ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring the Implementation Fidelity of the Response to Intervention Framework in Milwaukee Public Schools. Stated Briefly. REL 2017-192
Author: Ruffini, Steffen J.
Date: 2016-11-00
Type: Reports - Research
Subjects: Program Implementation,Fidelity,Response to Intervention,Public Schools,Program Effectiveness,Intervention,Scoring Rubrics,Elementary Education,School Districts,Educational Improvement,Teaching Methods,Institutional Characteristics,Student Diversity,Data Collection,Decision Making,Evaluation Methods,Progress Monitoring,Cultural Relevance,Leadership,Cooperation,Reliability,At Risk Students

Regional Educational Laboratory Midwest assisted Milwaukee Public Schools in developing a fidelity monitoring system for measuring schools' progress in implementing Response to Intervention (RTI). The study examined the ratings produced by that system to determine the system's reliability, schools' progress in implementing RTI, and whether ratings were related to school characteristics. Two years after rolling out RTI, 53 percent of participating schools were implementing it with adequate fidelity. Average implementation ratings suggest that priority schools need more coaching and professional development on RTI than do focus schools and other schools and that most schools could benefit from coaching and professional development on tier 3 instruction and instruction for diverse students. Implementation fidelity ratings were related to the percentage of teachers with advanced credentials, retention of licensed staff, percentage of economically disadvantaged students, and percentage of students suspended during the school year. This brief summarizes the findings to the full study. [For the full study, &quot;Measuring the Implementation Fidelity of the Response to Intervention Framework in Milwaukee Public Schools. REL 2017-192,&quot; see ED570888.]
New American Undergraduates: Enrollment Trends and Age at Arrival of Immigrant and Second-Generation Students. Stats in Brief. NCES 2017-414
Author: Arbeit, Caren A.
Date: 2016-11-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Enrollment Trends,Age Differences,Immigrants,Profiles,Demography,School Statistics,Statistical Data,Student Characteristics,School Choice,Full Time Students,Majors (Students),Prior Learning,School Readiness,Asian American Students,Hispanic American Students,Racial Differences,Social Change

Statistics in Brief publications present descriptive data in tabular formats to provide useful information to a broad audience, including members of the general public. They address simple and topical issues and questions. This Statistics in Brief profiles the demographic and enrollment characteristics of undergraduates who are immigrants or children of immigrants (&quot;New Americans&quot;). Based on data from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12), the report examines how the proportions of immigrants (first generation) and children of immigrants (second generation) in postsecondary education have changed over time and compares the demographic characteristics and postsecondary enrollment characteristics of these New Americans with those of other undergraduates (third generation or higher). The core analysis compares the demographic characteristics, academic preparation, and enrollment characteristics of New American students with a focus on Asian and Hispanic undergraduates. The report also examines immigrant students' age at arrival in the United States and its association with their academic preparation and enrollment. Appended are: (1) Data Tables; (2) Standard Error Tables; and (3) Glossary Index
Use of Private Loans by Postsecondary Students: Selected Years 2003-04 through 2011-12. Stats in Brief. NCES 2017-420
Author: Woo, Jennie H.
Date: 2016-11-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Student Loan Programs,Private Financial Support,Statistical Data,Statistical Surveys,Trend Analysis,College Students,Undergraduate Students,Graduate Students,Institutional Characteristics,Tuition,Income,Comparative Analysis,Tables (Data)

