ethanporcaro/eric-fulltext-meta huggingface dataset:
Mapping Children's Understanding of Mathematical Equivalence
Author: Taylor, Roger S.
Date: 2009-00-00
Type: Reports - Research
Subjects: Curriculum Design,Parochial Schools,Instructional Materials,Elementary School Students,Student Evaluation,Urban Schools,Educational Research,Item Response Theory,Mathematical Concepts,Elementary School Mathematics,Maps,Middle School Students,Mathematics Curriculum,Algebra,Equations (Mathematics)

The focus of this research is to develop an initial framework for assessing and interpreting students' level of understanding of mathematical equivalence. Although this topic has been studied for many years, there has been no systematic development or evaluation of a valid measure of equivalence knowledge. A powerful method for accomplishing this task has been developed by Wilson (2005). Building upon item response theory, Wilson and his colleagues utilize an assessment instrument called a "construct map." A key feature of this tool is that it can assist educational researchers in making "criterion-referenced" interpretations of instructional materials and student performances. Thus, a construct map of mathematical equivalence can provide a coherent framework for interpreting findings from across elementary and middle school mathematics curricula. A written assessment was administered to ten second- through sixth grade classrooms (two per grade) in an urban, parochial school serving a working- to middle-class population. Participants were 181 second- through sixth grade students. This set was comprised of 39 second-grade students (17 girls and 21 boys), 43 third-grade students (26 girls and 17 boys), 39 fourth-grade students (16 girls and 22 boys), 34 fifth-grade students (17 girls and 17 boys), and 28 sixth-grade students (14 girls and 14 boys). The students were predominantly Caucasian. Utilizing the construct map and Wright map instruments developed by Wilson (2005), the authors developed a framework for understanding mathematical equivalence across elementary and middle school curricula. This framework can provide educational professionals with a tool for more accurately diagnosing students' current skill level and providing guidance for how to foster students' movement along the pathway toward greater mastery of this topic. Furthermore, the framework can provide educational professions with a means of identifying gaps or obstacles in curriculum design and suggest ways for remedying such problems. (Contains 2 tables and 2 figures.)
National Sexuality Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. Special Report
Author: American School Health Association
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Sex Education,National Standards,Academic Standards,Elementary Secondary Education,Public Schools,Educational Resources,Anatomy,Physiology,Puberty,Adolescent Development,Self Concept,Pregnancy,Sexually Transmitted Diseases,Acquired Immunodeficiency Syndrome (AIDS),Interpersonal Relationship,Safety,Health Promotion,Health Behavior,Influences,Interpersonal Communication,Decision Making,Goal Orientation,Advocacy,Information Literacy

The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an ongoing initiative, the Future of Sex Education (FoSE). Forty individuals from the fields of health education, sexuality education, public health, public policy, philanthropy and advocacy convened for a two-day meeting in December 2008 to create a strategic plan for sexuality education policy and implementation. A key strategic priority that emerged from this work was the creation of national sexuality education standards to advance the implementation of sexuality education in US public schools. Specifically, the "National Sexuality Education Standards" were developed to address the inconsistent implementation of sexuality education nationwide and the limited time allocated to teaching the topic. Health education, which typically covers a broad range of topics including sexuality education, is given very little time in the school curriculum. A glossary is included.
Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes
Author: Martorell, Paco
Date: 2009-00-00
Type: Reports - Research
Subjects: Evidence,Insurance,Labor Market,Remedial Instruction,Unemployment,Developmental Studies Programs,Correlation,Mathematics Instruction,Reading Instruction,Writing Instruction,College Credits,Outcomes of Education,Academic Achievement,Income,College Students

This paper presents new evidence on the effect of remediation using a large longitudinal dataset of Texas students. The authors study the effect of being in any remediation, regardless of subject, and also investigate the effect of remediation in different subjects. In particular, they examine whether remediation in math improves student outcomes. They examine both academic and labor market outcomes. The administrative records that comprise their data contain rich information on several measures of student success in college such as academic credit hours, years of college completed, and degree attainment. In addition, the authors examine the impact of remediation on labor market earnings using Unemployment Insurance (UI) earnings records. Studying the labor market effects of remediation is important because it allows them to directly test whether remediation helps students become economically successful. To the best of the authors' knowledge, no other study has examined the labor market effects of college remediation. The authors examined students who first entered college between the 1991-92 and 1999-2000 school years, and did so as first-year students. The results provide little indication that students benefit from remediation. For a wide range of academic outcomes, and across a variety of subgroups, the estimated effects of remediation are small in magnitude and statistically insignificant. There is no difference in the fraction earning a college degree for students just above and below the remediation placement cutoff, despite the large difference in the probability of remediation. If anything, the authors find some evidence that remediation might worsen the outcomes of some students. They also find no evidence that remediation confers longer run economic benefits in the form of higher earnings, although these estimates are somewhat imprecise. (Contains 2 figures.)
Strengthening the Civic Mission of Charter Schools. A Report of the AEI Program on American Citizenship
Author: Lake, Robin
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Charter Schools,Extracurricular Activities,Governance,Citizenship Education,Barriers,Educational Objectives,Innovation,Educational Assessment,Activism,Academic Achievement

