ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying High School Freshmen with Signs of Emotional or Academic Risk: Screening Methods Appropriate for Students in Accelerated Courses
Author: Suldo, Shannon M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Screening Tests,Identification,At Risk Students,High School Freshmen,Advanced Placement Programs,Mental Disorders,Symptoms (Individual Disorders),Stress Variables,Academic Achievement,Grade 9,Emotional Problems,Reliability,Satisfaction,Grades (Scholastic),Positive Behavior Supports,Acceleration (Education),Academically Gifted

High school freshmen in accelerated courses have known risk and resiliency factors that should be considered within systematic efforts to monitor and promote student academic and emotional well-being. This study created and evaluated a multi-method approach to identify students in Advanced Placement (AP) or International Baccalaureate (IB) courses with signs of risk mid-year in terms of stress, affective engagement, and academic performance. A total of 304 ninth grade students enrolled in AP/IB coursework and five AP/IB teachers at two public high schools in a Southeastern state took part in the screening. Using the researcher-developed screening approach, a total of 117 students (38.5%) met criteria for risk in at least one academic or emotional area. These results were compared to those obtained using a teacher nomination form, which had been developed collaboratively by the teachers and researchers, that specified signs of emotional and academic risk. The teacher nomination procedure resulted in the identification of 39.3% of the at-risk student population (average sensitivity rate = 35.7% across teachers). Sensitivity of teacher nominations was higher when identifying academic risk (average = 59.9%) as compared to emotional risk (average = 27.9% and 39.6% of students with low school satisfaction and high stress, respectively). Findings support the collection of data from students (surveys of stress and school satisfaction) and school records (course grades) when identifying AP/IB students to consider for targeted services within a multi-tiered system of supports. [This paper was published in &quot;School Mental Health&quot; v11 p210-227 2019 (EJ1229729).]
Detection of Item Preknowledge Using Response Times
Author: Sinharay, Sandip
Date: 2019-11-19
Type: Reports - Research
Subjects: Test Items,Cheating,Reaction Time,Identification,Educational Testing,Statistical Analysis,Statistical Distributions

Benefiting from item preknowledge (e.g., McLeod, Lewis, &amp; Thissen, 2003) is a major type of fraudulent behavior during educational assessments. This paper suggests a new statistic that can be used for detecting the examinees who may have benefitted from item preknowledge using their response times. The statistic quantifies the difference in speed between the compromised items and the non-compromised items of the examinees. The distribution of the statistic under the null hypothesis of no preknowledge is proved to be the standard normal distribution. A simulation study is used to evaluate the Type I error rate and power of the suggested statistic. A real data example demonstrates the usefulness of the new statistic that is found to provide information that is not provided by statistics based only on item scores. [This is the in press version of an article published in &quot;Applied Psychological Measurement.&quot;]
Lessons Learned from the Investing in Innovation Program
Author: Campbell, Neil
Date: 2019-11-05
Type: Reports - Descriptive
Subjects: Educational Innovation,High Schools,High School Students,Intervention,Grants,At Risk Students,Student Characteristics,Student Development,Federal Legislation,Federal Aid,Educational Research,Evidence Based Practice

In 1998, Angela Jerabek, a guidance counselor at a high school outside Minneapolis, grew frustrated watching too many ninth-graders fail courses year after year. Her principal encouraged her to come up with a new strategy to address the problem, knowing that failed classes too often lead students to drop out of high school. By the next school year, Jerabek had developed Building Assets, Reducing Risks (BARR)--a research-based program that &quot;empowers educators to analyze real-time data and build upon individual strengths to support academic, social, and emotional success for every student.&quot; Despite resounding and impressive success at Jerabeck's St. Louis Park High School for more than a decade, the program did not expand beyond that one school. In 2010, when BARR won a grant from the first Investing in Innovation (i3) competition, that changed as the program expanded to a suburban Los Angeles high school and two rural high schools in Maine. Nine years after receiving its first i3 grant, Building Assets, Reducing Risks is now the first program to have climbed through all three levels of the i3 competition. This issue brief speaks to a need in the United States to increase investments in educational research and development, and maintains that the i3/Education Innovation and Research (EIR) model can continue to play a part in identifying, evaluating, and scaling promising innovations. [This issue brief is part of the Moonshot for Kids project, a joint initiative from the Center for American Progress and the Thomas B. Fordham Institute.]
The Changing Face of Postsecondary Students. CLASP Priorities for the Higher Education Act
Author: García, Rosa M.
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Minority Group Students,Enrollment Trends,Undergraduate Students,Disproportionate Representation,Educational Attainment,Inclusion,Higher Education,Educational Legislation,Federal Legislation,Undocumented Immigrants,Access to Education,Young Adults

