ethanporcaro/eric-fulltext-meta huggingface dataset:
New York State Alternate Assessment Technical Report, 2013-14
Author: Measured Progress
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Alternative Assessment,Educational Assessment,State Departments of Education,Student Evaluation,Severe Intellectual Disability,Academic Achievement,State Standards,Students with Disabilities,Testing Accommodations,Academic Standards,Testing,Testing Programs,Language Arts,Mathematics Education,Science Education,Social Studies,English Instruction,Educational Legislation,Federal Legislation,Equal Education,Test Content,Test Format,Test Validity,Test Reliability,Test Use,Core Curriculum,Alignment (Education),Scoring,Item Analysis,Scaling,Standard Setting,Interrater Reliability,Elementary School Students,Middle School Students,High School Students,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

This technical report provides an overview of the New York State Alternate Assessment (NYSAA), including a description of the purpose of the NYSAA, the processes utilized to develop and implement the NYSAA program, and Stakeholder involvement in those processes. The purpose of this report is to document the technical aspects of the 2013-14 NYSAA. During the 2013-14 school year, approximately 21,737 students in Grades 3 through 8 and in high school participated in the administration of the NYSAA. ELA and mathematics were assessed at the Grades 3 through 8 and high school levels; science was assessed at the Grades 4, 8, and high school levels; and social studies was assessed at the high school level. Several technical aspects of the NYSAA are described in an effort to contribute to evidence supporting the validity of NYSAA score interpretations. Because the interpretations of the test scores are evaluated for validity, not the test itself, this report presents documentation to substantiate intended interpretations (AERA, APA, &amp; NCME, 2014). Each chapter in this section contributes important information to the validity argument by addressing one or more of the following aspects of the NYSAA: AGLI and Assessment Task development, alignment, administration, scoring, reliability, standard setting, and achievement levels.
Tennessee Higher Education Fact Book: 2016-2017
Author: Tennessee Higher Education Commission
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Public Colleges,Private Colleges,Technical Institutes,Proprietary Schools,Community Colleges,Full Time Equivalency,Withdrawal (Education),Two Year College Students,College Students,Gender Differences,Racial Differences,Ethnicity,Age Differences,Student Financial Aid,Federal Aid,Grants,Part Time Students,Full Time Students,Majors (Students),College Entrance Examinations,College Transfer Students,Remedial Instruction,School Holding Power,Graduation,Academic Degrees,Graduation Rate,Job Placement,College Graduates,Scores,Licensing Examinations (Professions),Student Satisfaction,Student Surveys,Educational Finance,College Programs,Accreditation (Institutions),College Admission,College Faculty,Teacher Salaries,Tuition,Fees,Student Costs,Family Income,State Aid,Debt (Financial),Loan Default,Scholarships,Funding Formulas,State Programs,Academic Persistence,Quality Assurance,Financial Support,Federal Legislation,Student Loan Programs

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda seeking to transform public higher education through changes in academic, fiscal, and administrative policies at the state and institutional levels. While the higher education landscape has been shaped by the CCTA, it is also evolving with the adoption of Governor Bill Haslam's statewide reform agenda, known as the &quot;Drive to 55&quot;, and the recently passed FOCUS Act, which alters the governance structure of higher education by giving six universities, previously under the Tennessee Board of Regents, independent governing boards. Calendar year 2015 ushered in a new long-range plan, the 2015-2025 Master Plan for Tennessee Postsecondary Education, which sets the stage for continued transformational change in Tennessee higher education. This plan seeks to: (1) make dramatic increases in degree production and efficiency; (2) within available resources (state operating appropriations plus tuition); (3) without diminishing educational quality; (4) thereby improving community, county, and statewide postsecondary attainment; and (5) to support improvements in workforce capacity and quality as well as economic and community (i.e., workplace) development. The Master Plan and the Drive to 55 are both guiding initiatives for the Commission and set the overarching goals for higher education in Tennessee. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the &quot;Tennessee Higher Education Fact Book: 2015-2016,&quot; see ED572976.]
Tennessee Higher Education Fact Book: 2017-2018
Author: Tennessee Higher Education Commission
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Public Colleges,Private Colleges,Technical Institutes,Proprietary Schools,Community Colleges,Full Time Equivalency,Withdrawal (Education),Two Year College Students,College Students,Gender Differences,Racial Differences,Ethnicity,Age Differences,Student Financial Aid,Federal Aid,Grants,Part Time Students,Full Time Students,Majors (Students),College Entrance Examinations,College Transfer Students,Remedial Instruction,School Holding Power,Graduation,Academic Degrees,Graduation Rate,Job Placement,College Graduates,Scores,Licensing Examinations (Professions),Student Satisfaction,Student Surveys,Educational Finance,College Programs,Accreditation (Institutions),College Admission,College Faculty,Teacher Salaries,Tuition,Fees,Student Costs,Family Income,State Aid,Debt (Financial),Loan Default,Scholarships,Funding Formulas,State Programs,Academic Persistence,Quality Assurance,Financial Support,Federal Legislation,Student Loan Programs

