ethanporcaro/eric-fulltext-meta huggingface dataset:
New Skills Ready Network 2020-21 Snapshot: Indianapolis, Indiana
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Skill Development,Educational Attainment,Equal Education,Career Pathways,Career Readiness,Minority Group Students,Low Income Students,English Language Learners,Disproportionate Representation,Partnerships in Education,Experiential Learning,College Readiness,High School Students,Postsecondary Education,Educational Change,Data Collection

Indianapolis, Indiana, is one of the six sites selected to participate in the &quot;New Skills ready network.&quot; This five-year initiative, launched by JPMorgan Chase &amp; Co. in 2020, aims to improve student completion of high-quality career pathways. In the first year of the initiative, the Indianapolis, Indiana, &quot;New Skills ready network&quot; team developed an internal project management infrastructure that supports strong cross-sector partnerships through regular monthly leadership team meetings. The team selected five career pathways to focus on and pilot future work around, and they conducted a meta-analysis of labor market indicators. The team also initiated foundational work around data sharing and data infrastructure to allow partners to measure learner progress across the initiative. State agencies, in their work alongside Indianapolis partners, continued their work on the Next Level Programs of Study, which Indianapolis Public Schools (IPS) will help to pilot throughout the next school year. This snapshot provides a summary of the two major priorities of Indianapolis, Indiana's &quot;New Skills ready network&quot; team: (1) identifying initial career pathways of focus to pilot implementation of upcoming work; and (2) creating data infrastructure to guide strategic planning and increase access to outcomes data. [For &quot;New Skills Ready Network Early Achievements &amp; Innovations: Year One,&quot; see ED616558.]
New Skills Ready Network 2020-21 Snapshot: Nashville, Tennessee
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Skill Development,Educational Attainment,Equal Education,Career Pathways,Career Readiness,Minority Group Students,Low Income Students,English Language Learners,Disproportionate Representation,Partnerships in Education,Experiential Learning,College Readiness,High School Students,Postsecondary Education,Educational Change,Racial Bias,Data Use

Nashville, Tennessee, is one of the six sites selected to participate in the &quot;New Skills ready network.&quot; This five-year initiative, launched by JPMorgan Chase &amp; Co. in 2020, aims to improve student completion of high-quality career pathways. In the first year of the initiative, the Nashville, Tennessee, &quot;New Skills ready network&quot; team evaluated current career pathways to ensure alignment to high-wage, high-demand careers; worked to create a data-sharing agreement between secondary and postsecondary partners; and developed shared definitions around equity. The Nashville, Tennessee, team also created a career pathways assessment tool to determine where strengths are within career pathways as well as ensure alignment with the state's certified career pathways process. This snapshot provides a summary of the two major priorities of Nashville, Tennessee's &quot;New Skills ready network&quot; team: (1) establishing a shared understanding around systemic barriers to racial equity; and (2) developing a data-sharing agreement between secondary and postsecondary institutions to ensure seamless learner transitions and postsecondary success. [For &quot;New Skills Ready Network Early Achievements &amp; Innovations: Year One,&quot; see ED616558.]
Using Educational Data Mining to Assess Students&apos; Skills at Designing and Conducting Experiments within a Complex Systems Microworld
Author: Gobert, Janice D.
Date: 2015-00-00
Type: Reports - Research
Subjects: Learning Analytics,Science Education,Teaching Methods,21st Century Skills,Critical Thinking,Inquiry,Active Learning,Science Process Skills,Science Experiments,Intelligent Tutoring Systems,Grade 8,Middle School Students,Computer Assisted Instruction,Performance Based Assessment