Charter schools provide an intriguing opportunity to rethink the role of public schools in preparing students to become informed and engaged participants in the American political system. As public schools of choice, charter schools are freed from many rules and regulations that can inhibit innovation and improvement. They can readily adopt best practices in civic education and encourage (or even mandate) extracurricular activities to enhance civic learning. With their decentralized approach to administration, they can allow parents and students a far greater role in school governance than they would have in traditional public schools. While many charter leaders see civic education as a priority, many admit that, in practice, they cannot give it as much attention as they would like. In addition, charters appear to diverge widely in their basic philosophies and priorities when it comes to defining civic education. In this paper, the authors focus on a select group of charter schools that have tried to make civic education, broadly understood, a priority. The schools highlighted in this paper do not represent the full spectrum of charter schools across the country. What they do provide is an opportunity to understand what happens when individuals encourage schools to innovate, experiment, and adopt clear priorities on behalf of their students. This paper offers these suggestions: (1) Charter schools that have made citizenship their core mission need to be studied, examined, and emulated--just as individuals do for successful practices and pedagogy in reading and math. Particular attention should be paid to ways that these schools track and measure their performance; (2) Charter funders have an important role to play in elevating civic learning as an education priority and encouraging charter schools to embrace their civic mission; (3) Charter school authorizers should ask themselves how can they encourage and support charter schools in developing appropriate metrics to track and measure civic outcomes; (4) More attention should be paid to helping charter schools with weaker civic missions, particularly those that serve disadvantaged students; (5) Charter advocates should encourage charters to focus not just on math and reading scores, but also to take seriously their civic mission. But just as individuals cannot let academic achievement overshadow civic education, a school's strong civic mission cannot replace rigorous academic performance; and (6) School district and charter school leaders should share ideas and models for improving civic education across sectors and sharing professional development. (Contains 50 notes.)
Who Are Today's Students in a Diverse Society
Author: Costley, Kevin C.
Date: 2012-01-11
Type: Reports - Descriptive
Subjects: Lesson Plans,Prior Learning,Student Diversity,Cultural Pluralism,Immigrants,Teaching Methods,Change Strategies,Educational Change,Culturally Relevant Education,Ethnicity,Race,Cultural Context,Educational Practices,Student Characteristics,Social Change

Student diversity is a major topic in education today. Diversity will not be going away any time soon. Even over thirty years ago, educators were beginning to discuss the subject of diversity and multiculturalism. In fact, during the 1970s and 1980s, the word, &quot;diversity&quot; was seldom used at all. The term &quot;multiculturalism&quot; was at the forefront of the scene. Although the world was diverse during those earlier decades, many educators did not seem to recognize the importance of &quot;multiculturalism&quot; and &quot;diversity.&quot; In those decades and later with the enactment of No Child Left Behind, classrooms have become much more diverse. Due to diversity, teachers have had to change their methods of teaching considerably to meet the needs of all learners. During the last decade of an increasing population of Hispanics and other immigrants from various parts of the world moving to the United States, teachers are now realizing how diverse their classrooms are now becoming. Old lesson plans that once worked well for students' learning are now discarded, with new lesson plans accommodating the needs of the diverse student population. In the 50s and 60s, the population was not as diverse. Teaching was most likely less challenging then it is today. This article covers several areas of diversity, including race, ethnicity, culture, children's strengths and weakness, individual student's preferences, and likes and dislikes, poverty settings in today's classroom, and the need for accessing prior knowledge before teaching lessons. Diversity today should not be seen as a problem to be dealt with; it should be a welcomed challenge. Only through challenges do teachers become better teachers.
Graduate Fees at California's Public Universities. FS 08-02
Author: California Postsecondary Education Commission
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Universities,Public Colleges,Graduate Students,Fees,Higher Education,Comparative Analysis,Student Costs

