ethanporcaro/eric-fulltext-meta huggingface dataset:
COVID-19 Transfer, Mobility, and Progress: Final Look Spring 2021 Report. Fourth in the Series
Author: Huie, F.
Date: 2021-06-03
Type: Reports - Research
Subjects: COVID-19,Pandemics,College Transfer Students,Student Mobility,Barriers,Enrollment,College Freshmen,Reentry Students,Institutional Characteristics,Enrollment Trends,Gender Differences,Racial Differences,Ethnicity,Geographic Location,Undergraduate Students,Nontraditional Students,Community Colleges,Online Courses

The National Student Clearinghouse Research Center reports on the shifting transfer landscape during COVID-19 in a rapid response report series titled &quot;COVID-19 Transfer, Mobility, and Progress.&quot; Two reports are issued per academic term, starting with a first look of the term, followed by the end of term update. As the fourth in the series, this edition is an end-of-term report for spring 2021. It focuses on year-over-year changes within a fixed panel of institutions that represent 94 percent of the Clearinghouse universe of institutions and 11.3 million undergraduate students (including 737,000 transfer students) reported as of April 22. As the effects of the pandemic continue to impact postsecondary institutions into late spring 2021, this research series attempts to quantify how the transfer and enrollment gaps by student characteristics that existed before the pandemic continue to be affected by these disruptions. Even before the pandemic, many college students intending to transfer struggled to manage the complexities of the transfer process, particularly those in underrepresented groups. The general dampening of student mobility during the pandemic that was first reported last fall (see ED609850) appears to continue into this spring. However, upward transfers from two-year to four-year institutions have weathered the effects of the pandemic better than all other pathways. This trend may be a reflection of ongoing efforts to streamline the transfer process during the pandemic in order to reduce inequities in access to bachelor's degrees. The data shows, however, that not all student groups have been able to leverage these opportunities. [For &quot;COVID-19 Transfer, Mobility, and Progress: First Look Spring 2021 Report. Third in the Series,&quot; see ED613207.]
Evaluation of Arabic Language Teaching Textbooks Used in Russia in the Light of the CEFR Criteria
Author: Al-Jarf, Reima S.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Semitic Languages,Second Language Learning,Second Language Instruction,Grammar,Course Descriptions,Alphabets,Elementary School Students,Semantics,Guidelines,Foreign Countries,Rating Scales,Translation,Textbook Evaluation,Teaching Methods,Learning Processes,Visual Aids,Drama,Nonverbal Communication,Communicative Competence (Languages),Language Skills,Evaluation Criteria

This study analyzed the textbooks titled &quot;Arabic for Non-native Speaking Children&quot;, Level I by Zakirov, Mingazova, and Mukhametzyanov (2011), and &quot;Arabic for Non-Native Speaking Children&quot;, Level II by Mingazova, Zakirov, and Mukhametzyanov (2013) which are used to teach Arabic as a foreign language (AFL) to elementary school children in Tatarstan. The textbooks were then evaluated in the light of the Common European Framework of Reference (CEFR) criteria. Results showed that the textbooks do not meet the CEFR language teaching and learning criteria, as they focus on the reading and writing skills, not oral skills and communication. They focus on the Arabic alphabet letters and basic Arabic grammatical structures and categories. The words taught are selected based on whether they contain the alphabet letter under study, not on the basis of belonging to a certain semantic category. In addition, the textbooks have adopted a grammar-translation approach, not a communicative, functional approach. The study recommends restructuring the textbook aims, skills and subskills taught, language elements selected, syllabus design adopted, and language teaching approach followed so that focus is on learning Arabic for communication. The whole Arabic lesson should be conducted in Arabic (L2). The students should practice oral skills before they move on to reading and writing sentences and paragraphs. The form and meaning of the words and grammatical patterns should be taught together using real objects, drawings, gestures and dramatization. The textbooks should adopt a functional situational syllabus design and follow a communicative language teaching approach. [This paper was published in: &quot;Proceedings IFTE-2020&quot; (pp. 101-129). Kazan Federal University.]
Effects of Four-Day School Weeks on Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School. CEPA Working Paper No. 21-05
Author: Morton, Emily
Date: 2021-05-00
Type: Reports - Research
Subjects: School Schedules,Adolescents,High School Students,Academic Achievement,Attendance,Student Behavior,Bullying,Violence,Scores,State Policy,Student Characteristics,School Districts,Age Differences,Adolescent Development,Substance Abuse,Vandalism,Weapons,Bus Transportation,Truancy,Geographic Location

Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about the effects of the four-day school week on high school students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide the first estimates of the causal effect of the four-day school week on high school students' ACT scores, attendance, and disciplinary incidents during school. Results indicate that four-day school weeks decrease per-pupil bullying incidents by approximately 31% and per-pupil fighting incidents by approximately 27%, but have no detectable effect on other incident types, ACT scores, or attendance.
English Learners: Absenteeism, Retention, and Suspension
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: English Language Learners,Attendance,Suspension,Elementary Secondary Education,Grade Repetition,Gender Differences

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet reports data from the 2015-16 Civil Rights Data Collection (CRDC), a survey of nearly all public schools and school districts in the United States, which includes data on chronic student absenteeism, student retention, and in-school and out-of-school student suspension. This fact sheet focuses on: (1) Percentage of K-12 Students Who Were Chronically Absent by English Learner Status: School Year 2015-16; (2) Percentage of K-12 Students Who Were Promoted and Retained by English Learner Status: School Year 2015-16; (3) Percentage of K-12 Students Who Received an Out-of-School Suspension by Gender and English Learner Status: School Year 2015-16; and (4) Days of Instruction Lost per 100 K-12 Students Due to Out-of-School Suspension: School Year 2015-16.
English Learners: Demographic Trends
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: English Language Learners,Elementary Secondary Education,Trend Analysis,Student Characteristics,Enrollment

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) English Learners as a Percentage of Total Enrollment, Top 10 States: School Year (SY) 2000-01; (2) English Learners as a Percentage of Total Enrollment, Top 10 States: SY 2016-17; (3) Percent Increase in Number of English Learners, by State: SY 2000-01 to SY 2016-17; and (4) Numerical Decrease in the English Learner Population, by State: SY 2000-01 to SY 2016-17.
High School Graduation Rates for English Learners
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: English Language Learners,Graduation Rate,High School Graduates,Educational Trends

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) State-Level High School Graduation Rate Percentages for English Learners: School Year 2017-18; (2) Graduation Rate Percentages for English Learners by State: School Year 2017-18; (3) National High School Graduation Rate Percentages for English Learners versus All Students: School Years 2010-11 to 2017-18; and (4) Percentage Point Changes in English Learner High School Graduation Rates: School Years 2010-11 to 2017-18.
The Acceleration Imperative: A Plan to Address Elementary Students&apos; Unfinished Learning in the Wake of COVID-19. Version 1.0
Author: Davidson, Barbara
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Pandemics,COVID-19,Student Needs,Acceleration (Education),School Culture,Faculty Development,School Safety,Educational Environment,Family Involvement,Curriculum,Educational Quality,Reading Instruction,Writing Instruction,Mathematics Instruction,Science Instruction,Social Studies,Social Emotional Learning,Teaching Methods,Student Evaluation,Students with Disabilities,English Language Learners,Low Income Students,Academically Gifted,Tutoring,Mental Health,Mental Disorders,Access to Health Care

In school districts and charter school networks nationwide, instructional leaders are developing plans to address the enormous challenges faced by their students, families, teachers, and staff over the past year. While different communities are resuming in-person learning at their own unique paces, all school leaders have their eyes on the same moment: when everyone can safely be back in school full time. This resource is an open-source, evidence-based document created with input from dozens of current and former chief academic officers, scholars, and others with deep expertise and experience in high-performing, high-poverty elementary schools. It has four key design principles: (1) Many students--especially the youngest children in the highest-need schools--will require extra help coming out of the pandemic, particularly in the form of extended learning time, high-dosage tutoring, and expanded mental-health supports; (2) That extra help should complement, but cannot replace, what students need from schools' core programs, such as high-quality curricula and positive school cultures; (3) To make up for what's been lost, the focus needs to be on acceleration, not remediation. That means devoting the bulk of classroom time to challenging instruction at grade-level or higher, and giving all students access to a rich, high-quality curriculum in English language arts, mathematics, social studies, science, the arts, and more; and (4) Decisions should be guided by high-quality research evidence whenever possible. Included in this document are dozens of specific recommendations that point to hands-on resources. This resource is a living document that will continue to evolve with the input of readers. Practitioners can use it as a starting point or an aid for their own planning purposes. [Register on the CAO Central wiki (https://caocentral.wiki) to add comments to the recommendations and see updated versions of this resource.]
Career Pathways: Approaches for the Delivery of Education, Training, Employment, and Human Services. Summary of Responses to a Request for Information
Author: Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE)
Date: 2015-02-00
Type: Reports - Research
Subjects: Career Pathways,Influences,Barriers,Diversity,Financial Support,Technical Assistance,Research,Improvement,Outcome Measures,Policy,Vocational Education,Labor Force Development,Federal Legislation,Labor Legislation,Secondary Education,Postsecondary Education,Educational Practices,Employment Services,Human Services

