ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Student Achievement Data to Support Instructional Decision Making. Q&amp;A with Sharnell Jackson. REL Mid-Atlantic Event
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2013-03-18
Type: Reports - Descriptive
Subjects: Academic Achievement,Decision Making,Data Analysis,Feedback (Response),Data Collection,Teaching Methods,Educational Assessment,Scores,Teamwork,Brainstorming,Hypothesis Testing,Intervention

This event focused on the What Works Clearinghouse practice guide, &quot;Using Student Achievement Data to Support Instructional Decision Making&quot; (ED506645). During the event, the presenter, Sharnell Jackson, led school data teams in activities involving analysis of their own student data. This Q&amp;A addressed the questions participants had for Jackson following the event. Topics addresses include: adaptive systems available to teachers to give students immediate feedback about their work; an example of having a systematic process for dealing with data; and how to get staff to truly &quot;buy in&quot; to the importance of using data and how to overcome any fears that they might have.
Teaching Elementary School Students to Be Effective Writers: Q&amp;A with Dr. Natalie Olinghouse and Alisha Bollinger. REL Mid-Atlantic Event
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2013-04-29
Type: Reports - Descriptive
Subjects: Elementary School Students,Teaching Methods,Writing Instruction,Writing Skills,Writing Strategies,Grammar,Student Needs,Age Differences,Spelling,Word Lists

This event focused on the Institute of Education Sciences' practice guide, &quot;Teaching Elementary School Students to Be Effective Writers&quot; (2012) (see ED533112). Dr. Natalie Olinghouse and Alisha Bollinger presented effective strategies for teaching writing while familiarizing attendees with the recommendations and methods described in the guide. This Q&amp;A addressed the questions participants had for the presenters following the event.
Instructional Time Trends. Education Trends
Author: Woods, Julie Rowland
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Educational Trends,Time Factors (Learning),Time on Task,Academic Achievement,School Schedules,Extended School Year,Educational Legislation,State Legislation,Elementary Secondary Education

For more than 30 years, Education Commission of the States has tracked instructional time and frequently receives requests for information about policies and trends. In this Education Trends report, Education Commission of the States addresses some of the more frequent questions, including the impact of instructional time on achievement, variation in school start dates, and trends in school day and year length.
Effective Counseling Interventions with Youth and Families: A Review of Solution Focused Brief Therapy. School Counseling Research Brief 9.2
Author: Bond, C.
Date: 2015-02-17
Type: Reports - Research
Subjects: Intervention,Counseling Services,Counseling Techniques,Therapy,School Counseling,Educational Research,Meta Analysis,Models,Children,Family Counseling

Responsive services--in the form of individual, group, and family interventions--are a core component of the work of many school counselors. Solution focused brief therapy (SFBT), also called solution focused counseling (SFC), is increasingly used in schools due to its flexibility, brevity, and efficacy. Having a theoretically sound, effective, and efficient clinical intervention model is critical to successful school counseling programs, which makes identifying these models imperative. This study summarizes the current research on SFBT with children and families. Key components of the SFBT and SFC models include goal-setting; finding what is working or where there are exceptions to a problem; scaling; identifying client and family resources; eliciting client solutions; and soliciting client commitment to agreed-upon goals. This model is particularly well-suited to work in schools due to the high caseloads of most school counselors, and the related need to respond to a variety of student situations efficiently and promptly. SFBT's positive focus and strength-based approach align with school counseling program models and educational outcomes.
Quality Education for Social Development and Human Well-Being
Author: Moradi Sheykhjan, Tohid
Date: 2015-08-06
Type: Speeches/Meeting Papers
Subjects: Educational Quality,Social Development,Well Being,Developing Nations,Educational Change,Global Approach,Foreign Countries

Education as a phenomenon is rather complex which makes it difficult to define its quality. Definitions of quality must be open to change and evolution based on information, changing contexts, and new understandings of the nature of education's challenges. The main objective of the paper is to find out the significance of quality education for social development and human well-being. Access to education is critical. But it is not enough. Millions of children go through school and come out without basic literacy and numeracy. Many students around the world are banking their futures on poorly trained. The goal of social development in the context of modern welfare is to produce social well-being and educational quality has become the central pivot for many education systems in developing countries. Quality education plays an important role in human development. Human development encompasses development in several dimensions of human well being. Social development is one of the important dimensions. It has the power to shape a sustainable future and better world. Education policies should promote peace, mutual respect and environmental care. At the core of the pursuit of quality education, the focus should be on strengthening learning performance and providing learners with the capacities to address the challenges of a sustainable future for all. [This paper was published in: T. C. Thankachan (Ed.), &quot;VISION 2030: Contributions of Educational Researches on National Development. Proceedings of the UGC Sponsored Two Day National Seminar (6th and 7th August 2015).&quot; p123-128. Kerala, India: St. Thomas College of Teacher Education (ISBN 978-81-927201-4-2).]
The Nation's Report Card: Are the Nation's 12th-Graders Making Progress in Mathematics and Reading? NCES 2014-087
Author: National Center for Education Statistics (ED)
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Grade 12,Reading Achievement,Mathematics Achievement,National Competency Tests,Educational Assessment,Educational Indicators,Achievement Gains,Statistical Data,Achievement Rating

