ethanporcaro/eric-fulltext-meta huggingface dataset:
First Families: A Toolkit for Trustees
Author: Friedman, Lynn
Date: 2005-01-00
Type: Reports - Evaluative
Subjects: Private Schools,Trustees,Family Needs,Family School Relationship,Barriers,Governing Boards,Leadership Responsibility,Spouses,Administrator Role

The inception of a new head marks a challenging transition for the independent school community. Though little has been written on it, numerous programs exist to help heads prepare for and assume headship. In contrast, scant attention has been given to the transition of the spouses and children of heads. However, two other kinds of &quot;first families&quot; face similar challenges: congregational clergy and college presidents. The literature regarding the families of these professionals closely parallels the information gleaned from interviews and discussions with independent school families. This article examines: (1) Why trustees ought to attend to the needs of the first family. (2) The environment into which the head enters as well as the kind of person who is drawn to headship and the nature of the job. (3) It articulates the challenges of being the first family. (4) It examines how boards can ensure a good match between the needs of the first family and the school.(5) Finally, it delineates the steps that boards can take to ensure a smooth transition for the &quot;first family.&quot;
Exploration of the Alignment of State Data and Infrastructure to Mathematics and Science Success Indicators
Author: Mandinach, Ellen B.
Date: 2017-04-28
Type: Speeches/Meeting Papers
Subjects: STEM Education,Educational Quality,Documentation,Content Analysis,Databases,Interviews,Measurement,Progress Monitoring,Educational Indicators,Qualitative Research,Statistical Analysis,Geographic Location,Enrollment Trends,Elementary Education,Access to Education,Pedagogical Content Knowledge,Faculty Development,Professional Development

A range of education initiatives in the U.S. are focusing on ways to improve curriculum, instruction, teacher development, and student assessment related to science, technology, engineering, and mathematics (STEM) education. Key indicators to monitor the quality of STEM education have been proposed by the National Research Council. This paper is one in a series of reports on studies whose purpose was to investigate the nature, scope, and usefulness of measures for those indicators. For this report, through document and database analysis and interviews, the focus was an examination of the potential for measurement of progress through existing data sources from local, state, and national collections. Results from database analyses indicate that the availability of existing data sources to monitor a particular indicator varies from some (e.g., on the number of, and enrollment in different types of STEM schools and programs) to virtually none (e.g., on the time on and access to science learning for students in grades K-5). Meanwhile, conversations with state-level data system staff suggest a highly compliance-based and isolated approach that often did not include monitoring of data for teacher and leader level indicators--for example, data about the professional preparation and development of teachers and school leaders might exist at the state level in an office of teacher credentialing, but are not combined with or accessible through the statewide longitudinal data system (SLDS). While the national Common Educational Data System (CEDS) has developed and curates a highly detailed data dictionary whose data elements might be useful for monitoring the success of STEM education, that data dictionary is not in wide use at the state level by SLDS staff, in fact, many are not aware of its existence. Implications of the work include the future opportunities for communication among SLDS staff and state-level STEM experts about what might need to be measured in order for progress in an indicator to be monitored (e.g., an audit trail for teacher development as an online professional portfolio grows; whether or not an online professional course for leaders has Quality Matters certification; and other characteristics of professional learning processes, in addition to outcome measures like professional development units completed). The work of the SLDSs can function both as an essential tool for ensuring equity and excellence through compliance and as a means for supporting educational equity and excellence through the quality of the STEM indicator data they curate.
Final Report of the Impacts of the National Math + Science Initiative&apos;s (NMSI&apos;s) College Readiness Program on High School Students&apos; Outcomes
Author: Sherman, Dan
Date: 2017-08-00
Type: Reports - Research
Subjects: National Programs,Program Effectiveness,Advanced Placement Programs,Advanced Students,High School Students,Outcomes of Education,College Readiness,STEM Education,Disproportionate Representation,Cohort Analysis,Program Evaluation,Comparative Analysis,Achievement Tests,College Entrance Examinations,Program Implementation,Fidelity,Teacher Surveys,Faculty Development,Teacher Attitudes,Student Attitudes,Incentives,Academic Achievement

