ethanporcaro/eric-fulltext-meta huggingface dataset:
Stackable Credentials: Do They Have Labor Market Value? CCRC Working Paper No. 97
Author: Bailey, Thomas
Date: 2017-11-00
Type: Reports - Research
Subjects: Awards,Labor Market,Job Skills,Cost Effectiveness,Correlation,Credentials,National Surveys,Databases,College Graduates,Postsecondary Education,Community Colleges,Career Development,Labor Force Development,Wages,Salaries,Academic Degrees,Educational Attainment,Vocational Education,Income,Surveys,Allied Health Occupations

Stackable credentials--sequential postsecondary awards that allow individuals to progress on a career path--have been suggested as a way to enhance the labor market prospects of middle-skill workers. Yet, thus far, little evidence has been provided on the economic value of these credentials. Here, we report a series of estimates on the association between stackable credentials and earnings. We use national, survey, and college-system-level datasets. A significant body of evidence indicates that the labor market returns to certificates--along with those to college degrees--are positive. But our estimates of stackable credentials show only weakly positive and inconsistent gains from these award combinations. Generally, these estimates are indistinguishable from the returns to only one postsecondary credential. There is no clear evidence of how earnings vary across types of stack--progressive, supplemental, or independent--or student characteristics. However, estimated earnings gains from stackable credentials may be imprecise. Few college students stack awards, the motives for stacking are unknown, and notably, the number of stacked awards depends on whether general vocational awards are included. Future research should examine why students stack awards and how they can choose combinations of awards that maximize their earnings gains from stacking.
Teacher Supply in California: A Report to the Legislature. Annual Report, 2015-2016. Submitted Pursuant to AB 471 (Chap. 381, Stats. 1999)
Author: Suckow, Marjorie A.
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,State Legislation,Documentation,Public Schools,Beginning Teachers,Teacher Certification,Teacher Education Programs,Alternative Teacher Certification,Vocational Education,Enrollment Trends,English Language Learners,Certification,Age Differences,Gender Differences,Racial Differences,Ethnicity,Teacher Selection,Geographic Regions,Counties,Intellectual Disciplines

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms. Education Code §44225.6 (Assembly Bill 471, Chap. 381, Stats. 1999) requires the Commission to report to the Governor and the Legislature each year on the number of teachers who received credentials, authorizations, permits and waivers. The report includes the type and number of documents initially issued authorizing service to teach in California public schools or schools under public contract for fiscal year 2015-16. The report responds to the requirements specified in statute and provides a tool for policymakers and others interested in teacher supply.
2016-2017 Florida Adult Education Assessment Technical Assistance Paper
Author: Florida Department of Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Adult Education,Educational Assessment,Testing,Accountability,Student Educational Objectives,Student Placement,Pretests Posttests,Progress Monitoring,Educational Policy,Guidelines,Standardized Tests,Test Results,Adult Literacy,Adult Basic Education,Benchmarking,High School Equivalency Programs,State Policy,Academic Accommodations (Disabilities),Testing Accommodations,Special Needs Students,Alternative Assessment,Training,Evaluators,Information Security,Distance Education,Computer Assisted Testing

This technical assistance paper provides guidance to individuals with test administration responsibilities in adult education programs. These policies apply to the approved assessments that programs may use to report educational gains in compliance with the National Reporting System (NRS) requirements. The NRS is the accountability system for the federally funded adult education program, mandated by the Workforce Innovation and Opportunity Act (WIOA). NRS identifies twelve Educational Functioning Levels (EFLs) in its accountability measures. Four EFLs are in Adult Basic Education (ABE), two in Adult Secondary Education (ASE), and six in English for Speakers of Other Languages (ESOL). The descriptors of each EFL are entry-level descriptors and illustrate student performance expectations at the particular level. The Florida assessment policy guidelines include the selection and use of appropriate student assessment and procedures for the following: (1) accurate student placement into appropriate program and instructional level; (2) diagnostic information to guide instruction; (3) pre- and post-testing to monitor progress toward goals; and (4) verification of level and program completion. These policy guidelines also include staff training and test security requirements for all staff who administer the standardized assessments and use the results from these assessments. [For the 2015-2016 version of this paper, see ED579158.]
Counting on Early Math Skills: Preliminary Kindergarten Impacts of the Making Pre-K Count and High 5s Programs
Author: Mattera, Shira
Date: 2017-02-00
Type: Reports - Research
Subjects: Kindergarten,Mathematics Skills,Preschool Education,Program Evaluation,Program Effectiveness,Early Experience,Followup Studies,Evaluation Methods,Curriculum Enrichment

