ethanporcaro/eric-fulltext-meta huggingface dataset:
Global Education: Connections, Concepts, and Careers. Research in Review 2012-4
Author: Balistreri, Sarah
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Global Approach,Curriculum Development,Evaluation Methods,Teaching Methods,Educational Change,Educational Improvement,Foreign Students,Labor Market,Literacy Education,Skill Development,Knowledge Level,Thinking Skills,Metacognition,Interpersonal Competence,Cognitive Ability,Knowledge Economy,Critical Thinking,Problem Solving,Information Literacy,Innovation,Creativity,Lifelong Learning,Competence,Faculty Development,Economic Factors,Citizenship Education

Following the completion of this century's first decade, educators, policymakers, and researchers are attempting to predict future needs. However, is it possible to know what the education and global landscape will look like at the end of this century? Certainly, in 1900 one could not have comprehended the myriad innovations that would occur by the year 2000. What we know is this: The skills to survive and thrive in this century have transitioned from a memorizing or banking perspective to that of accessing, navigating, and filtering. Moreover, the primacy of technology to our daily lives and events and phenomena across the globe cause many to rethink how best to prepare students in an education system born out of Prussian and industrial-era influences. Of additional importance for American education, comparative assessments demonstrate that other nations have surpassed the U.S. when it comes to preparing their students. This dynamic must inspire innovative solutions to improve American education. But, because demographic, linguistic, vocational, economic, and political variables differ from country to country, we cannot simply copy systems that outrank or outperform the U.S. Also, solutions must be developed to support a balance between competitive and collaborative reform efforts. While many obstacles exist, including cultural, economic, and political considerations, with the appropriate framework, organizations such as the College Board can support U.S. education systems (at the local, state, and federal levels) to maintain relevancy amid a shifting paradigm. Moreover, organizations such as the College Board can concurrently increase access and equity to provide more students with greater opportunities to learn and then contribute to the national well-being. As this paper will explore, at the heart of this movement will be the adoption of global skills in curricula, assessments, and pedagogy. Thus, while we may not know what the education and global landscape will look like in 2100, students who benefit from this reform movement globally will be prepared to excel and succeed. Appendices include: (1) International student origins; (2) 10-year job trends underscore shift to service sector; (3) Global Literacy Education in Practice; (4) Examples of assessment measures; and (5) Major Frameworks for 21st Century Learning.
How Does Institutional Grant Aid Impact College Choice? Research Brief
Author: Hurwitz, Michael
Date: 2012-06-00
Type: Reports - Research
Subjects: Postsecondary Education,Colleges,College Choice,Grants,Student Financial Aid,Racial Differences,Ethnic Groups,Family Income,Socioeconomic Status,Academic Ability,Minority Groups,Student Records,Probability,Statistical Analysis

New evidence on how students' choice of postsecondary institution is sensitive to grant aid offers from the colleges and universities. Institutional aid sensitivity is largest for students from the least wealthy families but does not vary by race/ethnicity or measured academic ability. A technical appendix is included.
Compendium of Read 180® Research: 15 Years of Evidence-Based Results for America's Struggling Readers
Author: Scholastic Inc.
Date: 2014-03-00
Type: Reports - Research
Subjects: Reading Programs,Program Effectiveness,Reading Difficulties,Reading Instruction,Reading Achievement,Reading Improvement,Quasiexperimental Design,Demography,Randomized Controlled Trials,Evidence,School Districts

In school districts across the nation, diverse student groups have been experiencing significant gains in reading performance after using READ 180. This compendium of READ 180 research contains 40 studies. The studies take place in a variety of settings in school districts across the country from 1999 to 2012. Summarized are correlational and descriptive studies, as well as randomized or quasi-experimental studies. Reports on reading gains for the general student population and in some cases for specific demographic groups of students are provided. The studies in this compendium show that READ 180 meets the literacy needs of even the most challenged students, and the findings of these studies have been integral in informing new and better versions of the program, including the most recent READ 180 Next Generation. An index is included.
How Useful Are Traditional Admission Measures in Predicting Graduation within Four Years? Research Report 2013-1
Author: Mattern, Krista D.
Date: 2013-00-00
Type: Reports - Research
Subjects: College Admission,Grade Point Average,College Entrance Examinations,Prediction,Graduation,College Bound Students,Correlation,Measures (Individuals),Validity,Institutional Characteristics,Hierarchical Linear Modeling

