ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). User's Manual for the ECLS-K:2011 Kindergarten Data File and Electronic Codebook, Public Version. NCES 2015-074
Author: Tourangeau, Karen
Date: 2015-04-00
Type: Numerical/Quantitative Data
Subjects: Children,Surveys,Longitudinal Studies,Kindergarten,Data Collection,Data,Reading Tests,Mathematics Tests,Science Tests,Cognitive Tests,Executive Function,Sampling,Response Rates (Questionnaires),Interviews,Questionnaires,Coding,Databases,Computer Software

This manual provides guidance and documentation for users of the kindergarten (or base year) data of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It begins with an overview of the ECLS-K:2011. Subsequent chapters provide details on the study data collection instruments and methods; the direct and indirect child assessment data; the sample design; weighting procedures; response rates; data file content, including composite variables; and the structure of the data file. Data for the ECLS-K:2011 are released in both a restricted-use and a public-use version. This manual, which has been developed for public dissemination and use with the public version of the data, is almost identical to the manual released with the kindergarten restricted-use file. The ECLS-K:2011 is following a nationally representative sample of children from kindergarten through their elementary school years. It is a multisource, multimethod study that focuses on children's early school experiences. It includes interviews with parents, self-administered questionnaires completed by teachers and school administrators, and one-on-one assessments of children. During the kindergarten year, it also included self-administered questionnaires for nonparental before- and after- school care providers. The ECLS-K:2011 is the third study in the Early Childhood Longitudinal Study (ECLS) program, which comprises three longitudinal studies of young children: the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K); the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B); and the ECLS-K:2011. Three appendices are included: (1) Data Anomalies and Errata; (2) Creating a School-Level File; and and (3) Supplemental Guide for the Kindergarten-First Grade Public-Use Data File.
Bias and Bias Correction in Multi-Site Instrumental Variables Analysis of Heterogeneous Mediator Effects
Author: Reardon, Sean F.
Date: 2013-09-00
Type: Journal Articles
Subjects: Statistical Bias,Statistical Analysis,Least Squares Statistics,Sampling,Computation,Class Size,Kindergarten,Reading Programs,Federal Programs,Outcome Measures,Grade 1,Grade 2

We explore the use of instrumental variables (IV) analysis with a multi-site randomized trial to estimate the effect of a mediating variable on an outcome in cases where it can be assumed that the observed mediator is the only mechanism linking treatment assignment to outcomes, as assumption known in the instrumental variables literature as the exclusion restriction. We use a random-coefficient IV model that allows both the impact of program assignment on the mediator (compliance with assignment) and the impact of the mediator on the outcome (the mediator effect) to vary across sites and to co-vary with one another. This extension of conventional fixed-coefficient IV analysis illuminates a potential bias in IV analysis which Reardon and Raudenbush (forthcoming) refer to as &quot;compliance-effect covariance bias.&quot; We first derive an expression for this bias and then use simulations to investigate the sampling variance of the conventional fixed-coefficient two-stage least squares (2SLS) estimator in the presence of varying (and co-varying) compliance and treatment effects. We next develop two alternate IV estimators that are less susceptible to compliance-effect covariance bias. We compare the bias, sampling variance, and root mean squared error of these &quot;bias-corrected IV estimators&quot; to those of 2SLS and OLS. We find that, when the first stage -statistic exceeds 10 (a commonly-used threshold for instrument strength), the bias-corrected estimators typically perform better than 2SLS or OLS. In the last part of the paper we use both the new estimators and 2SLS to reanalyze data from two large multi-site studies. [This article was published in &quot;Journal of Educational and Behavioral Statistics,&quot; v39 n1 p53-86 Feb 2014 (EJ1020034).]
Domain Independent Assessment of Dialogic Properties of Classroom Discourse
Author: Samei, Borhan
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Artificial Intelligence,Models,Discourse Analysis,Academic Discourse,Academic Achievement,Questioning Techniques,Comparative Analysis,Classification,Expertise

We present a machine learning model that uses particular attributes of individual questions asked by teachers and students to predict two properties of classroom discourse that have previously been linked to improved student achievement. These properties, uptake and authenticity, have previously been studied by using trained observers to live-code classroom instruction. As a first-step in automating the coding of classroom discourse, we model question properties based on the features of individual questions, without any information about the context or domain. We then compare the machine-coded results to two referents: human-coded individual questions and &quot;gold standard&quot; codes from existing data. The performance achieved by the models is as good as human experts on the comparable task of coding individual questions out of context. Yet ultimately, this study highlights the need to draw on contextualizing information in order to most completely identify question properties associated with individual questions. [This paper was published in: &quot;Proceedings of the Seventh International Conference on Educational Data Mining (EDM) (7th, London, United Kingdom, July 4-7, 2014)&quot; p233-236 (see ED558339).]
&quot;Brown&quot; Fades: The End of Court-Ordered School Desegregation and the Resegregation of American Public Schools
Author: Reardon, Sean F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Desegregation Litigation,School Desegregation,School Districts,Public Schools,Enrollment,Desegregation Plans,School Resegregation,Court Litigation

