ethanporcaro/eric-fulltext-meta huggingface dataset:
Potential Synergy: Rural School Districts and International Student Programs
Author: Casto, Hope G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Finance,School Closing,School Districts,Rural Schools,Declining Enrollment,Educational Experience,Foreign Students,Rural Education,School Community Relationship,Student Recruitment,Consolidated Schools,Student Diversity,Faculty Development,Educational Objectives,Goal Orientation,Interviews,Surveys,Mixed Methods Research,Case Studies,Program Effectiveness,Academic Achievement,Social Influences,Cultural Enrichment

Many rural school districts face declining enrollments. A few districts have taken the unusual path of recruiting international students in order to boost their enrollments. This study examines a community using this strategy and the resulting financial, academic, and social situations for the school, community, and students, both local and international. The program has two goals: to increase both enrollment and diversity in the school. The benefits and challenges are discussed in light of the social and academic spheres of the school experience. The future of the program is considered, especially in connection to community fears of school closure or consolidation. Issues of professional development for teachers and programming for students are described. Recommendations for districts considering an international student program are included. This work contributes to a better understanding of the potential synergy between schools and communities. (Contains 1 footnote.)
Parent and Family Involvement in Education, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-028
Author: Noel, Amber
Date: 2013-08-00
Type: Reports - Research
Subjects: Parent Participation,Family Involvement,Parent School Relationship,Parent Conferences,Homework,Parent Attitudes,Expectation,Postsecondary Education,Academic Aspiration,Graduation,Cultural Activities,Minority Groups,Home Schooling,Racial Differences,Educational Environment,Public Schools,Private Schools,School Size,Institutional Characteristics,Geographic Location,Gender Differences,Age Differences,Educational Attainment,Parents,Language Usage,English (Second Language),Poverty,Socioeconomic Status,Family Characteristics,Students

This report presents data on students in the United States attending kindergarten through grade 12. The main focus of the report is on parent and family involvement in the students' education during the 2011-12 school year as reported by the students' parents. It also includes the percentage of students who participated in family activities, as well as the number of children who were homeschooled. Demographic information about students and families is presented, including students' poverty status and parents' education and language spoken at home, as well as school characteristics, such as school size and school type. The data for this report come from the National Household Education Surveys Program of 2012 (NHES:2012), Parent and Family Involvement in Education (PFI) Survey. The PFI survey is designed for students who are enrolled in kindergarten through grade 12 or are homeschooled for equivalent grades and asks questions about various aspects of parent involvement in education, such as help with homework, family activities, and parent involvement at school. For homeschooled students, the survey asks questions related to the student's homeschooling experiences, the sources of the curriculum, and the reasons for homeschooling. The NHES:2012 is an address-based sample covering the 50 states and the District of Columbia and was conducted by the United States Census Bureau from January through August 2012. Results presented in the tables within this report are weighted. All statements of comparison made in this report have been tested for statistical significance using two-tailed t-tests and are significant at the 95 percent confidence level. No adjustments were made for multiple comparisons. Some estimates that appear different may not be measurably different in a statistical sense due to sampling error. This report introduces new NHES survey data by presenting selected descriptive information. Readers are cautioned not to draw causal inferences based on the results presented. It is important to note that many of the variables examined in this report may be related to one another, and complex interactions and relationships among the variables have not been explored. The following are appended: (1) Technical Notes; (2) Glossary; and (3) Standard Error Tables. (Contains 17 tables and 2 footnotes.)
Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results from the 2011-12 Schools and Staffing Survey. First Look. NCES 2013-312
Author: Bitterman, Amy
Date: 2013-08-00
Type: Information Analyses
Subjects: Public Schools,Private Schools,Elementary Schools,Middle Schools,High Schools,Charter Schools,Institutional Characteristics,Low Income Groups,Individualized Education Programs,Disabilities,English Language Learners,Racial Differences,Gender Differences,High School Graduates,College Bound Students,Teachers,Part Time Faculty,Employment Level,Specialists,Coaching (Performance),Career Development,Surveys,Enrollment,Urban Schools,Rural Schools,Advanced Placement Programs,Career Education,Technical Education,Dual Enrollment,Internship Programs,Minority Groups,Suburban Schools