Research has consistently shown that traditional admission measures--SAT® scores and high school grade point average (HSGPA)--are valid predictors of early college performance such as first-year grades; however, their usefulness to predict later college outcomes has been questioned, especially for the SAT. This study builds on previous research showing that both SAT scores and HSGPA are predictive of a more distal measure of college success--college graduation within four years. Moreover, each measure provided unique information to the prediction of graduation, indicating the utility of using both measures in the admission process to elect applicants who are most likely be successful. Finally, the relationships between SAT and HSGPA with four-year graduation rates by institutional control and selectivity (i.e., undergraduate admittance rate) were also investigated. The findings demonstrate the usefulness of traditional admission measures for predicting long-term college outcomes.
Identifying Content and Cognitive Dimensions on the SAT®. Research Report No. 2005-11
Author: Gierl, Mark J.
Date: 2005-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Standardized Tests,Scores,Inferences,Mathematics Tests,Reading Tests,Critical Reading,Correlation,Mathematics Achievement,Reading Achievement,Test Content,Test Items,Factor Analysis,Reading Skills,Mathematics Skills,Indexes,Psychometrics,Nonparametric Statistics,High School Students

The results of this study conclude that there is a multidimensional basis for test score inferences on the mathematics and critical reading sections of the SAT. Results from the exploratory analyses indicate that the data are multidimensional, as mathematics displayed two dimensions and critical reading displayed three dimensions. The correlations between the dimensions were moderate in both test sections. Appended are: (1) Appendix A (a short description of each primary mathematics skill); and (2) Appendix B (a short description of each critical reading skill).
Hispanic-Serving Institutions: Contributions and Challenges. Policy Brief
Author: Malcom-Piqueux, Lindsey E.
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Students,Colleges,Higher Education,Institutional Characteristics,Educational Attainment,Institutional Mission,Federal Legislation,Educational Legislation,Student Costs,Federal Aid,Academic Degrees,Barriers

This brief presents information about the characteristics of the nation's Hispanic-serving institutions (HSIs) and their students, as well as the HSIs' contributions to the educational attainment of the Latino population. The brief concludes by outlining some of the challenges faced by HSIs as they aim to meet their implied mission of serving Latino students.
Collegiate Remediation: A Review of the Causes and Consequences. Literature Brief
Author: Kurlaender, Michal
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Remedial Instruction,College Students,College Readiness,Alignment (Education),Common Core State Standards,Educational Trends,High School Seniors,Program Effectiveness,Costs,Educational Assessment

This brief gives an overview of the prevalence, causes, and consequences of college remediation, which aims to improve basic literacy skills among college students.
How Much Debt Is Too Much? Defining Benchmarks for Manageable Student Debt
Author: Baum, Sandy
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Debt (Financial),Student Loan Programs,Loan Repayment,College Students,Benchmarking,Money Management,Loan Default

Many discussions of student loan repayment focus on those students for whom repayment is a problem and conclude that the reliance on debt to finance postsecondary education is excessive. However, from both a pragmatic perspective and a logical perspective, a more appropriate approach is to develop different benchmarks for students in different circumstances in order to differentiate between those students whose repayment requirements are excessive and those for whom debt burdens are manageable. The purpose of this report is to establish a range of empirically derived thresholds for manageable student debt in order to: (a) provide good advice to students as they make decisions about financing their postsecondary educations, and (b) inform the design of loan forgiveness and debt management programs intended to relieve excessive debt burdens.
An Empirical Comparison of Randomized Control Trials and Regression Discontinuity Estimations
Author: Barrera-Osorio, Felipe
Date: 2014-00-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Regression (Statistics),Research Problems,Comparative Analysis,Nonparametric Statistics,Economics,Monte Carlo Methods,Foreign Countries,Grade 4,Elementary School Students,Scholarships,Experimental Groups,Control Groups,Intervention,Statistical Bias,Research Design