Many national policy documents underscore the importance of 21st century skills, including critical thinking. In parallel, recent American frameworks for K-12 Science education call for the development of critical thinking skills in science, also referred to as science inquiry skills/practices. Assessment of these skills is necessary, as indicated in policy documents; however, this has posed a great challenge for assessment researchers. Recently, some science learning environments seek to assess these science skills. These systems log all students' interactions within the given system, and if fully leveraged, these logs provide rich assessments of inquiry skills. Here we describe our environment Inq-ITS (Inquiry Intelligent Tutoring System), that uses Educational Data Mining to assess science inquiry skills, as described as 21st century skills. Additionally, here we describe how we measure students' skills at designing controlled experiments, a lynchpin skill of inquiry, in the context of complex systems. In doing so, our work addresses 21st century skill assessment in two ways, namely of inquiry (designing and conducting experiments), and in the context of complex systems, a key topic area of 21st century skills. We use educational data mining to develop our assessment of this skill for complex systems. [This paper was published in &quot;Thinking Skills and Creativity&quot; v18 p81-90 2015.]
Unpacking Why Student Writing Does Not Match Their Science Inquiry Experimentation in Inq-ITS
Author: Li, Haiying
Date: 2018-00-00
Type: Reports - Research
Subjects: Inquiry,Intelligent Tutoring Systems,Middle School Students,Content Area Writing,Science Experiments,Science Process Skills,Differences,Active Learning

Science assessments should evaluate the full complement of inquiry practices (NGSS, 2013). Our previous work has shown that a large proportion of students' open responses did not match their scientific investigations (Li et al., 2017a). The present study both unpacks and compares the sub-components underlying students' performance for experimenting to their written open responses. These findings have implications for the assessment of inquiry practices, design of real-time scaffolding, and teachers' instruction of science. [This paper was published in: &quot;Rethinking Learning in the Digital Age: Making the Learning Sciences Count. 13th International Conference of the Learning Sciences,&quot; 2018.]
Promising Uses of At-Risk Funding: Focus on Engagement, Relevance, and Meaning. NDTAC Brief
Author: Domenici, David
Date: 2021-08-31
Type: Reports - Descriptive
Subjects: Learner Engagement,Relevance (Education),Reentry Students,At Risk Students,Educational Finance,Art Education,Student Empowerment,Problem Solving,Active Learning,Student Projects,Personal Autonomy,Educational Games,Recognition (Achievement),Technology Integration,Individualized Instruction,Culturally Relevant Education

When school is engaging, relevant, and meaningful, students returning from correctional facilities and those at-risk of dropping out are more likely to achieve educational success. This brief is intended to assist district leaders and school administrators--both at the district and school level- who are seeking to implement strategies designed to help students find meaning and build a lasting connection to their education. NDTAC is focused and committed to engagement in the classroom so every student can find educational success and acceptance. This brief highlights three key approaches to making schools engaging, relevant, and meaningful: (1) incorporating creative and performing arts; (2) emphasizing culturally responsive materials, instruction, and experiences; and (3) acknowledging real-world problems and empowering students to solve them. Additionally, this brief highlights six foundational strategies for educators implementing the above three approaches: (1) Student Choice and Voice; (2) Real Audience; (3) Gamification; (4) Acknowledge Achievement; (5) Technology Integration; and (6) Personalization and Differentiation.
Getting to Outcomes in Juvenile Justice Education Using Title 1 Part D Program Data. NDTAC Brief
Author: St. John, Victor
Date: 2021-08-11
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,At Risk Students,Access to Information,Technical Assistance,Juvenile Justice,Decision Making,Data Use,Correctional Education,High School Equivalency Programs,Data Collection,Educational Improvement