Fees for graduate students at California's public colleges and universities have risen over the last several years, but are still lower than fees at comparable universities in other states. Fees for full-time graduate students at the California State University were $4,163 in 2007-08. This amount consists of $3,414 in systemwide fees plus mandatory campus fees that average $749. The campus fees help support student services such as counseling, student union activities, student government, and recreation. Fees for students enrolled full time in teacher credential programs are lower, with a systemwide fee of $3,216 annually plus the campus fees of $749. CSU's fees are lower than fees at all of the 15 public universities that CSU compares itself to for faculty salary purposes. At the University of California, fees for full-time graduates were $7,991 in 2007-08. This consists of $7,440 in systemwide fees, plus campus fees averaging $551. All UC students are also required to have some type of health insurance. Plans at UC campuses average $1,800 per year. UC's fees are lower than fees at the four public universities that the University of California compares itself to for faculty salary purposes.
Undergraduate Fees at California's Public Colleges and Universities. FS 08-03
Author: California Postsecondary Education Commission
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Public Colleges,Educational Finance,Community Colleges,Higher Education,Two Year Colleges,Budgets,Fees,Universities

In the past two decades, fees at California's public colleges and universities have increased substantially. Fees for full-time students at the University of California were $7,517 in 2007-08 compared to $4,212 ten years earlier. Fees at the California State University were substantially lower at $3,521, but still well above the $1,946 they were in 1997-98. Fees are likely to rise significantly for the 2008-09 school year. UC has proposed an increase of 7.4% and CSU has proposed an increase of 10%. These increases are included in the baseline figures in the state budget proposed by the Governor in January 2008. However, the Governor's proposal includes a budget-balancing reduction in funding of about $300 million for each system. It is possible that the systems will raise fees more than currently proposed in order to balance their 2008-09 budgets.
An Analytic Method for Measuring Student Academic Preparation. FS 08-04
Author: California Postsecondary Education Commission
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Higher Education,Advanced Placement,Performance Based Assessment,Persistence,Standardized Tests,Performance Tests,Achievement Tests,Measurement Equipment,High School Students,Models,College Bound Students,Scores,College Preparation,Academic Persistence,Correlation,College School Cooperation,Statistical Analysis,Measurement Techniques

One of the goals in the Commission's Performance Assessment Framework for higher education is that all high school students in California receive an education that gives them the opportunity to enter a college or university. There are many possible measures that could be used to gauge preparation for higher education. These include SAT scores, number of Advanced Placement (AP) courses taken, standardized test scores, and completion rates of the a-g college preparatory curriculum. It is not always clear from the data which of these measures is most closely related to progress in higher education. Commission staff are developing an analytic method that looks at the relationship between the different measures available and progress in higher education. This analysis will help staff in selecting a measure that is the best gauge of movement toward the goal of giving students from all backgrounds the opportunity for higher education. This fact sheet reports progress on a study exploring academic proficiency scores of public high school students, as these measures are linked directly to the knowledge and skills that students need to acquire to be successful at the university level. Staff found that a measure based on scores in high school proficiency tests correlates slightly better with university student persistence than does the school's Academic Performance Index (API). A distinct advantage of the Commission's measure is that it can be calculated by gender and by ethnic/racial group within schools. Thus, it can be used as an indicator of how well schools are doing in giving all students an education of a quality that prepares them for higher education. API is available only for a school as a whole, so it is not a good indicator of differences in the quality of preparation within a school. (Contains 3 displays.)
The Commission's Program Review Responsibilities in Senate Bill 724. Working Paper WP/05-01
Author: California Postsecondary Education Commission
Date: 2005-09-00
Type: Reports - Descriptive
Subjects: Community Colleges,Higher Education,Program Design,Program Development,Program Implementation,Evaluation,Elementary Secondary Education,Two Year Colleges,Doctoral Programs,Partnerships in Education,Enrollment

This paper outlines the Commission's program review responsibilities called for in Senate Bill 724 (Scott). It also summarizes the Commission's existing responsibilities in the area of new program review. Senate Bill 724 would permit the California State University (CSU) to independently award the Doctor of Education Degree (Ed.D.) and includes language clarifying that the Commission's existing role in reviewing proposed new programs would not change.
Student-Athlete Wellbeing and Persistence: An In-Depth Look at Student-Athlete Perceptions
Author: Kamusoko, Sibongile D.
Date: 2012-01-13
Type: Reports - Research
Subjects: Athletics,Academic Achievement,Athletes,Well Being,Persistence,Student Attitudes,Satisfaction,Academic Persistence,Data,Team Sports,Interviews,Higher Education,Eligibility,Students,College Athletics,Intercollegiate Cooperation,College Students,Surveys

