ethanporcaro/eric-fulltext-meta huggingface dataset:
2015 AASA Superintendents Salary &amp; Benefits Study: Non-Member Version
Author: Finnan, Leslie A.
Date: 2016-02-00
Type: Numerical/Quantitative Data
Subjects: Superintendents,Salaries,Fringe Benefits,Public Schools,Gender Differences,Racial Differences,Ethnic Groups,School Districts,Enrollment,Employment Level,Socioeconomic Influences,High Schools,Middle Schools,Elementary Schools,Principals,Beginning Teachers,Teacher Salaries,Teachers,Contracts,Performance Based Assessment,Feedback (Response),Retirement,Health Insurance,Leaves of Absence,Negotiation Agreements,Professional Associations

The 2015 AASA Superintendents Salary &amp; Benefits Study marks the fourth edition of this study. This survey tracks the demographics, salary, benefits and other elements of the employment contracts of school superintendents throughout the country. This year's study is based on 728 responses, a 5.6 percent return rate. This is lower than previous years, and does lead to some limitations in drawing conclusions from the findings. However, the report is rich with information and serves as a useful snapshot of the superintendency. Key findings include: (1) Base salaries ranged from $55,000 to $322,171, with a median of $131,000 and an average of $140,021; (2) Respondents are predominately male (80 percent), White (92 percent) and from intermediate-sized districts (300-2,499 students, 52 percent) regardless of their gender; (3) Female respondents were, on average, older than male respondents (55 to 53 respectively); and (4) A four-year trend of improving economic conditions continues. Slightly more than half of the respondents (53 percent) reported their districts' economic conditions as stable, which holds steady from 2014; this has increased from 50 percent in 2013 and 45 percent in 2012. This year saw an increase in benefits, including contribution to retirement plans or annuities, medical coverage, and family medical coverage as well as a marked increase in the payment of national organization membership. The use of legal counsel also increased this year. Legal services are used by boards 60 percent of the time, and by superintendents 25 percent of the time. Both of these are increases from previous years. [For the 2014 report, see &quot;2014 AASA Superintendents Salary &amp; Benefits Study: Non-Member Version&quot; (ED596103).]
More than Meets the Eye: A Canadian Comparative Study on PowerPoint Use among Post-Secondary Students with and without Disabilities
Author: Fichten, Catherine S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Aids,Teaching Methods,College Students,Students with Disabilities,Instructional Effectiveness,Student Attitudes,Academic Accommodations (Disabilities),Preferences,Access to Information,Layout (Publications),College Faculty,Teacher Behavior,Lipreading

The present study set out to explore effective teaching techniques using PowerPoint for post-secondary students with disabilities by comparing their views to those of students without disabilities. 284 Canadian post-secondary social science students, 75 of whom self-reported a disability, were surveyed about what aspects of PowerPoint use helps them learn. The good news is that the results indicate many similarities between the views of students with and without disabilities. Although all students felt that having PowerPoint available online was highly desirable, for students with disabilities this was perceived as an important disability accommodation. All students preferred that PowerPoint slides be made available before class in both PowerPoint and PDF formats; however, this was particularly important to students with disabilities. All students preferred that professors walk around some of the time rather than simply stand beside the lectern, that they select slides with good contrast rather than an interesting but busy background template, that they write concepts in full sentences as opposed to key words only, and that PowerPoint images be accompanied by text rather than presenting images only. Overall, our findings show that well-designed PowerPoint slides which incorporate accessibility features (easily included by using the Accessibility Checker feature of PowerPoint) can benefit everyone. Notably, fewer than half (41%) of the students with disabilities had registered with the college to receive disability-related accommodations; therefore, it is important that PowerPoint, as used by professors, be accessible to this large segment of the population of students with disabilities. Informative slides with a clear template and good contrast, along with an engaging presentation style, are likely to benefit everyone. Our findings also show that, contrary to the fears of many educators, students are unlikely to miss class if slides are posted online. Moreover, this is equally true for academically stronger as well as weaker students.
Student-Teacher Race Match in Charter and Traditional Public Schools
Author: Gershenson, Seth
Date: 2019-06-00
Type: Reports - Research
Subjects: Racial Factors,Charter Schools,Traditional Schools,Public Schools,Diversity (Faculty),Student Diversity,African American Teachers,African American Students,White Students,Educational Environment,Institutional Characteristics,Grade 3,Grade 4,Grade 5,Elementary Schools

