ethanporcaro/eric-fulltext-meta huggingface dataset:
The Annual Condition of Education Report, 2019
Author: Iowa Department of Education
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Early Childhood Education,Teacher Salaries,Academic Achievement,Special Education,Educational Finance,Teacher Characteristics,Administrator Characteristics,Principals,Superintendents,Educational Technology,School Counselors,School Libraries,Librarians,Attendance,Preschool Education,Parent Attitudes,School Nurses,School District Size,Class Size,Expenditure per Student,Kindergarten,Second Language Learning,Algebra,Mathematics Education,Mathematics Achievement,Science Education,Science Achievement,Advanced Placement,Educational Indicators,College Entrance Examinations,National Competency Tests,Achievement Tests,Postsecondary Education,Graduation Rate,Dropouts,Suspension,Expulsion,High School Graduates,Safety,Positive Behavior Supports,Expenditures,Elementary Secondary Education,Budgets,State Aid

Data and information are critical tools of school improvement. They are the foundation for making informed education decisions for our schools, districts and the state. The 2019 edition of the Annual Condition of Education Report (COE) marks the 30th edition of the Iowa Department of Education report. Much has changed in the past 30 years since the 1st edition was released in 1990. This report offers a wide range of state-level data, including shifts in academic achievement, student populations, demographics and school financial information. The report can be used as a roadmap to see what is working, what needs more attention and what might be expected in the coming years. Iowa has a long tradition of having great schools. Embedded in that tradition is the desire for continuous improvement. That is what the Annual Condition of Education Report underscores -- and embraces. The data for this annual report are presented according to: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (5) Student Performance; (6) Special Education; and (7) Finance. [For the 2018 report, see ED600821.]
Non-Resident Postsecondary Enrollment Growth and the Outcomes of In-State Students. Working Paper No. 225-0120
Author: Li, Diyi
Date: 2020-01-00
Type: Reports - Research
Subjects: Out of State Students,Enrollment Rate,Outcomes of Education,In State Students,Foreign Students,Qualifications,College Entrance Examinations,Comparative Analysis,Gender Differences,Racial Differences,Individual Differences,Majors (Students)

We study the effects of exposure to non-resident students on the outcomes of undergraduate in-state students during a period of high non-resident enrollment growth at the University of Missouri-Columbia. Our models leverage within-major, cross-time variation in nonresident exposure for identification. We find no evidence that increased exposure to domestic non-residents affects in-state student outcomes and our null results are precisely estimated. We find evidence of modest negative impacts on in-state students when their exposure to foreign students increases using our preferred specification. However, the identifying variation in exposure to foreign students in our data is limited and this result is not robust in all of our models.
MTSS for All: Including Students with the Most Significant Cognitive Disabilities
Author: Thurlow, Martha L.
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Intellectual Disability,Severe Disabilities,Inclusion,Individualized Instruction,Response to Intervention,Screening Tests,Progress Monitoring,Evidence Based Practice,Regular and Special Education Relationship,Positive Behavior Supports,Student Needs

Multi-Tiered System of Supports (MTSS) is a framework for organizing and providing a tiered instructional continuum to support learning for all students. MTSS has the potential to meet the academic and behavioral needs of all students. However students with the most significant cognitive disabilities often are not included in this framework even though they should be. The purpose of this Brief is to provide suggestions for ways in which MTSS can include students with the most significant cognitive disabilities so that MTSS provides a whole school and whole district approach to be implemented by educators. Ideas for how to make MTSS fully inclusive of all students are presented following a short history of MTSS and a summary of current MTSS models. [This report was published jointly with the TIES Center.]
Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in Middle School
Author: Duong, Mylien T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Middle School Teachers,Behavior Problems,Classroom Techniques,Teacher Attitudes,Behavior Change,Randomized Controlled Trials,Learner Engagement,Academic Achievement,Educational Strategies,Intervention,Rating Scales,Measures (Individuals),Positive Behavior Supports,Teacher Student Relationship,Middle School Students,Program Effectiveness

Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers' skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports. In a randomized controlled trial, 20 teachers and 190 students were assigned to EMR or control. Observers rated academically engaged time and disruptive behavior, and teachers reported on relationship quality. Multilevel models showed that EMR resulted in significant improvements in student-teacher relationships (Hedge's &quot;g&quot; = 0.61, 95% CI [0.21, 1.02]), academically engaged time (g = 0.81, 95% CI [0.01, 1.63]), and disruptive behavior (g = 1.07, 95% CI [0.01, 2.16]). Results indicate potential promise for EMR. [This article was published in &quot;School Psychology&quot; (EJ1208322).]
How Instructors Frame Students&apos; Interactions with Educational Technologies Can Enhance or Reduce Learning with Multiple Representations
Author: Wu, Sally P. W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,STEM Education,Teaching Methods,Learning Strategies,Undergraduate Students,Chemistry,Visual Aids,Prompting,Experimental Groups,Control Groups,Instructional Effectiveness,Freehand Drawing,Achievement Gains,Learning Processes

