ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Engagement and Academic Outcomes of First-Year Students at UNC Charlotte. CEME Technical Report. CEMETR-2013-01
Author: Dika, Sandra L.
Date: 2013-02-00
Type: Reports - Research
Subjects: Learner Engagement,Outcomes of Education,College Freshmen,Student Experience,Predictor Variables,Student Characteristics

The purpose of this study was to identify how pre-entry attributes, goals, and institutional experiences related to the early integration of first-year students attending the UNC Charlotte. This exploration of early integration and academic outcomes of first-year students uses Tinto's (1993) Longitudinal Model of Institutional Departure as the theory upon which to select and categorize relevant variables according to the key elements (pre-entry attributes, goals, experiences, and integration). Furthermore, pre-entry attributes, goals, institutional experiences, and perceived early academic and social fit/integration were used to predict multiple student outcomes. The study asked: (1) To what extent are elements from Tinto's Model related to indicators of early academic and social fit for first-year students at UNC Charlotte?; and (2) To what extent are elements from Tinto's Model including early academic and social integration, predicting student outcomes measured by second- and third-semester enrollment, first- and second-semester GPA, and first- and second-semester earned-hours ratios of first-year students at UNC Charlotte? The UNC Charlotte's Division of Student Affairs administered the Evaluating Academic Success Effectively (EASE) survey, which provided data on first-year students six weeks after arriving at the University for their initial college experience. The findings showed that perceived preparation in writing papers, perceived family support, participation in class, first-generation status, and participation in a club or sport are significant positive predictors for both types of fit--early academic and social. Additionally, math preparation was significant for academic fit, and studying with peers outside of class was significant for social fit. Predicted GPA (a measure used in the admission process at UNC Charlotte), perceived preparation in math, family support, participation in a club or support, perceived academic fit, and perceived social fit were all positive predictors for multiple outcome measures. Being male, first generation, and social fit were all negative predictors for multiple outcomes. The social fit finding is negative for GPA, but positive for the likelihood of returning to college.
Examining Inter-Rater Reliability of Evaluators Judging Teacher Performance: Proposing an Alternative to Cohen&apos;s Kappa. CEME Technical Report. CEMETR-2022-02
Author: Lambert, Richard G.
Date: 2022-02-00
Type: Reports - Research
Subjects: Interrater Reliability,Evaluators,Rating Scales,Teacher Evaluation,Preschool Teachers,Private Education,Scoring

The validity of the Kappa coefficient of chance-corrected agreement has been questioned when the prevalence of specific rating scale categories is low and agreement between raters is high. The researchers proposed the Lambda Coefficient of Rater-Mediated Agreement as an alternative to Kappa to address these concerns. Lambda corrects for chance agreement based on specific assumptions about raters and the rater-mediated assessment process including rater-specific tendencies for strict or lenient ratings. Actual ratings of teacher profiles from an interrater reliability exercise confirmed the shortcomings of Kappa. The rater data also demonstrated the robustness of Lambda-1, Lambda-2, Gwet's AC1, and Gwet's AC2 to the data conditions that are problematic for Kappa. All four alternative chance-corrected agreement coefficients showed less variability across the 65 raters than Kappa. However, AC-2 was undetermined for 57 of the 65 raters. Simulation data demonstrated the robustness of the Lambda Coefficient of Rater-Mediated Agreement to the data conditions that are problematic for Kappa.
Formative Evaluation of the Ignite Games for Young Children from Hatch Early Learning. CEME Technical Report. CEMETR-2022-06
Author: Lambert, Richard
Date: 2022-12-00
Type: Reports - Research
Subjects: Formative Evaluation,Child Development,Developmental Stages,Computer Games,Computer Software,Game Based Learning,Difficulty Level,Preschool Children,Comparative Analysis,Validity,Evidence,Social Emotional Learning,Language Acquisition,Science Education,Technology Education,Social Studies,Communication Skills,Physical Development,Mathematics Education,Literacy,Correlation,Time on Task