There's mounting evidence that, for children of color especially, having one or more teachers of the same race over the course of students' educational careers seems to make a positive difference. But to what extent, if any, do the benefits of having a same-race teacher vary by type of school? Existing &quot;race-match&quot; studies fail to distinguish among the traditional district and charter school sectors. Knowing whether differences exist across school types could improve how we recruit and develop educators, as well as shed light on whether the success of urban charter schools is due in part to their greater success in recruiting a diverse teaching staff--an explanation that's received short shrift in research and policy circles. &quot;Student-Teacher Race Match in Charter and Traditional Public Schools,&quot; authored by Dr. Seth Gershenson of American University, uses student-level data for all public school students in North Carolina from grades three to five between 2006 and 2013. The analysis yielded five findings: (1) Traditional public schools and charter schools serve the same proportion of black students, but charter schools have about 35 percent more black teachers; (2) Black students in charter schools are about 50 percent more likely to have a black teacher than their traditional public school counterparts, but white students are equally likely to have a white teacher across the two sectors; (3) Race-match effects are nearly twice as large in the charter school sector as in traditional public schools, though these differences are statistically insignificant, likely due to small sample sizes; (4) In charter schools, race-match effects are twice as large for nonwhite as for white students, while no such difference exists in traditional public schools; and (5) Race-match effects are relatively constant across school locales, enrollments, and compositions. Since the effects of having a same-race teacher appear stronger in charter schools than in the district sector--and stronger still for nonwhite students--it's encouraging that the charter sector has more of these matches between black students and teachers, due largely to having more black teachers in the first place. This is clearly an overlooked dimension of charter effectiveness. Moreover, traditional public schools might seek to emulate their charter school counterparts when it comes to boosting the number of teachers of color they hire, though there remains room for improving teacher diversity, not to mention academic achievement, in both sectors. [Foreword by Amber M. Northern and Michael J. Petrilli.]
Impact of the Economic Recession on Student Enrollment and Faculty Composition in U.S. Higher Education: 2003-2018. A CUPA-HR Research Report
Author: Li, Jingyun
Date: 2019-02-00
Type: Reports - Research
Subjects: Economic Climate,Economic Factors,College Students,College Faculty,Retrenchment,Educational Trends,Trend Analysis,Enrollment Trends,Teacher Selection,Tuition,Employment Practices,Higher Education

Many colleges and universities continue to face significant fiscal challenges since the 2008 recession. Two major revenue sources on which institutions rely -- federal research grants and state funding -- have declined over the past decade. Institutions are relying more than ever on tuition dollars. To assess the potential impact this financial pressure has had on higher ed institutions in the last decade, this report evaluates trends in student enrollment, faculty size relative to enrollment, faculty composition, and new faculty hires in the U.S. between 2003 and 2018 by analyzing 599 four-year higher education institutions that participated in CUPA-HR surveys every year during this period.
Fulfilling the Readiness Promise: Twenty-Five Education Policy Ideas for Ohio
Author: Thomas B. Fordham Institute
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Educational Policy,State Policy,Policy Formation,Policy Analysis,Academic Achievement,Student Educational Objectives,Educational Change,Academic Standards,Parent Education,Standardized Tests,Computer Assisted Testing,Report Cards,Graduation Requirements,School Choice,Elementary Secondary Education,Preschool Education,Scholarships,Open Enrollment,Access to Education,Online Courses,Charter Schools,Community Schools,Private Schools,Eligibility,Teacher Recruitment,Incentive Grants,Teacher Persistence,Teacher Education Programs,Residential Programs,Teacher Salaries,Collective Bargaining,Unions,Tenure,Curriculum Evaluation,Educational Finance,Educational Equity (Finance),Grants,Economically Disadvantaged,Funding Formulas,Credentials,Tax Credits,Apprenticeships,Data Collection,Education Work Relationship,Advanced Placement Programs

Creating smart, coherent education policy is painstaking work; there are technical, budgetary, and political challenges at almost every turn. But it is some of the most important work that state leaders can undertake. As Ohioans prepared to elect a new governor in late 2018, we at the Fordham Institute began rolling out a set of policy proposals that we believe can lead to increased achievement and greater opportunity for Ohio students. With that election done and Governor Mike DeWine's administration well underway, we are proud to present our full roster of policy proposals for your consideration. These proposals aim to ensure that Ohio can thrive well into the future in a global economy where knowledge, talent, and technical skills are at a premium. Ohio has a long proud history as one of the nation's engines of growth, but today faces challenges such as a large &quot;talent gap.&quot; To better understand this gap, only 43 percent of working age Ohioans have postsecondary certifications today. By 2025, it is estimated that 64 percent of in-demand jobs will require such credentials. A strong K-12 education system is a key to closing this enormous gap. We believe that if Ohio policy leaders adopt and implement the education policy proposals outlined here, more Ohio students will be on a surer track for success in school--and in life.
Social Interaction of Preschool Children with Autism Spectrum Disorders (ASD)-Characteristics and Educational Approaches
Author: Skoufou, Aspasia
Date: 2019-06-00
Type: Journal Articles
Subjects: Interpersonal Competence,Preschool Children,Autism,Pervasive Developmental Disorders,Interaction,Students with Disabilities,Special Education,Regular and Special Education Relationship,Motivation,Comprehension,Empathy,Psychoeducational Methods

