ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School. Program on Education Policy and Governance Working Papers Series. PEPG 11-02
Author: Schwerdt, Guido
Date: 2011-07-15
Type: Reports - Research
Subjects: Evidence,High Schools,Dropout Rate,Academic Achievement,Attendance,Middle Schools,Elementary Schools,Instructional Program Divisions,Grouping (Instructional Purposes),Measures (Individuals),Rural Areas,School Effectiveness,Grade Repetition,Outcomes of Education,Public Schools

We use statewide administrative data from Florida to estimate the impact of attending public schools with different grade configurations on student achievement through grade 10. To identify the causal effect of structural school transitions, we use student fixed effects and instrument for middle and high school attendance based on the terminal grade of the school attended in grades 3 and 6, respectively. Consistent with recent evidence from other settings, we find that students moving from elementary to middle school in grade 6 or 7 suffer a sharp drop in student achievement in the transition year. We confirm that these achievement drops occur in nonurban areas and persist through grade 10, by which time most students have transitioned into high school. We also find that middle school entry increases student absences and is associated with higher grade 10 dropout rates. Transitions to high school in grade nine cause a smaller one-time drop in achievement but do not alter students' performance trajectories. (Contains 13 tables, 6 figures and 13 footnotes.)
Globally Challenged: Are U.S. Students Ready to Compete? The Latest on Each State's International Standing in Math and Reading. PEPG 11-03
Author: Peterson, Paul E.
Date: 2011-08-00
Type: Reports - Evaluative
Subjects: Private Schools,Academic Achievement,Global Approach,Program Effectiveness,Foreign Countries,Public Schools,Mathematics Achievement,Reading Achievement,Comparative Analysis,Comparative Education,Comparative Testing,White Students,African American Students,Hispanic American Students,Racial Differences,Parent Background,Educational Attainment,Competition

At a time of persistent unemployment, especially among the less skilled, many wonder whether schools are adequately preparing students for the 21st-century global economy. This is the second study of student achievement in global perspective prepared under the auspices of Harvard's Program on Education Policy and Governance (PEPG). In the 2010 PEPG report, &quot;U.S. Math Performance in Global Perspective,&quot; the focus was on the percentage of U.S. public and private school students performing at the advanced level in mathematics. The current study continues this work by reporting the percentage of public and private school students identified as at or above the &quot;proficient&quot; level (a considerably lower standard of performance than the advanced level) in mathematics and reading for the most recent cohort for which data are available, the high-school graduating Class of 2011. Findings reveal that the United States could enjoy a remarkable increment in its annual GDP  growth per capita by enhancing the math proficiency of U.S. students. Increasing the percentage of proficient students to the levels attained in Canada and Korea would increase the annual U.S. growth rate by 0.9 percentage points and 1.3 percentage points, respectively. Since long-term average annual growth rates hover between 2 and 3 percentage points, that increment would lift growth rates by between 30 and 50 percent. When translated into dollar terms, these magnitudes become staggering. If one calculates these percentage increases as national income projections over an 80-year period (providing for a 20-year delay before any school reform is completed and the newly proficient students begin their working careers), a back-of-the-envelope calculation suggests gains of nothing less than $75 trillion over the period. That averages out to around a trillion dollars a year. Even if one tweaks these numbers a bit in one direction or another to account for various uncertainties, he reaches the same bottom line: Those who say that student math performance does not matter are clearly wrong. Appended are: (1) Differences in Math Performance of the High School Classes of 2009 and 2011; (2) Performing the Crosswalk; (3) Identifying the Class of 2011; and (4) Critiques of PISA. (Contains 9 figures, 7 tables and 37 footnotes.)
Learning English as a Foreign Language at Home: The Practices of Taiwanese Mothers and Their Preschoolers
Author: Lan, Yi-Chen
Date: 2011-10-00
Type: Journal Articles
Subjects: Mothers,Reading Aloud to Others,Toys,Computer Uses in Education,Educational Attainment,Young Children,Foreign Countries,Teaching Methods,English (Second Language),Second Language Learning,Parents as Teachers,Family Environment

Researchers have indicated that many children from Asian countries have the experience of learning English prior to school at home or at private institutes. The Taiwanese government promotes informal and play-based teaching of English in the home if the parents would like their young children to learn English prior to formal instruction. This study is designed to investigate how Taiwanese mothers attempt to facilitate their children's English development by exploring how they engage their children in English learning at home. We also investigate whether there is a relationship between maternal educational attainment and maternal teaching practices and the use of resources. The sample consists of 647 mothers of preschoolers who responded to a questionnaire which surveyed their practices and resources utilized at home. The results showed that mothers differed in the extent to which they engaged in shared reading and provided toys and computer media for English instruction, and that maternal education is related to the types of strategies and resources provided. The findings provide significant information about what the mothers utilized to assist their young children to learn English language. (Contains 3 tables.)
Student Debt and the Class of 2010
Author: Reed, Matthew
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: College Seniors,Graduation,Debt (Financial),Graduates,National Surveys,Student Financial Aid,Paying for College,Costs,Geographic Location,Influences,Family Income,Grants