Each game within the Ignite by Hatch™ gaming environment belongs to an overall developmental domain and skills-based subdomain and is intended to meet the developmental needs of children at specific skill levels. These skill levels (Beginning, Emerging, Intermediate, Accomplishing, and Proficient+) form an intended developmental pathway. Children make progress through games of increasing difficulty and complexity to the focal skills as they complete the games. The skills they acquire in this process build upon each other. The purpose of this study was to examine how children perform in the gaming environment to determine if there is evidence that the game difficulty level actually progresses as intended. The analyses outlined in this report were conducted using data from the entire population of 3-, 4-, and 5-year-old children who used Ignite during the 2021-2022 academic year (n = 63,465). Evidence was gathered in three ways. First, it was assumed that 5-year-old children would perform better than 4-year-old children, and 4-year-old children would perform better than 3-year-old children, across all games given their expected higher developmental level. To test this assumption, the author compared initial pass rates of the age groups across all games. Second, it was assumed that initial and final pass rates would be highest for Beginning games and then would decline as game difficulty level increased in turn for Emerging, Intermediate, Accomplishing, and Proficient games. To test this assumption, the author compared initial and final pass rates and game difficulty levels across the skill levels within each domain. Third, it was assumed that children who engage with the Ignite system at recommended levels of usage should outperform children who do not use the system at recommended levels. To test this assumption, the author compared the highest game levels achieved by children in subgroups according to usage levels. The results of this study demonstrated strong validity evidence for the Ignite learning games by supporting all three assumptions.
Identifying Cultural Differences in Responses to Stress-Related Measures in German and Singaporean Social Work Students. CEME Technical Report. CEMETR-2023-01
Author: Schwanzer, Andrea D.
Date: 2023-01-00
Type: Reports - Research
Subjects: Foreign Countries,Social Work,Caseworkers,Professional Education,Stress Variables,Stress Management,Cultural Differences,College Students,Coping,Cross Cultural Studies

To test hypotheses in cross-cultural studies, it is necessary to investigate whether results might be affected systematically by language or cultural effects. In this paper the results of differential item functioning (DIF) analyses for the Perceived Stress Scale (PSS), the Preventive Resources Inventory (PRI), and the Brief COPE are presented. Data from N = 860 German and Singapore social work students were analyzed using the Rasch Partial Credit Model by comparing item difficulties. Large DIF was found in 3 of the 10 items from the PSS, in 15 of 82 items from the PRI and in 5 out of 28 items from the Brief COPE. Implications for the use of the measures are discussed.
Parent and Community Involvement. Publication Number 00.04
Author: Washington, Wanda
Date: 2001-12-00
Type: Reports - Evaluative
Subjects: School Districts,Parent Participation,Community Involvement,Program Evaluation,School Policy,Compliance (Legal),Partnerships in Education,School Personnel,Knowledge Level,Training,Parent Surveys,School Surveys,Staff Development,Adult Literacy

This report summarizes evaluation results for some of AISD's parent and community involvement efforts during school year 2000-2001.
Title I Evaluation Report, 2000-2001. Publication Number 00.11
Author: Austin Independent School District (AISD)
Date: 2002-01-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Elementary Secondary Education,Federal Legislation,Educational Legislation,Federal Aid,Resource Allocation,Compensatory Education,Academic Achievement,Summer Programs,Costs,Expenditures,Accountability,Academic Standards,Homeless People,Migrants,Migrant Education,Private Schools,Delinquency,Educational Facilities,Parent Participation

This report summarizes evaluation results from AISD's federally-funded Title I program activities during 2000-2001.
Bilingual Education/ESL Program Evaluation, 2000-01. Executive Summary. Publication Number 00.12
Author: González, Rosa María
Date: 2002-04-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Bilingual Education,Second Language Learning,English Language Learners,Limited English Speaking,Academic Achievement,Faculty Development,Summer Schools,Immigrants