The primary purpose of Title 1, Part D programs is to improve the educational outcomes for youth who are categorized as &quot;neglected&quot; (n), &quot;delinquent&quot; (d), or at-risk under the statute. This brief is designed to help State Coordinators, grantees involved in data collection or analyses, and personnel involved in the design of funded programs learn how to access, assess, and use their program data to achieve the outcomes that they have set for youth within their State or locality. Specifically, this resource will: (1) Introduce Title 1, Part D program data and how to access the data; (2) Illustrate how to use Title 1, Part D data to assess disparities in program outcomes, with a focus on juvenile justice education as an example, and (3) Explain the importance of data driven decision making and discuss strategies to achieve youth outcomes.
Identifying Transfer of Inquiry Skills across Physical Science Simulations Using Educational Data Mining
Author: Sao Pedro, Michael
Date: 2014-00-00
Type: Reports - Research
Subjects: Simulation,Transfer of Training,Bayesian Statistics,Inquiry,Comparative Analysis,Science Instruction,Models,Learning Processes,Grade 8,Middle School Students,Learning Activities,Predictive Validity,Intelligent Tutoring Systems,Learning Analytics,Physics,Energy,Scientific Concepts,Goodness of Fit,Suburban Schools

Students conducted inquiry using simulations within a rich learning environment for 4 science topics. By applying educational data mining to students' log data, assessment metrics were generated for two key inquiry skills, testing stated hypotheses and designing controlled experiments. Three models were then developed to analyze the transfer of these inquiry skills between science topics. Model one, Classic Bayesian Knowledge Tracing, assumes that either complete transfer of skill occurs or no transfer occurs; model two (BKT-PST), an extension of BKT, assumes partial transfer and tests that assumption; and model three, a variant of BKT-PST, assumes no transfer and tests this assumption. An analysis of models one and two suggest that transfer of these inquiry skills across topics did occur. This work makes contributions to methodological approaches for measuring fine-grained skills using log files, as well as to the literature on the domain-specificity vs. domain-generality of inquiry skills. [This paper was published in: &quot;Proceedings of the International Conference of Learning Sciences,&quot; 2014.]
Research Highlights in STEM Education
Author: Shelley, Mack, Ed.
Date: 2018-12-00
Type: Books
Subjects: STEM Education,Educational Research,Research Reports,Scholarship,21st Century Skills,Active Learning,Teaching Methods,Undergraduate Students,Achievement Gap,Access to Education,Faculty Development,Trend Analysis,Educational Trends,Educational Policy

&quot;Research Highlights in STEM Education&quot; is published from the selected papers invited by the editors. This edition includes 4 sections and 13 papers from the field of STEM Education. All submissions are reviewed by at least two international reviewers. The purpose of the book is to provide the readers with the opportunity of a scholarly refereed publication in the field of STEM Education. &quot;Research Highlights in STEM Education&quot; is published by ISRES Publishing.
An Introduction to Cognitive Information Processing Theory, Research, and Practice (Technical Report No. 62)
Author: Sampson, James P., Jr.
Date: 2020-08-03
Type: Reports - Descriptive
Subjects: Cognitive Processes,Information Processing,Learning Theories,Career Choice,Career Development,Intervention,Evidence Based Practice,Career Counseling,Delivery Systems,Problem Solving,Decision Making,Individualized Education Programs,Resource Materials,Web Sites,Accountability,Social Justice,Psychoeducational Methods

The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational behavior and career intervention, and CIP theory related to career interventions. The first main section describes CIP theory, including the evolution of CIP theory, the nature of career problems, theoretical assumptions, the pyramid of information processing domains, the CASVE Cycle, and the use of the pyramid and CASVE cycle. The second main section describes CIP theory-based research in examining vocational behavior and establishing evidence-based practice for CIP theory-based career interventions. The third main section describes CIP theory related to career intervention practice, including theoretical assumptions, readiness for career decision making, readiness for career intervention, the differentiated service delivery model, and critical ingredients of career interventions. The paper concludes with regularly updated sources of information on CIP theory. [This paper was produced by the Center for the Study of Technology in Counseling and Career Development, Florida State University. For &quot;A Bibliography of Cognitive Information Processing Theory, Research, and Practice,&quot; see ED616622.]
Towards Scalable Assessment of Performance-Based Skills: Generalizing a Detector of Systematic Science Inquiry to a Simulation with a Complex Structure
Author: Sao Pedro, Michael A.
Date: 2014-00-00
Type: Reports - Research
Subjects: Performance Based Assessment,Computer Assisted Testing,Inquiry,Science Process Skills,Identification,Biological Sciences,Data Analysis,Intelligent Tutoring Systems,Middle School Students,Generalization,Science Experiments

