ethanporcaro/eric-fulltext-meta huggingface dataset:
Reporting What Readers Need to Know about Education Research Measures: A Guide. REL 2014-064
Author: Boller, Kimberly
Date: 2014-09-00
Type: Guides - Non-Classroom
Subjects: Research Reports,Research Methodology,Educational Research,Check Lists,Measurement Techniques,Data Collection,Quality Control,Sampling,Test Reliability,Construct Validity,Statistical Analysis,Interrater Reliability,Intervention,Research Skills,Training,Experimenter Characteristics,Time,Evidence,Statistical Data,Observation,Elementary Schools,Grade 1,Grade 2,Grade 3,Educational Quality,Teacher Student Relationship,Interaction,Inquiry,Learner Engagement,Science Instruction,Mathematics Instruction,Rating Scales,Pretests Posttests,Scores

This guide is designed to help researchers make sure that their research reports include enough information about study measures so that readers can assess the quality of the study&apos;s methods and results. The guide also provides examples of write-ups about measures and suggests resources for learning more about these topics. The guide assumes that researchers have: (1) clearly articulated their research questions; (2) completed a rigorous review of the leading measures for assessing each necessary component of the theory of change and the relevant domains and constructs; and (3) selected measures that are aligned with the intervention&apos;s theory of change (also referred to as a logic model), and that address the study&apos;s research questions. These measures may include contextual factors, inputs to implementation, expected intervention activities, out- puts, and both short-term and long-term outcomes (Lugo-Gil et al. 2011; W.K. Kellogg 2004). Also provided are five checklists to help researchers provide complete information describing: (1) their study&apos;s measures; (2) data collection training and quality; (3) the study&apos;s reference population, study sample, and measurement timing; (4) evidence of the reliability and construct validity of the measures; and (5) missing data and descriptive statistics. The brief includes an example of parts of a report&apos;s methods and results section illustrating how the checklists can be used to check the completeness of reporting. A bibliography is also included. The appendix contains &quot;Measures Reporting Checklist for Researchers&quot;.
How Do States Define Alternative Education? REL 2014-038
Author: Porowski, Allan
Date: 2014-09-00
Type: Reports - Research
Subjects: Nontraditional Education,State Standards,State Departments of Education,Web Sites,Definitions,Educational Policy,Instruction,School Counseling,Interpersonal Competence,Daily Living Skills,Job Skills,Behavior Modification,Special Needs Students,Delivery Systems,School Schedules,Scheduling,Interviews,State Legislation,Attendance,Enrollment,Compulsory Education,Student Needs,Program Implementation

This study provides an overview of similarities and differences in how states and state education agencies define alternative education, as well as which states have alternative education standards and what those standards entail. The study reviewed information on alternative education definitions and programs from state and federal websites and from local school system websites in Maryland. Findings show that 43 states and the District of Columbia have formal definitions of alternative education. The most commonly cited target population for alternative education is students with behavioral problems. The most common services listed in state definitions and policies regarding alternative education programs are regular academic instruction, counseling, social/life skills, job readiness, and behavioral services (e.g., anger management, conflict resolution). The literature suggests that the definition of alternative education should include the target population, services offered, setting (e.g., in school, stand-alone schools), and scheduling (e.g., during school hours, outside of school hours). The following are appended: (1) Methodology; (2) State definitions of alternative education; and (3) Interview protocol for state education agencies on exclusionary criteria for compulsory attendance laws.
Using Assessment Data to Guide Math Course Placement of California Middle School Students. REL 2014-040
Author: Huang, Chun-Wei
Date: 2014-08-00
Type: Reports - Research
Subjects: Student Placement,Middle School Students,Secondary School Mathematics,Mathematics Instruction,Algebra,Grade 8,Grade 6,Standardized Tests,Mathematics Skills,Cutting Scores,Success,Prediction,Grade 7,Scores,Readiness,Decision Making,Probability,Mathematics Achievement

