ethanporcaro/eric-fulltext-meta huggingface dataset:
Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?
Author: Campbell, Christine
Date: 2017-11-00
Type: Reports - Research
Subjects: Municipalities,Public Schools,School Choice,Charter Schools,Urban Schools,Educational Quality,Educational Improvement,Access to Education,School Districts,Educational Strategies,Outcomes of Education,Academic Achievement,Graduation Rate,Resource Allocation,Low Income Students,Access to Information,School Community Relationship,Accountability,Parent Surveys,Interviews

In America today, families in almost every urban community have some kind of public school choice. This report focuses on &quot;public school choice,&quot; under which families are able to choose from both an array of traditional public schools and public charter schools. Public school choice has grown rapidly in the past 20 years; new charter schools have emerged with support from state and federal policy and philanthropists, while district school choice has grown alongside or in competition with charter schools. Choice, in one form or another, is now woven deeply into today's urban education landscape. Over the course of a year, researchers with the Center on Reinventing Public Education (CRPE) looked across 18 cities to answer three basic questions for urban locales with both charter and district-run schools of choice. Is the education system continuously improving? Do all students have access to a high-quality education? Is the education strategy rooted in the community? The 18 cities in this study are: Atlanta, Boston, Camden, Chicago, Cleveland, Denver, Houston, Indianapolis, Kansas City, Los Angeles, Memphis, New Orleans, New York City, Oakland, Philadelphia, San Antonio, Tulsa, and Washington, D.C. To answer the three questions, CRPE looked across traditional district schools, charter schools, and the organizations that support both. [Foreword by Robin Lake.]
A User&apos;s Guide to the Four-Day School Week: How to Assess District Readiness and Evaluate the Results
Author: Heyward, Georgia
Date: 2017-10-00
Type: Guides - Non-Classroom
Subjects: Guides,School Schedules,School Districts,Readiness,Evaluation Methods,Program Implementation,Educational Finance,Educational Environment,Interviews,Budgeting,Scheduling,Rural Schools,Economic Factors,Program Evaluation,Program Effectiveness,Parent Surveys,Teacher Surveys,Student Surveys

This guide was created to help district leaders understand the benefits and drawbacks of the four-day school week, assess their district's readiness to make the switch, and evaluate the results of implementing the new schedule. This guide begins with an overview of common goals and outcomes for the four-day school week. It then provides a set of questions and tools that helps district leaders assess their district's readiness to implement the schedule change, along with guidance to assess the results. This guide's goal is to help district and community leaders make informed decisions about the usefulness of the four-day school week and, if they decide to move forward, implement the schedule in the most effective way possible.
Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories
Author: Shanley, Lina
Date: 2017-11-00
Type: Journal Articles
Subjects: Achievement Tests,At Risk Students,Comparative Analysis,Control Groups,Elementary School Mathematics,Elementary School Students,Experimental Groups,Grade 1,Intervention,Kindergarten,Mathematics Achievement,Mathematics Instruction,Mathematics Skills,Numbers,Pretests Posttests,Skill Development,Standardized Tests,Statistical Analysis

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for mathematics difficulties in a kindergarten intervention study. Results indicated strong relationships between formal number skills gains and mathematics achievement across kindergarten and Grade 1. Intervention participants demonstrated larger informal and formal early number skills gains compared with their control peers, and relations between early number skills gains and first-grade mathematics achievement were moderated by intervention participation. Importantly, these findings suggest that formal and informal number skills gains may be critical components of later mathematics achievement for at-risk students. Implications for special education and intervention in tiered instructional systems are discussed. [This paper was published in &quot;Journal of Special Education&quot; (EJ1158172).]
Multilevel Multidimensional Item Response Model with a Multilevel Latent Covariate
Author: Cho, Sun-Joo
Date: 2015-00-00
Type: Journal Articles
Subjects: Item Response Theory,Hierarchical Linear Modeling,Pretests Posttests,Scores,Computation,Program Effectiveness,Intervention,Error of Measurement,Comparative Analysis,Middle School Students,Mathematics Tests,Fractions,Statistical Analysis

In a pretest-posttest cluster-randomized trial, one of the methods commonly used to detect an intervention effect involves controlling pre-test scores and other related covariates while estimating an intervention effect at post-test. In many applications in education, the total post-test and pre-test scores that ignores measurement error in the test scores are used for a response variable and a covariate, respectively, to estimate the intervention effect. However, these test scores are frequently subject to measurement error and statistical inferences based on the model ignoring measurement error can yield a biased estimate of the intervention effect. When multiple domains exist in test data, it is sometimes more informative to detect the intervention effect for each domain than for the entire test. This paper presents applications of the multilevel multidimensional item response model with measurement error adjustments in a response variable and a covariate to estimate the intervention effect for each domain.
Detecting Intervention Effects in a Cluster-Randomized Design Using Multilevel Structural Equation Modeling for Binary Responses
Author: Cho, Sun-Joo
Date: 2015-00-00
Type: Journal Articles
Subjects: Structural Equation Models,Hierarchical Linear Modeling,Intervention,Program Effectiveness,Pretests Posttests,Scores,Differences,Error of Measurement,Comparative Analysis,Middle School Students,Computation,Mathematics Tests,Fractions,Statistical Analysis