This study investigated student-athlete perceptions of wellbeing, delimited to satisfaction regarding Athletic Department Policies and Practices, Educational Characteristics, Institutional Facilities and Services, and intent to academically persist. The study employed quantitative and qualitative data queries. This paper reports emergent findings specific to the seven student-athletes (5 male and 2 female, 4 team-sports and 3 individual-sports) who participated in the follow-up interviews. These findings revealed that the student-athletes: (a) recognized, albeit at times somewhat reluctantly, their role, responsibilities and agency in terms of their academic progress, and instructional (faculty to student-athlete and non-athlete to student-athlete) communications and relationships; (b) acknowledged reliance, appropriately so, on the Athletic Department (administrators and staff/coaches) in terms of assistance in understanding and complying with NCAA rules, regulations and eligibility requirements; (c) were aware of and made at least limited use of institution-based academic content support services; and (d) saw and valued themselves as students and student-athletes. (Contains 1 table.)
Revisiting the Agenda on Reforming American Urban Schools: A Distant Odd Reality of Lake Wobegon School District
Author: Takona, James P.
Date: 2012-01-12
Type: Reports - Evaluative
Subjects: Urban Schools,School Districts,Educational Change,Academic Achievement,Models,Teacher Role,Leaders,Federal Legislation,Accountability,Educational Improvement,Professional Development,Disadvantaged Schools,Educationally Disadvantaged,Minority Group Children,Public Schools,Educational Attainment,Parent Background

An ever growing thirst for a framework that supports a flexible environment in which the schools and school districts are protected within a zone that recognizes school reform is everyone's business. Moreover, the teacher's role as a leader in her classroom and among her peers must become a part of the search for a culture of success. This article offers a reformist perspective to the school reform efforts where alternative models to address the expectations of Title I must be considered. Borrowing from a Garrison Keillor satire of the possibility of a successful school district, the author offers a discussion on school reform effort components and concludes with the observation that school districts with a profile of Lake Wobegon do not exist. To that end, the more appropriate approach to school reform is a discovery of a common standard and is precisely promulgated through federal and state policies that buy into a place of recognizing and rewarding success.
Critical Issues in Assessing Teacher Compensation. Backgrounder. No. 2638
Author: Richwine, Jason
Date: 2012-01-10
Type: Reports - Evaluative
Subjects: Teacher Salaries,Compensation (Remuneration),Teacher Effectiveness,Retirement Benefits,Misconceptions,Public School Teachers,Fringe Benefits,Job Security,Salary Wage Differentials,Merit Pay,Working Hours

A November 2011 Heritage Foundation report--"Assessing the Compensation of Public-School Teachers"--presented data on teacher salaries and benefits in order to inform debates about teacher compensation reform. The report concluded that public-school teacher compensation is far ahead of what comparable private-sector workers enjoy, and that recruiting more effective teachers will be more difficult than simply raising salaries. The debate over the report's findings has generated substantive inquiries as well as some misconceptions. Here, the report's authors respond to questions and concerns, in the process showing that certain critical accusations--such as undercounting teachers' work hours or overestimating retirement benefits--are simply false. The broader implication of the authors' research is that the current teacher compensation system is not working. The United States needs a more rational system that pays teachers according to their performance. (Contains 43 footnotes.) [For related report, "Assessing the Compensation of Public-School Teachers. A Report of the Heritage Center for Data Analysis", see ED525685.]
Measuring Fidelity of Implementation--Methodological and Conceptual Issues and  Challenges. CRESST Report 811
Author: Osmundson, Ellen
Date: 2012-01-00
Type: Reports - Research
Subjects: Fidelity,Curriculum Implementation,Science Curriculum,Teachers,Measurement,Validity,Pedagogical Content Knowledge,Teacher Characteristics,Diaries,Observation,Interviews,Teacher Competency Testing,Correlation,Pretests Posttests

A central challenge in efficacy studies centers on the issue of "fidelity of implementation," that is, the extent to which participants use the curriculum specified by curriculum developers. In this study, we describe and discuss a "fidelity of implementation" model using multiple methods and instruments to compare two versions of a science curriculum and embedded assessment system. We present results from our validation study and discuss the challenges in determining the extent to which teachers use a curriculum as designed. We focus as well on the practical curriculum implementation issues amidst the needs and perspectives from different stakeholders. Appended are: (1) Magnetism and Electricity Module: Pre/post Assessment; (2) Teacher Content Survey; (3) ASK/FOSS Classroom Assessment Observation Protocol; (4) ASK Study Research-Phone Interview; (5) FOSS Study Research-Phone Interview; (6) Weekly Teacher Log-FOSS/ASK Water Module; and (7) Weekly Teacher Log-FOSS Water Module. (Contains 16 tables and 2 figures.)