ethanporcaro/eric-fulltext-meta huggingface dataset:
Motor City Momentum: Three Years of the Detroit Promise Path Program for Community College Students
Author: Ratledge, Alyssa
Date: 2021-03-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,At Risk Students,High School Graduates,College Attendance,Enrollment,Academic Persistence,College Credits,Graduation Rate,College Transfer Students,Program Effectiveness,Coaching (Performance),Barriers,Paying for College,Dropouts,Costs,Cost Effectiveness,COVID-19,Pandemics,School Closing,Student Financial Aid,Scholarships,Student Adjustment,Student Personnel Services,Academic Support Services,Student Attitudes,African American Students,Summer Programs,Management Information Systems,Minority Group Students,Student Characteristics

Postsecondary education is widely seen as a necessity in the modern economy. Yet students at community colleges often face steep odds when it comes to completing a degree. Community colleges serve many low-income and first-generation students as well as students of color, all of whom must contend with many obstacles to success. At the same time, two-year colleges are severely underfunded, and therefore are unable to provide the level of personal support that many students require. MDRC and the Detroit Regional Chamber partnered in 2016 to create the Detroit Promise Path (DPP), an evidence-based student services program designed to help more Detroit high school graduates--among the nation's most underserved students--enroll and persist in college, accumulate credits, graduate, and potentially transfer to a four-year program. DPP builds on an existing scholarship program called the Detroit Promise, launched in 2013, which covers community college tuition and fees for up to three years of attendance. At the heart of DPP are campus coaches who help students acclimate to college, proactively reach out to them with help and reminders about tasks and deadlines, and offer a sympathetic ear to young people who may be grappling with personal challenges--all with the goal of keeping them in school and on track to graduate. This report presents findings from MDRC's randomized controlled trial evaluation of DPP at five Detroit community colleges. A student survey found that nearly 90 percent of respondents rated the program as valuable or highly valuable. The evaluation found that more students in the DPP program stayed enrolled in school and earned more credits, compared with students who were offered the Promise scholarship alone. However, at the three-year mark, there was no evidence of an impact on degrees earned. It is clear that promoting college &quot;access&quot; is not enough. Programs must also tackle progress--helping students stay in school and get to graduation. [Additional funding for this study was provided by the Michigan Education Excellence Foundation. For the Executive Summary, see ED611776.]
The Origins of Higher-Order Thinking Lie in Children&apos;s Spontaneous Talk across the Pre-School Years
Author: Frausel, Rebecca R.
Date: 2020-07-00
Type: Reports - Research
Subjects: Preschool Children,Thinking Skills,Verbal Communication,Oral Language,Child Development,Cognitive Development,Inferences,Vocabulary Development,Nonverbal Communication,Language Acquisition,Language Skills,Family Income,Socioeconomic Status,Birth Order,Logical Thinking

Higher-order thinking is relational reasoning in which multiple representations are linked together, through inferences, comparisons, abstractions, and hierarchies. We examine the development of higher-order thinking in 64 preschool-aged children, observed from 14 to 58 months in naturalistic situations at home. We used children's spontaneous talk about and with relations (i.e., higher-order thinking talk, or HOTT) as a window onto their higher-order thinking skills. We find that &quot;surface&quot; HOTT, in which relations between representations are more immediate and easily perceptible, appears before--and is far more frequent than--&quot;structure&quot; HOTT, in which relations between representations are more abstract and less easy to perceive. Child-specific factors (including early vocabulary and gesture use, first-born status, and family income) predict differences in children's onset (i.e., age of acquisition) of HOTT and its trajectory of use across development. Although HOTT utterances tend to be longer and more syntactically complex than non-HOTT utterances, HOTT frequently appears in non-complex utterances, and a substantial proportion of children achieve complex utterance onset prior to the onset of HOTT. This finding suggests that complex language is neither necessary nor sufficient for HOTT to occur; other factors above and beyond complex linguistic skills are involved in the onset and use of higher-order thinking. Finally, we found that the trajectory of HOTT, particularly structure HOTT--but not complex utterances--during the preschool period predicts standardized outcome measures of inference and analogy skills in grade school, which underscores the crucial role that this kind of early talk plays for later outcomes. [This paper was published in &quot;Cognition&quot; v200 Article 10427 Jul 2020.]
An On-Ramp to Student Success: A Randomized Controlled Trial Evaluation of a Developmental Education Reform at the City University of New York
Author: Weiss, Michael J.
Date: 2021-03-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Program Evaluation,Developmental Studies Programs,Community Colleges,Educational Change,Remedial Programs,Remedial Mathematics,Remedial Reading,Writing Instruction,College Readiness,College Credits,Graduation Rate,Program Implementation,Outcomes of Education,Two Year College Students

Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive time-intensive instruction in math, reading, and writing with a prescribed pedagogy delivered by trained teachers. The program aims to help students complete remediation and prepare for college-level courses. This article describes the results of an experiment at four community colleges (n [is approximately equal to] 3,800). We estimate that over three years, including one semester that students spent in the program and two-and-a-half years after the program was complete, CUNY Start substantially increased college readiness, slightly increased credit accumulation, and modestly increased graduation rates (by increasing participation in CUNY's highly effective ASAP).
Smarter Balanced Assessment Consortium: Alignment Study Report. Revised
Author: Smarter Balanced Assessment Consortium
Date: 2016-04-00
Type: Reports - Research
Subjects: Alignment (Education),Summative Evaluation,Common Core State Standards,Test Content,Difficulty Level,Test Items,Test Reliability,Interrater Reliability,Computer Assisted Testing,Mathematics Tests,Reading Tests,Language Arts,Elementary Secondary Education

The goal of this study was to gather comprehensive evidence about the alignment of the Smarter Balanced summative assessments to the Common Core State Standards (CCSS). Alignment of the Smarter Balanced summative assessments to the CCSS is a critical piece of evidence regarding the validity of inferences students, teachers and policy makers can consider regarding assessment results (HumRRO, 2014; Kane, 2011). Content alignment in the case of the Smarter Balanced system must be demonstrable through each step of the evidence-centered design of the summative assessment system. Therefore, &quot;alignment connections&quot; were defined and reviewed with the Smarter Balanced Technical Advisory Committee in advance of evidence collection and analysis. These connections describe relationships between content standards, content and/or item/task specifications, item/task evidence statements, test blueprints, item/task pools, computer-adaptive test (CAT) algorithms, and ultimately the summative assessments themselves. Across connections, the Smarter Balanced English language arts (ELA)/literacy and mathematics assessments were found to be mostly to fully aligned.
Using High School Data to Predict College Readiness and Early College Success on Guåhan (Guam). REL 2021-073
Author: Shannon, Lisa
Date: 2021-04-00
Type: Reports - Research
Subjects: College Readiness,Academic Achievement,College Freshmen,College Students,Student Characteristics,High School Graduates,College Mathematics,College English,College Credits,Academic Persistence,Community Colleges,Universities,Gender Differences,Grade Point Average,High Schools,Public Schools,Advanced Courses,Secondary School Mathematics

On Guåhan (Guam), the large percentages of students enrolling in non-credit-bearing courses at Kulehon Kumunidåt Guåhan (Guam Community College) and Unibetsedåt Guåhan (University of Guam) have raised concerns about college readiness and early college success. Without adequate research on predictors of college readiness and early success among students on Guåhan, educators and other stakeholders find it difficult to identify and support students at risk of being underprepared for college. This study examined which student characteristics predicted college readiness and early college success among students who graduated from Guåhan high schools and enrolled at Kulehon Kumunidåt Guåhan or Unibetsedåt Guåhan between 2012 and 2015. Students' college readiness and early college success were assessed using three indicators: enrolling in only credit-bearing math and English courses during the first year of college, earning all credits attempted during the first semester of college, and persisting to a second year of college. About 23 percent of students met all three indicators and were thus classified as demonstrating college readiness and early college success. The percentages of students who met each individual indicator varied: 30 percent enrolled in only credit-bearing math and English courses, 43 percent earned all the credits they attempted, and 74 percent persisted to a second year. Various student characteristics predicted meeting all three indicators and each individual indicator. Graduates of John F. Kennedy High School and male students were the most likely to meet all three indicators and were the most likely to enroll in only credit-bearing math and English courses. Completing a high-level math course during high school positively predicted meeting the composite indicator of college readiness and early college success and of enrolling in only credit-bearing math and English courses and earning all credits attempted. A higher cumulative high school grade point average also positively predicted meeting all three indicators and each individual indicator. Kulehon Kumunidåt Guåhan enrollees were more likely than Unibetsedåt Guåhan enrollees to earn all credits attempted during their first semester. [For the appendixes, see ED611777; for the study brief, see ED611778; for the study snapshot, see ED611779.]
Motor City Momentum: Three Years of the Detroit Promise Path Program for Community College Students. Executive Summary
Author: Ratledge, Alyssa
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,At Risk Students,High School Graduates,College Attendance,Enrollment,Academic Persistence,College Credits,Graduation Rate,College Transfer Students,Program Effectiveness,Coaching (Performance),Barriers,Paying for College,Dropouts,Costs,Student Financial Aid,Scholarships,Student Adjustment,Student Personnel Services,Academic Support Services,Student Attitudes,African American Students,Summer Programs,Management Information Systems,Minority Group Students,Student Characteristics