Statistics in Brief publications present descriptive data in tabular formats to provide useful information to a broad audience, including members of the general public. They address simple and topical issues and questions. Using data from 2011-12, this Statistics in Brief updates and expands on a previous National Center for Education Statistics (NCES) study (Woo 2011). The previous report used data from 2003-04 and 2007-08 to examine the increase in the use of private education loans by both undergraduate and graduate students. These are loans from private sources that are not part of the federal loan programs. Data from 2011-12 provide the most recent information available on college and graduate students' patterns of borrowing, which are the focus of this report. This update examines the following questions: (1) To what extent did the use of private student loans among under-graduates change from 200304 to 2011-12, and how did these changes compare with the use of federal loans?; (2) Did changes in under-graduates' use of private student loans between 2003-04 and 2011-12 differ by type of institution, tuition amount, or income level?; and (3) Did the use of private student loans among graduate students change from 2003-04 to 2011-12, and how did these changes compare with the use of federal loans? Key findings include: (1) After peaking in 2007-08 at 14 percent, the percentage of undergraduate students who borrowed from private sources dropped by about half in 2011-12 to 6 percent (figure 1). In contrast, borrowing from the federal government through the Stafford Loan Program increased from 35 percent to 40 percent; (2) The decrease in the rate of borrowing from private sources between 2007-08 and 2011-12 occurred among students in all types of institutions, regardless of the amount of tuition that institutions charged, and across all income levels (figures 4-6); and (3)Similar to undergraduates, the percentage of graduate students who borrowed from private sources declined between 2007-08 and 2011-12 (table 2). However, the average amount borrowed through private loans was not statistically different between the two time periods (table 3). Appended are: (1) Data Tables; and (2) Standard Error Tables. (To access &quot;The Expansion of Private Loans in Postsecondary Education. Stats in Brief. NCES 2012-184&quot; see ED524805.)
Standardized Assessments of College Learning: Past and Future
Author: deBoer, Fredrik
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Standardized Tests,Outcome Measures,Politics of Education,Political Influences,Evaluation Criteria,Educational Policy,Test Reliability,Test Validity,Educational Indicators,Academic Achievement,Testing Problems,Barriers,Performance Factors,Change Strategies,College Outcomes Assessment

The American university is currently undergoing a period of often-uncomfortable public scrutiny. Rising tuition costs and attendant higher student loan debt loads have caused both considerable human hardship and considerable criticism of individual institutions and the college education system as a whole. This report presents the following: (1) a discussion of the current political pressure to assess college learning; (2) a discussion of some of the basic requirements for an effective collegiate learning assessment system; (3) a brief look at extant tests to assess student learning on campus; (4) challenges to the validity and reliability of these instruments; and (5) a proposal for locally-controlled disciplinary assessments that could interface with standardized assessments of critical thinking skills, giving a more full picture of student learning and including faculty in the assessment process in doing so.
Beyond Ratings: Re-Envisioning State Teacher Evaluation Systems as Tools for Professional Growth
Author: Connally, Kaylan
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Faculty Development,State Standards,Teacher Evaluation,State Policy,Government Role,Organizational Communication,School Support,Progress Monitoring,Accountability,Profiles,State Action,State School District Relationship,Teacher Improvement,State Programs

To date, most of the public narrative and pushback on new teacher evaluation systems has centered around their use for high-stakes personnel decisions such as pay, promotion, and dismissal, but these systems were always intended to promote and support improvements for all teachers--not just the superstars or laggards. Why is teacher development still missing from the public narrative on--and most teachers' daily experience of--evaluation? Building from the National Council on Teacher Quality's recent finding that 31 states require evaluation to inform teacher development, the authors examine these states' efforts to help local education agencies (LEAs) make good on that policy. The authors identify three key strategies--including two-way communication, data-driven support, and ongoing monitoring--that states must employ in order to move further towards this goal. This report provides insights into what states are currently doing to help LEAs connect evaluation and support, and explores the work of four--Colorado, Delaware, Louisiana, and Tennessee--in depth to share promising practices and lessons learned. Based on this research, the report makes several recommendations for how states can use evaluation systems to better support teacher growth--whether through policy requirements that encourage accurate, frequent feedback or through the communication, support, and monitoring of these policies. Though the authors acknowledge that states' spheres of influence and capacity will vary, they encourage states to select and tailor those recommendations that are likely to have the highest impact for their context. Includes a list of interviews conducted. Contains notes.
No Panacea: Diagnosing What Ails Teacher Professional Development before Reaching for Remedies
Author: Tooley, Melissa
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Faculty Development,Performance Factors,Needs Assessment,Barriers,Teacher Education Programs,Program Effectiveness,Theory Practice Relationship,Organizational Culture,Productivity,Educational Responsibility,Change Strategies