The present study aims to study the social interaction of preschool children with Autism Spectrum Disorders (ASD) and the approaches they implement to educate them. The sample consisted of ten kindergarten educators and ten kindergarten teachers in special education. The qualitative method and interviews as a research tool were chosen, during which the educators submitted their experiences to the researcher. The processing of data was achieved through the thematic analysis, which was distinct for special education and general education teachers.According to the results, children with disabilities have significant deficits in their social interaction and in general in all their social skills (Bania, Antoniou, Theodoritsi, Theodoritsi, Charitaki, &amp; Billis, 2019). As foreseen, general education teachers have a lot of knowledge about ASDs, while specialists in the special framework are even more aware of autism and educational approaches that are being exploited.
Reforming Child Support to Improve Outcomes for Children and Families. The Abell Report. Volume 32, No. 5
Author: Turetsky, Vicki
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Children,Financial Support,Low Income Groups,Parents,Debt (Financial),State Policy,Guidelines,Institutionalized Persons,Law Enforcement,Costs

In this report, Vicki Turetsky, who served as the commissioner for the U.S. office of child support enforcement for nearly eight years, examines the data and finds that it is time for Maryland to reform its child support system. Not only are orders for many low-income parents set unrealistically high, but policies around enforcement and collection are unnecessarily punitive. For example, people who fail to pay child support can have their license suspended. But the research shows that this strategy further interferes with low-income parents' ability to pay by affecting their ability to find and maintain employment and does not yield more money for the state. The report focuses on 15 policy recommendations that Maryland should implement to increase the effectiveness of the state's child support system. Three key evidence-based strategies underlie the policy recommendations in the report: (1) Set child support orders that reflect parents' actual ability to pay; (2) Reduce uncollectible child support debt; and (3) Ensure that children, not the state, receive the money when their parents pay child support.
Adult Literacy in the United States. Data Point. NCES 2019-179
Author: Mamedova, Saida
Date: 2019-07-00
Type: Reports - Research
Subjects: Adult Literacy,Adults,English,Racial Differences,Ethnicity,Competence,Late Adolescents,Literacy,Numeracy,Problem Solving,Educational Attainment,Employment Level,Individual Characteristics,Functional Literacy,Illiteracy

Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this Data Point summarizes the number of U.S. adults with low levels of English literacy and describes how they differ by nativity status and race/ethnicity. PIAAC is a large-scale international study of working-age adults (ages 16-65) that assesses adult skills in three domains (literacy, numeracy, and digital problem solving) and collects information on adults' education, work experience, and other background characteristics. In the United States, when the study was conducted in 2011-12 and 2013-14, respondents were first asked questions about their background, with an option to be interviewed in English or Spanish, followed by a skills assessment in English. Because the skills assessment was conducted only in English, all U.S. PIAAC literacy results are for English literacy. PIAAC defines literacy as &quot;the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one's goals, and to develop one's knowledge and potential&quot; (p. 61, OECD 2013). Results in this Data Point are presented as the number of adults at literacy proficiency levels that are described in terms of the types of tasks the adults are likely to complete successfully at a particular level. PIAAC reports out five literacy proficiency levels: from below level 1 to level 4/5. Adults with low levels of literacy are defined, consistent with international reports (OECD 2013), as those performing on PIAAC's literacy assessment at &quot;level 1 or below&quot; or those who could not participate in the survey.
Can Using ACT Online Prep Improve Score Gains? Technical Brief
Author: Sanchez, Edgar
Date: 2019-05-00
Type: Reports - Research
Subjects: College Entrance Examinations,Test Preparation,Online Courses,Scores,Achievement Gains,High School Students,Standardized Tests,Cognitive Style,Instructional Effectiveness,Testing Programs

Test preparation plays an important role in high-stakes standardized testing. While test preparation companies may claim large, at times unrealistic, gains associated with product use, much of which can be very costly, scientific research supports a more moderate impact of test preparation. ACT offers a number of test preparation opportunities for students who are planning to take the ACT® test. ACT's test preparation suite of solutions includes the Official ACT Prep Guide, ACT® Academy™, ACT Online Prep (AOP), ACT Rapid Review Live, ACT Rapid Review On Demand, and ACT Rapid Review All Access. Each of these solutions caters to different student learning styles and strategies. In this study, the author focuses on student's usage of AOP. AOP provides two learning paths for students. The first is structured, comprehensive coverage of all subjects at all levels regardless of student's starting point. The second is an adaptive learning plan based on input from diagnostic tests to identify areas of weakness to target first. AOP presents official ACT test materials in a format that ensures students can cover all content areas tested. The current study sought to examine the score gains students have attained between official ACT test administrations when using AOP between the tests.
Validity Considerations for 10th-Grade ACT State and District Testing. Insights in Education and Work
Author: Allen, Jeff M.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Test Validity,College Entrance Examinations,High School Students,Grade 10,Test Use,College Readiness,Test Reliability,Student Motivation,Scores,Alignment (Education),Academic Standards,Course Selection (Students),Guessing (Tests),Educational Benefits,Student Placement,Accountability,Summative Evaluation

