ethanporcaro/eric-fulltext-meta huggingface dataset:
A Portrait of Educational Outcomes in California. Getting Down to Facts II. Technical Report
Author: Reardon, Sean F.
Date: 2018-09-00
Type: Reports - Research
Subjects: Outcomes of Education,Reading Achievement,Mathematics Achievement,Standardized Tests,Suspension,Expulsion,Graduation Rate,High School Graduates,Socioeconomic Status,Achievement Gap,Rural Urban Differences,Racial Differences,English Language Learners,Elementary School Students,Secondary School Students,White Students,African American Students,Low Income Students,Hispanic American Students

How are California's students doing? And are all groups of students receiving the same opportunities for educational success? How do patterns of educational outcomes in California compare to those in other states, and how have they changed in the last decade? In this study, the authors seek to provide a portrait of the state of educational outcomes in California. Any effort to improve educational opportunities in the State must begin with a clear-eyed assessment of where and for whom the State's schools are more or less successful. To do so, they examine data on three key indicators of the performance of the educational system: performance on standardized tests of reading and mathematics, rates of exclusionary discipline such as in- and out-of-school suspensions and expulsions, and high school graduation rates. Though the individual measures are imperfect, and do not fully capture all outcomes of interest even in combination, each provides an important piece of evidence on an aspect of California's educational system. Performance on standardized tests is the most common way to measure the academic skills that students have acquired through the course of their schooling. Graduation rates complement standardized test measures because they also capture all requirements for graduation, both academic and non-academic. Rates of exclusionary discipline provide a slightly different perspective because they are deeply related to educational opportunity. Students cannot learn and reap the benefits of an education if they are not in the classroom. Triangulating these three measures and perspectives provides a more nuanced view of the educational system than any one measure in isolation. To give a comprehensive analysis of student outcomes the authors begin with simple analyses of trends both in California and in the nation as a whole. This provides a starting point for understanding where California stands relative to the nation. Where the data allow, they augment that analysis by investigating how outcomes, in both California and nation, differ by race/ethnicity and the socioeconomic status of the students the district serves.
Bobbing for Bad Apples: Accreditation, Quantitative Performance Measures, and the Identification of Low-Performing Colleges. CEPA Working Paper No. 18-17
Author: Klasik, Daniel
Date: 2018-08-00
Type: Reports - Research
Subjects: Colleges,School Effectiveness,Accreditation (Institutions),Identification,Sanctions,Statistical Analysis,Institutional Evaluation,Outcome Measures,Benchmarking

Recent trends in higher education have increased interest in improving accountability in U.S. higher education beyond current accreditation practices. Many proposed solutions include using quantitative-performance measures like graduation and default rates to assess performance, but questions remain about how such a system could fit-in with existing accreditation efforts. Using a unique dataset of accreditation actions, we examine the relationship between outcomes of the current accreditation system with those of a hypothetical quantitative evaluation system. We find that schools facing accreditation sanctions are, on average, low-performing on the quantitative outcomes. However, using prior accreditation actions to set quantitative-performance benchmarks results in a substantial portion of the higher education sector being implicated. These results suggest that quantitative-performance systems and qualitative accreditation efforts assess distinct, complementary types of institutional quality. We conclude with a consideration of how the two might be used together and a discussion of concerns about data and equity. [Paper will be published in the &quot;Journal of Higher Education.&quot;]
Institutional Research Capacity: Foundations of Federal Data Quality. Envisioning the NationalPostsecondary Data Infrastructure in the 21st Century
Author: Swing, Randy L.
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Institutional Research,Information Utilization,Higher Education,Data Collection,Colleges,Universities,Quality Assurance,Accuracy,Educational Policy,Decision Making

The need for data-informed decisions is not limited to national policy, state systems, or senior leadership of postsecondary institutions. Decisions that impact the achievement of higher education missions are also made by students, faculty, frontline staff, and program administrators--all of who deserve data and information to support their decisions. Foundational to effective decision support is the quality of data inputs and analytics provided by each college's or university's institutional research (IR) function. There is wide agreement that variations in higher education organizations complicate efforts to collect uniform data on institutions and the students they serve. Yet federal and state policies must be informed by data that accurately describe the totality of U.S. higher education arrangements. This paper series provides highlights and details of how improvements to collection of national and state postsecondary data could be undertaken. This specific paper focuses on institution-level data capacity to prepare and report data as the foundation of existing and proposed data collections. As efforts are undertaken to improve state and national data systems, attention must be given to improving institution-level data capacities to ensure the quality of the data that enter the data ecosystem. This paper calls for the development of institution-level data strategies that are foundational to all levels of the ecosystem, including students, institutions, states, and federal agencies. This paper acknowledges the state and federal interests in the college/university IR function--its resources and leadership--because IR is a core part of the ecosystem of postsecondary data. As such, there are roles at the institution, state, and national levels in establishing individual and overall data strategies to align and coordinate existing and future data collections. This paper is part of the larger series &quot;Envisioning the National Postsecondary Data Infrastructure in the 21st Century.&quot; In August 2015, the Institute for Higher Education Policy (IHEP) first convened a working group of national postsecondary data experts to discuss ways to move forward a set of emerging options for improving the quality of the data infrastructure in order to inform state and federal policy conversations. The resulting paper series presents targeted recommendations, with explicit attention to related technical, resource, and policy considerations.
Examining Access and Achievement Gaps. Making Good on the Promise
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Vocational Education,Access to Education,Equal Education,Secondary Education,Postsecondary Education,Data,Information Utilization,Achievement Gap,Accountability,Access to Information,Outcomes of Education,Public Schools,Community Colleges

