ethanporcaro/eric-fulltext-meta huggingface dataset:
Measurement Framework for National Key Performance Measures
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Measurement,Outcomes of Education,Elementary Secondary Education,Educational Indicators,Benchmarking,Academic Achievement,National Programs,Literacy,Numeracy,Science Achievement,Civics,Information Technology,Citizenship Education,Vocational Education,Student Characteristics,Student Participation,Educational Attainment,Comparative Education,Academic Standards,Educational Objectives,Educational Assessment,Data Collection,Comparative Analysis,Educational Policy

In 1999, Ministers responsible for school education agreed to the new set of &quot;National Goals for Schooling in the Twenty-First Century,&quot; with the aim of providing high quality schooling in Australia which would secure for students the necessary knowledge, understanding, skills and values for a productive and rewarding life. As a consequence, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) set in train a process to enable nationally comparable reporting of progress against the &quot;National Goals.&quot; The &quot;Measurement Framework for National Key Performance Measures&quot; takes account of all MCEETYA decisions related to measuring performance against the &quot;National Goals&quot; agreed to in 1999. It sets out a basis for reporting progress towards the achievement of the National Goals by Australian school students by drawing on the agreed definitions of Key Performance Measures. The core of the Framework is a schedule setting out the Key Performance Measures and an agreed assessment and reporting cycle for the period 2006-2014. A new set of National Goals is currently being developed for consideration by Ministers in late 2008. The Council of Australian Governments (COAG) will also finalise a set of national measures to monitor implementation of the national participation and productivity reforms. The 2009 Measurement Framework will be informed by the new goals and COAG measures and targets that relate to school education. (Contains 19 footnotes.) [For 2007 report, &quot;Measurement Framework for National Key Performance Measures,&quot; see ED534775.]
WWC Review of the Report &quot;Milwaukee Parental Choice Program Longitudinal Educational Growth Study Fifth Year Report&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Private Schools,Evaluation,Reading Tests,Standardized Tests,Mathematics Tests,Educational Vouchers,Scores,Comparative Analysis,Low Income Groups,Statistical Significance,Mathematics Achievement,Reading Achievement,Effect Size,Intervention,Literacy,Outcomes of Education,Public Schools

The study reviewed in this report examined the effectiveness of the &quot;Milwaukee Parental Choice Program&quot; (&quot;MPCP&quot;), which provides vouchers for low-income students to attend private schools. The study analyzed data on about 600 students who were given &quot;MPCP&quot; vouchers in the 2006-07 school year. The authors created a comparison group of similar size by matching the &quot;MPCP&quot; students to students who attended Milwaukee Public Schools. The study estimated the effect of the voucher program by comparing &quot;MPCP&quot; students' standardized test scores in 2010--four years after they were given a voucher--with those of comparison group students. The study found that the reading test scores of &quot;MPCP&quot; students in 2010 were 0.15 standard deviations higher than they were for the matched comparison sample, a statistically significant difference. There was no significant difference in math test scores in 2010. The research described in this report meets What Works Clearinghouse (WWC) evidence standards with reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. (Contains 2 endnotes.) [The following study is the focus of this &quot;Review&quot;: &quot;MPCP Longitudinal Educational Growth Study: Fifth Year Report. SCDP Milwaukee Evaluation Report #29&quot; (ED530071). For the &quot;WWC Quick Review&quot; of this report, &quot;What Works Clearinghouse Quick Review: &quot;Milwaukee Parental Choice Program Longitudinal Educational Growth Study Fifth Year Report,&quot; see ED530840.]
National Assessment Program, Information and Communication Technology Literacy 2008, Years 6 and 10: An Assessment Domain for ICT Literacy
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,National Programs,Testing Programs,National Competency Tests,Information Technology,Computer Literacy,Elementary School Students,Secondary School Students,Test Items,Test Content,Computer Assisted Testing,Reports

The second national sample assessment of Information and Communication Technology (ICT) literacy at Year 6 and Year 10 will occur in 2008. The assessment happens every three years and the first occurred in 2005. This document provides information about the ICT literacy assessment including: (1) Education Ministers' decisions regarding ICT; (2) the definition of ICT literacy; (3) a description of the ICT literacy domain, strands and the progress map; (4) the types of items used in ICT literacy assessment; and (5) how the results from the assessments will be reported. Appended are: (1) ICT Literacy Progress Map; and (2) Sample Items. (Contains 1 figure.) [For related reports, see &quot;National Assessment Program--ICT Literacy Years 6 &amp; 10 School Assessment Exemplars, 2008&quot; (ED534807) and &quot;National Assessment Program--ICT Literacy Years 6 &amp; 10 Report, 2008&quot; (ED534805).]
National Sample Assessment Protocols
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Scientific Literacy,Protocol Analysis,Sampling,Program Development,National Programs,Contracts,Program Proposals,Citizenship,Civics,Technological Literacy,Information Technology,National Surveys,Evaluation Methods,Measurement Objectives,Measurement Techniques,Task Analysis,Program Descriptions

