ethanporcaro/eric-fulltext-meta huggingface dataset:
Profiles of Partnerships between Tribal Education Departments and Local Education Agencies. REL 2012-No. 137
Author: Beesley, Andrea D.
Date: 2012-02-00
Type: Reports - Research
Subjects: Profiles,Tribally Controlled Education,School Districts,Voluntary Agencies,American Indian Students,Educational Improvement,Improvement Programs,Educational Cooperation,Financial Support,Interpersonal Relationship,Sustainability,Cultural Education,Language Enrichment,Discipline,Truancy,Safety,Student Behavior,Dual Enrollment,Advanced Placement Programs,Parent Participation,Stakeholders,Telephone Surveys,Interviews,Enrollment Trends,Graduation Rate,High School Freshmen,Access to Information,Student Records,Organizational Objectives,Organizational Theories,Group Dynamics,Research Methodology,Information Sources

This study examines nine voluntary working relationships or partnerships between tribal education departments (TEDs) and local education agencies supporting American Indian students. Individual profiles describe how each partnership works, focusing primarily on collaborative activities intended to improve education outcomes for American Indian students. Key findings include: (1) All the TEDs received tribal funds for their partnership activities; all but one received federal or state funding as well. (2) Interviewees for all the partnerships mentioned that face-to-face meetings were important for building and sustaining their partnerships. All the partnerships offered students a cultural or tribal language program; five partnerships also offered academic support in core subjects. (3) Five partnerships focused on discipline or social and behavioral issues, such as truancy and student safety and behavior. (4) Four partnerships offered an opportunity for participation in dual enrollment or early college programs. (5) Three partnerships focused on parent involvement or support. In seven partnerships, the TED used memoranda of understanding, parent waivers, or releases to obtain data from local education agencies on student performance and behavior. (6) In four partnerships, the stakeholders mentioned overcoming discrimination, mistrust, or rivalry in order to set and work on mutual goals for American Indian student success. Appended are: (1) Data and methodology; (2) Telephone interview protocols; (3) Data sources for each partnership.
A Descriptive Study of Enrollment in Supplemental Educational Services in the Four RRE Appalachia Region States. REL 2012-No.109
Author: Ford, James
Date: 2012-02-00
Type: Reports - Research
Subjects: Supplementary Education,Enrollment Rate,Tutoring,Attendance,Rural Schools,Urban Schools,Rural Urban Differences,Conventional Instruction,Electronic Learning,Blended Learning,Disadvantaged Schools,Federal Legislation,Educational Legislation,Elementary Secondary Education,Differences

The supplemental educational services program is a core provision of the No Child Left Behind (NCLB) Act of 2001. The program offers free tutoring in reading/language arts and math from state-approved providers outside of regular school hours. This report explores differences across states and school urban and rural locales in providing supplemental educational services. Although specific challenges persist in administering specialized academic programs in remote areas, no formal studies have compared, across school locales, the percentages of eligible students who enrolled in supplemental educational services or the types of instruction (conventional, computer-only, or mixed-mode, which combines face-to-face and computer-delivered services) offered by providers and used by students. This report addresses these issues using 2007/08 data from state department of education websites, state and district supplemental educational services coordinators, and the National Center for Education Statistics Common Core of Data (U.S. Department of Education 2008). The study examines six research questions: (1) What percentage of students were eligible to enroll in supplemental educational services, what percentage enrolled, and how did enrollment vary by state and school locale?; (2) How many tutoring hours did enrollees contract for, and how did these hours vary by state and school locale?; (3) How many tutoring hours and what percentage of contracted hours did enrollees attend, and how did these hours vary by state and school locale?; (4) How many approved providers did each state have, and how did the number of providers vary by state?; (5) What types of instruction were offered, what percentage of providers offered each type, and how did the percentages vary by state and locale?; and (6) What percentage of enrollees received each type of instruction, and how did the percentages vary by state and locale? An appendix describes the data sources and methodology.
Practitioner Data Use in Schools: Workshop Toolkit. REL 2015-043
Author: Bocala, Candice
Date: 2014-12-00
Type: Guides - Non-Classroom
Subjects: Workshops,Teaching Methods,Literacy,Data Analysis,Decision Making,Educational Objectives,Educational Planning,Educational Research,Academic Achievement,School Districts,Faculty Development,Printed Materials,Administrator Guides,Teaching Guides,School Based Management