Postsecondary education is widely seen as a necessity in the modern economy. Yet students at community colleges often face steep odds when it comes to completing a degree. Community colleges serve many low-income and first-generation students as well as students of color, all of whom must contend with many obstacles to success. At the same time, two-year colleges are severely underfunded, and therefore are unable to provide the level of personal support that many students require. MDRC and the Detroit Regional Chamber partnered in 2016 to create the Detroit Promise Path (DPP), an evidence-based student services program designed to help more Detroit high school graduates--among the nation's most underserved students--enroll and persist in college, accumulate credits, graduate, and potentially transfer to a four-year program. DPP builds on an existing scholarship program called the Detroit Promise, launched in 2013, which covers community college tuition and fees for up to three years of attendance. At the heart of DPP are campus coaches who help students acclimate to college, proactively reach out to them with help and reminders about tasks and deadlines, and offer a sympathetic ear to young people who may be grappling with personal challenges--all with the goal of keeping them in school and on track to graduate. This executive summary presents an overview of findings from MDRC's randomized controlled trial evaluation of DPP at five Detroit community colleges. [Additional funding for this report was provided by the Michigan Education Excellence Foundation. For the full report, see ED611769.]
Using High School Data to Predict College Readiness and Early College Success on Guåhan (Guam). Appendixes. REL 2021-073
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-04-00
Type: Reports - Research
Subjects: College Readiness,Academic Achievement,College Freshmen,College Students,Student Characteristics,High School Graduates,College Mathematics,College English,College Credits,Academic Persistence,Community Colleges,Universities,Gender Differences,Grade Point Average,High Schools,Public Schools,Advanced Courses,Secondary School Mathematics

These are the appendixes for the study, &quot;Using High School Data to Predict College Readiness and Early College Success on Guåhan (Guam).&quot; On Guåhan (Guam), the large percentages of students enrolling in non-credit-bearing courses at Kulehon Kumunidåt Guåhan (Guam Community College) and Unibetsedåt Guåhan (University of Guam) have raised concerns about college readiness and early college success. Without adequate research on predictors of college readiness and early success among students on Guåhan, educators and other stakeholders find it difficult to identify and support students at risk of being underprepared for college. This study examined which student characteristics predicted college readiness and early college success among students who graduated from Guåhan high schools and enrolled at Kulehon Kumunidåt Guåhan or Unibetsedåt Guåhan between 2012 and 2015. Four appendixes are included in the document: (1) Additional context for the study; (2) Methods; (3) Supporting analyses; and (4) Sensitivity analyses. [For the full report, see ED611775; for the study brief, see ED611778; for the study snapshot, see ED611779.]
Using High School Data to Predict College Readiness and Early College Success on Guåhan (Guam). Study Brief. REL 2021-073
Author: Shannon, L.
Date: 2021-04-00
Type: Reports - Research
Subjects: College Readiness,Academic Achievement,College Freshmen,College Students,Student Characteristics,High School Graduates,College Mathematics,College English,College Credits,Academic Persistence,Community Colleges,Universities,Gender Differences,Grade Point Average,High Schools,Public Schools,Advanced Courses,Secondary School Mathematics

On Guåhan (Guam), the large percentages of students enrolling in non-credit-bearing courses at Kulehon Kumunidåt Guåhan (Guam Community College) and Unibetsedåt Guåhan (University of Guam) have raised concerns about college readiness and early college success. Without adequate research on predictors of college readiness and early success among students on Guåhan, educators and other stakeholders find it difficult to identify and support students at risk of being underprepared for college. This study examined which student characteristics predicted college readiness and early college success among students who graduated from Guåhan high schools and enrolled at Kulehon Kumunidåt Guåhan or Unibetsedåt Guåhan between 2012 and 2015. Students' college readiness and early college success were assessed using three indicators: enrolling in only credit-bearing math and English courses during the first year of college, earning all credits attempted during the first semester of college, and persisting to a second year of college. About 23 percent of students met all three indicators and were thus classified as demonstrating college readiness and early college success. The percentages of students who met each individual indicator varied: 30 percent enrolled in only credit-bearing math and English courses, 43 percent earned all the credits they attempted, and 74 percent persisted to a second year. Various student characteristics predicted meeting all three indicators and each individual indicator. Graduates of John F. Kennedy High School and male students were the most likely to meet all three indicators and were the most likely to enroll in only credit-bearing math and English courses. Completing a high-level math course during high school positively predicted meeting the composite indicator of college readiness and early college success and of enrolling in only credit-bearing math and English courses and earning all credits attempted. A higher cumulative high school grade point average also positively predicted meeting all three indicators and each individual indicator. Kulehon Kumunidåt Guåhan enrollees were more likely than Unibetsedåt Guåhan enrollees to earn all credits attempted during their first semester. [For the full report, see ED611775; for the appendixes, see ED611777; for the study snapshot, see ED611779.]
Using High School Data to Predict College Readiness and Early College Success on Guåhan (Guam). Study Snapshot. REL 2021-073
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: College Readiness,Academic Achievement,College Freshmen,College Students,Student Characteristics,High School Graduates,College Mathematics,College English,College Credits,Academic Persistence,Community Colleges,Universities,Grade Point Average,High Schools,Public Schools,Advanced Courses,Secondary School Mathematics