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda seeking to transform public higher education through changes in academic, fiscal, and administrative policies at the state and institutional levels. While the higher education landscape has been shaped by the CCTA, it is also evolving with the adoption of Governor Bill Haslam's statewide reform agenda, known as the &quot;Drive to 55&quot;, and the recently passed FOCUS Act, which alters the governance structure of higher education by giving six universities, previously under the Tennessee Board of Regents, independent governing boards. Calendar year 2015 ushered in a new long-range plan, the 2015-2025 Master Plan for Tennessee Postsecondary Education, which sets the stage for continued transformational change in Tennessee higher education. This plan seeks to: (1) make dramatic increases in degree production and efficiency; (2) within available resources (state operating appropriations plus tuition); (3) without diminishing educational quality; (4) thereby improving community, county, and statewide postsecondary attainment; and (5) to support improvements in workforce capacity and quality as well as economic and community (i.e., workplace) development. The Master Plan and the Drive to 55 are both guiding initiatives for the Commission and set the overarching goals for higher education in Tennessee. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the &quot;Tennessee Higher Education Fact Book: 2016-2017,&quot; see ED594450.]
Can Scholarships Increase High School Graduation Rates? Evidence from a Randomized Control Trial in Mexico. Policy Research Working Paper 8826
Author: de Hoyos, Rafael
Date: 2019-04-00
Type: Reports - Research
Subjects: Foreign Countries,High School Students,Graduation Rate,Scholarships,Low Income Students,Scores,Outcomes of Education,Program Effectiveness,Program Evaluation,Standardized Tests,Student Motivation,School Readiness

This paper studies the impact of PROBEMS, a scholarship program in Mexico aimed at improving graduation rates and test scores among upper secondary school students from poor backgrounds. The identification strategy is the random allocation into the program, which took place in 2009. The strategy allows measurement of the effects of PROBEMS on test scores and graduation rates three years later in 2012. The paper finds that, on average, the program has no discernible impact on graduation rates or math or Spanish test scores. The size of the sample allows investigation of the reasons for this disappointing result. The paper finds that the program is substantially mis-targeted, with the majority of the recipients not coming from the most disadvantaged families. However, the most plausible explanation for the absence of positive impacts is that many eligible students do not seem to have the minimum learning level to face successfully the academic requirements of upper secondary school. An important policy implication is that a well-targeted scholarship program should be complemented with a remedial education intervention. [This paper is a product of the Education Global Practice.]
Comprehensive Private School Model for Low-Income Urban Children in Mexico. Policy Research Working Paper 8669
Author: Santibañez, Lucrecia
Date: 2018-12-00
Type: Reports - Research
Subjects: Low Income,Urban Areas,Private Schools,Admission (School),Grade 1,Elementary School Students,Attendance,Literacy,Scores,Reading Tests,Reading Achievement,Mathematics Achievement,Comparative Analysis,Achievement Gains,Outcomes of Education,Parent Attitudes,Student Attitudes,Academic Aspiration,Parent Aspiration,Expenditure per Student,Public Schools,School Effectiveness,Achievement Gap,Developing Nations,Validity,Foreign Countries,Holistic Approach,Institutional Characteristics,Lunch Programs,Costs,Teacher Salaries,Cost Effectiveness,Educational Quality,Elementary Secondary Education

