ethanporcaro/eric-fulltext-meta huggingface dataset:
The LASER Model: A Systematic and Sustainable Approach for Achieving High Standards in Science Education. Summative Report Section 3: PASS Assessments Multiple Choice
Author: McSparrin-Gallagher, Brenda
Date: 2015-07-15
Type: Reports - Descriptive
Subjects: Multiple Choice Tests,Science Tests,Elementary School Students,Middle School Students,Science Achievement,Students with Disabilities,English Language Learners,Low Income Students,Gender Differences,Scores

In August 2010, the Smithsonian Science Education Center (SSEC) received a grant of more than $25 million from the U.S. Department of Education's Investing in Innovation (i3) program for a five-year study to validate its Leadership Assistance for Science Education Reform (LASER) model in three very diverse regions of the United States: rural North Carolina, northern New Mexico, and the Houston Independent School District (HISD). There were a total of 29 multiple choice questions on both the Fall 2011 and Spring 2014 forms of the PASS (PASS-MC) addressing five broad science content standard categories for the elementary cohort and six broad science content standard categories for the middle school cohort. Only students who answered at least one multiple choice achievement question at both time points were included in the analyses for each respective area of analysis. Results for All Regions combined are presented first, followed by the outcomes for the Houston Independent School District (HISD), the New Mexico region, and the North Carolina region. A summary of the Key Findings for each set of analyses is presented at the beginning of each report, followed by information on the samples included, baseline equivalence between the Phase 1 and Phase 2 groups, and the detailed outcomes by grade level (i.e., elementary cohort and middle school cohort) and subgroup.
The LASER Model: A Systematic and Sustainable Approach for Achieving High Standards in Science Education. Summative Report Section 4: PASS Assessments Open Ended and Performance Task
Author: Tang, Yun
Date: 2015-07-15
Type: Reports - Evaluative
Subjects: Science Tests,Elementary School Students,Middle School Students,Science Achievement,Students with Disabilities,English Language Learners,Low Income Students,Gender Differences,Scores,Performance Based Assessment

In August 2010, the Smithsonian Science Education Center (SSEC) received a grant of more than $25 million from the U.S. Department of Education's Investing in Innovation (i3) program for a five-year study to validate its Leadership Assistance for Science Education Reform (LASER) model in three very diverse regions of the United States: rural North Carolina, northern New Mexico, and the Houston Independent School District (HISD). A random sample of schools in the three regions took the PASS Open-Ended and Performance Task assessment for the first time in Spring 2012, (end of first posttest year) and again in Spring 2013 and Spring 2014 (second and third posttest years, respectively). Students in the elementary cohort (currently 5th graders in 2013-2014) responded to two Open-Ended (OE) and six Performance Task (PT) items, while students in the middle school cohort (currently 8th graders in 2013-2014) responded to six OE and six PT items. Results are presented in this report.
The LASER Model: A Systematic and Sustainable Approach for Achieving High Standards in Science Education. Summative Report Section 5: Student Attitudes
Author: Tang, Yun
Date: 2015-07-15
Type: Reports - Evaluative
Subjects: Elementary School Students,Middle School Students,Student Attitudes,Scientific Attitudes,Student Surveys,Science Achievement,Mathematics Achievement,Reading Achievement,Science Activities,Science Education

In August 2010, the Smithsonian Science Education Center (SSEC) received a grant of more than $25 million from the U.S. Department of Education's Investing in Innovation (i3) program for a five-year study to validate its Leadership Assistance for Science Education Reform (LASER) model in three very diverse regions of the United States: rural North Carolina, northern New Mexico, and the Houston Independent School District (HISD). PASS student attitudes survey data results from the Fall 2011 (baseline or pre-intervention) and Spring 2014 (third posttest for the Elementary and the Middle School Cohort) administrations are available and are reported in this report. There were a total of 14 questions on the PASS that addressed classroom achievement in core subjects (reading, math, and science) and different aspects of science engagement and science activities in the school.
The LASER Model: A Systematic and Sustainable Approach for Achieving High Standards in Science Education. Summative Report Section 6: State Assessments
Author: Tang, Yun
Date: 2015-07-15
Type: Reports - Evaluative
Subjects: Elementary School Students,Middle School Students,Science Achievement,Students with Disabilities,English Language Learners,Low Income Students,Gender Differences,Scores,Science Tests,Mathematics Tests,Reading Tests,Achievement Tests,Standardized Tests,Reading Achievement,Mathematics Achievement