This paper is the sixth annual report on the cumulative student loan debt of recent graduates from four-year public and private nonprofit colleges. This analysis found that the debt levels of students who graduate with loans continued to rise, with considerable variation among states as well as among colleges. This paper estimates that two-thirds of college seniors who graduated in 2010 had student loan debt, with an average of $25,250 for those with debt, up five percent from the previous year. The five percent increase in average debt at the national level is similar to the average annual increase over the past few years. State averages for debt at graduation from four-year colleges ranged widely in 2010, from $15,500 to $31,050. High-debt states are concentrated in the Northeast and Midwest, while low-debt states are mainly in the West. Average debt continues to vary even more at the campus level than at the state level, from $950 to $55,250. Colleges with higher costs tend to have higher average debt, but there are many examples of high-cost colleges with low average debt, and vice versa. Many factors influence student debt levels for each graduating class and the rate of increase over time, such as changes in college costs, family resources, and need-based grant aid. Given the growing enrollment in and attention to for-profit colleges in recent years, it is important to note that this report reflects only graduates of public and private nonprofit four-year colleges because so few for-profit colleges report the necessary student debt data. However, based on national surveys conducted by the U.S. Department of Education, it is known that on average, graduates of for-profit four-year colleges are much more likely to borrow student loans and borrow significantly more than their counterparts at public and private nonprofit colleges. (Contains 40 footnotes.) [Contributions to this paper was provided by Lauren Asher, Pauline Abernathy, Diane Cheng, Debbie Frankle Cochrane, and Laura Szabo-Kubitz. For "Student Debt and the Class of 2009," see ED515403.]
Effects of Adult Education Vouchers on the Labor Market: Evidence from a Randomized Field Experiment. Program on Education Policy and Governance Working Papers Series. PEPG 11-01
Author: Schwerdt, Guido
Date: 2011-01-13
Type: Reports - Research
Subjects: Foreign Countries,Educational Vouchers,Adult Education,Lifelong Learning,Human Capital,Labor Market,Labor,Program Evaluation,Educational Research,Evidence

Lifelong learning is often promoted in ageing societies, but little is known about its returns or governments' ability to advance it. This paper evaluates the effects of a large-scale randomized field experiment issuing vouchers for adult education in Switzerland. We find no significant average effects of voucher-induced adult education on earnings, employment, and subsequent education one year after treatment. But effects are heterogeneous: Low-education individuals are most likely to profit from adult education, but least likely to use the voucher. The findings cast doubt on the effectiveness of existing untargeted voucher programs in promoting labor market outcomes through adult education. (Contains 10 tables, 1 figure and 12 footnotes.)
Science of Agricultural Plants
Author: Murdock, Ashleigh Barbee, Ed.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Agricultural Education,Graduation,Academic Standards,Educational Technology,Technical Education,Competence,Teaching Methods,Vocational Education,Accountability,Mastery Learning,Secondary Education,State Standards,State Legislation,Plants (Botany),Scoring Rubrics,Check Lists,College Entrance Examinations,Course Content,Experiential Learning,Marketing

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Science of Agricultural Plants is an advanced level course for the Agricultural and Environmental Science and Technology Program. The course focuses on the development of skills and knowledge related to the production of plants for food, fiber, ornamental, and other purposes. Instruction is provided in the basic principles of plant science as well as cultural practices and the use of technology to efficiently and effectively meet consumer needs. Plant growing structures, plant classification, growth, propagation, culture, pests, harvesting, and marketing are included. The course carries 1 Carnegie unit of credit that may count as an elective credit for high school graduation. Students may also earn an additional 1/2 Carnegie unit by completing a successful supervised agricultural experience program. Appended are: (1) Suggested Rubrics, Checklists, and Activities; (2) 21st Century Skills Standards; (3) MS Academic Standards; (4) ACT College Readiness Standards; (5) Pathway Content Standards; and (6) National Educational Technology Standards for Students. A list of suggested references is provided for each unit.
Science of Agricultural Mechanization
Author: Murdock, Ashleigh Barbee, Ed.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Maintenance,State Standards,Energy,Electronics,Metal Working,Academic Standards,Engines,Agricultural Machinery,Hydraulics,Federal Legislation,Technical Education,Teaching Methods,Competence,Animals,Agricultural Education,Vocational Education,Secondary Education,Accountability,State Legislation,Mastery Learning,Educational Change,Learning Activities,Formative Evaluation,Summative Evaluation,Experiential Learning,College Entrance Examinations,Educational Technology,Scoring Rubrics,Check Lists

