ethanporcaro/eric-fulltext-meta huggingface dataset:
2021 Survey of Institutional Research, Planning &amp; Effectiveness Offices in the California Community Colleges System. Full Report
Author: Trimble, Brad
Date: 2022-01-00
Type: Reports - Research
Subjects: Institutional Research,Community Colleges,Institutional Evaluation,Educational Planning,Budgets,Professional Development,COVID-19,Pandemics,Program Effectiveness,Institutional Characteristics,Administrative Organization,College Administration,School Personnel,Group Membership

In 2021, the Research and Planning Group for California Community Colleges (the RP Group) conducted a survey of institutional research, planning, and effectiveness (IRPE) offices in the California Community Colleges (CCC) system. The purpose of this survey was to: (1) Identify key research and planning priorities and activities of the IRPE offices; (2) Document staffing profiles and identify budget changes; (3) Examine professional learning needs of the IRPE offices; and (4) Identify other resources or professional development to best support the IRPE field. This report summarizes survey responses from 108 college and district IRPE offices in the CCC system. It begins with a description of the survey methodology, followed by an overview of IRPE office organizational structures, functions, staffing profiles, budgetary changes, COVID-19 impacts, RP Group membership status, professional development priorities, and office needs. At the end, we offer conclusions and implications. The data and information included can provide IRPE offices with benchmarking information to compare how their office is structured and funded with other CCC IRPE offices. The findings and conclusions included in this report underscore the most notable results from the survey and offer recommendations for the RP Group to support, educate, and advocate on behalf of CCC IRPE offices. The report also offers insights the California Community Colleges Chancellor's Office (CCCCO) can leverage to improve data accuracy, transparency, and communication with IRPE offices attempting to inform and inspire student-centered change at their colleges and districts. [For the 2019 report, see ED608908.]
Transition in Math from High School to Community College before and after AB 705
Author: RP Group
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,College Mathematics,Transitional Programs,Student Placement,Minority Group Students,Two Year College Students,Prior Learning,State Legislation

With the implementation of AB 705 in fall 2019, California Community Colleges began to transition to a majority of students' first English and math enrollment starting at transfer level. Research has shown that with the vast increase in access to transfer-level courses, the one-year completion rate of a transfer-level course (i.e., throughput) also increased, exceeding all rates exhibited in the past when students largely began in basic skills coursework. However, as throughput increased for all student groups, course success rates decreased at varying rates across colleges, causing some concern about student capacity to successfully complete transfer-level math courses. An expected outcome of increased access to transfer-level courses as a result of AB 705 was greater alignment of high school and community college pathways, with students taking the next step beyond their high school learning, rather than repeating courses they already completed in high school. However, with implementation varying across colleges throughout the state, it is unclear to what extent colleges are placing students into math courses that build on their high school learning rather than repeat it. This brief report compares high school to community college transitions in California in fall 2016, before AB 705 came into effect in 2018 and post-implementation in fall 2019. Data included in this analysis were obtained from the Cal-PASS data system using Multiple Measures Assessment Project (MMAP) data file methodology. Data were limited to students with four years of high school data. To determine the highest level of high school math successfully completed by these students, the analysis included a student's last high school math course completed with a grade of C- or better.
Authoring Collaborative Intelligent Tutoring Systems
Author: Olsen, Jennifer K.
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Programming Languages,Fractions,Learning Processes,Teaching Methods,Problem Solving,Cooperative Learning,Mathematics Instruction

Authoring tools for Intelligent Tutoring System (ITS) have been shown to decrease the amount of time that it takes to develop an ITS. However, most of these tools currently do not extend to collaborative ITSs. In this paper, we illustrate an extension to the Cognitive Tutor Authoring Tools (CTAT) to allow for development of collaborative ITSs that can support a range of collaboration scripts. Authoring tools for collaborative ITSs must be flexible enough to allow for different learning goals and different collaboration scripts. We discuss how two collaboration scripts that we are using in our research on fractions learning are implemented in CTAT. The examples illustrate how CTAT flexibly supports collaborative tutors by running synchronized tutor engines for each student, and how it supports the development of collaborative tutors through the use of multiple behavior graphs that use no programming to develop. [This paper was published in: &quot;Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education AIED 2013 Memphis, USA, July 9-13, 2013,&quot; Vol. 1009, edited by Erin Walker and Chee-Kit Looi, CEUR-WS.org, 2013, pp. 1-10.]
COVID-19 and Educational Inequities: The Long View
Author: National Academy of Education (NAEd)
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Equal Education,Racial Bias,Violence,Terrorism,Economic Climate,Economic Factors,Climate,Natural Disasters,Student Needs,Family Needs,Educational Policy,Barriers,Educational Needs,Educational Change

