ethanporcaro/eric-fulltext-meta huggingface dataset:
Grade 8 to 12 Academic Growth Patterns for English Language Learners and Students with Disabilities. ACT Research Report Series, 2012 (1)
Author: Bassiri, Dina
Date: 2012-04-00
Type: Reports - Research
Subjects: Disabilities,Academic Achievement,Educational Indicators,Accountability,Federal Programs,Educational Improvement,Second Language Learning,English Language Learners,English,High School Graduates,Achievement Gains,Secondary School Students,Student Evaluation,Longitudinal Studies,Mathematics Achievement,Reading Achievement,Statistical Significance,Educational Legislation,Federal Legislation

Under the current version of the Elementary and Secondary Education Act (ESEA), public schools must show consistent improvement in achievement for all students including English language learners (ELL) and students with disabilities. The assessment of ELL students and students with disabilities can present unique challenges to schools that must make adequate yearly progress (AYP) toward high proficiency rates. Alternatives to accountability systems based on AYP often seek to employ measures of academic &quot;growth&quot;. This study used the longitudinal data of 2011 high school graduates who took EXPLORE, PLAN, and the ACT in grades 8, 10, and 11/12, respectively, to examine growth differences for ELL students and students with disabilities. ELL students experienced less-than-expected growth in English and reading, but above-average growth in mathematics. Students with disabilities experienced less than-expected growth in all four subject areas. Most of the growth differences, while statistically significant, were small in magnitude. Appended are: (1) Parameter Estimates for Predicting PLAN scores from EXPLORE; (2) Parameter Estimates for Predicting ACT scores from PLAN; and (3) Parameter Estimates for Predicting ACT scores from EXPLORE. (Contains 3 figures, 7 tables and 11 footnotes.)
When Does Provision of Instruction Promote Learning?
Author: Lee, Hee Seung
Date: 2011-07-00
Type: Reports - Research
Subjects: Discovery Learning,Direct Instruction,Problem Solving,Learning Theories,Cognitive Processes,Difficulty Level,Classroom Communication,Teacher Role,Teacher Behavior,Verbal Communication,Teacher Student Relationship,Scaffolding (Teaching Technique)

Contradictory evidence has been reported on the effects of discovery learning approach and the role of instructional explanations. By manipulating the presence of instruction (verbal explanation) and transparency of problem structures, we investigated how effects of instructional explanations differed depending on the transparency of problem structure. We developed an auxiliary representational task that made certain aspects of the problem structure more transparent. Instruction proved irrelevant to those aspects of the problem made transparent by the representation but facilitated learning of those aspects that were left obscure. We suggest that the critical role of instruction is not specifying the steps in solving a problem, but rather making salient the features that are critical to students' ability to infer the steps from examples. (Contains 1 table and 2 figures.) [This paper was published in: L. Carlson, C. Hoelscher, &amp; T. Shipley (Eds.), &quot;Proceedings of the 33rd Annual Conference of the Cognitive Science Society&quot; (pp. 3518-3523). Austin, TX: Cognitive Science Society.]
Examining the Relationship of QualityCore[R] Implementation and Student Achievement in Algebra I. ACT Research Report Series, 2012 (4)
Author: Ndum, Edwin
Date: 2012-07-00
Type: Reports - Research
Subjects: Grade 9,Algebra,Core Curriculum,Educational Improvement,Program Design,Program Implementation,Program Effectiveness,Program Evaluation,Student Evaluation,Mathematics Achievement,Mathematics Teachers,Questionnaires,Summative Evaluation,Performance Based Assessment

