ethanporcaro/eric-fulltext-meta huggingface dataset:
Co-Design, Co-Delivery, and Co-Validation: Creating High School and College Partnerships to Increase Postsecondary Success
Author: Vargas, Joel
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Grade 12,Educational Change,College Readiness,College School Cooperation,High Schools,Postsecondary Education,Colleges,Partnerships in Education,Educational Practices,Evaluation Methods,Barriers,Elementary Secondary Education,Design,Delivery Systems,Career Readiness,Capacity Building,Educational Methods,Educational Finance,Educational Improvement

The focus of this paper--and the series of which it is a part--is on improving student learning during the crucial period spanning grade 12 and the first year of college in order to build momentum for college success. In the introductory paper to this series, &quot;Why 12th Grade Must Be Redesigned Now--and How,&quot; Jobs for the Future names this period the &quot;transition zone&quot; and argues that it is time for high schools and colleges to consider taking joint responsibility for the college and career readiness of students during these two years. This series suggests a &quot;shared transition zone,&quot; in which secondary and postsecondary education systems and institutions would collaborate in key ways to bridge existing gaps and substantially increase the percentage of youth prepared for college and careers. While high schools and colleges have their own distinct roles in educating students--and are trying to make improvements in their respective systems--their shared interest in student success comes closest to converging at the end of high school and the beginning of college. The needs of young people leaving one institution and entering another are quite similar, but the leaps in academic and cultural expectations are quite large. We suggest that it is at this juncture where sharing responsibility for the same students in a shared transition zone can have a greater effect than acting apart. In this paper, the authors outline the principles of co-design, co-delivery, and co-validation that must guide the new partnerships between high school and college campuses and systems to raise college readiness and success. They describe the practices of exemplary partnerships around the country and suggest policies to promote the development of more partnerships that can spread this innovative work. [For the first paper in this series, &quot;Why 12th Grade Must Be Redesigned Now--and How,&quot; see ED560768.]
From Accountability to Prevention: Early Warning Systems Put Data to Work for Struggling Students
Author: O'Cummings, Mindee
Date: 2015-05-00
Type: Reports - Research
Subjects: Dropout Prevention,At Risk Students,Leadership,Empowerment,Middle Schools,High Schools,School Districts,Access to Information,Educational Indicators,Educational Administration,Data,Program Implementation,Accountability,Prevention

Educators at all levels care deeply about helping students succeed academically, graduate on time, and emerge from school well prepared for college and careers. Today's emphasis on holding schools accountable for failure--while necessary--is at best a means to an end. Findings from local and statewide accountability systems can help state education agencies (SEAs) direct funding and other resources to the lowest performing schools, where needs are great. However, struggling students exist in all schools and districts, not only those that fall short of performance thresholds. Schools need ways to identify these students long before their difficulties derail their hopes for graduation and beyond. More state, district, and school leaders are now realizing that the same data they collect for accountability measures also can be used to improve instruction and support better outcomes for students. Early warning systems (EWS) offer a way to use available data to identify students at risk and drive targeted interventions that help them get back on track. Early warning system research originated in districts such as Chicago and Philadelphia (e.g., Allensworth &amp; Easton, 2005; Allensworth &amp; Easton, 2007; Balfanz &amp; Herzog, 2005; Neild &amp; Balfanz, 2006; Neild, Balfanz &amp; Herzog, 2007). However, more than a decade of student-level data collection has prompted growing interest in early warning systems among state policymakers and leaders as well. This issue paper includes lessons learned from more than seven years of working with individual schools, school districts, and state education agencies as they design, develop, implement, and refine early warning systems. It also provides practical lessons for educators at all levels and backgrounds--whether considering starting a statewide EWS for the first time or revisiting the structure of practices at a school that has been implementing an EWS process for many years, valuable insights and considerations can be found. Lessons are grouped by levels that include schools, districts, and states. [This report was developed by the American Institutes for Research Early Warning Systems in Education team.]
Reasons behind Young Learners&apos; Learning of Foreign Languages
Author: Akçay, Aslihan
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Preadolescents,Private Schools,Learning Motivation,Content Analysis,Interviews,Spanish,French,Russian,Language Usage,Emotional Response,Foreign Countries,Student Attitudes

