ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Gaps in High School GPA and ACT Scores: High School Grade Point Average and ACT Test Score by Subject and Gender. Information Brief 2014-12
Author: ACT, Inc.
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Gender Differences,College Entrance Examinations,Achievement Gap,Grade Point Average,Scores,High School Students

Female students who graduated from high school in 2013 averaged higher grades than their male counterparts in all subjects, but male graduates earned higher scores on the math and science sections of the ACT. This information brief looks at high school grade point average and ACT test score by subject and gender
Effective Evaluation of Quality Rating and Improvement Systems for Early Care and Education and School-Age Care. Research-to-Policy, Research-to-Practice Brief OPRE 2011-11a
Author: Zellman, Gail L.
Date: 2011-06-00
Type: Reports - Research
Subjects: Educational Quality,Educational Improvement,Educational Assessment,Early Childhood Education,Program Evaluation,Program Implementation,Evaluation Criteria,Achievement Rating,Design,Rating Scales,Quality Assurance

It is important to evaluate Quality Rating and Improvement Systems (QRISs) so that policy makers and stakeholders can learn how well they are working and how they might be improved. Well-designed QRIS evaluations go beyond a &quot;pass/fail&quot; judgment to identify implementation successes and problems and assess what needs to be done to improve the system. A recent evaluation of a small QRIS field test in two communities in Washington State exemplifies what good evaluations can do. The evaluation provided useful findings for both policy makers and program developers by examining both &quot;how&quot; the QRIS was working (an implementation study), and whether the improvement approach was affecting child care quality. The findings informed a larger field test in five locations around the state. The purpose of this document is to encourage high-quality quality rating and improvement systems (QRIS) evaluations by providing timely information on evaluation options to those who may be in positions to authorize, finance, design, and refine QRISs and other quality improvement efforts, including state child care administrators, legislators, and other potential funders such as foundation personnel, as well as child care and early education provider organizations. This Brief presents basic evaluation concepts, useful tools for determining the appropriate design and timing of an evaluation, and evaluation references and resources for those who wish to learn more. Readers should come away with enough background to understand the basic issues in designing evaluations of quality improvement efforts and a stronger sense of their importance.
Indiana College Readiness Report: 2011 High School Graduates, State of Indiana
Author: Indiana Commission for Higher Education
Date: 2015-03-03
Type: Reports - Evaluative
Subjects: College Readiness,High School Graduates,College Bound Students,Advanced Placement,Student Placement,Socioeconomic Status,Remedial Instruction,Student Needs,Institutional Characteristics,Enrollment Trends,Academic Degrees,Intellectual Disciplines,Academic Achievement,Academic Persistence,Public Colleges,Racial Differences,Ethnicity,Private Colleges

This 2011 Indiana College Readiness Report provides statistics for the state of Indiana on the following: (1) High School Graduates Enrolling in College; (2) High School Graduate Enrollment by College Type; (3) Indiana Public College Students Needing Remediation; (4) Indiana Public College Remediation by Subject; (5) Indiana Public College Enrollment by College; (6) Indiana Public College Enrollment by Degree Type; (7) Indiana Public College Enrollment by Status; (8) Indiana Public College Enrollment by Program Type; (9) Indiana Public College Student Performance; and (10) Indiana Public College Student Persistence.
District-Charter Partnerships: Collaboration to Advance Teaching and Learning in New York City. Year 1 Evaluation Results (2016-17)
Author: Litt, J.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Urban Schools,School Districts,Charter Schools,Partnerships in Education,Mixed Methods Research,Surveys,Interviews,Observation,Program Evaluation,Program Implementation,Educational Quality,Equal Education,Capacity Building,Program Descriptions,Educational Practices

