ethanporcaro/eric-fulltext-meta huggingface dataset:
Where Are the Immigrant Girls? Policy Brief No. 12
Author: Chavatzia, Theophania
Date: 2016-11-00
Type: Reports - Research
Subjects: Immigrants,Females,Gender Differences,Gender Bias,Social Bias,Cultural Differences,Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Tests,Science Achievement,Mathematics Achievement,Science Tests,Barriers,Equal Education,Grade 8,European History

Girls and women, especially the most vulnerable, are more likely to be excluded from education than their male counterparts. Exclusion and gender disparities in access to and performance in education are also observed among immigrant children, with immigrant girls often being the most disadvantaged. Data from the International Association for the Evaluation of Educational Achievement's (IEA's) Trends in Mathematics and Science Study (TIMSS) 2011 for lower secondary schools (Grade 8) show that in certain countries in Asia, Eastern Europe, and the Middle East and North Africa (MENA) region, the percentage of immigrant girls enrolled in schools at the lower secondary level is much smaller than that of immigrant boys. For example, in several countries (such as Iran, Romania, Chinese Taipei, Lithuania, and Turkey), more than half of immigrant girls are not enrolled in schools. This unequal access threatens gender equality in educational outcomes within the immigrant population and hinders overall development efforts towards the attainment of the sustainable development goals (SDGs) (or &quot;the 2030 Agenda for Sustainable Development&quot;). Policymakers need to identify and address the underlying factors preventing immigrant girls from exercising and benefiting from their right to education.
What Can Schools, Colleges, and Youth Programs Do with Predictive Analytics? Practitioner Brief
Author: Balu, Rekha
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Low Income Groups,At Risk Students,Youth Programs,School Role,College Role,Predictive Measurement,Evaluation Methods,Academic Achievement,Academic Persistence,Data Collection,Identification

Many low-income young people are not reaching important milestones for success (for example, completing a program or graduating from school on time). But the social-service organizations and schools that serve them often struggle to identify who is at more or less risk. These institutions often either over- or underestimate risk, missing opportunities to intervene with those who need more help or inefficiently providing services to those who do not need them. Most &quot;early warning systems&quot; of risk rely on only a few measures, mainly because in the course of day-to-day practice, one can keep track of only so much information at a time. Yet this approach ignores a wealth of data collected for different purposes that could help programs and schools identify risk earlier and more accurately. This report presents what schools, colleges, and youth programs can do with predictive analytics.
Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3
Author: White, Bradford R.
Date: 2016-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Teachers,Teacher Education Programs,Partnerships in Education,Grants,Models,Capacity Building,Qualitative Research,Teacher Competencies,Colleges,Two Year Colleges,Semi Structured Interviews,Barriers,Coding,Cooperative Planning,Institutional Cooperation,Attitude Measures,Educational Policy,State Policy,Articulation (Education),Alignment (Education),Evaluation Methods,Academic Advising,College Transfer Students,Educational Innovation,Mathematics Instruction,English Language Learners,Early Intervention,Infants,Toddlers,Motivation,Student Teaching

Much attention during the past decade has been given to the need to develop a well-trained early childhood education workforce. In order to address this need, the Illinois Board of Higher Education (IBHE) awarded Early Childhood Educator Preparation Program Innovation (EPPI) grants to institutions of higher learning. The IBHE funded partnerships, comprised of two- and four-year institutions, to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to develop a wide range of seamless pathways for degree and credential attainment through innovative articulation and alignment of curriculum initiatives, strategies for advising and supporting transfer students, and aligning assessments to demonstrate candidate progress toward or attainment of key competencies. Promising practices to improve quality field experience placements, early math learning, bilingual/English language learning, and infant/toddler development were also implemented. This report presents results from a qualitative implementation study of the initiatives undertaken by the EPPI grant recipients. The authors begin by describing the background of the project and the methods of the investigation. They then describe the primary catalysts that motivated and provided context for the work of the grantees. Next, they describe the major innovations being implemented with the grant and the core components and specific challenges associated with each innovation and lessons learned from grantees' experiences. Then the authors discuss the primary barriers to implementation and grantees' strategies for overcoming these obstacles. The report concludes with a discussion of major themes emerging from this research and implications for both policy and practice. The following are appended: (1) General Interview Protocol; (2) Supplemental Interview Protocols; and (3) Codebook. [For the executive summary, &quot;Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3. Executive Summary,&quot; see ED574329. For the research highlights, &quot;Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3. Research Highlights,&quot; see ED574330.]
Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3. Executive Summary
Author: White, Bradford R.
Date: 2016-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Teachers,Teacher Education Programs,Partnerships in Education,Grants,Models,Capacity Building,Qualitative Research,Teacher Competencies,Colleges,Two Year Colleges,Semi Structured Interviews,Barriers,Coding,Cooperative Planning,Institutional Cooperation,Attitude Measures,Educational Policy,State Policy,Articulation (Education),Alignment (Education),Evaluation Methods,Academic Advising,College Transfer Students,Educational Innovation,Mathematics Instruction,English Language Learners,Early Intervention,Infants,Toddlers,Motivation,Student Teaching

