ethanporcaro/eric-fulltext-meta huggingface dataset:
WWC Review of the Report &quot;A Written Language Intervention for At-Risk Second Grade Students: A Randomized Controlled Trial of the Process Assessment of the Learner Lesson Plans in a Tier 2 Response-to-Intervention (RtI) Model.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Intervention,At Risk Students,Elementary School Students,Grade 2,Response to Intervention,Small Group Instruction,Written Language,Writing Instruction,Elementary School Curriculum,Instructional Effectiveness,Educational Research,Comparative Analysis

The study examined the effects of &quot;Process Assessment of the Learner&quot; (&quot;PAL&quot;), a writing expression curriculum. The program was tested with second-grade students in a suburban-rural school district in the southeastern United States. Three sections of PAL lessons were implemented in the district as a small-group curriculum supplement--Talking Letters, Spelling, and Handwriting and Composition. Study authors randomly assigned two cohorts of at-risk students in seven schools to either an intervention group that received PAL (68 students) or a comparison group that did not receive PAL (70 students). At-risk students were identified as students who scored at or below the 25th percentile for their grade on the Wechsler Individual Achievement Test-II (WIAT-II) Written Expression Subtest. The effects of PAL were identified by comparing the performance of 66 students in the intervention group and 63 students in the comparison group (after attrition) on the WIAT-II Written Expression Subtest in the fall of third grade. The research described in this report meets WWC evidence standards without reservations The analysis of the impact of PAL on the achievement of at-risk students is a well-executed randomized controlled trial with low attrition. However, the authors' non-experimental comparison of the performance of at-risk students receiving PAL to the performance of typical students did not meet WWC evidence standards because the groups were not equivalent at baseline. The study authors found that the average written expression skills of the PAL intervention group were higher than those of the comparison group at the beginning of third grade, based on an analysis of growth trajectories. However, the WWC did not confirm that the observed effect of the PAL intervention on growth in written expression skills was statistically significant. The following are appended: (1) Study details; (2) Outcome measures for the written expression domain; and (3) Study findings for the written expression domain. A glossary of terms is also included. [The following study is the focus of this Single Study review: Hooper, S. R., Costa, L. C., McBee, M., Anderson, K. L., Yerby, D. C., Childress, A., &amp; Knuth, S. B. (2013). &quot;A written language intervention for at-risk second grade students: A randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model.&quot; &quot;Annals of Dyslexia,&quot; 66(1), 44-64.]
WWC Review of the Report &quot;Sustained Progress: New Findings about the Effectiveness and Operation of Small Public High Schools of Choice in New York City.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: High Schools,High School Students,Graduation Rate,College Readiness,Difficulty Level,Teacher Student Relationship,School Community Relationship,Achievement Gains,Outcome Measures,School Choice,Small Schools,Urban Schools,Admission (School),Cohort Analysis,Disadvantaged Youth

The study reviewed in this paper examined whether winning an admissions lottery to attend a small school of choice (SSC) in New York City improved high school graduation rates, influenced the type of diploma students received, or increased the likelihood of college readiness. An SSC is a small, nonselective public high school emphasizing academic rigor, strong relationships between students and teachers, and community partnerships. Researchers analyzed data on more than 12,130 students who participated in ninth-grade admissions lotteries for 84 SSCs in New York City (from an initial sample of 14,969 students in lotteries for 84 SSCs). The study included three cohorts of first-time ninth graders who participated in lotteries for SSC admission during the 2004-05, 2005-06, or 2006-07 school years, and each cohort was followed for 4 years. The study authors found, and the What Works Clearinghouse (WWC) confirmed, that an offer of admission to an SSC increased 4-year graduation rates (in particular, increases in rates of receiving a Regents diploma) and college readiness in English, but had no effect on college readiness in math or other types of high school diplomas that students received. The research described in this report is a well-executed randomized controlled trial and meets WWC evidence standards without reservations. Four appendices include: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is also included. [The following study is the focus of this &quot;Single Study Review&quot;: Bloom, H., &amp; Unterman, R. (2013). &quot;Sustained progress: New findings about the effectiveness and operation of small public high schools of choice in New York City.&quot; New York: MDRC.]
Participation and Pass Rates for College Preparatory Transition Courses in Kentucky. REL 2014-009
Author: Mokher, Christine
Date: 2014-03-00
Type: Reports - Research
Subjects: Transitional Programs,Academic Achievement,College Preparation,Benchmarking,High School Students,Student Participation,Remedial Instruction,Mathematics Instruction,Reading Instruction,School Districts,Grade 11,Grade 12,College Entrance Examinations,Comparative Analysis,Outcomes of Education