This report summarizes respondent-identified facilitators and barriers to career pathways development and implementation as well as promising practices. In addition, respondent recommendations for what federal, state, tribal, and local agencies can do to support the successful development of career pathways systems are highlighted. The report concludes with an overview of key opportunities to advance some of the major recommendations in light of recent developments such as the passage of WIOA.
Older Adolescent and Young Adult English Learners: A Study of Demographics, Policies, and Programs. Executive Summary
Author: Velez, Erin
Date: 2016-06-00
Type: Reports - Research
Subjects: English Language Learners,Late Adolescents,Young Adults,Individual Characteristics,Educational Attainment,Employment,Dropouts,National Surveys,Enrollment,Unemployment,Secondary Education,Postsecondary Education

This document summarizes the findings and implications of a study of the demographic characteristics, educational attainment, and employment status of older adolescent and young adult English learners, ages 14-21. Using relevant American Community Survey (ACS) data, the study &quot;Older Adolescent and Young Adult English Learners: A Study of Demographics, Policies, and Programs,&quot; found that young adult ELs are demographically diverse, have considerably lower educational attainment than non-ELs, are less likely to be enrolled in any secondary or postsecondary education, are also significantly more likely to drop out of high school, and those who are not enrolled in secondary or postsecondary education are more likely than non-ELs to be employed full time. Highlights include: (1) research questions; (2) overview of methodology; (3) key findings; (4) recommendations for further research and Implications of findings; and (5) an infographic that visually depicts key findings.
Pathways to Teaching: Teacher Diversity, Testing, Certification, and Employment in Washington State. REL 2021-094
Author: Greenberg Motamedi, Jason
Date: 2021-06-00
Type: Reports - Research
Subjects: Student Diversity,Minority Group Students,Minority Group Teachers,Diversity (Faculty),Racial Differences,Teacher Education Programs,Academic Persistence,Teacher Persistence,Labor Turnover,Public Schools,Elementary Secondary Education,Teacher Certification,Teacher Shortage,Pedagogical Content Knowledge,Employment Level,Teacher Evaluation,Career Development,Tests,Teaching Skills,Educational Policy,Licensing Examinations (Professions),African Americans,African American Students,Hispanic American Students,White Students,American Indian Students,Alaska Natives,Asian American Students,Hawaiians,Pacific Islanders,Multiracial Persons,Employment Qualifications,Job Skills,Performance Based Assessment

The number and percentage of students of color are growing in Washington state, yet the teacher workforce remains largely White (non-Hispanic). This means that few students of color have teachers who share their race or ethnicity, which could have consequences for student achievement and wellbeing. To better understand the state's shortage of teachers of color, this study investigated six steps in the teacher preparation and career pathway at which teacher candidates and teachers are likely to drop out or leave the profession: three teacher preparation tests, certification, employment, and retention. Among all teacher candidates who took at least one of these steps during 2010-19, Hispanic candidates and non-Hispanic candidates of color were less likely than White candidates to complete each step, took longer to complete each step, and were less likely to become a certificated educator in a Washington K-12 public school. The descriptive findings suggest that education policymakers consider revising policies and programs to increase the number of teachers of color. The state has already made changes, such as revising testing requirements for teacher candidates. [For the Study Snapshot, see ED613184. For the appendixes, see ED613185.]
Pathways to Teaching: Teacher Diversity, Testing, Certification, and Employment in Washington State. Study Snapshot. REL 2021-094
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Student Diversity,Minority Group Students,Minority Group Teachers,Diversity (Faculty),Racial Differences,Teacher Education Programs,Academic Persistence,Teacher Persistence,Labor Turnover,Public Schools,Elementary Secondary Education,Teacher Certification,Teacher Shortage,Pedagogical Content Knowledge,Employment Level,Teacher Evaluation,Career Development,Tests,Teaching Skills,Educational Policy,Licensing Examinations (Professions),African Americans,African American Students,Hispanic American Students,White Students,American Indian Students,Alaska Natives,Asian American Students,Hawaiians,Pacific Islanders,Multiracial Persons,Employment Qualifications,Job Skills,Performance Based Assessment

This Study Snapshot highlights key findings from a study exploring the state's shortage of teachers of color. The study investigated six steps in the teacher preparation and career pathway at which teacher candidates and teachers are likely to drop out or leave the profession: three teacher preparation tests, certification, employment, and retention. The descriptive findings suggest that education policymakers consider revising policies and programs to increase the number of teachers of color. [For the full report, see ED613183. For the appendixes, see ED613185.]
Pathways to Teaching: Teacher Diversity, Testing, Certification, and Employment in Washington State. Appendixes. REL 2021-094
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-06-00
Type: Reports - Research
Subjects: Student Diversity,Minority Group Students,Minority Group Teachers,Diversity (Faculty),Racial Differences,Teacher Education Programs,Academic Persistence,Teacher Persistence,Labor Turnover,Public Schools,Elementary Secondary Education,Teacher Certification,Teacher Shortage,Pedagogical Content Knowledge,Employment Level,Teacher Evaluation,Career Development,Tests,Teaching Skills,Educational Policy,Licensing Examinations (Professions),African Americans,African American Students,Hispanic American Students,White Students,American Indian Students,Alaska Natives,Asian American Students,Hawaiians,Pacific Islanders,Multiracial Persons,Employment Qualifications,Job Skills,Performance Based Assessment