These protocols represent a working guide for planning and implementing national sample assessments in connection with the national Key Performance Measures (KPMs). The protocols are intended for agencies involved in planning or conducting national sample assessments and personnel responsible for administering associated tenders or contracts, including the: (1) Performance Measurement and Reporting Taskforce (PMRT) and its subgroups; (2) Benchmarking and Educational Measurement Unit (BEMU); (3) PMRT Secretariat; (4) assessment contractors; and (5) assessment liaison personnel for schooling sectors in the states and territories. The protocols in this document refer to national sample assessments conducted in a three-year cycle in: (1) science literacy (samples of Year 6 students); (2) civics and citizenship (samples of Year 6 and Year 10 students); and (3) information and communication technology (ICT) literacy (samples of Year 6 and Year 10 students). The protocols for the national sample assessments are presented under four major headings: (1) Management, Liaison and Communication; (2) Development and Conduct of Assessments; (3) Reporting; and (4) Data Storage and Access.
2009 Data Standards Manual Student Background Characteristics. For Use by Schools, School Systems and Test Administration Authorities. Fourth Edition
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Enrollment,Student Characteristics,Elementary School Students,Secondary School Students,Parent Background,Educational Attainment,Occupations,Socioeconomic Background,Indigenous Populations,Native Language,Sex,Data Collection,Student Records,Privacy,Educational Testing,National Competency Tests,National Programs

In 2008 the Council of Australian Government (COAG), which comprises the Prime Minister, State Premiers and Territory Chief Ministers, agreed to a new reform agenda to ensure that all Australian school students acquire the knowledge and skills to participate effectively in society and employment in a globalised economy. In order to advance its reform agenda, COAG has produced a framework of agreed outcomes, indicative progress measures, targets and policy directions. These include a commitment to ensuring that schooling promotes the social inclusion and reduces the educational disadvantage of children, especially Indigenous children (see Attachment 2). The availability of information which allows the disaggregation of data by student background characteristics, particularly by Indigenous status and socioeconomic background, is essential to the measurement and reporting of progress towards achieving COAG agreed outcomes. This Manual is a key document for improving the quality and national comparability of data available for this purpose. The purpose of this Manual is to provide guidance to schools and school systems with the collection of information on student background characteristics using nationally agreed, standard measures of the characteristics. This Manual contains three sections: (1) Background information on the purpose and underlying rationale for the collection of student background data; (2) Guidance about implementing the data elements in schools' and school systems' data collections; and (3) Technical specifications for each of the data elements, including data definitions, question modules, classifications and code structures. Appended are: (1) Checklist for Existing Users; (2) Checklist for New Users; (3) Background to the Collection of Data on Student Characteristics Using Nationally Agreed Definitions; (4) Special Data Collection Forms; (5) Glossary; (6) Main Languages Spoken, by State/Territory; (7) Australian Standard Classification of Languages (ASCL) Coding Index; (8) Main Countries of Birth, by State/Territory; and (9) Standard Australian Classification of Countries (SACC) Coding Index. [For &quot;Data Implementation Manual for Enrolments for the 2008 School Year. National Goals for Schooling in the 21st Century. Collection of Information on Student Background Characteristics. For Use by Schools, School Systems and Testing Agents. Third Edition,&quot; see ED534773.]
National Assessment Program--ICT Literacy Years 6 &amp; 10 Report, 2008
Author: Ainley, John
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,National Programs,Testing Programs,National Competency Tests,Information Technology,Computer Literacy,Computer Assisted Testing,Elementary School Students,Secondary School Students,Profiles,Scores,Regional Characteristics,Differences,Gender Differences,Socioeconomic Status,Indigenous Populations,Geographic Location,Language Minorities,Computer Use,Computer Oriented Programs,Student Interests,Familiarity