As the COVID-19 pandemic continues to spread across the U.S. and around the world, school systems everywhere are in crisis management mode, hoping to reopen safely while simultaneously making valiant efforts at continuity of instruction via remote technologies and, where possible, &quot;hybrid&quot; models that blend in-person and virtual teaching. The pandemic has exposed deep problems in the content, structure, financing, and governance of schools: although known to education and other social science researchers for decades, the scourge of inequality has now become apparent to a wider public. Indeed, the coronavirus crisis coincides with what many describe as three additional pandemics: (1) America's reawakening to realities of racial injustice and violent extremism; (2) an economic recession that shows no signs of significant recovery in the near term; and (3) a climate crisis as experienced by victims of California wildfires and record-breaking Gulf Coast hurricanes. To explore this proposition for &quot;the long view,&quot; while at the same time acknowledging and respecting the immediate needs of educators and children and their families to recover from the disruption of the pandemics, the National Academy of Education (NAEd) convened a public forum with expert panelists. Building off prior work addressing COVID-19 and inequities in the specific areas of mathematics, reading, and social-emotional learning, the NAEd engaged with three scholars and a distinguished policy expert, whose work has centered on understanding -- and reducing -- fundamental barriers in fulfilling the American vision of equitable education.
Enhancing Student Modeling for Collaborative Intelligent Tutoring Systems
Author: Olsen, Jennifer K.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Cooperation,Models,Students,Achievement,Prediction

This paper presents an extension of the Additive Factors Model to predict learning for students by accounting for aspects of collaboration. The results indicate that student performance is predicted more accurately when the model includes parameters that capture influences of working collaboratively. [This paper was published in: &quot;Proceedings of the 13th International Conference on Intelligent Tutoring Systems, ITS 2016,&quot; edited by A. Micarelli, J. Stamper, and K. Panourgia, Springer International Publishing, 2016, pp. 485-487.]
The Quality Circles at the Service of Higher Education: A Theoretical Perspective under Scrutiny
Author: Saaid, Younes
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Quality,Higher Education,Critical Thinking,Thinking Skills,Teaching Methods,Decision Making,Problem Solving,Cooperative Learning,Teacher Student Relationship,Educational Theories,Educational Administration,Foreign Countries

This research work will review at-hand literature about the use of Quality Circle model to assist teachers in higher education to integrate critical thinking skills into the classroom setting. The study could lead to enhanced insights into human behavior conduct within the educational settings in order to promote greater skills in decision making and problem solving. It is suggested that higher education organizations should begin using quality circles as means of improving communication and collaborative activities among teachers and students. Theory is indispensable in education; therefore, educational decision makers should be able to use this important tool for the daily educational and pedagogical operations.
Five Things about School-Based Violence Prevention and Intervention Programs
Author: National Institute of Justice (NIJ) (DOJ)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Violence,Prevention,Intervention,Bullying,Victims,Antisocial Behavior,Computer Mediated Communication,Aggression,Dating (Social),Sexual Abuse,Elementary Secondary Education,At Risk Students

School-based prevention and intervention programs are designed to address a variety of issues faced by youth today, both within and outside of schools. The five statements discussed in this report are based on practices rated by CrimeSolutions: (1) School-based bullying prevention programs prevent victimization and reduce perpetration; (2) Cyberbullying prevention and intervention programs can reduce online bullying perpetration and victimization; (3) Universal school-based prevention and intervention programs for aggressive and disruptive behavior can reduce aggressive or disruptive behavior; (4) Interventions to reduce dating and sexual violence for school-aged youth and young adults do not reduce dating violence victimization; and (5) Selective school-based violence prevention programs can reduce aggression in K-12 students who are considered at risk or who have demonstrated such antisocial behaviors.
School Policing Programs: Where We Have Been and Where We Need to Go Next
Author: McKenna, Joseph M.
Date: 2022-02-00
Type: Information Analyses
Subjects: Police School Relationship,Student Needs,Social Justice,Police Community Relationship,COVID-19,Pandemics,Minority Groups,Law Enforcement,Models,School Violence,Educational History,Educational Needs,Police Education,Discipline Policy,School Policy,Racial Differences,Elementary Secondary Education,School Safety,Weapons,Financial Support