Early math ability is one of the best predictors of children's math and reading skills into late elementary school. Children with stronger math proficiency in elementary school, in turn, are more likely to graduate from high school and attend college. However, early math skills have not historically been a major focus of instruction in preschool and kindergarten classrooms. This brief presents the findings from a study of two early math programs--Making Pre-K Count and High 5s.
Can We Boost College Summer Enrollment Using Behavioral Science?
Author: MDRC
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Enrollment Management,Summer Programs,Low Income Students,Community Colleges,College Students,Two Year College Students

MDRC's Center for Applied Behavioral Science (CABS) and Postsecondary Education policy area launched the Encouraging Additional Summer Enrollment (EASE) project in collaboration with Great Lakes Higher Education Corporation &amp; Affiliates and the Ohio Association of Community Colleges. The project aims to increase summer enrollment rates among low-income community college students using insights from behavioral science. This infographic briefly describes why summer enrollment is encouraged, five reasons why students may not enroll in summer courses, and two interventions MDRC designed to address these five barriers--a new communication strategy and a financial incentive.
New York Charter Schools Outperform Traditional Selective Public Schools: More Evidence That Cream-Skimming Is Not Driving Charters&apos; Success. Report 33
Author: Winters, Marcus A.
Date: 2017-03-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,School Effectiveness,Success,Standardized Tests,Selective Admission,Middle Schools,Mathematics Achievement,English Curriculum,School Statistics,Scores,Demography,Raw Scores,Equated Scores,Comparative Analysis,Regression (Statistics)

Critics of charter schools in New York City, America's largest school district, often allege that charters score better on standardized tests, on average, than traditional public schools because charters &quot;cream-skim&quot; (i.e., attract) the brightest, most motivated, students. Yet this accusation neglects the fact that not all traditional public schools are open admission. Some, such as Stuyvesant High School and the Bronx High School of Science, use entrance exams and other demanding criteria to recruit the best students. New York is also home to 98 traditional selective public middle schools. If admitting students with better academic credentials were the key to better test scores, New York's traditional selective public schools (which pursue such practices) would easily outperform its charter schools (whose students are admitted by lottery and are more likely to be poor and nonwhite). But this is not the case. This report compares aggregate test scores in math and English in New York's 73 charter middle schools with those of its 98 traditional selective middle schools. (There are no traditional selective elementary schools, and state exams in math and English are not administered after eighth grade, the final year of middle school.) It finds that students at charters score equally well in math as (though worse in English than) students in traditional selective schools. However, when an apples-to-apples comparison is made by comparing students only from similar racial and socioeconomic backgrounds, charters shine more brightly: their students score better in math than, and just as well in English as, those in traditional selective schools.
The Fact Book: Report for the Florida College System, 2016
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Students,Enrollment Trends,Full Time Students,College Credits,Employees,Racial Differences,Ethnicity,Gender Differences,Financial Support,Instructional Program Divisions,Associate Degrees,Teacher Education Programs,Professional Education,Adult Education,Vocational Education,Postsecondary Education,Bachelors Degrees,Nursing Education,Minority Group Students,Graduation,Sciences,Occupations,Salaries,Expenditures,Budgets,Costs,Fees,Educational Facilities

This 2016 fact book for the Florida College System is divided into the following categories: (1) Student Information, which includes fall, annual, FTE, and program enrollment statistics, as well as credit program completion statistics; (2) Employee Information, which includes statistics regarding employee headcount by occupational activity and full-time faculty salaries; and (3) Financial Information, which covers revenue and expenditures for all funds, revenue and expenditures by program area, annual cost analyses, costs per credit hour, student fees, student fee comparisons, and financial information for facilities sites, inventory, and value by college. Florida's 28 colleges operate 178 sites around the state, providing educational opportunities within commuting distance to all of Florida's residents. For the 2014-15 academic year, the total annual student headcount was 813,838. In Fall of 2015, this population was made up of 35% full-time students and 65% part-time students at an average age of 25 years old with 59% females and 58% minority enrollment. 110,844 degrees/certificates (including Bachelors Degree Program, AA Degrees, AS Degrees, Vocational and College Credit Certificates, Education Preparation Institute (EPI), and Certificates of Professional Preparation) were awarded in the 2014-2015 academic year. [For the 2015 Fact Book, see ED555875.]
An Exploratory Analysis of Features of New Orleans Charter Schools Associated with Student Achievement Growth. REL 2018-287
Author: Wolf, Patrick J.
Date: 2018-01-00
Type: Reports - Research
Subjects: Charter Schools,Institutional Characteristics,Academic Achievement,Value Added Models,School Effectiveness,Urban Schools,Elementary Schools,Middle Schools,Achievement Gains,Elementary School Students,Middle School Students,Least Squares Statistics,Regression (Statistics),Statistical Analysis