Questions about how best to place students into appropriate middle grade math courses have been central to ongoing education policy and practice discussions in California and across the United States. Recent studies have shown that enrolling in algebra I in grade 8 works well for some students but backfires for others. This REL West report provides findings from a study of placements that were based on different test scores available for middle school students in California. Findings indicate that placement into grade 8 algebra I based solely on students' grade 6 California Standards Test (CST) proficiency status results in some students taking the course who have less than a 40 percent chance of succeeding. Using a higher cut point on the grade 6 CST scale score--as opposed to simply using CST proficiency status--would avoid placing students into grade 8 algebra I who have a lower than 50 percent chance of success, and would increase the overall success rate (from 69 to 75 percent) for students placed into grade 8 algebra I. Prediction accuracy is even higher using grade 7 CST scale scores (78 percent); however, grade 7 scale scores are typically not available until after initial algebra I placements are made. The study also finds that a newly available assessment of algebra readiness developed as part of the Math Diagnostic Testing Project (MDTP) makes a valuable contribution to decisions about algebra I placement. Placements based on the MDTP result in a success rate (77 percent) that is comparable to that of placements based on the grade 7 math CST. Furthermore, the MDTP test can be administered online at any time during the school year, and MDTP test results are available immediately after students take the test, whereas CST results are not available until the next school year. The following are appended: (1) Detailed study design; and (2) Model comparisons.
The Condition of College &amp; Career Readiness 2013: Students from Low-Income Families
Author: ACT, Inc.
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,Alignment (Education),Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Educational Assessment,Educational Attainment,Educational Improvement,Educational Practices,English Instruction,High School Graduates,Higher Education,Mathematics Instruction,Occupational Aspiration,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Low Income Groups,Student Behavior,Enrollment,College Attendance,Intervention,Data,Decision Making,Educational Policy,Partnerships in Education

ACT has been measuring college readiness trends for several years. &quot;The Condition of College &amp; Career Readiness&quot; is ACT's annual report on the progress of the graduating class relative to college readiness. This year, 54.3% of the graduating class took the ACT® college readiness assessment. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education: (1) Are students from low-income families prepared for college and career?; (2) Are enough students from low-income families taking core courses?; (3) Are core courses rigorous enough?; (4) What other dimensions of college and career readiness should we track?; and (5) Are students from low-income families who are ready for college and career actually succeeding? The data presented in this report shows that educational planning, monitoring, and interventions must be aligned to student aspirations, begin early, and continue throughout a student's educational career. The data in this report indicate that early interventions should make a substantial difference for students from low-income families.
The Condition of STEM 2013: National
Author: ACT, Inc.
Date: 2014-00-00
Type: Reports - Research
Subjects: STEM Education,Statistical Data,College Readiness,Science Achievement,Mathematics Achievement,Engineering Education,Technology Education,Student Interests,Majors (Students),College Entrance Examinations,Standardized Tests,Achievement Tests,Ethnicity,Academic Aspiration,Gender Differences,Educational Attainment,Computer Science Education,Medical Education,Health Education,Parent Background,Information Sources

ACT has been a leader in measuring college and career readiness trends for years. Each August, they release &quot;The Condition of College &amp; Career Readiness&quot; (www.act.org/ newsroom/data/2013), their annual report on the progress of the ACT-tested graduating class relative to college readiness. Nationally, 54.3% of the 2013 graduating class took the ACT® college readiness assessment. The continued increase of test takers enhances the breadth and depth of the data pool, providing a comprehensive picture of the current college readiness levels of the graduating class as well as offering a glimpse of the emerging national educational pipeline. It also allows them to review various aspects of the ACT-tested 2013 graduating class. This report reviews the graduating class in the context of STEM (Science, Technology, Engineering, Mathematics)-related fields. ACT is uniquely positioned to deliver this report for two key reasons. First is their commitment to science by the inclusion of subject-level science tests in their assessments. Second is a research-based measure of interests, the ACT Interest Inventory, with which they are able to determine student interest levels in specific STEM fields and, more importantly, readiness in math and science of those interested in STEM careers. The report breaks the graduating class into four STEM-related cohorts: (1) Students who have an expressed and measured interest in STEM; (2) Students who have an expressed interest only; (3) Students who have a measured interest only; and (4) Students with no interest in STEM. Essentially, a student who has an expressed interest in STEM is choosing a major or occupation (out of the 294 listed in the Standard Profile Section of the ACT) that corresponds with STEM fields. A measured interest utilizes the ACT Interest Inventory, an inventory delivered with the ACT that determines inherent interest in different occupations and majors. The &quot;College Choice Report&quot; (www.act.org/collegechoice/13-14) details it is important to align students' expressed and measured interests relative to postsecondary enrollment. In this report, the authors primarily review the academic achievement of students in each of these cohorts as measured by the ACT College Readiness Benchmarks. Finally, they look at academic achievement levels, particularly in math and science, by race/ethnicity, gender, parents' level of education, and educational aspirations.
The Condition of College &amp; Career Readiness, 2013
Author: ACT, Inc.
Date: 2013-00-00
Type: Reports - Research
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,State Standards,Student Behavior,Tables (Data),White Students,STEM Education,Labor Market,Demand Occupations