The &quot;Practitioner Data Use in Schools: Workshop Toolkit&quot; is designed to help practitioners systematically and accurately use data to inform their teaching practice. The toolkit includes an agenda, slide deck, participant workbook, and facilitator's guide and covers the following topics: developing data literacy, engaging in a cycle of inquiry, accessing and analyzing available data, identifying and creating student goals, and using data to make action plans about instructional decisions. The workshop was used with three REL-NEI research alliances: the Northeast Educator Effectiveness Research Alliance, the Urban School Improvement Alliance, and the Northeast Rural Districts Research Alliance, and can be customized for use in other contexts.
The Board's Relationship with External Organizations and Agencies
Author: Orr, Paul G.
Date: 1979-00-00
Type: Reports - Descriptive
Subjects: Boards of Education,Guides,Board of Education Role,Agency Cooperation,Educational Cooperation,Partnerships in Education,Local Government,School Districts,Professional Associations,Teacher Associations,State Departments of Education,State Legislation,State Agencies,Higher Education,Educational Administration

The chapter prepared for inclusion in a handbook for school board members focused upon the important relationships of boards, as boards, and individual board members with external organizations and agencies. The handbook was produced by the Alabama Schools Boards Association for its membership and for its use in the orientation of new board members. [This chapter was published in &quot;Boardmanship Manual: A Guide to School Board Service in Alabama,&quot; (1979, Alabama Association of School Boards, Montgomery, AL.)]
UAB School of Education Is Moving Forward
Author: Watkins, J. Foster
Date: 2002-00-00
Type: Journal Articles
Subjects: Schools of Education,Educational Improvement,Educational Change,Educational Finance,Student Teaching,Educational Responsibility,School Culture,Training Methods,Teacher Education Programs

The author responds in detail to a column by the Executive Director of the Alabama Education Association relative to needed improvements in the preparation of teachers and administrators in the state. While agreeing with some of the concerns, the position is taken that the School of Education at UAB is moving in the right direction with improvements on the horizon.
The Role of Teacher as Teacher
Author: Watkins, J. Foster
Date: 1982-00-00
Type: Reports - Descriptive
Subjects: Teacher Role,Beginning Teachers,Role Perception,Classroom Techniques,Best Practices,Educational Practices,Educational Strategies,Teacher Characteristics,Teacher Administrator Relationship,Teacher Collaboration,Peer Relationship,Parent Teacher Cooperation,Teaching Conditions,Teacher Expectations of Students,Quality of Working Life,Classroom Environment,Instructional Materials,Educational Resources,Job Development,Instructional Development,Delivery Systems,Participation,Group Membership,Beginning Teacher Induction

The chapter was prepared for inclusion in a resource book for beginning teachers in Alabama. The author takes a &quot;multiple roles&quot; approach in analyzing the demands on and expectations for the beginning teacher. It is research-based and closes with a &quot;Ten Prescriptions for Success in the Classroom.&quot; The author found it to be a most useful resource in graduate classes. [This essay was published in: &quot;The Teacher and the Alabama Public Schools: A Resource for the Beginning Teacher.&quot; Capstone College of Education Society, University of Alabama, 1982. p30-47.]
The Simple Truth about the Gender Pay Gap. 2014 Fall Edition
Author: American Association of University Women
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Gender Differences,Gender Discrimination,Comparable Worth,Salary Wage Differentials,Demography,Change Strategies,Work Environment,Educational Resources,Information Sources,Ethnicity,Racial Differences,Age Differences,Educational Attainment,Occupations,Government Role,Institutional Role,Staff Role,Grievance Procedures,Employment Practices,Females

It's been said that men are paid more than women are paid over their lifetimes. But what does that mean? Are women paid less because they choose lower-paying jobs? Is it because more women work part time than men do? Or is it because women tend to be the primary caregivers for their children? AAUW's &quot;The Simple Truth about the Gender Pay Gap&quot; succinctly addresses these issues by going beyond the widely reported 78 percent statistic. The report explains the pay gap in the United States; how it affects women of all ages, races, and education levels; and what you can do to close it.
Level up Learning: A National Survey on Teaching with Digital Games
Author: Takeuchi, Lori M.
Date: 2014-00-00
Type: Reports - Research
Subjects: Educational Games,Computer Games,Video Games,Technology Uses in Education,Elementary Education,Secondary Education,National Surveys,Teacher Surveys,Educational Practices,Teaching Methods,Use Studies,Outcomes of Education,Student Improvement,STEM Education,Teacher Education,Skill Development,Learning Activities,Statistical Analysis

Digital games have the potential to transform K-12 education as we know it. But what has been the real experience among teachers who use games in the classroom? In 2013, the Games and Learning Publishing Council conducted a national survey among nearly 700 K-8 teachers. The report reveals key findings from the survey, and looks at how often and why teachers use games in the classroom, as well as issues they encounter in their efforts to implement digital games into their practice. The documents includes the appendices: (1) Write-in Game Titles; and (2) Cluster Analysis Methods.
Learning at Home: Families&apos; Educational Media Use in America
Author: Rideout, Victoria
Date: 2014-01-00
Type: Reports - Research
Subjects: Educational Media,Mass Media Use,Family Involvement,Family Characteristics,Home Study,Preschool Children,Elementary School Students,Family Literacy,Age Differences,Media Literacy,Barriers,Gender Differences,Ethnicity,Socioeconomic Status,Racial Differences,Time Factors (Learning),Incidence,Family Income,Access to Computers,Access to Information,Parent Attitudes,Mass Media Effects,Reading Rate,Parent Child Relationship,Electronic Learning,Handheld Devices,National Surveys,Parent Surveys,Parent Participation

