ethanporcaro/eric-fulltext-meta huggingface dataset:
Postsecondary Education&apos;s Role in Promoting Justice: Adopt Campus-Level Race-Conscious Policies
Author: Jones, Tiffany
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Role of Education,Racial Bias,Equal Education,Barriers,Educational Policy,Affirmative Action,Admission Criteria,Economic Impact,Minority Group Students,Social Justice,African American Students,Correctional Education,Access to Education

The value of higher education is complex. There are the economic payoffs for individuals as indicated by higher wages and opportunities in the job market and for society in creating a stronger tax base and greater prosperity for a state or region. But there are also social benefits like the opportunity to foster civic engagement, personal development, and better cooperation among diverse groups. The problem is, neither the social nor economic benefits of higher education are equitably distributed to people of different racial groups. Degree attainment for Black adults bucks the trend of progression over time and has gotten worse. Specifically, there has been very little intergenerational improvement in degree attainment among Black adults: Only 30 percent of younger Black adults (ages 25-34) have earned a degree compared with 35 percent of older Black adults (ages 35-44). Even with the advantage that attending college can provide, Black students who make it to college face additional barriers, including limited opportunities to interact with faculty, curricula that are not reflective of their cultural background and experience, greater struggles identifying resources to pay for living expenses, books, and fees while in college, and not being able to talk to a counselor of color after experiencing racial discrimination and isolation, and more. These issues translate into differences in outcomes and success for students of color and White students. This paper first examines how removing barriers to using race conscious policies in higher education, specifically affirmative action, will help achieve true racial justice in higher education. It then explores several different strategies that will help move the needle closer to racial justice, including not relying on proxies for race, acknowledging the inequities baked into current admissions criteria, accepting that racial inequities are a systemic problem, and measuring both the economic and non-economic outcomes of postsecondary education. Addressing these issues are key to making sure higher education pays off for everyone, but especially for students of color.
Descriptive Data on Region XI Head Start Children and Families: AIAN FACES Fall 2019 Data Tables and Study Design. OPRE Report 2021-28
Author: Bernstein, Sara
Date: 2021-06-00
Type: Reports - Research
Subjects: Preschool Education,Disadvantaged Youth,Surveys,Preschool Children,American Indians,Alaska Natives,Tribes,Federal Programs,Family Environment,Child Development,Individual Characteristics,Family Characteristics,Preschool Curriculum,Preschool Teachers,Teacher Characteristics,Child Rearing,Cognitive Development,Social Development,Emotional Development,Physical Development,Institutional Characteristics,American Indian Culture,American Indian Languages,Parents,Sampling,Data Collection

Since 1997, the Head Start Family and Child Experiences Survey (FACES) has been a major source of information on the Head Start program and the preschool children ages 3 to 5 who attend the program. As part of its management of Head Start, the federal government divides Head Start programs into 12 regions. Regions XI and XII are not based on geography; instead, Head Start defines the regions by the populations they serve. Region XI serves children and families in programs operated by federally recognized American Indian and Alaska Native tribes. In 2015, a new study--the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES 2015)--focused on the children and families in Region XI. AIAN FACES 2019 is the second round of this national study in Region XI Head Start. Mathematica and its partner, Educational Testing Service, conducted the study for the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The tables in this report describe the children enrolled in Region XI Head Start programs in fall 2019, their family backgrounds and home environments. In addition, the report provides information on the AIAN FACES 2019 study methodology, sample, and analytic methods. The study design is the same as the design for AIAN FACES 2015. The purpose of this report is to: (1) provide information about the AIAN FACES study, including the background, design, methodology, assessments, and analytic methods; and (2) report detailed descriptive statistics (averages, response ranges, and percentages) in a series of tables on children and their families. Specific topics examined include: (1) Children's characteristics, family background, and home environment; (2) Children's cognitive skills; (3) Children's social-emotional skills; and (4) Children's physical health and disability status. [For the Fall 2015-Spring 2016 report, see ED617161.]
Descriptive Data on Region XI Head Start Children and Families: AI/AN FACES Fall 2015-Spring 2016 Data Tables and Study Design. OPRE Report 2018-26
Author: Bernstein, Sara
Date: 2018-03-00
Type: Reports - Research
Subjects: Preschool Education,Disadvantaged Youth,Surveys,Preschool Children,American Indians,Alaska Natives,Tribes,Federal Programs,Family Environment,Child Development,Individual Characteristics,Family Characteristics,Preschool Curriculum,Preschool Teachers,Teacher Characteristics,Child Rearing,Cognitive Development,Social Development,Emotional Development,Physical Development,Institutional Characteristics,American Indian Culture,American Indian Languages,Parents

