ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics in the Early Grades: Counting &amp; Cardinality. Interactive STEM Research + Practice Brief
Author: Education Development Center, Inc. (EDC)
Date: 2016-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematics Skills,Computation,Numeracy,Numbers,Mathematical Concepts,Academic Standards,Infants,Young Children,Kindergarten,Early Childhood Education

In the domain of &quot;Counting &amp; Cardinality,&quot; Common Core State Standards indicate that by the time students leave kindergarten, they should know the names and sequence of number words up to 100, be able to count to determine the number of objects in a small set (up to 20), and make comparisons between small sets of objects (National Governors Association Center for Best Practices &amp; Council of Chief State School Officers, 2010). This brief describes the key concepts and skills that are involved in meeting the standards in this domain and provide excerpts from learning trajectories that illustrate how they develop over time and with experience.
In Support of Educators: Strategies That Work
Author: Elliott, Kim
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Teacher Education,Faculty Development,Online Courses,Career Readiness,Academic Achievement,Teaching Methods,Teacher Competencies,Technology Uses in Education,Educational Technology,Computer Software

Teachers' support of students, and the lasting effects of that support, is one of the most powerful factors in shaping a country's future. Their work is as complex and challenging as it is critical. Each student brings a wide range of ever-evolving needs and strengths. Each school and district has an ever-shifting landscape of priorities, pressures, resources, and reforms. In this report, three of the Education Development Center's (EDC's) professional learning designers and experts--Jessica Juliuson, Nevin Katz, and John Parris--discuss key considerations in supporting teachers. Each expert brings a unique perspective and set of lessons learned. Yet the core elements of the approach are evident in the writing of all three, as is EDC's deep commitment to supporting educators and appreciation for their important work. Jessica Juliuson shares her insights from EDC's work to help teachers integrate rigorous academic and career education to ensure college and career success. Nevin Katz reflects on the powerful role that facilitated online courses can play in helping teachers acquire new instructional strategies and teaching tools. John Parris explores why it is crucial for educational software designers to expand how they think about usability in order to develop better tools and supports for teachers.
Defining a New North Star: Aligning Local Control Accountability Plans to College and Career Readiness. Policy Brief
Author: Beach, Paul
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Accountability,Alignment (Education),School District Autonomy,College Readiness,Career Readiness,Funding Formulas,Educational Policy,Elementary Secondary Education

Educators have the increasingly difficult task of preparing students to live, learn, and work in the 21st century. Amidst those challenges, a growing body of research suggests that college and career readiness depends upon students' ability to think critically, learn how to learn, communicate, and collaborate. The No Child Left Behind (NCLB) era of accountability prioritized basic literacy and numeracy above all other knowledge and skills. California's array of recent educational reforms presents school district leaders with an extraordinary opportunity. In the wake of the state adopting new academic standards, school funding models, and a system of accountability, California educators can repurpose their work beyond chasing improvement on standardized tests of basic literacy and numeracy. The Local Control Funding Formula and Local Control Accountability Plans (LCAPs) also present a challenge: how to organize the complex overlay of policies, programs, and practices to realize multiple, often competing, federal, state, and local goals. This policy brief recommends that district leaders point their LCAPs toward college and career readiness to guide educator decisions and facilitate system coherency. With this new North Star, districts will be better able to navigate the murky waters between policy and practice.
Goodbye to Summer Vacation? The Effects of Summer Enrollment on College and Employment Outcomes. A CAPSEE Working Paper
Author: Liu, Vivian Yuen Ting
Date: 2016-11-00
Type: Reports - Research
Subjects: Enrollment,Summer Schools,College Students,Graduation Rate,College Credits,Outcomes of Education,Bachelors Degrees,Grade Point Average,Employment,Education Work Relationship,Income,Time to Degree

Despite rich evidence on the benefit of summer enrollment at the K-12 level, the college completion literature has so far focused on college readiness, remediation, and financial aid, and has largely overlooked the potential benefits of taking summer courses among college students. Academic momentum theory suggests that summer enrollment may increase credit accumulation and retention and thus increase the rate of college completion. Using proximity to the closest four-year college as an instrumental variable (IV), I analyze public higher education data from an anonymous state to examine how enrolling in summer credits can impact college outcomes and the mechanisms by which it may do so. I find that summer enrollees in the sample had higher bachelor's degree completion rates than summer non-enrollees. Summer enrollees returned to college at a higher rate and completed more credits in the following fall without compromising their grade point averages. Students with lower first-term grade point averages benefitted more from summer enrollment. When summer enrollees reached the labor market, they had higher employment rates six years after initial enrollment. Conditional on employment, earnings were equivalent among summer enrollees and non-enrollees. These findings indicate that summer enrollment benefits students through retention, which leads to higher rates of completion and employment. They suggest that colleges may want to seek opportunities for increasing summer enrollment, and they have implications for the current method of Pell Grant allocation, which privileges the fall and spring terms over the summer term.
Keepers of Our Digital Future: An Assessment of the National Digital Stewardship Residencies, 2013-2016
Author: Mink, Meridith Beck
Date: 2016-12-00
Type: Reports - Research
Subjects: Electronic Publishing,Library Services,Information Management,Library Automation,Libraries,Postsecondary Education,Technological Literacy,Higher Education,Museums,Program Development,Program Content,Program Effectiveness,Professional Development,Partnerships in Education,Pilot Projects,Workshops,Experiential Learning,Librarians,Mentors,Curriculum Development,Skill Development

