ethanporcaro/eric-fulltext-meta huggingface dataset:
Postsecondary Institutions and Cost of Attendance in 2013-14; Degrees and Other Awards Conferred, 2012-13; and 12-Month Enrollment, 2012-13. First Look (Preliminary Data). NCES 2014-066
Author: Ginder, Scott A.
Date: 2014-07-00
Type: Reports - Research
Subjects: Postsecondary Education,Costs,Tuition,Fees,Graduation Rate,Enrollment,National Surveys,Institutional Characteristics,Classification,Programs,Distance Education,Academic Degrees,Awards,College Admission,Bachelors Degrees,Graduate Study,Gender Differences,Racial Differences,Ethnicity,Age Differences,Educational Certificates,Public Colleges,Private Colleges,Two Year Colleges,Higher Education,Geographic Location,In State Students,Out of State Students,Books,On Campus Students,Online Surveys,Statistical Analysis

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the preliminary data of the IPEDS fall 2013 data collection, which included three survey components: Institutional Characteristics for the 2013-14 academic year; Completions, covering the period July 1, 2012, through June 30, 2013; and 12-Month Enrollment, covering the period July 1, 2012, through June 30, 2013. Data for all three components were collected through the IPEDS web-based data collection system. This &quot;First Look&quot; using IPEDS preliminary data provides users with an opportunity to obtain access to IPEDS data soon after the close of data collection. Preliminary data have not been extensively reviewed or edited. Provisional data for this collection, containing fully reviewed, edited, and imputed data, will be released approximately 3 months after the preliminary data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2014-15). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Among other significant findings the study showed: (1) In 2013-14, of the 7,397 Title IV institutions in the United States and other U.S. jurisdictions, 3,122 were classified as 4-year institutions, 2,230 were 2-year institutions, and the remaining 2,045 were less-than-2-year institutions; and (2) Institutions reported a 12-month unduplicated headcount enrollment totaling about 28.3 million individual students. Of these, roughly 24.5 million were undergraduates and approximately 3.8 million were graduate students. Two appendices present: (1) Data Collection Procedures; and (2) Glossary of Terms.
The Development and Scaling of the easyCBM CCSS Middle School Mathematics Measures. Technical Report #1207
Author: Anderson, Daniel
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Middle Schools,Mathematics,Mathematics Tests,Test Construction,Scaling,Test Items,Grade 6,Grade 7,Grade 8,Progress Monitoring,Benchmarking,Response to Intervention,Alignment (Education),Academic Standards,State Standards,Middle School Teachers

In the following technical report, we describe the development and scaling of the easyCBM CCSS middle school mathematics measures, designed for use within a response to intervention framework. All items were developed in collaboration with experienced middle school mathematics teachers and were written to align with the Common Core State Standards. Items were calibrated to a common, vertical scale spanning grades 6-8. The results of the scaling analysis were then used to assemble items into 13 comparable alternate test forms in each grade, with 10 designated for progress monitoring and 3 designated for seasonal benchmarking. Evidence of alternate form equivalence is provided through both test characteristic curves (TCCs) and test information functions (TIFs). Individual item functioning is reported in appendices by both the total pool of items piloted and by test form. The following are appended: (1) Training Materials; (2) Item Statistics; (3) Item Statistics by Test Form; (4) Distractor Statistics; and (5) Distractor Statistics by Form.
The Alignment of the easyCBM Middle School Mathematics CCSS Measures to the Common Core State Standards. Technical Report #1208
Author: Anderson, Daniel
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Middle Schools,Mathematics,Academic Standards,State Standards,Alignment (Education),Formative Evaluation,Test Items,Mathematics Tests,Item Analysis,Item Response Theory