The purpose of this study was to examine Kentucky high school students' participation and pass rates in college preparatory transition courses, which are voluntary remedial courses in math and reading offered to grade 12 students in the state. Three groups of students were compared using the population of grade 12 students in Kentucky public schools in school year 2011/12 (n = 33,928): students meeting state benchmarks, students approaching state benchmarks (1 to 3 points below), and students performing below state benchmarks (4 or more points below). The courses targeted students who were approaching state benchmarks, but all students were eligible to take them. Results were examined for member school districts of the Southeast/South-Central Educational Cooperative (a research partner with Regional Educational Laboratory Appalachia), a matched comparison group of districts with similar characteristics identified through propensity score matching, and the state as a whole. The study found that most students, even those targeted for the intervention, did not participate in the college preparatory transition courses. Among students who were approaching state benchmarks in math, fewer than one-third (28.1 percent) took transition courses, and among students approaching state benchmarks in reading, fewer than one-tenth (8.0 percent) enrolled in transition courses. Despite the intention of the policy, students from all three groups (meeting, approaching, and below state benchmarks) enrolled in the courses. Statewide pass rates for students who did enroll in transition courses in math or reading were more than 90 percent. Examining participation and pass rates can help schools and districts understand how college preparatory transition courses are used and may be adapted to meet the needs of students targeted for intervention. Four appendices present: (1) Data and methods; (2) Identifying College Preparatory Transition Courses; (3) Complete results of subgroup analyses; and (4) Sensitivity Analysis for Southeast/South-Central Educational Cooperative District Results. [For the executive summary, see ED544766.]
Participation and Pass Rates for College Preparatory Transition Courses in Kentucky. Summary. REL 2014-009
Author: Mokher, Christine
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: College Preparation,Benchmarking,College Entrance Examinations,Scores,Grade 12,High School Students,Mathematics Instruction,Reading Instruction,State Legislation,Accountability,Outcomes of Education,Transitional Programs,Partnerships in Education,Curriculum Development,School Districts,Student Characteristics,Grade 11

In response to growing concerns about college readiness, the Kentucky legislature revised the state's assessment and accountability system in an effort to increase the number of students who are ready for college when they graduate. The Kentucky Department of Education and the Kentucky Council on Postsecondary Education responded by redefining college and career readiness, articulating objectives and outcomes to measure progress, and establishing pathways to achieve those objectives. This summary describes a study that focuses on one of these pathways: college preparatory transition courses in math and reading for grade 12 students scoring below state benchmarks on the ACT assessment administered in grade 11. The study describes the types of students who take these transition courses, along with participation and pass rates. The Southeast/South-Central Educational Cooperative (SE/SC Coop), a research alliance partner with Regional Educational Laboratory Appalachia, worked with a local college to develop its own curricula for these transition courses. The analyses of the participation and pass rates are based on the population of grade 12 students in Kentucky public schools in 2011/12. The results for the SE/SC Coop districts are compared with results for a set of districts in Kentucky with similar characteristics (the matched comparison districts) and with results for the state as a whole. Results are also disaggregated by student and school subgroup. [For the full report, see ED544765.]
Condition of America's Public School Facilities: 2012-13. First Look. NCES 2014-022
Author: Alexander, Debbie
Date: 2014-03-00
Type: Tests/Questionnaires
Subjects: Educational Facilities,Educational Facilities Improvement,Educational Facilities Planning,National Surveys,Public Schools,Educational Environment,Costs,School Maintenance,Energy Management,Questionnaires

