ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of the Adequate Yearly Progress Requirement of the Federal &quot;No Child Left Behind&quot; Act on Schools in the Great Lakes Region. Executive Summary
Author: Wiley, Edward W.
Date: 2005-09-00
Type: Reports - Research
Subjects: Federal Programs,Educational Indicators,Federal Legislation,Educational Policy,Policy Analysis,Program Implementation,State Standards,Accountability,Sanctions,Educational Improvement,Economically Disadvantaged,Standardized Tests,Failure,Academic Achievement,Student Evaluation,Achievement Gap,Social Problems,Sustainability,Educational Finance

This executive summary describes a study that finds nearly every school in the Great Lakes states is threatened to fail the Adequate Yearly Progress (AYP) requirements mandated by the federal &quot;No Child Left Behind&quot; (NCLB) Act. NCLB holds schools and districts accountable for student achievement on state standardized tests and schools that do not make AYP face sanctions. A school or district can avoid sanctions one of two ways: produce test scores that meet AYP annual objectives set by the state, or by making sufficient improvement over the previous year's test scores to take advantage of &quot;Safe Harbor&quot; status. The goals of NCLB are deceptively simple: All schools and districts receiving funds for socially and economically deprived children (Title I) must bring all students up to state standards by 2014. The implementation is considerably more complex. The most critical and controversial aspects of NCLB are school accountability policies and AYP requirements. This study examines the implementation of those policies in the Great Lakes states, and projects the percentage of schools that will make or fail to make AYP, and those that could be Safe Harbor eligible. [For the full report, &quot;The Impact of the Adequate Yearly Progress Requirement of the Federal 'No Child Left Behind' Act on Schools in the Great Lakes Region,&quot; see ED531289.]
The Impact of the Adequate Yearly Progress Requirement of the Federal &quot;No Child Left Behind&quot; Act on Schools in the Great Lakes Region. Technical Appendix
Author: Wiley, Edward W.
Date: 2005-09-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Improvement,Federal Programs,Educational Indicators,Minority Group Students,Mathematics Achievement,English,Language Arts,English Language Learners,Special Needs Students,Science Achievement,Achievement Gap,State Standards,Economically Disadvantaged,Standardized Tests,School Effectiveness,Educational Policy,Policy Analysis,Program Implementation,Accountability,Failure,Student Evaluation,Statistical Analysis,Public Education,Evaluation Methods,Outcome Measures,Evaluation Criteria,Outcomes of Education,Educational Objectives

This appendix describes the analytical procedures used to project the status of schools in the Great Lakes state toward meeting AYP (Adequate Yearly Progress) requirements from 2005 to 2014. To &quot;make AYP,&quot; the school as a whole and each numerically significant subgroup must meet &quot;Annual Measurable Objectives&quot; (annual objectives). States set their own annual objectives and these requirements increase over time toward the goal of 100% of students reaching proficiency in 2014. Reaching proficiency is measured by students meeting standards on the state assessment. In addition, each state sets the minimum student count necessary for a student subgroup to reach numerical significance. Once a subgroup reaches the minimum student count threshold, it is included in the AYP calculations. (Contains 2 tables, 3 figures and 9 notes and references.) [For the full report, see &quot;The Impact of the Adequate Yearly Progress Requirement of the Federal 'No Child Left Behind' Act on Schools in the Great Lakes Region&quot; (ED531289). For the executive summary, see &quot;The Impact of the Adequate Yearly Progress Requirement of the Federal 'No Child Left Behind' Act on Schools in the Great Lakes Region. Executive Summary&quot; (ED531288).]
Random Qualitative Validation: A Mixed-Methods Approach to Survey Validation
Author: Van Duzer, Eric
Date: 2012-02-01
Type: Reports - Descriptive
Subjects: Research Methodology,Validity,Mixed Methods Research,Surveys,Data Collection,Data Interpretation,Statistical Analysis

The purpose of this paper is to introduce the process and value of Random Qualitative Validation (RQV) in the development and interpretation of survey data. RQV is a method of gathering clarifying qualitative data that improves the validity of the quantitative analysis.  This paper is concerned with validity in relation to the participants' understanding of the survey author's intent, and the ability to accurately interpret the quantitative response on forced-choice scales. A campus study of rigor in general education courses conducted in 2006/07 provides examples and will be used to demonstrate the benefits and challenges of the RQV approach. A sample survey page is appended. (Contains 1 table.)
Rocks: A Concrete Activity That Introduces Normal Distribution, Sampling Error, Central Limit Theorem and True Score Theory
Author: Van Duzer, Eric
Date: 2011-10-10
Type: Reports - Descriptive
Subjects: Course Content,True Scores,Statistical Analysis,Sampling,Methods,Experiential Learning,Statistics,Introductory Courses,Computer Simulation,Data,Computation