This report presents selected findings from the Public School and Private School Data Files of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public schools are also part of SASS. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through the following surveys: district, school, principal, teacher, and library media center. The data were collected via mailed questionnaires with telephone and in-person field follow-up. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2011-12 SASS Public School and Private School Data Files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This First Look report highlights findings from the SASS public and private school surveys. The tables in this report contain counts and percentages demonstrating bivariate relationships. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 21 tables and 18 footnotes.)
Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results from the First through Fourth Waves of the 2007-08 Beginning Teacher Longitudinal Study. Research and Development Report. NCES 2013-336
Author: Gray, Lucinda
Date: 2013-08-00
Type: Numerical/Quantitative Data
Subjects: Beginning Teachers,Longitudinal Studies,Research and Development,Career Development,Teacher Characteristics,Institutional Characteristics,Public Schools,Age Differences,Gender Differences,Racial Differences,Educational Attainment,Alternative Teacher Certification,Student Teaching,Teacher Certification,Beginning Teacher Induction,Methods Courses,Mentors,Teacher Persistence,Labor Turnover,Faculty Mobility,Research Methodology,Teacher Attitudes,Career Change,School Districts,Occupational Aspiration,Teacher Retirement,Teacher Salaries,Geographic Location,Teacher Responsibility,Teacher Placement,Poverty,Employment Level,Teacher Qualifications

To learn more about the early career patterns of beginning teachers, the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education undertook the Beginning Teacher Longitudinal Study (BTLS). The ultimate purpose of this report is to develop a strategy for the longitudinal analysis of the BTLS data that can be used to better understand teacher attrition, retention, and mobility. This report includes an analysis chapter that discusses the research purposes and results, and a chapter of conclusions and recommendations, followed by the tables of estimates. There are three research objectives addressed in this report. The first objective is to define the concept of a career path for beginning teachers that can be implemented with all waves of the BTLS. The second objective is to operationalize the assignment of a career path using this definition, i.e., examine methods for assigning career paths. To do so, this report investigates the methodological and analytic issues involved in analyzing the BTLS data longitudinally (i.e., across waves for individual teachers). The third objective is to investigate the best approach for analyzing the relationships between beginning teachers’ career paths and selected teacher and school characteristics. The following are appended: (1) Standard Error Tables; (2) Description of Variables; and (3) Methodology and Technical Notes. (Contains 24 tables, 1 figure, 4 exhibits, and 21 footnotes.) [This report was prepared for the National Center for Education Statistics (NCES) in collaboration with Westat, Inc.]
The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs. Executive Summary. NCEE 2013-4016
Author: Clark, Melissa A.
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Secondary School Teachers,Secondary School Mathematics,Mathematics Teachers,Comparative Analysis,Poverty,Disadvantaged Schools,Mathematics Achievement,Middle Schools,High Schools,Fellowships,Scores,Mathematics Tests,Alternative Teacher Certification,Program Effectiveness,Teacher Characteristics,Teaching Experience,Minority Groups,Teacher Education,Pedagogical Content Knowledge,Student Recruitment,Teacher Placement,Teaching Methods,Teacher Attitudes,Selective Admission,Eligibility,Summer Programs

Teach For America (TFA) and the Teaching Fellows programs are an important and growing source of teachers of hard-to-staff subjects in high-poverty schools, but comprehensive evidence of their effectiveness has been limited. This report presents findings from the first large-scale random assignment study of secondary math teachers from these programs. The study separately examined the effectiveness of TFA and Teaching Fellows teachers, comparing secondary math teachers from each program with other secondary math teachers teaching the same math courses in the same schools. The study focused on secondary math because this is a subject in which schools face particular staffing difficulties. The study had two main findings, one for each program studied: (1) TFA teachers were more effective than the teachers with whom they were compared. On average, students assigned to TFA teachers scored 0.07 standard deviations higher on end-of-year math assessments than students assigned to comparison teachers, a statistically significant difference. This impact is equivalent to an additional 2.6 months of school for the average student nationwide. (2) Teaching Fellows were neither more nor less effective than the teachers with whom they were compared. On average, students of Teaching Fellows and students of comparison teachers had similar scores on end-of-year math assessments. By providing rigorous evidence on the effectiveness of secondary math teachers from TFA and the Teaching Fellows programs, the study can shed light on potential approaches for improving teacher effectiveness in hard-to-staff schools and subjects. The study findings can provide guidance to school principals faced with the choice of hiring teachers who have entered the profession via different routes to certification. The findings can also aid policymakers and funders of teacher preparation programs by providing information on the effectiveness of teachers from various routes to certification that use different methods to identify, attract, train, and support their teachers. (Contains 2 figures and 3 footnotes.) [For the full report, see ED544171.]
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2010-11 (Fiscal Year 2011). First Look. NCES 2013-342
Author: National Center for Education Statistics (ED)
Date: 2013-07-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Secondary Education,Costs,Expenditure per Student,Expenditures,Educational Finance,Resource Allocation,State Aid,Federal Aid,Local Government,Income,Salaries,Operating Expenses,Tuition,Teacher Employment Benefits,Educational Administration,Transportation,Food Service,Educational Facilities,Equipment,Economic Climate