This report provides nationally representative data on the condition of public school facilities. The National Center for Education Statistics (NCES) previously collected data on this topic in 1999 (Lewis et al. 2000). The  study presented in this report collected information about the condition of public school facilities in the 2012-13 school year. Specifically, the survey covered the following: (1) Whether the school had permanent and portable (temporary) onsite buildings; (2) The condition of 17 building systems/features in the permanent and portable (temporary) onsite buildings; (3) The condition of seven outdoor features at the school; (4) The overall condition of the permanent and portable (temporary) onsite buildings;  (5) The estimated total cost of all repairs/renovations/modernizations required to put the school's onsite buildings in good overall condition, and the sources on which the cost estimate was based; (6) How satisfactory each of eight environmental factors was in the permanent and portable (temporary) onsite buildings; (7) The year in which the school's main instructional building was constructed, the year of the last major  renovation of the main instructional building, and the year of the last major building replacement or addition at the school; (8) Whether any major repair/renovation/modernization work was currently being performed at the school; (9) Whether various construction projects were planned for the school in the next 2 years; (10) Which of 17 building systems/features at the school, if any, had major repairs, renovations, or replacements planned for the next 2 years, and if work was planned, the main reason for the planned major repair, renovation, or replacement; (11) Whether there was a written long-range educational facilities plan for the school; (12) Whether inspection of the condition of the physical features of the facility and evaluations of energy use and indoor environmental hazards at the school had been performed by qualified professionals within the last 5 years; and (13) Whether various steps had been taken in the last 5 years to improve energy efficiency at the school. Selected Findings are reported based on survey responses. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. [To access the 1999 report entitled &quot;Condition of America's Public School Facilities, 1999. Statistical Analysis Report,&quot; please see ED439599.]
How States Use Student Learning Objectives in Teacher Evaluation Systems: A Review of State Websites. Summary. REL 2014-013
Author: Lacireno-Paquet, Natalie
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Evaluation Criteria,Behavioral Objectives,Teacher Effectiveness,Academic Achievement,Achievement Gains,Web Sites,Content Analysis,State Policy

Motivated by the need to improve teaching and learning and by federal priorities reflected in requirements for grant programs such as Race to the Top and the Teacher Incentive Fund, many states are developing teacher evaluation systems that include measures of individual teachers' contributions to their students' learning growth. One way to measure teacher impact is with student learning objectives (SLOs)--an alternative to the more generally used value-added modeling with standardized test scores, which may not be available or appropriate for all teachers and subjects. &quot;How States Use Student Learning Objectives in Teacher Evaluation Systems: A Review of State Websites&quot; gathers information on the use of SLOs in educator evaluation systems in 30 states. It aims to inform state and local policymakers involved in creating or supporting the development of teacher evaluation systems that include SLOs. [For the full report, see ED544769.]
How States Use Student Learning Objectives in Teacher Evaluation Systems: A Review of State Websites. REL 2014-013
Author: Lacireno-Paquet, Natalie
Date: 2014-03-00
Type: Reports - Research
Subjects: Teacher Evaluation,Content Analysis,Evaluation Criteria,Web Sites,Behavioral Objectives,Teacher Effectiveness,Academic Achievement,Achievement Gains,State Policy

Motivated by the need to improve teaching and learning and by federal priorities reflected in requirements for grant programs such as Race to the Top and the Teacher Incentive Fund, many states are developing teacher evaluation systems that include measures of individual teachers' contributions to their students' learning growth. One way to measure teacher impact is with student learning objectives (SLOs)--an alternative to the more generally used value-added modeling with standardized test scores, which may not be available or appropriate for all teachers and subjects. This report gathers information on the use of SLOs in educator evaluation systems in 30 states. It aims to inform state and local policymakers involved in creating or supporting the development of teacher evaluation systems that include SLOs. Two appendices present: (1) Searchable tables of state-by-state use of student learning objectives for educator evaluation; and (2) Links to downloadable sample student learning objective forms and guidance developed by states. [For the summary of this report, see ED544768.]
Disproportionality in School Discipline: An Assessment of Trends in Maryland, 2009-12. REL 2014-017
Author: Porowski, Allan
Date: 2014-03-00
Type: Reports - Research
Subjects: Disproportionate Representation,Discipline,Suspension,Expulsion,Minority Group Students,Special Education,Public Schools,Elementary Secondary Education,African American Students,Hispanic American Students,White Students,Multiracial Persons,American Indian Students,Asian American Students,Pacific Americans,Incidence