Randomized controlled trials (RCTs) and regression discontinuity (RD) studies both provide estimates of causal effects. A major difference between the two is that RD only estimates local average treatment effects (LATE) near the cutoff point of the forcing variable. This has been cited as a drawback to RD designs (Cook &amp; Wong, 2008). Comparisons of RCT estimates of average treatment effect (ATE) and RD estimates of LATE are rare because few studies have both randomized assignment and a forcing variable. Using a study which is amenable to analysis both as an RCT and an RD, the authors compare the RCT estimate of ATE to the RD estimate of LATE. They also explore how the RD estimate of average treatment effect depends on econometric specifications, including for parametric and non-parametric estimators, and for various bandwidths. Finally, they use Monte Carlo simulation based on observed data to explore the performance of RD estimators with a forcing variable which is standardized within schools by choosing a different cutoff in each school. Findings can be used to inform decisions about which estimators to use in doing regression discontinuity, as well as providing evidence of how well RD estimators approximate RCT estimators. Tables are appended.
Fidelity in After-School Program Intervention Research: A Systematic Review
Author: Maynard, Brandy R.
Date: 2014-00-00
Type: Reports - Research
Subjects: Fidelity,After School Programs,Intervention,Literature Reviews,At Risk Students,Data Analysis,Research Utilization,Selection Criteria,Social Work,Measurement Techniques,Search Strategies

Over the past 2 decades, the number of after-school programs (ASP) and the number of students attending ASPs has markedly increased. Although several reviews and meta-analyses have examined the outcomes of ASPs, ASP intervention study reviews have not specifically examined intervention fidelity. Establishing intervention fidelity is critically important to interpreting the effects, or lack thereof, of interventions. Given the popularity of ASPs and the growing body of intervention research resulting in ambiguous findings, it seems prudent to examine whether investigators have attended to fidelity. The purpose of this systematic review was to examine whether and to what extent researchers addressed intervention fidelity in ASP intervention research. The following research questions guided this review: (1) What proportion of after-school intervention studies report key components of fidelity (i.e., strategies to enhance fidelity, measure fidelity, and use fidelity data)?; and (2) Does the presence of fidelity measurement differ by study or intervention characteristics? Fifty-five studies (15 RCT and 40 QED) were included in this review. Published and unpublished studies conducted between 1980 and 2012 were eligible for inclusion if they examined the effects of an ASP on social, emotional, behavioral, or academic outcomes with primary or secondary students using a randomized or quasi-experimental research design. This study examined the extent to which fidelity was addressed in outcome research of after-school program interventions, defined as &quot;an organized program offering one or more activities that: (1) occurred during at least part of the school year; (2) happened outside of normal school hours; and (3) was supervised by adults&quot;. 40 of the 55 studies attended to at least some aspects of intervention fidelity; however, the extent to which those studies engaged in various aspects of intervention fidelity varied. While the majority of studies attended to at least one aspect of intervention fidelity, the use of multiple fidelity components was much less frequent. About half of the studies incorporated two components, 31% incorporated three components, 18% incorporated four components, and just 15% incorporated at least five components. No studies incorporated six or more fidelity components. Tables and figures are appended.
Paper 3: Content and Rigor of Algebra Credit Recovery Courses
Author: Walters, Kirk
Date: 2014-00-00
Type: Reports - Research
Subjects: Algebra,Course Content,Credits,Course Organization,Online Courses,Summer Science Programs,Difficulty Level,Comparative Analysis,Alignment (Education),Grading,Teacher Surveys,Content Analysis

This paper describes the content, organization and rigor of the f2f and online summer algebra courses that were delivered in summers 2011 and 2012. Examining the content of both types of courses is important because research suggests that algebra courses with certain features may be better than others in promoting success for struggling students. One key finding from the literature is that algebra students should have ongoing opportunities to develop procedural fluency and conceptual understanding and engage in meaningful problem solving opportunities, rather than focusing exclusively on skill development and symbolic manipulation. Another reason it is important to examine the content of summer credit recovery courses, in particular, is due to the perception that these courses may get &quot;watered down,&quot; rewarding students who show up for summer school but who may not have mastered the material. More specifically, the paper will address the following research questions: (1) How did the online and f2f Algebra IB courses compare in terms of the difficulty of the content? (e.g. what proportion of time in each type of course was devoted to second semester algebra, first semester algebra and pre-algebra topics?); (2) How did the online and f2f Algebra IB courses compare in terms of the nature of the content? (e.g. developing procedural skills, conceptual understanding and problem solving); (3) How did the online and f2f Algebra IB courses compare in terms of the coherence and sequencing of topics?; and (4) How did the online and f2f Algebra IB courses compare in terms of grading expectations? [What proportion of online and f2f students' grades were based on assessments (quizzes, tests) and other criteria (effort, participation, behavior, etc.)]? The authors will draw from several different sources of data that were collected in both conditions in both summers to answer the paper's research questions. These include archival data generated from the online course, course materials (syllabi, annotated tables of contents), and teacher surveys. The initial results suggest that the online course (in both summers), in comparison to the f2f courses, was more rigorous in terms of the algebra content that students were expected to learn, more coherent in terms of how topics were sequenced, and more demanding in terms of the criteria used to calculate grades. More specifically, the online course content was considered typical of second semester algebra and included a fixed set of topics that were organized sequentially within and across 5 units.
Creating a Fidelity Index to Measure Program Implementation
Author: Rulf Fountain, Alyssa
Date: 2014-00-00
Type: Reports - Research
Subjects: Program Implementation,Fidelity,Measurement Techniques,Benchmarking,Middle School Students,Extended School Day,Intervention,Observation,Interviews,Enrichment Activities,Program Effectiveness,Program Evaluation