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). &quot;Science of Agricultural Mechanization&quot; is an advanced level course for the Agricultural and Environmental Science and Technology Program. The course focuses on the development of skills and knowledge related to the management, maintenance, and operation of agricultural machinery. Instruction is provided on machinery management, principles of electricity-electronics, hydraulics, and pneumatics, internal combustion engines, machinery maintenance, and metal fabrication. The course carries 1 Carnegie unit of credit that counts as an elective credit for high school graduation. Students may also earn an additional 1/2 Carnegie unit by completing a successful supervised agricultural experience program. Appended are: (1) Suggested Rubrics, Assignments, and Checklists; (2) 21st Century Skills Standards; (3) MS Academic Standards; (4) ACT College Readiness Standards; (5) Pathway Content Standards; and (6) National Educational Technology Standards for Students. A list of suggested references is provided for each unit.
Science of Agricultural Animals
Author: Murdock, Ashleigh Barbee, Ed.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Technical Education,Teaching Methods,Academic Standards,Competence,Animals,Agricultural Education,Vocational Education,Secondary Education,Accountability,State Legislation,Mastery Learning,Educational Change,Learning Activities,Formative Evaluation,Summative Evaluation,Experiential Learning,Nutrition,Marketing,College Entrance Examinations,Educational Technology,Scoring Rubrics,Check Lists

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Appended are: (1) Student Competency Profile; (2) 21st Century Skills Standards; (3) MS Academic Standards; (4) ACT College Readiness Standards; (5) Pathway Content Standards; and (6) National Educational Technology Standards for Students. A list of suggested references is provided for each unit.
Concepts of Agriscience
Author: Murdock, Ashleigh Barbee
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Technical Education,Teaching Methods,Academic Standards,Competence,Animals,Agricultural Education,Vocational Education,Secondary Education,Accountability,State Legislation,Mastery Learning,Educational Change,Learning Activities,Formative Evaluation,Summative Evaluation,Experiential Learning,Marketing,College Entrance Examinations,Educational Technology,Plants (Botany),Scoring Rubrics,Check Lists

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Concepts of Agriscience is the foundation course for the Agricultural and Environmental Science and Technology program. All students must complete Concepts of Agriscience before being allowed to enroll in the advanced courses of the program. The course serves as an introduction to the sciences, technologies, and applied practices of the progressive agriculture/agriscience industry. Emphasis is on an active learning environment enriched with technology and science-based applications. The course focuses on providing an opportunity for students to explore the different fields of the agricultural sciences and develop foundation skills and knowledge needed for advancement in other courses and programs. Concepts of Agriscience may be taught to students in grade 9 or 10. The course carries one Carnegie unit of credit that can count as a science elective credit for high school graduation. Appended are: (1) Suggested Rubrics, Checklists, and Activities; (2) 21st Century Skills Standards; (3) Mississippi Academic Standards; (4) ACT College Readiness Standards; (5) Pathway Content Standards; and (6) National Educational Technology Standards for Students. A list of suggested references is provided for each unit.
Today's Promise, Tomorrow's Future: The Social and Educational Factors Contributing to the Outcomes of Hispanics in Urban Schools
Author: Simon, Candace
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Urban Schools,Academic Achievement,National Competency Tests,School Districts,Social Environment,Social Influences,Educational Indicators,Performance Factors,Hispanic American Students,English (Second Language),Racial Differences,Accessibility (for Disabled),Educational Experience,Postsecondary Education,Developmental Studies Programs,Economically Disadvantaged,Outcomes of Education,Educational Assessment,Achievement Need,Achievement Rating,Barriers,Educational Improvement,College Readiness,Consciousness Raising

In 2010, approximately 14 percent of all students in the nation were enrolled in the organization's 65 urban school districts out of approximately 15,000 school districts nationwide. In addition, 21 percent of the nation's students eligible for free or reduced-price lunch, 26 percent of English language learner (ELL) students and 24 percent of the Hispanic students were enrolled in a Great City School district. The purpose of this report is to focus on a critical element of the nation's achievement gap--Hispanic students and Hispanic students who are English language learners. The academic performance of these students continues to fall markedly behind their White peers on every major assessment in the nation- ACT, SAT, and the National Assessment of Educational Progress (NAEP). And the goal of this report is to help galvanize the energies and resources of a nation that has, for too long, chosen to ignore the issue. This report also aims to keep the challenges that Hispanic students and ELL Hispanic students face in a broader social context while emphasizing the critical educational dimensions of the issues. The data in this report are drawn from the U.S. Department of Education, Institute of Education Sciences, Common Core of Data, Public Elementary/Secondary School Universe Survey, 2009-10; Centers for Disease Control and Prevention; National Center for Health Statistics; ACT; SAT; and other national databases. Furthermore, the authors compare NAEP results among Hispanic, ELL Hispanic students, and formerly-ELL students attending schools in large cities against White students attending national public schools (NP). Finally, they also report results for students with disabilities (SD), students eligible for free or reduced-price lunch (FRPL), and students comprising the broader national sample (NP). Council of the Great City Schools' demographics, 2009-2010 are appended. (Contains 84 figures and 7 footnotes.)