ethanporcaro/eric-fulltext-meta huggingface dataset:
A Descriptive Analysis of the Principal Workforce in Florida Schools. REL 2015-068
Author: Folsom, Jessica Sidler
Date: 2015-03-00
Type: Reports - Research
Subjects: Principals,Longitudinal Studies,Case Studies,Administrator Characteristics,Cohort Analysis,Career Development,Certification,Administrator Education,Labor Turnover,Persistence,Instructional Leadership,Administrator Effectiveness,Gender Differences,Disproportionate Representation,Minority Groups,Racial Differences,Middle Schools,Elementary Schools,High Schools,Assistant Principals,Public Schools,Administrator Qualifications,Databases

This report describes the results of a REL Southeast study using the Florida Department of Education staffing database to describe the demographic make-up, Florida Educator Certificate coverages, career paths from 2001/02 to 2011/12, and evaluation ratings of Florida's educational leaders (i.e., assistant principals and principals) in the 2011/12 school year. The sample consisted of 4273 assistant principals and 2979 principals. The study consists of a cross-sectional component and a longitudinal component. The cross-sectional component analyzed the demographic characteristics of the 2011/12 school year educational leaders. The longitudinal component utilized a retrospective cohort analysis to track the certification coverages and career paths of the educational leaders from 2001/02 to 2011/12. Analyses of frequencies, measures of central tendency and distribution, and cross tabulations were examined to provide insight into the demographic characteristics, training, professional experiences, performance, and career paths of Florida's educational leaders in the 2011/12 school year. The following are appended: (1) Definition of key terms; (2) Statistical tests; and (3) Movement of school leaders from outside the Florida public school system to inside the system.
Curriculum and Testing Strategies to Maximize STAAR Achievement
Author: Johnson, William L.
Date: 2014-11-20
Type: Speeches/Meeting Papers
Subjects: Conferences (Gatherings),Science Teachers,Educational Legislation,Federal Legislation,School Effectiveness,Educational Strategies,Test Results,Student Needs,School Culture,Discipline,Student Characteristics,Emotional Disturbances,Psychological Needs,Mental Disorders

The document is from a presentation at the 2014 annual conference of the Science Teachers Association of Texas (STAT). The presenter noted that the 2001 No Child Left Behind (NCLB) law was the most far-reaching education legislation in over four decades. To address the requirements of this legislation, the presenter examined the third-generation correlates of the effective schools literature (based on one-half million studies) and discussed strategies he has used to achieve outstanding state test results. Having observed that many student failures and dropouts centered on the social and emotional needs of students, the presenter discussed how to build an exemplary classroom culture, the components of a classroom preventive discipline program, and some of the characteristics seen in students with emotional and psychological disorders. This was followed by a brief discussion of item response theory (IRT) and its application in state test development. The presenter then discussed how to maximize achievement for special education students. Included was an individual education plan (IEP) accommodation-modification summary chart for teachers to use in their daily work with special education students and in admission, review and dismissal (ARD) meetings.
Recruiting Participants for Large-Scale Random Assignment Experiments in School Settings
Author: Roschelle, Jeremy
Date: 2014-08-00
Type: Reports - Research
Subjects: Research Methodology,Control Groups,Experimental Groups,Educational Research,Elementary Secondary Education,Intervention,Public Schools,Elementary Schools,Secondary Schools,School District Size,School Districts,Standards,Recruitment,Participation,Sampling,Productivity,Alignment (Education),Incentives

Recruitment is a key challenge for researchers conducting any large school-based study. Control is needed not only over the condition participants receive, but also over how the intervention is implemented, and may include restrictions in other areas of school and classroom functioning. We report here on our experiences in recruiting participants for random assignment experiments in public primary and secondary schools, often across midsize and large school districts. Our perspective is based on over twenty current and completed randomized controlled trials (RCT) in K-12 school settings conducted by SRI International, including studies of educational technology, literacy, mathematics, science, instructional materials, teacher professional development, and student behavioral supports, following What Works Clearinghouse standards for RCTs. A list of such studies appears in the Appendix, with an abstract for each study. Considering our experience across these studies, we reflect on how we approached the recruitment problem and what worked during our efforts. As we examined our own projects as case studies of how project leaders manage the problems, patterns of successful projects emerged.
Evaluation of the Regional Educational Laboratories. Final Report. NCEE 2015-4008
Author: Carison, Elaine
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Federal Programs,Program Evaluation,Educational Research,Technical Assistance,Reports,Regional Programs,Laboratories,State Departments of Education,School Districts,Administrators,Surveys,Program Effectiveness,Elementary Secondary Education

