ethanporcaro/eric-fulltext-meta huggingface dataset:
Mental Health and Education Decisions. CEE DP 136
Author: Cornaglia, Francesca
Date: 2012-02-00
Type: Reports - Research
Subjects: Outcomes of Education,Mental Health,Labor Market,Foreign Countries,Depression (Psychology),Correlation,Adolescents,Well Being,Child Health,Truancy,At Risk Students,Gender Differences,Dropouts,Academic Achievement,Test Results,Compulsory Education,Unemployment,Longitudinal Studies,Surveys,Questionnaires,Exit Examinations

Mental health problems--and depression in particular--have been rising internationally. The link between poor mental health and poor educational outcomes is particularly interesting in the case of the UK which has a low international ranking both on measures of child wellbeing and the probability of early drop-out from the labour market and education. We study this issue using a large longitudinal study of a recent cohort of teenagers in England. We use the General Health Questionnaire to derive measures of poor mental health. We find a large negative association between mental health problems and educational outcomes--where we consider examination results before leaving compulsory education and the probability of being &quot;not in education, employment or training&quot; at a young age. The association is large even after including a very rich set of controls. Results are stronger for girls and also vary according to the different components of the mental health measure. We also explore the potential role of intermediary mechanisms (truancy and risky behaviours). (Contains 14 tables and 11 footnotes.)
Fasting during Pregnancy and Children's Academic Performance. CEE DP 134
Author: Almond, Douglas
Date: 2012-01-00
Type: Reports - Research
Subjects: Foreign Countries,Pregnancy,Eating Habits,Islam,Muslims,Children,Scores,Academic Achievement,Correlation,Intervention,Child Health,Longitudinal Studies,Prenatal Influences,Prenatal Care,Developing Nations,Cost Effectiveness,Public Policy,Investment,Educational Policy,Educational Development,Child Development,Asians,White Students,Comparative Analysis,Latin Americans,Immigrants,Cognitive Development,Research Methodology,Robustness (Statistics),Statistical Significance,Census Figures,Measurement Techniques

We consider the effects of daytime fasting by pregnant women during the lunar month of Ramadan on their children's test scores at age seven. Using English register data, we find that scores are 0.05 to 0.08 standard deviations lower for Pakistani and Bangladeshi students exposed to Ramadan in early pregnancy. These estimates are downward biased to the extent that Ramadan is not universally observed. We conclude that the effects of prenatal investments on test scores are comparable to many conventional educational interventions but are likely to be more cost effective and less subject to &quot;fade out&quot;. (Contains 3 tables, 6 figures and 17 footnotes.)
An Evaluation of &quot;Special Educational Needs&quot; Programmes in England. CEE DP 129
Author: Keslair, Francois
Date: 2011-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Learning Problems,Educational Needs,Special Education,Special Needs Students,Educational Policy,Policy Analysis,Program Evaluation,Access to Education,Program Effectiveness,School Demography,Robustness (Statistics),Regression (Statistics),Longitudinal Studies,Elementary School Students,Academic Achievement,Tests,Scores,Equal Education

The need for education to help every child rather than focus on average attainment has become a more central part of the policy agenda in the US and the UK. Remedial programmes are often difficult to evaluate because participation is usually based on pupil characteristics that are largely unobservable to the analyst. In this paper we evaluate programmes for children with moderate levels of &quot;special educational needs&quot; in England. We show that the decentralized design of the policy generates significant variations in access to remediation resources across children with similar prior levels of difficulty. However, this differential is not reflected in subsequent educational attainment--suggesting that the programme is ineffective for &quot;treated&quot; children. In the second part of our analysis, we use demographic variation within schools to consider the effect of the programme on whole year groups. Our analysis is consistent with no overall effect on account of the combined direct and indirect (spillover) effects. Thus, the analysis suggests that a key way that English education purports to help children with learning difficulties is not working. Appended are: (1) Robustness tests for the individual level regressions; and (2) Robustness test for the school level regressions. (Contains 4 figures, 6 tables and  20 footnotes.)
Do Public Colleges in Developing Countries Provide Better Education than Private Ones? Evidence from General Education Sector in India. CEE DP 130
Author: Rubinstein, Yona
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Evidence,General Education,Public Colleges,Outcomes of Education,Exit Examinations,College Graduates,Foreign Countries,Public Education,Private Colleges,Developing Nations,Educational Quality,Comparative Analysis,College Students,Correlation,Cost Effectiveness,Higher Education,College Admission,Dropouts,Withdrawal (Education)