In August 2010, the Smithsonian Science Education Center (SSEC) received a grant of more than $25 million from the U.S. Department of Education's Investing in Innovation (i3) program for a five-year study to validate its Leadership Assistance for Science Education Reform (LASER) model in three very diverse regions of the United States: rural North Carolina, northern New Mexico, and the Houston Independent School District (HISD). State assessment results from the Spring 2014 (third posttest for the Elementary and the Middle School Cohort) administrations are available and are reported in this report. As the state assessments for each region are different, results are reported by region only (and not in the aggregate across regions). Outcomes for the Houston Independent School District (HISD) are reported first (State of Texas Assessment of Academic Readiness (STAAR) and Stanford), followed by the New Mexico (Standards Based Assessment (SBA)) and North Carolina (End-of-Grade (EOG)) regions. A summary of the Key Findings for each set of analyses is presented at the beginning of each report, followed by information on the samples included, baseline equivalence between the Phase 1 and Phase 2 groups, and the detailed outcomes by grade level (i.e., elementary cohort and middle school cohort) and subgroup.
The LASER Model: A Systematic and Sustainable Approach for Achieving High Standards in Science Education. Summative Report Section 7: Case Studies
Author: Burgette, John
Date: 2015-07-15
Type: Reports - Research
Subjects: Science Education,Educational Change,Elementary Schools,Middle Schools,Program Implementation,Inquiry,Active Learning,Elementary School Teachers,Middle School Teachers,Faculty Development,Instructional Materials,Science Curriculum,Student Evaluation,Parent School Relationship,Instructional Leadership,Time,Alignment (Education),Learner Engagement

In August 2010, the Smithsonian Science Education Center (SSEC) received a grant of more than $25 million from the U.S. Department of Education's Investing in Innovation (i3) program for a five-year study to validate its Leadership Assistance for Science Education Reform (LASER) model in three very diverse regions of the United States: rural North Carolina, northern New Mexico, and the Houston Independent School District (HISD). This summary provides a general overview of key themes and lessons learned from case studies for the LASER i3 implementation, with a focus on a subset of Phase 1 schools. Site visits in these schools were conducted in the Spring of 2013, and again in Spring 2014; data collected, analyzed, and reported were primarily from school administrator and teacher interviews during those site visits. Four to five schools from each region were selected for case study analysis -- a total of 14 Phase 1 sites. Three of these schools were categorized as &quot;nontraditional&quot; because of distinct educational approaches adopted prior to LASER i3. In order to protect the anonymity of interviewed school personnel, schools are referenced throughout this report by pseudonyms (e.g., NM-A; HISD-C). This overview presents key &quot;take-aways&quot; from the case studies -- general themes that describe the case study schools' overall experience with the LASER i3 implementation, as well lessons learned: challenges and successes, addressed by specific schools in the case studies.
The LASER Model: A Systemic and Sustainable Approach for Achieving High Standards in Science Education. SSEC i3 Validation Final Report of Confirmatory and Exploratory Analyses [Updated]
Author: Zoblotsky, Todd
Date: 2017-01-26
Type: Reports - Research
Subjects: Multiple Choice Tests,Science Tests,Elementary School Students,Middle School Students,Science Achievement,Students with Disabilities,English Language Learners,Low Income Students,Gender Differences,Scores,Performance Based Assessment,Achievement Gains,Standardized Tests,Program Effectiveness,Science Education,Educational Change

In August 2010, the Smithsonian Science Education Center (SSEC) received a grant of more than $25 million from the U.S. Department of Education's Investing in Innovation (i3) program for a five-year study to validate its Leadership Assistance for Science Education Reform (LASER) model in three very diverse regions of the United States: rural North Carolina, northern New Mexico, and the Houston Independent School District (HISD). This current report focuses on the confirmatory and exploratory research questions submitted to i3 for the two studies conducted for the LASER i3 validation grant, providing clarifying detail related to methodology and instrumentation. The studies were conducted to answer two confirmatory research questions and two exploratory research questions. [This is an update to report ED617223.]
The LASER Model: A Systematic and Sustainable Approach for Achieving High Standards in Science Education. SSEC i3 Validation Final Report of Confirmatory and Exploratory Analyses
Author: Zoblotsky, Todd
Date: 2016-08-31
Type: Reports - Research
Subjects: Multiple Choice Tests,Science Tests,Elementary School Students,Middle School Students,Science Achievement,Students with Disabilities,English Language Learners,Low Income Students,Gender Differences,Scores,Performance Based Assessment,Achievement Gains,Standardized Tests,Program Effectiveness,Science Education,Educational Change