Throughout history, a disproportionate number of learners have been tracked into terminal vocational programs based on their race, income, gender and disability, leading to jobs with uncertain promise of economic growth and prosperity. While the quality of Career Technical Education (CTE) programs has significantly improved since then, many learners cannot access high-quality CTE programs of study that prepare them for success in postsecondary education and their future careers. This is the second brief in the &quot;Making Good on the Promise&quot; series, which examines equity in CTE. The brief lays out a strategy for state and local policymakers to confront historical inequities by using data to examine and address gaps. It examines promising strategies from states that are using data to better understand where and how learners are being under-served, identify root causes and disrupt historical inequities. [This brief was developed through the New Skills for Youth Initiative, a partnership of the Council for Chief State School Officers, Advance CTE, and Education Strategy Group. For the first brief in the &quot;Making Good on the Promise&quot; series, see ED592252.]
Bias in Online Classes: Evidence from a Field Experiment. CEPA Working Paper No. 18-03
Author: Baker, Rachel
Date: 2018-03-00
Type: Reports - Research
Subjects: Racial Bias,Gender Bias,Online Courses,Equal Education,Postsecondary Education,Computer Mediated Communication,Teacher Response,Instructional Design,College Faculty,College Students,Teacher Student Relationship,Learner Engagement,STEM Education,Social Discrimination,Peer Relationship

While online learning environments are increasingly common, relatively little is known about issues of equity in these settings. We test for the presence of race and gender biases among postsecondary students and instructors in online classes by measuring student and instructor responses to discussion comments we posted in the discussion forums of 124 different online courses. Each comment was randomly assigned a student name connoting a specific race and gender. We find that instructors are 94% more likely to respond to forum posts by White male students. In contrast, we do not find general evidence of biases in student responses. However, we do find that comments placed by White females are more likely to receive a response from White female peers. We discuss the implications of our findings for our understanding of social identity dynamics in classrooms and the design of equitable online learning environments.
Understanding the Equity Challenge in CTE. Making Good on the Promise
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Vocational Education,Access to Education,Equal Education,Educational History,Educational Discrimination,Disproportionate Representation,Social Bias,Diversity (Institutional),Labor Force,Secondary Education,Postsecondary Education

Throughout history, a disproportionate number of learners have been tracked into terminal vocational programs based on their race, income, gender and disability, leading to jobs with uncertain promise of economic growth and prosperity. While the quality of Career Technical Education (CTE) programs has significantly improved since then, many learners cannot access high-quality CTE programs of study that prepare them for success in postsecondary education and their future careers. This is the first brief in the &quot;Making Good on the Promise&quot; series, which examines equity in CTE. The brief attempts to confront the negative aspects of CTE's legacy and define the key challenges learners face today. It draws on research and historical data to paint a picture of CTE's conflicted history and the opportunity it can provide. [This brief was developed through the New Skills for Youth Initiative, a partnership of the Council for Chief State School Officers, Advance CTE, and Education Strategy Group. For the second brief in the &quot;Making Good on the Promise&quot; series, see ED592250.]
The Landscape, Framework, and Strategies for Managing &amp; Mitigating Risk. APPA Thought Leaders Series 2018
Author: APPA: Association of Higher Education Facilities Officers, Center for Facilities Research (CFaR)
Date: 2018-00-00
Type: Reports - Research
Subjects: Risk Management,Campuses,Facilities Management,Higher Education,Educational Facilities,Income,Educational Finance,Investment,Reputation,Health,School Safety,Educational Innovation,Social Change,Risk,Opportunities,Risk Assessment