Instructors in STEM classrooms often frame students' interactions with technologies to help them learn content. For instance, in many STEM domains, instructors commonly help students translate physical 3D models into 2D drawings by prompting them to focus on (a) orienting physical 3D models and (b) generating 2D drawings. We investigate whether framing prompts that target either of these practices enhance the effectiveness of an educational technology that supports collaborative translation among multiple representations. To this end, we conducted a quasi-experiment with 565 undergraduate chemistry students. All students collaboratively built physical 3D models of molecules and translated them into 2D drawings. In a business-as-usual &quot;control&quot; condition, students drew on paper, without support from an educational technology. In two experimental conditions, students drew in an educational technology that provided feedback and prompted collaboration. One condition received framing prompts to focus on physical models (&quot;model&quot; condition); another received prompts to generate intermediary drawings on paper (&quot;draw&quot; condition). Compared to the control condition, the model condition showed higher learning gains, but the draw condition showed lower learning gains. Analyses of log data showed that students made more model-based errors, and the prompts in the model condition reduced these model-based errors. However, interviews with instructors showed that they prefer drawing-focused prompts, in contrast to our results. These findings offer theoretical insights into how students learn to translate among representations. Furthermore, they yield practical recommendations for the use of educational technologies that support learning with multiple representations.
Effectiveness and Efficiency of Adding Drawing Prompts to an Interactive Educational Technology When Learning with Visual Representations
Author: Wu, Sally P. W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Freehand Drawing,Prompting,Educational Technology,Visual Aids,Undergraduate Students,Schemata (Cognition),Scores

This paper investigates whether prompting students to draw their own visual representations enhances students' learning from technology-based instructional activities with visual representations. Seventy-two undergraduate students were randomly assigned to receive an educational technology with (1) drawing prompts throughout instruction, (2) drawing prompts before and after instruction, or (3) no drawing prompts. We assessed learning outcomes with respect to instructional effectiveness and efficiency using immediate and delayed posttests. Results on instructional efficiency showed a significant advantage for drawing prompts. Results on instructional effectiveness showed an advantage at the delayed posttest for drawing prompts provided throughout instruction, compared to prompts before and after. Qualitative analyses suggest that adding drawing prompts throughout instruction promotes drawing quality. In sum, our findings expand theory by suggesting that drawing prompts facilitate visual sense making of concepts shown in visual representations. Furthermore, we provide practical recommendations on how best to implement drawing prompts with technology-based instructional activities.
Preparing Computer Science Teachers in Maryland and Arkansas. State Innovations. Vol. 21, No. 2
Author: Tilley-Coulson, Eve
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Computer Science Education,Teacher Education Programs,Teacher Qualifications,Teacher Competencies,Faculty Development,State Boards of Education,Board of Education Role,Elementary Secondary Education,State Standards

Successful implementation of computer science standards may hinge on one thing: teacher capacity. Without enough qualified teachers and the resources to support them, states will be hard pressed to make computer science a part of every student's education--something that industry leaders say is critical to career readiness. Maryland and Arkansas stand out as leaders among the 26 states that are creating pathways specifically for preparing computer science teachers.
Use of Individualized Healthcare Plans to Support School Health Services. Position Statement. Revised
Author: Emge, Gina
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: School Nurses,School Health Services,Student Needs,Individualized Programs,Child Health,Role

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) initiates and develops an Individualized Healthcare Plan (IHP) for students whose healthcare needs require more complex school nursing services. An IHP is a plan of care written by the registered nurse for students with or at risk for physical or mental health needs (ANA &amp; NASN, 2017). It is the responsibility of the school nurse to annually evaluate the IHP, as well as to update the plan if deemed appropriate, to reflect changes in the student's healthcare needs and address nursing interventions and/or student healthcare outcomes. This document provides the background and rationale for NASN's position. [This position statement was adopted in June 1998 and revised in November 2003, March 2008, June 2008, June 2013, January 2015, and January 2020.]
Examining the Educational Spillover Effects of Severe Natural Disasters: The Case of Hurricane Maria. Working Paper No. 233-0320
Author: Özek, Umut
Date: 2020-03-00
Type: Reports - Research
Subjects: Natural Disasters,Weather,Climate,Migration,Migrants,Public Schools,Scores,Discipline,Behavior Problems,Student Mobility,Resource Allocation,Elementary School Students,Secondary School Students,Academic Achievement