The Nation's Report Card™ informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. NAEP collects and reports information on student performance at the national, state, and local levels, making the assessment an integral part of our nation's evaluation of the condition and progress of education. This report shows the following: average scores in mathematics and reading in 2013; the percentage of students at or above the &quot;Proficient&quot; level; and score gains for the 11 states that volunteered in both the 2009 and 2013 assessments. National average scores from the 2013 NAEP did not change from 2009. Among the 11 volunteer pilot states that participated in both the 2009 and 2013 assessments, 4 made gains from 2009 in mathematics, and 2 made gains in reading.
ARCC Teacher Compensation Initiative: Literature Review
Author: Appalachia Regional Comprehensive Center (ARCC)
Date: 2014-08-00
Type: Reports - Evaluative
Subjects: Teacher Salaries,Compensation (Remuneration),Incentives,STEM Education,Teacher Recruitment,Teacher Persistence,Educational Legislation,State Legislation,Teacher Shortage,Public Schools,Educational Finance,Federal Legislation,Federal Programs,Federal Aid,Teacher Supply and Demand,Educational Research,Elementary Secondary Education

In February 2014, the Tennessee State Board of Education (SBE) requested that the Appalachia Regional Comprehensive Center (ARCC) provide assistance to the SBE's Basic Education Program (BEP) Review Committee. The SBE requested additional information on the use and effectiveness of market-based teacher compensation and market-based incentives by districts and states to recruit science, technology, engineering, and mathematics teachers. The SBE is interested in using this information to encourage school districts to align teacher salaries with the salaries offered by competing employers to improve teacher recruitment and retention in Tennessee, particularly in areas of shortage. In response to the request for information from the SBE, ARCC consulted with the Center on Great Teachers and Leaders (GTL Center), one of the seven content centers in the Comprehensive Center network, to supply research and provide feedback on a review of the report. Identifying a lack of evidence about the impact and costs of such initiatives, GTL Center staff also conducted informal interviews with leaders of emerging market-based compensation initiatives to seek additional, unpublished information. The report includes (1) background information on the BEP Review Committee and the history of teacher compensation reforms in Tennessee, (2) a summary of the literature and evidence on the effectiveness of market pay, and (3) examples of emerging practices, challenges, and lessons learned to support the committee's decision-making. The following is appended: Glossary of Terms.
2013 Graduate Management Education in Canada. GMAC® Data-to-Go Series
Author: Graduate Management Admission Council (GMAC)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Administrator Education,Graduate Students,Educational Trends,Annual Reports,Employment Patterns,Employment Opportunities,Student Recruitment,Global Approach,Educational Demand,Geographic Distribution,Enrollment Trends,Enrollment Rate,Testing Programs,Student Diversity,Womens Education,In State Students,Out of State Students,Place of Residence,College Admission,Foreign Students,Job Search Methods,College Outcomes Assessment,Educational Quality,Business Administration Education,College Entrance Examinations

This latest report in the GMAC® Data-to-Go Series provides an overview of trends in graduate management education in Canada and a brief look at jobs and employment trends for recent 2013 business school graduates in Canada. Key themes of internationalization, program portfolio, and student recruitment appear in data throughout. Data presented here come from various sources including GMAT® exam volume and the 2013 GMAC Application Trends and Global Management Education Graduates Surveys. Please use caution when comparing or combining data cited above, as this information is subject to source sampling variability and differences across testing, regional groupings, survey years, or data collection methodology
B-School Follow Up: Class of 2013. GMAC® Data-to-Go Series
Author: Graduate Management Admission Council (GMAC)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Followup Studies,Alumni,Annual Reports,Graduate Surveys,Business Administration Education,Graduate Study,Employment Opportunities,College Outcomes Assessment,Employment Level,Majors (Students),Occupational Clusters,Occupational Information,Geographic Location,Compensation (Remuneration),Entrepreneurship,Self Employment,Unemployment,Outcomes of Education,Educational Benefits