Historically, states and districts have largely invested in teacher professional development (PD)--ranging from one-time workshops to collaborative peer learning communities--as the primary strategy to help teachers improve their practice. Despite its potential, in its present state, PD has gained a poor reputation among educators and those who study education, in part because little evidence exists that the significant investment of time and financial resources in PD has been consistently impactful. What is keeping PD from having its promised impact? Should states and districts be looking at other strategies for raising the quality of teaching for students? This report identifies key obstacles that prevent PD from reaching its potential for growing teachers' knowledge and skills in service of their students. The authors find that these obstacles prevent four elements of a productive PD cycle from occurring: (1) identifying teachers' development needs; (2) selecting aligned, evidence-based PD approaches; (3) implementing approaches with fidelity; and (4) assessing outcomes. The authors argue that these obstacles are reinforced by challenges in the professional culture experienced by many teachers. They also highlight how federal, state, district, and school-level actors all play a role in contributing to these obstacles and professional culture barriers, as do educator preparation programs. This report aims to provide a diagnosis of the underlying causes of ineffective PD that can serve as a foundation for remedying our nation's approach to teacher development.
Beyond Access: How Texas and California Are Accommodating Increased Hispanic College Enrollment
Author: Miller, Ben
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Hispanic American Students,Student Records,Academic Achievement,Achievement Rating,Demography,Diversity (Institutional),Higher Education,Community Colleges,Success,State Surveys,Comparative Analysis,College Credits,Academic Persistence,Change Strategies,Educational Change,Educational Trends

Adapting campuses, classes, and processes to better serve Hispanic students will be a crucial step toward meeting national attainment goals. Since fall 2000, the number of Hispanic students in public colleges has effectively doubled. However, due to a Congressional ban on a student-level data system, the federal government is flying blind when it comes to knowing how millions of Hispanic college students are faring. This report examines how the data systems of two states, Texas and California, provide important insights into the measure of student success and the different challenges facing institutions of higher education. In California, community colleges and state universities have seen steady increases in retention rates and credit accumulation rates of Hispanic students over the past decade. Most notably, California State University, Long Beach, improved its two-year retention rate for first-time full-time Hispanic students by nearly 13 percentage points from 2000 to 2011. David Dowell, the interim provost and senior vice president at the university, attributed this success to several improvements, including a new budgeting model that ensures the college can offer all the classes it wants each year, the creation of annual graduation goals, and proactive advising that gives students a clearer pathway to completion for each major. In Texas, community colleges and four-year institutions have seen substantial increases in enrollment, yet notable decreases in two-year persistence rates, among Hispanic students between 2000 and 2012. Using findings from data and interviews, this report provides the following recommendations at the federal, state, and institutional levels: (1) Use data to help colleges start conversations about their results and serve as a jumping-off point to deeper dives within their own administrative data; (2) Track outcomes for students beyond the traditional first-time full-time cohort; (3) Explicitly include Hispanic students in strategic planning for higher education; (4) Provide opportunities for students to earn college credit while still in high school; and (5) Overturn the ban that prohibits creating a federal student unit record system. Contains notes.
Exceptional Circumstances: A Blog Series on Issues in Early Childhood Special Education
Author: Parham, Katharine
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Special Education,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Educational Change,Educational Trends,Success,Educational Finance,Inclusion,Access to Education,Screening Tests,Early Intervention,Special Needs Students,Public Education

As recently as the 1970s, only a small number of children with disabilities were educated in public schools in the U.S. The Individuals with Disabilities Education Act (IDEA) changed everything in 1975, mandating that states accepting public funds for education must provide special education services to children with disabilities. The 40th anniversary of IDEA marked decades of national progress toward equal opportunities for children with exceptionalities. Access to support services, pathways to postsecondary education, and promises of lifelong success have been created and sustained. However, while significant progress has been made in the past four decades, issues remain in the provision of special education, particularly for the country's youngest learners. Funding streams for early childhood special education are complex and present challenges in the efficient provision of needed services. Inclusion classrooms in early childhood are rare, which denies access and opportunities for those with special needs to be educated with their peers. Screenings for early learning deficits are neither common nor mandatory in most places, allowing many children who would benefit from additional support to slip through the cracks. This report explores these issues facing young children with exceptionalities. Contains notes.
Breathing Life into Business Concepts: Utilizing Simulations in Management Information Systems
Author: Hendrix, Stephen
Date: 2016-06-00
Type: Information Analyses
Subjects: Management Information Systems,Technology Uses in Education,Educational Technology,Literature Reviews,Teaching Methods,Business Administration Education,Computer Simulation,Simulated Environment,Marketing