This report introduces a short, hands-on activity that addresses a key challenge in teaching quantitative methods to students who lack confidence or experience with statistical analysis. Used near the beginning of the course, this activity helps students develop an intuitive insight regarding a number of abstract concepts which are key to mastering introductory statistics. Students are introduced to true score theory, Poisson distribution, central limit theorem and directly observe the effects of sampling error. Throughout the course concepts can be related back to this experience and made less abstract and more concrete meeting the needs of a broader range of learners. (Contains 2 diagrams.)
Time-Indexed Effect Size for P-12 Reading and Math Program Evaluation
Author: Lee, Jaekyung
Date: 2012-03-09
Type: Reports - Research
Subjects: Effect Size,Time,Control Groups,Experimental Groups,Educational Research,Program Evaluation,Preschool Education,Elementary Secondary Education,Reading Achievement,Mathematics Achievement,Outcomes of Education,National Norms,Longitudinal Studies

Our current capacity to understand or provide a context for interpreting the size of an effect in education program evaluation is limited. To address the problem, this study proposes a time-indexed effect size metric (d') to estimate how long it would take for an &quot;untreated&quot; control group to reach the treatment group outcome in terms familiar to educators--years/months of schooling. This study extends prior work on K-12 academic growth norms to preschool level. Through applications of the time-indexed effect size to selected examples of experimental or quasi-experimental research in What Works Clearinghouse (WWC), the study demonstrates that it could provide a developmentally appropriate context for interpretations of educational program effects at different levels of schooling. It is a step toward bridging the gap between educational research and practice. (Contains 2 footnotes, 3 figures, and 4 tables.)
What Works Clearinghouse Quick Review of the Report &quot;Exercise Improves Executive Function and Achievement and Alters Brain Activation in Overweight Children: A Randomized, Controlled Trial&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Executive Function,Obesity,Exercise,Reading Achievement,Mathematics Achievement,Brain,Children,Educational Research,Program Effectiveness

The study examined whether exercise offered to sedentary, overweight children ages 7 to 11 improved executive function--defined as strategy execution when presented with a novel task--and academic performance in reading and math. The study authors analyzed data on about 170 students from Georgia who were recruited in five cohorts from 2003 to 2006. Of all students who participated, 56% were female, and 61% were African American. Students in the study sample were assigned randomly to one of three treatments: a low-dose exercise program, a high-dose exercise program, or no program. The study found that students assigned to the high-dose exercise program had statistically significantly higher math achievement and executive function than students not in an exercise program. The What Works Clearinghouse's (WWC) calculations indicate the magnitude of the difference is approximately 0.30 standard deviations in math and 0.24 standard deviations in executive function, which is roughly equivalent to moving a student from the 50th to the 62nd percentile in math and from the 50th to the 60th percentile in executive function. Reading achievement was not significantly different between students assigned to the high-dose exercise program and students assigned to no program. In addition, there were no statistically significant differences in executive function or in reading and math achievement between students assigned to the low-dose exercise program and students assigned to no program. The research described in this report meets WWC evidence standards. (Contains 2 footnotes.) [The following study is the focus of this &quot;Quick Review&quot;: Davis, C. L., Tomporowski, P. D., McDowell, J. E., Austin, B. P., Miller, P. H., Yanasak, N. E., Allison, J. D., &amp; Naglieri, J. A. (2011). &quot;Exercise improves executive function and achievement and alters brain activation in overweight children: A randomized, controlled trial&quot;. &quot;Health Psychology&quot;, 30(1), 91-98.]
The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy
Author: Gove, Amber, Ed.
Date: 2011-00-00
Type: Collected Works - General
Subjects: Foreign Countries,Developing Nations,Beginning Reading,Reading Tests,Reading Skills,Literacy,Reading Diagnosis,Reading Instruction,Outcome Measures,Program Effectiveness,Formative Evaluation,Student Evaluation,Language of Instruction,Native Language,Educational Policy,Information Technology,Data Collection,Data Analysis,Elementary Education,Educational Improvement,Motivation,Adoption (Ideas)