Within a response to intervention framework, teachers regularly base important instructional decisions on the results of formative assessments. The validity of these decisions depends, in part, upon the validity of the inference of students' skills drawn from the formative assessment. If formative assessment items do not genuinely measure the skills they purport to measure--that is, if they are misaligned with their content standards--then the resulting inferences may be threatened. Alignment is thus critical, given the potential practical repercussions of misalignment (e.g., students denied needed interventions). In the following technical report, we report on the alignment of a randomly selected sample of roughly half the easyCBM CCSS middle school math items with the Common Core State Standards (CCSS). Results suggest a high degree of alignment, with 87% of all items aligning to their corresponding standard after controlling for rater effects, and 99.6% of items aligning either to a standard or a requisite skill to the standard. Appendix A presents a PowerPoint presentation from a webinar training session. Appendix B displays the results, by item, of the primary analysis used to examine the degree to which the formative middle school math items aligned with the CCSS (while controlling for rater effects). The raw observed results are displayed by item and standard in Appendix C.
The Development of CBM Vocabulary Measures: Grade 2. Technical Report #1209
Author: Alonzo, Julie
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Vocabulary,Language Tests,Test Construction,Test Items,Item Response Theory,Item Banks,Computer Assisted Testing,Progress Monitoring,Benchmarking,Pilot Projects,Grade 2

In this technical report, we describe the development and piloting of a series of vocabulary assessments intended for use with students in grades two through eight. These measures, available as part of easyCBM[TM], an online progress monitoring and benchmark/screening assessment system, were developed in 2010 and administered to approximately 1200 students per grade from schools across the United States in the spring of 2011 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections.
The Development of CBM Vocabulary Measures: Grade 4. Technical Report #1211
Author: Alonzo, Julie
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Vocabulary,Language Tests,Test Construction,Test Items,Item Response Theory,Item Banks,Computer Assisted Testing,Progress Monitoring,Benchmarking,Pilot Projects,Grade 4

In this technical report, we describe the development and piloting of a series of vocabulary assessments intended for use with students in grades two through eight. These measures, available as part of easyCBM[TM], an online progress monitoring and benchmark/screening assessment system, were developed in 2010 and administered to approximately 1200 students per grade from schools across the United States in the spring of 2011 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections.
The Development of CBM Vocabulary Measures: Grade 6. Technical Report # 1213
Author: Alonzo, Julie
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Vocabulary,Language Tests,Test Construction,Test Items,Item Response Theory,Item Banks,Computer Assisted Testing,Progress Monitoring,Benchmarking,Pilot Projects,Grade 6

In this technical report, we describe the development and piloting of a series of vocabulary assessments intended for use with students in grades two through eight. These measures, available as part of easyCBM[TM], an online progress monitoring and benchmark/screening assessment system, were developed in 2010 and administered to approximately 1200 students per grade from schools across the United States in the spring of 2011 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections.
Leaving STEM: STEM Ph.D. Holders in Non-STEM Careers. Issue Brief
Author: Turk-Bicakci, Lori
Date: 2014-07-00
Type: Reports - Research
Subjects: STEM Education,Doctoral Degrees,Career Choice,Gender Differences,Racial Differences,Ethnicity,Career Change,Employment Level,Labor Force Development,Disproportionate Representation,Surveys,Statistical Analysis

During the last few decades, national, state, and institutional-level initiatives have been implemented to build and expand the science, technology, engineering, and mathematics (STEM) workforce by recruiting and retaining groups of individuals that have been traditionally underrepresented in STEM in higher education. The underlying theory of action is that individuals who earn STEM degrees aspire to careers in STEM. But to what degree does this assumption hold true? This brief examines the extent to which those who have committed the most time and resources to a STEM education, STEM Ph.D. holders, do not work in STEM careers. It focuses on understanding who is leaving STEM and the type of work they were doing if not in a STEM field. It examines a representative sample of all STEM Ph.D. holders who worked in non-STEM careers and looks at differences by gender for Black, Hispanic, Asian, and White STEM Ph.D. holders. The authors pose two main research questions: (1) To what extent did STEM Ph.D. holders work in non-STEM careers? and (2) In what type of work were STEM Ph.D. holders in non-STEM careers engaging? Key findings include: (1) About one of every six employed STEM Ph.D. holders reported working outside of STEM; (2) Female Ph.D. holders were more likely to leave STEM compared with male Ph.D. holders; Black Ph.D. holders were more likely to leave STEM compared with other racial/ethnic groups; and (3) Among STEM Ph.D. holders who left STEM, Black females, Black males, and Hispanic and White females were more likely compared with other groups to be employed in the government sector; Asian females, Asian males, and Hispanic and White males were more likely employed in the private, for-profit sector. A technical appendix presents: Classification of Non-STEM Careers.
The Development of CBM Vocabulary Measures: Grade 7. Technical Report #1214
Author: Alonzo, Julie
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Vocabulary,Language Tests,Test Construction,Test Items,Item Response Theory,Item Banks,Computer Assisted Testing,Progress Monitoring,Benchmarking,Pilot Projects,Grade 7