In the wake of Hurricane Katrina, the number of charter schools in New Orleans has rapidly expanded. During the 2012/13 school year--the period covered by this study--of the 85 public schools in New Orleans, 75 were chartered, enrolling more than 84 percent of all public school students in the city in 92 different school campuses. This study explored organizational, operational, and instructional features of New Orleans charter schools serving grades 3-8 that are potential indicators of student achievement growth in English language arts (ELA), math, and science. The organizational characteristic of kindergarten provided as an entry grade was associated with higher levels of [value-added measures] VAM on the ELA test. The operational characteristic of an extended school year also was associated with higher levels of ELA VAM. The instructional characteristics of a lower percentage of teachers with graduate degrees, more experienced teachers, and a lower student/teacher ratio were associated with higher levels of ELA VAM. The analysis revealed fewer potential key indicators of charter school effectiveness regarding VAM in math and science. The inclusion of kindergarten as an entry grade was the only school feature that was statistically significant in its association with math VAM; schools with kindergarten were correlated with higher math VAM scores. Having a lower student/teacher ratio and fewer staff in student support roles were the only school features that were statistically significant in their association with higher science VAM scores. None of these associations between potential key indicators and math and science VAM scores remained statistically significant when estimated using 2013/14 outcome data, indicating that the results are not robust to such an additional analysis. Offering kindergarten as an entry grade and having a lower teacher/student ratio were the only potential key indicators with statistically significant associations with more than one VAM outcome. Having kindergarten as an entry grade was positively associated with ELA and math VAM. Having a lower teacher/student ratio was associated with higher ELA and science VAM. Contains appendices.
The Embroidered Word: A Stitchery Overview for Visual Arts Education
Author: Julian, June
Date: 2012-10-00
Type: Speeches/Meeting Papers
Subjects: Art Education,Handicrafts,Art History,Popular Culture,Fine Arts,Art Products

This historical research provides an examination of the embroidered word as a visual art piece, from early traditional examples to contemporary forms. It is intended to encourage appreciation of embroidery as an art form and to stimulate discussion about the role of historical contexts in the studio education of artists at the university level. Commonly characterized as obsessive stitchers of hankies and tea towels, hand embroiderers have recently evolved from homespun to hot. The &quot;Home Sweet Home&quot; stitched samplers of days gone by have been reinvented into challenging needle works by both contemporary fine artists and home practitioners. When art students view embroidery work through time and culture, they better understand that every stitch is the heart beat of a unique individual responding to the world.
How Much Do Test Scores Vary among School Districts? New Estimates Using Population Data, 2009-2015. CEPA Working Paper No. 17-02
Author: Fahle, Erin M.
Date: 2017-09-00
Type: Reports - Research
Subjects: Standardized Tests,Scores,Comparative Analysis,Public Schools,School Districts,Mathematics Education,Language Arts,Elementary Secondary Education,Correlation,School Segregation,Racial Segregation,Socioeconomic Status,School Statistics,Test Results,Statistical Analysis

This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using roughly 300 million standardized test score records in math and ELA for grades 3 through 8 from every U.S. public school district during the 2008-09 to 2014-15 school years, we estimate intraclass correlations (ICCs) as a measure of between-district variation. We characterize the variation in the ICCs across states, as well as the patterns in the ICCs over subjects, grades and cohorts. Further, we investigate the relationship between the ICCs and measures of racial and socioeconomic segregation. We find that between-district variation is greatest, on average, in states with high levels of both white-black and economic segregation.
Teachers&apos; Beliefs about Students&apos; Social Disadvantage and Student Achievement. CEPA Working Paper No. 15-03
Author: Rochmes, Jane
Date: 2015-08-00
Type: Reports - Research
Subjects: Teacher Attitudes,Disadvantaged Youth,Academic Achievement,High School Students,Secondary School Teachers,Longitudinal Studies,Minority Group Students,Racial Differences,Ethnicity,Economically Disadvantaged,Correlation,African American Students,Poverty,Grade 9,Mathematics Teachers,Case Studies,Transformative Learning,Human Capital,Mathematics Achievement,Student Characteristics,Teacher Characteristics,Institutional Characteristics,Statistical Analysis