This book highlights the experience of Liberia in both assessing and improving reading in primary schools. As a result of an Early Grade Reading Assessment, the Ministry of Education and partners, including the United States Agency for International Development, came together to identify and develop strategies for improving reading in schools. Over the course of a year, the partnership provided support and training to teachers, reading books for students, and collaborated with parents to instill a culture of reading in the community. These efforts paid off; the share of students in program-supported schools that are reading with understanding more than tripled, while the results in a comparison group remained nearly flat. Critical to this process was the use of data to inform decision making. Assessments such as those described in this book are especially important as they identify which skills need reinforcement--information that can directly inform teaching and learning. With training and support, teachers can then use this information to improve their practice in schools and monitor student progress toward achieving goals and standards. Information can also help parents and communities to pressure for and support improvement in schools. This book contains the following: (1) The Early Grade Reading Assessment: An Introduction (Amber Gove and Anna Wetterberg); (2) Using EGRA as a National Reading Diagnostic: Nicaragua and Senegal (Jessica Mejia and Sarah Pouezevara); (3) Gauging Program Effectiveness with EGRA: Impact Evaluations in South Africa and Mali (Wendi Ralaingita and Anna Wetterberg); (4) Teachers' Use of EGRA for Continuous Assessment: The Case of EGRA Plus: Liberia (Marcia Davidson, Medina Korda, and Ollie White Collins); (5) Mother Tongue and Reading: Using Early Grade Reading Assessments to Investigate Language-of-Instruction Policy in East Africa (Benjamin Piper and Emily Miksic); (6) Using Information and Communication Technologies to Sort EGRA (Sarah Pouezevara and Carmen Strigel); and (7) Motivating Early Grade Instruction and Learning: Institutional Issues (Luis Crouch). Appended are: (1) Early Grade Learning Community of Practice Members; and (2) EGRA Subtask Examples. A glossary and an index are included. Individual chapters contain references and footnotes. (Contains 27 tables and 22 figures.) [Foreword by Ellen Johnson Sirleaf.]
Evaluating the Impact of Education on Earnings in the UK: Models, Methods and Results from the NCDS. CEE DP 47
Author: Blundell, Richard
Date: 2004-12-00
Type: Reports - Evaluative
Subjects: Education Work Relationship,Income,Outcomes of Education,Models,Foreign Countries,Computation,Statistical Analysis,Least Squares Statistics,Validity,Comparative Analysis,Higher Education,Educational Attainment

When looking at the relationship between individual earnings and schooling, there are potential sources of bias which arise due to individual education choices; individuals of higher unobserved ability or with higher unobserved payoffs from schooling may for instance invest more in education. This paper reviews alternative models and estimation methods meant to overcome these sources of bias and to thus recover the true causal effect of education on earnings. As to the specification of the model, the paper highlights the distinction between models which focus on the impact of a specific educational level, such as undertaking higher education compared to not doing so (single-treatment models), and models which allow for a number of sequential levels of schooling (multiple-treatment models). The latter framework is particularly attractive when interest lies in a wide range of educational qualifications with potentially very different returns. A second crucial choice as to model specification concerns the nature of the returns to education, in particular whether to allow returns to vary across individuals for the same educational qualification (homogeneous versus heterogeneous returns models). Once heterogeneity in returns is allowed, it becomes crucial to define the subpopulation for whom one is interested in estimating returns. The authors first provide a methodological comparison of four main estimation methods: least squares, matching methods, instrumental variable methods and control function methods. For the different model specifications, the paper highlights the assumptions needed for the validity of each method and investigates the estimators' properties. In particular, whilst the feasibility of these alternative methods clearly hinges on the nature of the available data, their implementation and properties differ according to whether the model is one of homogeneous or heterogeneous returns and whether education is represented through a single or a multiple measure. Appended are: (1) Summary statistics; (2) Classification of educational qualifications; (3) Covariate balancing indicators before and after matching (best specification); and (4) Difference in returns for the no-qualifications group. (Contains 2 tables.)
Should Research Universities Be Led by Top Researchers? Part 1: Are They? CEE DP 51
Author: Goodall, Amanda
Date: 2005-06-00
Type: Numerical/Quantitative Data
Subjects: Research Universities,College Administration,Researchers,College Presidents,Correlation,Citations (References),Institutional Characteristics

If the best universities in the world--who have the widest choice of candidates--systematically appoint top researchers as their vice chancellors and presidents, is this one form of evidence that, on average, better researchers make better leaders? This paper addresses the first part of the question: are they currently appointing distinguished researchers? The study documents a positive correlation between the lifetime citations of a university's president and the position of that university in a world ranking. The lifetime citations are counted by hand of the leaders of the top 100 universities identified by the Institute of Higher Education at Shanghai Jiao Tong University in their "Academic Ranking of World Universities" (2004). These numbers are then normalised by adjusting for the different citation conventions across academic disciplines. The results are not driven by outliers. This paper posits the theory that there are two central components involved in leading research universities: managerial expertise and inherent knowledge. It is suggested here that active and successful researchers may have greater inherent knowledge about the academy that in turn informs their role as leader. Appended are: (1) Top 500 World Universities (1-100); and (2) ISI Highly Cited Papers Thresholds (January 1994-June 2004). (Contains 8 figures, 1 table and 3 footnotes.)
Vive La Revolution! Long Term Returns of 1968 to the Angry Students. CEE DP 49
Author: Maurin, Eric
Date: 2005-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Activism,Conflict,College Students,Higher Education,Educational History,College Entrance Examinations,Outcomes of Education,Education Work Relationship,Income,Fathers,Parent Background,Educational Attainment,Human Capital,Middle Class,Cohort Analysis