For nearly a decade, ACT has measured student progress in the context of college readiness. &quot;The Condition of College &amp; Career Readiness&quot; is ACT's annual report on the college readiness of the most recent high school graduating class. The data herein provide insights to catalyze and guide efforts to improve college and career readiness for the next generation of young people now making their way through the US education system. As more students take the ACT® college readiness assessment--54% of all 2013 high school graduates--ACT's college readiness data better reflect the entire US graduating class, providing a glimpse of the emerging educational pipeline. Progressive modifications reflected in this 2013 &quot;Condition&quot; report include: (1) Reformatting the ACT College Readiness Standards; (2) Updating the ACT College Readiness Benchmarks; and (3) Changing ACT aggregate reporting practices to now include college-reportable scores for accommodated students. [For the &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Simple Truth about the Gender Pay Gap. 2014 Edition
Author: American Association of University Women
Date: 2014-00-00
Type: Reports - Research
Subjects: Gender Differences,Wages,Salaries,Gender Bias,Females,Decision Making,Age Differences,Racial Differences,Educational Attainment,Income,Males,Equal Opportunities (Jobs),Gender Discrimination,Surveys,Census Figures,Geographic Location,Ethnic Groups,Employed Parents,Occupations,Employers,Government Role,Civil Rights

You've probably heard that men are paid more than women are paid over their lifetimes. But what does that mean? Are women paid less because they choose lower-paying jobs? Is it because more women work part time than men do? Or is it because women tend to be the primary caregivers for their children? The American Association of University Women's (AAUW's) &quot;The Simple Truth about the Gender Pay Gap&quot; succinctly addresses these issues by going beyond the widely reported 77 percent statistic. The report explains the pay gap in the United States; how it affects women of all ages, races, and education levels; and what you can do to close it.
A Quantitative Analysis of Students' Perception of Generic Skills within an Undergraduate Electronics/mechanical Engineering Curriculum
Author: Duggan, Louise
Date: 2014-07-10
Type: Reports - Research
Subjects: Undergraduate Students,Student Attitudes,Engineering Education,Basic Skills,Statistical Analysis,Foreign Countries,Age Differences,Adult Students,Employment Potential,Gender Differences,Questionnaires,Teamwork,Computer Literacy,Communication Skills

Generic skills are considered as key essential skills which are required by all individuals in the engineering profession and are considered vital for success. Integrating generic skills into engineering education is a key concern for universities and colleges involved in delivering such courses. The accreditation criteria for engineering programmes in Ireland is quite strict on the importance of generic skills and require that important generic skills such as team work, communication skills, problem solving and critical thinking skills are adequately addressed in engineering programmes that are accredited by Engineers Ireland (EI). Employers are also continually seeking out employees who are proficient in the area of transferable skills. This paper presents quantitative findings from students regarding their perceptions of generic skills at a third level institution in Ireland.
Stop Giving in to Higher Grades: Ten Suggestions on How to Fight Grade Inflation
Author: Costley, Kevin C.
Date: 2014-09-15
Type: Reports - Descriptive
Subjects: Grade Inflation,Educational Practices,Guidelines,Student Evaluation,Credits,Scores,Incentives,Grades (Scholastic),Testing,Tests,Academic Standards,Student Problems,Higher Education,College Students,College Faculty,Teacher Student Relationship

Grade inflation has been a consistently ignored problem in the public schools and universities for over fifty years. Grades keep getting higher and higher for a multitude of reasons. Students expect high grades. Parents demand high grades of their children and teachers. Some administrators implicitly or explicitly require that their teachers give high grades for various reasons. Thus, with more and more inflated grades in American public schools, college and university students demand more high grades. They are conditioned to receive high grades. This is the entitlement generation; students often feel unsuccessful when they receive a grade lower than an A. Teachers at all level have heard students plead for A grades. This article states that this subject should be brought back up in many forums, in public schools and published articles. High grades are an epidemic. Grading students will never go away; however, grading should be the result of actual learner outcomes, not inflated grades to make students and parent happy. This article states ten ways on how teachers can begin to begin the process of eliminating inflated grades. The article also advocates the dire need for administrators from the top down to evaluate why excessively high grades are given and return to fair grading. This article is useful for administrators, teachers, and parents/guardians.
A Strong State Role in Common Core State Standards Implementation: Rubric and Self-Assessment Tool
Author: Peltzman, Alissa
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: State Standards,Academic Standards,Alignment (Education),Leadership Role,Scoring Rubrics,Self Evaluation (Groups),Faculty Development,Educational Resources,Instructional Materials,Teacher Evaluation,Principals,Instructional Leadership,Intervention,Educational Finance,Financial Support,State Aid,Summative Evaluation,Graduation Requirements,Educational Technology,Elementary Secondary Education,Higher Education,Accountability,Organizational Communication,Stakeholders