In recent years, historically underrepresented students have become a larger segment in higher education. Higher Education Act (HEA) reauthorization is an opportunity to increase educational attainment levels; close equity gaps and address racial disparities in student outcomes; and ensure the federal government, states, and institutions transform their policies and practices to respond to changing demographics. This fact sheet, by Rosa García, states why the reauthorization of the Higher Education Act (HEA) must address the needs of students of color and immigrant youth.
Child Care and Early Education Equity: A State Action Agenda
Author: Schmit, Stephanie
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: State Policy,Early Childhood Education,Child Care,Educational Quality,Child Development,Well Being,Low Income Groups,Racial Differences,Ethnicity,Leadership Responsibility,Policy Formation,State Aid,Certification,Nutrition,Food,Early Intervention,Preschool Education,Home Visits,Grants,Poverty,Access to Education

This brief outlines the important role state policymakers can play to ensure equity in their states' early education efforts. High-quality child care and early education is critical for child development and family economic security--and it can have a particularly positive impact on the wellbeing of families with low incomes. CLASP's action agenda describes key state early education programs, significant challenges such as racial disparities and underinvestment, and recommendations for how state leaders can meaningfully improve policies and programs.
Special Populations in Perkins V State Plans: Guidance for States
Author: Lufkin, Mimi
Date: 2019-10-11
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Vocational Education,Equal Education,Statewide Planning,Program Administration,State Programs,Program Implementation,Educational Finance,Accountability,Educational Quality,Disproportionate Representation,Special Needs Students

Passage of the &quot;Strengthening Career &amp; Technical Education for the 21st Century Act&quot; (Perkins V), which reauthorizes federal legislation funding career and technical education (CTE), brings the opportunity to improve the quality and accessibility of CTE for adults with low incomes; English learner adults; out-of-school youth; and adults with barriers to obtaining family-sustaining jobs. If implemented well, high-quality CTE programs of study that prepare students for high-skill, high-wage, in-demand careers can serve as an equity lever and pathway to economic and social mobility. This brief by Mimi Lufkin outlines factors states should consider to advance equity as they embark on the development of their Perkins V state plans.
State Strategies for Addressing College Students&apos; Basic Needs
Author: Walizer, Lauren
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: College Students,Student Needs,Leadership Responsibility,Cooperation,Goal Orientation,Policy Formation,Educational Policy,Higher Education,Agency Cooperation,Social Services,Nongovernmental Organizations,Labor Force Development,Paying for College,Hunger,Access to Health Care,Food,Housing,State Government,Government Role

Across the country, governors and other state officials understand the vital role college plays in workforce preparation to increase the competitiveness of their state economies. However, neither students' and families' incomes nor Pell Grants and other student aid have kept up with the cost of college, making affordability a significant barrier to college completion and successful entry into the workforce. In fact, college students struggle to afford costs beyond tuition -- too often they struggle to meet their basic needs for housing, food, and health care. Key support programs like Medicaid, Supplemental Nutrition Assistance Program (SNAP), child care subsidies, and Temporary Assistance for Needy Families (TANF) provide financial or other supports that could help students and their families meet those needs. States have limited flexibility to alter and improve some public benefit rules in order to improve student access to these programs. This brief by Lauren Walizer discusses what CLASP has learned from working with states to enact such changes and develop a comprehensive and collaborative strategy to dedicate themselves to this work long-term.
Leveraging Public Benefits to Improve States&apos; Postsecondary Access and Completion
Author: Duke-Benfield, Amy Ellen
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Low Income Students,State Policy,Educational Policy,Social Services,Access to Education,Postsecondary Education,Graduation,Student Needs,Hunger,Employment Services,Family Programs,Welfare Services,Federal Programs,Federal Aid,Child Care,Block Grants,Grants,Health Insurance,Tax Credits,College Students,Eligibility