In August 2010, the Smithsonian Science Education Center (SSEC) received a grant of more than $25 million from the U.S. Department of Education's Investing in Innovation (i3) program for a five-year study to validate its Leadership Assistance for Science Education Reform (LASER) model in three very diverse regions of the United States: rural North Carolina, northern New Mexico, and the Houston Independent School District (HISD). This current report focuses on the confirmatory and exploratory research questions submitted to i3 for the two studies conducted for the LASER i3 validation grant, providing clarifying detail related to methodology and instrumentation. The studies were conducted to answer two confirmatory research questions and two exploratory research questions.
Implementation Science and Complex School Changes. A Center Report
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Improvement,Intervention,Program Implementation,Difficulty Level,Administrative Organization,Sustainability,Educational Policy,Systems Approach

The intent of this report is to contribute to discussions about what is involved in efforts to implement the type of broad-based, multifaceted system changes seen as essential for fundamentally improving schools. The report begins by stressing four interrelated considerations involved in making multifaceted and complex sustainable changes at a site and systemwide. Then, it highlights how multifaceted interventions exponentially increase implementation complexity. This leads to a discussion of the need to rework operational infrastructure at a site to maximize initial implementation, daily operation, and improvement of multifaceted interventions. The report then moves on to illustrate matters related to pursuing systemwide replication, sustainability, and renewal. It concludes with a look at the necessity of ensuring policy support, and the possible need for policy revision.
Assessment Tools for Planning Instruction and Monitoring Young Children&apos;s Progress Remotely. Updated
Author: Center for IDEA Early Childhood Data Systems (DaSy)
Date: 2020-10-22
Type: Reports - Descriptive
Subjects: Educational Planning,Progress Monitoring,Distance Education,Early Childhood Education,Early Intervention,Special Education,Young Children,Measures (Individuals)

This resource provides information about tools for planning and monitoring progress that can be administered remotely. These assessments rely on practitioner observations, interviews with, or questionnaires completed by a parent or caregiver to learn about the child's behavior and what the child knows and can do. Depending on what needs to be observed, practitioners also may be able to use videoconferencing or asynchronous videos of the child as part of the assessment process. In addition to supporting planning and tracking progress, the information provided by these tools can be helpful in determining whether the child is eligible for early intervention or preschool special education services although they are not norm-referenced and do not provide a standard score (e.g., percent delay). The table includes assessments for chieldren birth through five years old in which one or more domains can be administered by observation, interview, and/or parent/caregiver checklist. Many of these tools could be described as curriculum-based or criterion-referenced assessments. Assessments that are companions to a curriculum were included as long as use of the curriculum was not a requirement for use of the tool. Assessments focused largely on children's behavior in classrooms were not included. As noted in the table, some assessments were designed for use with a particular population, such as, children with visual and/or hearing loss or children with physical, cognitive, social, or emotional disabilities. The table provides a link to the website (or websites, when the tool is available from more than one source) where the tool can be obtained; the age range of the tool; the name of domains or content areas that have potential to be assessed remotely; the administration approach; language translations available; and additional details about the tool. Links are provided for tools that have been crossed walked to the three child outcomes used for state reporting to the Office of Special Education Programs.
Gender-Responsive Education in Emergency in Nigeria: Safeguarding Girls&apos; Presents and Futures. Echidna Global Scholars Program. Policy Brief
Author: Ossai, Edem Dorothy
Date: 2021-11-00
Type: Reports - Research
Subjects: Foreign Countries,Equal Education,Gender Bias,COVID-19,Pandemics,School Closing,Secondary School Students,Females,Program Effectiveness,Access to Education,Educational Policy,Distance Education,Government Role,Barriers,Access to Computers,Technology Uses in Education,Telecommunications,Handheld Devices,Television,Rural Areas,English (Second Language),Language Proficiency,Teacher Student Relationship,Family School Relationship,Social Bias,Cultural Influences

This policy brief highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies (EiE) in Nigeria, so that governments and education stakeholders can ensure that girls, like boys, can continue learning in times of crisis. The author explores how the EiE intervention of Nigeria's Oyo State School on Air (SOA) addressed issues of access, quality, and relevance for girls in upper secondary school during the COVID-19 school closures. The questions that guided this research were: (1) How did the Oyo State SOA program enable or constrain opportunities for girls in upper secondary school to continue their learning during the closures?; and (2) How did the SOA program incorporate elements of gender responsiveness in its design and implementation? Governments and education stakeholders need to establish permanent systems for EiE planning, policy, design, and implementation that place girls--and girls' voices--at the center; they must also shift their focus from delivery of programs to improving learning outcomes. Involving communities is also critical to promote parental support and ensure that the most vulnerable children have access to EiE interventions, particularly in remote and marginalized areas. Failure to incorporate a gender-responsive approach into EiE has a high cost not only for the girls themselves but also for policymakers, communities, and development actors.
New Directions for School Improvement Policy. A Center Report
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Educational Policy,Achievement Gap,Educational Opportunities,Accountability,Equal Education,Integrated Services,Educational Administration,Federal Legislation,Educational Legislation,Elementary Secondary Education,Holistic Approach