The 2018 Thought Leaders report focuses on &quot;The Landscape, Framework, and Strategies for Managing &amp; Mitigating Risk.&quot; The report looks at enterprise risk management (ERM) from both a campus-wide perspective as well as how risks affect the facilities organization in its support of the institution. In assessing all types of risks to the institution--strategic, financial, operational, compliance, and reputational--the Thought Leaders symposium participants identified six major risk areas that must be considered for their campuses: (1) Revenue and investments; (2) Brand and reputation; (3) Health and safety; (4) Innovation; (5) Facilities; and (6) Changing political/cultural environment. [For the 2017 report, &quot;Transforming Facilities to Achieve Student Success. APPA Thought Leaders Series 2017,&quot; see ED581285.]
Changing Demographics of Dual Language Learners and English Learners: Implications for School Success. Social Policy Report Brief. Volume 31, Number 2
Author: Bridgman, Anne
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Bilingualism,English (Second Language),Second Language Learning,Accountability,Civil Rights,Achievement Gap,Federal Legislation,English Language Learners,Language Proficiency,Public Policy,Teaching Methods,Classification,Elementary Secondary Education,Futures (of Society),Socioeconomic Influences,Educational Policy,Student Diversity,Second Language Instruction,Native Language,Literacy

An estimated one in five school-age children in the United States speaks a language other than English in the home, and roughly half of these children are emerging bilingual students or English learners (ELs) when they enter school. Effectively educating children who are learning English as their second language is a national challenge with consequences for individuals and society. Despite their potential and the assets they bring to the classroom, many children and adolescents learning English struggle to meet the requirements for academic achievement. A large gap in educational achievement and attainment exists between ELs and their monolingual English peers. To support academic success, we must consider the demographic diversity of DLLs and ELs and the implications of the 2015 Every Student Succeeds Act (ESSA). Concerns have emerged about the possible implications for the legal rights of ELs to an appropriate education because of the greater state flexibility in accountability and greater local flexibility in assessing and reclassifying students, both of which can affect student learning. States must articulate rules for how students will progress toward English language proficiency; districts have responsibility for identifying and assessing ELs, and planning for their instruction. This brief summarizes a longer Social Policy Report by Harriett D. Romo, [Professor of Sociology; Director, University of Texas at San Antonio (UTSA) Child &amp; Adolescent Policy Research Institute; Director, UTSA Mexico Center]; Kevin J. A. Thomas, [Associate Professor of Sociology, Demography, and African Studies], Pennsylvania State University; and Eugene E. Garcia, [Professor Emeritus], Arizona State University. The report is drawn from the National Academies of Sciences, Engineering, and Medicine's 2017 publication, &quot;Promoting the Educational Success of Children and Youth Learning English: Promising Futures&quot; (the &quot;Promising Futures&quot; report). View the full &quot;Social Policy Report&quot; and References at www.srcd.org.
Defining Institutional Research: Findings from a National Study of IR Work Tasks. A Focus on Senior IR/IE Leaders
Author: Lillibridge, Fred
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Institutional Research,Definitions,Leadership,Research Directors,Occupational Information,Accreditation (Institutions),Educational Assessment,Research Committees,Data Collection,Data Analysis,Information Dissemination,Researchers,Research Administration,Technology,Strategic Planning,Program Development

The Association for Institutional Research (AIR) is engaged in a variety of efforts to document the current state of institutional research. In 2012, the Association initiated a critically important effort to identify the tasks involved in the work of institutional research (IR) across all titles and variations represented in its membership. This work was led by long-term AIR member and Past President Fred Lillibridge, Emeritus Associate Vice President for Accreditation, Compliance, and Planning at Doña Ana Community College. The questions that guided this inquiry included: What skills and abilities do search committees seek when hiring institutional researchers? What tasks are included in AIR members' work? How much is what institutional researchers do worth? The primary goal of this project was to produce an inventory of tasks involved in the work of institutional research (IR) across all titles and variations represented in the AIR membership. The tasks included in this report were submitted by AIR members. The subsequent pages of this report reflect findings about the degree to which senior IR/IE officers perform the tasks examined in this study.
How the Threat of Deportation Affects Children in Latino Immigrant Families. Social Policy Report Brief. Volume 31, Number 3
Author: Bridgman, Anne
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Hispanic Americans,Public Policy,Law Enforcement,Immigration,Mental Disorders,Health Conditions,Undocumented Immigrants,Child Development,Child Safety,Fear,Family Relationship,Anxiety,Risk,Access to Education,Government Role,Neurosciences,Violence