Australia's national educational goals place considerable importance on the place of Information and Communication Technologies (ICT) in education. The Melbourne Declaration on Educational Goals for Young Australians of December 2008 asserted that &quot;in this digital age young people need to be highly skilled in the use of ICT&quot; (MCEETYA, 2008). This assertion continued a theme from the earlier Adelaide Declaration of Australia's National Goals for Schooling (which were still operative at the time of the present survey--NAP-ICTL08) which stated that when students left school they should be: &quot;confident, creative and productive users of new technologies, particularly information and communication technologies, and understand the impact of those technologies on society&quot; (MCEETYA, 1999). This current report is based on the second cycle of national assessments of ICT Literacy (NAP-ICTL08) which was conducted in October 2008. It provides information about ICT literacy among Australian school students in 2008 and reports changes in ICT literacy between 2005 (the time of the first cycle) and 2008. It reports on ICT literacy overall and for particular groups of students. The assessment made use of the computer-based assessment tool that been developed for the 2005 survey and extended this approach to performance assessment to embrace some new developments. The assessment survey was conducted in a nationally representative sample of 10,926 students from Years 6 and 10 in 591 Australian schools. Appended are: (1) Sample characteristics; (2) ICT literacy scale descriptors and examples; and (3) Distribution of student scores over proficiency levels by jurisdiction. (Contains 41 tables, 5 figures and 10 footnotes.) [For related reports, see &quot;National Assessment Program--ICT Literacy Years 6 &amp; 10 School Assessment Exemplars, 2008&quot; (ED534807) and &quot;National Assessment Program, Information and Communication Technology Literacy 2008, Years 6 and 10: An Assessment Domain for ICT Literacy&quot; (ED534801).]
Trends in HIV-Related Risk Behaviors among High School Students--United States, 1991-2011. Morbidity and Mortality Weekly Report. Early Release. Volume 61
Author: Kann, Laura
Date: 2012-07-24
Type: Numerical/Quantitative Data
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Student Reaction,Incidence,Sexually Transmitted Diseases,At Risk Persons,Health Behavior,High School Students,Student Behavior,United States History,Drug Abuse,Gender Differences,Racial Differences,Sexuality

One of the three primary goals of the &quot;National HIV/AIDS Strategy for the United States&quot; is to reduce the number of persons who become infected with human immunodeficiency virus (HIV). In 2009, persons aged 15-29 years comprised 21% of the U.S. population but accounted for 39% of all new HIV infections. To describe trends in the prevalence of HIV-related risk behaviors among high school students, CDC (Centers for Disease Control and Prevention) analyzed data from the biennial national Youth Risk Behavior Survey (YRBS) for the period 1991-2011. The national YRBS, a component of CDC's Youth Risk Behavior Surveillance System, used independent, three-stage cluster samples for the 1991-2011 biennial surveys to obtain cross-sectional data representative of public and private school students in grades 9-12 in all 50 states and the District of Columbia. Sample sizes in the surveys ranged from 10,904 to 16,410. School response rates ranged from 70% to 81%, student response rates ranged from 83% to 90%, and overall response rates ranged from 60% to 71%. The findings in this report suggest that previously reported progress in reducing some HIV-related risk behaviors among students stalled overall and among certain populations of students. Most concerning are the decrease in condom use among black students since 1999 and the lack of any significant decrease since 1991 in the percentage of Hispanic students who have had sexual intercourse, four or more sex partners, and current sexual activity. The findings in this report are subject to at least two limitations. First, these data apply only to youths who attend school and therefore are not representative of all persons in this age group. Nationwide, in 2009, of persons aged 16-17 years, approximately 4% were not enrolled in a high school program and had not completed high school. Second, the extent of underreporting or overreporting of self-reported behaviors cannot be determined, although the survey questions demonstrate good test-retest reliability. To achieve the &quot;National HIV/AIDS Strategy for the United States&quot; goal of reducing the number of persons who become infected with HIV, further improvements in the prevalence of behaviors that contribute to HIV infection among young persons are needed. Renewed educational efforts that reach all students before risk behaviors are initiated and that seek to delay the onset of sexual activity, increase condom use among students who are sexually active, and decrease injection drug use are warranted. (Contains 1 table and 2 figures.)
National Assessment Program--ICT Literacy Years 6 &amp; 10 School Assessment Exemplars, 2008
Author: Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,National Programs,Testing Programs,National Competency Tests,Information Technology,Computer Literacy,Elementary School Students,Secondary School Students,Test Content,Test Format,Test Items,Computer Assisted Testing

The information and assessment materials in these resources have been designed to assist teachers to gauge their own students' proficiency in Information and Communication Technologies (ICT) literacy. By examining modules from the National Year 6 and Year 10 ICT Literacy Assessment teachers may be able to design similar tasks and to judge their students' proficiency in relation to the national standards in ICT literacy. It is anticipated that teachers will be able to reflect on this information to enhance teaching and monitoring programs in Australian schools. [For related reports, see &quot;National Assessment Program, Information and Communication Technology Literacy 2008, Years 6 and 10: An Assessment Domain for ICT Literacy&quot; (ED534801) and &quot;National Assessment Program--ICT Literacy Years 6 &amp; 10 Report, 2008&quot; (ED534805).]
Protocols for Publishing PMRT Documents
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2004-05-00
Type: Reports - Descriptive
Subjects: Measurement,Publications,Position Papers,Information Policy,Performance Based Assessment,Administrative Principles,Criteria,Information Dissemination,Guidelines,Standards,Research Projects