The Joan Ganz Cooney Center has conducted a national survey of more than 1500 parents of children ages 2-10 to find out how much of children's media time is devoted to educational content, platform by platform, age by age. &quot;Learning at Home: Families' Educational Media Use in America&quot; is the first comprehensive analysis of parents' experiences with the educational media their children use: Which subjects do parents feel their children are learning the most about from media? Which platforms do they perceive as being most effective? And what are some of the obstacles to greater use of educational media? All of these issues are explored by age, gender, race/ethnicity, and socioeconomic status. The report measures the degree to which children and parents use media together, overall and by platform, and looks at how this joint media engagement changes as children get older. The study also examines children's reading behaviors, especially online or on electronic reading devices. The full text of the questionnaire and all topline results are appended.
Limited-Information Goodness-of-Fit Testing of Diagnostic Classification Item Response Theory Models. CRESST Report 840
Author: Hansen, Mark
Date: 2014-05-00
Type: Reports - Research
Subjects: Goodness of Fit,Item Response Theory,Classification,Maximum Likelihood Statistics,Models,International Programs,Testing Programs,Mathematics Tests

It is a well-known problem in testing the fit of models to multinomial data that the full underlying contingency table will inevitably be sparse for tests of reasonable length and for realistic sample sizes. Under such conditions, full-information test statistics such as Pearson's X[superscript 2] and the likelihood ratio statistic G[superscript 2] are poorly calibrated. Limited-information fit statistics, such as the M[subscript 2] statistic proposed by Maydeu-Olivares &amp; Joe (2006), have been suggested as possible alternatives to full-information tests in various modeling including item response theory models. In this study, we considered the application of M[subscript 2] to the goodness-of-fit testing of diagnostic classification models (e.g., Rupp, Templin, &amp; Henson, 2010). Through a series of simulation studies, we found that M[subscript 2] is well calibrated across a range of diagnostic model structures. The sensitivity of the test statistic to detect various types of model misspecification was also examined. M[subscript 2] was found to be sensitive to certain misspecifications of the item model (e.g., fitting disjunctive models to data generated according to a conjunctive model), errors in the Q-matrix, and local item dependence due to unmodeled testlet effects. On the other hand, M[subscript 2] was largely insensitive to misspecifications in the distribution of higher-order latent dimensions and to the specification of an extraneous attribute. To complement the analyses of overall model goodness-of-fit, we investigated the potential utility of the Chen and Thissen (1997) local dependence statistic X[superscript 2][subscript LD] for characterizing sources of misfit. The X[superscript 2][subscript LD] statistic was found to be slightly conservative (with Type I error rates consistently below the nominal level) but still useful in identifying potential misspecifications. Patterns of local dependence arising due to model misspecifications are illustrated. Finally, we used the M[subscript 2] and X[superscript 2][subscript LD] statistics to evaluate a diagnostic model fit to a data from the Trends in Mathematics and Science Study (TIMSS), drawing upon analyses previously conducted by Lee, Park, and Taylan (2011).
Alumni Perspectives Survey Report, 2014
Author: Schoenfeld, Gregg
Date: 2014-00-00
Type: Reports - Research
Subjects: Administrator Education,Alumni,Annual Reports,Business Administration Education,Compensation (Remuneration),Employment Potential,Graduate Surveys,Job Satisfaction,Longitudinal Studies,Salary Wage Differentials,College Outcomes Assessment,Educational Attitudes,Employment Opportunities,College Graduates,Entrepreneurship