While progress to close racial achievement gaps has stagnated and income achievement gaps have grown, recent case studies enthusiastically describe &quot;transformational&quot; schools, which claim to establish conditions that enable students--primarily poor students of color--to achieve at levels far higher than their social background predicts. Accounts of such schools highlight a widespread belief among their teachers of empowerment over student outcomes despite students' disadvantages. However, such teacher attitudes have never been analyzed on a broad scale, and many analyses of teacher effects focus solely on teachers' human capital, overlooking their social-psychological traits. I use novel data on teachers from the nationally representative High School Longitudinal Study of 2009 to test whether teachers' beliefs that they can overcome students' social disadvantage are related to higher student achievement, and whether associations are stronger for racial minorities and economically disadvantaged students. Using three-level models, I find a positive association between teachers' beliefs about social disadvantage and students' achievement, which appears to stem from both selection and causal mechanisms. Evidence of heterogeneity contradicts academic and popular theory: rather than mattering most for poor students of color, teachers' beliefs appear especially strongly linked to achievement for the most socioeconomically advantaged African American students.
Long-Term Trends in Private School Enrollments by Family Income. CEPA Working Paper No. 17-07
Author: Murnane, Richard J.
Date: 2017-06-29
Type: Reports - Research
Subjects: Enrollment Trends,Trend Analysis,Private Schools,Family Income,National Surveys,Elementary Schools,Socioeconomic Influences,Racial Differences,Ethnicity,Urban Areas,Geographic Regions,Costs,Educational Quality,Databases,Statistical Analysis,Census Figures,Educational Attainment,Place of Residence

We use data from multiple national surveys to describe trends in private elementary school enrollment by family income from 1968-2013. We note several important trends. First, the private school enrollment rate of middle-income families declined substantially over the last five decades, while that of high-income families remained quite stable. Second, there are notable differences in private school enrollment trends by race/ethnicity, urbanicity, and region of the country. Although racial/ethnic differences in private school enrollment are largely explained by income differences, the urban/suburban and regional differences in private school enrollment patterns are large even among families with similar incomes. Factors contributing to these patterns may include trends in income inequality, private school costs and availability, and the perceived relative quality of local schooling options.
Preparing for the TABE
Author: Florida Department of Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Adult Basic Education,Adult Vocational Education,Test Preparation,Reading Tests,Language Tests,Mathematics Tests,Multiple Choice Tests

This document is provided by the Florida Department of Education to help prepare Adult and Career and Technical Students to take the Tests of Adult Basic Education (TABE) test. These tests are used to determine students' strengths that will assist them in successfully completing their programs. The TABE has three major areas: Reading, Language, and Mathematics (applied and computation). This document provides tips for test taking and sample questions that are similar to the questions found on the TABE test. An answer key is provided.
Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings from Two Student Cohorts. NCEE 2010-4015
Author: James-Burdumy, Susanne
Date: 2010-05-00
Type: Reports - Research
Subjects: Supplementary Reading Materials,Reading Comprehension,Intervention,Cohort Analysis,Achievement Gains,Disadvantaged Schools,Grade 5,Effect Size,Statistical Significance,Reading Skills,Curriculum Implementation,Curriculum Evaluation,Faculty Development,School Support,Fidelity,Instructional Effectiveness,Educational Practices,Control Groups,Experimental Groups,Time Management,Pretests Posttests,Scores,Followup Studies,Institutional Characteristics,Correlation,Observation

Results after two years of using three reading comprehension curricula show gains from one program and no effects for the other two on reading comprehension for fifth-graders, according to a study released by the National Center for Education Evaluation and Regional Assistance in the Institute of Education Sciences. The study focused on whether 5th grade students in disadvantaged schools could be helped in making the transition from &quot;learning to read&quot; to &quot;reading to learn&quot; by bolstering the vocabulary and comprehension skills that allow them to organize and acquire knowledge from text. Three commercially available supplemental reading comprehension curricula were used for a second year by school and teachers to teach explicit reading comprehension strategies--ReadAbout, Read for Real, and Project CRISS. The study included 182 teachers and 61 schools in 10 districts, with study schools within each district assigned by lottery to use one of the curricula or serve as a control group. No positive impacts of the curricula on student reading comprehension were found in the study's first year. Key findings after two years of using the curricula include: (1) here was a positive, statistically significant impact of ReadAbout on social studies reading comprehension when teachers used it for a second year. The effect size was 0.22, which amounts to moving from the 50th percentile to the 59th percentile. This reading program teaches students comprehension skills--such as author's purpose, main idea, cause and effect, compare and contrast, summarizing and inferences--using a computer program that adapts to each student's reading level. The program also allowed for easier integration of small-group instruction and provided immediate feedback to students; (2) The impacts on fifth-grade reading comprehension were not statistically significantly different from zero for the other two other curricula, Read for Real and Project CRISS, when used by schools for a second year. (A fourth curriculum, Reading for Knowledge, was studied in the first year but was not included in the second cohort); and (3) Two of three teacher practices--classroom management and explicit reading strategy guidance--were positively correlated with improvements in student reading comprehension. The explicit guidance had teachers explaining text structure and modeling comprehension strategies as students practiced those strategies.