The purpose of these protocols is to assist in providing guidance to PMRT members and Sub-groups in relation to seeking approval for the publication of documents of the Performance Measurement and Reporting Taskforce (PMRT) or of its predecessor the National Education Performance Monitoring Taskforce (NEPMT). These protocols complement the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Principles and Protocols "Handling of MCEETYA documents and the AESOC Protocols for Publishing Research and Project Reports." (Contains 2 footnotes.)
The Value of Meeting Individually with Students Early in a Term
Author: Malouff, John M.
Date: 2012-06-14
Type: Reports - Evaluative
Subjects: Foreign Countries,Private Colleges,Public Colleges,Psychology,College Faculty,Program Evaluation,Program Effectiveness,Questionnaires,Student Attitudes,Teacher Student Relationship,Meetings,Conferences (Gatherings),Psychoeducational Methods

The purpose of this study was to evaluate the effects of university instructors meeting individually with students early in a term to discuss the students' career goals and plans and how those may relate to the course. Two psychology instructors set up individual 15-minute meetings with students. Evaluation of the meetings involved evaluation questionnaires anonymously completed by the students. Responses from students in a psychology course at a public university in Australia (N = 29) and students in psychology courses at a private university in the USA (Ns = 21 and 28) indicated that almost all students who attended a meeting thought that the meeting helped establish rapport with the instructor and that the meeting provided them with useful information. The evaluation results suggest that meeting individually with students in courses leads to benefits for the students and is feasible, at least with classes of fewer than 30 students. [This article is based in part on a presentation by the first author at the 2012 National Institute on the Teaching of Psychology, St. Pete Beach, FL.]
Influence of Technology on the Leadership of 21st-Century Career and Technical Education Administrators
Author: Suarez, Linda Maria
Date: 2012-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Focus Groups,Educational Technology,Cooperative Education,Leadership,Administrators,Influence of Technology,Technology Integration,Vocational Education,Qualitative Research,Administrator Attitudes,Beliefs,Interviews,Mixed Methods Research,Surveys,Content Analysis,Educational Change,Program Development,Scoring Rubrics,Questionnaires,Professional Development,Technology Planning,Educational Policy,Case Studies,Rural Schools,Suburban Schools,School Organization

The purpose of this qualitative study was to examine how the technology beliefs of New  York State Career and Technical Education Board of Cooperative Education Services  administrators influenced their leadership behaviors. The participants were from a purposive  selection from five suburban and rural Boards of Cooperative Education Services in New York  State. All of the career and technical education (CTE) administrators participated in in-depth  interviews and provided data related to the transition process of antiquated CTE programs into 21st-century technology-supported CTE learning environments. To assist in triangulation, the participants completed a self-reflective survey developed by the International Society for  Technology in Education to identify their perceived technology competencies. And a document  review was conducted that examined classroom observations, administrator evaluations budget expenditures for technology hardware, software, and teacher professional development. Analysis of data determined the 21st-century CTE administrator is a self-taught &quot;technology immigrant,&quot; whose technology beliefs and perceptions have little influence on the transition process of CTE programs. The study results revealed a dichotomy between the technology beliefs and perceptions of the CTE administrators and the actual frequency and efficacy of classroom technology. Recommendations for future research and practice included exploring the relationship between student achievement and a CTE technology-supported environment as well as the implications and value of bring-your-own-device (BYOD) technology policies. The following are appended: (1) Administrator Self-Reflective Survey; (2) Permission to Use ISTE [International Society for Technology in Education] Rubric; (3) Interview Questions; (4) Focus Group Questionnaire; (5) Invitation Letter; (6) Informed Consent Form; (7) IRB [Internal Review Board] Approval; and (8) Analysis of Research Findings. (Contains 2 tables and 7 figures.)
The Diffusion of Light and Education: Meeting the Challenges of Higher Education in Virginia
Author: Poliakoff, Michael
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Higher Education,Colleges,Comparative Analysis,Paying for College,Educational Finance,Core Curriculum,Tuition,Expenditures,Governance,Educational Trends,Trend Analysis,Fees,Family Income,Academic Persistence,School Holding Power,Graduation Rate

In an uncertain environment, it is imperative that leaders of colleges and universities ensure that money spent on higher education--whether that money comes from students, parents, donors, or taxpayers--is being invested wisely. How well do colleges and universities in the Commonwealth of Virginia live up to the public trust? How do they compare to each other? This study reflects a snapshot of those institutions in terms of key measures of quality and cost-effectiveness. It asks how much families are paying to attend these schools, how the schools are spending that money, and what students get in return. And it calls for the trustees who oversee Virginia's institutions to ensure that students and families get the finest education at the lowest possible cost. Appended are: (1) Selection Criteria for Core Courses; and (2) School Evaluation Notes for Core Courses. (Contains 53 endnotes.) [Funding for this paper was provided by the Beazley Foundation, Inc.]