ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Attainment and the Milwaukee Parental Choice Program. SCDP Milwaukee Evaluation. Report # 24
Author: Cowen, Joshua M.
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Technical Institutes,School Choice,Family Characteristics,Educational Attainment,Statistical Significance,Grade 9,High School Graduates,College Attendance,Comparative Analysis,Surveys,Parent Attitudes,Student Records,Mothers,Family Income,Family Structure,Religion,Two Year Colleges

In this report the authors examine high school completion and postsecondary enrollment (a.k.a. &quot;educational attainment&quot;) of the cohort of 9th grade students who were in the Milwaukee Parental Choice Program (MPCP) at the beginning of their state-mandated evaluation of the MPCP in 2006. After tracking the MPCP 9th graders following the 2006-07 year and comparing them to a carefully matched sample of 9th graders who were in Milwaukee Public Schools (MPS) during the 2006-07 year, they use a combination of parent surveys and administrative (school) records to estimate attainment. Overall, the primary finding of this report is that MPCP students had slightly higher rates of attainment than their MPS counterparts. This difference is primarily explained by the fact that more MPCP than MPS students both graduated from high school and enrolled in a four-year college. Some of the MPCP attainment benefit appears to be due to family background, as the attainment differences between their MPCP and MPS samples become smaller and lose statistical significance when they control for such factors as mother's education, income, two-parent families, and religious attendance in attending a two-year or technical college. Students in both sectors were far more likely to graduate and enroll in college if they remained in their initial sector (always in MPCP or always in MPS) from 2006-07 to 2009-10. This effect was stronger than any other attainment outcome they estimated, although it was particularly strong for MPCP students. Appended are: (1) Covariates and 2010 Graduation Survey Response Information; and (2) Other Model Results: Ordered Probit Estimates of Overall Attainment. (Contains 16 tables, 2 figures and 10 footnotes.)
The Fiscal Impact of the Milwaukee Parental Choice Program: 2010-2011 Update and Policy Options. SCDP Milwaukee Evaluation. Report # 22
Author: Costrell, Robert M.
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: School Choice,Program Effectiveness,Economic Impact,Educational Policy,Educational Vouchers,Expenditure per Student,Enrollment Rate,Finance Reform,Funding Formulas,Educational Equity (Finance),Audits (Verification),Cost Effectiveness,Cost Indexes,Educational Assessment,Program Evaluation

This report analyzes the net fiscal impact of the Milwaukee Parental Choice Program (MPCP). The net fiscal benefits of the MPCP have continued to grow. The estimated increase was particularly sharp in FY10, from $37.2 million to $46.7 million. This increase was primarily due to the cut in the voucher amount, while MPS' per pupil revenues continued to grow from $9,462 to $9,727, and secondarily due to MPCP enrollment growth. The net fiscal benefits continue to be unevenly distributed, with an adverse impact on Milwaukee property taxpayers, although mitigated somewhat by recent legislative efforts. If, in addition, the funding mechanism were revamped in a way to eliminate the &quot;funding flaw,&quot; all groups of taxpayers could benefit, to varying degrees, from the program. (Contains 6 tables, 5 figures and 19 footnotes.)
MPCP Longitudinal Educational Growth Study: Fourth Year Report. SCDP Milwaukee Evaluation. Report # 23
Author: Witte, John F.
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,School Choice,Academic Achievement,Longitudinal Studies,Demonstration Programs,Program Evaluation,Achievement Gains,Program Effectiveness,Parent Attitudes,Statistical Analysis,Matched Groups,Public Schools,Grade Repetition,Achievement Tests,Scores,Mathematics Achievement,Reading Achievement