This report--written by Amy Ellen Duke-Benfield and Brian Sponsler--provides an overview of current public benefit policies and encourages states to look beyond traditional financial aid sources and free college programs to better support student success among students with low incomes. The brief calls for adopting states to adopt policies that streamline access to public benefit programs such as Supplemental Nutrition Assistance Program (SNAP), SNAP E&amp;T (Employment &amp; Training), Temporary Assistance for Needy Families (TANF), and child care assistance to increase postsecondary attendance and completion among students with low incomes.
Connections to Work. CLASP Priorities for the Higher Education Act
Author: García, Rosa M.
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Low Income Students,Education Work Relationship,Educational Legislation,Federal Legislation,Higher Education,Career Development,Postsecondary Education,Minority Group Students,Labor Force Development,Federal Aid,Grants,Eligibility,Labor Legislation

In today's globally competitive economy, low-income students, students of color, opportunity youth, and adult learners need a postsecondary education and work-based learning opportunities to secure family-sustaining jobs and careers. Since the Great Recession, the economy has added 11.6 million jobs. Ninety-nine percent of them have gone to workers with at least some college education. People without postsecondary credentials will have greater difficulty accessing good jobs in the future. Millions of college students do not fit the &quot;traditional&quot; student profile of a full-time student transitioning directly from high school to a four-year college or university. These students are often juggling work and/or family obligations and need flexible schedules and high-quality education delivery systems that meet their needs. The Higher Education Act (HEA) can promote connections to work by supporting linkages to career pathways that help low-income youth and adults obtain postsecondary credentials that lead to family-sustaining jobs with the potential for career advancement. This fact sheet, by Rosa García, states Center for Law and Social Policy, Inc.'s (CLASP's) priorities in connecting low-income students to good jobs and careers through the reauthorization of the Higher Education Act (HEA).
Debt-Free College: Principles for Prioritizing Low-Income Students
Author: García, Rosa M.
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Low Income Students,Paying for College,Debt (Financial),Minority Group Students,Undocumented Immigrants,Policy Formation,Access to Education,Eligibility,Associate Degrees,Bachelors Degrees,Nontraditional Students,Investment,Federal State Relationship,Work Experience Programs,Educational Equity (Finance),Public Colleges

This brief on debt-free college by Rosa García looks at federal and state policies through an anti-poverty, racial equity lens. The brief calls on federal and state lawmakers to prioritize low-income students, students of color, and immigrants in federal-state partnerships and College Promise programs by ensuring that low-income students can attain postsecondary credentials without incurring student loan debt.
Feasibility Study of Assessing the Supply and Demand for Educators in Maine
Author: Johnson, Amy F.
Date: 2019-12-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Teacher Shortage,Teacher Certification,Needs Assessment,Teacher Employment,Noninstructional Responsibility,Administrators,Specialists,Paraprofessional School Personnel,Allied Health Personnel,Secondary School Science,Secondary School Mathematics,Social Studies,English Instruction,Second Language Instruction,Special Education,English Teachers,English (Second Language)

Like most states, Maine is facing staffing shortages. Recent Maine Education Policy Research Institute (MEPRI) studies have documented--both quantitatively and qualitatively--some of the challenges that schools face in filling teacher positions. In this report the authors focus on the supply of educators and assess the feasibility of using administrative data from the certification system to identify shortage areas. Specifically, they combine certification and staff data to quantify the number of certificate holders who are working in their endorsement area, working in education outside of their endorsement area, or not working in Maine's education sector (i.e. potentially available for hire) to get a rough sense of demand and supply. They give special attention to teacher shortage areas including math, science, special education, world languages and English language acquisition.
2015 National Freshman Attitudes Report for Four-Year and Two-Year Institutions. Tenth Annual National Research Study
Author: Ruffalo Noel Levitz (RNL)
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,Student Attitudes,Student Surveys,National Surveys,First Generation College Students,Learner Engagement,Self Efficacy,Mathematics Skills,Student Motivation,Hispanic American Students,Asian American Students,Scientific Literacy,Racial Differences,Gender Differences,Study Habits,Academic Persistence,Two Year College Students,Educational Attitudes,Age Differences,Help Seeking,Career Development,Student Characteristics,Career Counseling,Money Management,Community Colleges,Public Colleges,Private Colleges