This report summarizes evaluation results from AISD's Bilingual Education/ESL programs for school year 2000-2001.
Optional Extended Year Program Summary, 2000-2001. Publication Number 00.07
Author: Washington, Wanda
Date: 2002-03-00
Type: Reports - Evaluative
Subjects: Extended School Year,Program Evaluation,State Aid,Grants,School Holding Power,At Risk Students,Academic Failure,Elementary School Students,Middle School Students,School Districts,Summer Schools,Expenditures,Parent Participation,Faculty Development

This report summarizes evaluation results from AISD's state-funded Optional Extended Year program activities during 2000-2001.
Optional Extended Year Program Summary, 2001-2002. Publication Number 01.10
Author: Washington, Wanda
Date: 2002-12-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Extended School Year,State Aid,Grants,School Holding Power,At Risk Students,Academic Failure,Expenditures,Parent Participation,Faculty Development,Student Promotion,Elementary School Students,Middle School Students,Summer Schools,Academic Achievement

This report summarizes evaluation results for the AISD 2001-2002 Optional Extended Year state-funded grant program.
Title VI, Class Size Reduction Summary, 2000-2001. Publication Number 00.15
Author: Piñon, Denise
Date: 2002-01-00
Type: Reports - Evaluative
Subjects: School Districts,Federal Legislation,Elementary Secondary Education,Educational Legislation,Class Size,Small Classes,Large Group Instruction,Federal Aid,Resource Allocation,Program Evaluation,Teacher Selection,Teacher Certification,Academic Achievement,Faculty Development,Educational Quality,Teacher Recruitment

This report summarizes evaluation results for AISD's federally-funded Title VI class size reduction program activities during the 2000-2001 school year.
AISD&apos;s Title I (Part C) Migrant Education Program. Publication Number 00.05
Author: Washington, Wanda
Date: 2002-02-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Legislation,Elementary Secondary Education,Federal Legislation,Migrant Education,Migrants,Elementary School Students,Secondary School Students,Attendance,Discipline,Ancillary School Services,Supplementary Education,Academic Achievement,Federal Aid,Resource Allocation

This report summarizes evaluation results from AISD's Title I Part C Migrant education program for 2000-2001.
Title IV Safe and Drug Free Schools and Communities: Evaluation Report, 2000-2001. Publication Number 00.16
Author: Christian, Cinda L.
Date: 2002-06-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Legislation,Federal Legislation,Elementary Secondary Education,School Safety,Program Evaluation,Federal Aid,Grants,Substance Abuse,Needs Assessment,Violence,Discipline,Student Personnel Services,Counseling Services,Peer Relationship,Mentors,Social Support Groups,Prevention

This report summarizes evaluation results for AISD's federally-funded Title IV Safe and Drug-free Schools program activities for the 2000-2001 school year.
Scientific Temper and Academic Achievement of Gujjar and Non-Gujjar Students -- A Comparative Study
Author: Bhat, Mohmmad Sayid
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Scientific Attitudes,Academic Achievement,Scores,Correlation

The study is an attempt to compare Gujjar and Non-Gujjar students of Kashmir valley on Scientific Temper and Academic Achievement. Four objectives were formulated for the present study with three hypotheses. 240 sample subjects (120 Gujjar and 120 Non-Gujjar students were selected randomly for the sample. To measure the Scientific Temper, Scientific Temper Potentiality Scale was used and for Academic Achievement previous Board examination marks of sample subjects were considered. For the analysis, mean, SD and t-test were used. The study shows a significant mean difference between Gujjar and non-Gujjar students on Scientific Temper and on Academic Achievement. The study also found that there is a significant positive correlation between Scientific Temper and Academic Achievement.
Prekindergarten Evaluation, 2001-02. Publication Number 01.02
Author: Curry, Janice
Date: 2002-09-00
Type: Reports - Evaluative
Subjects: Preschool Education,At Risk Students,Enrollment Trends,Low Income Students,Limited English Speaking,Homeless People,Minority Group Students,School Schedules,Literacy Education,Emergent Literacy,Reading Achievement,Mathematics Achievement,Faculty Development,Preschool Teachers,Educational Practices,Program Effectiveness,Outcomes of Education,Grade 3,School Districts

