ethanporcaro/eric-fulltext-meta huggingface dataset:
U.S. National and State Trends in Educational Inequality Due to Socioeconomic Status: Evidence from the 2003-17 NAEP. AIR-NAEP Working Paper 2021-01
Author: Bai, Yifan
Date: 2021-03-00
Type: Reports - Research
Subjects: Equal Education,Socioeconomic Status,National Competency Tests,Achievement Gap,Academic Achievement,Educational Trends,Grade 8

Educational inequality due to family socioeconomic status (SES) has been the focus of both public dialogue and education research in the United States for many years. The current study aims to understand how educational inequality due to family SES has changed in the United States. Specifically, the study focuses on the changes in achievement gaps between high and low SES students between 2003 and 2017 and the changes in the performance of low-SES students over time. Data from the National Assessment of Educational Progress (NAEP) grade 8 mathematics assessment were used for the analyses. Results show that the SES achievement gap at the national level has remained the same over time. State-level results suggest that 34 of the 50 states' SES achievement gaps experienced no significant change between 2003 and 2017, 14 gaps widened, and only two SES gaps narrowed. In addition, at the national level, more low-SES students achieved at the NAEP Basic and at the NAEP Proficient levels over time with a majority of states improving their low-SES students' performance. In conclusion, the study contributes to the existing literature not only by reflecting on U.S. national trends using an effective SES index, but also by providing state-level results. It also collects trend data on states' macro-level indicators, including economic growth, social inequality, and educational expenditures, allowing state-specific findings to be presented in the context of changes in macro-level context. Initial explorations of relationships between state SES achievement gap trends and macroeconomic factors are presented to motivate future research. The trends in SES achievement gaps and the specific policy contexts are presented in greater detail for 13 states/jurisdictions.
A Sociolinguistic Analysis of English Textbooks in Sweden
Author: Atar, Cihat
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Sociolinguistics,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Content Analysis,Textbook Evaluation,Teaching Methods,Intercultural Communication,Communicative Competence (Languages),Evaluation Criteria,Language Variation,Course Descriptions,Rating Scales,Guidelines,National Curriculum

The goal of this study is to analyze two English textbooks used in Sweden from a sociolinguistic perspective. This is a qualitative study, and the Sociolinguistic Textbook Evaluation Rubric (Atar &amp; Erdem, 2020) consisting of six items was used to analyze the textbooks. The items of the rubric were applied to the textbooks, and the results were discussed in relation to English language teaching. The results showed that the two textbooks in focus were in line with most of the sociolinguistic issues raised in the rubric. However, there were some issues with the linguistic ecology and the case of English as a linguistic capital for the elites. Accordingly, this study contributed to the literature by evaluating two textbooks systematically with regard to sociolinguistic issues, and it offered some suggestions for pedagogy.
International Students&apos; Views Regarding the Higher Education System in Turkey
Author: Atar, Cihat
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Students,College Students,Student Experience,Expectation,Higher Education,Global Approach,Extracurricular Activities,Second Language Learning,Turkish,Racial Bias,Student Development,Foreign Countries,Educational Quality,Quality of Life

Turkey as a developing country aims to increase internationalization of its higher education as it wants to form increased social, economic and cultural relations around the world. From this perspective, the recent increase in the number of international students in Turkish higher education system is of great significance. However, there is still a significant need for the improvement of internationalization in terms of quality and quantity. Accordingly, via a qualitative research design utilizing a semi-structured interview, this case study aims to investigate international university participants are mostly content with the quality of education and living conditions in Turkey. The most common problem is racism although a significant percentage of the participants report that they like Turkish people. The findings of this study contribute to the understanding of the problems from the perspective of international students, and this can provide implications for attracting more qualified international students.
State Governance Models for Educating Youth in Juvenile Detention Facilities. Policy Brief
Author: Pechota, Damion
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Access to Education,Juvenile Justice,Institutionalized Persons,Correctional Institutions,COVID-19,Pandemics,Equal Education,Correctional Education,State Government,Government Role,Governance,At Risk Students,Delinquency,State Programs,School Districts

School-age youth receive educational services while in juvenile detention facilities, but how these services reach students varies by state. Recent studies and surveys provide insight on juvenile justice systems and the complexities for delivering educational services in detention facilities. The COVID-19 pandemic has intensified persistent inequities in the juvenile justice system and how services, like education, reach youth. This brief provides an overview of how the education services in juvenile detention facilities are administered and overseen, and provides state examples of each model.
Academic Transparency to Protect Students from Radical Politics in K-12 Education. Sketching a New Conservative Education Agenda
Author: Beienburg, Matt
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Political Attitudes,State Policy,Decision Making,Politics,Kindergarten,Elementary Secondary Education,Political Influences,Parent School Relationship,Accountability,Curriculum Development,Educational Change,Instructional Materials,State Legislation,Public Schools,Access to Information,Educational Policy