In low-income countries, private schools are perceived as superior alternatives to the public sector, often improving achievement at a fraction of the cost. It is unclear whether private schools are as effective in middle-income countries where the public sector has relatively more resources. To address this gap, this paper takes advantage of lottery-based admissions in first grade for a Mexico City private school that targets and subsidizes attendance for low-income children. Over three years, selected students via lottery scored 0.21 standard deviation higher than those not selected in literacy tests, corresponding to a normalized gain of one-half of a grade level every two years. Lottery winners also statistically outperformed those not selected in math, but the gains were more modest. Relative to the control group, parents of selected students were more satisfied with their school and had higher educational expectations for their children. Unlike findings from low-income countries, these gains came at increased cost--twice as much on a per pupil basis relative to public schools. Additional analyses indicate gains made by the lowest income students in the sample help explain the school's impact. This suggests private schools could bring down persistent achievement gaps in these countries, but puts into question the validity of implementation at scale. [This paper is a product of the Education Global Practice.]
Intervening at Home and Then at School: A Randomized Evaluation of Two Approaches to Improve Early Educational Outcomes in Tonga. Policy Research Working Paper 8682
Author: Macdonald, Kevin
Date: 2018-12-00
Type: Reports - Research
Subjects: Foreign Countries,Intervention,School Readiness,Parent Child Relationship,Interaction,Program Effectiveness,Reading Achievement,Literacy Education,Primary Education,Gender Differences,Pacific Islanders,Young Children,Reading Instruction,Reading Skills,Child Development

This paper evaluates and compares two randomized interventions in Tonga, one targeting the home environment of children up to age 5 and one targeting the school environment for first and second grade students. The first intervention supports communities to set up and run playgroups that aim to improve caregiver-child interaction at home and ultimately improve children's readiness for school. Among children of mothers without high school education, being in a treatment community positively affects the school readiness literacy domains and overall score by 0.19 and 0.2 standard deviation, respectively, for girls and the literacy domains for boys by 0.17 standard deviation. The second intervention provides teachers with training, materials, and coaching to improve reading instruction practices and students' reading ability. It increased average early grade reading scores by approximately 0.18 standard deviation per year of exposure. Two cohorts of children were potentially exposed to both interventions, providing an opportunity to compare, for the same population of children, the effects of an early childhood intervention with a school-based intervention using a common measure of learning achievement. The school readiness intervention is found to have positive effects on early grade reading scores only among children in the reading intervention's control group; effect sizes of approximately 0.29 standard deviation were found at the end of second grade for children exposed to one year of the school readiness intervention and at the end of first grade for girls exposed to two years of the intervention. [This paper is a product of the Education Global Practice.]
Decade of Proof: The First Ten Graduating Classes of Timken Early College High School
Author: Stark Education Partnership
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Acceleration (Education),High School Students,Dual Enrollment,College Preparation,Higher Education,High School Graduates,Outcomes of Education,Program Effectiveness,Low Income Students,Student Certification,Associate Degrees,Economically Disadvantaged,Minority Group Students,Graduation Rate,College Credits

In 2005, the percentage of Canton City's young adults with some college or an associate degree was 33%. In addition, only 12.5% of its adults had earned a bachelor's degree or higher, and 81% of its students were in poverty. Canton's poorest neighborhoods needed a compelling example that college was possible. In response, the Canton City School District, Stark State College, the Canton Professional Educators Association and the Stark Education Partnership came together in 2005 to establish Timken Early College High School (TECHS) (formerly known as Canton Early College High School). From the onset, TECHS was envisioned not just as a school, but as a culture shifting community &quot;proof-point&quot; that low income, first generation, inner city students can be successful with college-level work. Further, TECHS has afforded students an opportunity to earn both a diploma and an associate degree during their high school career. Five hundred forty two students have graduated TECHS since 2009. Nearly all of the 73 members of the graduating class of 2018 were from populations underrepresented in higher education. Of the 2018 class, 100% were economically disadvantaged and 44% were minorities. Further, 77% were first generation students. TECHS students continue to outperform other early college high schools across the state and nation on key indicators -- graduating high school on-time, graduating with college credit and graduating with an associate degree.
The Medium-Term Impact of Entrepreneurship Education on Labor Market Outcomes: Experimental Evidence from University Graduates in Tunisia. Policy Research Working Paper 8701
Author: Alaref, Jumana
Date: 2019-01-00
Type: Reports - Research
Subjects: Foreign Countries,Entrepreneurship,Education Work Relationship,College Graduates,Self Employment,Aspiration,Business Administration Education,Employment,Outcomes of Education