This is the fourth-year report in a five-year evaluation of the Milwaukee Parental Choice Program (MPCP). This report features analyses of student achievement growth three years after the authors carefully assembled longitudinal study panels of MPCP and Milwaukee Public Schools (MPS) students in 2006-07. The general purposes of the evaluation are to analyze the effectiveness of the MPCP in terms of longitudinal student achievement growth. The general research design for this evaluation consists of a comparison between a random sample of MPCP students and a matched sample of Milwaukee Public School students. These results allow them to compare three-year achievement growth for students in the MPCP, relative to three-year achievement growth for the sample of matched MPS students. While presently they conclude that in general there is no significant difference between MPS students and MPCP students as measured by three years of achievement, this result may change in future analyses. Appended are: (1) Descriptive Statistics; (2) Attrition Study; and (3) Stability of the Sample. (Contains 12 tables, 4 figures and 13 footnotes.)
Cell Phones for Education
Author: Roberson, James H.
Date: 2008-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Teaching Methods,Student Motivation,Technology Integration

Cell phones are fast becoming an integral part of students' everyday lives. They are regarded as important companions and tools for personal expression. School-age children are integrating the cell phone as such, and thus placing a high value on them. Educators endeavor to instill in students a high value for education, but often meet with difficulty. Involving technologies such as cell phones that are held with high value to students into  teaching and learning cannot help but motivate students. Thus, utilizing the cell phone as a teaching and learning tool should increase the desire of students to become fully involved in their education.
Difficulties First-Year University Mathematics Students Have in Reading Their Mathematics Textbook. Technical Report. No. 2009-1
Author: Shepherd, Mary D.
Date: 2009-03-00
Type: Reports - Research
Subjects: Reading Comprehension,Textbooks,Reading Strategies,Metacognition,Calculus,Mathematics Instruction,College Mathematics,College Freshmen,Interviews,Mathematics Skills,High Achievement

This exploratory study examined the experiences and difficulties certain first-year  university students displayed in reading new passages from their mathematics textbooks.  We interviewed eleven precalculus and calculus students who were considered to be good  at mathematics, as indicated by high ACT mathematics scores. These students were also  good general readers, as indicated by their high ACT reading comprehension scores and  by their use of many of the metacognitive strategies developed in reading comprehension  research. To gauge the effectiveness of students' reading of passages from their  mathematics textbooks, we asked them to attempt straightforward mathematical tasks,  based directly on what they had just read. Our students demonstrated enough difficulties  with these tasks, that it appears they do not benefit from reading their textbooks as much  as their teachers or textbook authors would hope. Analysis of the data suggests that the  reading strategies used by these students were not sufficient for them to complete many  of the tasks. Instruction or guidance in strategies that are specifically related to  mathematics reading may be needed to help students deal with mathematical text. Appended to this document are: (1) Appendix A: Precalculus Reading Passages; (2) Appendix B: Calculus Reading Passages with Interruptions; and (3) Appendix C: Debriefing Questions. (Contains 3 tables and 11 footnotes.) [Partial support for this research was provided by the Mathematical Association of America's Special Interest Group on Research in Undergraduate Mathematics Education.]
Do Calculus Students Eventually Learn to Solve Non-Routine Problems? Technical Report. No. 1999-5
Author: Selden, Annie
Date: 1999-05-26
Type: Reports - Evaluative
Subjects: Calculus,Mathematics Instruction,Problem Solving,Equations (Mathematics),Mathematics Skills,Algebra,College Mathematics,College Students,Graphs

In two previous studies we investigated the non-routine problem-solving abilities of students just finishing their first year of a traditionally taught calculus sequence. This paper reports on a similar study, using the same non-routine first-year differential calculus problems, with students who had completed one and one-half years of traditional calculus and were in the midst of an ordinary differential equations course. More than half of these students were unable to solve even one problem and more than a third made no substantial progress toward any solution. A routine test of associated algebra and calculus skills indicated that many of the students were familiar with the key calculus concepts for solving these non-routine problems; nonetheless, students often used sophisticated algebraic methods rather than calculus in approaching the non-routine problems. We suggest a possible explanation for this phenomenon and discuss its importance for teaching. (Contains 5 footnotes, 3 figures, and 6 tables.) [Partial support for this research was provided by the Exxon Education Foundation.]
Engaging Low Performing High School French Students
Author: Leopold, Amy
Date: 2011-04-19
Type: Reports - Research
Subjects: Student Motivation,French,Low Achievement,Second Language Instruction,Questionnaires,Interviews,Student Attitudes,Teacher Attitudes,High School Students,Teacher Student Relationship,Peer Relationship,Rural Schools