We assessed the relationship of level of QualityCore[R] implementation and student achievement in Algebra I. The study is based on 1,291 9th grade students in three large metropolitan school districts who took EXPLORE in the fall and the QualityCore Algebra I end-of-course assessment (EOC) in the spring. During the same period, the students' 41 Algebra I teachers completed questionnaires measuring their use of QualityCore's tools and strategies for Algebra I. We found that level of teachers' QualityCore implementation had a positive and statistically significant relationship with student achievement, measured by performance on the QualityCore Algebra I EOC controlling for performance on the fall EXPLORE tests. When different domains of implementation were considered, the "Teaching Practices and Collaboration with Colleagues" domains had the strongest relationship with student achievement. Survey results also indicate how QualityCore use varied across components and that QualityCore was well-received by teachers. Appended are: (1) Survey Items and Statistics; and (2) Results of Hierarchical Linear Models. (Contains 13 tables and 1 footnote.)
Exploratory Analyses of the Long-Term Effects of Improving Behavior, Attendance, and Educational Achievement in Grades 1-6 and 8-12. ACT Research Report Series, 2012 (3)
Author: Sawyer, Richard
Date: 2012-06-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Improvement,Student Behavior,Academic Achievement,Attendance,College Readiness,Achievement Tests,Teacher Characteristics,Punishment,Discipline,Behavior Problems,Attendance Patterns

We studied relationships among background characteristics, behavioral infractions, punishments, attendance, and educational achievement, using longitudinal data of students in grades 1-6 and 8-12. We estimated how much hypothesized early improvements in educational achievement or sustained improvements in behavior and attendance might ultimately increase educational achievement in grades 6 and 12. We also calculated similar estimates for increasing the rate of promotion from grade 1 to grade 2. Reducing infractions and punishments to zero and days absent to the average observed level in grades 1-6 would increase the percentage of students attaining proficiency on sixth-grade achievement tests by approximately 3% in literacy and 4% in mathematics. For purposes of comparison, increasing first-grade educational achievement by 0.1 SD would increase proficiency rates in grade 6 by approximately 2% in either area. For students in grades 8-12, the outcome variable was attainment of all four ACT College Readiness Benchmarks, which are indicators of students' readiness to take typical first-year college courses. Reducing infractions and punishments to zero and days absent to average levels would increase attainment of the Benchmarks by about 2%. Increasing eighth-grade achievement by 0.1 SD would increase attainment of the Benchmarks by approximately 3%. As measured by average changes in scale scores, our results indicate that the benefits of improved prior achievement substantially fade with time. For example, a 0.1 SD increase in grade 1 literacy score corresponds to an expected increase of less than 0.04 SD in grade 6 literacy score. To endure over time, therefore, the benefits of improved prior achievement must be enhanced by sustained interventions (in this study, on behavior and attendance). Appended are: (1) Variables in the Study; (2) Summary of Variables, by Analysis File; (3) Prediction of Infractions, Punishments, Attendance, and Achievement in g1-g6 (Parsimonious models; p less than 0.01); and (4) Prediction of Infractions, Punishments, Attendance, and Achievement in g8-g12 (Parsimonious models; p less than 0.01). (Contains 8 tables, 7 figures, and 11 footnotes.)
Educational Directory, 1930. Bulletin, 1930, No. 1
Author: United States Department of the Interior, Office of Education (ED)
Date: 1930-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Directories,Public Officials,Federal Government,Educational Administration,School Administration,Elementary Secondary Education,Public Schools,County School Districts,Central Office Administrators,School Districts,Urban Schools,School Business Officials,Superintendents,Parochial Schools,Higher Education,Two Year Colleges,College Administration,College Presidents,Deans,Departments,Professional Education,Teacher Education,Business Administration Education,Medical Education,Theological Education,Legal Education (Professions),Engineering Education,Summer Schools,State Government,State Schools,State Officials,Libraries,Library Associations,Library Education,Organizations (Groups),Philanthropic Foundations,Governing Boards,Religious Organizations,Jews,International Education,Parent Associations,Teacher Associations,Special Education,Vocational Education,Extension Education,Females,African American Education,American Indian Education,Periodicals