English has become a compulsory lesson starting at the second grade in Turkey while younger learners are growingly introduced to it at earlier ages through various pre-schools, day-care programs and private courses. This descriptive study focuses on young learners' self-reported reasons for learning English and other foreign languages. Twenty children (11-12 year-olds) who have been studying for over two years at a private language school in Antalya participated in the study through structured face-to-face interview questions. After completing the recordings, the data were transcribed and translated into English. Content analysis was used to analyze the data. Results of the study have shown that students want to learn Spanish as a foreign language after English. In addition to these languages, French and Russian were counted as the languages students wanted to learn as foreign languages. This study also found that the participants were mostly extrinsically motivated as learners. It is also noteworthy that young learners who participated in the study used an emotional language while describing the language(s) they were learning or while mentioning their reasons for studying these languages. Although the study is limited to a small group of young learners, it is important in that it is one of the first studies in the field and within the context of our country.
Differentiated Technical Assistance for Sustainable Transformation. Technical Assistance Brief #2
Author: McCart, Amy
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Technical Assistance,Educational Change,Sustainability,Change Strategies,Facilitators (Individuals),Coaching (Performance),Teamwork,Educational Resources,Planning,Data Analysis,Objectives,Transformative Learning

Schoolwide Integrated Framework for Transformation (SWIFT) Center's technical assistance process supports states, districts, and schools as they become excellent and equitable teaching and learning environments for &quot;all&quot; students. Each school with support from its district begins this process from its own starting point and travels its own path to create and sustain fully integrated learning environments. SWIFT differentiates its technical assistance using six evidence-based practices. These practices are briefly described here: Visioning, Data Snapshots, Priority and Practice Planning, Resource Mapping and Matching, Transformation Teaming, and Coaching and Facilitation.
Creating Meaningful Change in Education: A Cascading Logic Model. Scaling-Up Brief. Number 6
Author: Blase, Karen
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Change Strategies,Educational Change,Logical Thinking,Models,Teaching Methods

Creating meaningful change in a state's education system from the capitol to the classroom is complex and challenging work. Over the past several decades, considerable research, policy, and funding have focused on the use of evidence-based programs (EBP) in schools. However, these practices only are effective when fully and effectively implemented by teachers in the classroom, so all students can benefit. One may ask, how can a State Education Agency (SEA) actively promote and support organizational and systems change and assess the effects of change on a large scale? The answer may lie in a logic model informed by implementation science and characterized by multi-level supports that interact. The Cascading Logic Model helps states define and operationalize the infrastructure needed for effective statewide implementation of EBPs. In a Cascading Logic Model, each independent variable (input) is a dependent variable (output) at the next level. This brief outlines a Cascading Logic Model approach to analyzing and planning for the infrastructure and supports needed.
Budget of the U.S. Government, Fiscal Year 2016
Author: White House, Office of Management and Budget (OMB)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Budgets,Federal Government,Economic Progress,Fiscal Capacity,Federal Legislation,Federal Aid,Employment Opportunities,Middle Class,National Security,Health Insurance,Taxes,Immigration,Access to Education,Community Colleges,Preschool Education,Federal Programs,High Schools,Educational Change,Student Costs,Elementary Secondary Education,Early Childhood Education,Technology Uses in Education,STEM Education,Job Training,Allied Health Occupations Education,Debt (Financial),Economic Development,Labor Force,Presidents

&quot;Budget of the United States Government, Fiscal Year 2016&quot; contains the Budget Message of the President, information on the President's priorities, and summary tables. The ideas offered by President Obama in this 2016 Budget are designed to bring middle-class economics into the 21st Century. They are intended to help working families feel more secure with paychecks that go further, help American workers upgrade their skills, so they can compete for higher-paying jobs, and help create the conditions for businesses to keep generating good new jobs for workers to fill. The Budget will do these things while fulfilling the most basic responsibility to keep Americans safe. The government will make these investments and end the harmful spending cuts known as sequestration, by cutting inefficient spending, and closing tax loopholes. This Budget will also put the Nation on a more sustainable fiscal path by achieving $1.8 trillion in deficit reduction, primarily from reforms in health programs, the nation's tax code, and immigration. [For the 2015 Budget, see ED555246.]
Fundamental Change: Innovation in America&apos;s Schools Under Race to the Top
Author: Office of Elementary and Secondary Education (ED), Office of State Support (OSS)
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Federal Aid,Educational Legislation,Federal Legislation,Federal Programs,Geographic Location,Administrator Role,Cooperation,State Departments of Education,Goal Orientation,Compliance (Legal),Educational Assessment,State Government,Educational Improvement,College Readiness,Career Readiness,Academic Standards,Teaching Methods,Teacher Competencies,Leadership Qualities,Data Collection,Low Achievement,School Turnaround,Graduation Rate,Program Effectiveness,College Attendance,Enrollment Trends,Cooperative Planning,Advanced Placement Programs