The National Math + Science Initiative's (NMSI's) College Readiness Program (CRP) is an established program whose goal is to promote science, technology, engineering, and mathematics education in high schools to improve students' readiness for college. It provides teacher, student, and school supports to promote high school students' success in mathematics, science, and English Advanced Placement (AP) courses, with a focus on students who are traditionally underrepresented in the targeted AP courses. Through a federal Investing in Innovation Fund (i3) validation grant awarded to NMSI in 2011, CRP was implemented in a total of 58 high schools in two states--Colorado and Indiana--beginning in the 2012-13 school year. American Institutes for Research (AIR) conducted an independent evaluation of the impacts of CRP on students' AP outcomes in these schools for the three cohorts of schools that adopted the program in sequential years, using a comparative interrupted time series (CITS) design that matched comparison schools to program schools in the two states. Overall, schools implementing CRP demonstrated significantly larger increases in the share of students taking and passing AP tests in targeted areas relative to comparison schools in each of the three cohorts of schools, and the gains in CRP schools were sustained over time. Fidelity of program implementation was evaluated using a fidelity matrix approach required as part of the National Evaluation of the i3 program, which showed that not all elements of the program were implemented with high fidelity. Teachers and students were not always able to attend all meetings, and schools did not always meet negotiated enrollment targets. Teacher survey data indicated that teachers found the professional development activities provided by CRP to be the most helpful support they received under CRP, and students reported that the tutoring and special study sessions were the most helpful. Although the program provided financial incentives to both teachers and students that were tied to student performance on AP tests, these incentives were considered the least important element of the program by both teachers and students
Identifying Technology to Support Differentiation
Author: Sota, Melinda
Date: 2014-06-05
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Individualized Instruction,Student Diversity,Student Needs,Intervention,Goal Orientation

Educational technology is compelling, largely because of its promising capability in enabling differentiated instruction. In a classroom of 30 students with diverse abilities, technology can allow teachers to more effectively instruct students within this wide range. However, the promise of using technology for differentiation relies on a range of high-quality information used to (1) diagnose students' learning needs, (2) map those learning needs onto the program's objectives, and (3) evaluate the evidence for the program. [This paper was published in &quot;ASCD Express&quot; v9 n18 Jun 2014.]
&quot;MyTeachingPartner--Math/Science&quot; Pre-Kindergarten Curricula and Teacher Supports: Associations with Children&apos;s Mathematics and Science Learning
Author: Kinzie, Mable B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preschool Education,Scaffolding (Teaching Technique),Mathematics Instruction,Science Instruction,Faculty Development,Educational Technology,Technology Uses in Education,Workshops,Intervention,Preschool Children,Randomized Controlled Trials,Mathematical Concepts,Scientific Concepts,Program Effectiveness,Preschool Teachers,Preschool Curriculum,Curriculum Development,Hypothesis Testing,Statistical Analysis

&quot;MyTeachingPartner--Math/Science&quot; (&quot;MTP-MS&quot;) is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these domains, and a teacher support system (web-based supports and in-person workshops) designed to foster high-quality curricular implementation. This study examined the impacts of the intervention on the development of mathematics and science skills of 444 children during pre-kindergarten, via school-level random assignment to two intervention conditions (&quot;Basic: MTP-M/S&quot; mathematics and science curricula, and &quot;Plus: MTP-M/S&quot; mathematics and science curricula plus related teacher support system) and a Business-as-Usual control condition (&quot;BaU&quot;). There were intervention effects for children's knowledge and skills in geometry and measurement as well as number sense and place value: Children in &quot;Plus&quot; classrooms made greater gains in geometry and measurement, compared with those in &quot;BaU&quot; classrooms. Children in &quot;Plus&quot; classrooms also performed better on the number sense and place value assessment than did those in &quot;Basic&quot; or &quot;BaU&quot; classrooms. We describe the implications of these results for supporting the development of children's knowledge and skills in early childhood and for developing and providing teachers with professional development to support these outcomes.
University Technology Transfer Information Processing from the Attention Based View
Author: Hamilton, Clovia
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Universities,Technology Transfer,Attention,Income,Intellectual Property