The Office of School Design and Charter Partnerships (OSDCP) at the New York City Department of Education (DOE) developed and executed a plan for district-charter collaboration, which they called the District-Charter Partnerships (DCP) initiative. This document describes the results of a mixed-method study of DCP conducted during the 2016-17 school year, which was the first full year of DCP implementation. Drawing on surveys, interviews, and program observations, it highlights promising practices for structuring and fostering deep and meaningful cross-sector collaboration, as well as the challenges and early outcomes of these efforts. It concludes by highlighting structures developed to achieve sustainability of DCP, so that both sectors continue to work in partnership to ensure that there is equity and excellence for all New York City students.
Ohio School &amp; District Results, 2013-2014
Author: Ross, Richard A.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Achievement Rating,Educational Quality,Schools,School Districts,Academic Achievement,Graduation Rate,Value Added Models,Academically Gifted,Disabilities,Performance,Career Education,Vocational Education,Student Placement,Job Skills,Dropout Prevention,Community Schools,Racial Differences,Ethnicity,Economically Disadvantaged,Limited English Speaking,Immigrants

The 2014 Ohio School Report Card grades schools on more measures, offering Ohioans an even clearer picture of how well their schools and districts are doing. With its new data, this year's report card shows parents where their schools need to improve. It includes grades of A through F for up to nine measures, depending on the school or district. Career technical planning districts and dropout recovery schools also are receiving grades. New this year is a Prepared for Success category. This data tells communities whether their schools are keeping K-12 students on track to be ready for college or careers when they graduate. This short report highlights data relating to school and district performance, career and technical districts, dropout recovery community schools, and 2013-2014 Ohio students.
Ohio School &amp; District Results, 2014-2015
Author: Rivera, Lonny J.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Achievement Rating,Educational Quality,Schools,School Districts,Academic Achievement,Graduation Rate,Value Added Models,Academically Gifted,Disabilities,Performance,Career Education,Vocational Education,Student Placement,Job Skills,Dropout Prevention,Community Schools,Racial Differences,Ethnicity,Economically Disadvantaged,Limited English Speaking,Immigrants,Primary Education,Literacy Education,Reading Skills

The Ohio School Report Cards for the 2014-2015 academic year give every school and district A-F letter grades on up to 10 measures of education quality. The measures fall under six areas of school responsibility, including student learning progress, graduation rate and reading mastery for our youngest students. The report card's easy-to-follow format gives users a deep and well-rounded look into what's happening in their schools and districts. This brief document provides highlights on school and district performance, career-technical districts, dropout recovery community schools, and Ohio's 2014-2015 students. [For the 2013-2014 report, see ED580118.]
Ohio School &amp; District Results, 2015-2016
Author: DeMaria, Paolo
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Achievement Rating,Educational Quality,Schools,School Districts,Academic Achievement,Graduation Rate,Value Added Models,Academically Gifted,Disabilities,Performance,Career Education,Vocational Education,Student Placement,Job Skills,Dropout Prevention,Community Schools,Racial Differences,Ethnicity,Economically Disadvantaged,Limited English Speaking,Immigrants,Primary Education,Achievement Gap

Ohio is raising its expectations for what their students must learn and their schools must accomplish. Ohio's School Report Cards are one good way to determine if they are meeting their goals. There are many changes on this year's report card, changes that reflect the increased expectations Ohio has for its students and schools. So this year's results have to be kept in perspective. For example, there are a lot of schools and districts with low grades in the Achievement category. While there is a definite need for Ohio schools to improve, it's important to note that the Achievement measures reflect, for the first time, the alignment of their achievement expectations for schools with college and career-ready expectations. This is a significant rise in expectations that will lead to students being better prepared in the long run for higher education and the workforce. Ohio schools need time to adjust to this change. This brief document provides a snapshot of data from 2015-2016 in relation to school and district performance, career-technical planning districts, dropout recovery community schools, and Ohio's 2015-2016 students. [For the 2014-2015 report, see ED580119.]
Ohio&apos;s Resource Guide to Reduce Chronic Absenteeism
Author: Ohio Department of Education
Date: 2017-10-00
Type: Guides - Non-Classroom
Subjects: Attendance Patterns,School Districts,Strategic Planning,Prevention,Intervention,At Risk Students,Barriers,Data Analysis,Data Collection,Student Needs,Evidence Based Practice,Board of Education Role,School Role,School Policy,Health,School Safety,Family Involvement,Truancy,Rural Areas,Urban Areas,Suburbs,Poverty,Racial Differences,Ethnicity,Academically Gifted,English Language Learners,Disabilities,Elementary Secondary Education,Community Involvement