Acquiring a second language in the United States is not something that many American citizens accomplish. Research has attributed an array of factors to student motivation, engagement, and success with learning a foreign language. However, low performing and struggling students that take foreign language and the strategies used to motivate them are overlooked in this research. My research examined the factors that affect student motivation in low level French classes, and different strategies that can be implemented to reach low performing students. The following are appended: (1) Survey/Questionnaire for Students; (2) Interview for Students; (3) Interview for Teachers; (4) Letter Requesting Permission of Oswego High School; (5) Letter Requesting Permission of Students and Parents; (6) Survey Responses from Students. (Contains 3 figures and 2 tables.)
Two Research Traditions Separated by a Common Subject: Mathematics and Mathematics Education. Technical Report. No. 2002-2
Author: Selden, Annie
Date: 2002-08-26
Type: Reports - Descriptive
Subjects: Evidence,Mathematics Education,Mathematics Teachers,Mathematical Logic,Educational Research,Undergraduate Study,College Faculty,Research Methodology,Mathematics Instruction

"There are no proofs in mathematics education." While this is true, claims are made in mathematics education research and evidence is provided for them. In this talk, I will  explore the nature of such research, the kinds of claims and evidence, and what such  research might have to offer teachers of mathematics, especially at the undergraduate  level. Along the way, I will point out differences between the ways research is done in  the two fields. (Contains 8 footnotes.)
Tertiary Mathematics Education Research and Its Future. Technical Report. No. 1999-6
Author: Selden, Annie
Date: 1999-08-00
Type: Reports - Evaluative
Subjects: Mathematics Education,Teaching Methods,Educational Research,College Mathematics,Mathematical Concepts,Researchers,Mathematics Instruction,Concept Formation,Instructional Design,College Faculty,College Students,Access to Information

The authors discuss the question, "What is mathematics education research at the university level?" They go on to consider "Making progress in tertiary mathematics education research: pushing the field forward." This includes a discussion of basic concepts and theoretical frameworks used. Further, they consider who does such research and how one gets into the field. They continue by discussing the application of such research to teaching practice. Finally, they consider new directions for such research. (Contains 21 footnotes.)
Overcoming Students' Difficulties in Learning How to Understand and Construct Proofs. Technical Report. No. 2007-1
Author: Selden, Annie
Date: 2007-08-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Validity,Mathematical Logic,College Students,College Mathematics,Mathematical Concepts,Teaching Methods,Mathematics Curriculum,Secondary School Mathematics,Secondary School Teachers,Knowledge Level,Student Attitudes,Definitions,Problem Solving

This paper discusses the curriculum and students' and teachers' conceptions of proof. It goes on to discuss university students' difficulties with proving related to understanding and using definitions and theorems, understanding the structure of a proof, knowing how to read and check proofs, knowing and using relevant concepts, bringing appropriate knowledge to mind, and knowing what's important and useful. Finally, there are suggestions for teaching proof and proving at the university level. (Contains 22 footnotes.)
Facilitating Scientific Inquiry using CITYgreen and the Problem-Study Framework
Author: Hagevik, R.
Date: 2008-00-00
Type: Journal Articles
Subjects: Learning,Inquiry,Place Based Education,Environmental Education,Computer Software,Geographic Information Systems,Units of Study,Computer Uses in Education,Middle School Students,Student Attitudes

