ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of "The Long-Term Impacts of Teachers"
Author: Ballou, Dale
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Evidence,Achievement Gains,High Achievement,Teacher Effectiveness,Outcomes of Education,Outcome Measures,Educational Assessment,Educational Indicators,Research Reports,Predictor Variables,Statistical Bias,Bias,Evaluation Problems,Test Validity,Test Reliability,Educational Policy,Robustness (Statistics),Data Interpretation,Evaluation Criteria

A new report titled "The Long-Term Impacts of Teachers" concludes that teachers whose students tend to show high gains on their test scores (called "high value-added teachers") also contribute to later student success in young adulthood, as indicated by outcomes such as college attendance and future earnings. To support this claim, it is not sufficient for researchers to show an observed association between teacher value-added and later outcomes in young adulthood. It is also necessary to rule out plausible alternative explanations--for example, that parents who did the most to promote their offspring's long-term success also endeavored to secure high value-added teachers for their children. This review explains that, for the most part, the evidence needed to rule out these alternatives is missing from the report. Thus, policy-makers should tread cautiously in their reaction: the case has not been proved. (Contains 4 notes.) [This document presents a review of: "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood. NBER Working Paper No. 17699" (ED528374).]
Integrating Formative and Summative Assessment: Progress toward a Seamless System? OECD Education Working Papers, No. 58
Author: Looney, Janet W.
Date: 2011-04-08
Type: Reports - Descriptive
Subjects: Research and Development,Formative Evaluation,Testing,Summative Evaluation,Barriers,Alignment (Education),Management Information Systems,Integrated Activities,Educational Practices,Classroom Techniques,Technology Integration,Educational Technology,Evaluation Research,Evaluation Methods,Evaluation Problems,Educational Improvement,Educational Policy,Accountability,Academic Standards,Group Testing,Student Evaluation,Change Strategies,Educational Change,Evaluation Utilization

A long-held ambition for many educators and assessment experts has been to integrate summative and formative assessments so that data from external assessments used for system monitoring may also be used to shape teaching and learning in classrooms. In turn, classroom-based assessments may provide valuable data for decision makers at school and system levels. Currently there are important technical barriers to this kind of seamless integration. Nevertheless there are a number of promising developments in the field. Ongoing research and development aims at improving testing and measurement technologies, as well strengthening classroom-based formative assessment practices. Improved integration of formative and summative assessment will require investments in new testing technologies, teacher training and professional development, and further research and development.
Going Further: A Roadmap to the Works of the ACCLAIM Research Initiative. Working Paper No. 42
Author: Wilson, Zach
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Research Projects,Doctoral Programs,Rural Education,Science Course Improvement Projects,Program Descriptions,Qualitative Research,Statistical Analysis,Synthesis,Classification,Literature Reviews,Research Reports,Meta Analysis,Rural Schools,Institutional Characteristics,Institutional Mission,Mathematics Activities,Mathematics Education,Research and Development Centers,Resource Centers,Institutional Research

&quot;Going Further&quot; presents a roadmap to the works of the ACCLAIM (Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics) Research Initiative, the research effort of one the Centers for Learning and Teaching (CLTs) created with a grant (2001-2005) from the National Science Foundation. The Center began with a broad mission to include practitioners, a doctoral program, and a research program. This report focuses on the most substantive &quot;works&quot; produced for the Center's research program (known as the &quot;Research Initiative&quot;). This report also offers an internal evaluation of the works produced (the present authors for the Center), but it relies rather than more heavily on descriptions of the works, and less on nuanced judgments than might an essay review. One section deals with specifically with the evaluation of individual works, as to be explained shortly, but one section engages a wider discussion around the critique of several key ideas that surface across the ACCLAIM opus. Both these presentations are best read as part of the roadmap mission; they give a somewhat deeper engagement with the scope of the works than the simple descriptions initially presented. The report synthesizes the results of ACCLAIM's empirical work, summarizing the findings of individual studies (14 quantitative studies and 20 qualitative studies; unduplicated accounting) but also characterizing the overall findings. Appended are: (1) Table of ACCLAIM works replaced by later versions; (2) ACCLAIM's Theoretical Framework; (3) Background Information; (4) Numerical Codes for ACCLAIM Works Listed in Table 2, Alphabetized by Year; (5) Evaluation Chart for High-Scoring Theoretical Works; and (6) Glossary of Key Concepts. (Contains 5 tables and 60 footnotes.)
Reflections at 35,000 Feet: An Open Letter to the ACCLAIM Doctoral Cohort. Occasional Paper No. 5
Author: Coladarci, Theodore
Date: 2003-11-00
Type: Reports - Descriptive
Subjects: Mathematics Education,Doctoral Dissertations,Rural Education,Reflection,Educational Research,Research Design,Research Methodology,Research Skills,Research Tools,Literature Reviews,Language Styles,Scientific Methodology,Guidance Programs,Educational Strategies