Public college graduates in many developing countries outperform graduates of private ones on the college exit exams. This has often been attributed to the cutting edge education provided in public colleges. However, public colleges are highly subsidized, suggesting that the private-public education outcome gap might reflect the pre-determined quality of the students who sort into public colleges rather than the causal impact of the public tertiary education on students' outcomes. We evaluate the impact of public colleges using a newly assembled unique data set that links admission data with the educational outcomes on a set of common exit exams in India. Admission to general education public colleges is strictly based on the results of the Senior Secondary School examinations. We exploit this feature in a Regression Discontinuity Design, and find that the public colleges have no added value in the neighborhood of the admission cut off scores. Data appendix and supplemental material appendix are included. (Contains 15 figures, 15 tables and 42 footnotes.) [This report was funded by the PSTC at Brown University.]
Valuing School Quality Using Boundary Discontinuities. CEE DP 132
Author: Gibbons, Stephen
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Educational Quality,School Effectiveness,School Districts,Regression (Statistics),Admission (School),Elementary Schools,Academic Achievement,Housing,National Curriculum,Student Evaluation,Elementary School Students,Identification,Robustness (Statistics),Foreign Countries

Existing research shows that house prices respond to local school quality as measured by average test scores. However, higher test scores could signal better quality teaching and academic value-added, or higher ability, sought-after intakes. In our research, we show decisively that value-added drives households' demand for good schooling. However, prior achievement--linked to the background of children in school--also matters. In order to identify these effects, we improve the boundary discontinuity regression methodology by matching identical properties across admissions authority boundaries; by allowing for boundary effects and spatial trends; by re-weighting our data towards transactions that are closest to district boundaries; by eliminating boundaries that coincide with major geographical features; and by submitting our estimates to a number of novel falsification tests. Our results survive this battery of experiments and show that a one-standard deviation change in either school average value-added or prior achievement raises prices by around 3%. (Contains 6 tables, 3 figures and 13 footnotes.)
The Evaluation of English Education Policies. CEE DP 131
Author: Machin, Stephen
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Policy,Evidence,Equal Education,Labor Market,Socioeconomic Status,School Policy,Disadvantaged,Policy Analysis,Program Effectiveness,Program Evaluation,Incentives,Teaching Methods,Educational Resources,Institutional Autonomy,School Organization,Administrative Organization,School Effectiveness,Academic Achievement,Achievement Gap,Preschool Children,Compulsory Education,Adult Learning,Postsecondary Education,Elementary Secondary Education,Family Characteristics,Commercialization,Educational Finance,Synthesis,Research Reports

Educational inequalities are evident even before children start school. Some educational achievement gaps widen out as individuals progress further through the education sequence and into the labour market, especially those connected to disadvantaged students. Thus, there is a significant need for careful evaluation of educational policies that are designed to try to affect inequalities in education. The authors document various forms of educational inequality. They then review available evidence for England about the impact of school-level policies on achievement and their potential for reducing the socio-economic gap. Finally, they discuss evaluation evidence under four main themes: school resources; market incentives; school autonomy; and pedagogical approaches. (Contains 3 figures, 1 table and 18 footnotes.)
Fostering Student Police Officers' Creativity in Language Education
Author: Zascerinska, Jelena
Date: 2011-01-28
Type: Reports - Research
Subjects: Language Usage,Creativity,Safety,Police,Foreign Countries,English for Special Purposes,Police Education,Police Community Relationship,Safety Education,Concept Teaching,Fundamental Concepts,Language Skills,Language Acquisition,Global Education,Interpersonal Competence,Self Evaluation (Individuals),Pretests Posttests,Creative Development

Introduction: The modern issues of global developmental trends require contemporary police officers to become more cognizant and more responsive to the emerging needs of human safety in the constantly changing environment. Education provides student police officers with the appropriate skills and competences for innovation based on creativity. Contribution of language education to the enhancement of student police officers' creativity becomes particularly important for innovation as an engine of the human safety development in the context of economic, cultural and educational globalization. Aim of the study is to elaborate hypothesis for further studies on fostering student police officers' creativity in language education. Materials and methods: The search involves a process of analyzing the meaning of key concepts and empirical study conducted in Latvia in 2005-2006. Results: The study shows a potential model for development. Conclusions: In order to foster student police officers' creativity in language education it is necessary to promote English for Specific Purposes studies as a favourable learning environment with the emphasis on peer-learning which supports successful use of language in a multicultural environment. (Contains 2 figures and a bibliography.)
Does Additional Spending Help Urban Schools? An Evaluation Using Boundary Discontinuities. CEE DP 128
Author: Gibbons, Stephen
Date: 2011-09-00
Type: Reports - Evaluative
Subjects: Urban Schools,Educational Finance,Financial Support,Expenditures,Elementary Schools,Academic Achievement,Scores,Elementary School Students,Disadvantaged Youth,School Districts,Institutional Characteristics,Regression (Statistics),Foreign Countries