There are well-acknowledged challenges to scaling computerized performance-based assessments. One such challenge is reliably and validly identifying ill-defined skills. We describe an approach that leverages a data mining framework to build and validate a detector that evaluates an ill-defined inquiry process skill, designing controlled experiments. The detector was originally built and validated for use with physical science simulations that have a simpler, linear causal structure. In this paper, we show that the detector can be used to identify demonstration of skill within a life science simulation on Eco- systems that has a complex underlying causal structure. The detector is evaluated in three ways: 1) identifying skill demonstration for a new student cohort, 2) handling the variability in how students conduct experiments, and 3) using it to determine when students are off-track before they finish collecting data. [This paper was published in: &quot;Proceedings of the International Conference on Intelligent Tutoring Systems,&quot; 2014.]
Provision of Support Services to Reduce Barriers in the 10 SNAP E&amp;T Pilots. Brief
Author: Rowe, Gretchen
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Federal Programs,Job Training,Employment Services,Welfare Services,Pilot Projects,Transportation,Child Care,Financial Support,Barriers,Welfare Recipients

In 2015, the U.S. Department of Agriculture awarded pilot grants to 10 States--California, Delaware, Georgia, Illinois, Kansas, Kentucky, Mississippi, Vermont, Virginia, and Washington--to test innovative strategies for providing Supplemental Nutrition Assistance Program Employment and Training (SNAP E&amp;T). As part of the pilots, all grantees offered support services, generally in the form of financial assistance, to offset an individual's barriers to participation and employment. These included gas cards or bus passes for transportation, books or fees associated with a pilot activity, or uniforms or tools to help with a new job. Support services were integral in reducing barriers that individuals participating in the pilots faced and helping them engage in activities. This brief highlights available support services, approaches to providing these services, and lessons learned.
Connecting Every Learner: A Framework for States to Increase Access to and Success in Work-Based Learning
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Work Experience Programs,Access to Education,Agency Cooperation,Accountability,Educational Quality,Social Capital,Cultural Capital,Equal Education,Inclusion,Career Awareness,Career Exploration,Career Education,Job Training,State Policy,Evidence Based Practice,COVID-19,Pandemics,Labor Force Development,Federal Legislation,Labor Legislation,Partnerships in Education,Rural Areas

Work-based learning faces significant changes in delivery in the face of a global pandemic that has severely limited physical access to schools and businesses. These changes have forced school leaders and employers to acknowledge pre-existing inequities that perpetuate historical barriers and racial discrimination and keep marginalized learner populations from accessing high-quality work-based learning experiences. This resource from Advance CTE provides a five step framework to address equity gaps in work-based learning by building a statewide infrastructure that enables cross-agency collaboration and prioritizes relationship building, data and accountability, quality, and extending social and cultural capital. Innovative initiatives and programs in seven states and two cities are featured that address five action areas: (1) establish a statewide vision for equity in work-based learning; (2) enable intermediary organizations to equitably expand work-based learning; (3) use data to advance equity and program quality; (4) engage and support employers to offer high-quality and inclusive work-based learning experiences; and (5) scale successful programs using an equity lens. This resource was developed through JPMorgan Chase &amp; Co.'s &quot;New Skills ready network,&quot; a partnership of Advance CTE and Education Strategy Group.
Implementing Individual Career and Academic Plans at Scale
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Career Development,Occupational Aspiration,Goal Orientation,Postsecondary Education,Individual Needs,Planning,State Policy,Secondary Education,Financial Support,State Government,Alignment (Education),State Legislation,Elementary Secondary Education,Career Readiness,Student Role,Parent Role,Teacher Role,Administrator Role,School Counselors,Principals,Employers,Role,School Districts,College Attendance,Enrollment Trends,Student Financial Aid