To date, the Head Start Family and Child Experiences Survey (FACES) has been a major source of descriptive information on Head Start and preschool children ages 3 to 5 years old who attend the program. There are 12 regions for federal management of Head Start. FACES gathers data on Head Start programs, staff, children, and families from Regions I through X, which are the 10 geographically based Head Start regions nationwide. Regions XI and XII are not geographically based and instead are defined by the populations served. In 2015, a new study--the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES 2015)--focused on Region XI, which comprises programs operated by federally recognized American Indian and Alaska Native tribes. AI/AN FACES 2015 is the first national study of Region XI AI/AN Head Start children and their families, classrooms, and programs. This set of tables presents data on the demographic backgrounds and developmental outcomes of children enrolled in Region XI AI/AN Head Start programs during the 2015-16 Head Start year. The tables also detail aspects of their home environment and family life. Data on children's classrooms, teachers, centers, and programs, including aspects of classroom quality and practice, teacher and director characteristics, and characteristics of the center and program environments, provide context for children's experiences. Information on the AI/AN FACES 2015 study methodology and collaborative design process, sample, and measures are also provided. The study is conducted by Mathematica Policy Research and its partner--Educational Testing Service--under contract to the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The purpose of this report is two-fold: (1) to provide information about the AI/AN FACES 2015 study, including the background, design, methodology, measures, and analytic methods; and (2) to report detailed descriptive statistics in a series of tables on children, their families, and their classrooms, centers, and programs. The data provide descriptive information from parent surveys, direct child assessments, teacher child reports, teacher surveys, classroom observations, and center and program director surveys.
Pandemic-Era Report Card: Students, Faculty and Administrators Reflect upon the Academic Year
Author: Seaman, Jeff
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Report Cards,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Reflection,Partnerships in Education,Teacher Student Relationship,Barriers,Distance Education,Attitude Change,Preferences,Teaching Experience,Student Experience,College Students,College Faculty,College Administration

The year 2020 was likely one of the most challenging ever for the higher education sector. The COVID-19 pandemic forced massive rapid changes, and faculty, administrators, and students all had to adjust to new ways of conducting their day-to-day operations. This project is the fourth in a series of snapshots examining the nature and magnitude of these changes in teaching and learning. This installment of the project examines faculty and administrators to see if the second term of teaching in a pandemic was better than the first. This stage also included students, surveying those enrolled for both the Fall 2020 and Spring 2021 terms. All three groups were all queried as to how they thought things were going, what issues they are facing, and their hopes for the future of higher education. [An additional partner to the project is the Canadian Digital Learning Research Association (CDLRA).]
Principal Retention Patterns in Arizona, Nevada, and Utah. REL 2022-129
Author: Makkonen, Reino
Date: 2021-12-00
Type: Reports - Research
Subjects: Principals,Labor Turnover,Persistence,School Districts,Geographic Location,Instructional Program Divisions,Occupational Mobility,Racial Differences,Ethnicity,Poverty,Socioeconomic Status,Student Characteristics,COVID-19,Pandemics,Elementary Secondary Education,Rural Schools,Urban Schools,Suburban Schools,Standardized Tests,Language Arts,Mathematics,Academic Achievement,Municipalities

The departure of an effective school leader can influence staff turnover and student achievement for several years. With school systems facing an unprecedented public health crisis due to COVID-19, principal retention is a key area of concern for many local and state education agencies. The Regional Educational Laboratory West undertook this study of principal retention rates to help leaders in Arizona, Nevada, and Utah better understand principal retention patterns in their state, so that their new statewide leadership support initiatives could identify areas where support could be most effective. Findings showed that fewer than half of principals in each of these states remained at the same school from fall 2016 to fall 2020 (four year retention). The study also found that principals who changed jobs (but remained in the principalship) tended to move to a new school in the same local education agency rather than to a new school in another local education agency. Principal retention patterns varied by state according to grade span, school locale type, and student demographic characteristics. In addition, across the three states, proportionally fewer principals remained at schools with lower average proficiency rates on standardized tests in math and English language arts than at schools with higher average proficiency rates from fall 2016 to fall 2019 (three year retention). [For the Study Snapshot, see ED617165. For the appendixes, see ED617166.]
Principal Retention Patterns in Arizona, Nevada, and Utah. Study Snapshot. REL 2022-129
Author: Regional Educational Laboratory West (ED/IES)
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Principals,Labor Turnover,Persistence,School Districts,Geographic Location,Instructional Program Divisions,Occupational Mobility,Racial Differences,Ethnicity,Poverty,Socioeconomic Status,Student Characteristics,COVID-19,Pandemics,Elementary Secondary Education,Rural Schools,Urban Schools,Suburban Schools,Standardized Tests,Language Arts,Mathematics,Academic Achievement,Municipalities