Improvement of educational attainment in schools in urban, disadvantaged areas is an important priority for policy--particularly in countries like England which have a long tail at the bottom of the educational distribution and where there is much concern about low social mobility. An anomaly in the spatial dimension of school funding policy in England allows us to examine the effect of increasing school expenditure for schools in urban areas. This anomaly arises because an &quot;area cost adjustment&quot; is made in how central government allocates funds to Local Authorities (school districts) whereas, in reality, teachers are drawn from the same labour market and are paid according to national pay scales. This is one of the features that give rise to neighbouring schools on either side of a Local Authority boundary being allocated very different resources, even if they have very similar characteristics. We find that these funding disparities give rise to sizeable differences in pupil attainment in national tests at the end of primary school. This finding lends adds to the evidence that school resources have an important role to play in improving educational attainment and has direct policy implications for the current &quot;pupil premium&quot; policy in England. (Contains 3 figures, 9 tables and 20 footnotes.)
Organisation of English for Academic Purposes Activity for Developing Communicative Competence
Author: Zascerinska, Jelena
Date: 2009-09-00
Type: Reports - Research
Subjects: Foreign Countries,Definitions,Constructivism (Learning),Student Evaluation,Evaluation Criteria,Multimedia Materials,Models,Learning Activities,Second Language Learning,Second Language Instruction,Communicative Competence (Languages),English for Academic Purposes,Linguistic Theory,Learning Processes,Learning Theories,Educational Principles,Teaching Methods,Statistical Analysis,Conference Papers,Speeches,Graduate Students,Measures (Individuals),Professional Education,International Education,Partnerships in Education

Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. Aim of the research is to work out English for Academic Purposes activity organization model and its introducing sequence for promoting communicative competence. Content: the search for English for Academic Purposes activity organization model involves analyzing the meaning of key concepts communicative competence, opportunities, English for Academic Purposes activity. Conclusion: The organization model of English for Academic Purposes activity offers opportunities for developing communicative competence. [This paper was published in: Humanities &amp; Social Sciences. International Scientific Publications, Vol. 2 (ISSN 1311-8978).]
From Grants to Loans and Fees: The Demand for Post-Compulsory Education in England and Wales from 1955 to 2008. CEE DP 127
Author: Dolton, Peter
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Educational Demand,Postsecondary Education,Grants,Student Financial Aid,Tuition,Student Costs,Enrollment,Educational Finance,Educational Policy,Predictor Variables,Regression (Statistics)

The UK has progressively moved from a Higher Education (HE) system which is funded at the tax payers' expense to one which is funded by individual participants (and their parents) by scrapping student grants, introducing student loans and charging tuition fees. The purpose of this paper is to identify the impact of these changes on the demand for HE using time-series data for England and Wales over the period 1955 to 2008. We use a Seemingly Unrelated Regressions model of three indicators of demand for post-compulsory education allowing for structural breaks. Tests show that most of the breaks occurred in line with several important policy changes. We find that less generous student financial support arrangements have had a significant negative impact on university enrolment. We simulate the impact of raising tuition fees to 9,000 British pounds pa and find that this will reduce demand for HE from boys by 7.51 percentage points and from girls by 4.92 percentage points. Appended are: (1) Data Appendix; (2) Applicants to University; (3) Internal Rate of Return Calculation; and (4) Stationarity Tests. (Contains 10 figures, 16 tables and 24 footnotes.)
Research Development within English for Academic Purposes Studies
Author: Zascerinska, Jelena
Date: 2008-09-00
Type: Information Analyses
Subjects: Foreign Countries,Lifelong Learning,English for Academic Purposes,Human Capital,Educational Research,Educational Strategies,Student Research,Professional Development,Intellectual Disciplines,College Curriculum,College Students,Definitions,Models,Learning Activities,Second Language Learning,Second Language Instruction,Learning Processes,Learning Theories,Educational Principles,Teaching Methods,International Education,Knowledge Economy,Professional Continuing Education,English for Special Purposes