Despite the widespread popularity of entrepreneurship education, there is thin evidence on its effectiveness in improving employment outcomes over the medium to long term. A potential time lag between entrepreneurial intentions and actions is sometimes presented as a reason why employment impacts are rarely observed. Based on a randomized control trial among university students in Tunisia, this paper studies the medium-term impacts of entrepreneurship education four years after students' graduation. The paper complements earlier evidence that documented small, short-term impacts on entry into self-employment and aspirations toward the future one year after graduation. The medium-term results show that the impacts of entrepreneurship education were short-lived. There are no sustained impacts on self-employment or employment outcomes four years after graduation. There are no lasting effects on latent entrepreneurship either, and the short-term increase in optimism also receded. [This paper is a product of the Social Protection and Jobs Global Practice.]
Learning from What Works: Results-Based Financing in Education
Author: Lee, Jessica
Date: 2019-00-00
Type: Reports - Research
Subjects: Educational Finance,Incentives,Teachers,Students,Family (Sociological Unit),Schools,Government (Administrative Body),Program Effectiveness,Donors,Program Design,Program Implementation,Financial Support,Foreign Countries

Results-based financing (RBF) has gained popularity in the international development community because of its potential to make education spending more effective and efficient. In the education sector, RBF has been primarily applied to four levels: teachers; students and families; schools; and governments. The results overall have been mixed, with some notable successes and some disappointing experiences. This report explores when and how RBF can help achieve better impacts in education. While there is no rigorous evidence available to suggest that RBF on its own is better at producing learning outcomes relative to other development financing modalities, there is a significant amount of research that shows RBF can have positive effects by incentivizing specific stakeholders in the education system. In addition, there is operational evidence available on how RBF can be designed and implemented with country partners more effectively. It is important for practitioners and policymakers to learn from this evidence as the RBF portfolio in education grows across development agencies. [The REACH trust fund is supported from the Norwegian Agency for Development Cooperation (Norad), the German Federal Ministry of Economic Cooperation and Development (BMZ), and USAID.]
Mobilizing Resources for Education and Improving Spending Effectiveness: Establishing Realistic Benchmarks Based on Past Trends. Policy Research Working Paper 8773
Author: Al-Samarrai, Samer
Date: 2019-03-00
Type: Reports - Research
Subjects: Educational Finance,Geographic Regions,Foreign Countries,Economic Factors,Resource Allocation,Economic Development,Public Education,Income,Government Role,Budgets,Expenditure per Student,Outcomes of Education,Financial Support,Benchmarking,Developing Nations,Socioeconomic Influences

This paper looks at how countries have mobilized additional resources for education and assesses their impact on access and learning outcomes, using the World Bank's new Learning-Adjusted Years of Schooling measure. The paper shows that global spending on education has risen significantly over the past two decades, although spending as a share of gross domestic product has remained relatively unchanged, at about 4.5 percent. However, global trends mask large differences across regions and country income groups. For example, low-income countries recorded the largest increases in terms of the share of GDP spent on education, but the absolute amount they devoted to education remained low compared to other countries. Economic growth has been the main driver of increases in public education spending. Yet, countries that achieved the largest and most rapid spending increases did this through a combination of increases in overall government revenues, a greater prioritization of education in the government budget as well as healthy economic growth. Increases in public education spending did not generally result in major improvements in average education outcomes. Using the available data, the paper shows that a doubling of government spending per child led to an increase in learning-adjusted years of schooling of only half a year. Preliminary findings also show that countries with lower efficiency and spending are expected to get the most from increases in spending in improved education outcomes. The paper concludes by outlining an approach that allows countries to assess their potential for increasing education funding and the expected effects on their education outcomes, based on benchmarks drawing from the data of comparable countries. It also underscores the urgent need to improve data on public education spending and education outcomes, to extend this analysis to cover a wider set of countries and increase the robustness of country-level benchmarks. [This paper is a product of the Education Global Practice.]