In 2019, the National Institute of Justice (NIJ) was directed to provide Congress with a report on the state of school policing in the United States that examined the current role of police in schools and provided recommendations on how they can better serve the needs of students. To address this directive, NIJ engaged two consultants to conduct a comprehensive literature review and examination of data sources, facilitate four days of expert panel discussions, and synthesize the results from these data collection efforts. This report is the result of those efforts. The report focuses exclusively on the United States and on sworn officers and does not consider the use of school police in nations outside the United States or on the employment of private security, retired military, or other types of nonsworn police in schools. Much of the writing of this report occurred in 2020 amid the civil unrest stemming from the murder of George Floyd and the police killings of other people of color. It also was written during the COVID-19 pandemic, which undoubtedly will also have impacts on school policing. This report focuses on what we currently knew at the time of its writing.
Assessing the Impact of COVID-19 on Science, Engineering, and Health Graduate Enrollment: U.S. Part-Time Enrollment Increases as Full-Time Temporary Visa Holder Enrollment Declines. InfoBrief. NSF 22-317
Author: Davies, Christopher
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Science Education,Engineering Education,Health Education,Graduate Study,Enrollment Trends,Graduate Students,Part Time Students,Masters Programs,Full Time Students,Doctoral Programs,Immigrants,Citizenship,Intellectual Disciplines,Postdoctoral Education,Researchers,Employment,Gender Differences,Racial Differences,Ethnicity

The COVID-19 pandemic triggered considerable shifts in enrollment patterns for both U.S. citizens and permanent residents and temporary visa-holding graduate students within science, engineering, and health (SEH) fields during the fall 2020. After 3 years of relative stability, full-time enrollment of temporary visa holders in SEH master's programs declined. First-time, full-time temporary visa holder enrollment was much lower in 2020 than 2019, with just over 25,000 fewer master's students and almost 6,000 fewer doctoral students starting in 2020 than in 2019. At the same time, enrollment of U.S. citizens and permanent residents continued to increase. Specifically, the number of U.S. citizens and permanent residents enrolled in full-time master's programs increased by about 13,600, and part-time master's enrollment increased a similar amount, about 13,400, between 2019 and 2020. These and other findings in this report are from the 2020 GSS, with comparisons to data from 2017 to 2019. Data from the GSS provide insight into the composition of the current and future science and engineering workforce by collecting data on graduate students, postdocs, and nonfaculty researchers (NFRs) in SEH fields.
The Causes and Consequences of School Violence: A Review
Author: Turanovic, Jillian J.
Date: 2022-02-00
Type: Information Analyses
Subjects: Violence,Educational Environment,School Safety,Delinquency,Antisocial Behavior,Predictor Variables,Attention Deficit Hyperactivity Disorder,Child Abuse,Peer Acceptance,Moral Values,Peer Influence,Personality Traits,Family Environment,Psychological Patterns,Prosocial Behavior,Victims,At Risk Persons,Social Influences,Parent Influence,Demography,Individual Characteristics,Institutional Characteristics,School Security,Environmental Influences

Although school violence is on the decline, it remains a significant concern for the general public, policymakers, and researchers. This report commissioned by the National Institute of Justice (NIJ) takes a comprehensive look at the state of the research on school violence and includes additional discussions about research on serious violence and studies that were funded by NIJ's Comprehensive School Safety Initiative. It is based on an empirical review of 55 meta-analyses and a supplemental review of the methods and findings of 362 recent research studies. The research found that the strongest predictor of school violence perpetration was delinquent/antisocial behavior. Other strong predictors were attention deficit hyperactivity disorder, child maltreatment, peer rejection, and moral disengagement. The reviews identified several other moderately strong predictors of school violence, including deviant peers, callous unemotional traits, narcissism, exposure to domestic violence, agreeableness (inverse association), prosocial behaviors (inverse association), positive school climate (inverse association), and victimization.
Exploring Dual Eye Tracking as a Tool to Assess Collaboration
Author: Olsen, Jennifer K.
Date: 2017-00-00
Type: Reports - Research
Subjects: Eye Movements,Cooperation,Communication (Thought Transfer),Outcomes of Education,Attention,Intelligent Tutoring Systems,Fractions,Grade 5,Grade 4,Educational Technology,Dialogs (Language),Elementary School Mathematics