States and districts have expressed interest in administering the ACT® to 10th-grade students. Given that the ACT was designed to be administered in the spring of 11th grade or fall of 12th grade, the appropriateness of this use should be evaluated. As such, the focus of this paper is to summarize empirical evidence evaluating the use of the ACT as a measure of college readiness for 10th graders. In alignment with a Standards for Educational and Psychological Testing, empirical evidence related to five sources of validity evidence (response processes, internal structure, content, relation to other variables, and consequences) are summarized. As compared to 11th-grade test administrations, the results indicate that when the ACT is administered to all 10th graders: (1) Students are similarly motivated (response process); (2) Scores are only slightly less reliable (internal structure); and (3) ACT scores and test completion rates are predictably lower for 10th graders relative to 11th graders. Additionally, the results indicate that: (1) The content of the test is aligned to college readiness standards based on what students learn in high school and need to know to succeed in college (content); (2) How students perform on the ACT in 10th grade is comparable to other 10th-grade measures (i.e., PreACT®) of college readiness; and (3) ACT scores from 10th grade are predictive of high school grades and 11th grade ACT scores (relation to other variables). Unlike other 10th grade tests, the ACT provides a college-reportable score and greater test security (relative to the PreACT test). Collectively, the evidence supports the use of the ACT as a measure of college readiness or academic preparation level for 10th-grade students.
Examining Moderating Effects of Social Emotional Learning Factors on Achievement Gains. Technical Brief
Author: Kuo, Yi-Lung
Date: 2019-06-00
Type: Reports - Research
Subjects: College Entrance Examinations,Student Motivation,Self Control,Predictor Variables,Academic Achievement,Achievement Gains,Middle School Students,High School Students,College Readiness,Social Development,Emotional Development,Gender Differences

This study investigated the moderating roles of motivation, social engagement, and self-regulation in predicting academic achievement in grades 11-12 for 3,281 7th-9th graders. Standardized assessments of college readiness (ACT® Explore and the ACT® test) and student self-report measures of social emotional learning factors (ACT® Engage® Grades 6-9) were used in the study. The results showed that females in grades 7-9 scored higher than males for motivation and self-regulation. Motivation and social engagement moderated prior achievement in predicting later achievement in grades 11-12, while self-regulation moderated both gender and prior achievement in predicting later achievement. Specifically, among female students, effects were positive for females with higher prior achievement (PR = 95) and negative for females with lower prior achievement (PR = 5) for self-regulation in predicting achievement in grades 11-12.
Annual Changes in High School Average ACT Composite Scores: Celebration, Concern, or Something Else? Technical Brief
Author: Harmston, Matt T.
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,High School Students,Scores,Reliability,Accuracy,Educational Change,Trend Analysis

Average score change: How big is big? This paper discusses school-level changes in average ACT scores and highlights an interactive tool designed to facilitate score change comparisons.
The ACT NCRC as an Indicator of Skills Needed for Success in Work-Based Learning and Industry-Specific Credentialing Programs. Technical Brief
Author: Steedle, Jeffrey T.
Date: 2019-06-00
Type: Reports - Research
Subjects: College Entrance Examinations,Credentials,Career Readiness,Education Work Relationship,Work Experience Programs,Nonprofit Organizations,Manufacturing Industry,Apprenticeships,High School Students,Graduation Requirements,Job Training,Student Certification,Outcomes of Education,Reading Ability,Mathematics Skills,Course Selection (Students)

GPS Education Partners is a community-based nonprofit organization and the only manufacturing-specific, statewide Department of Workforce Development Youth Apprenticeship Program in Wisconsin. During 1-2 years of study at GPS, students meet high school graduation requirements, receive industry-specific and job-specific training and technical certifications, and experience work-based learning through apprenticeships. This report describes a research collaboration between GPS and ACT that examined the relationships between ACT® WorkKeys® performance and outcomes for GPS students. Analyses revealed that WorkKeys correlated with academic outcomes like reading ability level and math course-taking patterns. WorkKeys was also related to Manufacturing Skill Standards Council (MSSC) Certified Production Technician (CPT) certificate attainment and course attendance. In all, WorkKeys appeared to provide useful signals of the foundational workplace skills required for success in a work-based learning program like GPS.