The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data by the National Center for Education Statistics (NCES) in the Institute of Education Sciences of the U.S. Department of Education. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the National Public Education Financial Survey (NPEFS) component of CCD. This report presents findings on public education revenues and expenditures using fiscal year 2011 (FY 11) data from the preliminary (version 1a) NPEFS file of the CCD survey system. Programs covered in NPEFS include regular, special, and vocational education; charter schools; and state-run education programs (such as special education centers or education programs for incarcerated youth). This First Look report provides users with an opportunity to access preliminary NPEFS data that were subject to one round of data review and editing. The following are appended: (1) Methodology and Technical Notes; (2) Common Core of Data Glossary; and (3) Revised Fiscal Year 2010 Tables. Data files for all CCD surveys used in this report may be found on the CCD data page of the CCD website at http://nces.ed.gov/ccd/ccddata.asp. (Contains 17 tables, 4 figures, and 1 footnote.) [This report was prepared in collaboration with the United States Census Bureau.]
National Assessment of Educational Progress: An Overview of NAEP. NCES 2013-455
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Student Evaluation,National Surveys,Academic Achievement,Grade 4,Grade 8,Grade 12,Mathematics Achievement,Reading Achievement,Science Achievement,Writing Achievement,Computer Assisted Testing,Test Items,Questionnaires,Context Effect,Trend Analysis,Progress Monitoring

This document provides an overview of the National Assessment of Educational Progress (NAEP). NAEP is the largest nationally representative and continuing assessment of what students in the United States know and can do in various subjects. NAEP serves a different role than state assessments. States have their own unique assessments which are designed to provide individual student data about achievement on different content standards. The National Center for Education Statistics (NCES) administers the same NAEP assessment in every state. This provides a common measure of achievement that allows for comparisons of achievement to the nation and among states and participating urban districts. NAEP does not report results for individual students. Unlike state assessments, students, teachers, and principals who participate in NAEP are also asked to complete contextual questionnaires. This information provides a better understanding of students’ educational experiences and factors that may be related to their learning. Main NAEP assessments are conducted in a range of subjects with fourth-, eighth-, and twelfth-grade students across the country. Mathematics and reading are assessed every two years, and science and writing are assessed every four years. Other subjects are assessed periodically, including the arts, civics, economics, geography, technology and engineering literacy, and U.S. history. [This publication was produced in collaboration with the National Assessment of Educational Progress (NAEP).]
Addressing Teacher Shortages in Disadvantaged Schools: Lessons from Two Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2013-4018
Author: Clark, Melissa
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,Disadvantaged Schools,Alternative Teacher Certification,Low Income Groups,Disadvantaged Youth,At Risk Students,Program Evaluation,Program Effectiveness,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Mathematics Teachers,Reading Achievement,Mathematics Achievement,Teacher Competencies,Teacher Influence,Teacher Education,Courses,Fellowships,Teaching Experience,Comparative Analysis,Teacher Effectiveness