Despite a growing chorus among conservatives about the problem of politics in the classroom, those on the right have struggled to advance long-term solutions to it. Indeed, up to now, state lawmakers concerned about politics in the classroom have typically faced a binary choice. The following three options to protect students from radical politics in K-12 education are presented in this report: (1) Inaction; (2) Curriculum Bans; and (3) Academic Transparency.
Intentional Acts of Dual Enrollment: State Strategies for Scaling Early Postsecondary Opportunities in Career Pathways
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Career Pathways,Educational Quality,State Programs,Vocational Education,Secondary Education,State School District Relationship,Educational Policy,State Policy

While about three-fourths of all public school districts offer dual credit opportunities in Career Technical Education (CTE) courses, many programs face gaps in alignment between secondary and postsecondary CTE programs that lead to quality and equity inconsistencies in early postsecondary opportunities (EPSOs) across career pathways, ultimately keeping learners from fully leveraging these valuable opportunities. This policy brief by Advance CTE, in partnership with Education Strategy Group through JPMorgan Chase &amp; Co.'s &quot;New Skills ready network&quot; is the second of a series of policy briefs centered on building better pathways, and offers best practices for designing strong statewide policies for removing barriers for participation in EPSOs in postsecondary credential and degree programs that lead to high-skill, high-wage and in-demand careers. When states build more cohesive systems where early postsecondary opportunities (EPSOs) such as dual enrollment are fully counted, valued and portable, learners have more equitable paths to college and career success. This brief provides four key strategies to achieve this goal and highlights effective programs in Ohio, Tennessee and Utah: (1) Advancing buy-in and systems alignment through institutional partnerships; (2) Building robust and streamlined state policy that builds EPSOs into career pathways; (3) Funding EPSOs on the margins through state incentive to remove financial barriers for learners; and (4) Prioritizing equity and removing burdensome admission and administrative barriers to participation. [For the first brief in this series, &quot;Practical Guidance for Aligning Career Pathways to Labor Market Data in the Time of COVID-19,&quot; see ED613575.]
Practical Guidance for Aligning Career Pathways to Labor Market Data in the Time of COVID-19
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Guidance,Alignment (Education),Career Pathways,Labor Market,Data Use,COVID-19,Pandemics,Technological Literacy,Equal Education,Transfer of Training,Decision Making

In a dedicated effort to build high-quality, equitable career pathways Advance CTE, in partnership with Education Strategy Group through JPMorgan Chase &amp; Co.'s &quot;New Skills ready network,&quot; released &quot;Practical Guidance for Aligning Career Pathways to Labor Market Data in the Time of COVID-19.&quot; This policy brief is the first in a series designed to help build better pathways and offers promising practices for enhancing the career preparation ecosystem by leveraging labor market information (LMI) to align programs to high-skill, high-wage and in-demand occupations. This brief offers state and local leaders a steady path forward to gathering and making LMI actionable: (1) Continue to make data-informed decisions about which career pathways to build and support and which ones to transform or phase out; (2) Address equity within any LMI tools, supports and decisions; (3) Take this opportunity to streamline existing labor market data to make it more usable and accessible for policymakers, local partners, instructors and learners themselves; and (4) Build capacity within the system to improve labor market data literacy.
Strengthening Career Pathways through the Power of State and Local Partnerships
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Career Pathways,Partnerships in Education,State School District Relationship,Vocational Education,Educational Quality,Educational Legislation,Federal Legislation,Pilot Projects,Alignment (Education)

Fostering strong relationships that break silos between learning and work and align skill-building opportunities across secondary, postsecondary, adult and professional levels is critical to building high-quality career pathways and learner-centered career preparation ecosystems. In this work, trust, common purpose and resources for sustainability are all necessary for effective state and local partnerships. This resource from Advance CTE, in partnership with Education Strategy Group through JPMorgan Chase &amp; Co.'s &quot;New Skills ready network,&quot; is the third and final in a series of policy briefs centered on strengthening career pathways. It offers promising practices for leveraging the strengths of both state and local leaders and maximizing the capacity of state resources to cultivate sustainable, scalable partnerships and advance high-quality career pathways. This brief provides five components to achieve this goal and highlights promising practices and programs in Colorado, Hawaii, Nebraska and Tennessee. [For the second brief in this series, &quot;Intentional Acts of Dual Enrollment: State Strategies for Scaling Early Postsecondary Opportunities in Career Pathways,&quot; see ED613574.]
Perceptions of Postsecondary Education and Training in Rural Areas
Author: Keily, Tom
Date: 2021-06-00
Type: Reports - Research
Subjects: Rural Areas,Rural Education,Postsecondary Education,Public Opinion,Value Judgment,Barriers,COVID-19,Pandemics,Costs,Career Choice,Motivation,Job Training,Individual Characteristics,Gender Differences,Age Differences,Racial Differences,Ethnicity,Family Structure,Military Personnel,Educational Attainment,Employment Level,Satisfaction,Academic Aspiration,Probability,Job Skills,Employees