Multilevel modeling (MLM) is frequently used to detect group differences, such as an intervention effect in a pre-test--post-test cluster-randomized design. Group differences on the post-test scores are detected by controlling for pre-test scores as a proxy variable for unobserved factors that predict future attributes. The pre-test and post-test scores that are most often used in MLM are summed item responses (or total scores). In prior research, there have been concerns regarding measurement error in the use of total scores in using MLM. To correct for measurement error in the covariate and outcome, a theoretical justification for the use of multilevel structural equation modeling (MSEM) has been established. However, MSEM for binary responses has not been widely applied to detect intervention effects (group differences) in intervention studies. In this article, the use of MSEM for intervention studies is demonstrated and the performance of MSEM is evaluated via a simulation study. Furthermore, the consequences of using MLM instead of MSEM are shown in detecting group differences. Results of the simulation study showed that MSEM performed adequately as the number of clusters, cluster size, and intraclass correlation increased and outperformed MLM for the detection of group differences.
A National Look at the High School Counseling Office: What Is It Doing and What Role Can It Play in Facilitating Students&apos; Paths to College?
Author: Radford, Alexandria Walton
Date: 2016-00-00
Type: Reports - Research
Subjects: High Schools,School Counseling,School Counselors,Educational Counseling,Longitudinal Studies,High School Students,College Preparation,Postsecondary Education,College Bound Students,Counselor Role,Counseling Services,College Applicants,College Choice,Course Selection (Students),College Entrance Examinations,Test Preparation,College Readiness,Student Financial Aid,Financial Aid Applicants,Parent Participation,Guides,Regression (Statistics),Paying for College,Need Analysis (Student Financial Aid),Statistical Significance,Institutional Characteristics,Student Attitudes,Statistical Analysis

Between January and October of 2013, nearly 3 million Americans between the ages of 16 and 24 graduated from high school. By October of that year, just two-thirds had enrolled in college. This report uses recently released nationally representative High School Longitudinal Study of 2009 (HSLS:09) data from Spring 2012 to examine American high schools' counseling departments and the factors related to high school juniors' actions, plans, and beliefs surrounding their eventual college enrollment. Part I focuses on what high schools and their counseling offices are doing to help students make a transition to postsecondary education. Part II aims to identify the factors related to students' taking actions, making plans, and having beliefs by the spring of their junior year that may facilitate their postsecondary enrollment after high school.
The Effect of Vocabulary Lincing Routine for Learning Vocabulary to Students with Special Needs
Author: Albarakati, Manal
Date: 2016-00-00
Type: Reports - Research
Subjects: Vocabulary Development,Educational Strategies,Teaching Methods,Special Needs Students,Elementary School Students,Instructional Effectiveness,Grade 4,Learning Disabilities,Individualized Education Programs,Pretests Posttests,Reading Instruction,Reading Comprehension,Reading Tests,Scores,Reading Improvement,Word Recognition,Story Reading,Intervention,Reading Strategies,Student Journals

The purpose of this study was to examine the effects of teaching the Vocabulary Lincing Routine (LINCs) to students with special needs at an elementary school. Three 4th grade students were selected according to their Individual Education Program (IEP) as having a learning disability (LD). Data were collected from different instruments including pre/post-tests, anecdotal notes, and personal journals. Students were taught eight words using the LINCs strategy via three phases of instructors (Cue, Do, and Review) in two 30-minute teaching sessions each week. After the eight words were taught, the students read a storybook that contained these words to increase their comprehension. The results of this study revealed that students' scores increased in their post-test with slight improvement in their reading comprehension. The findings suggested that although LINCs strategy had a positive impact for students with LD in acquiring more vocabulary words and recalling their meanings, there was only limited evidence that students could recognize the words and their definitions while reading a story. The study had some limitations; yet implications for future intervention were discussed.
What Happens to Students Who Take Community College &quot;Dual Enrollment&quot; Courses in High School?
Author: Fink, John
Date: 2017-09-00
Type: Reports - Research
Subjects: Community Colleges,Dual Enrollment,High School Students,Educational Attainment,Outcomes of Education,College Credits,College Bound Students,High School Graduates,Enrollment,Student Characteristics,Graduation Rate,Family Income,Low Income Students,College Graduates,Two Year College Students,College Students,Colleges