The Illinois Board of Higher Education (IBHE) provided Early Childhood Educator Preparation Program Innovation (EPPI) grants to 20 partnerships comprised of two- and four-year institutions to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to design and implement a wide range of seamless pathways for degree and credential attainment through innovative articulation initiatives, systems for aligning assessments to demonstrate candidate attainment of key competencies, and strategies for advising and supporting transfer students. Promising practices to improve early math learning, bilingual/English language learning, infant/toddler development, and quality field experience placements were also developed. This qualitative implementation study provides a systematic review of the innovations and strategies EPPI grant recipients utilized in addressing common barriers and practice-oriented issues experienced in early childhood educator preparation. The study is summarized in this report. [For the full report, &quot;Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3,&quot; see ED574328. For the research highlights, &quot;Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3. Research Highlights,&quot; see ED574330.]
Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3. Research Highlights
Author: White, Bradford R.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Preschool Teachers,Teacher Education Programs,Partnerships in Education,Grants,Models,Capacity Building,Qualitative Research,Teacher Competencies,Colleges,Two Year Colleges,Semi Structured Interviews,Barriers,Coding,Cooperative Planning,Institutional Cooperation,Attitude Measures,Educational Policy,State Policy,Articulation (Education),Alignment (Education),Evaluation Methods,Academic Advising,College Transfer Students,Educational Innovation,Mathematics Instruction,English Language Learners,Early Intervention,Infants,Toddlers,Motivation,Student Teaching

The Illinois Board of Higher Education (IBHE) provided Early Childhood Educator Preparation Program Innovation (EPPI) grants to 20 partnerships comprised of two- and four-year institutions to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to design and implement a wide range of seamless pathways for degree and credential attainment through innovative articulation initiatives, systems for aligning assessments to demonstrate candidate attainment of key competencies, and strategies for advising and supporting transfer students. Promising practices to improve early math learning, bilingual/English language learning, infant/toddler development, and quality field experience placements were also developed. This qualitative implementation study provides a systematic review of the innovations and strategies EPPI grant recipients utilized in addressing common barriers and practice-oriented issues experienced in early childhood educator preparation. Research highlights from the study are presented in this report. [For the full report, &quot;Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3,&quot; see ED574328. For the executive summary, &quot;Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3. Executive Summary,&quot; see ED574329.]
Are Teacher Characteristics and Teaching Practices Associated with Student Performance? Policy Brief No. 11
Author: Clavel, Jose G.
Date: 2016-09-00
Type: Reports - Research
Subjects: Achievement Tests,Elementary Secondary Education,Foreign Countries,Science Achievement,International Assessment,Mathematics Tests,Mathematics Achievement,Science Tests,Grade 8,Teaching Methods,Teacher Collaboration,Correlation,Scores,Cultural Differences,Active Learning,Teacher Role,Student Role,Learner Engagement,Student Evaluation,Evaluation Methods

The different strategies and methodologies used by teachers in their day-to-day activity may have an impact on the academic performance of their students. Indexes constructed to summarize how teachers address different teaching tasks can be used to quantify the teaching activities' associations with academic results. In the IEA's Trends in Mathematics and Science Study (TIMSS) for eighth grade, the same students take both the mathematics and science tests. As mathematics and science are usually taught by two different teachers at the eighth grade, the results may reveal whether the different strategies used by teachers have an effect on the results of their students. The analyses revealed that collegial activities (collaboration among teachers) exhibited more positive associations than negative associations with student performance among countries. Conversely, two other strategies, passive teaching and active assessment, were more often negatively associated than positively associated with student achievement.
Are School Characteristics Related to Equity? The Answer May Depend on a Country's Developmental Level. Policy Brief No. 10
Author: Nilsen, Trude
Date: 2016-04-00
Type: Reports - Research
Subjects: Academic Achievement,Achievement Gap,Developing Nations,Institutional Characteristics,Socioeconomic Status,Equal Education,Educational Environment,Achievement Tests,Elementary Secondary Education,Mathematics Achievement,Science Achievement,Science Tests,Foreign Countries,International Assessment,Mathematics Tests,Family Characteristics,Developed Nations,Grade 8