Schools serving low-income students struggle to attract effective teachers, particularly in science and math. In response to these staffing difficulties, states have tried to lower the barriers to becoming a teacher by establishing &quot;alternative routes to certification.&quot; These routes enable teachers to begin teaching before completing all the requirements for certification and, in many cases, require less education coursework than traditional teacher preparation routes in the same states. Currently, as many as two-fifths of new teachers enter the profession through alternative routes. Most programs providing alternative routes to certification admit most applicants, although a few, including Teach For America and the Teaching Fellows programs, are highly selective, admitting fewer than 15 percent of applicants. To provide evidence on the effectiveness of teachers from alternative routes to certification, the U.S. Department of Education's Institute of Education Sciences (IES) sponsored two large, multistate random assignment studies. Together, the two studies, which were conducted by Mathematica Policy Research, provide a portrait of teachers from a diverse set of alternative route programs, across a range of grade levels. The first study examined the effectiveness of &quot;elementary school teachers from less selective alternative routes.&quot; The second study examined the effectiveness of &quot;secondary math teachers from two highly selective alternative routes,&quot; Teach For America and the Teaching Fellows programs. Both studies also explored whether any specific teacher characteristics or preparation program features were associated with effective teaching, to help guide efforts to improve teacher preparation programs and teacher effectiveness. Key lessons learned include: (1) Teachers who enter teaching through alternative routes to certification can help fill teacher shortages in hard-to-staff schools and subjects without reducing student achievement; (2) Coursework taken while teaching may decrease teachers' effectiveness; and (3) It is difficult to predict teacher effectiveness at the time of hiring. (Contains 7 endnotes, 3 figures, and 1 table.)
2011-12 National Postsecondary Student Aid Study (NPSAS:12): Student Financial Aid Estimates for 2011-12. First Look. NCES 2013-165
Author: Radwin, David
Date: 2013-08-00
Type: Reports - Research
Subjects: Undergraduate Students,Student Financial Aid,Institutional Characteristics,Attendance Patterns,Family Income,Graduate Students,Federal Aid,State Aid,Grants,Student Loan Programs,Work Study Programs,Eligibility,Dependents,Full Time Students,Part Time Students,Costs,Student Characteristics,Tuition,Employers,Paying for College

This brief report presents selected findings about student financial aid during the 2011-12 academic year. These findings are based on data from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12), a nationally representative sample survey of undergraduate and graduate students enrolled any time between July 1, 2011, and June 30, 2012, in institutions eligible to participate in federal financial aid programs. The primary purpose of NPSAS:12 is to measure how students and their families pay for postsecondary education, with particular emphasis on federal student aid provided through Title IV of the Higher Education Act of 1965 and subsequent amendments. The NPSAS:12 sample consists of about 95,000 undergraduate and 16,000 graduate students attending approximately 1,500 Title IV eligible postsecondary institutions in the 50 states and the District of Columbia.The sample represents approximately 26 million undergraduate and 4 million graduate students enrolled in postsecondary education at any time between July 1, 2011, and June 30, 2012. This report classifies financial aid by type and source. Eligibility for federal need-based aid is largely determined by the student's family income, which is defined differently for dependent and independent students.The following are appended: (1) Glossary; (2) NPSAS:12 Technical Notes and Methodology; and (3) Revised Student Financial Aid Estimates for the 2007-08 National Postsecondary Study Aid Study (NPSAS:08). (Contains 30 tables and 15 footnotes.)
After Two Years, Three Elementary Math Curricula Outperform a Fourth. NCEE Evaluation Brief. NCEE 2013-4019
Author: Agodini, Roberto
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Mathematics Curriculum,Elementary School Mathematics,Mathematics Instruction,Grade 1,Grade 2,Mathematics Achievement,Instructional Effectiveness,Comparative Analysis,Teaching Methods,Mathematical Concepts,Cognitive Processes,Teacher Role,Teacher Student Relationship,Faculty Development,Drills (Practice)

This brief aims to help educators understand the implications of math curriculum choice in the early elementary grades by presenting new findings from a study that examined how four math curricula affect students' achievement across two years--from 1st through 2nd grades. The four curricula were (1) Investigations in Number, Data, and Space (Investigations); (2) Math Expressions; (3) Saxon Math (Saxon); and (4) Scott Foresman-Addison Wesley Mathematics (SFAW), which the developer revised and renamed enVision Math (enVision) during the study. These curricula are widely used and differ in their approaches to teaching and learning. Within districts, we randomly assigned one of the four curricula to each school that participated in the study. After one year (by the end of 1st grade), students taught with Math Expressions and Saxon made greater gains in achievement than students taught with Investigations and SFAW. After two years (by the end of 2nd grade), Investigations students continued to lag behind Math Expressions and Saxon students, while SFAW/enVision students caught up to Math Expressions and Saxon students. Therefore, Math Expressions, Saxon, and SFAW/enVision improved 1st-through-2nd-grade math achievement by similar amounts, and all three outperformed Investigations. Our findings also suggest that switching between some of the study's curricula does not harm student achievement and can even be beneficial. (Contains 24 endnotes, 3 figures, and 2 tables.) [For &quot;After Two Years, Three Elementary Math Curricula Outperform a Fourth. NCEE Technical Appendix. NCEE 2013-4019&quot;, see ED544187.]