This 1930 educational directory published by the Office of Education covers the following categories: (1) United States Office of Education; (2) Principal State school officers; (3) County and other local superintendents of schools; (4) Superintendents of public schools in cities and towns; (5) Public school business managers; (6) Presidents of universities and colleges; (7) Presidents of junior colleges; (8) Heads of departments of education; (9) Presidents or deans of schools of theology; (10) Presidents of deans of schools of law; (11) Presidents or deans of schools of medicine; (12) Presidents or deans of schools of dentistry; (13) Presidents of deans of schools of pharmacy; (14) Presidents of schools of osteopathy; (15) Deans of schools of veterinary medicine; (16) Deans of collegiate schools of commerce; (17) Schools, colleges, or departments of engineering; (18) Presidents, etc., of institutions for the training of teachers; (19) Directors of summer schools of universities, colleges and normal schools; (20) Executive officers of State library commissions; (21) Directors of library schools; (22) State library associations; (23) Educational boards and foundations; (24) Church educational boards; (25) Superintendents of Catholic parochial schools; (26) Jewish educational organizations; (27) International educational associations and foundations; (28) American associations--educational, civic and learned; (29) National congress of parents and teachers; and (30) Educational periodicals. Individual sections contain footnotes. [Best copy available has been provided.]
Bibliography on Junior Colleges. Bulletin, 1930, No. 2
Author: Eells, Walter Crosby
Date: 1930-00-00
Type: Historical Materials
Subjects: Enrollment,Two Year Colleges,Two Year College Students,Bibliographies,Professional Associations,Classification,Educational Research,Periodicals,Publications,Information Sources,Indexes

The American Association of Junior Colleges, at its ninth annual meeting at Fort Worth, Texas, December 3-5, 1928, voted to request for a publication of a complete bibliography on the junior college. It was felt that the junior college, this new and vigorous movement in American education, was rapidly developing an extensive literature which should be catalogued and classified for greater usefulness to workers in this field. The intention was to include all published book and periodical literature dealing with the junior college, exclusively or in part. Much of the material included deals with the junior colleges of California. The primary arrangement of the main body of the bibliography is alphabetical, by authors. An index is included. (Contains 11 footnotes.) [Best copy available has been provided.]
Statistical Summary of Education, 1927-1928. Bulletin, 1930, No. 3
Author: Phillips, Frank M.
Date: 1930-00-00
Type: Historical Materials
Subjects: Enrollment,Elementary Schools,Secondary Schools,Public Schools,Superintendents,Catholics,Urban Schools,State Departments of Education,Special Schools,Children,Statistical Data,National Surveys,Organizations (Groups),Private Schools,Parochial Schools,Teacher Education,Professional Education,Delinquency,American Indian Education

The purpose of this report is to bring together and to summarize statistical information published in other chapters of the Biennial Survey of Education, and to present some new material that does not belong exclusively to any other statistical report. Data on public elementary and secondary schools are furnished by State departments of education. Data on private elementary schools are furnished by State departments of education, by the National Catholic Welfare Conference, and by a few individual reports from schools. Statistics of private and parochial secondary schools are furnished by State departments of education, by city school superintendents, by the National Catholic Welfare Conference, and by reports from practically all the schools included under this description. City school superintendents and their business managers report considerable data concerning schools in urban localities. The college, university, professional school, and teacher-training school authorities report upon their own institutions. Information for special schools, such as schools for delinquents and defectives, is reported by the schools having classes for these groups. Data for Indian schools are furnished by the Indian Office. (Contains 7 tables.) [Best copy available has been provided.]
Statistics of State School Systems, 1927-1928. Bulletin, 1930, No. 5
Author: Phillips, Frank M.
Date: 1930-00-00
Type: Historical Materials
Subjects: Educational Finance,Expenditures,School Buildings,School Funds,State Departments of Education,State Schools,Statistical Data,Elementary Schools,High Schools,Public Schools,Expenditure per Student,Enrollment,Attendance,Evening Programs,Debt (Financial),Public School Teachers,Costs