Race to the Top's success ultimately must be measured by its long-term impact on student learning. Because simultaneous change in multiple systems takes time, it is too early to make that determination of success now. However, it is not too early to learn from the positive achievements of and challenges faced by Race to the Top states. This report focuses on some of the accomplishments of Race to the Top states and highlights examples of key practices and lessons learned during implementation. The content of this report draws upon information provided through a new performance management approach implemented with Race to the Top states that included monthly calls between state education leaders and staff at the Department of Education, online data displays, annual on-site performance reviews, and annual progress reports detailing the Department's assessment of each state's performance. Race to the Top states shared their reflections on progress and lessons learned through narrative submissions at the end of the four-year grant period. The interactions between state education leaders and Department staff focused on state progress toward meeting the targets and goals established in each state's plan, in addition to traditional compliance reviews. The approach required states to continuously evaluate the results of their efforts to improve teaching and learning and consider if they needed to adjust strategies to achieve their desired outcomes. In addition, the approach allowed the Department, grantees, and the public to follow grantee progress in implementing comprehensive education plans and meeting ambitious goals to improve teaching and learning. Alongside the performance management approach, the Department worked with the Reform Support Network (RSN) to provide states with results-oriented, differentiated, and responsive technical assistance driven by state needs and, in part, by the annual review process. Links to select RSN publications are included in this report to highlight Race to the Top state experiences that may be helpful for all states in their efforts to improve instruction and educational opportunities for all students. [For the Executive Summary, see ED577009.]
Fundamental Change: Innovation in America&apos;s Schools Under Race to the Top. Executive Summary
Author: Office of Elementary and Secondary Education (ED), Office of State Support (OSS)
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Federal Aid,Educational Legislation,Federal Legislation,Federal Programs,Geographic Location,Administrator Role,Cooperation,State Departments of Education,Goal Orientation,Compliance (Legal),Educational Assessment,State Government,Educational Improvement,College Readiness,Career Readiness,Academic Standards,Teaching Methods,Teacher Competencies,Leadership Qualities,Data Collection,Low Achievement,School Turnaround,Graduation Rate,Program Effectiveness,College Attendance,Enrollment Trends,Cooperative Planning,Advanced Placement Programs

Race to the Top's success ultimately must be measured by its long-term impact on student learning. Because simultaneous change in multiple systems takes time, it is too early to make that determination of success now. However, it is not too early to learn from the positive achievements of and challenges faced by Race to the Top states. This executive summary focuses on some of the accomplishments of Race to the Top states and highlights examples of key practices and lessons learned during implementation. The content of this report draws upon information provided through a new performance management approach implemented with Race to the Top states that included monthly calls between state education leaders and staff at the Department of Education, online data displays, annual on-site performance reviews, and annual progress reports detailing the Department's assessment of each state's performance. Race to the Top states shared their reflections on progress and lessons learned through narrative submissions at the end of the four-year grant period. The interactions between state education leaders and Department staff focused on state progress toward meeting the targets and goals established in each state's plan, in addition to traditional compliance reviews. The approach required states to continuously evaluate the results of their efforts to improve teaching and learning and consider if they needed to adjust strategies to achieve their desired outcomes. In addition, the approach allowed the Department, grantees, and the public to follow grantee progress in implementing comprehensive education plans and meeting ambitious goals to improve teaching and learning. Alongside the performance management approach, the Department worked with the Reform Support Network (RSN) to provide states with results-oriented, differentiated, and responsive technical assistance driven by state needs and, in part, by the annual review process. [For the full report, see ED577007.]
Story Lab: Student Data Privacy
Author: Herold, Benjamin
Date: 2015-12-00
Type: Guides - Non-Classroom
Subjects: Privacy,Information Security,Journalism,State Legislation,Educational Technology,Students

Student data privacy is an increasingly high-profile--and controversial--issue that touches schools and families across the country. There are stories to tell in virtually every community. About three dozen states have passed legislation addressing student data privacy in the past two years, and eight different proposals were floating around Congress as of Fall 2015. Corporate titans and edtech startups alike have found themselves in hot water over how they handle sensitive student information. Despite in some cases being woefully unprepared, school districts around the country are now under pressure to better safeguard such data through improved policies and contracts. This EWA Story Lab will serves as a guide through the big questions to ask, sources to consider, and story ideas that might be pursued.
Effects of Automated Tier 2 Storybook Intervention on Vocabulary and Comprehension Learning in Preschool Children with Limited Oral Language Skills
Author: Kelley, Elizabeth Spencer
Date: 2015-00-00
Type: Journal Articles
Subjects: Intervention,Vocabulary Development,Reading Comprehension,At Risk Students,Preschool Education,Small Group Instruction,Questioning Techniques,Childrens Literature,Story Reading,Randomized Controlled Trials,Low Income Groups,Comparative Analysis,Program Effectiveness,Scores,Effect Size,Measures (Individuals),Teaching Methods,Emergent Literacy,Response to Intervention,Intelligence Tests,Verbal Ability,Vocabulary,Language Tests,African American Students,Pretests Posttests