This Study Snapshot highlights key findings from a study of principal retention rates to help leaders in Arizona, Nevada, and Utah better understand principal retention patterns in their state, so that their new statewide leadership support initiatives could identify areas where support could be most effective. With school systems facing an unprecedented public health crisis due to COVID-19, principal retention is a key area of concern for many local and state education agencies. Workforce leaders in Arizona, Nevada, and Utah could use the results of this study as a baseline reference for research on principal retention as well as to help target resources to improve retention. They could also explore environments with lower retention rates to determine whether certain retention incentives, such as expanding professional learning opportunities, improving working conditions, and supporting decision-making authority, combined with careful monitoring of outcomes, might reduce principal turnover. [For the full report, see ED617164. For the appendixes, see ED617166.]
Principal Retention Patterns in Arizona, Nevada, and Utah. Appendixes. REL 2022-129
Author: Regional Educational Laboratory West (ED/IES)
Date: 2021-12-00
Type: Reports - Research
Subjects: Principals,Labor Turnover,Persistence,School Districts,Geographic Location,Instructional Program Divisions,Occupational Mobility,Racial Differences,Ethnicity,Poverty,Socioeconomic Status,Student Characteristics,COVID-19,Pandemics,Elementary Secondary Education,Rural Schools,Urban Schools,Suburban Schools,Standardized Tests,Language Arts,Mathematics,Academic Achievement,Municipalities

The &quot;Principal Retention Patterns in Arizona, Nevada, and Utah&quot; study examined principal retention rates in Arizona, Nevada, and Utah. The study sought to understand principal retention patterns in these states, so that their new statewide leadership support initiatives could identify areas where support could be most effective. Principal retention patterns varied by state according to grade span, school locale type, and student demographic characteristics. In addition, across the three states, proportionally fewer principals remained at schools with lower average proficiency rates on standardized tests in math and English language arts than at schools with higher average proficiency rates from fall 2016 to fall 2019 (three year retention). This document presents the following three appendixes that accompany the study: (1) Data and methods; (2) Detailed results for principal mobility; and (3) County-level retention rates by state. [For the full report, see ED617164. For the Study Snapshot, see ED617165.]
About Connecting Students with the Right Forms of Mental Health Assistance. A Center Report
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Mental Health,Access to Health Care,School Health Services,Student Needs,Clubs,Extracurricular Activities,Recreational Activities,Evaluation,Intervention,Referral,Coping,Direct Instruction,School Counseling,Guidance,Federal Legislation,Students with Disabilities,Telecommunications,Needs Assessment,Special Needs Students,Screening Tests,Caseworker Approach,Crisis Management

Broadly conceived, mental health in schools focuses on (1) promoting social-emotional development, (2) preventing mental health and psychosocial problems, (3) enhancing resiliency and protective buffers, (4) intervening as early after the onset of behavior, learning, and emotional problems as is feasible, and (5) addressing the needs of students with chronic and severe problems. Based on our Center's work with schools, this report begins by highlighting that mental health assistance at schools can take the form of (a) open-enrollment programs, (b) direct instruction, (c) psychosocial counseling, and when problems are severe, (d) highly specialized interventions. Then, we delineate processes for connecting students with the right assistance (i.e., identifying and clarifying need, triage, consultation, referral, and monitoring/managing care). We also highlight the mental health dilemma that arises in responding to school-wide crises and end with a note about diversity.
Spring 2018 NSCAS Summative ELA, Mathematics, and Science Technical Report
Author: Nebraska Department of Education
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Summative Evaluation,Language Tests,English,Mathematics Tests,Science Tests,Test Validity,Test Reliability,Testing,Standards,Test Construction,Information Security,Scoring,Psychometrics,Standard Setting (Scoring),Testing Accommodations,College Readiness,Career Readiness,Elementary Secondary Education

The 2018 Nebraska Student-Centered Assessment System (NSCAS) Summative technical report documents the processes and procedures implemented to support the Spring 2018 NSCAS Summative English Language Arts (ELA), Mathematics, and Science assessments by NWEA under the supervision of the Nebraska Department of Education (NDE). The technical report shows how the processes, methods applied, and results relate to the issues of validity and reliability and to the &quot;Standards for Educational and Psychological Testing&quot; (AERA, APA, &amp; NCME, 2014). The following sections are presented: (1) Introduction; (2) Test Design and Development; (3) Test Administration and Security; (4) Scoring and Reporting; (5) Psychometric Analyses; (6) Standard Setting; (7) Test Results; (8) Reliability; and (9) Validity.
Black or African American Teachers: Background and School Settings in 2017-18. Data Point. NCES 2022-024
Author: Taie, Soheyla
Date: 2022-02-00
Type: Reports - Evaluative
Subjects: African American Teachers,Teacher Characteristics,Public Schools,Private Schools,Institutional Characteristics,Elementary Secondary Education,National Surveys