Stakeholders on Guåhan (Guam) are concerned that many Guåhan public high school graduates may be underprepared for college. In 2018 more than 50 percent of students entering Unibetsedåt Guåhan (University of Guam) and Kulehon Kumunidåt Guåhan (Guam Community College) were placed into developmental math or English courses.1 This study examined predictors of college readiness and early college success among students who graduated from Guåhan public high school schools between spring 2012 and spring 2015 and enrolled at either Unibetsedåt Guåhan or Kulehon Kumunidåt Guåhan between fall 2012 and fall 2015. The sample included 1,226 first-time, degree-seeking students. College readiness and early college success were assessed using three research-based indicators: enrolling in only credit-bearing math and English courses during the first year of college, earning all credits attempted during the first semester of college, and persisting to a second year of college. The study examined what percentage of students met each indicator individually and what percentage met the composite indicator comprising all three. Students who met the composite indicator were classified as demonstrating college readiness and early college success. The findings can inform policy and practice on college preparation while students are in high school. [For the full report, see ED611775; for the appendixes, see ED611777; for the study brief, see ED611778.]
Question Timing, Language Comprehension, and Executive Function in Inferencing
Author: Butterfuss, Reese
Date: 2021-00-00
Type: Reports - Research
Subjects: Kindergarten,Young Children,Reading Comprehension,Inferences,Questioning Techniques,Language Processing,Executive Function,Individual Differences,Achievement Gains,Language Skills,Individualized Instruction,Video Technology,Prompting

We examined the extent to which the timing of inferential questioning influenced kindergartners' inferencing performance in a non-reading context, while also taking into account individual differences in language comprehension and executive function. Students completed the eight-week Early Language Comprehension Individualized Instruction (ELCII) application by responding to audiovisual inferential questions administered in one of two timing conditions: either (1) during video watching at various points (online) or (2) after the video was finished (&quot;offline&quot;). Results suggest that online questioning fostered greater overall gains in inferencing skill from pretest to posttest. Moreover, students with higher executive function demonstrated greater gain in inferencing than students with lower executive function. Likewise, students with higher language comprehension skills demonstrated greater gains in inferencing than students with lower language comprehension skills. Theoretical and instructional implications of the findings and areas for future research are discussed. [This is the online version of an article published in &quot;Scientific Studies of Reading.&quot;]
Online Resources for Mathematics: Exploring the Relationship between Teacher Use and Student Performance
Author: Mitten, Carolyn
Date: 2021-00-00
Type: Reports - Research
Subjects: Teaching Methods,Educational Resources,Mathematics Instruction,Teacher Role,Technology Integration,Teacher Attitudes,Algebra,Mathematics Tests,Mathematics Achievement,Alignment (Education),State Standards,Intelligent Tutoring Systems,Web Sites,Middle School Students,High School Students

Adoption of online resources to support instruction and student performance has amplified with technological advances and increased standards for mathematics education. Because teachers play a critical role in the adoption of technology, analysis of data pertaining to how and why teachers utilize online resources is needed to optimize the design and implementation of similar tools. The present study explores how Algebra Nation (AN), an online resource aligned with an Algebra I statewide exam, was utilized by teachers and what usage components influenced student achievement. A survey of teacher use was conducted and analysis implies that online resources should provide multiple incorporation methods including supplementation, assessment, and remediation. Results suggest that teacher logins, trainings, and workbook usage contribute to increased passing rates. [This is the online version of an article published in &quot;Investigations in Mathematics Learning.&quot;]