Between 2005 and 2011, there was no substantial growth in licenses executed by university technology transfer offices. Since the passage of the Bayh Dole Act of 1980, universities have owned technological inventions afforded by federal research funding. There are still university technology transfer offices that struggle with increasing their licensing revenues. There is a persistent under performance by university technology transfer offices. This paper makes the contribution of advocating the novel use of cognitive thinking's attention based view to university technology transfer in order to resolve this problem. The attention based view teaches that human attention is limited and organizations are limited in what they pay attention to (Cyert, 1963; Ocasio, 1997). It is argued herein that universities may struggle with increasing their licensing revenues because they are not paying sufficient attention to licensing. Awareness of the problem is the first step in resolving it. It is propositioned that university technology transfer office staff pay more attention to intellectual property protection than patent marketing or licensing and this result in lower licensing revenues and lower overall performance. It is also propositioned that technology transfer offices with less experienced staff pay more attention to intellectual property protection than patent marketing and licensing. [This paper was published in: &quot;Proceedings of the American Society for Engineering Management 2015 International Annual Conference,&quot; S. Long, E-H. Ng, and A. Squires eds.]
Majoring in Money: How American College Students Manage Their Finances
Author: Ipsos Public Affairs
Date: 2016-00-00
Type: Reports - Research
Subjects: Money Management,College Students,Student Surveys,Online Surveys,Late Adolescents,Young Adults,Purchasing,Credit (Finance),Student Behavior,Budgeting,Age Differences,Racial Differences,Gender Differences,Enrollment,Family Income,Geographic Regions,Internet

Sallie Mae, the nation's saving, planning, and paying for college company, along with Ipsos, one of the world's largest, independent market research companies, surveyed 800 college students to learn more about how they are managing their finances and using credit. The online survey, completed in December 2015, comprised a cross-section of key demographic variables. Specifically, this report, &quot;Majoring in Money: How American College Students Are Managing Their Finances,&quot; examines the financial habits of college students between the ages of 18 and 24, including the methods they use to pay for purchases, their knowledge and use of credit, and their money management skills. The report finds the majority of American college students are handling their finances responsibly, and they are looking for opportunities to understand and improve their credit management. College students are taking advantage of an array of methods to pay for all types of purchases. While debit cards are the top payment choice, 56 percent of this year's students are carrying credit cards. Their general attitude toward credit is sensible and most students are prudently managing their money. These positive financial behaviors, however, mask an underlying gap in college students' knowledge about the detailed workings of credit. Nevertheless, four out of five college students are eager for more information and resources--from saving strategies to budgeting--to help them better manage their finances.
How America Pays for College, 2017. Sallie Mae&apos;s 10th National Study of College Students and Parents
Author: Sallie Mae Bank
Date: 2017-00-00
Type: Reports - Research
Subjects: Paying for College,National Surveys,Annual Reports,Undergraduate Students,Student Surveys,Parent Surveys,Family Financial Resources,Parent Financial Contribution,Trend Analysis,Student Financial Aid,Student Loan Programs,Incidence,Parent Aspiration,First Generation College Students,Geographic Distribution,Student Characteristics,Family Characteristics,Income,Interviews,Qualitative Research,Statistical Analysis

&quot;How America Pays for College&quot;, introduced in 2008, is a Sallie Mae national study conducted by Ipsos that annually surveys undergraduate students and parents of undergraduates about how much they pay for college and the resources they use to fund the expense. Now in its tenth year, this study also asks families about their attitudes toward the value of a college education, what they are doing to make college more affordable, and the relationship between education-related choices and cost considerations. To evaluate trends in paying-for-college behaviors over time, this study examines all resources families use to pay for college. This includes conventional resources, such as savings, scholarships, grants, and student loans, as well as less frequently used resources, such as contributions from relatives and friends, credit cards, other sources of credit, and retirement funds. &quot;How America Pays for College 2017&quot; reflects the results of telephone interviews Ipsos conducted with: 800 parents of children ages 18-24 enrolled as undergraduate students, and 800 undergraduate students ages 18-24. The 2017 &quot;How America Pays for College&quot; report finds both stability and change, with family commitment to college as strong as ever, but some fluctuation in how they are paying.
2017 State Policy Review: School and District Leadership. Special Report
Author: Scott, Deven
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,State Legislation,Federal Legislation,Preservice Teacher Education,Teacher Education,Teacher Certification,Beginning Teacher Induction,Faculty Development,Teacher Evaluation,Leadership,School Districts,Tables (Data),Compensation (Remuneration),Principals

This special report provides context and examples of new legislation impacting preparation, certification, induction, professional development, evaluation and compensation for leaders of schools and districts.
Attainment Goals and Plans. Policy Snapshot
Author: Fulton, Mary
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,Postsecondary Education,Policy Formation,Educational Legislation,Goal Orientation,Educational Attainment,Equal Education,Access to Education,Geographic Location