This report summarizes evaluation results of the AISD prekindergarten program for the 2001-2002 school year.
Parent and Community Involvement Summary Report, 2001-02. Publication Number 01.09
Author: Washington, Wanda
Date: 2002-11-00
Type: Reports - Evaluative
Subjects: Parent Participation,Community Involvement,School Districts,Parent School Relationship,School Community Relationship,Workshops,After School Programs,Homework,Parent Role,Participative Decision Making,Barriers,Teachers,Knowledge Level,Volunteers

This report summarizes some of the parent and community involvement activities for AISD during the 2001-2002 school year.
Summer Opportunity to Accelerate Reading (SOAR) Evaluation, 2002. Publication Number 01.05
Author: Curry, Janice
Date: 2002-10-00
Type: Reports - Evaluative
Subjects: Summer Programs,Reading Programs,Primary Education,Literacy Education,Reading Instruction,Kindergarten,Grade 1,Grade 2,Student Characteristics,At Risk Students,Attendance,Teacher Student Ratio,Teaching Experience,Program Effectiveness,Achievement Gains,Faculty Development,Parent Participation,Reading Achievement,Educational Finance

Summer Opportunity to Accelerate Reading (SOAR) 2002 was AISD's summer reading program serving 2,251 students completing kindergarten through grade 2 in June 2002. Among students with valid reading scores, 86% made reading gains during the program.
Title I Facilities for Neglected or Delinquent Youth Summary Report: 2001-2002. Publication Number 01.07
Author: Doolittle, Martha
Date: 2002-10-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Youth,Child Neglect,Delinquency,Compensatory Education,Student Characteristics,Residential Institutions,Clinics,Foster Care,Child Abuse,Emergency Shelters,Homeless People

Title I is a compensatory education program supported by funds from the U.S. Department of Education through the Elementary and Secondary Education Act of 1965. This report summarizes Title I program evaluation results on students and staff in facilities for neglected or delinquent youth during school year 2001-2002.
MSP End of Year Three Summative Report. CEME Technical Report. CEMETR-2014-04
Author: Wang, Chuang
Date: 2014-04-00
Type: Reports - Research
Subjects: Summative Evaluation,Grants,Academic Standards,Elementary School Teachers,Mathematics Teachers,Faculty Development,Curriculum Development,Program Evaluation,Pedagogical Content Knowledge,Teacher Attitudes,Mathematics Instruction,Teaching Methods,Mathematics Achievement

This is a summative report based on Year Three data from the MSP Grant Project entitled, &quot;Content Development for Investigations&quot; (CoDE:I). The purpose of the MSP grant program was to develop standards-based elementary mathematics teachers by giving teachers the tools to teach with a new standards-based mathematics curriculum, &quot;Investigations in Number, Data, and Space&quot; (&quot;Investigations&quot;). The participants were teachers in two school systems located near a large metropolitan city in the southeastern United States. System One is a large, urban school system and System Two is a smaller suburban school system in a neighboring city. The two school systems conducted professional development separately and on different days throughout the grant program, but the overall content and focus of the professional development remained consistent. The professional development facilitators worked with both groups of teachers. Since the MSP project is not a longitudinal design, teachers participants exit from the program at the end of the academic year. The focus of this report is to examine the impacts of the professional development on teacher beliefs, practices, mathematics content knowledge, and student learning outcomes.
Operational Framework for Effective Support in Fragile and Conflict-Affected Contexts
Author: Global Partnership for Education (GPE)
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Global Approach,Partnerships in Education,Educational Quality,Conflict,Foreign Countries,Developing Nations,Educational Development,Crisis Management,Resilience (Psychology),Educational Principles,Childrens Rights,Access to Education,Capacity Building,Systems Approach,Grants