It is important for every student in Ohio to attend school every day. Missing too much school has longterm, negative effects on students, such as lower achievement and graduation rates. There are many reasons students miss school, but districts often can directly impact their students' attendance. By using data to identify and support students who may need extra support and services, districts can target supports to get students to school every day. The purpose of this resource guide is to assist school districts in strategically planning and implementing prevention and interventions universally and at the student-level to reduce absenteeism because it is important for Ohio's students to be in school every day ready to learn. Oftentimes, non-academic barriers keep students from attending school every day. By systematically incorporating student supports into district and school improvement activities, many of these barriers can be addressed before they keep Ohio's students out of the classroom. Further, community partnerships can augment this work and inform the work of schools and districts. Lastly, developing personalized attendance plans for students who are chronically absent or habitually truant allows teams to address unique barriers to attendance. This guidance will answer six key questions for schools and districts: (1) What is chronic absenteeism? (2) What factors impact attendance? (3) Why is chronic absenteeism a priority for Ohio? (4) What can a district do to improve attendance? (5) Who else can be involved to reduce absenteeism? and (6) What are examples of strategies that schools are implementing to meet the needs of students that may help address attendance concerns? This guide also provides resources to assist districts in implementing attendance policies, implementing preventative and supportive strategies for attendance and discipline, and facilitating conversations about attendance with students and families.
Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Grades 3 through 12. Technical Manual
Author: Foorman, Barbara R.
Date: 2015-07-12
Type: Numerical/Quantitative Data
Subjects: Elementary School Students,Middle School Students,High School Students,Written Language,Reading Comprehension,Item Response Theory,Reliability,Validity,Literacy,Probability,Standardized Tests,Achievement Tests,Screening Tests,Diagnostic Tests,Alphabets,Scores,At Risk Students,Reading Instruction,Models,Correlation,Reading Tests,Intelligence Tests,Verbal Ability,Vocabulary,Statistical Analysis

The Florida Center for Reading Research (FCRR) Reading Assessment (FRA) consists of computer-adaptive reading comprehension and oral language screening tasks that provide measures to track growth over time, as well as a Probability of Literacy Success (PLS) linked to grade-level performance (i.e., the 50th percentile) on the reading comprehension subtest of the Stanford Achievement Test (SAT-10) in the 2014-2015 school year. Thus, the FRA provides universal screening and diagnostic tasks in a precise and efficient computer-adaptive framework with psychometrics and norms derived from large samples of Florida K-12 students representative of Florida demographics. The diversity of Florida's demographics is a microcosm of the United States. By including Vocabulary Knowledge and Syntax Knowledge Tasks, the FRA has excellent construct coverage of oral language, which has been shown to account for the vast majority (i.e., 72%-96%, with a median of 87%) of individual differences in reading comprehension in grades 4-10 (Foorman, Koon, Petscher, Mitchell, and Truckenmiller 2015) and comparable variance to decoding fluency in grades 1-2 (Foorman, Herrera, Petscher, Mitchell, and Truckenmiller 2015). This technical manual provides an introduction to: (1) mastering the alphabetic principle; (2) comprehending written language (better known as reading comprehension); (3) a summary of FRA constructs and tasks; and (4) a description of the tasks in the FRA. The manual describes the method of the large-scale linking study conducted during the spring of 2013 with approximately 45,000 students in grades 3 through grade 12 in two districts in Florida. Evaluations of the reliability and validity of the FRA are included. [For &quot;Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Kindergarten to Grade 2. Technical Manual,&quot; see ED580134.]
Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Kindergarten to Grade 2. Technical Manual
Author: Foorman, Barbara R.
Date: 2015-09-18
Type: Guides - Non-Classroom
Subjects: Reading Instruction,Reading Tests,Kindergarten,Grade 1,Grade 2,Literacy,Probability,Reading Comprehension,Achievement Tests,Standardized Tests,Listening Comprehension,Screening Tests,Diagnostic Tests,Reading Achievement,Scores,At Risk Students,Item Response Theory,Test Theory,Written Language,Reliability,Validity,Multiple Regression Analysis,Statistical Analysis

