ethanporcaro/eric-fulltext-meta huggingface dataset:
Engineering a 21st Century Reading Comprehension Assessment System Utilizing Scenario-Based Assessment Techniques
Author: Sabatini, John
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Reading Tests,Vignettes,Test Construction,Developmentally Appropriate Practices,21st Century Skills,Instructional Program Divisions,Literacy,Elementary School Students,Secondary School Students,Psychometrics,Test Validity,Reading Skills

The construct of reading comprehension has changed significantly in the 21st century, however, some test designs have not evolved sufficiently to capture these changes. Specifically, the nature of literacy sources and skills required has changed (wrought primarily by widespread use of digital technologies). Modern theories of comprehension and discourse processes have been developed to accommodate these changes, and the learning sciences have followed suit. These influences have significant implications for how we think about the development of comprehension proficiency across grades. In this paper, we describe a theoretically driven, developmentally sensitive assessment system based on a scenario-based assessment paradigm, and present evidence for its feasibility and psychometric soundness. [This paper will be published in &quot;International Journal of Testing&quot; (EJ1241871).]
The Impact of the Houston Independent School District Read Houston Read Mentoring Program on First-Grade Students&apos; Reading Levels, 2016-2017. Research Educational Program Report
Author: Serrant, Ted D.
Date: 2017-09-13
Type: Reports - Research
Subjects: Outcomes of Education,School Districts,Reading Programs,Reading Aloud to Others,Mentors,Elementary School Students,Grade 1,Program Evaluation,Reading Improvement,Reading Skills,English,Spanish

The purpose of this evaluation was to assess the impact of the Houston Independent School District's (HISD) Read Houston Read (RHR) on the reading levels of first-grade students. Students were assessed using Benchmark Reading Record (BRR) that was aligned to leveled books and Fountas and Pinnell Reading Levels. Descriptive statistics were used to develop profiles of both RHR English and Spanish students as well as the proportion of students who met expected or advanced reading levels at the beginning (BOY), middle (MOY), and the end of the year (EOY), 2016-2017, who used face-to-face or online modalities. These students were disaggregated by key educational and demographic variables. Results indicate that a higher proportion of online English students met expected or advanced reading compared to their face-to-face peers and a higher percentage of online Spanish students met expected or advanced reading levels compared to their peers in the face-to-face mode, except noneconomically-disadvantaged and limited English proficiency (LEP) students. A repeated-measures design was used to determine students' reading growth between the BOY and EOY. By year's end, based on the repeated measures results, more face-to-face English and online Spanish students showed reading growth compared to their respective peers. Systematic and consistent assessment of all RHR students within the designated windows is recommended to better determine program impact.
Literacy Skills, Language Use, and Online Health Information Seeking among Hispanic Adults in the United States
Author: Millar, Roberto J.
Date: 2020-00-00
Type: Reports - Research
Subjects: Adults,Hispanic Americans,Literacy,Language Usage,Information Seeking,Health,Online Searching,Spanish Speaking

Background: Online health information is underutilized among Hispanics with low English proficiency in the U.S. This study examines the association between a unique measure of general English literacy, language use, and online health information seeking among Hispanic adults. Methods: Data for Hispanics ages 25-65 (N?=?700) come from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Binary logistic regression models were used to predict online health information seeking as a function of literacy skill scores (0-500 points) and primary language use (Spanish vs. other). Results: Literacy (Odds-Ratio?=?1.012, p?&lt; 0.001) was a positive predictor, while speaking Spanish at home (Odds-Ratio = 0.352, p?&lt; 0.01) was a negative predictor of online health information seeking. Conclusion: Literacy skills and language use appear to be separate contributors of online health information seeking among Hispanic adults. Practice implications: Online health information providers should be aware of literacy skills and Spanish language use as barriers to online health information seeking among Hispanics, particularly those who have both limited literacy skills and predominantly Spanish language use. [This is the in press version of an article published in &quot;Patient Education and Counseling&quot; (ISSN 0738-3991).]
Language, Literacy, Attentional Behaviors, and Instructional Quality Predictors of Written Composition for First Graders
Author: Kim, Young-Suk
Date: 2013-00-00
Type: Journal Articles
Subjects: Grade 1,Elementary School Students,Writing (Composition),Language Skills,Literacy,Attention,Predictor Variables,Teacher Effectiveness,Educational Quality