This brief summarizes the findings of an annual poll of new business school alumni conducted each September by the Graduate Management Admission Council (GMAC). The September 2013 follow-up study gathered data from students who responded to the Global Management Education Graduate Survey--the GMAC exit survey of graduating management students in their final year of business school--conducted in early 2013. Results from the alumni poll show the class of 2013 MBA and other specialized business master's alumni remain successful in finding employment opportunities across job sectors and value the rewards they have received from their graduate business degree.
Paying for Business School: Fewer Hesitations, Greater Investment from Parents, Value Remains Strong. GMAC® Data-to-Go Series
Author: Briggs, Tracey
Date: 2014-09-00
Type: Numerical/Quantitative Data
Subjects: Business Administration Education,Paying for College,Statistical Data,College Bound Students,Graduate Study,Student Costs,Financial Support,Citizenship,Gender Differences,Age Differences,Study Abroad,In State Students,Out of State Students,Investment,Global Approach,Geographic Regions,Foreign Countries

This latest report looks at differences in how prospective students expect to cover the costs of business school. The brief is based on five-year data (2009 and 2013) from the mba.com Prospective Students Survey, specifically analyzing changes in the financing mix to meet 100 percent of the costs of graduate management education. The financing mix varies quite a lot by citizenship, intended program type, age, gender, and whether people plan to study domestically or abroad.
Profile of GMAT® Testing: North American Report. Testing Years 2010 through 2014. GMAC® Data-to-Go Series
Author: Chisholm, Alex
Date: 2014-11-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Racial Differences,Ethnic Groups,Geographic Location,Place of Residence,Age Differences,Scores,College Programs,College Admission,Standardized Tests,Business Administration Education,Graduate Study,Gender Differences

This Data-to-Go brief summarizes five year GMAT testing trends for US and Canadian residents, and race/ethnicity breakdowns for US citizens. It includes: (1) GMAT exams taken by US region, US state of residence, and race/ethnicity of examinees (US citizens only), (2) GMAT exams taken by Canadian residents, by Canadian province, (3) GMAT exams taken by gender and mean age of GMAT examinees, (4) Mean GMAT Total score, and (5) GMAT score-sending breakdowns by program type for TY2014. This data brief can help build candidate profiles for specific US or Canadian groups around the world. It can also be used as a starting point to target searches for potential students and to enhance school recruitment efforts.
Profile of GMAT® Testing: Residence Report. Testing Years 2010 through 2014. GMAC® Data-to-Go Series
Author: Chisholm, Alex
Date: 2014-11-00
Type: Numerical/Quantitative Data
Subjects: Profiles,Testing Programs,College Entrance Examinations,Annual Reports,Trend Analysis,Business Administration Education,Place of Residence,Gender Differences,Age Differences,Scores,Masters Degrees,Doctoral Degrees,Statistical Data,Statistical Distributions,Tables (Data),Geographic Regions,Citizenship,Foreign Countries

This report summarizes five-year global GMAT testing trends and includes: (1) GMAT exams taken by residence; (2) GMAT exams taken by gender; (3) Mean age of GMAT examinees; (4) Mean GMAT Total score; and (5) GMAT score-sending breakdowns by program type (MBA, non-MBA master's, and doctoral/other), TY 2014. This data brief can be used to help build candidate profiles for specific country and regional groups. It can also be used as a starting point to target the search for potential students and to enhance school recruitment efforts.
Profile of GMAT® Testing: Citizenship Report: Testing Years 2010 through 2014. GMAC® Data-to-Go Series
Author: Chisholm, Alex
Date: 2014-11-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Testing Programs,Profiles,Trend Analysis,Citizenship,Gender Differences,Age Differences,Scores,Intellectual Disciplines,Student Recruitment,Statistical Data,Geographic Distribution,Geographic Regions,Tables (Data),Foreign Countries

This report summarizes five-year global GMAT testing trends and includes: (1) GMAT exams taken by citizenship; (2) GMAT exams taken by gender; (3) Mean age of GMAT examinees; (4) Mean GMAT Total score; and (5) GMAT score-sending breakdowns by program type (MBA, non-MBA master's, and doctoral/other), TY2014. This data brief can help build candidate profiles for specific country and regional groups. It also can be used as a starting point to target searches for potential students and to enhance school recruitment efforts
Lord-Wingersky Algorithm Version 2.0 for Hierarchical Item Factor Models with Applications in Test Scoring, Scale Alignment, and Model Fit Testing. CRESST Report 830
Author: Cai, Li
Date: 2013-07-00
Type: Reports - Research
Subjects: Mathematics,Scores,Item Response Theory,Computation,Models,Scoring,Goodness of Fit,Test Items,Scaling,Tests