The grades K-2 Florida Center for Reading Research (FCRR) Reading Assessment (FRA) consists of computer-adaptive alphabetic and oral language screening tasks that provide a Probability of Literacy Success (PLS) linked to grade-level performance (i.e., the 40th percentile) on the word reading (in kindergarten) or reading comprehension (in grades 1-2) subtests of the Stanford Achievement Test (SESAT; SAT-10) in 2014-2015. The PLS score also places students in a reading comprehension passage in grades K-12 or a listening comprehension passage for nonreaders. Thus, the FRA provides universal screening and Diagnostic tasks in a precise and efficient computer-adaptive framework with psychometrics and norms derived from large samples of Florida K-12 students representative of Florida demographics. Significantly, by including vocabulary pairs and syntax tasks, the FRA has excellent construct coverage of oral language, which has been shown to account equally (i.e., 66.5% in grade 1 and 62% in grade 2) with decoding in explaining variability in reading comprehension in grades 1-2 (Foorman, Herrera, Petscher, Mitchell, and Truckenmiller 2015). This technical manual provides an introduction to: (1) mastering the alphabetic principle; (2) comprehending written language (better known as reading comprehension); (3) a summary of FRA constructs and tasks; (4) a description of the tasks in the FRA; (5) screening tasks; (6) comprehension tasks; and (7) diagnostic tasks. The manual describes the method of the study. A statewide representative sample of students that roughly reflected the state's demographic diversity and academic ability (N ~ 28,000 respondents across all tasks) was collected on students in Kindergarten through Grade 2. Evaluations of the reliability and validity of the FRA are included. [For &quot;Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Grades 3 through 12. Technical Manual,&quot; see ED580133.]
Energy Workforce Trends and Training Needs in Appalachia
Author: Appalachian Regional Commission (ARC)
Date: 2011-12-00
Type: Reports - Research
Subjects: Energy Education,Power Technology,Labor Force Development,Trend Analysis,Educational Needs,Supply and Demand,Higher Education,Enrollment Rate,Graduation Rate,Employment Patterns,College Programs,Case Studies,State Policy,Federal Legislation,Institutional Characteristics,Economic Development,Educational Practices

This study uses the best available national data to project future supply and demand for occupations associated with the energy industry for each Appalachian state, and the number of people enrolled in and graduating from programs in the Region's institutions of higher education that will be available to meet or exceed the demand. The report includes analyses of employment by energy sector and state that include projected job replacement needs; current and future energy training programs; gaps in trained workers in each state, by occupation; and state and federal policies that impact the energy sectors. In addition, information from a survey of educational institutions complements the national database with more detailed information about skill sets and non-credit programs. Finally, brief case studies of 13 educational institutions, one in each Appalachian state, are used to provide more contextual analysis. [This report was produced with Penn State University.]
Postsecondary Enrollment Options (PSEO) Reference Guide
Author: Minnesota Department of Education
Date: 2017-08-00
Type: Guides - Non-Classroom
Subjects: Postsecondary Education,Enrollment Trends,Enrollment Rate,Guides,Eligibility,Residence Requirements,Participant Characteristics,Institutional Characteristics,School Registration,Tuition,Textbooks,Educational Equipment,Grades (Scholastic),Credits,Student Transportation,Public Schools,Home Schooling,Private Schools,Individualized Education Programs,Educational Resources,Special Education,Elementary Secondary Education