In this paper we investigate whether the school desegregation produced by court-ordered desegregation plans persists when school districts are released from court oversight. Over 200 medium-sized and large districts were released from desegregation court orders from 1991 to 2009. We find that racial school segregation in these districts increased gradually following release from court order, relative to the trends in segregation in districts remaining under court order. These increases are more pronounced in the South, in elementary grades, and in districts where pre-release school segregation levels were low. These results suggest that court-ordered desegregation plans are effective in reducing racial school segregation, but that their effects fade over time in the absence of continued court oversight. [This article was published in &quot;Journal of Policy Analysis and Management,&quot; v31 n4 p876-904 Fall 2012 (EJ988150).]
Asking Students about Teaching: Student Perception Surveys and Their Implementation. MET Project Policy and Practice Brief
Author: Bill and Melinda Gates Foundation
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Student Surveys,Student Attitudes,Feedback (Response),Test Validity,Student Evaluation of Teacher Performance,Teacher Characteristics,Teacher Competencies,Test Content,Evaluation Methods,Measurement Techniques,Alignment (Education),Scoring Rubrics,Prediction,Achievement Gains,Accuracy,Confidentiality,Test Reliability,Sampling,Elementary Secondary Education

No one has a bigger stake in teaching effectiveness than students. Nor are there any better experts on how teaching is experienced by its intended beneficiaries. Only recently have many policymakers and practitioners come to recognize that--when asked the right questions, in the right ways--students can be an important source of information on the quality of teaching and the learning environment in individual classrooms. As states and districts reinvent how teachers are evaluated and provided feedback, an increasing number are including student perception surveys as part of the mix. In contrast to the kinds of school climate surveys that have been commonly used in many systems, these student perception surveys ask students about specific teachers and specific classrooms. Analysis by the Measures of Effective Teaching (MET) project finds that teachers' student survey results are predictive of student achievement gains. Students know an effective classroom when they experience one. That survey results predict student learning also suggests surveys may provide outcome-related results in grades and subjects for which no standardized assessments of student learning are available. Further, the MET project finds student surveys produce more consistent results than classroom observations or achievement gain measures (see the MET project's &quot;Gathering Feedback&quot; policy and practitioner brief). This report draws on the experience of the MET project, its partners, and other leading school systems and organizations to clarify four overriding requirements of any system considering student surveys as part of formal feedback and evaluation for teachers: (1) Measure what matters; (2) Ensure accuracy; (3) Ensure reliability; and (4) Support improvement. This document concludes by emphasizing the importance of stakeholder engagement for achieving positive results. An appendix entitled &quot;Tripod 7 C Survey Items Included in MET Project Analysis&quot; is included.
Juvenile Residential Facility Census, 2010: Selected Findings. Juvenile Offenders and Victims: National Report Series. Bulletin NCJ 241134
Author: Hockenberry, Sarah
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Juvenile Justice,Correctional Institutions,Facilities Management,Residential Institutions,Group Homes,Crowding,Evaluation,Educational Needs,Correctional Education,Substance Abuse,Mental Health,Medical Evaluation,Institutionalized Persons,Suicide,Risk,Death,Punishment,Injuries,Safety,Institutional Characteristics

This bulletin is part of the &quot;Juvenile Offenders and Victims National Report Series.&quot; The &quot;National Report&quot; offers a comprehensive statistical overview of the problems of juvenile crime, violence, and victimization and the response of the juvenile justice system. During each interim year, the bulletins in the &quot;National Report Series&quot; provide access to the latest information on juvenile arrests, court cases, juveniles in custody, and other topics of interest. Each bulletin in the series highlights selected topics at the forefront of juvenile justice policymaking, giving readers focused access to statistics on some of the most critical issues. Together, the &quot;National Report&quot; and this series provide a baseline of facts for juvenile justice professionals, policymakers, the media, and concerned citizens.
William D. Ford Federal Direct Loan Program. Final Regulations. Federal Register, Department of Education, 34 CFR Part 685
Author: National Archives and Records Administration
Date: 2014-10-23
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Higher Education,Student Loan Programs,Student Financial Aid,Federal Regulation,Eligibility,Credit (Finance),College Students,Parents,Debt (Financial)