This Occasional Paper (No. 5 from the ACCLAIM Research Initiative) offers counsel for studying rural mathematics education directed at the ACCLAIM Center's first cohort of doctoral students. It discusses the scope of rural math education dissertations, motive, design, related literature, putting rural in rural education research, and the need for clear and exact language. (Contains 2 footnotes.)
Using Curriculum-Based Measurement To Monitor Kindergarteners' Mathematics Development
Author: Seethaler, Pamela M.
Date: 2011-07-12
Type: Journal Articles
Subjects: Curriculum Based Assessment,Mathematics Achievement,Child Health,Achievement Tests,Skill Analysis,Kindergarten,Financial Support,Mathematical Concepts,Computation,Elementary Schools

The purpose of this study was to examine technical and instructional features of a kindergarten curriculum-based measurement (CBM) tool designed to track students' mathematics progress in terms of computational concepts, procedures, and counting strategies. Students in 10 kindergarten classrooms in three elementary schools completed alternate forms of the CBM measure twice per month from January to May. Mathematics development was indexed on a standardized mathematics achievement test in May. Findings indicate strong reliability and validity of the CBM system, with coefficients exceeding 0.80 and 0.60, respectively. Technical features of the CBM system's skills analysis suggest implications for teachers' instructional decision-making. (Contains 3 figures and 2 tables.) [Additional financial support for this research was provided by the Eunice Kennedy Shriver National Institute of Child Health &amp; Human Development grant to Vanderbilt University.]
Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment
Author: Seethaler, Pamela M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Child Health,Word Problems (Mathematics),Grade 1,Academic Achievement,Prediction,Evaluation Methods,Computation,Student Evaluation,Elementary School Mathematics,Predictor Variables,Investigations,Tests

The purpose of this study was to assess the value of dynamic assessment (DA; degree of scaffolding required to learn unfamiliar mathematics content) for predicting 1st-grade calculations (CAs) and word problems (WPs) development, while controlling for the role of traditional assessments. Among 184 1st graders, predictors (DA, Quantity Discrimination, Test of Mathematics Ability, language, and reasoning) were assessed near the start of 1st grade. CA and WP were assessed near the end of 1st grade. Planned regression and commonality analyses indicated that for forecasting CA development, Quantity Discrimination,  which accounted for 8.84% of explained variance, was the single most powerful predictor,  followed by Test of Mathematics Ability and DA; language and reasoning were not uniquely predictive. By contrast, for predicting WP development, DA was the single most powerful predictor, which accounted for 12.01% of explained variance, with Test of Mathematics Ability, Quantity Discrimination, and language also uniquely predictive. Results suggest that different constellations of cognitive resources are required for CA vs. WP development and that DA may be useful in predicting 1st-grade mathematics development, especially WP. (Contains 3 tables and 1 footnote.) [Support for this research was also provided by the Eunice Kennedy Shriver National Institute of Child Health &amp; Human Development awarded to Vanderbilt University.]
Clarity in Mathematics Instruction: The Impact of Teaching Number Sense and Place Value Skills on Elementary School Students
Author: Stella, Molly E.
Date: 2011-12-12
Type: Reports - Research
Subjects: Elementary School Students,Action Research,Number Concepts,Grade 5,Mathematics Instruction,Learning Strategies,Mathematics,Pretests Posttests,Scoring Rubrics,Teacher Researchers

There is a concern among educators in schools with high levels of poverty that students are  lacking certain academic strategies, especially in mathematics. These students struggle to explore data systematically and procedurally. The purpose of this pre-posttest design study is to intentionally teach number sense skills in order to increase mathematic comprehension. Most of the students at this school struggle with mathematics concepts-specifically number sense related to place value. As a result, the treatment given will be repeated practice with place value and other work with number sense. The treatment was implemented in a fifth grade classroom containing 26 students. Findings indicated gains from pre- to post-test. The implications for practice will be discussed. The following are appended: (1) Think Link Sheet; (2) 100/300 Chart; (3) Place Value Game; and (4) Classroom Visit Rubric. (Contains 1 figure and 1 table.) [This classroom action research project was supported by the Gheens Institute for Innovation and Spalding University.]
Impact of Students' Self-Assessment and Creation of Personal Learning Targets on Reading Comprehension and Attitudes in Elementary Schools
Author: Burdon, Paula C.
Date: 2011-12-12
Type: Reports - Research
Subjects: Elementary School Students,Grade 4,At Risk Students,Self Evaluation (Individuals),Reading Comprehension,Reading Attitudes,Pretests Posttests,Student Educational Objectives,Reading Tests,Interviews,Questionnaires,Experimental Groups,Control Groups