This Data Point examines the background and school settings of Black or African American teachers in public and private schools in the United States before the coronavirus pandemic. It uses data from the public and private school teacher data files of the 2017-18 National Teacher and Principal Survey (NTPS). This is a national sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State-level estimates can also be produced for public schools, principals, and teachers. This data point looks at: (1) the characteristics of Black or African American teachers in 2017-18; and (2) the kinds of schools Black or African American teachers taught in during 2017-18.
Private School Universe Survey (PSS): Public-Use Data File User&apos;s Manual for School Year 2019-20. NCES 2022-021
Author: Broughman, Stephen
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: School Surveys,Private Schools,Elementary Schools,Secondary Schools,Institutional Characteristics,Data Collection,Data Use,Enrollment,School Location,Geographic Regions,Response Rates (Questionnaires)

The Private School Universe Survey (PSS) is conducted by the National Center for Education Statistics (NCES) on behalf of the U.S. Department of Education to collect basic information on American private elementary and secondary schools. PSS is currently designed to generate biennial data on the total number of private schools, teachers, and students, and to build a universe of private schools to serve as a sampling frame for NCES sample surveys. Data collected included enrollment by grade, enrollment by student race/ethnicity and sex, number of high school graduates, number of teachers, program emphasis, existence and type of kindergarten program, school religious orientation or affiliation, association membership, number of days in the school year and length of the school day, and whether the school had a library media center. This Manual contains sections covering frame creation, data collection procedures and response rates, data preparation, guide to the public-use data file and codebook, and user notes and cautions. Information in the chapters is supported by material in the appendices. Appendix A contains a copy of the 2019-20 PSS questionnaire, appendix B contains the list of variables and record layout of the public-use tab-delimited ASCII file, and appendix C contains the 2019-20 PSS public-use codebook.
Pythagorean Multi-Proof Square
Author: Nisula, Bruce
Date: 2021-12-16
Type: Reports - Descriptive
Subjects: Geometry,Mathematics Instruction,Geometric Concepts,Validity,Mathematical Logic,Problem Solving,Teaching Methods

This paper presents a novel figure for teaching multiple geometric proofs of the Pythagorean theorem. Because it consists only of congruent given right triangles, the figure can be constructed using a template of the given right triangle or, if available, a computer program. Within the figure, called a Pythagorean multi-proof square, there are four a-squares, four b-squares, and one c-square, which in various combinations form the substrate for 12 different Pythagorean proofs. A set of teaching slides is provided in the Appendix.
The Effectiveness of Using Formative Assessment Tools in K12 Learning Environment
Author: Alarafeen, Osama Saleem Mohammed
Date: 2021-11-28
Type: Reports - Research
Subjects: Formative Evaluation,Kindergarten,Elementary Secondary Education,Mathematics Instruction,Secondary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Student Evaluation,Teaching Methods,Instructional Effectiveness,Student Motivation,Academic Achievement,Teacher Attitudes,Achievement Tests,Student Attitudes,Faculty Development,Feedback (Response),Self Esteem,Computer Assisted Testing,Foreign Countries,Secondary School Teachers

There has been a growing interest among educators over the past few years in formative assessment. Formative assessment, referred to as assessment for learning or assessment as learning, is a planned, ongoing process during which teachers collect information on students' academic performance to enhance the learning and teaching experience and achieve desirable outcomes (Heritage, 2010). It is a low-stakes type of assessment the intent of which is to provide teachers with valuable information about how effectively the instructional approach in place is working and how possibly students can achieve learner autonomy. This research paper aims to determine the effectiveness of employing formative assessment in teaching. Specifically, it investigates whether this type of assessment has a positive impact on the students' motivational drives and their academic achievement. To gauge the effectiveness of formative assessment in students' learning, a few lesson observations were performed by the researcher in the English and Math subjects at Al Ittihad Secondary School. Surveys to and interviews with teachers and students were also carried out, with the intention that the findings would be shared with the teaching staff to improve the school overall performance. One of the key findings of this research is that some teachers could not transfer the ownership of formative assessment to their students. This is due to a tendency on the part of these teachers towards adopting exam-oriented teaching that, according to them, would benefit their students. The research also suggests that some teachers are not well endowed with the principles of formative assessment and according need more training in this field.