This study examines the effects of internal migration driven by severe natural disasters on host communities, and the mechanisms behind these effects, using the large influx of migrant students into Florida public schools in the aftermath of Hurricane Maria. I find significant adverse effects of the influx in the first year on existing student test scores, disciplinary problems, and student mobility that vanish entirely in the second year. I also find evidence that compensatory resource allocation within schools is an important factor driving the adverse effects of large, unexpected migrant flows on some incumbent students in the short-run.
Immunizations. Position Statement. Revised
Author: Griffin, Constance
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Staff Role,Immunization Programs,Disease Control,Prevention,Information Dissemination,Information Systems,Barriers,Clinics,Health Education,Students,Position Papers,Child Health

It is the position of the National Association of School Nurses (NASN) that immunizations are essential to primary prevention of disease from infancy through adulthood and that childhood vaccinations are an effective way of preventing serious childhood illnesses (U.S. Department of Health and Human Services [USDHHS], 2017). NASN supports elimination of all exemptions except those necessary for valid medical contraindications. School nurses are leaders who use evidence-based immunization strategies, such as School Located Vaccine (SLV) clinics, parent/guardian reminders about vaccine schedules, state immunization information systems (IIS), i.e., state registries, strong support of vaccination recommendations, and vaccine education for students, staff, and families. This document provides the background and rationale for NASN's position. [This position statement was initially adopted in June 1978 and was revised in June 1982, June 1996, November 2001, June 2006, September 2010, January 2015 (see ED558444), and January 2020.]
Five Things Student Affairs Administrators Can Do to Improve Success among College Men of Color. NASPA Research and Policy Institute Issue Brief
Author: Harper, Shaun R.
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Males,Minority Group Students,Racial Bias,Ethnic Stereotypes,Teacher Expectations of Students,Racial Composition,Disproportionate Representation,School Responsibility,Student Personnel Workers,Administrator Role,Teacher Role,College Faculty,Undergraduate Students,African American Students,Hispanic American Students,American Indian Students,Asian American Students,Pacific Islanders,Alaska Natives,Academic Standards,Student Characteristics,Cultural Differences,Gender Differences,Institutional Characteristics,Consortia,Social Support Groups

Encounters with racism, racial stereotypes, microaggressions, and low expectations from professors and others undermine their academic outcomes, sense of belonging, and willingness to seek help and utilize campus resources. At predominantly White institutions, men of color may often be in classes where they are one of few students from their racial groups--if not the only one. In recent years, such trends among Black, Latino, Native American, and some Asian American and Pacific Islander (AAPI) male student populations have garnered the attention of student affairs administrators, college presidents, policymakers, and concerned others. This brief advocates for institutional responsibility for student success, with an emphasis on what student affairs administrators can contribute to ongoing efforts to improve rates of success among college men of color. Given the complexities and magnitude of issues, student affairs divisions on their own cannot do everything required to improve experiences and outcomes among minority male populations; faculty, academic affairs administrators, presidents and provosts, and policymakers also have roles to play. Nonetheless, student affairs leadership is critical to any institution-based efforts. It presents five important steps for student affairs professionals to improve educational success among AAPI, Black, Native American, and Latino male undergraduates.
College Students&apos; Reasons for Leaving Biomedical Fields: Disenchantment with Biomedicine or Attraction to Other Fields
Author: Rosenzweig, Emily Q.
Date: 2020-01-09
Type: Reports - Research
Subjects: Biomedicine,Student Attrition,Predictor Variables,Minority Group Students,Disproportionate Representation,Negative Attitudes,STEM Education,Majors (Students),Student Characteristics,First Generation College Students,Gender Differences,Biology,Science Instruction,Introductory Courses,Grades (Scholastic),Career Planning,Science Achievement,Science Interests,Psychological Patterns