The &quot;Pathways to Teaching: Teacher Diversity, Testing, Certification, and Employment in Washington State&quot; study examined the state's shortage of teachers of color. The study investigated six steps in the teacher preparation and career pathway at which teacher candidates and teachers are likely to drop out or leave the profession: three teacher preparation tests, certification, employment, and retention. Among all teacher candidates who took at least one of these steps during 2010-19, Hispanic candidates and non-Hispanic candidates of color were less likely than White candidates to complete each step, took longer to complete each step, and were less likely to become a certificated educator in a Washington K-12 public school. The descriptive findings suggest that education policymakers consider revising policies and programs to increase the number of teachers of color. This document presents the following two appendixes that accompany the study: (1) Methodology; and (2) Supporting analyses. [For the full report, see ED613183. For the Study Snapshot, see ED613184.]
Response Heterogeneity to Lifestyle Intervention among Latino Adolescents
Author: Peña, Armando
Date: 2020-00-00
Type: Journal Articles
Subjects: Life Style,Intervention,Hispanic Americans,Adolescents,Obesity,Symptoms (Individual Disorders),Program Effectiveness,Individual Needs,At Risk Persons,Physical Activities,Nutrition Instruction,Health Education,Health Behavior,Skill Development,Diabetes,Prevention

Objective: To characterize the heterogeneity in response to lifestyle intervention among Latino adolescents with obesity. Methods: We conducted secondary data analysis of 90 Latino adolescents (age 15.4 ± 0.9 y, female 56.7%) with obesity (BMI% 98.1 ± 1.5%) that were enrolled in a 3 month lifestyle intervention and were followed for a year. Covariance pattern mixture models identified response phenotypes defined by changes in insulin sensitivity as measured using a 2 hour oral glucose tolerance test. Baseline characteristics were compared across response phenotypes using one-way ANOVA and chi-square test. Results: Three distinct response phenotypes (PH1, PH2, PH3) were identified. PH1 exhibited the most robust response defined by the greatest increase in insulin sensitivity over time ([beta] ± SE, linear 0.52 ± 0.17, P &lt; 0.001; quadratic -0.03 ± 0.01, P = 0.001). PH2 showed non-significant changes, while PH3 demonstrated modest short-term increases in insulin sensitivity which were not sustained over time (linear 0.08 ± 0.03, P = 0.002; quadratic -0.01 ± 0.002, P = 0.003). At baseline, PH3 (1.1 ± 0.4) was the most insulin resistant phenotype and exhibited the highest BMI% (98.5 ± 1.1%), 2 hours glucose concentrations (144.0 ± 27.5 mg/dL), and lowest beta-cell function as estimated by the oral disposition index (4.5 ± 2.8). Conclusion: Response to lifestyle intervention varies among Latino youth with obesity and suggests that precision approaches are warranted to meet the prevention needs of high risk youth.
Measuring the Expressive Language and Vocabulary of Latino English Learners Using Hand Transcribed Speech Data and Automated Scoring
Author: Sano, Makoto
Date: 2020-00-00
Type: Journal Articles
Subjects: English Language Learners,Hispanic American Students,Elementary School Students,Grade 2,Expressive Language,Vocabulary Development,Memory,Scoring,Automation,Artificial Intelligence,Natural Language Processing,Intelligent Tutoring Systems,Comprehension,Definitions,Sentences,Classification,Spanish Speaking,English for Academic Purposes

Purpose: Explore how different automated scoring (AS) models score reliably the expressive language and vocabulary knowledge in depth of young second grade Latino English learners. Design/methodology/approach: Analyze a total of 13,471 English utterances from 217 Latino English learners with random forest, end-to-end memory networks, long short-term memory, and other AS models. Findings: Random forest outperformed the other AS models as measured by the mean of quadratic weighted kappa (QWK = 0.70) followed by the end-to-end memory networks--long short-term memory (QWK = 0.69) across all tasks and data points. The QWK between humans was 0.90, while the human-machine agreement of three AS models and humans ranged from 0.66 to 0.70. Practical implications: Examine closely misclassifications between human and machine scoring to better understand the specific words and structures the systems were not capturing. Originality/value: Discuss findings in the context of developing efficient and reliable ways to analyze the natural speech of young English learners. This information could guide the vocabulary and language proficiency instruction in the early grades.