In working towards unraveling the mechanisms of productive collaborative learning, dual eye tracking is a potentially helpful methodology. Dual eye tracking is a method where eye-tracking data from people working on a task are analyzed jointly, for example to extract measures of joint visual attention. We explore how eye gaze relates to effective collaborative learning and how analysis of dual eye-tracking data might enhance analysis of other data streams. In this chapter, we identify three broad areas of analysis where dual eye tracking may enhance understanding of collaborative learning processes: (1) how eye gaze is associated with other communication measures; (2) how eye gaze is associated with features of the task environment; and (3) how eye gaze relates to learning outcomes. We present analyses in each of the three areas through joint visual attention, using a dataset of 28 4th and 5th grade dyads working on an Intelligent Tutoring System for fractions. By combining eye tracking, dialogue transcripts, tutor logs, and pre/post data, we show the potential of using dual eye tracking to better understand the collaborative learning process. [This is pre-publication version of a chapter published in: &quot;Innovative Assessment of Collaboration,&quot; edited by P. Kyllonen, A. von Davier, and M. Zhu, New York: Springer, 2017, pp. 157-172.]
College Confidence: What America Knows about Paying for College
Author: Sallie Mae Bank
Date: 2022-00-00
Type: Reports - Research
Subjects: Paying for College,Educational Finance,Student Financial Aid,Misconceptions,High School Students,Student Attitudes,Scholarships,College Attendance,Parent Attitudes,Knowledge Level,Guidance,First Generation College Students

This study explores high school families' understanding of college financing. The research examines what college-bound students and parents know about financial aid, the Free Application for Federal Student Aid (FAFSA®), scholarships, and student loans. The report evaluates perceptions, exposes common misconceptions, and gauges how prepared high school families are to pay for college. To conduct this study. The research results are based on an online survey with: (1) 550 parents of high school juniors and seniors who are definitely or probably planning to continue their education beyond high school; and (2) 585 high school juniors or seniors who are definitely or probably planning to continue their education. The research was conducted between August 19, 2021, and September 20, 2021. [Research for this report was conducted by Ipsos.]
50 Years of Magnet Schools: An Overview of Desegregation Efforts. CRESST Report 868
Author: Straubhaar, Rolf J.
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Magnet Schools,Educational Finance,Equal Education,Educational History,Financial Support,School Desegregation,Educational Legislation,Geographic Regions,Labor Turnover,Teacher Persistence,Educational Resources,Educational Quality,Academic Achievement,Admission (School),Racial Composition,Racial Discrimination,Neighborhoods,Minority Group Students,Low Income Students,Federal Legislation,Court Litigation

Geographically based racial and economic segregation in the United States has resulted in unequal funding for schools and therefore unequal educational opportunities for students. In this report, we discuss the 50-year history of magnet schools as a voluntary desegregation mechanism. During these years, the funding policies and legal landscapes shifted in ways that supported and then undermined magnet schools' desegregation mission. Throughout the 1990s and culminating in 2007, the courts eroded the ability of magnet schools to prioritize desegregation. Post-2007, in response, magnet schools broadened their approaches to include an additional focus on innovative academic programs. We end the report with research questions that remain underexplored regarding magnet schools and their effectiveness as a desegregation mechanism. [Additional funding for this report was provided by the Pasadena Unified School District and the School District of Lee County.]
How States Measure Digital Equity: Current and Proposed Benchmarks. Equitable Access Survey Report
Author: State Educational Technology Directors Association (SETDA)
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Data Collection,Access to Computers,Technological Literacy,Equal Education,Educational Technology,Measurement Techniques,State Departments of Education,Access to Education

At the local and state level, some data collection takes place around access to devices and broadband, but little alignment across these collections exists to paint an accurate picture of how and where digital equity gaps persist nationwide. Dell Technologies and the State Educational Technology Directors Association (SETDA) collaborated to assess states' current measurement tools and approaches concerning digital equity. This report provides takeaways from the responses of state leaders and strongly encourages the adoption of a common framework for gathering local device and connectivity measures. Closing the digital divide requires committed teamwork among local and state leaders, private telecommunications carriers, families and communities. The first step to ensure the targeting of solutions where they are most needed is to have uniform data and collection practices across every state.