This report is the second from the congressionally-mandated evaluation of the Regional Educational Laboratory (REL) program authorized by the Education Sciences Reform Act (P.L. 107-279). For this report, 8 (out of 24) impact study reports produced by the RELs under their 2006-2011 contracts and published by IES were rated by expert panels for their quality and relevance. In addition, samples of state educational agency and school district administrators were surveyed during the 2011-12 school year regarding their education research and technical assistance needs and their awareness of, use of, and satisfaction with the REL program. The study found that: (1) Expert panelists rated the 8 impact study reports selected for review as, on average, between &quot;strong&quot; and &quot;very strong&quot; in quality (4.10 on a 5-point scale, with 5 being the highest value), and between &quot;relevant&quot; and &quot;very relevant&quot; (4.06 on a 5-point scale); (2) Eighty-six percent of state educational agency administrators and 52 percent of school district administrators reported being &quot;very familiar,&quot; &quot;somewhat familiar,&quot; or &quot;a little familiar&quot; with the REL program; and (3) Fifty percent of state administrators and 26 percent of district administrators who were at least &quot;a little familiar&quot; with the REL program were &quot;very satisfied&quot; with it. Appended are: (1) Rubrics for Expert Panel Review of Impact Studies; (2) Inter-rater Agreement; (3) Distribution of Indicator-Level Expert Panelist Ratings; (4) Summary of Impact Studies Reviewed; (5) Sample and Weights for the REL Customer Survey; (6) REL Customer Survey; and (7) Technical Working Group Members.
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students. Educator&apos;s Practice Guide. What Works Clearinghouse.™ NCEE 2015-4010
Author: Star, Jon R.
Date: 2015-04-00
Type: Guides - Classroom - Teacher
Subjects: Algebra,Mathematics Instruction,Secondary School Mathematics,Teaching Methods,High School Students,Middle School Students,Problem Solving,Mathematical Concepts,Formative Evaluation,Summative Evaluation,Mathematical Logic,Questioning Techniques,Error Correction,Large Group Instruction,Discussion (Teaching Technique),Equations (Mathematics),Mathematical Models,Cooperative Learning,Small Group Instruction,Learning Processes,Thinking Skills,Error Patterns,Difficulty Level

Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, &quot;Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students&quot;. The methods and examples included in the guide focus on helping students analyze solved problems, recognize structure, and utilize alternative approaches to solving algebra problems. Each recommendation includes the level of supporting research evidence behind it, examples to use in class, and solutions to potential implementation roadblocks. Teachers can implement these strategies in conjunction with existing standards or curricula. In addition, these strategies can be utilized for all students learning algebra in grades 6-12 and in diverse contexts, including during both formative and summative assessment. Administrators and professional development providers can use the guide to implement evidence-based instruction and align instruction with state standards or to prompt teacher discussion in professional learning communities. Appended are: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. A Glossary is included.
High School Grade Inflation from 2004 to 2011. ACT Research Report Series, 2013 (3)
Author: Zhang, Qian
Date: 2013-06-00
Type: Reports - Research
Subjects: High School Students,Grade Inflation,Grade Point Average,Hierarchical Linear Modeling,Institutional Characteristics,Demography,Poverty,Minority Group Students,Racial Composition,College Entrance Examinations,Scores,Racial Differences,Statistical Analysis

This study explores inflation in high school grade point average (HSGPA), defined as trend over time in the conditional average of HSGPA, given ACT® Composite score. The time period considered is 2004 to 2011. Using hierarchical linear modeling, the study updates a previous analysis of Woodruff and Ziomek (2004). The study also investigates variation in grade inflation across high schools and how this variation is related to school demographic characteristics. Although researchers have demonstrated the existence of high school grade inflation before 2001, results from this study show little evidence of overall grade inflation in recent years. There is, however, significant variation in grade inflation/deflation among high schools. This variation was not found to be related to different levels of school poverty or minority enrollment.
Aprendiendo en Casa: Media as a Resource for Learning among Hispanic-Latino Families. A Report of the Families and Media Project
Author: Lee, June
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Mass Media Use,Hispanic Americans,Family (Sociological Unit),Young Children,National Surveys,Parent Attitudes,Educational Media,Spanish Speaking,English,Bilingualism,Case Studies,Ethnography,English (Second Language),Educational Benefits