In September 2015, the Institute of Museum and Library Services (IMLS) awarded the Council on Library and Information Resources (CLIR) a grant to investigate the early impacts of the National Digital Stewardship Residency (NDSR) programs, in order to inform subsequent development of similar programs by others with a vested interest in building professional capacity to preserve digital information. &quot;Keepers of Our Digital Future&quot; provides a formative evaluation of the early residencies, based on surveys and interviews with NDSR participants and supervisors from the Washington, D.C., New York, and Boston programs. The authors offer a series of findings and recommendations for future programs, noting that as the model is reproduced, there is a greater need for national-level coordination and communication across programs. The following are appended: (1) Study Design and Methodology; (2) Summary and Comparison of NDSR Assessments; (3) Survey Instruments; (4) Interview and Site Visit Protocols; (5) Interview and Site Visit Participants; and (6) NDSR Advisory Board Members. [This report was written with the assistance of Samantha DeWitt, Christa Williford, and Alice Bishop. The foreword was written by Abby Smith Rumsey.]
Implementing LCFF: Communicating about District Plans. Policy and Practice Brief
Author: Knudson, Joel
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Program Implementation,School District Autonomy,Accountability,Educational Planning,Strategic Planning,Information Dissemination,Educational Change,Educational Improvement,Resource Allocation,Decision Making,Educational Objectives,Audience Awareness,Equal Education,Trust (Psychology)

California educators continue in their struggle to communicate district plans to parents, teachers, and other members of the school community. Local Control Accountability Plans (LCAPs), have ballooned into jargon-laden stacks of tables, impenetrable to all but the most sophisticated reader. Envisioned as a tool to improve transparency, the LCAP as implemented has instead left many parents and community members utterly confused. In recognition of the LCAP's issues, state and district leaders are looking for better ways to inform the community about districts' plans and results. This brief, the fourth in a series informs district leaders as they communicate about their overall vision for school improvement, and the strategies and resource allocation decisions they are using to achieve that vision. It highlights insights that emerged from a November 2015 meeting of the California Collaborative on District Reform, in which participants reviewed resources already in use in the field--a sample of executive summaries, infographics, and other communication materials. As California continues to refine the Local Control Funding Formula (LCFF) system of policies and practices, these guidelines can help districts further the goals LCFF was designed to foster.
Implementing LCFF: Possible Solutions to Emergent LCAP Challenges. Policy and Practice Brief
Author: Blum, Jarah
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Funding Formulas,School District Autonomy,Public Education,Educational Finance,Accountability,Barriers,Program Improvement,Elementary Secondary Education

The Local Control Funding Formula (LCFF) represents a sea change in the way California funds public education. By directing resources to the students in greatest need, freeing districts from the constraints of categorical programs, and inviting stakeholder participation, the new funding system creates the conditions for districts to advance goals of equity and better serve their local communities. One key component of the LCFF is the Local Control Accountability Plan (LCAP), a state-required document in which each district must describe its goals, the strategies designed to achieve those goals, and the resources allocated to support those strategies. Having completed two rounds of LCAP submissions, district leaders and others around the state have learned much about what the process entails, where it has created the conditions for improved practices and outcomes, and where obstacles remain. This brief draws on reflections from a November 2015 meeting of the California Collaborative on District Reform to provide an overview of some of those struggles, as well as potential remedies, to inform the implementation and refinement of LCFF. The California Collaborative will continue to develop briefs that explore the issues raised here in greater detail.
Productive Struggle in Mathematics. Interactive STEM Research + Practice Brief
Author: Pasquale, Marian
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Problem Solving,Teaching Methods,Puzzles,Mathematical Applications,Persistence,Influences,Metacognition