The Department of Computing at East Tennessee State University provides students exposure to the enterprise application SAP as a part of the Information Systems curriculum. Over the past two years, the use of SAP has expanded beyond the Department of Computing into the Management Information Systems course offered by the Department of Management and Marketing. By transforming the MIS course, students gain the opportunity to utilize the SAP environment through the business simulation ERPsim. This simulation emphasizes the importance of enterprise applications and the importance of data in a business. Furthermore, students learn to apply business concepts such as Porter's Generic Strategies as they attempt to develop a competitive advantage in the simulation. The purpose of this paper is to review the literature concerning educational simulations, to discuss the implementation of simulation use within the MIS course, and to highlight future growth opportunities within the course. [For the full proceedings, see ED570898.]
The Cogs Are Coming: The Cognitive Augmentation Revolution
Author: Fulbright, Ron
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Artificial Intelligence,Augmentative and Alternative Communication,Cognitive Development,Cognitive Processes,Thinking Skills,Computers,Computer Uses in Education

We are at the beginning of a new era in human history--the cognitive augmentation era. Until now, humans have had to do all of the thinking. The future will make it possible for humans to partner with cognitive systems doing some of the thinking themselves and in many ways thinking that is superior to humans. Together, humans and &quot;cogs&quot; achieve a higher level of cognition than is possible by either working alone. Current cognitive systems are expensive large-scale pieces of technology affordable only to the biggest companies and government agencies. However, we foresee the evolution of less expensive cognitive systems tailored to individuals and available to the mass market. When these cogs become available, anyone will be able to achieve expert-level competence in any domain--something we call the democratization of expertise. The next few years will see a transformation of how we work, play, and socialize revolving around computer-augmented human cognition. In the coming era, cogs will be everywhere in our lives and become our teachers, co-workers, partners, advisors, counselors, pets, and even our friends. The cogs are coming. [For full proceedings, see ED570898.]
Tools to Use in an Information Technology Class--and Best of All They Are FREE!
Author: Swanson, Dewey
Date: 2016-06-00
Type: Speeches/Meeting Papers
Subjects: Computer Science Education,Postsecondary Education,Higher Education,Networks,Programming,Systems Analysis,Computer Software

Purdue Polytechnic has several locations in the state of Indiana offering students a chance to get a Purdue degree. The Computer and Information Technology (CIT) department offers the CIT degree at three sites in Indiana: Anderson, Columbus and Kokomo. CIT offers several potential majors including Cybersecurity, Network Engineering, Systems Analysis. In the general CIT major, students take up to 15 courses that have lab component and require from general software like Microsoft Office to more specialized software such as Unity Pro and Autodesk Maya that are used in a game development class. The classes focus on four areas: networking, programming, systems analysis and programming. In this paper the authors review some no cost options that they have incorporated or plan to incorporate into their labs. [For full proceedings, see ED570898.]
Keeping up with Big Data--Designing an Introductory Data Analytics Class
Author: Hijazi, Sam
Date: 2016-06-00
Type: Speeches/Meeting Papers
Subjects: Data Collection,Data Analysis,Computer Software,Spreadsheets,Higher Education,Introductory Courses,Business

Universities need to keep up with the demand of the business world when it comes to Big Data. The exponential increase in data has put additional demands on academia to meet the big gap in education. Business demand for Big Data has surpassed 1.9 million positions in 2015. Big Data, Business Intelligence, Data Analytics, and Data Mining are the four main branches of data analysis. These areas intertwine, overlap, and clearly depend on each other. This study endeavors to examine the concepts, tools, and techniques of these topics through an introductory class in Big Data. After serious efforts and examination, this study found Data Analytics to be the most suitable topic. One main reason for making this choice included the need to teach the students how to ask questions when they manipulate large amounts of data. The other reason is the availability of PowerPivot and DAX as an Add-In to MS Excel. Most students are familiar with MS Excel, since it is readily available to them. The tools, the techniques, the built-in functions, PivotTables, and DAX, as a formula language, will allow students to experiment with a million rows of data resulting in a rich and rewarding learning environment. The class will also cover the other areas of Big Data and their relationships. Students should become Big Data literate by the time they finish the class successfully. [For full proceedings, see ED570898.]