This report discusses the necessity of expanding school improvement policy and practice in order to meet the growing challenges related to reducing the achievement and opportunity gaps. Specifically, it highlights that student/learning supports are marginalized in current policy and that addressing the matter requires moving from a two to a three component school improvement framework. Relatedly, an expanded school accountability framework is outlined, and the importance of adopting a set of standards for student/learning supports is emphasized.
Varying Degrees 2020: New America&apos;s Fourth Annual Survey on Higher Education
Author: Fishman, Rachel
Date: 2020-06-00
Type: Reports - Research
Subjects: Higher Education,Educational Attitudes,Public Opinion,Attitude Change,Public Health,Economic Climate,Educational Benefits,Educational Finance,Accountability,Political Affiliation,COVID-19,Pandemics,Generational Differences,Racial Differences,Public Colleges,Private Colleges,Community Colleges,Paying for College,Academic Degrees,Accreditation (Institutions)

&quot;Varying Degrees&quot; is New America's annual effort to gauge opinions about education after high school. In the four years since the publication of this survey, there has been an economic boom. This year, that boom came to an abrupt and tragic end. Unlike previous recessions, this one has been caused by a global pandemic, and it is unclear how the economy will be able to restart with so many Americans social distancing. This survey provides an important baseline to judge how attitudes and perceptions change in the face of this public health and economic crisis. As in previous years, the survey shows unifying themes, as well as differences, among various demographics when it comes to questions about value, funding, and accountability. Since the United States is gearing up for a presidential election in the fall, special attention was paid to the political affiliations of respondents. COVID-19 has presented an unprecedented challenge to colleges and universities, shifting the way that students learn and how institutions of higher education function. But it is more important than ever to ensure that there are viable, quality educational pathways for everyone, since even after the pandemic ends, the economic wounds are likely to remain for a long time. Understanding the value Americans place on education opportunities after high school and where funding should be prioritized so that students have broad access will be important moving forward. [For the 2019 survey, see ED617234.]
Varying Degrees 2019
Author: Fishman, Rachel
Date: 2019-09-00
Type: Reports - Research
Subjects: Higher Education,Educational Attitudes,Public Opinion,Educational Policy,Government Role,Employment Opportunities,Education Work Relationship,Educational Benefits,Educational Change,Educational Finance,Paying for College,Accountability,College Admission,Admission Criteria,Apprenticeships,Academic Degrees,Public Colleges,Community Colleges,Political Affiliation,Racial Differences,Debt (Financial),Hunger,Career Education

Americans' opinions about higher education are complex. Understanding this complexity is important for learning how to talk about the value of educational pathways after high school and crafting thoughtful policy solutions to meet the needs of today's students. This is the reason we engage Americans every year, asking questions other surveys do not delve into, and digging deep to reveal the sentiments and nuance of people's thoughts about higher education, its value, who should fund it, and what the government's role should be. This report marks the third year of New America's groundbreaking &quot;Varying Degrees&quot; survey, and represents a complete overhaul. Given the great strides online survey research has made, we transitioned to an online/telephone design using AmeriSpeak, a representative panel developed by NORC at the University of Chicago. AmeriSpeak allows us to capture better representation of harder-to-reach populations such as young adults, current students enrolled in higher education programs, and oversamples of African American, Latinx, and Asian American populations. [For the 2018 survey, see ED617236.]
Varying Degrees 2018: New America&apos;s Annual Survey on Higher Education
Author: Fishman, Rachel
Date: 2018-05-00
Type: Reports - Research
Subjects: Higher Education,Educational Trends,Educational Attitudes,Educational Change,Public Opinion,Educational Policy,Social Mobility,Educational Finance,Federal Government,Government Role,Employment Opportunities,Work Experience Programs,Racial Differences,Generational Differences,Political Affiliation,Educational Attainment,Private Colleges,Public Colleges,Community Colleges

While New America's second annual survey about perceptions on higher education shows that Americans believe pursuing education beyond high school is important for career growth and economic security, they still feel that higher education is not fine the way it is, and that government should do more to make it affordable. &quot;Varying Degrees 2018: New America's Second Annual Survey on Higher Education&quot; surveyed 1,600 Americans ages 18 and older to better understand their perceptions of higher education, economic mobility, and government funding. The survey shows unifying themes, as well as differences across various demographics when it comes to the value of education beyond high school in today's economy and the government's role in funding this education. Particular attention is paid to the similarities and differences of opinion among Republicans, Democrats, and Independents in this election year. [For the 2017 survey, see ED617237.]