Mathematical problems and puzzles that require commitment and perseverance to solve can help foster deep mathematics understanding in students. In this brief, the author describes factors that influence productive struggle, shares four examples of how teachers often respond to their students' productive struggles, and offers four strategies to help teachers support their students in this form of learning.
Findings on the Development and Use of Technology-Infused Curricula in Preschool Classrooms. Interactive STEM Research Brief
Author: Stiles, Jennifer
Date: 2016-12-00
Type: Reports - Research
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Preschool Education,Randomized Controlled Trials,Pretests Posttests,Teacher Surveys,Preschool Teachers,Mathematics Instruction,Program Effectiveness

Mobile tablets are becoming more prevalent in educational settings, but little is known about the impact of using technology-infused curricula in preschool classrooms. The research summarized in this brief suggests that well-designed tablet-based activities can indeed improve student learning outcomes at the preschool level. These positive outcomes are more likely when digital activities target clear learning goals; are collaborative and social experiences; are accompanied by hands-on activities; and are used in classrooms where teachers receive support for their integration. [This brief was produced as part of the Research + Practice Collaboratory (RPC).]
International Baccalaureate Diploma Programme: Examining College Readiness
Author: Conley, David
Date: 2014-05-00
Type: Reports - Research
Subjects: Advanced Placement Programs,College Readiness,High School Students,Metacognition,Cognitive Development,Knowledge Level,Learning Strategies,Qualitative Research,Comparative Analysis,Multiple Regression Analysis,Student Characteristics,Statistical Analysis

The International Baccalaureate (IB) works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. This three-phase study prepared by the Educational Policy Improvement Center (EPIC) on behalf of the International Baccalaureate Organization explored the impact of the International Baccalaureate (IB) Diploma Programme on college readiness by examining the academic and non-academic preparation of students who participated in IB Diploma Programmes in high school. The first phase of this study involved analyses of academic indicators of college success using extant data for IB/Honors and Non-IB/Honors students between 2005 and 2012. In the second phase, IB/Honors and Non-IB/ Honors students took a postsecondary version of CampusReady, a self-report instrument that gauges metacognitive, cognitive, and college adjustment behaviors and attitudes mapped to the Four Keys to College and Career Readiness: (1) Key Cognitive Strategies; (2) Key Content Knowledge; (3) Key Learning Skills and Techniques; and (4) Key Transition Knowledge and Skills. EPIC employed a qualitative methodology in the final phase to more closely examine how IB/Honors students differed in preparation and college experience from Non-IB/Honors students. The following are appended: (1) T-Chart of IB Diploma Programme Components; and (2) Attribute Sort Responses.
Mobile Technology and Mathematics Learning in the Early Grades. Interactive STEM Research + Practice Brief
Author: Presser, Ashley Lewis
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Elementary School Mathematics,Handheld Devices,Technology Uses in Education,Developmentally Appropriate Practices,Mathematics Education,Technology Integration,Educational Strategies,Mathematics Instruction,Selection Tools,Mathematical Concepts

This research brief describes the value of using mobile technologies in and out of elementary mathematics classrooms, and investigates the view that teachers may not be getting the guidance they need to best leverage those technologies. The authors explore three areas of concern: How can teachers use technology in developmentally appropriate ways to facilitate mathematics learning? What strategies can they use to integrate technology into the classroom in ways that allow students to successfully understand the mathematical content being taught? How can one select the appropriate technology tools to best foster the learning of mathematics concepts and practices?
Supporting Mathematical Discourse in the Early Grades. Interactive STEM Research + Practice Brief
Author: Stiles, Jennifer
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Discussion (Teaching Technique),Student Centered Learning,Vocabulary,Learning Activities,Problem Solving,Cooperative Learning,Questioning Techniques,Elementary School Mathematics

This research brief discusses the benefits of teachers using mathematical discourse--allowing students to explain, justify, and debate their individual techniques for solving math problems--to enhance learning. Using this strategy requires educators to discard traditional teacher-centered modes of instruction and adopt new student-centered modes in which they facilitate discussion. The brief offers strategies for successful implementation, including modeling expected behavior, strengthening students' mathematics vocabulary, selecting rich mathematical tasks that lend themselves to multiple solution strategies, allowing students to work in various groupings (pairs, groups), asking good questions, and giving students adequate time to respond.
Participation in Kentucky's College Preparatory Transition Courses: An Update. REL 2017-211
Author: Flory, Michael
Date: 2017-01-00
Type: Reports - Research
Subjects: College Preparation,Transitional Programs,Grade 12,College Readiness,Courses,High School Students,Mathematics Instruction,Reading Instruction,English Instruction,Student Participation,African American Students,Low Income Students,Disabilities,Followup Studies