Rural communities are not a monolith; they have unique challenges that require unique policy solutions. One of the best ways to understand the diversity of those challenges -- and, in turn, identify the most effective solutions -- is to hear directly from rural communities. This Special Report analyzes data from a 2020 Strada Education Network/Gallup survey on the perceptions of postsecondary education and training, focusing on the responses from rural residents specifically. In general, rural respondents answered favorably when asked about motivations for past and future education and indicated perceived value in pursuit of education and training. However, most respondents indicated they would not pursue additional education and training in the next five years, in part because of the barriers they identified -- including COVID-19, costs in general, and uncertainty in career pathways. Additionally, this Policy Brief outlines three policy considerations for developing intentional, outcomes-focused connections between postsecondary education and work.
Keys to Detecting Writing Flexibility over Time: Entropy and Natural Language Processing
Author: Snow, Erica L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Strategies,Hypothesis Testing,Essays,High School Students,Natural Language Processing,Automation,Scientific Concepts,Prior Learning,Literacy,Reading Comprehension,Vocabulary,Student Characteristics,Educational Technology,Technology Uses in Education,Scoring,Individual Differences,Writing Skills,Pretests Posttests,Reading Tests

Writing researchers have suggested that students who are perceived as strong writers (i.e., those who generate texts rated as high quality) demonstrate flexibility in their writing style. While anecdotally this has been a commonly held belief among researchers and educators, there is little empirical research to support this claim. This study investigates this hypothesis by examining how students vary in their use of two linguistic features (i.e., narrativity and cohesion) across 16 prompt-based essays. Forty-five high school students wrote 16 essays across 8 sessions within an Automated Writing Evaluation (AWE) system. Natural language processing (NLP) techniques and Entropy analyses were used to calculate how rigid or flexible students were in their use of narrative and cohesive linguistic features over time and how this trait related to individual differences in literacy abilities (i.e., vocabulary knowledge and comprehension ability), prior world knowledge, and essay quality. For instance, through the unique combination of NLP and Entropy, we found that patterns of narrative flexibility (or rigidity) were related, significantly and reliably, to students' prior reading comprehension ability after 2 sessions (4 essays). Similarly, students' flexible (or rigid) use of cohesive features was reliably related to their prior reading comprehension ability after 5 sessions (10 essays). These exploratory methodologies are important for researchers and educators, as they indicate that writing flexibility is indeed a trait of strong writers and can be detected rather quickly using the combination of textual features and dynamic analyses. [This article was published in &quot;Journal of Learning Analytics&quot; (EJ1127045). The pages of the PDF are numbered 40-46, 38-54.]
Thirteenth Annual Report on Introduction of Domestic Reindeer into Alaska, with Map and Illustrations, 1903. Senate of the United States, 58th Congress, 2nd Session (March 16, 1904). Document No. 210
Author: Jackson, Sheldon
Date: 1904-00-00
Type: Historical Materials
Subjects: Animals,Animal Husbandry,Alaska Natives,Rural Education,Agricultural Education,American Indian Education,Foreign Countries,Apprenticeships,Industrial Education,Educational Needs,English (Second Language),Second Language Instruction

Following a letter of transmittal, this document presents General Agent of Education in Alaska Sheldon Jackson's &quot;13th Annual Report on the Introduction of Domestic Reindeer into Alaska.&quot; Winter 1902-03 was unusually severe, but despite difficult conditions overall the reindeer fared unusually well. Currently there are 11 herds of combined 6,505 head. Owners hold their animal under a government agreement preventing slaughter of females for meat and sale of females to other parties than the U.S. government, and ensuring apprentices' instruction in training and breaking deer to harness. Surplus males may be sold for transportation or meat to miners or others in the region. Eskimos have a five-year apprenticeship, and if judged skilled at the end of the term, they are loaned additional deer and continue under supervision for 20 years. If during the 20-year period the government may dispossess a herder from his loan if he fails to care for the herd. Once an apprentice becomes a herder he is expected to train another apprentice, typically a family member. Dr. Jackson estimates that at least 300 natives, counting children and relatives, are being supported by reindeer. No deer were exported by the Russian government from Siberia to Alaska during 1902. He lists personnel and reports on the herds at Point Barrow, Kotzebue, Cape Prince of Wales, Gambell, Teller, Eaton, Nulato, and Kuskokwim. Data breaks out by herd ownership, apprentice numbers, stations needed in 1904, herds loaned by the government to mission societies and to Lapps, congressional appropriations, and expenditures. Dr. Jackson observes the herds' role in providing food and transportation to sustain the natives to serve the miners, and he notes that they need to learn English and attend industrial schools that need to be established. Dr. Jackson also notes that the Secretary of the Interior has repeatedly called on Congress to provide hospitals in the region. He recommends installing a physician in the industrial schools as has been done at missionary stations. He also points out that the herds have been invaluable for mail service, freighting, and relief expeditions. Seventeen appendices are included in the report.
What Is Text Reading Fluency and Is It a Predictor or an Outcome of Reading Comprehension? A Longitudinal Investigation
Author: Kim, Young-Suk Grace
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Fluency,Predictor Variables,Outcomes of Education,Reading Comprehension,Longitudinal Studies,Suprasegmentals,Elementary School Students,Primary Education,Listening Comprehension,Achievement Tests,Factor Analysis