In most countries, students' socioeconomic status (SES) is strongly related to their educational achievement: the higher a student's SES, the higher his or her achievement scores, and vice versa. This lack of equity in student outcomes is of great concern to policy makers because educational achievement should not depend on family background. This policy brief examines how school characteristics may be associated with educational equity in terms of the relationship between students' SES and achievement. There was a clear distinction between highly-developed and developing countries; school characteristics differed in their relationship to educational equity in these two groups. Instructional quality, school emphasis on academic success, and a safe and orderly school climate were associated with a looser relationship between SES and achievement; family background was thus less important in many highly-developed countries, and school characteristics were consequently related to greater equity. In contrast, the same school characteristics exhibit no such association in developing countries; in some cases, instructional quality, school emphasis on academic success, or a safe and orderly school climate were related to exacerbated inequality.
Reading Performance in Post-Colonial Contexts and the Effect of Instruction in a Second Language. Policy Brief No. 14
Author: Howie, Sarah
Date: 2017-05-00
Type: Reports - Research
Subjects: Foreign Countries,Grade 4,International Assessment,Reading Achievement,Achievement Tests,Reading Tests,Second Language Instruction,Language Usage,Foreign Policy,Indigenous Populations,English (Second Language),Family Environment,Language of Instruction,Regression (Statistics),Academic Achievement,Elementary School Students

The International Association for the Evaluation of Educational Achievement's (IEA's) Progress in International Reading Literacy Study (PIRLS) 2011 provided evidence which showed differences in the reading achievement of students who spoke the language of assessment at home and those who did not for many countries including a selection of the participating &quot;post-colonial countries&quot;. Colonization of these countries by different European nations occurred as early as the 1600s, through to the 1800s. The language of the colonizing nation was most often imposed (formally and informally) upon indigenous population(s) and became the official (legally or by its widespread use) language(s) of the country. These countries are now presented with challenges surrounding finding an appropriate balance between having policies that support and value indigenous and heritage languages, and policies that promote and support the official or colonizing language(s). It is not uncommon in countries such as Australia, Canada and New Zealand, for the dominant colonizing language(s) to be viewed as being of greater value, particularly when supporting new immigrants without local (colonizing) language skills. Understanding the effect of language policies, both past and present, is important to interpreting the achievement differences for these countries. Although beyond the scope of this brief, countries and systems that are developing language policies for populations, especially for their minority groups, may also learn from these countries' experiences. Out of the nine education systems investigated, the language of learning was found to have a positive relationship with reading achievement in most post-colonial contexts and, in particular, in English-speaking contexts, even when the socioeconomic status of the students was taken into account.
Remedial Course Enrollments and Student Outcomes in Maine's Public Higher Education Institutions
Author: Johnson, Amy F.
Date: 2016-01-00
Type: Reports - Research
Subjects: Remedial Instruction,Remedial Programs,Enrollment,Outcomes of Education,Higher Education,College Readiness,Barriers,Incidence,Intellectual Disciplines,High School Graduates,At Risk Students,College Freshmen,Institutional Characteristics,Correlation,Data Analysis

College readiness remains a large policy challenge for both K­-12 schools and higher education institutions. Students who need to pursue remedial coursework before being able to enroll in introductory college requirements face financial and logistical challenges that create barriers to degree progression. In an effort to gain additional information about the scale and context of the problem the University of Maine System and Maine Community College Systems were required to prepare four annual reports with information about the students entering their colleges directly from a Maine high school. These reports provided information on the overall proportion of these students who needed to enroll in remedial coursework, disaggregated by campus, by subject area (math, English, and overall), and by the high school from which they graduated. The second and subsequent reports also detailed retention and graduation outcomes for the students who enrolled in remedial courses in the prior years. This study compiled the results of the four reports in an effort to synthesize what may be learned from them. The study concludes that the reports confirm the size of the college readiness challenge in Maine, but do not provide helpful insights to high schools or post-­secondary institutions into the sources of the problem or what should be done about it. Some recommendations are provided for alternate approaches for informing students and their high schools about college readiness. Four appendices are included: (1) Statutory Language for Reporting Requirements; (2) Remedial Course Enrollment Summary High School Data; (3) Additional High School; and (4) Variables and Abbreviations Used in Report Tables.
Illinois' Early Childhood Innovation Zones: A New Model for State Policy? IERC 2017-1. Executive Summary
Author: White, Bradford R.
Date: 2017-00-00
Type: Reports - Research
Subjects: State Policy,Educational Policy,Early Childhood Education,Educational Innovation,Grants,At Risk Students,Mixed Methods Research,Cooperative Planning,Interviews,Documentation,Surveys,Capacity Building,Technical Assistance,Problem Solving,Decision Making,Barriers,Enrollment,Access to Education,Alignment (Education),Screening Tests,Outreach Programs,Partnerships in Education,Educational Quality,Incentives,Communities of Practice,Faculty Development,Program Effectiveness

