ethanporcaro/eric-fulltext-meta huggingface dataset:
CSCLRec: Personalized Recommendation of Forum Posts to Support Socio-Collaborative Learning
Author: Chen, Zhaorui
Date: 2020-07-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Computer Mediated Communication,Recordkeeping,Online Courses,Graphs,Data Analysis,Socialization,Social Networks,Network Analysis,Natural Language Processing,Student Behavior,Interaction,Prediction,Preferences,Learning Activities,Information Systems,Graduate Students,Profiles,Foreign Countries

Discussion forums are used to support socio-collaborative learning processes among students in online courses. However, complex forum structures and lengthy discourse require that students spend their limited time searching and filtering through posts to find those that are relevant to them rather than spending that time engaged in other meaningful learning activities (i.e., discussion). Moreover, existing adaptive systems do not accommodate individual learner needs in these contexts. In this work, we propose a multi-relational graph-based recommendation approach that mines student interaction logs to address the above problems within discussionbased socio-collaborative online courses. To account for the social aspects of learning, our approach incorporates learner modeling, social network analysis, and natural language processing techniques; it offers tailored recommendations of forum posts for learners with different types of interaction behaviors. In our experiments with small online courses, our approach outperformed competitor approaches in terms of recommendation precision while meeting expectations with respect to diversity and novelty. The results illustrate the proposed algorithm's effectiveness in predicting student preferences, suggesting its potential to increase student participation in discussion-related learning activities. [For the full proceedings, see ED607784.]
Decomposition of Response Time to Give Better Prediction of Children&apos;s Reading Comprehension
Author: Aghajari, Zhila
Date: 2020-07-00
Type: Speeches/Meeting Papers
Subjects: Reaction Time,Predictor Variables,Reading Comprehension,Task Analysis,Decoding (Reading),Readability,Readability Formulas,Sentences,Help Seeking,Attention Control

Response time has been used as an important predictor of student performance in various models. Much of this work is based on the hypothesis that if students respond to a problem step too quickly or too slowly, they are most likely to be unsuccessful in that step. However, something that is less explored is that students may cycle through different states within a single response time and the time spent in those states may have separate effects on students' performance. The core hypothesis of this work is that identifying the different states and estimating how much time is devoted to them in a single response time period will help us predict student performance more accurately. In this work, we decompose response time into meaningful subcategories that can be indicative of helpful or harmful cognitive states. We then show how a model that is using these subcategories as predictors instead of response time as a whole outperforms both a linear and a non-linear baseline model. [For the full proceedings, see ED607784.]
Higher Education in Focus 2017: Kansas. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 71 percent in Kansas. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in Kansas. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the MHEC regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
Higher Education in Focus 2017: Minnesota. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 74 percent in Minnesota. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in Minnesota. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the Midwestern Higher Education Compact (MHEC) regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
Higher Education in Focus 2017: Michigan. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 70 percent in Michigan. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in Michigan. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the MHEC regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
Higher Education in Focus 2017: Ohio. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 64 percent in Ohio. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in Ohio. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the Midwestern Higher Education Compact (MHEC) regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
Higher Education in Focus 2017: Missouri. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 66 percent in Missouri. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in Missouri. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the Midwestern Higher Education Compact (MHEC) regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
Higher Education in Focus 2017: South Dakota. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 65 percent in South Dakota. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in South Dakota. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the Midwestern Higher Education Compact (MHEC) regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
Higher Education in Focus 2017: Wisconsin. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 62 percent in Wisconsin. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in Wisconsin. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the Midwestern Higher Education Compact (MHEC) regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
Higher Education in Focus 2017: Nebraska. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 71 percent in Nebraska. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in Nebraska. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the Midwestern Higher Education Compact (MHEC) regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
Higher Education in Focus 2017: North Dakota. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 72 percent in North Dakota. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in North Dakota. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the Midwestern Higher Education Compact (MHEC) regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
Deep Embeddings of Contextual Assessment Data for Improving Performance Prediction
Author: Clavié, Benjamin
Date: 2020-07-00
Type: Speeches/Meeting Papers
Subjects: Student Behavior,Electronic Learning,Metadata,Prediction,Performance,Intelligent Tutoring Systems,Student Evaluation,Data Collection,Models,Context Effect,Data Analysis,Artificial Intelligence

We introduce DeepPerfEmb, or DPE, a new deep-learning model that captures dense representations of students' online behaviour and meta-data about students and educational content. The model uses these representations to predict student performance. We evaluate DPE on standard datasets from the literature, showing superior performance to the state-of-the-art systems in predicting whether or not students will answer a given question correctly. In particular, DPE is unaffected by the cold-start problem which arises when new students come to the system with little to no data available. We also show strong performance of the model when removing students' histories altogether, relying in part on contextual information about the questions. This strong performance without any information about the learners' histories demonstrates the high potential of using deep embedded representations of contextual information in educational data mining. [For the full proceedings, see ED607784.]
Madison Park Technical Vocational High School Turnaround Update. White Paper No. 215
Author: Donovan, William
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Vocational High Schools,School Turnaround,Educational Improvement,Program Implementation,Program Effectiveness,Graduation Rate,Dropout Rate,Enrollment Rate,Advanced Placement Programs,Dual Enrollment,College Credits

Madison Park Technical Vocational High School in Boston is attempting a turnaround and has been for decades. In 2016, after having been designated a Level 4 school by the Massachusetts Department of Elementary and Secondary Education (DESE), a stamp that branded it &quot;underperforming,&quot; school officials created a plan they began implementing in June of that year. Since the new plan began, some signs of improvement have appeared. The graduation rate, which was 57 percent in 2017, was above 68 percent in 2019. The dropout rate, once above 6 percent, is now under 5 percent. Enrollment, which tumbled by half from 2005 to 2017, has climbed more than 17 percent in the past three years. Advanced instruction has emerged as a strong point for the school. Dual enrollment partnerships with several local colleges have enabled many Madison Park students to earn college credits before graduating. In 2020, two students earned their associate's degrees. The end of the report offers recommendations.
Higher Education in Focus 2017: Illinois. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 70 percent in Illinois. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in Illinois. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the Midwestern Higher Education Compact (MHEC) regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.