The student revolt of May 1968 led to chaos across France, temporarily shaking the economic and political establishment. The crisis was unanticipated, unpredictable and short-lived. The famous events coincided with the period in which examinations are undertaken. In the university context, exams became a central aspect of the bargaining process between students and the authorities with the former successfully bargaining for &quot;light-touch&quot; exams &quot;to avoid harming students who have spent a lot of time struggling for a better university&quot;. The general chaos and student lobbying led to the abandonment of normal exam procedures throughout the higher education system. For example, the important examination taken for the baccalaureate (success at which guarantees entry to university) only involved oral tests. As a result, the pass rate for various qualifications increased enormously in that one year. In this report, the authors show that the lowering of thresholds had important consequences for students at an early (and highly selective) stage of the higher education system. The events enabled a significant proportion of students born between 1947 and 1950 (particularly in 1948 and 1949) to pursue more years of higher education than would otherwise have been possible. They compare outcomes for cohorts affected by the relaxation of the examinations with cohorts that were too young or too old at this time. There is a wage premium of 2-3 percent for the most affected cohorts and an increased probability of achieving a high-status occupational position. They also show that persons from a middle-class family background were more likely to be among the &quot;marginal students&quot;, and hence those for whom the effects of easier examinations are particularly evident. Finally, they show that returns were transmitted to the next generation on account of the relationship between parental education and that of their children. (Contains 4 figures, 7 tables and 27 footnotes.)
The More the Merrier? The Effect of Family Size and Birth Order on Children's Education. CEE DP 50
Author: Black, Sandra E.
Date: 2005-06-00
Type: Numerical/Quantitative Data
Subjects: Family Size,Economics,Educational Attainment,Birth Order,Foreign Countries,Correlation,Twins,Outcomes of Education,Wages,Employment Level,Early Parenthood,Adolescents,Gender Differences,Economic Factors,Family Characteristics,Labor Market

There is an extensive theoretical literature that postulates a trade off between child quantity and quality within a family. However, there is little causal evidence that speaks to this theory. Using a rich dataset on the entire population of Norway over an extended period of time, we examine the effects of family size and birth order on the educational attainment of children. While we find a negative correlation between family size and children's education, when we include indicators for birth order and/or use twin births as an instrument, family size effects become negligible. In addition, birth order has a significant and large negative effect on children's education. We also study adult earnings, employment, and teenage childbearing, and find strong evidence for birth order effects with these outcomes, particularly among women. These findings suggest the need to revisit economic models of fertility and child &quot;production&quot;, focusing not only on differences across families but differences within families as well. (Contains 9 tables, 1 figure and 36 footnotes.) [This paper was presented as part of the Centre for the Economics of Education seminar series on 25th February 2005.]
Jobs for America's Graduates 30th Anniversary Annual Report: Celebrating Thirty Years of Achieving Extraordinary Results!
Author: Jobs for America's Graduates, Inc.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Nonprofit Organizations,Dropout Prevention,At Risk Students,Transitional Programs,Program Effectiveness,Educational Research,Academic Persistence,Graduation,Employment,Postsecondary Education,Best Practices,Data Collection,Reports,Competency Based Education,Awards,Conferences (Gatherings),Seminars,Scholarships,Annual Reports

Jobs for America's Graduates (JAG) is a national not-for-profit organization with a 30-year tested and proven model to cost effectively prevent school dropout among young people facing challenges of staying in school through graduation, pursuing postsecondary education and/or securing quality entry-level jobs. JAG stakeholders passionately believe that the United States of America can and must be a nation without dropouts. The JAG Board of Directors, guided the past thirty years by outstanding public and private sector leaders, is committed to help resolve the country's dropout problems by expanding its state organizations and schools served to help at-risk young people, both in-school and out-of-school, who face barriers to academic achievement and/or employment success. School-based Specialists are provided the tools, training and motivation to implement proven, innovative and student-focused JAG Model Programs that deliver a unique set of services. This paper presents JAG's 30th Anniversary Annual Report.