The number of students taking college courses while they are in high school has grown dramatically over the past two decades--particularly at community colleges--but many colleges and states do not track participants' outcomes. Using student enrollment and degree records from the National Student Clearinghouse, this report is the first to look state by state at who enrolls in community college &quot;dual enrollment&quot; courses and what happens to them after high school. The study tracked more than 200,000 high school students who first took a community college course in fall 2010 for six years, through summer 2016 (five years after high school). Key findings included: (1) Nationally, 15 percent of fall 2010 community college entrants were high school dual enrollment students; this proportion ranged from 1 percent in Georgia to 34 percent in Kentucky; (2) Nearly half of former community college dual enrollment students first attended a community college immediately after high school; (3) Among former dual enrollment students who started at community college after high school, 46 percent earned a college credential within five years; and (4) Among former dual enrollment students who started at a four-year college after high school, 64 percent completed a college credential within five years.
Racial and Ethnic Disparities in Men&apos;s Use of Mental Health Treatments. NCHS Data Brief. Number 206
Author: Blumberg, Stephen J.
Date: 2016-06-00
Type: Numerical/Quantitative Data
Subjects: Mental Health,Gender Differences,Males,Racial Differences,Ethnic Groups,Health Behavior,Symptoms (Individual Disorders),Access to Health Care,Whites,African Americans,Hispanic Americans,Age Differences,Health Insurance,Income,Depression (Psychology),Anxiety,Drug Therapy,Counseling,National Surveys

Compared with white Americans, persons of other races in the United States are less likely to have access to and receive needed mental health care (1-4). Few studies, however, have explored such disparities specifically among men. Mental health and treatment have traditionally received less attention for men than women, perhaps because men are less likely than women to report mental health problems and to receive services for these problems (4-7). This report uses nationally representative data on frequency of mental health symptoms and related treatment utilization to compare men of color (that is, non-Hispanic black and Hispanic men) with non-Hispanic white men. It also explores whether racial and ethnic disparities differ by age, health insurance coverage status, and income.
The P3C2R+GIRD Paradigm of Creating a Reading Comprehension Lesson for EFL Students: From Conceptual Model to Model Lesson
Author: Karanjakwut, Chalermsup
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,English (Second Language),Schemata (Cognition),Phrase Structure,Inferences,Reading Instruction,Models,Second Language Learning,Second Language Instruction,Grammar,Vocabulary Development,Instructional Design,Teaching Methods,Language Tests,Foreign Countries

This academic article is aiming at creating a reading comprehension lesson with a new paradigm called the P3C2R+GIRD model developed by a 9-year-experience author in teaching English reading skill who always found that one of the problems of EFL students in learning English language is the lack of reading comprehension which is an important skill in receiving information and the foundation of the other skills. The model is systematically developed into six steps, i.e. 1) providing unknown collocations from the lesson at the first part of the lesson, 2) creating a prediction question to elicit students' schemata and open their imagination, 3) choosing/creating a realistic story that is currently catching interest or popularity of the world--this story is the model passage of the lesson, 4) constructing questions with the GIRD model consisting of finding &quot;gist,&quot; drawing &quot;inferences,&quot; tracing &quot;references,&quot; and skimming/scanning for &quot;details,&quot; 5) rebooting vocabulary and grammar by bringing interesting words from the lesson for creating exercises to activate students' knowledge of vocabulary and understanding how it works/applies in other contexts, and 6) rechecking students' reading comprehension by creating another passage that contains some words and collocations they have learnt from the model passage so that a teacher can examine whether students are able to apply what they have just learnt into another context. More interestingly, the last section of this article provides a model lesson developed from the concept of the P3C2R+GIRD model which gives teachers the illuminating insights of designing a reading comprehension lesson.
Language Learning Strategies Profiles of EFL Learners in Nepal
Author: Dawadi, Saraswati
Date: 2017-10-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Learning Strategies,Second Language Learning,Second Language Instruction,Metacognition,Undergraduate Students,Questionnaires,Student Attitudes,Computer Software,Statistical Analysis,Gender Differences,Memory,Affective Behavior,Teaching Methods