The Hispanic-Latino population is one of the largest--and most diverse--demographics in the U.S. Aprendiendo en casa reveals findings from a national survey of Hispanic parents about their home media environments and practices, and their perceptions of their children's use of educational media across a range of different platforms. The report finds that there are significant gaps in access to computing devices and high speed Internet for children raised in English-only, bilingual and Spanish-speaking families. Families that speak primarily Spanish and which had the lowest incomes were least likely to have home Internet access or own computers, tablets, and e-readers. They were also least likely to say that their children access educational content through these technologies. &quot;Aprendiendo en casa,&quot; by June Lee of Sesame Workshop and Brigid Barron of Stanford University, is based on findings from a survey that was conducted in English and Spanish with a nationally representative group of 682 Hispanic parents of children ages 2-10. The findings were derived from an analysis of the Hispanic subsample of parents that participated in a survey summarized in the Cooney Center's Learning at Home report that was released in 2014. An appendix presents &quot;Table A: Breakdown of subsample sizes.
Healthy Schools Initiative: Implementation Study in Four San Mateo County School Districts
Author: Westrich, Lisa
Date: 2012-12-05
Type: Reports - Research
Subjects: Health Programs,School Districts,Wellness,Program Implementation,Models,Elementary Schools,Middle Schools,High Schools,Teachers,Parents,School Personnel,Administrators,High School Students,Focus Groups,Interviews,Program Effectiveness,Program Attitudes

The Sequoia Healthcare District (SHD), in collaboration with four local school districts--Belmont-Redwood Shores School District (BRSSD), Redwood City School District (RCSD), San Carlos School District (SCSD), and Sequoia Union High School District (SUHSD)--launched the Healthy Schools Initiative (HSI) in August 2010. This three-year initiative is focused on enhancing health and wellness programs and activities in local schools and is based on the Centers for Disease Control's (CDC) Coordinated School Health (CSH) model (Centers for Disease Control and Prevention, 2012). This report begins with a brief overview of the research literature on school support of student health in general and the CDC's coordinated school health model specifically. The authors then present the methodology of their implementation study of the Healthy Schools Initiative, followed by a series of research findings. They conclude with study participants' perspectives on challenges and opportunities for integrating health and wellness into schools and a set of considerations to inform future work. The main findings from the study include: (1) Nearly 100% of study participants valued health and wellness in schools; (2) Few study participants were familiar with the Healthy Schools Initiative, but those who knew about it believed that the initiative positively influenced awareness of wellness in their schools; (3) Coordination of health and wellness programs and activities was happening in all study schools; where wellness coordinators were also involved, coordination was described as more strategic and intentional; (4) Effective and purposeful coordination was associated with increased integration of health and wellness programs within and across schools and districts, reaching more students equitably and leveraging resources; and (5) Teachers and other school staff committed to student wellness played an important role in increasing student access to health and wellness information, programs, activities, and resources. The following are appended: (1) Sequoia Healthcare District--Healthy Schools Initiative Logic Model; (2) Visual Representation of the CDC's Coordinated School Health Model; (3) Study School Demographic Data, 2010-2011; and (4) Data Collection Matrix.
Developing Alternative Placement Criteria for English Courses at City College of San Francisco. Issue Brief
Author: Castrechini, Sebastian
Date: 2013-09-00
Type: Reports - Research
Subjects: Partnerships in Education,Student Placement,Outreach Programs,Disproportionate Representation,Disadvantaged,Remedial Programs,Remedial Reading,Access to Education,Transitional Programs,English Instruction,Predictor Variables,School Districts,College School Cooperation,Regression (Statistics),Program Descriptions,Elementary Secondary Education,Models,Grade Point Average

Recognizing the need to improve postsecondary access and success for underrepresented populations, the San Francisco Unified School District (SFUSD), City College of San Francisco (CCSF), the City and County of San Francisco, and key community organizations formed the Bridge to Success initiative in 2009. The John W. Gardner Center for Youth and Their Communities at Stanford University has partnered with Bridge to Success to inform the initiative with data analysis. This issue brief highlights the process that Bridge to Success used in partnership with the Gardner Center to address the challenge of high rates of placement into remedial English courses at CCSF. The following are appended: (1) Regression results for models predicting passing first CCSF English course; and (2) New CCSF English course sequence (for internal use).
Developmental Summer Bridge Programs. What Works Clearinghouse™ Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Developmental Programs,Summer Programs,Higher Education,Acceleration (Education),Program Evaluation,Academic Achievement,Postsecondary Education,Enrollment,Credits,Statistical Significance,Program Effectiveness,Outcomes of Education,Expenditure per Student,Cost Effectiveness,Undergraduate Students