This evaluation reviews efforts made by Illinois Action for Children (IAFC), with guidance from the Illinois Governor's Office for Early Childhood Development, to spur experimentation with new systemic change strategies to increase the number of children from priority populations--those considered to be the most vulnerable, with multiple risk factors--who are enrolled in high quality early learning programs. The Early Childhood Innovation Zones initiative, funded by a Race to the Top--Early Learning Challenge grant, supported capacity building efforts for organizations working with young children in 11 underserved communities, or Innovation Zones (IZs), across Illinois. The theory of action undergirding the IZ project calls for building capacity in these organizations to promote the implementation of system improvement strategies for increasing two primary outcome measures: (1) enrolling and serving more children (birth to kindergarten) from priority populations in early learning programs; and (2) increasing the number of early learning programs participating in ExceleRate Illinois, the state's quality rating and improvement system (QRIS). Illinois Action for Children's capacity-building efforts combined behavioral change theories with systemic thinking and community engagement strategies. These efforts were designed to help zones conceptualize concerns at the system level and to equip zone leaders with the skills and community partnerships needed to address these concerns. This study used a mixed methods approach to describe the strategies utilized by the IZs to improve enrollment and quality and evaluate the progress of capacity building efforts made by IAFC. The study is summarized in this report. [For the full report, &quot;Illinois' Early Childhood Innovation Zones: A New Model for State Policy? IERC 2017-1,&quot; see ED574338. For the research highlights, &quot;Illinois' Early Childhood Innovation Zones: A New Model for State Policy? IERC 2017-1. Research Highlights,&quot; see ED574339.]
Proficiency-Based High School Diploma Systems in Maine: Implications for College and Career Access
Author: Stump, Erika
Date: 2017-01-00
Type: Reports - Research
Subjects: State Legislation,High School Graduates,Academic Achievement,Graduation Requirements,State Standards,Employment Qualifications,Employer Attitudes,Employers,Job Applicants,Interviews,College Admission,Admission Criteria,Careers,College Readiness,Transcripts (Written Records),College Role,Career Readiness,Labor Market,Job Skills

In the 127th Legislative Session, &quot;An Act to Implement Certain Recommendations of the Maine Proficiency Education Council&quot; (S.P. 660 - L.D. 1627) was passed into law as Chapter 489 amending the chaptered law &quot;An Act to Prepare Maine People for the Future Economy&quot; (S.P.439 - L.D.1422) passed in 2012 requiring Maine school districts to implement proficiency-based diploma requirements and standards-based education systems. The Maine Legislature's Joint Standing Committee on Education and Cultural Affairs has requested for the past five years that the Maine Education Policy Research Institute's (MEPRI) annual work plan include studies designed to compile data, examine progress and explore impacts regarding implementation of this state policy within local institutions and school districts across the state. In 2016-2017, Phase V of this study shifted from the general perceptions and practices of schools and districts implementing proficiency-based high school diploma systems (as explored in Phases I-IV) to the examination of the policy implications within key programs, contexts and populations. This report shares research conducted to examine the alignment of proficiency-based diploma systems with &quot;college&quot; eligibility and admissions requirements as well as identify postsecondary &quot;career&quot; entry requirements and attributes of high quality workers. Findings suggest that most college admissions, scholarship selection and athletic eligibility processes still heavily rely on traditional components, such as grade point average, standardized test scores, course selection and grades. Admissions officers indicated that a precise, informative school profile and clear transcript with student information that could be compared to other applicants was important. Representatives from Maine businesses and professional organizations described high quality entry-level job applicants as dependable and positive with a strong work ethic as well as being adaptable to changing markets or leaders. Employers said that they expected high school graduates to demonstrate a common level of basic literacy in reading, writing, mathematics and technology. Many participants from Maine businesses emphasized that their organizations needed employees who understood local as well as global economic systems and demonstrated collaboration in a team-oriented environment in addition to solid communication skills. Four appendixes are included: (1) College Access (Part I) Interview Protocol; (2) Post-Secondary Institution Admissions Criteria; (3) Career Access (Part II) Interview Protocol; and (4) Maine Employment Data.