The "Problem-Study" framework is an approach to learning and lesson design in which the strategies and skills that make science a form of creative, critical, and analytical thinking are made explicit. This framework was used to design and analyze a place-based inquiry approach to learning about the environment with teachers and students using the CITYgreen software, an extension to ArcView 3.x by ESRI. It was found that using the "Problem-Study" framework to guide the design and evaluation of the curriculum as well as assessment of student learning was successful. Teachers learned how to build engaging, real-world projects to teach geography; enhance the students' computer skills; improve math and science knowledge; and to develop an understanding of how ecosystems function. Students' problem-solving skills improved. (Contains 3 tables.)
GIS Live and Web Problem Solving
Author: Hagevik, R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Problem Based Learning,Partnerships in Education,Telecommunications,Public Agencies,Internet,Teaching Methods,Problem Solving,Web Sites,Educational Technology,School Community Relationship,Geography

GIS Live is a live, interactive, web problem-solving (WPS) program that partners Geographic Information Systems (GIS) professionals with educators to implement geospatial technologies as curriculum-learning tools. It is a collaborative effort of many government agencies, educational institutions, and professional organizations. Problem-based learning challenges that engage teachers and students in the use of real-world technology tools and research, publishing and presentation of their work for a real audience via the internet and telecommunications connects schools with partners from around the world. It has been found that through these community partnerships, teachers and students in schools are able to successfully engage in many projects that better connect them to where they live. Teachers and students became excited when they were able to share these projects with others via the World Wide Web. Those who have participated in GIS Live are convinced that this method of teaching and learning has great potential and tremendous future impact for education. (Contains 1 table.)
Persistence and Attainment among Pell Grant Recipients: Results from the Beginning Postsecondary Students Longitudinal Study of 2004/09. Web Tables. NCES 2011-275
Author: Soldner, Matthew
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,Educational Attainment,Undergraduate Students,Student Financial Aid,Grants,Self Supporting Students,Income,Postsecondary Education

Data presented in these tables come from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), a study that followed first-time, beginning postsecondary students through their postsecondary education for a period of six years. These Web Tables disaggregate these students' persistence and attainment outcomes by their participation in the Pell Grant program. Additional detail is provided by students' initial degree program, dependency status, and income quartile. (Contains 10 tables and 2 endnotes.) [To access the following related reports, please see: (1) &quot;Trends in the Receipt of Pell Grants: Selected Years, 1995-96 to 2007-08 (NCES 2011-155)&quot; available at ED516655; (2) &quot;Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After Six Years (NCES 2011-151)&quot; available at ED513453.]
Numbers and Types of Public Elementary and Secondary Schools from the Common Core of Data: School Year 2009-10. First Look. NCES 2011-345
Author: Chen, Chen-Su
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Schools,Secondary Schools,Charter Schools,Magnet Schools,Disadvantaged Schools,Urban Schools,Rural Schools,Suburban Schools,Vocational Education,Special Education,Nontraditional Education,Teacher Student Ratio,Enrollment,School Size,Low Income Groups,Tables (Data),School Statistics

This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2009-10 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state education agencies (SEA) to the National Center for Education Statistics through the U.S. Department of Education's ED&quot;Facts&quot; collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the CCD. The Public Elementary/Secondary School Universe Survey can be used to report the numbers and types of schools. The information includes a school's status (new, continuing, closed, etc.), and whether it is a charter school, magnet school, and/or Title I school. The survey can also be used to report the numbers of students and the school's &quot;locale type,&quot; that is, whether it is in a city, suburban, town, or rural area. Two appendixes present: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 7 tables and 3 endnotes.) [For &quot;Numbers and Types of Public Elementary and Secondary Schools from the Common Core of Data: School Year 2008-09. First Look. NCES 2010-345,&quot; see ED510766.]
Creating a Successful, Citywide System of Before- and Afterschool Programs. Promising Practices in Citywide Afterschool Initiatives.
Author: Wellesley College, National Institute on Out-of-School Time
Date: 2004-06-00
Type: Reports - General
Subjects: After School Programs,Elementary School Students,Middle School Students,Public Schools,Leaders,Advocacy,Welfare Services,Child Care,Child Care Centers,Children,Adolescents