Data collected from State departments of education in the various States concerning public elementary and high schools for the year 1927-28 show increases in many of the principal items over those collected from the same source for 1925-26. A few show decreases. The information collected shows a tendency for elementary-school enrollments, high-school enrollments, number of teachers employed, total expenditures, and per-pupil cost, to increase less rapidly than they have in the past, and to approach a point whereby any increases will become insignificant in comparison with those the country has experienced since 1916. The major items presented in this bulletin include: (1) enrollments in elementary and  high-school; (2) average attendance; (3) number of teachers employed; (4) total amount expended for public-school education for 1927-28; (5) number of school buildings; (6) data for reorganized schools; (7) length of curriculum; (8) night schools; (9) value of school property; (10) permanent school funds and school lands; (11) school indebtedness; (12) financial support; (13) distribution of expenditures; and many others. (Contains 38 tables and 4 figures.) [Best copy available has been provided.]
State Direction of Rural School Library Service. Bulletin, 1930, No. 6
Author: Lathrop, Edith A.
Date: 1930-00-00
Type: Historical Materials
Subjects: School Personnel,State Agencies,Library Services,Rural Areas,Rural Schools,School Libraries,Library Facilities,Administration,Public Schools

Schools were never so dependent upon adequate library facilities as they are at the present time. This condition has come about largely through modern school curricula which demand for their execution large collections of books, magazines, and other reading matter relating to many subjects. At the present time much stress is being placed upon the necessity for well-trained teachers and supervisors of instruction. It is poor economy to provide a highly trained teaching personnel and withhold the tools necessary for good instruction. Libraries, like maps, globes, blackboards, and laboratory equipment, are tools of instruction. The need for better library facilities for children living in the rural areas of the country is very great. Those persons who are concerned with ways and means for the improvement of library facilities for rural schools in their respective States should have a knowledge of what is being done along similar lines in other States. This study shows for each of the 48 States, the principal State agencies that are directing library service for rural schools and describes the administrative machinery that these agencies have set up for the performance of their duties. It also discusses the chief rural school library activities of the agencies. Knowledge of the contents of the study will be of great assistance to State educational and library officials, members of State legislatures, leaders in educational, civic, and farm organizations, and all others who are responsible for improving library service for rural schools. Contents include: (1) Letter of transmittal; (2) Introduction; (3) Present rural school library situation; (4) Principal State agencies directing library service for rural schools; (5) Activities of State educational and library agencies; and (6) Summary and conclusions. (Contains 3 tables.) Individual chapters contain footnote. [Best copy available has been provided.]
Special Schools and Classes in Cities of 10,000 Population and More in the United States. Bulletin, 1930, No. 7
Author: Heck, Arch O.
Date: 1930-00-00
Type: Historical Materials
Subjects: Educational History,School Statistics,National Surveys,Public Schools,Urban Schools,Special Education,Special Schools,Special Classes,Special Needs Students,Gifted,Disabilities,Vocational Education,Access to Education,School Administration,Educational Policy,Enrollment,Special Education Teachers,School Personnel,Non English Speaking,Epilepsy,Residential Schools,Delinquency,Truancy,African American Education,Nongraded Instructional Grouping,Elementary Schools,Secondary Schools,Kindergarten,Age Differences,Intelligence Quotient,School Health Services,Special Health Problems,Child Health,Inclusion

