of G/T students who were assessed during the 2020-2021 school year. The district offers a Vanguard Magnet Program and a G/T Neighborhood Program, and the survey results are combined and reported as the Gifted and Talented Program.
Leveraging Motivational Interviewing to Coach Teachers in the Implementation of Preventive Evidence-Based Practices: A Sequential Analysis of the Motivational Interviewing Process
Author: Pas, Elise T.
Date: 2021-00-00
Type: Reports - Research
Subjects: Coaching (Performance),Interviews,Language Usage,Elementary School Teachers,Middle School Teachers,Evidence Based Practice,Prevention,Intervention,Program Effectiveness

Though emerging research supports the effectiveness of school-based coaching models utilizing motivational interviewing (MI), an examination of the specific drivers behind these effects is notably lacking in the prevention field. This study leveraged sequential analysis to examine how teachers' verbalization of change talk (i.e., language in support of change) and sustain talk (i.e., language in support of maintaining the status quo) was influenced by coaches' use of MI-consistent (i.e., collaborative language supportive of change) and MI-inconsistent (e.g., confrontational, directive) language, respectively. We also examined whether teacher and coach factors were related to coach-teacher language dynamics. Data were collected from 87 teachers in 16 elementary and middle schools randomized in a trial to the Double Check preventive intervention (see Bradshaw et al., 2018). Audio-recorded coaching feedback sessions were coded using an adapted version of the Motivational Interviewing Sequential Code for Observing Process Exchanges (MI-SCOPE). Sequential analyses indicated that MI-consistent and change talk were significantly more likely than chance to occur consecutively. Teachers' sustain talk was also more likely to occur sequentially with coach use of MI-consistent language and teacher change talk; the latter suggests teacher ambivalence. Coaches rarely used MI-inconsistent language and its occurrence was only associated with more MI-inconsistent language. Regression analyses indicated that teacher age, efficacy, burnout, classroom organization, and some design features (i.e., cohort, coach, coach-teacher racial match) were associated with different coach-teacher language dynamics. This novel school-based study illustrates how coaching MI evoked teacher change talk related to use of evidence-based programs. [This paper was published in &quot;Prevention Science&quot; v22 p786-798 2021.]
Learning Gains from the KinderTEK iPad Math Program: Does Timing of a Preventative Intervention Matter?
Author: Cary, Mari Strand
Date: 2020-06-05
Type: Reports - Research
Subjects: Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Mathematics Achievement,Kindergarten,Program Effectiveness,Numeracy,Intervention,Incidence,At Risk Students,Mathematics Skills,Individualized Instruction,Faculty Development,Time

A quasi-experimental design in six kindergarten classrooms (n = 123 students) was used to study the effects of the KinderTEK iPad-based math program on the math achievement of students in general education classrooms. Student math outcomes in three treatment (&quot;early start&quot;) classrooms were compared to math outcomes for students in three comparison (&quot;late start&quot;) classrooms. Results suggested that relatively brief exposure to KinderTEK produced gains on distal measures of early numeracy and that, on average, timing of intervention delivery did not impact end of year math outcomes. However, exploratory analyses suggested that earlier and longer use of KinderTEK may have provided a benefit for students most at risk in math. The utility of quasi-experimental studies within an overarching research program and implications for the adoption of technology-based math programs in kindergarten classrooms are discussed. [This paper will be published in &quot;Journal of Special Education Technology.&quot;]
Arts Credits Earned in High School and Postsecondary Enrollment: Differences by Background Characteristics. Data Point. NCES 2021-006
Author: Christopher, Elise
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: High School Students,Art Education,Course Selection (Students),Postsecondary Education,College Attendance,Student Characteristics,High School Graduates,Racial Differences,Ethnicity,Geographic Location,Socioeconomic Status,Gender Differences,Credits,Correlation

Taking at least one arts course in high school has been linked to higher school engagement as well as other positive cognitive, behavioral and social outcomes. Many states and local education agencies require arts credits for high school graduation. In 2013, 25 states required that high school students must have completed at least 0.5 credits in arts to graduate. Further, many districts have district-specific requirements for credits earned that may require higher credits than state requirements. This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. The cohort took follow-up surveys in 2012, 2013, and 2016. This Data Point uses data on high school graduates from the high school transcript collection of the study, conducted in 2013, and the postsecondary transcript collection, conducted in 2017-18. The analysis is based on about 12,900 HSLS:09 ninth-graders who graduated from high school by August 2013 and had complete transcripts.
Exploring Implementation of Attendance Supports to Reduce Chronic Absenteeism in the Providence Public School District. REL 2021-099
Author: Lavigne, Heather
Date: 2021-09-00
Type: Reports - Research
Subjects: Attendance,Intervention,Public Schools,School Districts,Program Implementation,Fidelity,Program Effectiveness,Telecommunications,Mentors,Handheld Devices,Parent School Relationship,Elementary Secondary Education,English Language Learners,Parent Participation,Student Characteristics,Letters (Correspondence),Barriers

In recent years Rhode Island's Providence Public School District (PPSD) has put initiatives in place to reduce high chronic absenteeism. This study explored attendance supports aimed at reducing chronic absenteeism that PPSD schools implemented in the 2018/19 school year. Although some schools had attendance supports in place before 2018/19, in 2018 the district added new requirements for schools to address chronic absenteeism. The study investigated what attendance supports were most commonly implemented with fidelity in 2018/19 by schools in which chronic absenteeism decreased between 2017/18 and 2018/19. Schools in which chronic absenteeism decreased implemented text messaging, phone calls, and mentorship programs with fidelity more frequently than schools in which chronic absenteeism increased. The study also looked more closely at one support in particular--text messaging to parents and guardians of students--to examine how implementation varied across schools. Some schools used a targeted approach for contacting parents and guardians of students who might be at risk for chronic absenteeism, translating content to reach parents and guardians in their preferred language; this could create opportunities to reach parents and guardians in ways that other attendance supports do not. Descriptive analyses showed that during the 2018/19 school year the use of attendance-related text messaging increased more quickly in schools in which chronic absenteeism decreased between 2017/18 and 2018/19 than in schools in which chronic absenteeism increased, where the use of attendance-related text messaging remained flat. [For the Study Snapshot, see ED614716. For the appendixes, see ED614717.]