There is a rising concern among educators today related to student success on end-of-year state academic assessments, especially in reading. A quasi-experimental, pre- and post-test design with a comparison group was used to look at the impact of teacher-modeled and -guided students' self-assessment and setting of learning targets on reading comprehension for fourth grade students (N = 54) considered to be &quot;at-risk.&quot; The pre- and post-test measures included the Reading Diagnostic Assessment, interviews, and a questionnaire. Analysis of the data was conducted using an independent-sample t-test. The teaching and learning were aligned with Common Core in English Language Arts, also known as the Kentucky Core Academic Standards. The findings suggested that the use of students' self-assessment and creation of individual learning goals positively impacted reading comprehension and attitudes toward reading in the treatment group. Implications for practice are discussed. Questionnaire is appended. (Contains 2 figures and 1 table.) [This classroom action research project was supported by the Gheens Institute for Innovation and Spalding University.]
Employer Perceptions of Associate Degrees in Local Labor Markets: A Case Study of the Employment of Information Technology Technicians in Detroit and Seattle. CCRC Working Paper No. 39
Author: Van Noy, Michelle
Date: 2012-02-00
Type: Reports - Research
Subjects: Employer Attitudes,Associate Degrees,Bachelors Degrees,Labor Market,Employment,Information Technology,Paraprofessional Personnel,Credentials,Skills,Individual Characteristics,Case Studies

While promoting postsecondary credential completion is a national priority intended to help graduates secure good jobs, the value of credentials in the labor market from the perspective of employers is not well understood. Specifically, more attention is needed to understand how credentials align with employer needs. Through in-depth interviews with managers responsible for hiring information technology technicians, we examined their perceptions of associate and bachelor's degree holders in two contrasting labor markets: Detroit and Seattle. The study led to several key findings. First, across the two labor markets, employers expected some common qualities in both associate and bachelor's degree holders, including technical skills and knowledge, thinking skills, communication skills, and discipline. Second, while they expected some positive qualities in associate degree holders that were distinctive to this credential, many hiring managers also expected negative characteristics, such as a lack of academic ability, initiative, or skill. However, while both associate and bachelor's degrees provided relevant information about potential workers, employers did not expect the credentials to provide information about certain key qualities they sought in workers, including competency in customer service and teamwork, and personal interest in technology. Some of the qualities that employers expected in associate degree holders were linked to their local labor markets and their perceptions of the local community colleges. This study provides suggestions on how an understanding of the specific qualities employers expect in credential holders and of the role of the local labor market can help colleges better engage with employers and fine-tune their programs to more effectively meet students' and employer's needs. Descriptions of the Qualities Expected in Credential Holders and Sought in Information Technology Technicians are appended. (Contains 4 tables and 4 footnotes.)
Assessing the President's Proposals on Higher Education Costs. WebMemo. No. 3480
Author: Butler, Stuart M.
Date: 2012-02-01
Type: Reports - Descriptive
Subjects: Higher Education,State Universities,Private Colleges,Finance Reform,Competition,Tuition,Federal Aid,Federal Regulation,Paying for College,Cost Effectiveness,Student Costs,Educational Finance,Change Strategies,Educational Change,Government Role,Models,Cost Indexes