San Diego is the first major city in the United States with comprehensive before and afterschool programs in every public elementary and middle school within its jurisdiction. This &quot;6 to 6&quot; program currently serves both elementary and middle school students in 204 public schools in the city of San Diego. With a strong public endorsement from San Diego's Mayor, &quot;6 to 6&quot; was able to gain support from major city offices and city leaders, local advocacy groups, the public, and the state government. This support was crucial in both the development and the sustainability of the &quot;6 to 6&quot; initiative. This report touches on all the details of this initiative. [This Promising Practice was produced by the National Institute on Out-of-School Time for CityWorks and adapted from an original paper written by Erin Coleman, Afterschool Strategist, Afterschool Institute.]
Nurture Growth: Professional Development Rooted in Evidence Supports Teaching and Learning. NCREL's Learning Point. Volume 6, Number 4, Spring 2004
Author: Fitzpatrick, Michele, Ed.
Date: 2004-00-00
Type: Collected Works - Serial
Subjects: Evidence,State Schools,Academic Achievement,Professional Development,Teaching Methods,Learning,Educational Research,Curriculum Development,Middle Schools,High Schools

This issue focuses attention on research-based tools and professional development, illustrating how they come together in ways that support better teaching and improved learning. In the feature article, &quot;Bringing the Picture of Classroom Instruction into Focus,&quot; author Jessica Johnson introduces a new classroom survey tool developed in partnership with the Council of Chief State School Officers and the Wisconsin Center for Education Research at the University of Wisconsin-Madison. This tool, the Surveys of Enacted Curriculum (SEC), is based on extensive research conducted by Dr. Andrew Porter, now with Vanderbilt University. SEC can be used to analyze how the curriculum that is taught compares to state-specific standards and assessment. Johnson demonstrates how the tool is being used successfully by teachers at a Florida middle school and how other states, districts, and schools are putting this resource to work for deeper understanding of the impact of curriculum, instruction, and assessment on student learning. Other articles in this issue include: (1) Nurture Growth (Claudette Rasmussen, Susan Hopkins, and Michele Fitzpatrick); (2) For a Good Cause: Finding the Funding to Fuel Improvement; (3) Developing Solutions to Meet Regional Needs; (4) Building Multifaceted Relationships to Improve Student Learning (Asta Svedkauskaite); (5) From Struggle to Success: One High School's Journey to Literacy Achievement (Peggy Grant); and (6) Cornerstone of Trust Supports Authentic Professional Development (Michele Fitzpatrick).
Almost There in Public Reporting of Assessment Results for Students with Disabilities. Technical Report 39
Author: Thurlow, Martha L.
Date: 2004-08-00
Type: Reports - Research
Subjects: Outcomes of Education,Disabilities,Federal Legislation,Educational Legislation,Testing Accommodations,Student Participation,Standardized Tests,Accountability,Testing Programs,State Standards,Educational Assessment,Student Evaluation,Trend Analysis

This report is the sixth analysis of state reports conducted by the National Center on Educational Outcomes (NCEO) to examine the extent to which states publicly report information about students with disabilities in statewide assessments. Descriptions of statewide testing systems are presented and examined as to whether these systems included participation and performance information for students with disabilities, as indicated by publicly available data. The majority of the information was obtained by analyzing states' Department of Education Web sites. If disaggregated information was not posted, the states were then asked to submit public documents that included these results. The following are appended: (1) Verification Letter to State Assessment Director; (2) Letters to State Directors of Special Education; (3) 2001-2002 State Assessment Systems and Status of Disaggregated Data; (4) Disaggregated Participation Information; (5) Participation Rate Analyses; (6) Alternate Assessment Participation Information; (7) Participation and Performance for Accommodations; (8) Web-based Reporting; and (9) Performance Data for Reading and Math Assessments. (Contains 18 figures and 1 table. Individual appendices contain additional tables.)