Lord and Wingersky's (1984) recursive algorithm for creating summed score based likelihoods and posteriors has a proven track record in unidimensional item response theory (IRT) applications. Extending the recursive algorithm to handle multidimensionality is relatively simple, especially with fixed quadrature because the recursions can be defined on a grid formed by direct products of quadrature points. However, the increase in computational burden remains exponential in the number of dimensions, making the implementation of the recursive algorithm cumbersome for truly high dimensional models. In this paper, a dimension reduction method that is specific to the Lord-Wingersky recursions is developed. This method can take advantage of the restrictions implied by hierarchical item factor models (e.g., the bifactor model [Gibbons &amp; Hedeker, 1992], the testlet model [Wainer, Bradlow, &amp; Wang, 2007], or the two-tier model [Cai, 2010b], such that a version of the Lord-Wingersky recursive algorithm can operate on a dramatically reduced set of quadrature points. For instance, in a bifactor model, the dimension of integration is always equal to 2, regardless of the number of factors. The new algorithm not only provides an effective mechanism to produce summed score to IRT scaled score translation tables properly adjusted for residual dependence, but leads to new applications in test scoring, linking, and model fit checking as well. Simulated and empirical examples are used to illustrate the new applications.
Treatment Confounded Missingness: A Comparison of Methods for Addressing Censored or Truncated Data in School Reform Evaluations. CRESST Report 832
Author: Rickles, Jordan H.
Date: 2013-09-00
Type: Reports - Research
Subjects: Data,Bias,Data Analysis,Statistical Analysis,Computation,Simulation,Educational Change,High Schools,Charter Schools,Academic Achievement,Academic Persistence,High School Students,Outcomes of Education

In this paper we examine ways to conceptualize and address potential bias that can arise when the mechanism for missing outcome data is at least partially associated with treatment assignment, an issue we refer to as treatment confounded missingness (TCM). In discussing TCM, we bring together concepts from the methodological literature on missing data, mediation, and principal stratification. We use a pair of simulation studies to demonstrate the main biasing properties of TCM and test different analytic approaches for estimating treatment effects given this missing data problem. We also demonstrate TCM and the different analytic approaches with empirical data from a study of a traditional high school that was converted to a charter school. The empirical illustration highlights the need to investigate possible TCM bias in high school intervention evaluations, where there is often an interest in studying the effects of an intervention or reform on both school persistence and academic achievement. The following are appended: (1) Detailed Description of Analytic Approaches Used for the Simulation Study; and (2) Summary of Simulation Study Results.
Automatic Short Essay Scoring Using Natural Language Processing to Extract Semantic Information in the Form of Propositions. CRESST Report 831
Author: Kerr, Deirdre
Date: 2013-08-00
Type: Reports - Research
Subjects: Scoring,Automation,Essay Tests,Natural Language Processing,Semantics,Test Items,Accuracy

The Common Core assessments emphasize short essay constructed-response items over multiple-choice items because they are more precise measures of understanding. However, such items are too costly and time consuming to be used in national assessments unless a way to score them automatically can be found. Current automatic essay-scoring techniques are inappropriate for scoring the content of an essay because they either rely on grammatical measures of quality or machine learning techniques, neither of which identify statements of meaning (propositions) in the text. In this report, we introduce a novel technique for using domain-independent, deep natural language processing techniques to automatically extract meaning from student essays in the form of propositions and match the extracted propositions to the expected response. The empirical results indicate that our technique is able to accurately extract propositions from student short essays, reaching moderate agreement with human rater scores.
Emergency Preparedness and Response in the School Setting--The Role of the School Nurse. Position Statement
Author: Tuck, Christine M.
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Emergency Programs,Allied Health Personnel,Staff Role,Prevention,Individual Needs,Health Needs,Equipment,Intervention,Position Papers

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) provides leadership in all phases of emergency preparedness and response. School nurses are a vital part of the school team responsible for developing emergency response procedures for the school setting using an all-hazards approach. The school nurse is often the first health professional who responds to an emergency. The school nurse has the education and knowledge to identify emergent situations, manage the emergency until relieved by emergency medical services (EMS) personnel, communicate the assessment and interventions to EMS personnel, and follow up with the health care provider. [This document also replaces the Issue Brief &quot;Emergency Equipment and Supplies in the School Setting&quot; (2012).]
Bullying Prevention in Schools. Position Statement
Author: DeSisto, Marie C.
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Bullying,Prevention,School Nurses,Staff Role,Leadership Role,Victims,Internet,Computers,Social Networks,Surveys,High School Students,Risk,Student Behavior,Position Papers

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is a crucial member of the team participating in the prevention of bullying in schools. School nurses are the experts in pediatric health in schools and, therefore, can have an impact on the health and safety of all students including students who bully; students who are bullied; or students who both bully and are bullied by others (Centers for Disease Control and Prevention [CDC], 2011a, 2011b). The school nurse role includes the prevention of bullying and the identification of students who are bullied, bully others, or both. The school nurse has a significant leadership role in the implementation of bullying prevention policies and strategies.