This annual report from Ruffalo Noel Levitz goes beyond the usual metrics of standardized test scores and high school transcripts to explore a wide range of non-cognitive attitudes and motivations that influence student retention and college completion rates. The report is based on student survey responses drawn from a sizable sample of incoming undergraduates in 2014. Highlights from findings include: (1) First-generation incoming freshmen tend to experience greater enjoyment in going to college, but their verbal confidence tends to trail behind the verbal confidence of non-first-generation freshmen; (2) Incoming freshmen age 25 and above tend to be less confident in their math skills compared to traditional-age freshmen, but tend to be more tolerant of other students' opinions; (3) Hispanic incoming freshmen tend to bring a higher commitment to their educational goals, while incoming Asian freshmen tend to bring a better grasp of scientific ideas, compared to freshmen from other racial/ethnic groups; (4) Male incoming freshmen tend to bring less determination to finish college and weaker study habits compared to female incoming freshmen; and (5) Incoming freshmen at two-year institutions have an almost equal desire to finish college as freshmen at four-year institutions. In addition, freshmen at two-year institutions tend to feel more confident with learning new vocabulary. [For &quot;National Freshman Attitudes Report, 2014: Special Focus on Career Decision-Making toward the Goal of College Completion. Ninth Annual National Research Study,&quot; see ED570985.]
National Student Satisfaction and Priorities Report. 2015-16 National Research Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2016-00-00
Type: Reports - Research
Subjects: Student Satisfaction,College Students,Two Year College Students,Community Colleges,Public Colleges,Private Colleges,Enrollment Influences,Student Financial Aid,Academic Advising,College Environment,College Choice,Student Attitudes,Tuition,Paying for College

This national report reflects the current state of college student satisfaction at four-year institutions, two-year public colleges, and career and private institutions. It examines the satisfaction and priorities of more than 578,000 college students across the United States. The report details what students identified as their biggest issues with their college experience, as well as positive trends in student satisfaction. Topics include: (1) Trends in overall student satisfaction and likelihood to re-enroll; (2) Factors that influenced student enrollment; (3) The value of college tuition; (4) Student satisfaction with financial aid and billing; (5) The importance of academic advising services; and (6) Perceptions of campus climate. Campuses can use this report to understand the current frustrations of college students and identify ways to address perception issues among students. This report identifies the top concerns of students by educational sector, while also offering recommendations for addressing those concerns.
Sex Education Standards across the States
Author: Shapiro, Sarah
Date: 2018-05-09
Type: Reports - Descriptive
Subjects: Sex Education,Public Schools,Comprehensive School Health Education,State Standards,Course Content,Interpersonal Relationship,State Legislation

State sex education standards in public schools vary widely. According to a study from the National Institutes of Health, only about half of adolescents receive school instruction about contraception before they first have sex. Only 20 states require information on condoms or contraception, and only 20 states and the District of Columbia require sex and/or HIV education to be medically, factually, and technically accurate. Meanwhile, 27 states require lessons that stress abstinence, and 18 states require instruction that teaches students to engage in sexual activity only within marriage. This issue brief describes the current state of sex education standards, with a particular focus on the inclusion of consent and the development of healthy relationships in states' instruction standards.
Momentum Is Building to Modernize Sex Education
Author: Brown, Catherine
Date: 2019-05-29
Type: Reports - Research
Subjects: Sex Education,State Standards,State Legislation,Comprehensive School Health Education,Sexuality,Interpersonal Relationship,LGBTQ People,Educational Change,Curriculum,Information Technology,Course Content,Telecommunications,Safety

Far too often, young people do not receive honest and clear information about how to ask for and receive consent and how to promote healthy intimate relationships. Last May, the Center for American Progress (CAP) published an issue brief highlighting that, of the 24 states that mandate sex education, only 11 states and Washington, D.C., included references to healthy relationships, consent, or sexual assault in their sex education standards. Since then, momentum has grown to modernize sex education standards. Although CAP's previous brief explored only the 24 states with mandated sex education, progress has occurred in additional states, so this brief considers all of the United States. Last year, for example, six states--Colorado, Illinois, Maryland, Missouri, Oklahoma, and Rhode Island--added language about consent or healthy relationships to their standards. Other states are taking additional steps to modernize their standards by making instruction LGBTQ-inclusive or adding information about the consequences of sharing explicit images online or through text message. This issue brief first outlines the shifting landscape of sex education in the United States and then highlights how students and newly elected female lawmakers are leading the way on this issue. [For the earlier brief, &quot;Sex Education Standards Across the States,&quot; see ED602826.]