This Policy Snapshot provides summary information for 2017 legislation related to attainment goals and plans, as well as policy actions from previous years.
Seeking Support: State Financial Aid Programs and Adult Students. Policy Analysis
Author: Pingel, Sarah
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: State Policy,State Legislation,Financial Support,Student Financial Aid,Adult Students,College Students,Higher Education,Student Needs,Access to Education,Enrollment,Institutional Characteristics

This Policy Analysis provides legislative examples and an overview of financial aid policies, requirements and programs, with a focus on adult students.
Age Requirements for Free and Compulsory Education. 50-State Review
Author: Diffey, Louisa
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Compulsory Education,School Entrance Age,State Policy,Educational Policy,School Attendance Legislation,Dropouts,Age,Elementary Secondary Education

This 50-State Review defines and explores free and compulsory education, and includes state examples, policy considerations, exemptions and requirements.
ED School Climate Surveys (EDSCLS) National Benchmark Study 2016. Appendix D. EDSCLS Pilot Test 2015 Report
Author: National Center for Education Statistics (ED)
Date: 2015-08-00
Type: Reports - Research
Subjects: Educational Environment,National Surveys,Pilot Projects,Benchmarking,Data Collection,Student Surveys,Teacher Surveys,Parent Surveys,Likert Scales,Test Construction,Item Analysis,Item Response Theory,Factor Analysis

The ED School Climate Surveys (EDSCLS) are a suite of survey instruments being developed for schools, school districts, and states by the U.S. Department of Education's National Center for Education Statistics (NCES). Through the EDSCLS, schools nationwide will have access to survey instruments and a survey platform that will allow for the collection and reporting of school climate data across stakeholders at the local level. The surveys can be used to produce school-, district-, and state-level scores on various indicators of school climate from the perspectives of students, teachers and staff, principals, and parents and guardians. The survey platform is designed to be downloadable free of charge and provides user-friendly school climate reports. Educational entities can choose to administer any or all four surveys included in the platform. Upon completion data collections, the platform can produce reports showing aggregate group results. This report summarizes the findings from the pilot test conducted to evaluate the EDSCLS instruments, develop school climate scales, and beta test the survey platform. The pilot test was also used to produce evidence-based recommendations for the final set of EDSCLS items to be included in the released EDSCLS platform and for the revisions to the EDSCLS User Guide that accompanies the platform.
Reading and Math Achievement Profiles and Longitudinal Growth Trajectories of Children with an Autism Spectrum Disorder
Author: Wei, Xin
Date: 2015-02-00
Type: Reports - Research
Subjects: Autism,Cognitive Ability,Hierarchical Linear Modeling,High Achievement,Learning Disabilities,Likert Scales,Low Achievement,Low Income Groups,Mathematics Achievement,Parents,Pervasive Developmental Disorders,Reading Achievement,Reading Comprehension,Socioeconomic Status,Special Education,Statistical Analysis,Student Characteristics,Word Recognition,Interpersonal Competence,Achievement Tests

This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an ASD. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%), and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter-word identification, the hyperlexia group on conversation abilities, and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. [This paper was published in &quot;Autism: The International Journal of Research and Practice&quot; v19 n2 p200-210 Feb 2015 (EJ1050972).]
Cross-Cohort Evidence of Disparities in Service Receipt for Speech or Language Impairments
Author: Morgan, Paul L.
Date: 2017-10-00
Type: Journal Articles
Subjects: African American Students,Cohort Analysis,Disproportionate Representation,Ethnicity,Hispanic American Students,Kindergarten,Language Impairments,Longitudinal Studies,Multiple Regression Analysis,Non English Speaking,Race,Special Education,Speech Impairments,Statistical Analysis,Surveys,Young Children

We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten--when the delivery of these services might be expected to be most effective- have changed over a 12-year period in the United States. Logistic regression modeling of 2 nationally representative cohorts (N = 16,800 and 12,080) indicated that children who are Black (covariate-adjusted odds ratios = 0.39 and 0.54) or from non-English-speaking households (covariate-adjusted odds ratios = 0.57 and 0.50) continue to be less likely to receive services for SLIs. Hispanic children are now less likely to receive these services (covariate adjusted odds ratio = 0.54) than otherwise similar non-Hispanic White children. Disparities in special education service receipt for SLIs attributable to race, ethnicity, and language presently occur in the United States and are not explained by many potential confounds. [This article was published in &quot;Exceptional Children&quot; (EJ1158178).]