The present American philosophy of education proclaims equality of opportunity for every child. This requires a study of the inherent capacities of children and the consideration of the opportunities for service in a highly complex industrialized society. The Office of Education is now engaged in studying the success of the types of curriculum and methods of teaching, as well as the administrative plans used to reduce the per capita cost of educating the handicapped. This bulletin presents data concerning the number of such schools and classes, the number of pupils enrolled in each, and the number of teachers and other employees required to conduct such schools and classes. The study was conducted in cities with a population of 10,000 or more. According to 1920 census data, there were 762 cities that qualified, and replies were received from 736 of these locations. For the purposes of this study, special education is defined as the education of those children who for various reasons can not be taught properly in regular school classes--public, private, or parochial. Specifically, this report deals with parental and open-air schools; disciplinary, industrial, and trade classes; with classes for children who are blind, deaf, hard of hearing, crippled, gifted, sub-normal, overage, ungraded, epileptic, non-English-speaking, sub-normal and overage, and overage and ungraded, as well as with classes for children with defects in vision or speech. (Contains 13 tables.) [Best copy available has been provided.]
Digest of Legislation Providing Federal Subsidies for Education. Bulletin, 1930, No. 8
Author: Keesecker, Ward W.
Date: 1930-00-00
Type: Historical Materials
Subjects: Vocational Rehabilitation,Vocational Education,Agriculture,Agricultural Colleges,Grants,Educational Change,Experiments,Federal Legislation,Education,Land Grant Universities,Agricultural Education

The provisions made by Congress to assist the States in promoting education make up an important chapter in the development of education in the American Commonwealths. Due to the constant demand for information concerning this subject, the National Advisory Committee on Education requested a digest of legislation and literature relating to Federal subsidies for education. Pursuant to that request, this bulletin covers the following topics: (1) Grants for common schools; (2) Universities, seminaries of learning and normal schools; (3) Colleges of agriculture and mechanic arts and agricultural experiment stations; (4) Land granted for industrial and reform schools; other than educational, and charitable purposes; deaf, dumb, and blind asylums; military institutes; scientific schools; schools of mines; (5) Vocational education; and (6) Literature relative to Federal subsidies for education. Tables in this document contain the following data: (1) Land granted by the Federal Government to States and Territories for common schools; (2) Land granted by the Federal Government to States and Territories for universities, seminaries of learning, and normal schools; (3) Land for colleges of agriculture and mechanic arts; (4) Appropriations for colleges of agriculture and mechanic arts; (5) Appropriations and disbursements for agricultural experiment stations; (6) Appropriations for cooperative agricultural and home economics; (7) Total annual appropriation for the fiscal year, 1930; (8) Land granted for industrial and reform schools; other educational, and charitable purposes; deaf, dumb, and blind asylums; military institutes; scientific schools; schools of mines; (9) Appropriations under the Smith-Hughes Act; and (10) Appropriations for vocational rehabilitation. (Contains 10 tables and 3 footnotes.) [Best copy available has been provided.]
College and University Extension Helps in Adult Education, 1928-1929. Bulletin, 1930, No. 10
Author: Alderman, L. R.
Date: 1930-00-00
Type: Historical Materials
Subjects: Schools,Extension Education,Extension Agents,Teacher Associations,Library Services,Correspondence Study,Adult Education,Higher Education,Measurement,Colleges,Universities,Enrollment,Parent Associations

Colleges and universities during the past three decades have endeavored to extend their services to an ever increasing number of persons beyond their walls. The history of this movement is most interesting and seems to have kept pace with improved means of transportation and communication. University extension began about the same time that the automobile made its appearance. The purpose of this bulletin is to give information as to what helps may be had through extension methods from institutions of higher learning in all parts of this country. The data were secured by means of a questionnaire sent to 1,220 colleges, universities, and normal schools, and from a study of their catalogues and reports. More than 800 institutions replied to the questionnaire, and 443 of these reported that they gave some extension service. Following a Letter of Transmittal and an Introduction, the following are included in this bulletin: (1) Extension activities in educational institutions (tables); (2) Correspondence study courses; (3) Enrollment of extension students, 1928-29, reported by colleges and universities (tables); (4) Class work outside of institutions; (5) Radio; (6) Institutes, conferences, or short courses; (7) Library service; (8) Public lectures; (9) Home reading courses; (10) Visual instruction; (11) Publications educational in nature; (12) Parent-teacher associations and other club service; (13) Community drama; (14) Promotion of debates; (15) Miscellaneous extension work; and (16) Tendencies. (Contains 2 tables and 1 footnote.) [Best copy available has been provided.]