The purpose of this regulatory action is to amend the regulations governing the William D. Ford Federal Direct Loan (Direct Loan) Program (§ 685.200 of title 34 of the Code of Federal Regulations (CFR)). These regulations strengthen and improve administration of the Federal Direct PLUS Loan Program authorized under title IV of the Higher Education Act of 1965, as amended (HEA). The amendment will update the standard for determining if a potential parent or student borrower has an adverse credit history for purposes of eligibility for a Direct PLUS Loan (PLUS loan). Specifically, the final regulations will revise the definition of ''adverse credit history'' and require that parents and students who have an adverse credit history but who are approved for a PLUS loan on the basis that extenuating circumstances exist or who obtain an endorser for the PLUS loan must receive loan counseling before receiving the loan. The current regulations governing adverse credit history determinations have not been updated since the Direct Loan Program was established in 1994. The final regulations will reflect programmatic and economic changes that have occurred since 1994. These regulations are effective July 1, 2015. [Docket ID ED-2014-OPE-0082]
Learning by Communicating in Natural Language with Conversational Agents
Author: Graesser, Arthur
Date: 2014-10-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Teaching Methods,Computer Simulation,Dialogs (Language),Educational Games,Student Role,Adult Literacy,Educational Technology,Natural Language Processing

Learning is facilitated by conversational interactions both with human tutors and with computer agents that simulate human tutoring and ideal pedagogical strategies. In this article, we describe some intelligent tutoring systems (e.g., AutoTutor) in which agents interact with students in natural language while being sensitive to their cognitive and emotional states. These systems include one-on-one tutorial dialogues, conversational trialogues in which two agents (a tutor and a &quot;peer&quot;) interact with a human student, and other conversational ensembles in which agents take on different roles. Tutorial conversations with agents have also been incorporated into educational games. These learning environments have been developed for different populations (elementary through high school students, college students, adults with reading difficulties) and different subjects spanning science, technology, engineering, mathematics, reading, writing, and reasoning. This article identifies some of the conversation patterns that are implemented in the dialogues and trialogues. [This article was published in &quot;Current Directions in Psychological Science,&quot; v23 n5 p374-380 Oct 2014.]
The Lay of the Land: State Practices and Needs for Supporting School Turnaround
Author: Scott, Caitlin
Date: 2013-02-00
Type: Reports - Research
Subjects: School Turnaround,State Departments of Education,National Surveys,Technical Assistance,Needs,Needs Assessment,Leadership,Principals,Teacher Evaluation,School Administration,Capacity Building,State Programs,Program Implementation,Elementary Secondary Education

The goal of the Center on School Turnaround (CST) is to provide technical assistance on research-based practices and emerging promising practices that will increase the capacity of states to support their districts in turning around the lowest-performing schools. When the CST opened its doors in October 2012, it began its work by asking the question: In what areas of school turnaround do states need assistance? To help CST answer this question, Education Northwest, the CST's external evaluator, administered an online survey to state education agencies (SEAs) in January and February 2013 as part of ongoing formative evaluation of the CST. The survey questions asked about state practices for school turnaround, as well as about state needs for assistance. Survey respondents included SEA staff members with responsibilities for school turnaround efforts. Ultimately, the survey included at least one respondent from all 50 states, the District of Columbia, American Samoa Department of Education, the Bureau of Indian Education, and the U.S. Virgin Islands; 100 percent of states are represented in the results of this report. This report provides initial frequencies for survey items related to three issues: (1) levels of implementation of various aspects of school turnaround principles; (2) types of state support currently provided; and (3) areas of state need for assistance with turnaround efforts.
Coh-Metrix Measures Text Characteristics at Multiple Levels of Language and Discourse
Author: Graesser, Arthur C.
Date: 2014-12-00
Type: Journal Articles
Subjects: Statistical Analysis,Guidelines,Syntax,Reading Comprehension,Connected Discourse,Instructional Program Divisions,Text Structure,Computational Linguistics,Personality Traits,Discourse Analysis,Pragmatics,Rhetoric

Coh-Metrix analyzes texts on multiple measures of language and discourse that are aligned with multilevel theoretical frameworks of comprehension. Dozens of measures funnel into five major factors that systematically vary as a function of types of texts (e.g., narrative vs. informational) and grade level: narrativity, syntactic simplicity, word concreteness, referential cohesion, and deep (causal) cohesion. Texts are automatically scaled on these five factors with Coh-Metrix-TEA (Text Easability Assessor). This article reviews how these five factors account for text variations and reports analyses that augment Coh-Metrix in two ways. First, there is a composite measure called &quot;formality&quot;, which increases with low narrativity, syntactic complexity, word abstractness, and high cohesion. Second, the words are analyzed with Linguistic Inquiry and Word Count, an automated system that measures words in texts on dozens of psychological attributes. One next step in automated text analyses is a topics analysis that scales the difficulty of conceptual topics. [This article was published in &quot;Elementary School Journal,&quot; v115 n2 p210-229 Dec 2014 (see EJ1047713).]
Windows of National Opportunity: An Excerpt from the Center on School Turnaround's Report on State Supports for Turnaround
Author: Scott, Caitlin
Date: 2014-06-00
Type: Reports - Research
Subjects: School Turnaround,State Departments of Education,National Surveys,Technical Assistance,Needs,Needs Assessment,Leadership,Principals,Teacher Evaluation,School Administration,Capacity Building,State Programs,Program Implementation,Elementary Secondary Education