We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children's written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children's grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness were uniquely related. Teachers' responsiveness was also uniquely related to the substantive quality of written composition after accounting for child predictors and other instructional quality variables. For the writing conventions outcome, children's spelling and attentiveness were uniquely related, but instructional quality was not. These results suggest the importance of paying attention to multiple component skills such as language, literacy, and behavioral factors as well as teachers' responsiveness for writing development.
Strategic Priorities for Historically Black Colleges and Universities with Teacher Preparation Programs
Author: Toldson, Ivory A.
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Strategic Planning,Black Colleges,Preservice Teacher Education,Diversity,Equal Education,Racial Bias,Disproportionate Representation,Discipline,Racial Segregation,School Districts,College Readiness,Resource Allocation,Institutional Characteristics,Partnerships in Education,African American Teachers,Public Schools,African American Students,Educational Change,Standardized Tests,Teacher Recruitment,Cultural Awareness

For this report, State Higher Education Executive Officers (SHEEO) surveyed selected historically black colleges and universities (HBCUs) and HBCU-adjacent school districts to help SHEEOs and nongovernmental organizations understand what drives successful teacher preparation at HBCUs. The report suggests ways to use HBCUs as resources to resolve longstanding racial disparities and inequities in majority-minority school districts. We address partnerships with surrounding school districts, professional development, college preparedness, standardized exams, and quality teacher training.
Managing Student Behavior in a Middle School Special Education Classroom Using CW-FIT Tier 1
Author: Orr, Robyn K.
Date: 2019-00-00
Type: Reports - Research
Subjects: Behavior Modification,Student Behavior,Middle School Students,Special Education,Classroom Techniques,Positive Reinforcement,Self Contained Classrooms,Students with Disabilities,Severe Disabilities,Student Improvement,Outcomes of Treatment,Tutors,Intervention

Middle school special education teachers often express concern about challenging student behavior. Class-Wide Function-Related Intervention Teams (CW-FIT), a behavior management program based on school-wide positive behavior support, has been effective in elementary general education classrooms. The present study, the first to apply it in a middle school special education setting, used an ABAC design to examine effects on student on-task behavior and teacher praise rates in a self-contained special education classroom for students with severe disabilities and their typically developing peer tutors. Results suggested that CW-FIT Tier 1 is associated with improvements in student on-task behavior and teacher praise rates, especially when peer tutors are included in the intervention and when the timer is silent. Both teachers and students reported the intervention to be socially valid. Study limitations and areas for future research are addressed. [This paper is published in &quot;Journal of Behavioral Education&quot; (EJ1243841).]
Communities of Practice: Developing Guided Pathways Metrics in State Data Systems
Author: Godin, Eric
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Postsecondary Education,Information Systems,Data Use,Educational Indicators,Educational Change,Strategic Planning,Educational Assessment,Change Strategies

State postsecondary education data systems are vital information assets for policymakers, researchers, and the public. The Communities of Practice project (funded by the Bill &amp; Melinda Gates Foundation) at the State Higher Education Executive Officers Association (SHEEO) builds upon SHEEO's ongoing efforts to measure the capacity and effective use of state postsecondary data systems and provides states with opportunities to develop solutions to common issues with those systems. Since the fall of 2017, SHEEO has held an ongoing series of Communities of Practice convenings. The April 2019 convening, &quot;Developing Guided Pathways and Financial Aid Metrics in State Data Systems,&quot; was held in Seattle, Washington. Day Two of the convening focused on guided pathways, the importance of momentum metrics, and using data to support institutional reforms. This white paper highlights key themes and findings for the guided pathways segment of the convening and suggests topics for further consideration. A case study from Georgia is also included. A companion white paper, &quot;Communities of Practice: Developing Financial Aid Metrics in State Data Systems&quot; (ED603954) details information from the financial aid section of the Communities of Practice convening.
Communities of Practice: Developing Financial Aid Metrics in State Data Systems
Author: Godin, Eric
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Student Financial Aid,Data Use,Postsecondary Education,Data Collection,Case Studies,Educational Assessment,Student Loan Programs,Strategic Planning,Paying for College,Financial Aid Applicants,Debt (Financial)