Alumni are a powerful force in building a business school's brand. They recommend programs to prospective students, they connect current students to job opportunities, and they contribute significantly to building a school's legacy. The findings in the 2014 Alumni Perspectives Survey Report provide a current snapshot of nearly 21,000 business school alumni from the classes of 1959 through 2013 in their journeys from business school to careers. These alumni represent 132 universities around the world that partnered with GMAC in this study. The data analyzed in this report tell their employment stories and offer alumni feedback about their career progression and the value of their graduate management education. The Alumni Perspectives Survey, conducted in October and November 2013 by the Graduate Management Admission Council, has an updated methodology that offers graduate business and management programs data that can inform strategies for retaining and developing deeper levels of engagement with alumni. Survey topics featured in this report include: (1) The value of a graduate management education and its financial return on investment (ROI), plus a retrospective analysis of the decision to pursue a graduate management education; (2) Alumni employment profile and career journey, including current employment status, employment characteristics, work location, spotlight on entrepreneurship, on-the-job skills, job satisfaction, and compensation; and (3) Alumni engagement with their alma mater, including alumni likelihood to recommend their school to others, activities in which alumni are involved, and their past and future financial contributions to their school. [Additional contributions to this report were provided by Laura Leach, Paula Bruggeman, Michelle Sparkman Renz, Tacoma Williams, and Lawrence M. Rudner.] [For the 2013 report, see ED539814.]
Education and Health Knowledge: Evidence from UK Compulsory Schooling Reform. CEP Discussion Paper No. 1297
Author: Johnston, David W.
Date: 2014-09-00
Type: Reports - Research
Subjects: Foreign Countries,Correlation,Knowledge Level,Health,Life Style,Diseases,Age Differences,Adolescents,Dropouts,Academic Persistence,Health Behavior,Public Health,Interviews,Followup Studies,Surveys,High School Graduates,Comparative Analysis,Physicians,Regression (Statistics),Socioeconomic Influences,Educational Attainment,Gender Differences,Marital Status,Geographic Location,Compulsory Education,Influences,Death,Parents

We investigate if there is a causal link between education and health knowledge using data from the 1984/85 and 1991/92 waves of the UK Health and Lifestyle Survey (HALS). Uniquely, the survey asks respondents what they think are the main causes of ten common health conditions, and we compare these answers to those given by medical professionals to form an index of health knowledge. For causal identification we use increases in the UK minimum school leaving age in 1947 (from 14 to 15)and 1972 (from 15 to 16) to provide exogenous variation in education. These reforms predominantly induced adolescents who would have left school to stay for one additionally mandated year. OLS estimates suggest that education significantly increases health knowledge, with a one-year increase in schooling increasing the health knowledge index by 15% of a standard deviation. In contrast, estimates from instrumental-variable models show that increased schooling due to the education reforms did not significantly affect health knowledge. This main result is robust to numerous specification tests and alternative formulations of the health knowledge index. Further research is required to determine whether there is also no causal link between higher levels of education--such as post-school qualifications--and health knowledge. An appendix entitled, &quot;Sensitivity of results to alternative definitions of health knowledge index,&quot; is included. [This paper was produced as part of the Centre's Education Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.]
Paying out and Crowding out? The Globalisation of Higher Education. CEP Discussion Paper No. 1299
Author: Machin, Stephen
Date: 2014-09-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Global Approach,Foreign Students,College Students,Crowding,Enrollment Trends,Enrollment Projections,College Admission,Admission Criteria

We investigate the rapid influx of overseas students into UK higher education and the impact on the number of domestic students. Using administrative data since 1994/5, we find no evidence of crowd out of domestic undergraduate students and indications of increases in the domestic numbers of postgraduate students as overseas enrolments have grown. We interpret this as a cross-subsidisation and establish causal findings using two methods. Firstly, we use the historical share of students from a sending country attending a university department as a shift-share instrument to predict enrolment patterns. Secondly, we use a change in Chinese visa regulations and exchange rates in combination with strong subject preferences as a predictor of overseas student growth. The following are appended: (1) Additional Figures and Tables; and (2) Data Description. [This paper was produced as part of the Centre's Education &amp; Skills Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.]
Assessing the Effect of School Days and Absences on Test Score Performance. CEP Discussion Paper No. 1302
Author: Aucejo, Esteban M.
Date: 2014-09-00
Type: Reports - Research
Subjects: Attendance Patterns,Scores,Public Schools,Standardized Tests,State Policy,Reading Tests,Mathematics Tests,Reading Achievement,Mathematics Achievement,Academic Ability,Low Achievement,Elementary School Students,School Schedules,Records (Forms),Databases,Statistical Analysis,Grade 3,Grade 4,Grade 5,Racial Differences,Gender Differences,Age Differences,Regression (Statistics)

While instructional time is viewed as crucial to learning, little is known about the effectiveness of reducing absences relative to increasing the number of school days. In this regard, this paper jointly estimates the effect of absences and length of the school calendar on test score performance. Using administrative data from North Carolina public schools, we exploit a state policy that provides variation in the number of days prior to standardized testing and find substantial differences between these effects. Extending the school calendar by ten days increases math and reading test scores by only 0.8% and 0.2% of a standard deviation, respectively; a similar reduction in absences would lead to gains of 5.8% and 3% in math and reading. We perform a number of robustness checks including utilizing u data to instrument for absences, family-year fixed effects, separating excused and unexcused absences, and controlling for a contemporaneous measure of student disengagement. Our results are robust to these alternative specifications. In addition, our findings indicate considerable heterogeneity across student ability, suggesting that targeting absenteeism among low performing students could aid in narrowing current gaps in performance. Four tables and one figure are appended.