Developmental summer bridge programs are designed to reduce the need for developmental education in college by providing students with accelerated instruction in areas where additional knowledge and skills are needed to help them succeed in higher education. The WWC identified one study of developmental summer bridge programs that meets WWC standards. In this study, the overall effects of developmental summer bridge programs on academic achievement, postsecondary enrollment, and credit accumulation for postsecondary students were neither statistically significant nor large enough to be considered substantively important. Based on this research, the WWC found that developmental summer bridge programs have no discernible effects on academic achievement, postsecondary enrollment, and credit accumulation for postsecondary students. A glossary of terms is provided. Appended are: (1) Research details for Barnett et al. (2012); (2) Outcome measures for each domain; (3) Findings included in the rating for the academic achievement domain; (4) Findings included in the rating for the postsecondary enrollment domain; (5) Findings included in the rating for the credit accumulation domain; (6) Description of supplemental findings for the academic achievement domain; and (7) Description of supplemental findings for the credit accumulation domain. A description of WWC rating criteria and a glossary of terms are also included. [The following study was reviewed in this report and found to meet WWC standards without reservations: Barnett, E. A., Bork, R. H., Mayer, A. K., Pretlow, J., Wathington, H. D., &amp; Weiss, M. J. (2012). Bridging the gap: An impact study of eight developmental summer bridge programs in Texas. New York: National Center for Postsecondary Research. http://files.eric.ed.gov/fulltext/ED539188.pdf.]
Digital Media and Latino Families: New Channels for Learning, Parenting, and Local Organizing
Author: Fuller, Bruce
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Educational Technology,Hispanic Americans,Handheld Devices,Educational Games,Telecommunications,Television,Technology Uses in Education,Social Influences,Socialization,Family Environment,Computer Oriented Programs,Children,Youth,Cultural Influences,Access to Computers,Internet,Family Characteristics,Role,Business,Marketing,Motivation

Latino families in America increasingly enjoy access to a dizzying array of content on a variety of electronic devices, from televisions and video games to personal computers and mobile devices. Bruce Fuller, José Ramón Lizárraga, James H. Gray raise pressing questions that face Latino families as they adopt technologies that both have the potential to entertain as well as educate. They find a new digital divide in the extent to which digital platforms are used for educational purposes by Latino children in Spanish-dominant families relative to middle-class peers. How are families engaging with this media? Who is producing digital content aimed at children and parents? How, or do, these producers consider Latino customers and clients? What kinds of devices are adults and children across this vast and diverse population using? And how are these technologies disrupting--for better or worse--family and community ties? And how can community organizations mobilize digital tools to empower children and families? Included in the review are Endnotes and the Appendix: Organizing with Digital Media for Children and Families: Learning from Chicago.
Connecting to Learn: Promoting Digital Equity among America&apos;s Hispanic Families
Author: Katz, Vikki S.
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Equal Education,Hispanic Americans,Computer Literacy,Access to Computers,Disadvantaged,Low Income Groups,Ecological Factors,Multimedia Materials,Educational Media,Family Involvement,Community Involvement,Capacity Building,Empowerment,Partnerships in Education,Elementary Secondary Education

This brief combines original research and policy analysis to examine a key issue that is often overlooked in debates about the proliferation of new technologies, education, and equity: the potential for digital media investments to support a promising learning pathway for children in our nation's increasingly diverse, low-income families. A growing body of evidence confirms that accelerated technological innovation and adoption rates have roiled family routines across the economic spectrum--and also, that the opportunities associated with these technologies have not been evenly distributed across the population. New technologies have contributed to new equity and &quot;opportunity to learn&quot; gaps between higher- and lower-income families, and their meaningful participation in a knowledge-based economy is further constrained by limited local efforts to support parents, educators and other community stakeholders in taking advantage of them. In &quot;Connecting to Learn,&quot; Vikki Katz and Michael Levine propose an ecological approach to digital equity policy based on recent research with low-income, Hispanic families in the U.S. This brief reminds decision-makers of the importance of having an ecological understanding of the inextricable ties between learning and developmental influences at the family, community and macro-systems levels. Engaging this framework, the authors recommend solutions for building effective digital connections for all families--by leveraging low-income families' strengths to support their meaningful digital participation.