State postsecondary education data systems are vital information assets for policymakers, researchers, and the public. The Communities of Practice project (funded by the Bill &amp; Melinda Gates Foundation) at the State Higher Education Executive Officers Association (SHEEO) builds upon SHEEO's ongoing efforts to measure the capacity and effective use of state postsecondary data systems and provides states with opportunities to develop solutions to common issues with those systems. Since the fall of 2017, SHEEO has held an ongoing series of Communities of Practice convenings. The April 2019 convening, &quot;Developing Guided Pathways and Financial Aid Metrics in State Data Systems,&quot; was held in Seattle, Washington. Day One of the convening included presentations from leading scholars about understanding financial aid data, as well as examples of state data systems currently collecting this information and providing it in meaningful ways to consumers (potential students and their families). This white paper highlights key themes and findings for the student financial aid segment of the convening and suggests topics for further consideration. Case studies from Minnesota and Ohio are also included. A companion white paper, &quot;Communities of Practice: Developing Guided Pathways Metrics in State Data Systems&quot; (ED603953) details information from the guided pathways section of the Communities of Practice convening.
Teacher Appraisal and Development System End of Year Report, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-05-03
Type: Reports - Research
Subjects: School Districts,Teacher Effectiveness,Teacher Evaluation,Elementary Secondary Education,Elementary School Teachers,Middle School Teachers,High School Teachers,Instructional Effectiveness,Summative Evaluation,Student Evaluation,Measures (Individuals),Computer Software,Expectation,Employer Attitudes,Teacher Shortage,Accountability,Value Added Models

The Houston Independent School District (HISD) launched the Effective Teachers Initiative in 2010 in order to provide every student in HISD with excellent instruction. As part of this initiative, HISD implemented the Teacher Appraisal and Development System (TADS) in 2011 to provide teachers, principals, and district officials the information they need to improve instructional practice, to inform staffing decisions, and to ensure every student receives effective teaching. This report documents teacher appraisal outcomes from the 2014-2015 school year with historical data from the program's inception since 2011-2012. Teacher appraisal outcomes are summarized by each appraisal component--instructional practice, professional expectations, and student performance. Each appraisal component is then examined according to select teacher and campus level variables, including school academic level, accountability ratings, and teacher characteristics. In addition, teacher retention and teacher movement between schools are explored according to appraisal ratings, school location, and teacher experience level. Finally, teacher performance, by experience and new hire subgroups, is more closely examined at Improvement Required (IR) schools and Met Standard schools.
The Effect of the Community Eligibility Provision on the Ability of Free and Reduced-Price Meal Data to Identify Disadvantaged Students. Working Paper No. 234-0320
Author: Koedel, Cory
Date: 2020-03-00
Type: Reports - Research
Subjects: Eligibility,Low Income Students,Classification,Lunch Programs,Educational Research,Educational Policy,Economically Disadvantaged,At Risk Students,Poverty,Elementary Secondary Education,Family Income,Gender Differences,Racial Differences,Ethnicity,English Language Learners,Students with Disabilities,Academic Achievement,Attendance,Accountability,Value Added Models

The Community Eligibility Provision (CEP) is a policy change to the federally-administered National School Lunch Program that allows schools serving low-income populations to classify all students as eligible for free meals, regardless of individual circumstances. This has implications for the use of free and reduced-price meal (FRM) data to proxy for student disadvantage in education research and policy applications, which is a common practice. We document empirically how the CEP has affected the value of FRM eligibility as a proxy for student disadvantage. At the individual student level, we show that there is essentially no effect of the CEP. However, the CEP does meaningfully change the information conveyed by the share of FRM-eligible students in a school. It is this latter measure that is most relevant for policy uses of FRM data. [Portions of this paper were previously circulated under the title &quot;Using Free Meal and Direct Certification Data to Proxy for Student Disadvantage in the Era of the Community Eligibility Provision&quot; (ED595218). The authors have since split the original paper into two parts. This is the first part.]
Automated Scoring of Summary-Writing Tasks Designed to Measure Reading Comprehension
Author: Madnani, Nitin
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Testing,Scoring,Writing Evaluation,Reading Comprehension,Elementary School Students,Secondary School Students,Grade 6,Grade 7,Grade 9,Automation

We introduce a cognitive framework for measuring reading comprehension that includes the use of novel summary-writing tasks. We derive NLP features from the holistic rubric used to score the summaries written by students for such tasks and use them to design a preliminary, automated scoring system. Our results show that the automated approach performs very well on summaries written by students for two different passages. [This manuscript is an early draft of a paper published in: &quot;Proceedings of the 8th Workshop on Innovative Use of Natural Language Processing for Building Educational Applications&quot; (pp. 163-168). Atlanta, GA: Association for Computational Linguistics.]
Teacher Appraisal and Development System Survey Evaluation Report, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-10-05
Type: Reports - Research
Subjects: School Districts,Teacher Effectiveness,Teacher Evaluation,Elementary Secondary Education,Elementary School Teachers,Middle School Teachers,High School Teachers,Instructional Effectiveness,Summative Evaluation,Student Evaluation,Measures (Individuals),Computer Software,Expectation,Employer Attitudes,Accountability,Value Added Models,Program Effectiveness,Teacher Attitudes,Administrator Attitudes,Feedback (Response),Teacher Surveys,Administrator Surveys