Expanded Learning Time (ELT) is seen as one promising approach for improving academic achievement, particularly in the nation's chronically low-performing schools. Since 1995, Citizen Schools (CS) has developed and supported the implementation of its own ELT model. The CS ELT model uses an additional shift of educators and community volunteers to engage middle school students in hands-on apprenticeships, while simultaneously providing individualized supports to ensure academic and future success. Theory suggests that as a result of ELT, students may become more engaged in school because of additional enrichment and learning opportunities, develop better communication skills due to more time with teachers and peers, and be less likely to engage in disruptive behavior because of less idle time. Ultimately, student achievement may improve as a result of additional learning time. The authors are conducting a five-year evaluation of the CS ELT model that includes an implementation and outcomes component to assess the operation and effects of ELT programming on middle school students. The implementation component of the study incorporates surveys, interviews, and site visits to assess how schools integrate ELT into their school days, organizationally and instructionally. This paper focuses specifically on how to characterize implementation systematically and in such a way as to explain variation in student achievement results.
Detecting Anchoring-and-Adjusting in Survey Scales
Author: McIntyre, Joe
Date: 2014-00-00
Type: Reports - Research
Subjects: Surveys,Response Style (Tests),Testing Problems,Online Surveys,Student Surveys,Undergraduate Students,Graduate Students,Statistical Analysis,Factor Analysis,Test Construction

Proper survey design is essential to obtain reliable, replicable data from research subjects. One threat to inferences drawn from surveys is anchoring-and-adjusting. Tversky and Kahnemann (1974) observed that participants' responses to questions depended systematically on irrelevant information they received prior to answering. It is important for survey designers to have tools that can detect anchoring-and-adjusting. Using non-experimental data, the author will try to determine if respondents are anchoring and adjusting by looking for evidence that responses to adjacent items are more likely to be identical than they should be. In this study the author analyzes scale data from two different settings. One set of scales comes from an online survey administered through the &quot;Survey Monkey website.&quot; The second set comes from a survey administered in person to undergraduates and graduates students at a private university in the Northeast. All participants were better educated than people in the country as a whole and one set of participants all had internet access. Thus, it is not appropriate to generalize the results to the population at large. It is possible to find evidence of anchoring-and-adjusting using non-experimental approaches. There is more evidence of anchoring-and-adjusting on uninterrupted scales than on interrupted scales. Further research is needed to determine what sorts of scales elicit more anchoring-and-adjusting, and which sorts of populations anchor-and-adjust more frequently. Tables and figures are appended.
Assessing Implementation Fidelity: Challenges as Seen through the Lens of Two Experimental Studies
Author: Vig, Rozy
Date: 2014-00-00
Type: Reports - Research
Subjects: Fidelity,Program Implementation,Barriers,Intervention,Research Projects,Research Design,Research Needs,Research Methodology,Data Collection,Data Analysis,Algebra,Control Groups,Experimental Groups,Protocol Materials,Scoring Rubrics,Likert Scales,Observation,Secondary School Mathematics,Outcome Measures,Program Evaluation,Grade 8,Grade 9,Grade 5,Grade 6,Grade 7

The concept of &quot;implementation fidelity&quot; is broadly used to capture the extent to which an intervention is executed as intended by the designers of the intervention (Century, Rudnick, &amp; Freeman, 2010; Huntley, 2005, McNaught, Tarr, &amp; Sears, 2010, Munter, 2010). Though implementation fidelity instruments are often used to assess variability in teachers' implementations of an intervention and can be related to measures of student learning, the form and goals of the work involved in developing, implementing, and evaluating fidelity instruments vary from study to study. This research report discusses two research projects that shed light on two challenges associated with assessing implementation fidelity.