The Common Core State Standards (CCSS) represent an extraordinary opportunity for education in the U.S.: Not only do they provide for the first time a common platform for states to collaborate and to compare performance, but they also align expectations for student achievement with the demands of college and careers in the 21st century and the expectations of top-performing nations. This Rubric and Self-Assessment Tool is designed to support state leaders in assessing and continuously improving their efforts to implement the new standards and forthcoming aligned assessments. Because the goal is to ensure educators throughout a state have the resources and skills to succeed, the rubric and tool suggest the essential steps and strong actions states will need to consider to succeed. The rubric is purposefully not a checklist, but rather it is designed to guide ongoing efforts to plan and execute on those plans. It is intended to push states towards coherent approaches: carefully chosen activities attuned to real needs in the state, districts and schools, properly sequenced to provide maximum support at the building level and crafted with a clear logic. The tool is also seen as a living document, one that will be updated and improved based on state experience and implementation lessons. References consulted are appended.
Igniting the Spark: Tech Trek STEM Camps for Girls. Summary of Survey Findings
Author: American Association of University Women
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Surveys,STEM Education,Summer Programs,Middle School Students,Females,Hands on Science,Alumni,Student Interests,Occupational Aspiration,Student Attitudes,Teaching Methods,Learning Strategies,Experiential Learning,Talent Development,Self Efficacy,Outcomes of Education

Tech Trek opens up STEM possibilities for girls in many contexts. It expands and influences their academic and social lives, starting in middle school and continuing on into their careers. The program seeks out talented girls, sparks their interest, illuminates the value of a college education, and validates their passions. Tech Trek's exciting, hands-on approach offers a wide variety of experiences that translate into options well beyond the week of camp. Since 1998, the American Association of University Women (AAUW) has helped change girls' lives through Tech Trek, an experiential summer camp designed to pique the interest of rising eighth-grade girls in science, technology, engineering, and mathematics (STEM). A 2013 survey of Tech Trek alumnae who attended the camp in California between 2006 and 2009 demonstrates the program's lasting effects on many levels, including interest and confidence in STEM fields, decision to pursue STEM curricula, and future career plans. Alumnae credit Tech Trek's multifaceted teaching and learning strategies with positively shaping their expectations and expanding their scope of opportunities in STEM.
Graduating to a Pay Gap: The Earnings of Women and Men One Year after College Graduation. Executive Summary and Recommendations
Author: American Association of University Women
Date: 2012-00-00
Type: Reports - Research
Subjects: Salary Wage Differentials,Gender Differences,College Graduates,Debt (Financial),Gender Discrimination,Public Policy,Majors (Students),Career Choice,Comparable Worth,Employment,Income,Student Financial Aid,Working Hours,Grades (Scholastic),College Choice,Individual Characteristics,Student Loan Programs,Federal Legislation,Unions

Fifty years after the passage of the Equal Pay Act of 1963, women continue to be paid less than men in nearly every occupation. Because pay is a fundamental part of everyday life, enabling individuals to support themselves and their families, the pay gap evokes passionate debate. Although the data confirming the persistence of the pay gap are indisputable, the reasons behind the gap remain the subject of controversy. Are women paid less because they make different choices than men do? Does discrimination play a role? What other issues might be involved? &quot;Graduating to a Pay Gap&quot; explores the pay gap between male and female college graduates working full time one year after graduation. One may expect that the pay gap between men and women in this group of workers of similar age, education, and family responsibilities to be small or nonexistent, but in 2009--the most recent year for which data are available--women one year out of college who were working full time were paid, on average, just 82 percent of what their male peers were paid. After control for hours, occupation, college major, employment sector, and other factors associated with pay, the pay gap shrinks but does not disappear. About one-third of the gap cannot be explained by any of the factors commonly understood to affect earnings, indicating that other factors that are more difficult to identify--and likely more difficult to measure--contribute to the pay gap. Women experience the consequences of the pay gap from their very first paycheck to their very last Social Security check. Fifty years after the passage of the Equal Pay Act of 1963, it is surprising that women continue to be paid less than men are paid, even when they make the same choices. Making equal pay for women and men a reality will require action on the part of employers, public policy makers, and individuals. [For the full report, &quot;Graduating to a Pay Gap: The Earnings of Women and Men One Year after College Graduation,&quot; see ED536572.]