The Houston Independent School District (HISD) Teacher Appraisal and Development System (TADS) is intended to improve teacher performance and increase student achievement. This report analyzes results from the TADS Evaluation Survey, which assessed teacher and appraiser perceptions about TADS in 2016-2017. Perceptions about TADS are presented by domain: legitimacy, impartiality, fidelity, value of feedback, quality of feedback, and value of formal supports. Key findings include: (1) Of the 10,875 teachers and 1,055 appraisers eligible to complete the 2016-2017 survey, 33 percent of teachers and 41 percent of appraisers completed all or some of the survey; (2) In nearly all domains presented in the survey, more than half of teachers and appraisers had a positive perception of TADS. However, compared to teachers, appraisers consistently had a higher proportion of respondents that viewed TADS positively across all domains; (3) More than half of appraisers (54%) disagreed or were indifferent to the statement that TADS requires an appropriate amount of time; (4) For the domain of impartiality for teachers who responded to both the 2014-2015 and 2016-2017 surveys, the proportion of teachers that had a positive perception of the TADS system to objectively measure teacher effectiveness increased by 11 percentage points (29% to 40%); and (5) Twenty-one percent of teachers reported that they wanted to dispute their rating and/or Student Performance measure at some point in time.
Growing up and Growing Older: Books for Young Readers©: An Annotated Booklist of Literature to Promote Positive Aging (Preschool-Third Grade)
Author: McGuire, Sandra L.
Date: 2020-00-00
Type: Reference Materials - Bibliographies
Subjects: Early Childhood Education,Aging Education,Annotated Bibliographies,Childrens Literature

Ageist attitudes are prevalent in society. Early Children's literature plays a major role in attitude formation. Carefully selected children's literature can help to prevent and counteract ageist attitudes. The attitudes children form about aging play an important role in how successfully they age and how responsive they are to the needs of an aging society. This annotated booklist is a compilation of early children's literature (PS-3rd grade) that contains positive, meaningful portrayals of aging. Booklist books help children view aging as a time of continued growth, development, creativity, and fulfillment. The booklist has listings of favorite books and multicultural and topical listings. [For the 2016 edition, see ED570955.]
Together We Can Accomplish More: A Survey of Multi-Institution Consortia and System Leaders
Author: Poulin, Russell
Date: 2018-10-00
Type: Reports - Research
Subjects: Higher Education,Consortia,Institutional Cooperation,Foreign Countries,Open Educational Resources,Educational Finance,Income,Colleges,Community Colleges,Online Courses,Educational Technology,Distance Education,Technology Uses in Education,Virtual Universities,Faculty Development,Readiness,Cooperative Planning,Marketing,Academic Advising,Academic Support Services,Planning,Educational Administration,Accessibility (for Disabled),Partnerships in Education,Budgets,Fees

The WICHE Cooperative for Educational Technologies (WCET) has long been interested in multi-institutional consortia and systems that help their member institutions share resources with the goal of increasing the institutional capacity for technology-enhanced courses, programs, and student support services. WCET's Consortia Group has focused on the organization and leadership of these partnerships for many years, including face-to-face gatherings at WCET's Annual Meeting. WCET last conducted a survey of consortia in 2008, &quot;The Funding of Academic Collaborations&quot;. WCET's Consortia Group determined that it was time to conduct another survey to benchmark the current and future state of consortia and system (i.e., the unit of a public system responsibility for these activities) work. There are enormous pressures on higher education institutions to respond to reduced state investments, flattened or lowered enrollments, increased competition, and lessened ability to increase tuition and fees. Working through multi-institutional partnerships, colleges can realize economies of scale, provide services they cannot on their own, and amplify their marketing reach. This report may help higher education leaders and government policymakers understand the opportunities that consortia and systems can provide. [For &quot;The Funding of Academic Collaborations,&quot; see ED536191. The report received support from Wiley Education Services.]
Principles Toward Effective Local Education Groups
Author: Global Partnership for Education (GPE)
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Educational Policy,Policy Formation,Planning,Program Implementation,Educational Finance,Resource Allocation,Alignment (Education),Accountability,Governance,Partnerships in Education,Progress Monitoring,Leadership Responsibility,Stakeholders,School Districts,Local Government,Barriers,Government Role

This document has been conceived to facilitate reflection and guide countries in optimizing the potential of their education policy dialogue and sector coordination mechanisms. It brings into focus the possible core functions of the local education group, the main challenges to realizing these functions and the key principles for ensuring effective policy dialogue.