The PSEO program is a dual credit program that allows high school students to simultaneously earn high school and college credit through enrollment in and successful completion of college-level courses on a college campus or online. Students may take PSEO courses on a full- or part-time basis. The PSEO program provides students with a greater variety of class offerings as well as the opportunity to pursue more challenging coursework than may be available at the high school. The tuition, fees and required textbooks are at no cost to students. Concurrent Enrollment is another dual credit option that provides high school students with the opportunity to take college-credit bearing courses taught by college-approved high school teachers or college faculty, at a high school. High school students may earn both high school and college credit at no cost. There are several concurrent enrollment programs in Minnesota with branded titles, including but not limited to the following: (1) College in the Schools--The University of Minnesota, Twin Cities; (2) Senior to Sophomore (S2S)--St. Cloud State University; and (3) College Now--Southwest Minnesota State University. Some of the topics discussed in this guide include: student eligibility, residency guidelines, participation requirements, courses, tuition, textbooks, materials fees and equipment, credits and grades, transportation, funding, contact information and helpful PSEO links.
A Different Approach to the Scientific Research Methods Course: Effects of a Small-Scale Research Project on Pre-Service Teachers
Author: Bastürk, Savas
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Research,Research Methodology,Courses,Research Projects,Student Projects,Preservice Teachers,Student Attitudes,Foreign Countries,Questionnaires,Likert Scales,Factor Structure,Factor Analysis,Statistical Analysis

Selecting and applying appropriate research techniques, analysing data using information and communication technologies, transferring the obtained results of the analysis into tables and interpreting them are the performance indicators evaluated by the Ministry of National Education under teacher competencies. At the beginning of the courses that can meet pre-service teachers' needs of these knowledge and skills, there is undoubtedly the course of scientific research methods. The scientific research methods course (SRMC) has an important mission in the upbringing of tomorrow's researcher pre-service teachers. However, this mission is not possible by considering only theoretical knowledge. At this point, the practical-based research project gains importance. The purpose of this study was to reveal the thoughts of pre-service teachers about a small-scale research project (SSRP) in the scope of an SRMC. The study was carried out with 69 pre-service teachers from the faculty of education of a state university in the north of Turkey. 40 of them were from the department of primary mathematics education and 29 studied in the department of Turkish language education. A five-point Likert-type questionnaire was administered and the participants' responses were evaluated by means of a software for quantitative analysis. The results of the study revealed that doing an SSRP had many positive effects on the pre-service teachers. Indeed, the SSRP provided them the opportunity to transform the theoretical content of course into practice, to understand the nature of scientific research and respect for them, and to gain the courage to do scientific research and to pursue graduate education.
Views of Expectant Mothers about Sources of Knowledge and Skills Related to Motherhood
Author: Biber, Kazim
Date: 2016-00-00
Type: Journal Articles
Subjects: Mothers,Pregnancy,Mother Attitudes,Parenting Skills,Semi Structured Interviews,Information Sources,Parent Education,Foreign Countries,Qualitative Research

When expectant mothers prepare for motherhood, this has a positive impact on their own lives and in terms of their children. The preparations in the process of pregnancy, birth, postpartum and baby care made by a mother-to-be who is becoming a parent for the first time also have an impact on preventing the prevalence of non-functional beliefs and practices. The purpose of this study is to determine the views of first-time expectant mothers regarding the available resources of knowledge and skills related to motherhood. The study was conducted with 16 volunteer mothers-to-be registered at the Mother and Child Health Center in the Alti Eylül District of the province of Balikesir, Turkey. Semi-structured interviews were held with the prospective mothers. The data were analyzed with content analysis. The prospective mothers stated that their sources of knowledge and skills related to motherhood were their own mothers and that they were not following up on any website, blog, book, or magazine for this kind of information. While all of the mothers-to-be said that they would participate in an educational program on pregnancy if one were available, none of them had ever attended a pregnancy education program. In this context, when it is considered that the mothers-to-be participating in the study were in the first years of their marriages, it might be recommended that prospective mothers be provided with parent education together with their husbands, regardless of their educational background.