In order to become &quot;the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion&quot; the European Union realizes its people as the most important asset. Moreover, every human becomes a value for the whole society. It makes significant to take into consideration one of the principal elements recommended by the Commission Memorandum for a coherent strategy in order to succeed that is to allow people to acquire or refresh the skills needed for sustained participation in the knowledge-based society. The greatest importance of the continuing professional learning that is a kind of research process  is the use of 3-5 languages, with at least 2-3 on the level of native/first language in order to form varied cooperative networks for the creation of new knowledge. Thus, the novelty of the present study is in a new outlook on English for Academic Purposes studies as an integral part of professional learning. (Contains a bibliography.)
Problem Solving in Student Police Officers' Professional Development
Author: Zascerinska, Jelena
Date: 2011-01-28
Type: Reports - Research
Subjects: Police,Problem Solving,Foreign Countries,Professional Development,Police Education,Problem Based Learning,English (Second Language),Second Language Learning,Models,Postsecondary Education,Outcomes of Education,Educational Environment,Cultural Pluralism

Introduction: The success of human safety requires the ability of police officers in problem solving within continuing professional development to be considered. Aim of the study: To analyze problem based teaching and learning in tertiary education within continuing professional development. Materials and methods: The search for problem based teaching and learning involves a process of analyzing the meaning of key concepts as well as the empirical study conducted in Latvia in 2005-2006. Results: The theoretical findings of the research show a potential model for problem based teaching and learning indicating how the steps of the process are related, the empirical study demonstrates that problem based teaching and learning formed by the methodology of the development of the system of external and internal perspectives is efficient to contribute decisively to the student police officers' development. Conclusion: In order to increase the student police officers' learning outcomes it is necessary to promote student police officers' professional development guided by problem based teaching and learning, which supports a favourable learning environment and learners' needs as well as provides successful professional development in a multicultural environment. (Contains 5 figures and a bibliography.)
Full Inclusion Programs for Elementary Students with Learning Disabilities: Can They Meet Student Needs in an Era of High Stakes Accountability?
Author: McLeskey, James
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Student Needs,Inclusion,Federal Legislation,Learning Disabilities,Academic Achievement,Accountability,Educational Legislation,Elementary School Students,Reading Achievement,Mathematics Achievement,Comparative Analysis,Reading Tests,Mathematics Tests

Issues related to full-time inclusive programs have been particularly controversial for elementary students with learning disabilities. The nature of this controversy has changed substantially over the last decade, given the emphasis on high stakes accountability for all students in the No Child Left Behind (NCLB) Act and IDEA 2004. In spite of this continuing controversy, increasing numbers of students with LD are being educated in inclusive settings. This article reviews research related to the extent to which full inclusion programs provide students with learning disabilities the support needed to meet high stakes accountability standards in reading and math. The results reveal that while some elementary students with LD in full-time inclusion classrooms made significant educational progress, a majority of students made very little academic progress, even when extraordinary resources were used to develop the programs. (Contains 2 tables.)
NCLB's Lost Decade for Educational Progress: What Can We Learn from this Policy Failure?
Author: Guisbond, Lisa
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Testing Programs,Academic Achievement,High Stakes Tests,Educational Change,Educational Opportunities,Public Education,Educational Legislation,Educational Policy,Failure,Achievement Gains,Achievement Gap,Low Income Groups,At Risk Students,Equal Education,Change Strategies,Trend Analysis,Student Needs,Poverty,Test Results,Teacher Evaluation

Ten years have passed since President George W. Bush signed No Child Left Behind (NCLB), making it the educational law of the land. A review of a decade of evidence demonstrates that NCLB has failed badly both in terms of its own goals and more broadly. It has neither significantly increased academic performance nor significantly reduced achievement gaps, even as measured by standardized exams. In fact, because of its misguided reliance on one-size-fits-all testing, labeling and sanctioning schools, it has undermined many education reform efforts. Many schools, particularly those serving low-income students, have become little more than test-preparation programs. Despite a decade's worth of solid evidence documenting the failure of NCLB and similar high-stakes testing schemes, and despite mounting evidence from the U.S. and other nations about how to improve schools, policymakers cling to discredited models. This is particularly tragic for families who hoped their children's long wait for equal educational opportunity might be ending. It is also tragic for public education system, whose reputation has been sullied by promises not kept and expensive intervention schemes that do more harm than good. It is not too late to revisit the lessons of the past ten years and construct a federal law that provides support for equity and progress in all public schools. With that goal in mind, this report first provides an overview of the evidence on NCLB's track record. Second, it looks at recent efforts at NCLB &quot;reform&quot; and what past evidence says about their likely outcomes. Finally, it points to alternative strategies that could form the basis for a reauthorized federal law that would improve all schools, particularly those serving the most needy students. (Contains 1 figure and 2 footnotes.) [This paper was written with Monty Neill and Bob Schaeffer.]