Text reading fluency refers to the ability to read connected texts with accuracy, speed, and expression (prosody), and has garnered substantial attention as an important skill for reading comprehension. However, two fundamental questions remain--the dimensionality of text reading fluency including text reading efficiency (accuracy and speed) and reading prosody, and the directionality of the relation between text reading fluency and reading comprehension. These questions were addressed using longitudinal data from Grade 1 (M[subscript age] = 6.36 years) to Grade 3 (M[subscript age] = 8.34 years). Majority of children were White (approximately 60%) and African American (26%) with 39% to 52% from low-SES backgrounds, depending on the grade. Text reading fluency, word reading, listening comprehension, and reading comprehension were measured. Results from confirmatory factor analysis revealed that text reading fluency is a multidimensional construct with a trifactor structure, which has a general factor that captures common ability across text reading efficiency and reading prosody as well as local and specific factors that are unique beyond the general factor. However, the general factor was the most reliable factor, whereas local and specific factors were not reliable. The directionality of the relation between text reading fluency and reading comprehension was addressed by examining two competing structural equation models--text-reading-fluency-as-a-predictor/mediator model and text-reading-fluency-as-an-outcome model--and data supported the former. These results indicate that text reading fluency is a multidimensional construct, and it acts as a predictor, mediating the relations of word reading and listening comprehension to reading comprehension. [This article was published in &quot;Developmental Psychology&quot; (EJ1300306).]
Questioning the Case for Free College: Prices, Financial Aid, and Student Debt in Public Higher Education
Author: Delisle, Jason D.
Date: 2020-12-00
Type: Collected Works - General
Subjects: Access to Education,Higher Education,Federal Aid,Tuition,Public Colleges,Politics of Education,Costs,Program Effectiveness,Student Financial Aid,Paying for College,Debt (Financial),Foreign Countries,Educational Finance,College Students,Grants,Fees,State Aid,Tax Credits,Private Financial Support,Student Loan Programs,Parent Financial Contribution,Low Income Students,Educational Attainment

Federal free-college policies are now at the center of the Democratic higher education agenda. Sen. Bernie Sanders helped move the idea into the mainstream during the 2016 presidential campaign, and other lawmakers have since worked to advance the policy in Congress. Joe Biden effectively put free college on the ballot in 2020 when he fully endorsed Sanders' original proposal to give federal matching grants for states to provide free tuition at public colleges and universities. A Democratic victory in Congress and the White House in 2020 would all but guarantee that such a policy is enacted. In response to the growing support for a federal free-college policy, the author assembled a collection of reports on the topic that were published over the past two years by the American Enterprise Institute, AEI's &quot;National Affairs,&quot; or the Brookings Institution. The first report in this compilation, &quot;The Cost of Free-College Plans,&quot; which appeared in the spring 2020 edition of &quot;National Affairs,&quot; offers an overview of the basic design of federal free-college proposals like those advanced by Sanders and Biden. The second report, &quot;Evidence Against the Free-College Agenda: An Analysis of Prices, Financial Aid, and Affordability at Public Universities,&quot; which was originally published by AEI in May 2020, explores a key claim underlying the free-college agenda: whether rising college tuition prices are as severe as proponents believe. The third report in this volume, &quot;Free College and the Debt-Free Fantasy,&quot; also published by AEI, examines another argument that free-college proponents make. In their view, rising tuition prices at public colleges are a major cause of the rapid increase in outstanding student debt over the past two decades, which now stands at over $1.5 trillion. The last two reports in the volume, &quot;Lessons from Chile's Transition to Free College&quot; and &quot;International Higher Education Rankings: Why No Country's Higher Education System Can Be the Best,&quot; provide an international perspective to the free-college debate. [This report was written with Andrés Bernasconi and Preston Cooper.]