In this technical report, we describe the development and piloting of a series of vocabulary assessments intended for use with students in grades two through eight. These measures, available as part of easyCBM[TM], an online progress monitoring and benchmark/screening assessment system, were developed in 2010 and administered to approximately 1200 students per grade from schools across the United States in the spring of 2011 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections.
The Development of CBM Vocabulary Measures: Grade 3. Technical Report #1210
Author: Alonzo, Julie
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Vocabulary,Language Tests,Test Construction,Test Items,Item Response Theory,Item Banks,Computer Assisted Testing,Progress Monitoring,Benchmarking,Pilot Projects,Grade 3

In this technical report, we describe the development and piloting of a series of vocabulary assessments intended for use with students in grades two through eight. These measures, available as part of easyCBM[TM], an online progress monitoring and benchmark/screening assessment system, were developed in 2010 and administered to approximately 1200 students per grade from schools across the United States in the spring of 2011 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections.
The Development of CBM Vocabulary Measures: Grade 5. Technical Report #1212
Author: Alonzo, Julie
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Vocabulary,Language Tests,Test Construction,Test Items,Item Response Theory,Item Banks,Computer Assisted Testing,Progress Monitoring,Benchmarking,Pilot Projects,Grade 5

In this technical report, we describe the development and piloting of a series of vocabulary assessments intended for use with students in grades two through eight. These measures, available as part of easyCBM[TM], an online progress monitoring and benchmark/screening assessment system, were developed in 2010 and administered to approximately 1200 students per grade from schools across the United States in the spring of 2011 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections.
Bolstering the Impact of Online Professional Development for Teachers
Author: Reeves, Todd D.
Date: 2013-02-00
Type: Reports - Research
Subjects: Electronic Learning,Faculty Development,Program Effectiveness,Elementary School Teachers,Secondary School Teachers,Teacher Characteristics,Classroom Techniques,Academic Achievement,Correlation,Regression (Statistics),Teacher Surveys,Outcomes of Education,Predictor Variables,Program Design,Program Implementation

Online professional development (OPD) for teachers is an increasingly popular and viable alternative to face-to-face professional development. While OPD can be effective, little is known about OPD&apos;s design and implementation features that maximize its impact. Using data from a large-scale OPD initiative, this correlational study (N = 1231) investigates antecedents of self-reported changes in teacher knowledge, classroom practice, and student achievement. Three regression analyses replicate the importance of several factors in effective professional development, or online learning more generally, and also identify additional predictors of OPD&apos;s impact(s). The paper also discusses an applied framework for conceptualizing and modeling the effects of OPD&apos;s features on its successive outcomes. Implications for the design, implementation and evaluation of OPD, directions for future research, and study limitations are discussed.
The Development of CBM Vocabulary Measures: Grade 8. Technical Report #1215
Author: Alonzo, Julie
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Vocabulary,Language Tests,Test Construction,Test Items,Item Response Theory,Item Banks,Computer Assisted Testing,Progress Monitoring,Benchmarking,Pilot Projects,Grade 8

In this technical report, we describe the development and piloting of a series of vocabulary assessments intended for use with students in grades two through eight. These measures, available as part of easyCBM[TM], an online progress monitoring and benchmark/screening assessment system, were developed in 2010 and administered to approximately 1200 students per grade from schools across the United States in the spring of 2011 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections.
Advancing Postsecondary Opportunity, Completion, and Productivity: Essential Performance Indicators for Iowa and Selected Peer States. 2012-2013
Author: Midwestern Higher Education Compact
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Educational Indicators,Enrollment,Graduation Rate,College Readiness,Efficiency,School Effectiveness,Financial Support,Educational Finance,Educational Quality,Educational Policy,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Preschool Education,Grade 8,Elementary Secondary Education,Older Adults,Ethnicity,Race,Low Income Groups,Expenditure per Student,Family Income,Debt (Financial),Student Loan Programs,Paying for College,Study Abroad,State Aid,College Bound Students,College Students