This study examined whether students who left biomedical fields of study during college did so primarily because they became disenchanted with those fields or because they felt attracted to alternative fields of study. We identified 1,193 students intending to pursue biomedical fields of study early in college, collected data about their beliefs and performance throughout college, and interviewed them near graduation about their future plans. Descriptively, we examined the topics students discussed as affecting their attrition decisions. Predictive research aims were to determine how academic performance, interest, and demographic factors predicted students' likelihood of overall attrition and likelihood of reporting distinct reasons for attrition. Among the 192 students who left biomedical fields, 62.5% described leaving only in terms of feeling disenchanted, whereas 37.4% expressed that they left at least in part due to feeling attracted toward nonbiomedical fields. Most students who left biomedical fields expressed changing plans for reasons related to interest; this was especially prevalent among students who reported leaving due to attraction toward nonbiomedical fields. Predictive analyses showed that interest in biology and grades at the end of an introductory biology course predicted the likelihood of overall attrition and likelihood of leaving due to feeling disenchantment, whereas underrepresented ethnic minority status predicted these outcomes positively. Interest and course grades also predicted the likelihood of students leaving due to feeling attraction toward other fields, but interest was a stronger predictor relative to grades. Results highlight distinct types of attrition that may have implications for policies to promote STEM retention. [This is the online first version of an article published in &quot;Journal of Educational Psychology&quot; (ISSN 0022-0663).]
Applied Work-Based Learning at the State University of New York: Situating SUNY Works and Studying Effects
Author: Wagner, Alan
Date: 2015-01-00
Type: Reports - Research
Subjects: Internship Programs,Work Experience Programs,Private Financial Support,Educational Finance,State Universities,Academic Persistence,Graduation Rate,Employment Potential,College Graduates,Employment Opportunities,Clinical Experience,Program Descriptions,Career Readiness,Entrepreneurship,Comparative Analysis,Comparative Education,Educational Policy,Higher Education,Foreign Countries,Apprenticeships,Pilot Projects,Student Characteristics,Socioeconomic Status,Cooperative Education,Work Study Programs

This report focuses on one of the State University of New York's (SUNY's) applied learning initiatives that includes work-based activities, e.g., co-ops, internships, work study, and clinical placement (SUNY Works). With funds from the Carnegie Corporation of New York, SUNY asked the Rockefeller Institute of Government to examine applied work-based experiences of SUNY Works along two key dimensions. First, situate SUNY Works relative to other applied learning initiatives by asking: &quot;What do other states, systems, and countries do?&quot; &quot;What can SUNY learn from the experiences elsewhere that is relevant for extending work-based applied learning opportunities more widely?&quot; Second, because expanding work-based applied learning experiences includes the implicit goal of expanding worthwhile opportunities for students, &quot;how can SUNY understand the effects of such experiences on the retention and graduation of SUNY students and employment of SUNY graduates?&quot; The report addresses these two dimensions in depth. [The Nelson A. Rockefeller Institute of Government is the public policy research arm of the State University of New York (SUNY). For the supplement to this report, see ED605747.]
Evidence on the Dimensionality and Reliability of Professional References&apos; Ratings of Teacher Applicants. Working Paper No. 237-0620
Author: Goldhaber, Dan
Date: 2020-06-00
Type: Reports - Research
Subjects: Job Applicants,Teacher Selection,Interrater Reliability,Decision Making,Data Collection,Surveys,Teacher Evaluation

There is growing interest in using measures of teacher applicant quality to improve hiring decisions, but the statistical properties of such measures are poorly understood. We present evidence on structured ratings solicited from teacher applicants' references. We find that the reference ratings capture only one underlying dimension of applicant quality, which may indicate a need to broaden the range of questions posed to professional references. Point estimates of inter-rater reliability range between 0.23 and 0.31 and are significantly lower for novice applicants. It is difficult to judge whether these levels of reliability are high or low in the current context given so little evidence on comparable applicant assessment tools.
Examining the Myth of Accountability, High-Stakes Testing, and the Achievement Gap
Author: Vasquez Heilig, Julian
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Misconceptions,Accountability,High Stakes Tests,Achievement Gap,Dropout Rate,Court Litigation,Ethics,Social Stratification,Trust (Psychology),Educational Change,Educational Legislation,Federal Legislation,Test Preparation,Outcomes of Education

This paper examines and critiques the accountability movement, high-stakes testing, and their relationship to the achievement gap. Analyzing the issues in the context of Texas, the paper discusses dropout rates that were incorrectly identified and reported, the role of courts and specific court cases in high-stakes testing, ethical considerations, social implications and social stratification, and debunks the myth of accountability as an equalizer. Authors conclude that the sorting at the root of high-stakes testing has neither closed the achievement gap nor fomented meaningful accountability or success. [This paper was published in &quot;Journal of Family Strengths&quot; v18 n1 Article 9 2018.]