In 2014, state and national leaders found many aspects of turning around America's low-performing schools even more daunting than in the previous year. These views were revealed in the Center on School Turnaround's (CST's) 2014 February/March survey of school turnaround leaders in State Education Agencies (SEA) and directors of the nation's technical assistance Comprehensive Centers (CCs). The federal government has defined several principles for supporting school turnaround; but several years into implementation, the survey still showed that states needed to increase their supports. This document is an excerpt of an annual CST report by their external evaluator, Education Northwest. To conduct the survey, the CST provided Education Northwest with a list of SEA contacts and CC contacts. Ultimately, the sample included responses from at least one contact in all 50 states plus the District of Columbia, American Samoa, the Virgin Islands, and at least one contact in each CC, although not all SEA and CC leaders contacted responded. Therefore, 100 percent of states and 100 percent of CC are represented. For items about school turnaround needs, practices, and policies, the analysis was limited to a single representative (i.e. average) response for each SEA and each CC, so that the survey would provide a national view with each state and region represented equally, regardless of the number of participants who responded to the survey. The CST focuses on 14 areas of school turnaround that CST leaders identified through research reviews and practical experience as important to successful implementation. The survey showed that SEAs and CCs believe their states need assistance in almost all of these areas. The highest need related to building capacity at all levels of the turnaround effort. Almost all (80 percent or more) SEAs and CCs reported their states needed assistance in these focus areas. In only one area, promoting cooperative labor-management relations, did less than 50 percent of SEAs and CCs agree their states needed assistance. This finding was similar to findings in 2013.
Stepping Up: Improving Progression in English and Math from High School to College. Student Transcript-Enhanced Placement Study. Research Brief
Author: Willett, Terrence
Date: 2014-02-00
Type: Reports - Research
Subjects: College Freshmen,College Readiness,Community Colleges,Student Placement,Transcripts (Written Records),Student Records,Reading Achievement,Mathematics Achievement,High School Students,Program Effectiveness,Alignment (Education),Institutional Cooperation,Elementary Secondary Education

How do we determine if incoming students are ready for college-level work? California's community college system is currently working to address this complex question in a more nuanced, comprehensive, and equitable way. This research brief offers insights that can inform these efforts resulting from the Student Transcript-Enhanced Placement Study (STEPS)--a statewide study designed to help colleges grow their capacity to utilize high school transcript data to improve student placement. The Research and Planning Group for California Community Colleges designed this research brief for a broad range of community college practitioners who have a hand in defining assessment and placement policy on their campuses and/or carrying out these policies in practice. These stakeholders include leaders of college instruction and student services divisions; assessment coordinators, counselors, admissions and records staff, and other student services professionals; math, English, and English as a second language (ESL) faculty; and research and information technology (IT) teams. This research brief provides a high-level overview of the methodology used by the colleges participating in the STEPS study to explore the link between students' high school and college performance. The authors share key implications resulting from the STEPS work thus far, and conclude with a preview of the project's next steps. The STEPS project was supported by The Rosalind and Arthur Gilbert Foundation, the Walter S. Johnson Foundation, and LearningWorks.
Final Requirements--School Improvement Grants--Title I of the Elementary and Secondary Education Act of 1965. Final Rule. Federal Register, Part IV, Department of Education, 34 CFR Chapter II
Author: National Archives and Records Administration
Date: 2015-02-09
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Grants,Educational Improvement,Federal Programs,Eligibility,School District Autonomy,Intervention,Educational Change,Educational Strategies,Evidence Based Practice,Early Childhood Education,Models,Family Involvement,Community Involvement,Accountability,Needs Assessment,Federal Regulation

The Assistant Secretary for Elementary and Secondary Education adopts final requirements for the School Improvement Grants (SIG) program, authorized under section 1003(g) of title I of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These final requirements make changes to the current SIG program requirements and implement language in the Consolidated Appropriations Act, 2014, that allows local educational agencies (LEAs) to implement additional interventions, provides flexibility for rural LEAs, and extends the grant period from three to five years. Additionally, the final requirements make changes that reflect lessons learned from four years of SIG implementation. This regulatory action is authorized by the Consolidated Appropriations Act, 2014, and 20 U.S.C. 6303(g). These requirements are effective March 11, 2015. [Docket ID ED-2014-OESE-0079; CFDA Number: 84.377A]