Individual Career and Academic Plans (ICAPs) are a key piece of connected career advising that align learners' career and life goals with academic, postsecondary and career pathway options. ICAPs have different names in different states, including Individual Learning Plans (ILPs) and Individual Graduation Plans (IGPs). They refer to both the process of engaging in individualized academic and career development activities as well as the product: a living, usually online, portfolio that is created by each learner and regularly updated as they advance through school and transition into the workforce. This brief highlights promising practices for ICAP implementation at the state and local levels in Colorado, Massachusetts, Oklahoma, South Carolina and Wisconsin and provides recommendations for further state and local work to scale ICAPs. It was developed through JPMorgan Chase &amp; Co.'s &quot;New Skills ready network,&quot; a partnership of Advance CTE and Education Strategy Group.
Leveraging Machine-Learned Detectors of Systematic Inquiry Behavior to Estimate and Predict Transfer of Inquiry Skill
Author: Sao Pedro, Michael A.
Date: 2013-00-00
Type: Reports - Research
Subjects: Artificial Intelligence,Inquiry,Middle School Students,Physical Sciences,Science Process Skills,Student Behavior,Identification,Automation,Predictive Validity,Grade 8,Computer Assisted Instruction,Transfer of Training,Prediction,Markov Processes

We present work toward automatically assessing and estimating science inquiry skills as middle school students engage in inquiry within a physical science microworld. Towards accomplishing this goal, we generated machine-learned models that can detect when students test their articulated hypotheses, design controlled experiments, and engage in planning behaviors using two inquiry support tools. Models were trained using labels generated through a new method of manually hand-coding log files, &quot;text replay tagging&quot;. This approach led to detectors that can automatically and accurately identify these inquiry skills under student-level cross-validation. The resulting detectors can be applied at run-time to drive scaffolding intervention. They can also be leveraged to automatically score all practice attempts, rather than hand-classifying them, and build models of latent skill proficiency. As part of this work, we also compared two approaches for doing so, Bayesian Knowledge-Tracing and an averaging approach that assumes static inquiry skill level. These approaches were compared on their efficacy at predicting skill before a student engages in an inquiry activity, predicting performance on a paper-style multiple choice test of inquiry, and predicting performance on a transfer task requiring data collection skills. Overall, we found that both approaches were effective at estimating student skills within the environment. Additionally, the models' skill estimates were significant predictors of the two types of inquiry transfer tests. [This paper was published in &quot;User Modeling and User-Adapted Interaction&quot; v23 p1-39 2013.]
The Cost of Excess: Why Colleges and Universities Must Control Runaway Spending
Author: American Council of Trustees and Alumni (ACTA), Institute for Effective Governance
Date: 2021-08-00
Type: Reports - Research
Subjects: Public Colleges,Private Colleges,Universities,Educational Finance,Expenditures,Institutional Characteristics,Educational Change,Economic Climate,Tuition,Student Costs,Graduation Rate,Access to Education,Expenditure per Student,Resource Allocation,Paying for College,Student Financial Aid,Debt (Financial)

This report is a comprehensive analysis of college spending trends and the impact spending has on tuition and student success. American Council of Trustees and Alumni (ACTA) analyzed data from more than 1,500 four-year public and private, nonprofit colleges and universities. The data reveal that institutional spending has continued to surge alongside tuition but has contributed little to improve four-year graduation rates. Key findings include: (1) spending at institutions of higher education continued to climb both during and after the Great Recession; (2) spending drove up the price of tuition, which was also correlated with increases in net cost for students; and (3) spending had a minimal impact on graduation rates. The report's findings support a growing realization that colleges and universities have prioritized needless spending on ancillary activities instead of access and affordability, and that this unnecessary spending relies largely on tuition hikes.