In the United States exclusionary discipline (suspension and expulsion) is commonly used to remove disruptive students from the classroom or school. While any disciplinary action should be applied fairly and consistently to all groups, for more than 35 years the research literature has highlighted a discipline gap between racial/ethnic minority students and White students. Recently, the literature has identified a gap in the rates of exclusionary discipline between students in special education and other students. These disparities are a concern because exclusionary discipline has been linked to poor academic achievement, grade retention, recurrent misbehavior, dropout, juvenile delinquency, and other undesirable outcomes. This study examines whether disproportionate rates of suspensions and expulsions exist for racial/ethnic minority students and special education students in Maryland K-12 public schools during the period 2009/10 to 2011/12. Findings during these three school years include: (1) The percentage of Maryland students receiving out-of-school suspension or expulsion dropped from 5.6 percent in 2009/10 to 5.0 percent in 2011/12; (2) Because rates of out-of-school suspension and expulsion decreased more rapidly for White students than for Black students, disproportionality between Black and White rates increased in 2011/12, the most recent year examined; (3) For the same type of infraction, Black students had higher rates of out-of-school suspension or expulsion than did Hispanic and White students; and (4) Statewide, students in special education were removed from school at more than twice the rate of other students. Even though the number of out-of-school suspensions and expulsions decreased for both groups over the three years, it decreased more slowly for students in special education than for other students. Two appendices present: (1) Data sources and disciplinary infraction codes; and (2) Relative rate ratios for students not in special education receiving out-of-school suspension or expulsion, by school system, 2009/10-2011/12. [For the summary of this report, see ED544771.]
Disproportionality in School Discipline: An Assessment of Trends in Maryland, 2009-12. Summary. REL 2014-017
Author: Porowski, Allan
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Disproportionate Representation,Discipline,Suspension,Expulsion,Minority Group Students,Special Education,Public Schools,Elementary Secondary Education,African American Students,Hispanic American Students,White Students,Incidence

In the United States exclusionary discipline (suspension and expulsion) is commonly used to remove disruptive students from the classroom or school. While any disciplinary action should be applied fairly and consistently to all groups, for more than 35 years the research literature has highlighted a discipline gap between racial/ethnic minority students and White students. Recently, the literature has identified a gap in the rates of exclusionary discipline between students in special education and other students. These disparities are a concern because exclusionary discipline has been linked to poor academic achievement, grade retention, recurrent misbehavior, dropout, juvenile delinquency, and other undesirable outcomes. This study examines whether disproportionate rates of suspensions and expulsions exist for racial/ethnic minority students and special education students in Maryland K-12 public schools during the period 2009/10 to 2011/12. Findings during these three school years include: (1) The percentage of Maryland students receiving out-of-school suspension or expulsion dropped from 5.6 percent in 2009/10 to 5.0 percent in 2011/12; (2) Because rates of out-of-school suspension and expulsion decreased more rapidly for White students than for Black students, disproportionality between Black and White rates increased in 2011/12, the most recent year examined; (3) For the same type of infraction, Black students had higher rates of out-of-school suspension or expulsion than did Hispanic and White students; and (4) Statewide, students in special education were removed from school at more than twice the rate of other students. Even though the number of out-of-school suspensions and expulsions decreased for both groups over the three years, it decreased more slowly for students in special education than for other students. [For the full report, see ED544770.]
WWC Review of the Report &quot;Expanding College Opportunities for High-Achieving, Low Income Students.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: High Achievement,Low Income Groups,Educational Opportunities,High School Seniors,College Applicants,Educational Counseling,Post High School Guidance,Outcome Measures,Counseling Effectiveness,Comparative Analysis

Do low-income, high-achieving high school seniors benefit from receiving assistance with the college application process? Based on student surveys, a recent study found that providing application guidance, cost information, and fee waivers had a positive impact on postsecondary application submissions and enrollment outcomes. This study meets WWC evidence standards with reservations due to the large number of students from the original sample who did not complete the survey. [The following study is the focus of this &quot;Single Study Review:&quot; Hoxby, C., &amp; Turner, S. (2013). &quot;Expanding college opportunities for high-achieving, low income students.&quot; Stanford, CA: Stanford Institute for Economic Policy Research. Retrieved from http://siepr.stanford.edu.] Appended are: (1) Study Details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included.
WWC Review of the Report &quot;Early College, Early Success: Early College High School Initiative Impact Study.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: High Schools,Colleges,Dual Enrollment,Acceleration (Education),Graduation,Educational Attainment,Enrollment,High School Students,Outcomes of Education,Postsecondary Education,Educational Research,Associate Degrees,College Credits,Evidence,Comparative Analysis,Control Groups,Experimental Groups

Early College High Schools partner with colleges and universities to provide students with an opportunity to earn an Associate's degree or college credits toward a Bachelor's degree at no or low cost to students. In a recent study, researchers found that attending Early College High Schools improved some high school and postsecondary outcomes for students. This study is a well-executed randomized controlled trial that meets WWC evidence standards without reservations. [The following study is the focus of this &quot;Single Study Review&quot;: American Institutes for Research &amp; SRI. (2013).&quot; Early college, early success: Early College High School Initiative impact study.&quot; Washington, DC: American Institutes for Research. Retrieved from http://www.air.org.] Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is provided.