Kentucky offers college preparatory transition courses in math, reading, and English to grade 12 students. The courses are designed as one possible intervention for students who do not meet state college readiness benchmarks in one or more of those subjects on the ACT in grade 11. This study updates a previous Regional Educational Laboratory (REL) Appalachia report on participation in transition courses in 2011/12 (Mokher, 2014) by examining data for 2014/15. Kentucky's transition course program has evolved in two key ways since the study for 2011/12 (Mokher, 2014). First, transition courses are now offered in English; in 2011/12 they were available only in math and reading. Second, the Kentucky Department of Education has modified its recommendations on which students could be considered for enrollment in a transition course in grade 12 to include all students who score below college readiness benchmarks. These changes make some comparisons between 2011/12 and 2014/15 participation rates difficult. Key findings for 2014/15 include: (1) The proportion of students entering grade 12 who did not meet college readiness benchmarks was 53 percent in math, 50 percent in reading, and 40 percent in English, a decrease of about 6 percentage points in math and reading since 2011/12 (benchmarks for English were not examined in the earlier study); (2) Nearly two-thirds of Kentucky high schools--mostly small, rural, and low-performing schools--offered transition courses; (3) Approximately 40 percent of students who did not meet college readiness benchmarks in math and approximately 20 percent who did not meet benchmarks in reading or English participated in a transition course in those subjects; and (4) From 2011/12 to 2014/15 participation in transition courses in math increased 3 percentage points overall and 9 percentage points among students who were approaching college readiness benchmarks in math. Identifying college preparatory transition courses is appended. [For the original report, &quot;Participation and Pass Rates for College Preparatory Transition Courses in Kentucky. REL 2014-009,&quot; see ED544765.]
Enhancing State Authorization: The Need for Action by States as Stewards of Higher Education Performance. State-Federal Partnerships in Postsecondary Education
Author: Harnisch, Thomas
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: State Government,Federal Government,Accreditation (Institutions),Partnerships in Education,Educational Change,Government Role,Higher Education,Educational History,Educational Policy

This brief examines the &quot;triad&quot; of state governments, the federal government and accrediting agencies and, by shining light on the unique role that state governments play in this partnership, the authors propose reforms that will strengthen the role of state governments, without neglecting the two other legs of the higher education stool.
Fast Track to College Success. State-Federal Partnerships in Postsecondary Education
Author: Barry, Mary Nguyen
Date: 2016-12-00
Type: Reports - Research
Subjects: Grade 12,High School Students,College Bound Students,College Readiness,Educational Finance,Financial Support,Tuition,Grants,Advanced Students,Access to Education,Federal Aid,College Entrance Examinations,Scores,Student Characteristics,Educational Legislation

This brief focuses on 12th grade students who are ready for postsecondary work, but are spending unnecessary time in high school. The brief discusses options for paying for the transition, including K-12 funds reimbursing families for tuition or 12th graders being eligible for Pell.
Fixing Affordability: An Approach for Advancing Federalism in the Modern Era. State-Federal Partnerships in Postsecondary Education
Author: Cooper, Michelle Asha
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Federal State Relationship,Higher Education,Student Costs,Educational Finance,Educational Policy,Educational Change

There is a constant push and pull between state and the federal governments to find the right balance of federalism. By applying this &quot;push-pull&quot; framework to higher education, this brief looks at past policy interventions and how this framework can help to understand the free college movement.
Action Research and Differentiating Reading Instruction in Mississippi: Fourth-Grade Students' Reading Success
Author: Mims, Wyn, M.
Date: 2017-01-00
Type: Reports - Research
Subjects: Grade 4,Elementary School Teachers,Action Research,Reading Instruction,Intervention,Individualized Instruction,Inclusion,General Education,Pretests Posttests,Reading Tests,Scores,Comparative Analysis,Elementary School Students,Program Effectiveness,Disabilities

A fourth-grade teacher utilized action research in order to make data-driven decisions about reading interventions with her students. The teacher decided on a broad intervention, which was differentiating reading instruction, implemented differentiated instruction, collected data and continuously adjusted interventions based on monitoring data. The action research was conducted in an upper elementary school in southern Mississippi. There were two classrooms: an inclusion classroom (Class 1) and a general education classroom (Class 2). Pre- and post-tests using STAR reading were provided and scores were examined using descriptive analysis. The reading scores for both reading groups increased using differentiated reading instruction. The largest increase was found in the inclusion classroom group (Class 1). The primary focus was on the teacher implementing what was learned in a master's teacher education program concerning action research and the importance of making data-driven decisions in the classroom. The teacher examined a concern in the classroom, researched possible solutions or interventions, implemented those, monitored them, adjusted approaches, and reinforced the process of action research within the classroom.