This study investigated language learning strategies (LLS) used by English as foreign language (EFL) learners in Nepal. For this study, 370 undergraduate level students from a university in Nepal responded to a questionnaire. The quantitative software SPSS was used to analyse the data. Results indicated that students were moderate users of those LLS. When considering strategies separately, metacognitive strategies were reported to be employed significantly more than any other category of strategies; followed by compensation and cognitive strategies. Affective strategies were the least preferred strategies by the participants. T-test results revealed significant differences between male and female learners in the use of overall strategies; male students reported using LLS more frequently than female students. Additionally, it was found that male students favoured compensation, social, and affective strategies more than their female peers, whereas female students preferred cognitive and metacognitive strategies more than their male peers. However, there was no significant difference between male and female students with regard to the use of memory strategies. Implications of these findings for EFL teaching and recommendations for further research are discussed.
How Nonpartisan Ballot Design Conceals Partisanship: A Survey Experiment of School Board Members in Two States
Author: Crawford, Evan
Date: 2017-00-00
Type: Journal Articles
Subjects: Boards of Education,Elections,Political Attitudes,Politics,Surveys,Politics of Education,Common Core State Standards,Educational Vouchers,School Prayer,Educational Policy,Cues,Administrator Behavior,Context Effect

Studies suggest that between one-fourth and one-third of localities elect their leaders on partisan ballots. Does the presence of a party label on the ballot affect the level of partisanship in local office? I leverage the fact that within select states, school boards vary as to whether their members are elected on partisan or nonpartisan ballots. Do the differences in policy preferences between Democrats and Republicans differ across these ballot contexts? Does a party cue treatment, where respondents are reminded of the general policy positions of both parties, differentially affect elected officials in different ballot contexts? Evidence from the survey reveals a group of &quot;polarized nonpartisans&quot; who tend to express more partisan views about public policy than their co-partisans elected in an explicitly partisan system. At the same time, providing party cues in policy debates disproportionately moves those elected on partisan ballots as opposed to nonpartisan ones. That partisan-elected officials are more influenced by party cues appears to validate the motivations of nonpartisan reformers, yet the &quot;polarized nonpartisans&quot; found in the control group should give those reformers pause and reveals the need for continued research into the behavioral consequences of nonpartisan ballots. [At time of submission to ERIC, this article was in press with &quot;Political Research Quarterly.&quot;]
Detecting Intervention Effects Using a Multilevel Latent Transition Analysis with a Mixture IRT Model
Author: Cho, Sun-Joo
Date: 2013-07-00
Type: Journal Articles
Subjects: Intervention,Item Response Theory,Statistical Analysis,Models,Measurement,Program Effectiveness,Problem Solving,Hierarchical Linear Modeling,Individual Differences,Control Groups,Comparative Analysis,Fractions,Mathematics Tests,Scores,Mathematics Achievement,Computation,Instructional Effectiveness,Pretests Posttests,Middle School Students,Learning Disabilities,Maximum Likelihood Statistics

A multilevel latent transition analysis (LTA) with a mixture IRT measurement model (MixIRTM) is described for investigating the effectiveness of an intervention. The addition of a MixIRTM to the multilevel LTA permits consideration of both potential heterogeneity in students' response to instructional intervention as well as a methodology for assessing stage sequential change over time at both student and teacher levels. Results from an LTA-MixIRTM and multilevel LTA-MixIRTM were compared in thecontext of an educational intervention study. Both models were able to describe homogeneities in problem solving and transition patterns. However, ignoring a multilevel structure in LTA-MixIRTM led to different results in group membership assignment in empirical results. Results for the multilevel LTA-MixIRTM indicated that there were distinct individual differences in the different transition patterns. The students receiving the intervention treatment outscored their business as usual (i.e., control group) counterparts on the curriculum-based Fractions Computation test. In addition, 27.4 % of the students in the sample moved from the low ability student-level latent class to the high ability student-level latent class. Students were characterized differently depending on the teacher-level latent class.
Turkish EFL Instructors&apos; Perceived Importance of Motivational Strategies: A Descriptive Study
Author: Ustuk, Özgehan
Date: 2018-00-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Student Motivation,Teacher Attitudes,Gender Differences,Educational Background,Teaching Methods,Teaching Experience,Foreign Countries,Statistical Analysis,Motivation Techniques,College Faculty,Bachelors Degrees,Masters Degrees

This study investigated how important Turkish EFL teachers perceive the ELT motivational strategies that are implemented in adult EFL teaching. 52 EFL instructors working in preparatory schools of foreign languages in four state universities in Turkey participated in the current study. The perceived importance of ELT motivational strategies was found in relation to various preselected independent variables to see the effects of some demographic aspects on the perception of ELF teachers. These variables were gender, educational background, and year of teaching experience. The results indicated several results regarding the relationship between the perceived importance of EFL teaching motivational strategies and the selected variables. Gender has a fairly limited significant effect on the perceived importance of the strategies whereas educational background and year of teaching experience showed more effect respectively. The study pointed out that intra-cultural aspects also influence the EFL teachers' related perception on the issue in addition to the cross-cultural aspects, which were discussed in the prior research.