The Global Partnership for Education (GPE) is strongly committed to ensuring quality education for children living in fragile and conflict-affected contexts. GPE convenes partners and mobilizes funds to help governments in 90 lower-income countries build and finance strong and sustainable education systems that deliver quality learning to more girls and boys, especially those who are marginalized by poverty, gender, disability or displacement. Strengthening resilience and mitigating the systemic impacts of crisis continue to be critical to GPE's mission. The range and frequency of crises in GPE partner countries calls for GPE to ensure that preparedness for responding to crises and changing circumstances are integral parts of diagnostics, sector planning and implementation support, and that our operational model is flexible enough to respond to changing circumstances. This operational framework outlines approaches that allow GPE to support education systems when countries experience a crisis with systemic impacts on the education system. The introduction is followed by an overview of GPE's support to fragile and conflict-affected contexts up to now. The framework then outlines the principles for engaging in these contexts as well as GPE's approach under the 2025 strategic period. The final section outlines the processes and mechanisms available for adapting GPE's engagement after the emergence of a crisis.
Findings from the 2014 North Carolina Kindergarten Entry Formative Assessment Pilot. CEME Technical Report. CEMETR-2015-06
Author: Ferrara, Angela M.
Date: 2015-11-00
Type: Reports - Research
Subjects: Kindergarten,School Readiness,Formative Evaluation,Pilot Projects,Observation,Early Childhood Teachers,Teacher Attitudes,Administrator Attitudes,Professional Development,Educational Change,Data Use,Decision Making,Alignment (Education),Fidelity,Public Schools

Based on the recommendations of the K-3 Assessment Think Tank, an assessment design team consisting of current and former educators and early childhood education scholars developed a kindergarten entry formative assessment (KEA) which was piloted in 193 classrooms during the first 60 instructional days of the 2014-2015 academic year. North Carolina (NC) intended the pilot to be a first step toward scaling-up to a full statewide K-3 formative assessment process. Over the course of the NC KEA pilot, the authors conducted case studies of eight pilot schools selected for their demographic representativeness of the total NC kindergarten student population. These case studies involved classroom observations and semi-structured interviews with pilot teachers, administrators, and instructional coaches. Following the case studies, an electronic survey that was open to all pilot participants was conducted. The purpose of this qualitative study was to gather teacher and administrator perspectives of the NC KEA and determine whether: (1) changes were necessary to the professional development provided for the assessment; (2) the content of the learning progressions were developmentally appropriate; (3) the documentation process worked within teachers' routine classroom instruction; (4) teachers found the assessment's data useful in driving their instructional decisions; (5) the assessment aligned with the curriculum and assessment practices currently in place within their district and school; and (6) there were characteristic patterns between schools and/or classrooms where the assessment was being implemented with fidelity and those where it was not.
Progress toward Pandemic Recovery: Continued Signs of Rebounding Achievement at the Start of the 2022-23 School Year. Brief
Author: Lewis, Karyn
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Reading Achievement,Mathematics Achievement,Achievement Gains,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,At Risk Students,Minority Group Students,Low Income Students,Summer Programs,Racial Differences,Ethnicity,Poverty

New research, using data from 7 million students in grades 3-8 in 25,000 schools who took MAP Growth reading and mathematics assessments between 2020-21 and fall 2022, continues NWEA's ongoing research agenda examining how the COVID-19 pandemic has affected student achievement in reading and math. At the start of the 2022-23 school year, we continue to see evidence that students are rebounding from the impacts of the pandemic: the distance between students' math and reading achievement relative to pre-pandemic levels continued to narrow from spring 2021 when pandemic-induced achievement gaps were at their widest. Students lost less ground over summer 2022 compared to pre-pandemic trends. Academic rebounding in reading and math continued in fall 2022; however, rebounding is not even across school years and summers, especially in reading. The youngest students (current third-graders who were kindergarteners when the pandemic began) have the largest reading achievement gap and showed the least rebounding, suggesting that disrupted learning at such a critical juncture was particularly detrimental to acquiring foundational reading skills and has a lingering effect on the youngest students' reading development. While the evidence of rebounding is encouraging, student achievement remains lower than in a typical year and full recovery is likely still several years away. Schools and districts should continue to use data to understand which students have been most harmed and to provide supports in proportion to students' unmet needs. [For the technical brief, see ED627356.]