This report portrays various performance indicators that are intended to facilitate an assessment of the postsecondary education system in Iowa. Descriptive statistics are presented for Iowa and five other comparison states as well as the nation. Comparison states were selected according to the degree of similarity of population characteristics, capital advantages, and market conditions. Indicators in the first section, &quot;Target Outcomes,&quot; assess progress towards the key goal of increasing the number of people who enroll in college and complete a high-quality degree as efficiently as possible. The second section, &quot;Leverage Points,&quot; provides indicators relevant to intermediate outcomes associated with postsecondary degree production, including academic preparation, affordability, and institutional effectiveness. The final section, &quot;Policy Instruments,&quot; focuses on some of the system resources and policies needed to influence leverage points and target outcomes. The following are appended: (1) Enrollment in International Perspective; (2) Educational Attainment in International Perspective; (3) Weights Used for Performance Scores; and (4) Endnotes.
Advancing Postsecondary Opportunity, Completion, and Productivity: Essential Performance Indicators for Michigan and Selected Peer States. 2012-2013
Author: Midwestern Higher Education Compact
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Educational Indicators,School Effectiveness,Enrollment,College Bound Students,Older Adults,Ethnicity,Two Year Colleges,Graduation Rate,Preschool Education,Grade 8,Paying for College,Family Income,Debt (Financial),Study Abroad,Educational Policy,Expenditure per Student,State Aid,College Readiness,Efficiency,Educational Finance,Educational Quality,Public Colleges,Proprietary Schools,Elementary Secondary Education,Race,Low Income Groups,College Students,Financial Support,Private Colleges,Student Loan Programs

This report portrays various performance indicators that are intended to facilitate an assessment of the postsecondary education system in Michigan. Descriptive statistics are presented for Michigan and five other comparison states as well as the nation. Comparison states were selected according to the degree of similarity of population characteristics, capital advantages, and market conditions. Indicators in the first section, &quot;Target Outcomes,&quot; assess progress towards the key goal of increasing the number of people who enroll in college and complete a high-quality degree as efficiently as possible. The second section, &quot;Leverage Points,&quot; provides indicators relevant to intermediate outcomes associated with postsecondary degree production, including academic preparation, affordability, and institutional effectiveness. The final section, &quot;Policy Instruments,&quot; focuses on some of the system resources and policies needed to influence leverage points and target outcomes. The following are appended: (1) Enrollment in International Perspective; (2) Educational Attainment in International Perspective; (3) Weights Used for Performance Scores; and (4) Endnotes.
Advancing Postsecondary Opportunity, Completion, and Productivity: Essential Performance Indicators for Nebraska and Selected Peer States. 2012-2013
Author: Midwestern Higher Education Compact
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Educational Indicators,Enrollment,Graduation Rate,College Readiness,Efficiency,School Effectiveness,Financial Support,Educational Finance,Educational Quality,Educational Policy,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Preschool Education,Grade 8,Elementary Secondary Education,Older Adults,Ethnicity,Race,Low Income Groups,Expenditure per Student,Family Income,Debt (Financial),Student Loan Programs,Paying for College,Study Abroad,State Aid,College Bound Students,College Students

This report portrays various performance indicators that are intended to facilitate an assessment of the postsecondary education system in Nebraska. Descriptive statistics are presented for Nebraska and five other comparison states as well as the nation. Comparison states were selected according to the degree of similarity of population characteristics, capital advantages, and market conditions. Indicators in the first section, &quot;Target Outcomes,&quot; assess progress towards the key goal of increasing the number of people who enroll in college and complete a high-quality degree as efficiently as possible. The second section, &quot;Leverage Points,&quot; provides indicators relevant to intermediate outcomes associated with postsecondary degree production, including academic preparation, affordability, and institutional effectiveness. The final section, &quot;Policy Instruments,&quot; focuses on some of the system resources and policies needed to influence leverage points and target outcomes. The following are appended: (1) Enrollment in International Perspective; (2) Educational Attainment in International Perspective; (3) Weights Used for Performance Scores; and (4) Endnotes.