President Obama is right to draw attention to the soaring cost of a college education in America. However, his proposed solution will not only fail to fix the problem but is also likely to compound it by blunting the competition that is needed to shake up the world of higher education. President Obama proposes to slow tuition growth by conditioning the amount of federal campus-based aid to colleges. He also wants to create a "college scorecard" for every institution as a measure of quality. The scorecard would include such indicators as tuition, graduation rates, and earnings upon graduation. While the President was cheered by students when he presented his proposals at the University of Michigan, the students should have paused to consider the implications of his approach. Rising tuition in recent years is not due only to inefficiency and bloated administrations at the nation's colleges, although these are significant long-term factors. Most state universities are raising tuition sharply to compensate for cutbacks in budget support from their financially strapped state governments. Still, ever-increasing federal subsidies are but one culprit contributing to the high cost of college. Traditional higher education is a classic example of an industry that has grown bloated and inefficient over many decades and is ripe for a major transformation. The antidote to this trend is not for the federal government to tweak college assistance. This paper suggests that the real antidote to tuition hikes at traditional public and private colleges is emerging competition from colleges that are pioneering new business models, online education, and other technologies that dramatically cut costs. The best way for Washington to foster this competition is to make sure that accreditation requirements and other regulations are loosened. And the best way to ease the student debt problem for future students is through tax reform that encourages saving. (Contains 4 footnotes.)
Chartering Equity: Using Charter School Legislation and Policy to Advance Equal Educational Opportunity
Author: Mead, Julie F.
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Policy,Educational Policy,Educational Opportunities,Equal Education,Educational Practices,Systems Approach,Role of Education,Cultural Pluralism,Student Diversity,Academic Achievement,Educational Principles,Educational Legislation,Federal Legislation,State Legislation

This policy brief addresses the challenge of using charter school policy to enhance equal educational opportunity. Three overriding assumptions guide the brief's recommendations: (1) charter schools will be part of our public educational system for the foreseeable future; (2) charter schools are neither inherently good, nor inherently bad; and (3) charter schools should be employed to further goals of equal educational opportunity, including racial diversity and school success. The creation of charter schools is just one among a variety of policy tools at the disposal of local, state, and national policymakers. As with all educational policy tools, one challenge is to wield the tool in a manner that will enhance equity and opportunity. Part I of this brief provides an overview of equal educational opportunity and its legal foundations and offers a review of prior research documenting issues concerning charter schools and their impact on equity and diversity. Part II presents detailed recommendations for charter school authorizers, as well as state and federal policymakers for using charter schools to advance equal educational opportunity. Separately, we are publishing a companion document based on these detailed recommendations, providing model statutory code language that can be employed by state policymakers to ensure that charter schools attend to long-established policy goals. (Contains 87 notes.)
Apprentices &amp; Trainees: Early Trend Estimates. December Quarter 2011
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Apprenticeships,Trainees,National Surveys,Vocational Education,Foreign Countries,Trend Analysis,Graduation Rate

This publication presents early estimates of apprentice and trainee commencements for the December quarter 2011. Indicative information about this quarter is presented here; the most recent figures are estimated, taking into account reporting lags that occur at the time of data collection. The early trend estimates are derived from the National Apprentice and Trainee Collection no.70, December 2011. Data are only available for commencements at the national level and have been seasonally adjusted and smoothed. Further information at the disaggregated level for the December quarter 2011 will be released in early June 2012. Early indications for the December quarter 2011 show that: (1) Trade commencements have decreased, after only one quarter of slight growth. Trade commencements have now decreased in four of the last five quarters; and (2) Non-trade commencements have increased, marking a return to the steady upward trend displayed from the June quarter 2009 to the March quarter 2011, following declines in the June and September quarters of 2011. (Contains 1 table and 1 figure.)
What Works Clearinghouse Quick Review of the Report &quot;An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Secondary School Students,Secondary School Teachers,Inservice Teacher Education,Coaching (Performance),Cohort Analysis,Program Effectiveness,Educational Research

The study examined the effect of a secondary school teacher training and coaching program on student achievement. Eighty-eight teachers were randomly assigned to either the My Teaching Partner-Secondary (MTP-S) group or the control group. Of these teachers, 76 participated in the study during the intervention year (when they received coaching) and 61 participated in the study during the post-intervention year (when they no longer received coaching). Data from two student cohorts were analyzed. The first cohort included about 1,300 students of the teachers who participated during the intervention year; the second cohort included about 1,000 students of the teachers who participated during the post-intervention year. Analyses of the intervention year did not find a statistically significant difference in achievement between students of MTP-S teachers and students of control group teachers. Analyses of the post-intervention year found that achievement among students of MTP-S teachers was significantly higher than among students of control group teachers. The effect size of 0.22 is roughly equivalent to an increase in student achievement from the 50th to the 59th percentile. However, the What Works Clearinghouse (WWC) has reservations about these results, as unaccounted-for differences between the two groups of students may have existed before the intervention. The analyses based on the intervention year meet WWC evidence standards. The analyses based on the post-intervention year meet WWC evidence standards with reservations. (Contains 1 footnote.)