Research tells us that children need safe, nurturing, predictable environments to developing a healthy way and to thrive. Yet with recent changes in immigration policies and increased enforcement activities, children of undocumented parents, many of whom are U.S. citizens, increasingly live in fear that family members may be arrested, incarcerated, or deported. Research suggests that exposure to circumstances that produce such persistent fear and chronic anxiety entail significant risk for adverse long-term outcomes. Such adversities in childhood are powerful predictors of health conditions and early-onset mental illness. This brief summarizes &quot;Applying a Community Violence Framework to Understand the Impact of Immigration Enforcement Threat on Latino Children. Social Policy Report. Volume 31, Number 3&quot; (ED595492).
Preschoolers&apos; Alphabet Learning: Cognitive, Teaching Sequence and English Proficiency Influences
Author: Roberts, Theresa A.
Date: 2019-02-01
Type: Reports - Research
Subjects: Preschool Children,Alphabets,Learning Processes,Language Proficiency,Phoneme Grapheme Correspondence,Phonemic Awareness,Phonological Awareness,Paired Associate Learning,Orthographic Symbols,Articulation (Speech),Low Income Students,Bilingualism,Outcomes of Education,Bilingual Students,English Language Learners

This study addressed two areas of inquiry: 1) the influence of enlisting three underlying cognitive learning processes (CLPs) in alphabet learning, and 2) order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist Paired Associate Learning (PAL) only, PAL plus Orthographic Learning (OL), or PAL plus Articulatory Learning (AL). Subjects were 94 preschool children in eight public preschool classrooms with low-income eligibility thresholds, including 35 dual language learners (DLLs). Children were randomly assigned within classroom to small groups that were randomly assigned to one of the three treatments, and one of two orders in which letter names and sounds were taught. Research assistants provided 10 weeks of instruction, 15 minutes/day, for four days/week. All children in the three treatments made significant growth from pretest to posttest on all measures of alphabet learning. Children in the PAL only condition had significantly higher gains than the sample average on four of five alphabet measures. Posthoc tests showed that PAL only significantly outperformed the other two conditions on four of the five measures, but only for native English-speaking children. No evidence of differences among treatments was found for DLL children. Additionally, there was no main effect for order of name or sound instruction, although teaching sounds before names was statistically significantly better in the PAL only treatment. Findings support explicit alphabet instruction emphasizing the relationship between verbal letter labels and letter forms that enlists PAL processes. [This paper will be published in &quot;Reading Research Quarterly.&quot;]
Students&apos; Views about Computer Use: Interviews with 8th Graders
Author: Sahin, Sami
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Grade 8,Elementary School Students,Computer Use,Access to Computers,Internet,Computer Attitudes,Foreign Countries,Social Life,Influence of Technology

We aimed to explore 8th grade students' computer use in this research. We carried out the research at Yasar Dogu Elementary School in Kavak, a district of Samsun province in Turkey. We implemented semi-structured interviews to collect the data. We selected our sample from among volunteers of 3 different classes, striving to select students with different characteristics. Our study group consisted of 3 girls and 4 boys. We recorded interviews with a video camera. We found that students have Internet access in the home; they learn to use computers from their family members and relatives; they think computers positively affect their social lives; they mostly use computers on recreational days; they mostly use computers for fun, although they also do homework and online assignments with computers and the Internet; they do not follow any electronic media or publications; and they think that only their mothers lack knowledge about computers among the family members.
Visual Representation of Social Actors in ELT Nursery Rhymes
Author: Atai, Mahmoodreza
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Nursery Rhymes,Discourse Analysis,Textbooks,Global Approach,Illustrations,Content Analysis,Religion,Race,Gender Differences,Whites,Physical Characteristics,Blacks,Elementary School Students,Secondary School Students,Foreign Countries

With the advent of globalization, especially in its third phase (see Robertson, 2003), global relations of domination have undermined abuse of power at national and local levels (Fairclough, 2001). Global ELT textbooks, as corollaries of the globalization process, are not immune to the embedment of discriminatory discourses, as various studies have shown (see for example, Gray, 2010, 2012; Babaii and Sheikhi, 2017). On the other hand, a social actor analysis of verbal and visual discourse will contribute significantly to the disclosure of discriminatory discourses (see van Leeuwen, 2008; Hart, 2014). The current study, therefore, reduces the gap in research on ideology of ELT materials by probing into the nursery rhymes in children and young-adult ELT textbooks. Visual representation of social actors in the images accompanying nursery rhymes in &quot;Magic Time&quot;, &quot;English Time&quot;, &quot;Let's Go&quot; and &quot;Family and Friends&quot; were, thus, examined, using van Leeuwen's (2008) framework. Regarding results, the most frequent exclusionary discourses in the corpus included religion, nationality, race, and gender respectively. Significantly, it was found that monochromatic depiction of social actors constituted a strategy for the discursive construction of otherness in &quot;Family and Friends.&quot; Additionally, a process, called &quot;whitenization of blacks&quot; in the terminology of the current study, was found to be at work in which blacks were depicted as having the facial features of whites.