This early efficacy study examined the effects of an automated storybook intervention designed to promote school readiness among at-risk prekindergarten children. Story Friends is a small-group intervention in which vocabulary and question-answering lessons are embedded in a series of storybooks.A randomized group design with an embedded single-case experimental design was used to examine treatment effects. Eighteen children from public prekindergarten programs serving families with low income were randomly assigned to the Story Friends treatment or a business-as-usual comparison. Participants in both groups completed measures of vocabulary and comprehension approximately monthly. Participants in the treatment group completed measures of instructional content for each book as part of the embedded single-case experimental design. Story Friends participants had significantly higher scores on measures of vocabulary than the comparison group and effect sizes were large, whereas more modest effects were shown for comprehension measures. Observations of treatment fidelity indicate that this intervention has the potential to be implemented with high fidelity in preschool classrooms. Results show a feasible means of teaching pre-K children challenging vocabulary that has the potential to facilitate later literacy development.
Culturally Responsive Positive Behavioral Interventions and Supports. WCER Working Paper No. 2015-9
Author: Bal, Aydin
Date: 2015-12-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Culturally Relevant Education,Literature Reviews,Educational Principles,Models,Theories,Program Implementation,Praxis,Data,Decision Making,Validated Programs,Educational Change

This report presents the underlying theory and methodology of the first framework to operationalize culture and culturally responsiveness in the context of Positive Behavioral Interventions and Supports. Created following a systematic review of literature, this framework was created as a cultural artifact to expand the conceptualization of the role of culture in the implementation of PBIS and other education programs. The author hopes the framework will start a movement to address the systemic contradictions that researchers and practitioners in the field experience regarding racial disparities in behavioral and academic opportunities and outcomes and the locally meaningful implementation of PBIS and other top-to-bottom initiatives and programs (e.g., Response to Intervention [RTI]).
Peering Inside the Black Box of Undergraduate Study Habits: The Centrality of Self-Regulated Learning in a Digitized World. WCER Working Paper No. 2015-3
Author: Hora, Matthew T.
Date: 2015-07-00
Type: Reports - Research
Subjects: Study Habits,Focus Groups,Self Management,Undergraduate Students,Qualitative Research,Foreign Countries,Semi Structured Interviews,Cues,Educational Resources,Educational Technology,Time,Environmental Influences,Social Influences

Research suggests which study strategies are effective but little descriptive research focuses on how undergraduate students study in real-world settings. Thus, the mechanisms of students' actual learning remain a black box for the field of higher education, with far more attention paid to inputs and outputs of the learning process. Using a situative theory of cognition and learning, we analyzed data from 22 focus groups (N = 60 students). Results indicate studying is a multi-faceted process that is initiated by instructor or self-generated cues, followed by marshaling resources and managing distractions (or not), and then study behaviors that include selecting time, setting, and specific strategies. Underlying these behaviors are contextual factors including course material and students' personal lives. The results highlight the importance of self-regulation skills, particularly managing digital distractions, and we suggest that the development of these skills should be more frequently incorporated into instructional design and student support services.
Timing Is Everything: Temporal Variation and Measures of School Quality. WCER Working Paper No. 2015-4
Author: Goff, Peter T.
Date: 2015-08-00
Type: Reports - Research
Subjects: Elementary Secondary Education,National Surveys,School Effectiveness,Time,Response Style (Tests),Teacher Attitudes,Student Behavior,Poverty,Teacher Administrator Relationship,Classroom Techniques

Survey tools are used in education to direct policy, drive leadership decisions, and inform research. Increasingly survey measures of school climate and perspectives of leadership are incorporated into measures of school and principal quality. This study examines the role of temporal variations in survey response patterns using the data from the 2007-08 Schools and Staffing Survey. Our findings show that if survey responses are not collected over a fairly small window of time, the systematic differences may manifest owing to the survey timing rather than the differences between schools or teachers. For example, teachers responding to survey on Sunday are more likely to perceive leadership support to be positive, and Monday responders tend to see student behavior problems to be more detrimental to classroom instruction. In addition, notable changes in teachers' perceptions of leadership support and student behavior problems are observed across the school year, which generally become more negative over time. Lastly, teachers tend to report aspects of classroom control and student behavior in a more positive light prior to the state exam as compared to the period following. These findings suggest that the timing of surveys matters and can be a complicating factor when making comparisons among schools and examining change over time.